Introduction
No Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been
quality assured by a specialist speech and language therapist to ensure they are fit for purpose.
Lesson plans
As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for teachers to adapt and build on,
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
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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.
Some lessons include reflection on how the “no pens” theme of the day has influenced 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 some key vocabulary identified, which is listed in the vocabulary section of the lesson plan, although you may wish to add particular
key words of your own too. Vocabulary is key for 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 a lesson, using tried and tested strategies can make a significant difference to these pupils in
particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.
A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available by QCA, whilst
others have been taken from our Universally Speaking guides (available to download for free from www.thecommunicationtrust.org.uk/universallyspeaking),
which track language development throughout the primary years.
How do no pens activities support pupils with special educational needs and disabilities (SEND)?
The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN
support, many of whom will have speech, language and communication needs (SLCN).
The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and
supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality
support for all children’s communication across the school day. This is an important part of removing barriers to learning and engaging in inclusive practice.
You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.
By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech,
language and communication development. For those children who have already been identified as requiring SEN support, placing a focus on spoken
language means that you are encouraging them to develop their skills in this important area, which is the foundation for so much of their learning.
Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.
You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom,
which can be found in the information for staff section of our website.
Year 5 Lesson Plans
Class:
Teacher:
Date:
Learning objective:
Previous learning:
Create an audio explanation about the
characteristics of an unfamiliar object.
Pupils have some experience of using
recording devices / crazy talk software.
Year 5 Literacy: Explanations
Speaking and listening objectives:



Give well-structured descriptions and explanations.
Ask relevant questions to extend their understanding and
build vocabulary and knowledge.
Use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas.
Differentiation
Resources
Activity
Starter:
Show the class a strange object (mirror, key, strange stone, fossil etc.) Explain that it has come from
another world. What could it be? Collect adjectives to describe it using the 60 second buzz approach
(60 seconds for Talk Partners or groups to discuss and find adjectives, then share the ideas after the
buzz).
Vocabulary
Adjectives relating to the object. The 5Ws: Who? What? Where? When? Why? Also include the
‘How?’ explanation.
Strange object.
Differentiated groupings.
The outcomes can be
differentiated using success
criteria related to the 5Ws (e.g.
lower ability children could
include fewer of the 5Ws, such
as focusing only on where and
when).
Main activity:
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Run through the 5Ws collecting ideas as a whole class discussion. What does it look like/ remind
you of? Where has it come from? What is it used for? What could a new use be for it?
Remind the children that the object has come from another world, so imagination is the main
objective. What would an alien tell you it was for?
In talking pairs, children to collate the ideas by recording key vocabulary onto talking tin lids or
tablets or microphones.
They can then use these words (playing back the recordings will act as an aide memoire as they
prepare an explanation in the form of a speech).
Children to create a short speech as if they were an alien explaining what the item is, ensuring
they include the 5Ws (link this to each differentiated success criteria).
Once practised, the children can record their speeches into the Crazy Talk software, choosing
one of the aliens, mad scientists or robots as their character.
Plenary:
 Watch and evaluate the crazy talk audio (or similar) commentaries, picking out good examples of
Some adjectives could be
provided to lower ability
children.
Teacher/TA support.
Recording
equipment –
talking tin lids,
microphones
tables, computers
etc.
Crazy talk
software- or other
similar software.
5Ws laminated as
key questions
prompts to help
structure to
explanation.

ideas related to the strange object. Prompt pupils to expand on ideas where necessary through
teacher targeted questioning.
Ask the whole class to critique the speech using the feedback sandwich approach. (Start with a
positive comment, then an explanation referring to an area of improvement, then end with
another positive comment).
Assessment for learning:
Teacher targeted questioning, self-assessment, observation.
Homework: To find a strange object from home or
on their way to school that they can talk about in the
same way tomorrow.
Year 5 Lesson Plans
Class:
Teacher:
Date:
Year 5 Maths: Calculators
Learning objectives:
Previous learning:
Speaking and listening objectives:

Pupils have some experience of using a
calculator.


Solve multi-step problems using a
calculator.
Apply calculation techniques.

To select relevant ideas and use appropriate vocabulary to
engage and maintain the interest of listeners.
To use dialogue and discussion to build up and refine ideas,
move groups on and reach agreements collaboratively.
Differentiation
Resource
Activity
Starter:
Play “Just a minute”. Write a number on the board e.g. 36 ½. In talking partners, children are to speak
about the number without hesitation, deviation or repetition for a minute to their partner. The other child
can challenge if they hear hesitation, repetition or deviation, then they take over the challenge for the rest
of the minute. Then change the number or replace it with a shape/ calculation etc. The winner is the child
who got to the end of the minute the most frequently.
Timer.
Differentiated pairings and
groups.
Teacher/TA support – see
main activity notes.
Vocabulary
Calculator, display, key, enter, clear, word, problem, multi-step, add, subtract, multiplication, division,
double, halve.
Main activity:
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
Although the children have just used their mental maths skills, explain that using a calculator isn’t just a
cheat; it is a skill on its own. Why do we use calculators in life? Discuss.
Run though how to use calculator if the class needs revision.
Amaze class with a calculator trick! (see PowerPoint)
Warm up with the calculator fun task (slide 8) individually. Children are to solve calculations that when
the calculator screen is turned upside down creates a word. (T/TA to assess and feedback regarding
calculator use).
Higher ability to move onto code breaking extension if able. (This will provide more challenge as the
letters will need to be memorised in order to spell the word. Alternatively, provide scrabble letters or
laminated letter cards to support this activity).
Look at the word problems on the Interactive Whiteboard (See PowerPoint). Discuss strategy – how to
solve the problem and work through one of the problems altogether. In pairs, children pick a word
problem from middle of table and solve on calculators. They should record their answers on talking tin
Word problems could be
adapted for lower ability or
made more challenging
for higher ability children
and given out directly.
The broken calculator
problems could be
simplified for lower ability
children.
PowerPoint.
Calculators.
Scrabble letters
or laminated cut
out letters.
Talking tin lids /
microphones.
lids / microphones. On the multi-step problems (slides 12-17) pairings can solve part of the problems
each, then come together to get a final answer (T/TA to assist when required).
Mini plenary: Are calculators always useful? Discuss
Work though the broken calculator problems (See PowerPoint) as a group of 4. All use their calculators,
take part and check each other’s answers. Record all of their combinations on talking tin lids (T/TA work
with all groupings as required).
Plenary:

