LESSON PLAN PROFORMA
Name of Trainee: John Jones
Supervising school staff: David Davies
Date: 9.9.15
Class / Year /
Group:
Lesson topic or
focus:
Yr 5
English
Number of learners:
30
Length of lesson:
60’
Boxes should be extended as necessary; do not be constrained by lack of space
Trainees’ TEACHING SKILLS TARGETS: Brought forward from previous lesson evaluations:

Provide more support for ALN and Lower Ability learners through verbal communication and physical resources
such as prompt sheets (Standard S2.6)
 To use random questioning – make use of the picking pots in the classroom (S3.2.1)
 To ask learners to share their work where possible in the lesson to allow me to check understanding of the task and
to show learners what I am looking for(S3.2.2)
Learners’ LEARNING TARGETS: Brought forward from previous lesson evaluations:
 To develop ideas into well written lines for their own poetry
 To make improvements when reading through their own work
 To use the success criteria as a guideline when writing their poetry
MAIN FOCUS of the LESSON:
To write ‘Sense Poetry’ about the beach making use of good adjectives, similes and, for more able learners, metaphors.
Expected LEARNING OUTCOMES:
Write a ‘Sense Poem’ using juicy adjectives, similes and metaphors
SUCCESS CRITERIA: Suggested learner led to increase understanding and motivation (facilitated by the trainee):
Bronze:
 To write a minimum of 8 lines split in to two stanzas
 To write about the beach using the five senses
 To write about the beach using juicy adjectives and at least one similie
Silver:
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To write a minimum of 8 lines split in to two stanzas
To write about the beach using the five senses
To write about the beach using juicy adjectives and at least one similie
To use aliteration
To use a ‘2A’ and ‘Ad, same ad’ sentence
Gold

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

To write a minimum of 8 lines split in to two stanzas
To write about the beach using the five senses
To write about the beach using juicy adjectives and at least one similie
To use aliteration
To use a ‘2A’ and ‘Ad, same ad’ sentence
To include a metaphor
To begin a sentence with an adverb
SUMMATIVE SUCCESS CRITERIA
 I CAN WRITE A SENSE POEM ABOUT THE BEACH
 I CAN IMPROVE MY WRITING USING SIMILIES, METAPHORS AND JUICY WORDS
 I CAN WRITE A SENSE POEM USING THE MAIN FEATURES (THE FIVE SENSES)
SKILLS DEVELOPMENT: Literacy and Numeracy Frameworks,
SKILLS DEVELOPMENT: ICT, Thinking Skills, PSE, ESDGC,
NC/Framework/Syllabus requirements including cross curricular
links.
Literacy (Oracy)
Contribute to class discussion, taking some responsibility for
completing the task well.
Cwricwlwm Cymreig.
Literacy (Writing)
Use appropriate vocabulary, including subject-specific words
and phrases
Thinking (Develop)
Form opinions and make informed decisions.
Thinking (Plan)
Determine success criteria and give some justification for
choice.
Revise and improve writing, explaining why they have made
changes
Curriculum (English)
Identify key points and follow up ideas through question and
comment
Communicate clearly and confidently, expressing opinion
Use appropriate vocabulary and terminology
ASSESSMENT FOR LEARNING:
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Recap of previous learning during introduction (Picking Pots)
Assessment of Talking Partner activity during introduction
Self-assessment against success criteria throughout
Peer-assessment during plenary
Traffic light fans strategy.
EVERYDAY WELSH: Greetings, commands, instructions, praise…
WELSH: Specific key terms, vocabulary, phrases and sentence
patterns relevant to the lesson:
Not relevant as this is an English lesson
RESOURCES: For this activity
Support Sheets –
-
Basic structure of poem
Sentence Starters
Beach scene image
Not relevant as this is an English lesson
ICT RESOURCES: For this activity
PowerPoint – Writing Sense Poems
Interactive whiteboard
Thesauruses
Dictionaries
Success Criteria grids
ALN: Notes on special organisational circumstances.
A and H not to sit by each other
Make sure learner C is facing the front and wearing his glasses.
Be sensitive toward learner E following her bereavement.
Role of support staff:
Health & Safety: as relevant, for significant hazards a risk
assessment should be completed and attached to the plan.
CJ not present, therefore LD to work closely with ALN
learners. Learner F will need support with reading material.
Check that learner E has taken medication.
Standard classroom Health and Safety, found in policies in
Section 1 of file.
LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES
Show how you will plan for differentiation (for e.g. teaching: through questionning, through support; learning: organisation
and contents of group tasks & mixed groups, MAT group, ALN group; middle ability group; as appropriate)
Time
LEARNERS’ ACTIVITY: What the learners will do?
Introduction: 10-15 minutes
The children are seated in mixed ability groups
next to their Talking Partner during this lesson.
As the Talking Partners change every fortnight,
there is a genuine mix in terms of abilities
working together.
As the children started looking at writing a Sense
Poem about the beach yesterday, the ideas that
we discussed should still be fresh in their minds.
Differentiation
MAT learners will remember, with ease, the ideas
that we discussed yesterday as these will mainly
be one word answers or short phrases. Some
MAT learners will naturally use more descriptive
and imaginative language and I will highlight this
to the group in order to model good use of
language.
The higher ability members of the middle group
will also respond in a similar way to MAT
learners, however, the lower ability in this group
are not as confident in expressing their ideas and
so should be praised for volunteering an answer
or answering a question when they are chosen
from the picking pot.
The lower ability members of the class are mostly
confident in sharing answers, however require a
lot more encouragement and praise when they do
share as it is important that they keep
contributing to class discussion.
ALN learners will lack confidence in themselves
completely. They will require much more
encouragement and praise than the others.
As the children work with their Talking Partners,
they are also peer educating and supporting one
another’s ideas which is very useful. For
example, B and R are seated together this week.
R is a MAT language learner and B is an ALN
language learner. This support for B will really
help to improve his confidence however I will
need to ensure that MAT learners do not take
over.
TEACHER ACTIVITY: What you will do?
To begin the introduction, I will explain to the
children that today we will be continuing to look at
our Sense Poetry about the beach. We began
looking at this in yesterday’s lesson.
I will ask the children to share with me what we said
we could see at the beach. I will begin by choosing
children with their hands up. I will then ask the
children what we discussed yesterday that we
could hear when we were at the beach. This time I
will use the picking pots to choose children to
answer. This will allow me to check which children
understand and remember the ideas that we
discussed yesterday.
I will do this for each of the senses and use a
combined approach of choosing children with their
hands up who would like to share answers and
choosing from the picking pots to pick random
children to answer.
I will then explain to the children that as we will be
looking at writing quality lines for our poems this
lesson, that I have a quick starter activity which
allows them to practise improving a simple
sentence.
I will hand each pair of Talking Partners in the room
a card that says ‘The man was quick’. I will ask the
children to write this sentence in their books along
with today’s date. There is no need to write a new
learning intention today as it carries on from
yesterday’s lesson. I will then give the children two
minutes to work with their Talking Partner to
improve this sentence. Before I ask the children to
start I will remind them that they should think of the
different techniques we use to improve a sentence
and that they can make the sentence longer.
I will give the children two minutes to complete this
and I will walk around the room to monitor talking
partner discussion and assess learning and
understanding. I will then be able to offer support
where necessary.
I will then stop the children and ask them to
feedback their sentences. We will discuss as a
class what we did to make the sentence better, this
will lead me to evaluate the success criteria for
today – the lesson’s first activity linked to writing
our poems.
Main activities: What will the learners do at each
step of the lesson?
Differentiation
Here, I will be explaining the success criteria of
writing lines for our poetry clearly to the children
and will reinforce this by having paper copies for
their books and having it written on the board
behind me. Also, as the children are involved in
adding to the success criteria, the lower ability
groups will be listening to other key points that the
higher ability groups would probably remember to
do without reminding, which we will then add to the
success criteria in order to develop everyone’s
work further.
Main activities:
Activity 1 – Evaluating/ Forming Success
Criteria (10 minutes)
Having discussed with the children what we did to
improve the sentence in the starter, I will move on
to focus on the success criteria for writing our own
poetry.
I will show the children the formative success
criteria on the board:
 To write a minimum of 8 lines split into two
stanzas
 To write about the beach using the five
senses
 To write about the beach using juicy words,
similes and metaphors
I will read through each point and explain it clearly
to the children. I will hand out the success criteria to
the children to stick in their books and remind them
that it is there for them to refer back to if they need
reminding of what I am looking for.
I will then ask the children if there is anything they
would like to add to the success criteria. I will add
this on the interactive whiteboard and allow the
children to add this to their grids if they would like.
I will then move on to the main activity of the
lesson.
Differentiation
I will need to reinforce the success criteria as I
discuss the second activity as it is essential that
everybody in the room has an understanding of the
task.
