CS/FP5
LESSON PLAN
Date:
6.5.13 - 9.5.13
Class:
N/R
Area of
learning:
Cross-curricular
activities
3-5 yrs
Length of lesson:
Age of
No. of learners:
learners:
Boxes should be extended as necessary; don’t be constrained by lack of space
1. MAIN FOCUS OF LESSON
Knowledge and Understanding of the World
2. LEARNING AND TEACHING
TARGETS
TEACHING TARGETS
1 hour X 4
afternoons
30
TIME MANAGEMENT-Shorter introduction (plan less
activities/aspects to introduce).
LEARNING TARGETS
SH- will need help to write her name using a triangular
pencil and dots to encourage letter formation. Should
attempt to form the first letter of her name independently.
Also remind SH to use the additional learning needs
scissors.
Red and blue group to experiment with more colours (can
mix colours confidently) and use medium sized paint
brushes rather than sponges to apply the paint (paint
mixing skills).
3a. EXPECTED LEARNING
OUTCOMES
(ELOs / WALT)
ACTIVITY 1
mix, shape, arrange and combine materials to express
their ideas creatively and using a variety of materials and
tools (FP2)
ACTIVITY 2
using and becoming familiar with common words and
phrases for their world (FP2)
thinking about questions about living things (FP 2)
ACTIVITY 3
adopt a role, making conscious use of movement,
gesture and speech using language appropriate to a role
or situation (role play the gardening centre) FP2
3b. LITERACY AND
NUMERACY FRAMEWORK/
ICT AND THINKING SKILLS/
ESDGC
LNF
ACTIVITY 1
Literacy:
retell familiar stories in a simple way
join in, repeat or memorise rhymes, songs and stories
with some support
hold writing instruments appropriately
ACTIVITY 2
Literacy:
recall some information from a text using visual features
and words
ask questions about a familiar topic
hold writing instruments appropriately
ACTIVITY 3
Literacy
make some relevant contributions in role-play activities
show an understanding of the functions of writing, e.g.
making posters, lists, etc.
Numeracy
use 1p, 2p, 5p and 10p coins to pay for items
ICT/THINKING SKILLS (3-19 Skills Framework)
ACTIVITY 1
Choose from given options what to do and how to do it.
ACTIVITY 2
Choose from given options where to find information and
ideas.
ACTIVITY 3
Ask why, what, how, where, when, etc.
ESDGC
ACTIVITY 1
Some things can be recycled and others reused.
ACTIVITY 2
The variety of living things.
ACTIVITY 3
All food comes from animals or plants.
The variety of living things.
3c. SUCCESS CRITERIA
(SC / WILF)
(Suggested – learner led)
ACTIVITY 1
I can mix colours to create new colours.
ACTIVITY 2
I have learnt new words about the life cycle of a frog.
ACTIVITY 3
I know which words/phrases to use when playing in the gardening
centre,
4. RESOURCES (including ICT)
ACTIVITY 1
Template of a frog’s mask; sponges; strips of thin green
cardboard
ACTIVITY 2
Laminated A4 pictures of a life cycle of a frog;
worksheets; information books about frogs; large dry
wipe dice; My life cycle of a frog word mats.
ACTIVITY 3
5. INCIDENTAL WELSH
Specific key vocabulary and
phrases used in this lesson
6. HEALTH AND SAFETY(as
See FP 3
bore da/prynhawn da; eisteddwch; dwylo i fyny/dwylo i
lawr; da iawn/ardderchog; gwrandewch; amser tacluso
N/A
relevant)
7. LESSON STRUCTURE
i. INTRODUCTION
(x minutes)
Monday: Sequence pictures of the life cycle of a frog
(invite children out and ask the rest of the class to
rearrange the children in the correct order). Show a click
and drag activity from ‘Hwb’ and invite children to
sequence the pictures.
Tuesday: N/A
Wednesday: The Tadpole’s Promise (a shortened,
simplified version of the story using the IWB).
Thursday: N/A
ii. MAIN WORK PERIOD
Differentiated Activities/Tasks
(x minutes)
Identify groups as:
MAT
MIDDLE
ALN
INDIVIDUALS (if appropriate)
Identify Tasks as:
ENHANCED PROVISION
FOCUSED TASKS/DIRECTED
ACTIVITIES
If used as a rotational planner
please expand boxes to show
all differentiated rotational
tasks.
ACTIVITY 1
FOCUSED TASK/DIRECTED ACTIVITY
Create a frog mask in response to ‘The Big WideMouthed Frog’ story
Individuals (see learning targets above).
Red and Blue group i.e. higher ability (see learning
targets above).