Run through some of the calculations getting suggestions for how to solve sums without using the 6
key. How many different ways did we find? Was there a common method we could apply to help us?
(E.g. dividing/doubling numbers by 2, then dividing / doubling the answer at the end).
 Finish with a general discussion either as a whole class or in groups. Why are calculators useful here in
class? In real life? When are they sometimes more of a hindrance?
Assessment for learning:
Teacher targeted questioning, self-assessment, observation.
Homework: Using the same differentiated
broken calculator slide / sheet, children could
pretend the 2 key is broken instead, explaining
their methods to an adult at home.
Year 5 Lesson Plans
Class:
Learning objectives:

Teacher:
Date:
Previous learning:
Prior knowledge of some of the key vocabulary
To be able to identify different global
for the Rainforest topic. Use of I Can Present
climatic zones.
software or similar.
 To be able to create a weather
forecast for a rainforest.
Activity
Starter:
Using a globe, ask a child to demonstrate where and name the polar regions, the tropics and
equator. Have a class discussion relating to weather in these parts.
Year 5 Geography: Rainforests
Speaking and listening objectives:


Vocabulary:
Climate, temperature, poles, equator, Arctic, temperate, Mediterranean, desert, tropical, Antarctic.
Main activity:

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
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

To select relevant ideas and use appropriate vocabulary
to engage and maintain interest of listeners.
Give well-structured descriptions and explanations.
Differentiation
Resource
Differentiated groupings.
Globes.
Prompts with examples of the
key 5Ws and the structure of
the weather forecast could be
given to lower ability children.
Desk lamp.
Key vocabulary or a glossary
could assist children with the
starter and main activities.
http://www.bbc.co.uk/learningzone/clips/climate-zones-across-the-globe/11182.html - watch the
video that explains the climatic zones of the world.
Discuss what we have learnt from this. Support children with knowledge of weather symbols for
Teacher/TA support.
differing basic weather patterns
Using a desk lamp as the sun, shine it onto a globe. What do the children notice about the earth
when it is tilted on its axis? Demonstrate it spinning around and the concentration of the sun’s
rays.
Show the data (provided below) regarding the weather in the Amazon rainforest. In pairs discuss
what they notice.
Whole class discussion about the temperatures, rainfall, patterns etc.
Explain task to children ad show weather forecast from the BBC http://www.youtube.com/watch?v=HSHNkT-V7LY
In pairs, children are to create and practise to perform weather forecast for the Amazon rainforest
with weather symbols.
Torches.
Weather symbols
for children to stick
on map.
Vocabulary for
group work.
Internet websites
for videos.
I Can Present
software or
camcorders.
or
Wall map of the
Amazon rainforest
Plenary:




