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Page 1: €¦  · Web viewChildren try to guess the mystery number by posing questions, trying to get to the answer before 20 questions Individual 100 squares to cover up number eliminated
Page 2: €¦  · Web viewChildren try to guess the mystery number by posing questions, trying to get to the answer before 20 questions Individual 100 squares to cover up number eliminated

IntroductionNo Pens Day Wednesday lesson plans and activity templates have been created by specialist teachers and speech and language therapists and quality assured by practising mainstream teachers.

Lesson plans These were developed by taking example plans for September from one school’s planning as a starting point. As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for schools to adapt, though they can be used as they are if this fits in with your planning.

Lesson plans aim to follow good practice principles; e.g.

They identify explicit learning objectives Support use of questioning, using Blooms taxonomy, to support learning Include plenary sessions that encourage pupils to reflect on their learning through assessment for learning strategies

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, signposting to the vocabulary section of the activity templates. Vocabulary is key to all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of the lesson, using tried and tested strategies can make a significant difference to these pupils in particular.

A speaking and listening objective has also been identified for each lesson. Some have been taken from QCA guidelines, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.hello.org.uk/resources), which track language development throughout the primary years.

Plans are available for every lesson in primary school across the year groups.

Activity templates In addition to lesson plans, we’ve provided activity templates (separate download on www.hello.org.uk/no-pens-day-wednesday), which are more generic and can be adapted to any lesson. These give some information about the activity and how it can be implemented, highlighting any resources / links that might be useful to support that activity. These activities can be used within any element of a lesson - as a starter activity, main activity, plenary or as methods of recording learning. See also separate guidance on ways of recording without using pens (available on www.hello.org.uk/no-pens-day-wednesday).

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Year 4 Lesson PlanClass: Teacher: Date: Lesson: Literacy: Narrative Unit 4 – Stories that raise

issues/dilemmas, Phase 2Learning objective: To use a range of dramatic devices to explore an issue within a text, predicting the outcome of the dilemma.

Previous learning: Pupils outlined issues and dilemmas

running throughout short story. Pupils read Danny Champion of the World

up to chapter 7, used a journal to record the issues/dilemmas faced by the main character(s) and predicted what they will do.

Speaking and listening objectives: 3f: Use different ways to help the group move forward including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.4c: Use dramatic techniques to explore characters and issues.

Differentiation ResourceStarter: Conscience Alley Recap previous learning on Danny Champion of the World. Talking Partners: What issues and dilemmas has the book

explored so far? Read start of chapter 7. Talking partners: Discuss how Danny felt before he went to sleep stating reasons - share ideas. Read to end of page 53 and discuss Danny’s fears. Talking Partners: What dilemma is Danny facing? What should he do? Create a conscience alley, pupils on either side are to persuade ‘Danny’ whether or not he should stay at home or go out

and search for his father. Chose pupil for role of Danny, ask Danny to share ideas on what he decided to do after walking down the alley. Talking

partners: What would you do in this situation and why?

Mixed ability groups of three, picture prompts for lower achieving pupils, TA/Class Teacher support.

Book: Danny Champion of the World

Vocabulary: Issues, dilemmas, improvisation, characters, script, dramaticTeach vocabulary using strategies and materials suggested in the activity template packMain activity: Continue reading page 54, what predicament does Danny have? What are his options? Discuss. Read down to page 55 - ‘the motor coughed once then started’ Create a Round Robin: Allow pupils 30 seconds independent thinking time. What thoughts would be going through Danny’s

head right now? Share ideas. Instruct children that we are going to create an improvisation of the next part of the story. Discuss what is meant by

improvisation. Does it matter that we don’t have a script? Does it matter if we don’t have the same ideas as the author? Differentiated groups of three pupils are to plan and role play the next part of the story from the moment Danny starts the

car using three characters. In the planning they should discuss ideas of what might happen to him, possible characters that might be involved and any

problems he might face along the way. Discuss acting techniques needed - body language, speech etc. Plan and rehearse improvisations.

Plenary: View improvisations and assess using two stars and a wish. Read rest of chapter 7 and compare and contrast outcomes. Talking Partners: Whose outcome was the most exciting?

Whose was the most dramatic? Assessment for learning: How well do you think you can predict Danny’s decisions? What are Danny’s motives when he makes a decision? What activities today have helped you think about Danny’s dilemmas?

Homework: Ask a parent/guardian about a time they had a dilemma.

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Year 4 Lesson Plan

Class: Teacher: Date: Lesson: Maths – Problem solvingLesson objectives: Using thinking skills to problem solve, working co-operatively and communicating

Previous learning: Understanding of coin values; calculations; calculating change

Activity Differentiation ResourceStarter: 20 questions - I’m thinking of a number Children try to guess the mystery number by posing questions, trying to get to the answer before 20 questions

Individual 100 squares to cover up number eliminated

100 squares

Vocabulary: Coins, more, less, totalTeach vocabulary using strategies and materials suggested in the activity template packMain:Problem solving – activity set up Today we are learning to solve problems and work in groups together Show the

3 problems 1st challenge we have to tackle – how can we work them out with ‘no pens’?

