Lesson Plan Pro-forma Name: Pavitra Segar Year group: 6 Date: Number of children: 30 Curriculum area: Literacy - Descriptive and Creative writing Start time: - Length of session: 1 hour Focus of lesson: Character Description - fictional/non fictional. National Curriculum Reference: Plan their writing by: Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Noting and developing initial ideas, drawing on reading and research where necessary. In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Draft and write by: Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Writing – Spelling All statutory requirements. Learning Objective(s): Continuity of Learning: What do you want the children to learn in this lesson? How does this lesson build on the children’s prior learning? Note any errors and misconceptions to address or to pre-empt in this lesson. To plan, draw and write a description of a character effectively. Success Criteria: Children have previously read stories in the class, such as the Boy in the stripe pyjamas and Goodnight Mr Tom. When focusing on character description here, children will be asked to think back to those stories and describe characters from. Questions could include - ‘What does Bruno look like?’ ‘How old is Bruno/Shumel?’ 1. 2. 3. I can describe a character based on their appearance. I can describe a character’s personality. I can use VCOP to describe characters. ‘Mr Tom - what does he look like?’ ‘How would you describe his personality?’ ‘How old was William Beech?’ ‘How would you describe his appearance?’ * Discuss the meanings of the words in RED. Children have been using similes, metaphors and personification in their writing. Assessment Strategies: How will you know whether the children have learned what you want them to learn? What will you look for and listen for? What evidence will you have? You could use questioning, your teaching assistant, children holding up jottings on whiteboards, completion of focus group proforma, self-assessment, peer assessment, marking etc. 1) AfL during the starter. Use of open ended questions to encourage discussion on character description elements – Go through the questions above in the continuity of learning. - Asses prior learning. 2) Observation during writing session – support and scaffold as necessary. Note exemplar work for class discussion. 3) Self and peer assessment against learning objectives. - Differentiated learning outcomes. 4) Marking books with reference to Lesson Objectives and Success Criteria. Classroom Organisation and Management: Resources: How will the children be grouped? Will they sit on the carpet or at tables? What behaviour for learning strategies will you employ? What will support the children’s learning? How will resources be made available? Class starter and main teaching (Input of the lesson) to be conducted at tables. Plenary to be conducted at tables with chosen children presenting at the front of the class. - Reading their description (voluntary basis) Time Teaching and Learning Activities 1) Image of characters for their writing on each table. (Choice on which ones they select to write about) 2) VCOP pyramids available on each table. Evaluation sheets - differentiated depending on abilities stuck at the top of their books. Role of Adults Support and Challenge Key Questions and Vocabulary Give an overview of all parts of the lesson to show how the children are going to learn what you want them to learn. Include key questions and vocabulary (write in bold), examples you will use, use of talk partners, modelling, tasks etc. Think about how you will engage the children and the pedagogy that you will use to help them to learn. What is the role of the TA throughout the lesson? What is your role? Starter: 10 minutes Children to write date and LO in their books. (Evaluation sheets on the table) Children to briefly discuss the following story elements: characters, setting, beginning, middle and end. - Think about what words are used to allow us to create a picture in our minds. Share discussions as a whole class Main - Input and Task: Teach to explain we are going to write our own description of a character. This includes the use of descriptive and emotive language. - Discuss the prompts (Slide 3) - Do these describe someone? What else could they include? Focus on the meaning of the Key words in Red. (Personality and Apperance). Children are to listen to the description of a character read aloud by the teacher - (The prompts are left on the interactive whiteboard) Allow 10mins for this discussion and drawing of the character - Teacher is to read it out loud at least twice with emphasis on descriptive and emotive language. - Children can share their drawing - Allow 5 minutes for this. - Class walk around where they get to see what their peers have drawn and made notes on. An example of two character description is on the board - after reading them ask children which on is better and why? - this should be an example of what the teacher is expecting in their writing. Children are then introduced to the task. With the prompt cards, the will write a description of their character using the character sheet - The pictures are on there. When finished they will swap it with a partner and fill in the evaluation sheet. (This is differentiated based on abilities.) Teacher to support LA group table. Teacher to support children’s creative ideas by asking sensitive openended questions to encourage independent thought. ‘What does he look like?’ ‘Where is he now?’ ‘What is he doing?’ Teacher to regularly encourage proof reading for spelling and punctuation errors. How will you meet the needs of all your learners? Consider children with SEND and the children you identified in your previous lesson reflection. Consider the use of resources, challenging questions, grouping and adult support. Offer scaffolding in a small group- lots of oral modelling to embed sentence structure. Phonics mats to support chn who did not pass phonics screening or are not secure Simplify ending to a few sentences. Word bank of adverbs for children to use. Challenge for the LA students: Use of conjunctions other than and in their sentencesUse interesting words- provide word mat or other resources for children to access independently (ensuring children know what the words mean and can use them contextually). This is the worksheet where children can use the words in the bank to help them - some words are tricky. (They can use a dictionary to search the meanings of those words.) - Create two stars and wish for your character descriptions. After this is done - go through a highlight the VCOP in your paragraph in a different colour stated. If students complete this - they can move on a write a description for another character on the sheet. Plenary: Invite children to read their character descriptions out to the class. Select 1 or 2 children with exemplar work. Conclude by explaining that character description builds on the use of a wide range of vocabulary and reading more will help them. - Build on the importance of reading. Lesson Reflection on Learning (everyone should fill this in after the lesson every lesson, same day handwritten notes are preferable) Children’s Learning: How are the children progressing towards the learning objective(s)? Are there aspects that many learners found tricky? Do you need to adapt your next lesson? It may be useful to annotate the second page of your lesson plan to highlight what worked well and what was more difficult for you or the children, discuss with your class teacher. Support: Challenge: Who will need extra support next lesson? How will you support/ scaffold their learning? Will there be any catch-up or pre-teaching? Who will need stretch and challenge next lesson? How will you ensure children are challenged?