Record the weather forecasts in front of a green screen using software such as I Can Present
which puts an image behind the child on the recording similar to standard weather forecasts. (If
this is unavailable then provide a map of the Amazon area on the whiteboard or stick it onto a
wall, enabling the children to present in front of it and stick their weather symbols onto it.)
The rest of the children are to evaluate using 2 stars and wish (slide 8) (two things they have
spotted that fulfil the objective and one thing that could be improved on).
Ask each group after they have performed to assess their own performance – did it go to plan?
What could they improve on next time? How have their reporting skills improved after this
activity?
Discuss how difficult it was without the picture behind them or an auto-cue to work from.
Assessment for learning:
Teacher targeted questioning, peer assessment, observation.
area on the wall or
on interactive
whiteboard.
Rainforest data
(attached).
Homework: Look online at the data / weather
forecast for the following day for another country as
comparison. Prepare a weather forecast to deliver to
the class about their chosen country.
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
Use a range of persuasive devices to sell a
product.
Date:
Previous learning:
Pupils have had access to a range of persuasive
literature and have used these to collect and
investigate the use of persuasive devices.
Pupils are aware of a range of devices (see
vocabulary).
Activity
Starter:
 Recap prior learning about the types of persuasive language used in the texts studied throughout
the unit. Paired talk: Can pupils collect 5 examples of different persuasive devices on their
fingers? Review answers and collect examples on board.
Q: When might we use examples of persuasive language in our daily speech?
Q: Why do we use persuasive language?
 Elicit that we use persuasion to try and manipulate people to do what we want. Ask pupils to role
play in pairs a conversation between a parent and a child at bed time, with the child persuading
the parent to allow them to stay up late. Share a few role plays- Who was the most persuasive?
Why? (Ensure pupils are using the correct vocabulary when talking about the types of persuasion
used- refer to list on the board) - Remind pupils that a range of different persuasive devices are
needed in order to successfully manipulate.
Vocabulary: Related to persuasive devices, such as words and phrases ('surely', 'it wouldn't be very
difficult…'); persuasive definitions ('no one but a complete idiot…'); rhetorical questions ('are we
expected to…?', pandering, condescension, concession ('naturally it takes time for local residents…');
deliberate ambiguities ('probably the best…in the world', 'the professional's choice').
Main activity:
 Ask pupils where they have seen examples of persuasive language on TV and collect ideas. Ask
pupils if anyone has seen the shopping channel and what the purpose of that is. What skills would
you need in order to be a success on the shopping channel?
 Watch http://www.youtube.com/watch?v=7_MWbtTwzB0 How did the auditions go?
Discuss the item to be sold and how the main features of that item need to be linked to any
persuasive devices used.
 Instruct children that they are to be given 15 minutes to devise a shopping channel style sales
pitch for a given item in less than on minute. Pupils are to identify the key features of that item and
devise a range of persuasive devices to convince their audience that they need that item.
Plenary:
 Pupils to perform shopping channel routines.
 Identify the persuasive devices used in each pitch and peer asses: What did they do well? What
advice would you give to them next time?
Assessment for learning: Targeted questioning regarding the types of persuasive devices used- are
pupils aware of the different types of persuasive devices? Able to implement them?
Literacy: Persuasive Writing
Speaking and listening objectives:
To select relevant ideas and use appropriate vocabulary to engage
and maintain interest of listeners.
Differentiation
Differentiated pairings and Teacher/TA
support.
Less confident pupils given access to
video recording device to record and
share performance prior to plenary.
Less confident have access to
persuasive language prompt cards.
Resource
QVC video clip.
A range of items to sell.
(3 or 4 different items would
be fine to allow children to
share ideas about features
between different pairings)
Pupils may wish to record
their sales pitches to review
in the plenary as opposed
to perform them live.
Homework: Pupils could take this a step further by designing a
poster advert for their product.
Year 5 Lesson Plans
Class:
Teacher:
Date:
Maths: Measures
Learning objective:
Previous learning:
Speaking and listening objectives:
Investigate statements about measures.
Pupils can measure accurately.
Pupils can find simple fractions of amounts.
Take different roles and make relevant contributions in groups.
Use dialogue and discussion to build up and refine ideas
collaboratively in groups.
Activity
Starter:
 Finding fractions of amounts- In pairs pupils to devise challenge questions for finding thirds,
quarters, tenths and a fifths of them. First partner to answer 5/10 questions correctly wins.
 Extend to solving fraction problems on white board.
Vocabulary: Appropriate vocab relating to measures.
Main activity:
 Introduce children to Vitruvian Man: DaVinci’s perfect human.
Q: Why would Da Vinci choose to investigate this? How might it help people? Instruct children that
today in small groups we are going to investigate the following statements in order to find out if we
have anybody in the class who matches the description.
Differentiation
Mixed ability groupings.
Teacher to float between groups.
TA to support measuring of less
confident pupils.
Less confident have access to
calculation cards showing the
calculations needed for each
investigation.
Resources
Vitruvian Man investigation
prompt.
Class needs to be divided
into 4 areas for pupils to
investigate one of the
statements at each station.
Pupils will need access to
suitable measuring
equipment at each station.
-The whole foot from toe to heel is the same as the distance between the elbow and the wrist
- When a person kneels, they reduce their height by a quarter
-The length of a hand is one tenth of the person’s height
-The length of the ear is one third of the length of the face.

Taking pairs- what maths skills will we need to use in order to investigate each statement? What
equipment will we need? Share ideas and model any skills needed.
Q Do you think that DaVinci was right? Do you predict that anybody in our class will match these
descriptions? Allow pupils time to think in order to expand on their ideas.
 In groups of 3 pupils to be given 5 minutes to investigate each statement at their station.
Plenary:
 Allow pupils time to reflect upon their investigation, focussing the extension questions on the
prompt sheet. Pupils to present back their findings to the rest of the class.
 Recap the prompt sheet extension questions whole class, targeting pupils to evaluate learning.
Assessment for learning: Teacher targeted questioning. Observation of practical and investigative
skills used.
Homework: Draw a picture using DaVinci’s Vitruvian Man
proportions. Can you annotate with measures to prove you have
followed DaVinci’s rules?
Vitruvian Man
The idea of perfect human dimensions, if such a thing exists, comes from
Leonardo Da Vinci’s drawings, entitled Vitruvian Man. They are so called as
they are based on the observations and measurements of a Roman architect
named Vitruvius. He wrote about other proportions of the human body which are
very useful in figure drawing and art.
Investigate the following statements:
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The whole foot from toe to heel is the same as the distance between the elbow and wrist.
When a person kneels, they reduce their height by a quarter.
The length of a hand is one tenth of the person’s height.
The length of the ear is one third of the length of the face.
Extension:
Can you draw any conclusions from your investigation?
Are these statements correct?
Can you find other measurements that compare?
Do the measurements of boys and girls differ?
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
Pose questions to investigate about a place.
Date:
Previous learning:
Pupils have studied historical maps about their local area
and identified some change.
Pupils can identify human and physical features of the
landscape.
Activity
Starter:
 Recap what the historical maps showed us about our area- what had changed, what had stayed the
same? Allow pupils time to explain why this might have been after modelling an appropriate answer.
Is anything changing in our area now? Why might this be?
Vocabulary: Related to Geographical Investigation: interview, survey, questionnaire, observe, field sketch
Main activity:
 Remind pupils that in the coming weeks we are going to go out of school and investigate change in the
local area, but before we do that we need to think about exactly what it is we are going to investigate.

