Work though the broken calculator problems (See ) 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? 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. Assessment for learning: Teacher targeted questioning, self-assessment, observation. Year 5 Lesson Plans Teacher: Date: Year 5 Geography: Rainforests Learning objectives: To be able to identify different global climatic zones. To be able to create a weather forecast for a rainforest. Previous learning: Prior knowledge of some of the key vocabulary for the Rainforest topic. Use of I Can Present software or similar. Speaking and listening objectives: To select relevant and use appropriate vocabulary to engage and maintain interest of listeners. Give well-structured descriptions and explanations. Activity Differentiation Resource 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. Vocabulary: Climate, temperature, poles, equator, Arctic, temperate, Mediterranean, desert, tropical, Antarctic. Main activity: - watch the video that explains the climatic zones of the world.
Class: Teacher: Date: Music: Composition Learning objective: Collaborate to compose a soundtrack for a short story. Previous learning: Pupils have a basic understanding of rhythm and tone. Speaking and listening objectives: To use dialogue and discussion to build up and refine ideas, move groups on and reach agreements collaboratively. Activity Differentiation Resources Starter: 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. Mixed ability groupings. Teacher to float. 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.) Vocabulary: Main activity: Tom and Jerry () 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 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. Plenary: Each group to perform their soundtracks, evaluate each with two stars and a wish. Q. 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) Speaking and listening objectives: 1c: Choose material that is relevant to the and to the listeners 1d: Show clear shape and organisation with an introduction and an ending 3a: Make contributions relevant to the and take turns in discussion