Assessment for learning: Can you think of another word for unwise and another word for brave? What other unwise or brave acts can you suggest? Use the checklist to self assess group working Homework: Do you think animals know the difference between brave and unwise? Discuss at home and feedback the following day in class. PSHE story resource Story A Maria was playing with her brother Mark. They were trying to see who could jump down the most steps. They had started with three steps and found that easy. Mark had tried four steps and so Maria had a go and managed that. Mark had then gone up to the sixth step. He looked at Maria and said, ‘I bet you can’t jump six.’ Maria went up to the sixth step and looked down. It was a long way. Mark was calling, laughing and shouting ‘Scaredy cat’. Maria jumped. Story B and Mark were on the way to school. They noticed that there was a large hole in the road where some workmen had been working. There was nothing to tell the drivers of cars coming down the road that there was danger. Someone must have taken away the warning to drivers as a dare. Maria looked up. There was a car coming. She stood in front of the hole and jumped and waved her arms. The car stopped just in front of her. Year 3 Lesson Plans Class: Teacher: Date: Lesson: English – Traditional Tales Learning objective: To listen to a Traditional Tale and identify the common features To use descriptive vocabulary to describe characters Previous learning: To listen to and discuss a Traditional Tale and then analyse the structure Speaking and listening objective: Use intonation to make speech more interesting for listeners Activity Differentiation Resource Starter: Quiz What do children remember about Traditional Tales? What are the key features? How many Traditional Tales do they remember? Ask the children specific questions, such as: Tell me one of the key features of a traditional tale What is your favourite traditional tale that we have done so far? Who was the hero in Cinderella? What was the name of the villain in Jack and the Beanstalk? on the key vocabulary words for Traditional Tales
Main: Roman Detectives Tell children that today they will be researching the Roman way of life. They will be researching under different headings: Technology Religion Art Home and family Farms Towns Arrange the children into ‘home’ groups in order to carry out a jigsaw activity. Each group will have a different area of Roman life to research. They can research by looking at books, information sheets, internet etc. Ask each group to find out 4 facts that they could share with others. What don’t we know? What might the rest of the class find interesting? What is the new information? Split the children into new groups and each child tells the members of their new group their 4 facts. When they have done this, the children return to their original groups and share the information they have found out. At the end of the session, each group tells the class the four facts that they found out about their particular aspect of Roman life. Lower achieving pupils should be given more concrete areas to research, e.g. home and family information to support understanding, e.g. find out 4 things about a Roman home. Provide visual support – four counters / picture of Roman home Provide direct links to a single relevant internet site Provide book on Romans with two levels of text difficulty TA to support lower achieving children in recording their 4 facts using Talking Tin or similar Access to books about Roman life, access to the internet Plenary: Each child must tell everyone what they think is the most fascinating fact that they have found out about Roman life today How could they use this skill in day to day conversations? To be aware of what the listener already knows and check before giving more information Assessment for learning: Traffic lights – children to self assess – did they take into consideration what the listeners (the rest of the class) already knew about the Romans? Did they repeat this information? Or did they add to it? Homework: Ask the children to go home and tell someone about the fascinating fact they found out today Year 3 Lesson Plans
Main: Feely bag Children are seated in a circle. An object is placed in a feely bag. Children take it in turns to place their hands in the bag and describe the object that they can feel, without looking or taking it out. Children are encouraged to use the target vocabulary e.g. hard, soft, rough, smooth, flexible, rigid. The children must guess what material the child’s object is made from. Child must get the item out and show the class, and identify the material Find a partner Each child is given an object made from a range of different materials. Children must then circulate around the room, talking to other children about their object. Children are encouraged to discuss object in terms of its material properties and compare objects with the other children. After some time comparing materials, children must find a partner to pair up with. Their partner must have an object that has common features with theirs. Children are encouraged not to find a partner with an object made from the same material but one that has common features e.g. wood and glass are both hard. Each pair must then feedback to the group about why they partnered together. Children and their objects can be grouped into the material properties that they have identified. A photograph of the objects can be taken as a record of the learning. achieving pupils given alternatives – is it rough or smooth, is it flexible or rigid? Simplify, explain or pre key vocabulary, e.g. rigid TA to support pairing up TA to support some pairs to record a sentence about why they partnered together, to play back to class Plenary: Discuss what has been learned. Talk common features. Ask children to give 2 examples of objects for each of the materials focused on Class teacher to display one of the topic related words on board and children in pairs to think of a sentence, which includes that word, which demonstrates what they have learnt. Then try and move the topic word to a different place in the sentence. E.g. ‘Hard’ – ‘’The wood is a very hard material and would be difficult to break.’’ Or ‘’Hard materials include wood, plastic, metal etc’’ Assessment for learning: Choose 2 objects, ask the children – how confident are you in knowing how to compare the two objects; use traffic lights to feed back Homework: Children to categorise 6 at home according to their materials. Children are asked to explain to an adult why the items have been put together