Talking pairs- What aspect of change in our local area could we investigate? What would we look for or
what could we do to find that out? Draw out answers and elicit that the more focused the investigation
question the easier it is to investigate.

Talking pairs: Do we all need to investigate the same thing? How would it help our class investigation
about change in the local area if we looked at a variety of things? Share ideas and discuss.
Q- Once we have decided what it is we are to investigate what else do we then need to think about?
Collect ideas about ways we could investigate and record on the board for future use. (See vocab)

Establish that in today’s session we need to plan what aspect of change in our local area we are going to
investigate in our groups, as well as plan for what it is we will do in order to investigate. Put pupils into
groups and give them time to discuss ideas.
Geography: Investigating the Local Area
Speaking and listening objectives:
To use dialogue and discussion to build up and refine ideas,
move groups on and reach agreements collaboratively.
Differentiation
Mixed ability groupings.
Teacher/TA to support less
confident pupils where
appropriate.
Resource
Talking tins/voice
recorders.
use photographs of the local
area/other visual support to help
contextualise questions and
discussion
 Allow pupils time in groups to devise their investigation, devising a proposal that clearly states:
- What change in the local area they want to investigate
- How they will investigate that on the field trip (i.e. what they are going to do)
- What resources they will need in order to collect information for their investigation.
Plenary:
 Share proposals via envoying, with pupils given time to share ideas. Discuss investigations as a whole
class and discuss any problems that groups might have when investigating- i.e. questions not focussed
enough, no recording etc. Allow pupils time to refine their ideas in groups.
Assessment for learning: Peer assessment, teacher observation of group participation.
Homework: Ask a relative about how the area they grew up in
has changed since they were a child.
Year 5 Lesson Plans
Class:
Teacher:
Date:
History: Past Events
Learning objective:
Previous learning:
Speaking and listening objectives:
Collaborate to produce a news broadcast
about a historic event.
Pupils have an understanding of the key events from
the history of the Great Plague in Eyam.
To select relevant ideas and use appropriate vocabulary to engage
and maintain the interest of listeners.
To evaluate own and others’ speech and identify how it varies.
Activity
Starter:
 Watch horrible histories news clip (www.youtube.com/watch?v=KA6nij1kdjE) and discuss the key
features of it.
 Talking pairs: What format did the news program follow? What else might they have included to
improve on it? Share ideas.
Vocabulary: Relating to formal language.
Main activity:
 Recap the key events of the plague in Eyam and collect on board for later reference.
Tell pupils that they are to plan their own news broadcast of a key event from the story of the
plague in Eyam.
 Discuss what format groups might use and what parts they would need to play in order to present
a detailed news story. Elicit that interviewed characters should be people that we have looked at in
our studies, and that pupils will need to think about how they will portray them as well as clearly
detailing the events. Discuss the need for open questions in order for the interviewed characters to
give detailed answers.
 Discuss group skills needed in order for pupils to be successful and collect.
 Allow pupils time in groups to orally plan news stories before being given time to improvise their
news sketches.
Plenary:
 Watch group’s improvisations and evaluate using two stars and a wish. Discuss how not recording
any notes in this lesson changed the lesson. Share ideas as to how we could take this a step
further, recording/editing our news broadcasts using ICT and filming on location.
Assessment for learning: Peer assessment, teacher observation of group participation, feedback.
Use group roles for pupils to determine how successful their group work was – what worked and what
didn’t
Differentiation
Mixed ability groupings.
Teacher/TA to support less confident
pupils where appropriate.
Picture prompts for less confident.
More confident to implement use of
standard English in broadcasts.
Resource
See links below.
Picture prompts relating to
event.
Homework: Watch the news on CBBC and compare it your own
broadcast- what are the similarities and differences?
Year 5 Lesson Plans
Class:
Teacher:
Date:
Learning objective:
Previous learning:
Investigate how friction can affect forces in
action.
Pupils will have some understanding of friction and
gravity.
Activity (Adapted from: www.tes.co.uk/ResourceDetail.aspx?storyCode=6044061 )
Starter:
 Jelly Chopsticks- set up a race where groups have to move 6 cubes of jelly from one plate to
another. Add vegetable oil to the jelly cubes and ask pupils to predict how this will effect moving
the cubes with the chopsticks. Race and discuss outcomes. Allow pupils time to explain why it
took longer using the correct forces vocabulary.
Vocabulary: variable, prediction, properties, gravity, friction.
Main activity:
 Introduce the resources the pupils will have to investigate with in today’s lesson- balloons, tape,
garden string, wool, wire, nylon etc. Discuss how we could further investigate friction using these
resources. Share ideas and establish investigation question: Which material makes the best track
for a balloon rocket?
 How can we make this a fair test? What is the variable that we will change? Elicit that this is the
material of the track and establish that the best track will allow the balloon to travel the furthest.
 Discuss what other factors might affect their investigation – i.e. if the experiment is set up outside
could the wind affect results? How will we make sure the balloons have the same amount of air in
them? Can we be certain they are the same? What could we do to make it fairer?
 Establish that we will repeat the experiment 3 times with each material to ensure that results are
as fair as they can be.
 Allow pupils time to make predictions as to which material would make the best track, ranking the
materials from best to worst, clearly explaining their reasoning.
 Model how to set the balloon onto the track and how to accurately measure distance. Allow pupils
time in groups to undertake the investigation.
Plenary:
 Discuss results from investigations- did the results match their predictions? Did each group get the
same outcome? Talking pairs- what were the properties of the material that allowed it to be a good
track? How does this relate to the forces in action. Allow pupils time to devise a conclusion
statement using the key forces vocab. Q- Could we change the results of this investigation if we
added vegetable oil onto each of the materials?
Assessment for learning: Teacher targeted questioning, self-assessment, observation.
Science: Forces in Action
Speaking and listening objectives:
To convey complex ideas, using different techniques for clarity and
effect.
To extend and justify their opinions and ideas building on what they
have learned.
Differentiation
Mixed ability groupings
Teacher/TA to support less confident
pupils where appropriate.
Investigation prompt cards for less
confident.
pre teach vocabulary where needed
Resources
Investigation prompts.
Talking tins/ voice
recorders.
Year 5 Lesson Plans
Class:
Teacher:
Date:
Music: Composition
Learning objective:
Previous learning:
Speaking and listening objectives:
Collaborate to compose a soundtrack for a
short story.
Pupils have a basic understanding of rhythm and
tone.
To use dialogue and discussion to build up and refine ideas, move
groups on and reach agreements collaboratively.
Activity
Starter:
 Share list of emotions on white boards- pupils to choose an emotion and try to portray it with their
instrument- partners to guess the emotion stating reasoning.
Vocabulary:
Main activity:
 Watch Tom and Jerry (https://www.youtube.com/watch?v=DO3JvjNoJ1A) focussing on the use of
music and sound.
Q. How is music used throughout the cartoon? Elicit that music is used for emphasising the action,
filling in for traditional sound effects, lending emotion to the scenes etc.