Show children the selection of resources that are available in class – e.g. bags of coins, Sumthing beads, Unifix , picture cards (to match ‘jobs’ task), Plasticine and straws, paper and scissors, Numicon

Snowball activity In pairs – suggest ways of working out or making a picture of the problem without

writing Pairs join in 4s – share ideas 4s join in 8s and share ideas Report back – share ideas

Divide into groups of 6 Each group has a problem; more than one group can choose a given problem. The group must choose the resources they want to use to try to work out the

problem. They must talk and work together to solve the problem.

Lower achieving:using picture cards, children to solve the problem by counting the legs. Focus on securing 2/3 times table facts.

Bags of coins, coin cards Sumthing beadsUnifixPicture cards to match ‘jobs’ task Plasticine and strawsPaper and scissorsNumicon

Camera to record group working

Plenary: Make a podcast to tell what resources you used, and how you solved the

problem. Describe to the person next to you what you did to solve the problem. Feedback, self assess against lesson objectives using thumbs.

How did not being able to record in our books make this difficult- what could we use to help us set out information?

Easyspeak recorders

Homework: Take one of the other problems home to try out with your family

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Resource: Problem solving

Pocket MoneyMum and dad have decided that they will give you extra pocket money for helping out at home! But the most that they will pay you is £5 per week.

Washing, drying and putting away the dishes £1.00Vacuuming the lounge £0.75Tidying and polishing the lounge £0.75Tidying, cleaning and vacuuming your bedroom £2.00Weeding the garden £1.50Cleaning the car £2.50Taking out the rubbish/bin £0.50

What is the least amount of jobs you will have to do to earn £5?What is the most amount of jobs you will have to do to earn £5?

From - www.tes.co.uk/ResourceDetail.aspx?storyCode=3007423

SpaceshipSome Tripods and Bipods flew from planet Zeno. There were at least two of each of them.Tripods have 3 legs. Bipods have 2 legs.There were 23 legs altogether

How many Bipods were there?How many Tripods were there?

From - www.edu.dudley.gov.uk

At the toy shopThe toy shop stocks tricycles and go-carts. The tricycles have 3 wheels. The go-carts have 5 wheels. Suna counted the wheels. He counted 37 altogether.How many tricycles are there?How many go-carts are there?

From - www.edu.dudley.gov.uk

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Year 4 Lesson Plan

Class: Teacher: Date: Lesson: History: Tudors: Henry VIII and his 6 WivesLearning objective: To work collaboratively to find key information about the wives of Henry VIII, presenting our findings clearly to the rest of the class.

Previous learning: Locate Tudor period on a timeline Investigation of Henry VIII

Speaking and listening objectives: 3a: Make contributions relevant to the topic and take turns in discussion3f: Use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.

Activity Differentiation ResourceStarter: Hot seat Talking partners: If you could ask Henry the 8th any question what would it be? Each group to suggest a

question. Introduce hot seating with teacher in role of Henry the 8th. Each pair asks Henry the 8th the question they

thought of.

Mixed ability groupings (buddy lower achieving pupils)

differentiated research resources, e.g. fewer resources to support organisation

talking tins and prompt grid for lower achieving Visual support, picture of wives

Sentence starters to support questions to ask

Vocabulary: Background, key events, collaborate, Tudor, housing, lifestyle, entertainment, king, queen.Teach vocabulary using strategies and materials suggested in the activity template packMain activity: Jigsaw Split children into 6 differentiated groups, (Minimum 4 pupils per group). Instruct children that today they are to research an aspect of Henry VIII’s wives. What do we know already?

How many wives? What are their names? What do we want to find out? Collect ideas on the board. Establish we need to research:

Key info: born, died, place of birth etc. Family life: background, religion, parents. Marriage to King: key events.

Instruct pupils that they are to research this information from a range of sources, and that they will need to establish who is to find what information before presenting it back. Teacher to model collaborative talk.

Children are given time to research before rejoining in groups to share information, making sure each person within the group knows the key information about the wife they have researched.

Each group is to nominate a member to be hot seated by the rest of the class during plenary: pupils to discuss how they might act out these roles.

Plenary: Allow pupils time to prepare questions for each of the wives. Hot seat each wife with a question from each

group (5 questions total). Collect information about each wife in a table on the board. Did we find all the information we needed? What

was easy / difficult? What is missing?Assessment for learning: Pupils to discuss how well they met the learning outcomes and to use the checklist to self assess group working http://www.teachfind.com/national-strategies/seal-working-together-self-review-checklist

Homework: Create a top trump card for one of the wives of Henry VIII.