Explain to the children that they are going to make
a mask (show an example).
Give each child a template to cut out-each child
should write their own name on their template.
Use a sponge to ‘paint’ the mask.
Create ‘concertina’ legs and arms using strips of
thin, green cardboard. The children should either
tear or cut the strips independently.
The children should make hand prints to create the
hands and feet. Explain that the green paint has
ran out. Show two colours (blue/yellow) on plates
or old trays. Let them experiment by placing one
hand in the blue and the other in the yellow) and
rub them together to create green.
ACTIVITY 2
FOCUSED TASK/DIRECTED ACTIVITY
The life cycle of a frog-cut and paste pictures/sequence
pictures.
Individuals (see learning targets above).
Green and yellow group (lower ability)
 Sequence the A4 laminated pictures on a washing
line with assistance.
 Encourage the children to look at and discuss the
information books.
 Introduce key vocabulary by playing the ‘Life cycle
of a frog game’. Each child will need a ‘My life
cycle of a Frog Word Mat’. Each child in turn
should throw the dry wipe dice that have the
following picture and word written on the dice:
frogspawn/tadpole/froglet/frog/water/pond. The
first child to label their mat is the winner.
Red and blue group (higher ability):
 Complete worksheet by sequencing 4 pictures and
labelling each picture.
ACTIVITY 3
ENHANCED PROVISION (Scaffolding the learning)
The Garden Centre
 Introduce new vocabulary (please refer to the
simplified catalogue with a list of resources sold in
the shop e.g. seeds, plantS, spade, watering can,
compost bin, trowel, greenhouse) so that they are
familiar with what is sold in the shop.
 Help the children to organise themselves into
different roles e.g. shopkeeper, assistant,
customers, manager.
 Model how to use language appropriate to the role
e.g. Good morning/afternoon/Welcome to our
shop/ How can I help you?/ Have you seen our
Gardening Catalogue?/ Would you like to see our
plants?/Thank you. Please call again.
 Encourage the children to use the phone e.g. Hello!
Good Morning this is The Garden Centre. My name
is......How can I help you? Do we have some carrot
seeds in stock? Let me see. Yes we do. I’ll keep
them behind the counter for you. What is your
name and daily contact number?..... etc Our
opening times Sir/Madam is between 9 am and 5
pm. Thank you for calling. Have a nice day etc.
 Discuss the prices of each individual item with the


children. Can they recognise 1p/2p/5p/10p? Can
they add the coins to make simple amounts up to
5p/10p according to ability (please refer to each
group/individual numeracy targets)?
Encourage the children to use the non-standard
units to measure the stem of the plants.
Demonstrate
opportunities
for
markmaking/producing pieces of emergent writing e.g.
shopping lists, phone messages, price tags,
posters with details of the opening hours or
special offers e.g. Open/Closed/Please Pay Here,
order book, stock book etc.
ACTIVITY 4
ENHANCED PROVISION
Self chosen activities in enhanced areas of provision
(see related enhancements to the provision areas below).
iii RELATED
ENHANCEMENTS TO THE
PROVISION AREAS
‘Big Wide Mouthed Frog’ story sack-Book Area.
Numbered frogs-Sand Area.
iv. PLENARY
(x minutes)
Monday: Repeat introduction for Monday.
Tuesday:N/A
Wednesday: The Tadpole’s Promise (ask the children if
they remember what happens in the story and then show
them a clip from You Tube –animated version of the
story).
Thursday: N/A
8. LESSON EVALUATION (incorporate feedback from support staff and refer to individual pupils)
LEARNING
Assessment:
Monday
SH- needs further opportunities to write her own name/use the additional learning
needs scissors.
All children had difficulty recalling the story of ‘The Big Wide-Mouthed Frog’ in the
correct order.
Red and blue group mixed three colours and used medium sized brushes
confidently using appropriate language e.g. primary/secondary.
Tuesday
Wednesday
Thursday
Targets:
Monday
Take advantage of more opportunities for SH to write own name and use scissors
(ensure all TA’s are aware of SH’s targets).
Allow children more opportunites to revise the story of ‘The Big Wide Mouthed Frog’
e.g. during introduction and plenary on Tuesday/Thursday by placing pictures of the
story in order/use masks to retell the story.
Tuesday
Wednesday
Thursday
TEACHING
Assessment:
Monday
Time management better-introuduced less aspects therefore children more attentive
on the mat.
Had difficulty controlling Child A’s behaviour. Child A refused to come to the
creative table when asked.
Tuesday
Wednesday
Thursday
Targets:
Monday
Continue to plan shorter introuductions.
Use a 5 min. sand timer to encourage Pupil A to complete tasks. Child A can choose
his favourite activity after 5 minutes.
Tuesday
Wednesday
Thursday
9. FURTHER DEVELOPMENT
i. Homework (if relevant)
ii. Next step in learning
(Link to MTP i.e. FP2)
N/A
1. Create and perform ‘The Big Wide
Mouthed Frog’dance’
Creative Development:
 explore and express a range of moods
and feelings through a variety of
movements
 develop their control by lining
movements
2. Hunting for minibeasts outdoors
KUW

sorting and grouping information using
ICT on some occasions
3. Learning about the life cycle of a
butterfly
KUW


thinking about questions and then asking
them and
making and communicating observations
using and becoming familiar with
common words and phrases for their
world