Identify the emotions relating to the types of music used and discuss how effective the composer
has been. Discuss how the music changes throughout the scene depending on the action.

Instruct pupils they are to work in groups to make a soundtrack to a given short story using a
range of untuned instruments. Discuss skills needed for successful group work.
Differentiation
Mixed ability groupings.
Teacher to float.
Resources
Range of unturned
instruments.
Story prompts (Note: you
may wish to design simple
stories or use known short
stories such as fairy tales,
depending on how
confident the pupils are.)
Plenary:
 Each group to perform their soundtracks, evaluate each with two stars and a wish.
Q. Which group would you award the Oscar for best soundtrack and why? Allow pupils time to
discuss in groups before sharing ideas.
Assessment for learning: Teacher targeted questioning, peer evaluation, observations of interaction
in group.
Homework: Evaluate the soundtrack of a TV program you watch this
evening.
Year 5 Lesson Plans
Class:
Teacher:
Date:
Literacy: Non Chronological Reports
Phase 2
Learning objective:
Work collaboratively to plan and make a
talking book.
Previous learning:
 Knowledge of layout and text conventions of
text type
 Skilled in use of Clicker 5 or alternative
software (via ICT lessons)
Activity
Starter:
 Pupil in role of teacher – recapping on prior learning, pupils are asked to teach a ‘how to’ guide
for given aspects of Clicker 5 – e.g. open a new template, add pictures, add sound buttons,
record audio.
 Recap technical vocabulary: edit, edit mode, drag and drop, sound palette, picture palette,
template etc
 Pupils teach the class in small groups how to carry out actions and class feedback on quality of
teaching and demonstration – giving 2 positives, 1 negative
Vocabulary: Non-chronological, collaborate, issues, solutions, organisation
Teach vocabulary using strategies and materials suggested in the activity template pack
Main activity:
 Introduce the task – create a Non Chronological Report talking book (no text for ‘No Pens Day’)
around a given topic
 View Example text: Recap layout and text features of the Non Chronological Report
 Talking partners: how could we create a book without writing any words? Discuss potential issues
and solutions
 Group pupils in differentiated groups of 2/3 - take care when creating groups that pupils are
matched in terms of attainment in both ICT and literacy
 Tell children that today they will complete a section from the Non Chronological Report book.
Share out different areas and discuss how they might research this information and record. Share
out different sections to the groups
 In groups give pupils given time to collect an information and images needed before being given
time to record talking books in Clicker 5 (note - PowerPoint plus accompanying oral presentation
can be used if Clicker 5 is not available)
Plenary:
 If we wanted to complete a finished non chronological report what else would we need to add?
 What was difficult about not being able to use pens in this lesson? How did we overcome them?
 Final thought: how would the world be different if no one could talk?
Assessment for learning: Review talking books using 2 stars and a wish framework
Speaking and listening objectives:
1c: Choose material that is relevant to the topic and to the listeners
1d: Show clear shape and organisation with an introduction and an
ending
3a: Make contributions relevant to the topic and take turns in
discussion
Differentiation
Resource
Pupils grouped in differentiated threes,
in terms of both literacy and ICT
attainment, differentiated research
materials, cue cards for lower
achieving
Clicker 5
Topic ideas:
10 things to do with a brick
– Round Robin ideas
Conversation with a
cavemen – Round Robin
10 ways to annoy your
teacher! - Round Robin
Instructions for eating an
ice cream - Round Robin
Or link to topic work, e.g.
Victorians
Homework: Make an audio report about a topic of your choice
Resource: Making a record of your No Pens Day Wednesday activities

Make a Clicker 5 Talking Book as a record of your day

Use the ‘Bookmaking’ template to create a new book

Take digital images throughout the day of children’s activities and download to a ‘No
Pens Day’ picture file