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Year 4 Lesson PlanClass: Teacher: Date: Geography: Improving the environmentLearning objective: To create a podcast encouraging people to reuse and recycle in school and the local community.

Previous learning: Use of podium (or alternate) podcasting

software Investigation of a school environment issue -

e.g. litter

Speaking and listening objectives: 1b: Gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects]3b: Vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions

Differentiation ResourceStarter: Talking partners: List all the things you have thrown away today - create mind-map. Ask pupils what happens once we throw something in the bin - where does it go? Establish that some things can be recycled whilst others can’t - why is this? In pairs, pupils to find 5 things that can and can’t be recycled. Share answers and list on board -

circle in different colours on mind map. Look at a recycling bag from your local council to confirm what can be recycled.

Mixed ability groupings, differentiated research material

research prompts and chunking of information for lower achieving (visual and written), for example what can you recyclewhat can’t you recycle

podcast prompt sheet, offering sentence starters, narrative questions, who, where, when etc to support organisation, talking tins.

Vocabulary: Recycle, refuse, landfill, textile, metal, persuasive, environmentTeach vocabulary using strategies and materials suggested in the activity template packMain activity: Podcast Show children pictures of landfill sites. Question: Where is our closest landfill site? Would you like

to live nearby? What can we do to reduce the amount of waste that goes into these sites? What about the things

we can’t recycle? How could we reduce this waste? Discuss what is needed for a quality podcast - clear speech, good structure, concise information,

good planning etc. Split pupils into differentiated groups of three. Each group is to create a podcast promoting

recycling in either the school or local community. Discuss what we will need to do to create podcast - model/recap use of podcasting software. Pupils to cut and paste statements for them to edit and include in podcast in MS word. Allow groups

time to plan podcast and edit information found to include 3 persuasive devices.

Read fact sheet: http://www.healthyplanet.org/media/34832/lessonplany4.pdf

Literacy link: Recap persuasive techniques and collect on board (teacher to model)

Groups allowed time to visit: http://www.recyclezone.org.uk/home_iz.aspx.html to research information for podcast.

Plenary: Review podcasts Zone the classroom – agree, disagree, ‘on the fence’. Read series of statements related to

recycling, e.g. after finding out more about recycling are you more or less likely to recycle now. Discuss feelings in paired talk, choose children in each zone to justify or give reasons for why they

have that view. Self assess against lesson objectives on thumbs.

Assessment for learning: In pairs, rate the speaking and listening objectives, persuasive devices for effectiveness (1-5), and feedback to the class the one that worked the best with examples of why.

Homework: Interview parent/guardian- how could they reduce the rubbish they produce?

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Year 4 Lesson PlanClass: Teacher: Date: Science: CSI Primary Learning objective: To gain evidence from a range of sources to solve a science mystery.

Previous learning: Knowledge of how to test fairly Make comparisons listing similarities and

differences

Speaking and listening objectives: 1e: Speak audibly and clearly, using spoken standard English in formal contexts3c: Qualify or justify what they think after listening to others' questions or accounts

Differentiation ResourceStarter: Introduce concept of theft of dinner money pot from school office - teacher (or other adult) in role

of police officer (use local police officer if available). Discuss: How do the police collect evidence? Children to devise questions in talk partners to ask the police officer about the crime and any

suspects they have Hot seat police officer Establish that the suspects are four adult members of the school staff (Headteacher, Midday

Supervisor, TA and Caretaker) Talking partners: What might the suspect’s motives be? What evidence could we gather to narrow

down the search?

Mixed ability groupings, cue cards for lower achieving pupils

Vocabulary: Evidence, fibre, sample, motive, sourceTeach vocabulary using strategies and materials suggested in the activity template packMain activity: CSI science Introduce evidence gained at the scene: shoe print, finger print, hair sample and fibre sample. Divide pupils into 6 groups for jigsaw activity. In groups pupils to discuss who their main suspect

is and why. Each member of the group splits to investigate their piece of evidence:

make prints of suspects shoes, view fibre and hair samples under microscope, match finger prints.

Pupils to discuss 3 similarities and 3 differences between each piece of evidence before making a match.

Pupils regroup and share findings - does all the evidence point to a single suspect?

Activity adapted from http://www.tes.co.uk/teaching-resource/Teachers-TV-Planning-the-Crime-6048925/

Plenary: The trial: groups present their findings stating possible motives and evidence gained using formal

language, teacher in role of judge. Talking partners do we have enough evidence to make an arrest? Recap formal language. Allow

pupils time to organise their findings and nominate a speaker.Assessment for learning: In pairs - What conclusions can you draw about the best ways to gather evidence? How confident are you to do this – what else do you need to do to improve? Justify your thoughts. Share some examples in the class.