Activity 2
(First ten minutes)
I will inform the children that we will now start to
write our poems. I will remind the children that I
want AT LEAST 4 lines in each stanza and that
they need to be quality lines.
MAT learners will have copies of the example
structure as they are seated on mixed ability
tables, however, I will allow these children to write
freely as long as there are 4 lines in each stanza.
These children need to develop their own writing
by being more independent with their language
choices and structures and so this will be
beneficial to them. There will be thesauruses and
dictionaries available to all ability groups.
Differentiation - Support
I will remind the children that in terms of physical
supporting resources, they have the example poem
from yesterday and I will also show the class an
example structure which they should follow if they
are unsure of where to start. I will also place an
image of a beach setting on each table as visual
stimuli and I will provide cards with key adjectives
and sentence starters on them.
Higher middle learners will possibly make use of
the example structure to begin their poem,
however, once they are used to writing in the style
of a Sense Poem, should be able to write more
freely and independently without this physical
resource to support them. Although there will be
spelling errors with more complex words, these
children can write to a very high standard and
shouldn’t need support from myself.
I will walk around the classroom to ensure that all
children are on task and working well. I will
therefore be available to support any children that
require one to one support.
Lower middle ability learners will make use of the
example structure and will make use of the
sentence starters. This should be encouraged as
they will be able to recognise how different
(5-7 minutes)
I will then stop the children and choose some
individuals to share ideas using the picking pots
and specific children chosen by me. We will then
evaluate the lines as a class, highlighting the
positive elements, referring to success criteria and
thinking of how we could improve the lines. I will try
to ensure that after choosing from the picking pots,
sentence starters can improve their work. These
children may need more one to one support from
myself as they doubt themselves even when they
have a good understanding. This is a confidence
issue.
Lower ability learners will need a lot more
encouragement from me to stay on task and praise
for their ideas. I will need to check on these
children regularly in order to ensure that they keep
moving on to the next line rather than finishing a
line and then stopping. These children will have all
of the above mentioned resources to support them
also and will make a lot more use of these as this
is the group that they are mainly aimed at.
I choose a member of the opposite ability group to
read their line(s) in order for me to support a range
of abilities and for the class to hear what I am
looking for in their poetry.
I will then allow the children to continue for around
ten more minutes in order to make improvements.
ALN learners will require lots of encouragement
from myself as their phrasing and language skills
are poor. I will be praising the ideas and then
informing the children of what they can do to
improve their lines when I am supporting these
children. Praise is essential. I will also be providing
these children with beach images in order to help
them to imagine the surroundings that they are
writing about.
Plenary: Learner Activity
Plenary: Teacher Activity
Differentiation
This form of peer assessment will once again
reinforce the success criteria for all of the learners
and will remind them of what they should be
including.
I will stop the class and ask them to finish the line
that they are writing.
I will ensure that I choose members of the class
from all ability groups to answer in order to see
what all children have written when I am
questioning them.
At this point the children will be taking part in class
discussion and will be hearing praise for their own
work, praising others, discussing the success
criteria and understanding what they can do to
improve their work.
I will ask the children to swap books with their
Talking Partner. I will then ask the children to use a
pencil to tick off the success criteria which they feel
their partner has met and sign their initials and a
comment.
They can then swap back books and I will ask the
children if anybody had met any of the success
criteria and would like to share their ideas. We will
then share thoughts and once again, evaluate lines
and refer to success criteria. There will be lots of
praise taking place as the children share their work
as this is something they have worked hard on and
will feel proud of.
I will finally ask children to use the traffic lights fans
to show me if they feel they have met today’s
success criteria which will still be on the board
behind me.
CRITICAL REFLECTION, ANALYSIS AND EVALUATION
(incorporate feedback from support staff and mentor/tutor, referring to individual learners)
LEARNING: (these SHOULD BE TRANSFERRED into the subsequent LESSON PLAN PROFORMA in the Learners’
LEARNING TARGETS section)
TARGETS: How can I consolidate and strengthen their learning? What targets can I set for them / can they set for
themselves?
TEACHING: Teaching (strategies, differentiation, styles, organisation, management, activities, resources)
TARGETS: (these SHOULD BE TRANSFERRED into the subsequent LESSON PLAN PROFORMA in the Trainees’
TEACHING SKILLS TARGETS section)
Critical reflection on the SPECIFIED TEACHING STANDARDS ACHIEVED