Drag and drop the pictures to the blank pages of the book using the Edit Mode toolbar

Add sound record buttons to your book template

Ask children to record captions for the pictures using the ‘record’ option
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
To investigate the workings of the heart by
comparing with the actions of a pump.
Date:
Previous learning:
 Functions and locations of major organs
in the body
 Location and function of the heart
Science: Moving and growing: the heart
Speaking and listening objectives:
3a: Make contributions relevant to the topic and take turns in
discussion
3b: Vary contributions to suit the activity and purpose, including
(Based on lesson freely available from Science
exploratory and tentative comments where ideas are being collected
Museum of Minnesota at
together, and reasoned, evaluative comments as discussion moves to
http://www.smm.org/heart/lessons/lesson5a.htm)
conclusions or actions
Activity
Differentiation
Resource
Starter:
Picture prompts for lower
Lesson plan and
achieving – e.g. diagram of animations available
 Round Robin - pupils say what they already know about the heart
heart
at
Vocabulary: Pump, valve, vein, artery, flow, stethoscope
www.smm.org/heart/l
Recap key vocabulary – valve, vein and artery. Create a whole class glossary to establish the functions of each. Use
Make an audio recording
essons/lesson5a.htm
Word Magic template below (taken from I CAN’s Communication Cookbook, available from www.ican.org.uk/cookbook)
of the instructions for
Main activity:
making the pump or pair
For each group  Talking partners: Where in your body is your heart?
good
with
weaker
readers
 wide mouth jar
 1. Using virtual stethoscope at http://www.smm.org/heart/heart/steth.htm - ask pupils to describe where in the body
(plastic)
they think the heart is. E.g. – below shoulder, left side, right side, under collar bone, in middle of chest. Check their

balloons
ideas with the virtual stethoscope
Chunk
or
simplify
 skewer
 2. Use animation at http://www.smm.org/heart/heart/pumping.htm to show how the heart pumps, and the valves open
information for similarities
 two flexible
and close.
and differences
straws
 Tell the pupils they are going to make their own pump.
discussion.

scissors
 In mixed ability groups – Pupils have a set of resources and written instructions of how to make the heart pump.
For example:
 bowl to collect
 Pupils read and follow instructions to build the model.
 Name one thing that is
water spills
 Once model is complete pupils to discuss in groups:
the same

sponge
 What are the similarities and differences between the heart and the pump you assembled? (key question)
 Name and one thing

a set of the
 Remove the balloon flap (valve) from the apparatus. What happened?
that is different
written
 Does the valve affect how well the water flows?
instructions for
 What happens when the valve is removed?
the activity
 Extension: Can you think of other examples of valves and pumps?
Plenary:
Video camera to film
 Recap learning: Share answers to questions; teacher targeted questioning to target understanding of all within the
activity
group.
Paired talk: What might happen to a person if the valves in their heart did not work or wore out? How can we look
after out heart? What can be done to repair damage?
 In groups pupils list 5 key points on how to keep a healthy heart.
Assessment for learning How would you summarise the workings of the heart – indicate with traffic Homework: Measure your pulse beat at different times of the day.
When is it fastest? And slowest? What is your Dad’s/Mum’s pulse rate?
lights how confident you are in your summary. How well do you think you took turns in the
discussion?
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
Research a range of historical information to clearly
hypothesise as to why something might have
happened
Date:
Previous learning:
 Key events of WWII placed on
timeline
 Prior learning of cause and effect
History: World War 2 (WWII)
Speaking and listening objectives:
3c: Qualify or justify what they think after listening to others' questions or
accounts
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
Activity
Differentiation
Resource
Starter:
Lower achieving:
 Introduce term hypothesis: an explanation of why something might have happened
 Why did Mrs Brown lose 2 stone
in weight in 1940?
 Where do we hypothesise? Link to making predictions in Science before we investigate, or
estimating in Maths: Is that the same? Why/why not? Allow pupils talking time to shape
 Give sentence starters to support
answers in pairs
answers, e.g. because she
was....
 Share a range of situations or events from World War 2: allow children time to create a
hypothesis as to why that may have happened, starting with ‘I suppose that…’ and progressing  Give alternatives if necessary..on
to ‘I hypothesise that…’
a diet, doing lots of exercise,
worried etc
 E.g. in 1939, 38 million gas masks were handed out by the government
 Discuss answers and the importance of being correct if we have thought out answers carefullywhat is more important? To get the right answer or to carefully think about the situation before
Higher achieving:
stating the hypothesis
 Why couldn’t Joe have a birthday
Vocabulary: hypothesis, justify, summarise
cake for his 10th birthday in April
Teach vocabulary using strategies and materials in the activity template pack
1944?
Main activity: History mysteries
http://www.thegrid.org.uk/learning

Teacher support to extend
/history/ks1 Tell pupils they are going to be history detectives for the lesson. They have a ’mystery’ to solve
discussion
2/resources/mysteries.shtml
or a question to answer. They must work together to piece together clues from statements they
will be given, to make a hypothesis about the question they have been given
Pair good and weaker readers for the
 Each group has a ‘mystery’ and a set of statement cards. As a group they must read,
main activity
understand and analyse the information in the statements, make connections and draw
conclusions (groups may use the same mystery)
 Record conclusions on digital voice recorder (alternatively groups may represent findings in
pictorial form if ICT resource unavailable)
Plenary:
 Groups split into numbers 1-6. From each table all the number ones meet to share the
hypothesis they came up with
 Discuss nominations of good hypotheses. Ask pupils to clearly justify choices
 Did any groups solve the same mystery? Was your hypothesis the same or different? Discuss
and recap on the importance of a well thought out hypothesis (rational) as opposed to the
correct answer. Self assess against objective
Assessment for learning: In pairs – come up with examples of how you justified your thoughts.
Homework: Create your own history mystery statement about WWII
Consider, how good am I at doing this? Share ideas on how to get better. Whole class share top 3
ways of justifying your argument
Year 5 Lesson Plans
Class:
Teacher:
Date:
PHSE: Getting on and falling out
Learning objective:
Previous learning:
Speaking and listening objectives:
To identify different types of peer pressure
4a: Create, adapt and sustain different roles, individually and in groups
 That actions may affect others
that people around us may use to try and
4b: Use character, action and narrative to convey story, themes, emotions, ideas in
 Resolving differences
influence us
plays they devise and script
Activity
Differentiation
Resource
Starter:
Mixed ability
groupings
 Ventriloquist dummy – Pupils sit in 2 circles, one inside the other. Inner ring put their arms behind their backs - they are the
Scenario
‘dummies’
picture cards
 Outer ring put their hands under the other pupil’s arms – they are the ‘ventriloquists’.
 Go round the circle – ventriloquists say ’My friend is...’ ‘and he/she is...’ (characteristic), ‘My friend can...’ (action). Dummies try to
mime the words and the facial expressions, actions.
Vocabulary: Peer, pressure, resolve, influence, disapproval
Teach vocabulary using strategies and materials in the activity template pack
Main activity: The peer pressure bag of tricks (Adapted from:
http://www.thecoo
lspot.gov/Docume
http://www.thecoolspot.gov/Documents/2PeerPressureBagofTricks%20FINAL%20Edits%2010-31-07MG.pdf)
nts/2PeerPressur
 Question: Do we always have to do what our friends say?
eBagofTricks%20
 Discuss what is meant by peer pressure - where might we see this? Has anyone ever been influenced by peer pressure? Has
FINAL%20Edits%
anyone ever pressured anyone into doing what they want? (if not friends in school, what about teachers? Or parents?) What
2010-31feelings can result from being pressured?
07MG.pdf
 Establish that peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making
certain choices, either good or bad
 That peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or
personally unwanted behaviour
 That if you can learn to identify peer pressure tricks, it is much easier to resist them
 Talking partners: Why is it important to resist peer pressure tricks?
 Organise the class into six small mixed ability groups and allocate each group a role play scenario. (see link above)
 Pupils to act out the scenario up to the freeze point. At this point explain that groups will be asked about their feelings here and that
the groups should stop here and talk about the event. Each group to then continue each scenario with their own ideas on a positive
way to deal with this type of peer pressure
Plenary:
 View role plays until freeze point - ask class for ideas on the type of peer pressure being shown here. (Groups to reveal peer
pressure trick as outlined in the scenarios). Teacher targeted questions to pupils frozen in the freeze frame- e.g. How do you feel?
What do you want to happen? Why have you done this?
 Ask class how this type of peer pressure might be dealt with. Is the peer pressure deliberate? Pupils identify possible feelings of
characters using feelings word bank.
 View rest of role play - was this a good way of dealing with the peer pressure?
 Use “That’s Me” for four of the following statements: (pupils don’t need to share, just consider during thinking time).
 I have used unspoken pressure against someone
 I have had unspoken pressure used against me
 I have used spoken pressure against someone
 I have had spoken pressure used against me
 I have used unspoken pressure to help someone
 I have had unspoken pressure used to help me
 I have used spoken pressure to help someone
 I have had unspoken pressure used to help me
Assessment for learning: Share with a partner:
 One thing I have learned about friendship is...
 One thing I have learned about how people try to influence me...
 One thing I have learned about how I influence others is...
Homework: Discuss an incident of peer pressure experienced at school with a parent/guardian
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
To use a variety of sources to research and
share information about the topic of water
Date:
Previous learning:
The water cycle
Geography: Water
Speaking and listening objectives:
1d: Show clear shape and organisation with an introduction and an ending
2a: Identify the gist of an account or key points in a discussion and evaluate what
they hear
2b: Ask relevant questions to clarify, extend and follow up ideas
Activity
Starter:
 Line up: Make a human water cycle
 Hand out water cycle cards, each pupil to organise themselves into a group with the rest of
aspects needed to complete the water cycle. Group to role play cycle, teacher to ask questions
targeting pupils’ understanding of water cycle. How can we find out more? – What ideas do
children have for sources of information? – books, web, artefacts, pictures, asking others
Vocabulary: Ocean, river, lake, water cycle, pollution, environment
Teach vocabulary using strategies and materials in the activity template pack
Main activity: Jigsaw
 Group the children into differentiated groups of 4 for the research tasks. (Give each child a
number)
 Tell the children they need to find 5 key facts on their topic that they can share with others:
Seas, Rivers, Water supply, Water cycle
 Talking partners: If I was researching Seas or Rivers, what kind of things would I need to find
out? Share ideas and collect on board. How could I find these? Discuss research strategies.
 Pupils have access to a range of research materials: Web, Books, Pictures, Adults (or other
pupils). Pupils research 5 key facts, recording on talking tins or Easi-speak microphones
 Re-group: all 1s together, all 2s, etc. Share ideas and establish 5 key points as a group
 Return to original groups to share all the information. Pupils allowed 5 minutes to plan a brief
group presentation
Plenary:
 Recap learning – each group to present a brief overview of what they found. Class evaluation
of presentations
 What was easy / difficult?
 Talking partners- how did not being able to write in that lesson make it easier? More difficult?
Discuss issues that arose and suggestions of what we would do different next time.
 Self assess against learning objective
Assessment for learning: As a group, rate using thumbs, to summarise their achievement on this
lesson against the lesson objective e.g. how well were they able to a) identify key points and b)
evaluate what they heard
Differentiation
Lower achieving - focus on water
cycle:
 Differentiated texts and
picture materials; direct link
to key web page
 Encouragement to ask
adults/other classes for key
facts
 Adult support where needed,
access to talking tin or Easi
speak microphones
 Talk frame to structure
feedback
Higher achieving: Water supply
 Differentiated research texts
 Ext: where does the school’s
water come from
Resource
A selection of books, pictures,
PowerPoint presentations, web
addresses – e.g.
www.tes.co.uk/ResourceDetail.aspx
?storyCode=3004411
www.bbc.co.uk/schools/riversandco
asts/water_cycle/
Children can go to other classes or
adults in the school to ask questions
– by prior agreement
Homework: Make a photo portfolio of water sources and features near
your home
Year 5 Lesson Plans
Class:
Teacher:
Learning objective:
Work collaboratively to design and plan the layout of a lunar theme park
within a set budget.
(First activity in part of a week long scheme of problem solving activities
found here: http://education.staffordshire.gov.uk/NR/rdonlyres/112FA325A9AB-4D9F-91A6-141892EE9C1A/72855/Lunarthemepark.doc)
Date:
Previous learning:
 Multiplying and dividing
by 10, 100 and 1000
 Mental calculation
strategies
Numeracy: Using and Applying Numbers
Speaking and listening objectives:
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
3c: Qualify or justify what they think after listening to others'
questions or accounts
Activity
Differentiation
Resource
Starter: Multiplying and Dividing by 10, 100 and 1000.
Differentiated
pairings, prompt
 Follow me: Teacher starts with a number and shares with class, then multiplies and divides number by 10, 100 and 1000 5 times
sheets
from the original number- allow pupils 30 seconds to mentally calculate each new number- share answer to final number (LA
group to work with TA on 2 digit numbers- multiply and divide by 10).
Provide pictures
 Talking partners: Play follow me game in pairs, did you end up with the same number as your partner? Discuss strategies used,
and symbols e.g.
what was easy/difficult?
of the moon to set
Vocabulary: Budget, multiply, divide, colonising, lunar
context
Teach vocabulary using strategies and materials in the activity template pack
http://www.prima
Main activity: Lunar Theme Park (http://www.primaryresources.co.uk/maths/docs/Lunar_Theme_Park_expandedbooklet.pdf)**
Pre-teach key
ryresources.co.u
vocabulary
k/maths/docs/Lu
 Share concept behind series of activities: The year is 2050. Man is now colonising the moon and you have decided to open the
nar_Theme_Par
first lunar theme park in history
Talking
Tins
k_expandedboo
 Talking partners: If you were going to design a theme park what would you need to put into it? Share ideas and flesh out if needed
available
klet.pdf **
 Introduce budget and share table, extracting key information
 Discuss the need to display theme plans so people are able to get a clear understanding, introduce A3 paper for theme park plan
Teacher to
**This resource
 Share rules for designing the theme park, introduce scale for theme park map and remind children of budget:
support lower
is for teacher
 Talking Partners: One minute to discuss the 3 key things we need to do to succeed in planning our lunar theme park
achieving pairs
guidance only
Establish and record:
and should not
 Which rides are chosen and calculate cost
be used as a
 Convert area to map scale
 Create map to correct scale
written worksheet
 Pupils work in differentiated pairs to design theme parks
with students
Plenary:
within this lesson
 Allow children 3 minutes to go to each table and review theme park designs
 Pupils to stand behind the tables of the theme parks they would most like to visit. Q: Is this the best planned theme park?
 Pupils to stand behind the pair who they feel have planned and presented their information in the best way
 Discuss problems in the lesson- what was easy / difficult?
 How did not being able to record written information make this lesson more difficult?
Assessment for learning: As a class identify what elements makes the best planned theme park the best. Each pair to then identify
Homework: Create an advert for your
which of these elements their theme park has and which of these they would need to add to improve theirs to the same standard. How
lunar theme park
well can they justify their thinking? Individuals use traffic lights to judge
Lunar Theme Park Price Table and Design Rules:
Item
Major ride
Minor Ride
Café
Shop
Food cabin
Toilet block/1000 visitors
Paths
Lake
Car park
Area occupied
3600 m²
2000 m²
400 m²
200 m²
100 m²
200 m²
400 m²
Av. 3 visitors per car and
each car needs 10 m²
Cost
50,000
20,000
10,000
7,000
2,000
5,000
200/10m
5,000
1,000/100m²
Design Rules:
Pupils are restricted to use an A3 piece of paper to design their ‘Lunar’ theme park.
You must use a scale of 1cm : 10m
The spending limit is 5,000,000 , which must not be exceeded.  means Lunar Lolly
There must be car parks for your visitors to use. You will need to allow 10m² per car
and assume that there is an average of 3 people visiting per car
There must be toilets for your visitors to use. You will need 1 toilet block per 1000
people visiting
There must be cafes and shops for your visitors to use
There must be a queuing area around each ride, based on an estimation of how many
visitors will use the ride per hour