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Bonfire Night lesson plan This activity can be used by KevenMealamu

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									                            Bonfire Night lesson plan

This activity can be used to support studying:
   o English at Key Stage 2 (speaking and listening, reading, writing)
   o The Global eye unit in Geography at Key Stage 2
   o The Senses in Science
   o Art and Design

Preparation
You will need:
   o Activity sheet one – one copy per pupil
   o Activity sheet two – one copy per group
   o Enough copies of the word bank for each group (these need printing out
      and cutting up into individual words)
   o Outline drawing of bonfire night/or blank sheet of paper to draw their own –
      one per pupil
   o Colouring pens/pencils/paint
   o Optional: tactile materials like bubble wrap, cotton wool, sandpaper, ribbon

Introduction
    o Explain to the children that you will be doing an activity all about bonfire
      night and how we experience this night using our different senses
    o Explain that sometimes we take our senses for granted and this activity is
      about celebrating the senses and especially thinking about how important
      our sight is
    o Explain that they will be creating a word picture; a picture made of words
      that they can then decorate with tactile materials
    o They will need to think of words that describe what we see, feel, smell,
      touch and taste on bonfire night

1. Imagining bonfire night
    o Invite the children to close their eyes and remember a bonfire night they
      have been to before; what can they see, smell, feel, hear or even taste?
    o They can spend a few minutes with their eyes closed, creating a picture in
      their mind of what they experienced

2. Writing down what we experience on bonfire night
   o Give each pupil Activity Sheet One


Sightsavers Schools Team
Tel: 01444 446600
Email: schools@sightsavers.org
   o Ask the children to come up with three different words that relate to each of
     the five senses (e.g. they hear ‘bangs’ so this would be noted on the
     ‘sound’ line)
   o You could ask them the following questions to get them thinking:
         What sounds do they hear?
         What sensations do they feel?
         What smells are in the air?
         What can they see around them?
         What tastes might they experience?
   o These should just be general words to start with

The idea is to get them thinking and then split into groups to expand on words to
discuss and generate more descriptive words and onomatopoeias (a type of word
that sounds like the thing it is describing e.g. ‘whizz’).

3. Group Activity
   o Separate the class into groups / tables.
   o Give each group one copy of Activity Sheet Two.
   o Invite the pupils to work in groups to create three sentences relating to
      bonfire night using the words they have written on their sheets. They can
      look at each other’s words and they will have to work together to choose
      the words they think will work best in the sentences.
   o The sentences that they create should use describing words.
   o Ask the pupils to choose:
                  The ‘Scribe’: The role of this member of the group is to write
                    down all words and sentences discussed in neat handwriting
                    (they can do rough versions on scrap paper first).
                  The ‘Spokesperson’: The role of this member of the group is
                    to stand up at the end and read out their sentences to the rest
                    of the class.
                  The ‘Chair’: The role of this member is to keep order in the
                    group and make sure everyone keeps focussed at the task at
                    hand. .
   o The ‘Scribe’ should write the final three sentences neatly on Activity Sheet
      Two.

4. Speaking and listening
    o Once the groups have come up with their three sentences it’s time to report
      back to the rest of the class
    o Go round to each group and ask the pupil who is voted as spokesperson to
      read aloud the three sentences




Sightsavers Schools Team
Tel: 01444 446600
Email: schools@sightsavers.org
5. Word Pictures
   o Explain to the pupils that they will now be creating a picture using all the
      words that they came up with as individuals, and the sentences that their
      group came up with
   o At this point you can provide each group with a word bank set for added
      inspiration; they can choose any words that they like from the word bank
      and add them to their picture
   o They can follow the outline drawing provided or, they can draw their own
      outline first (younger pupils may prefer to use the outline, whereas older
      pupils may prefer to come up with their own outline from scratch).
   o If you wanted to incorporate a tactile element into the pupils’ creations, why
      not provide each table with a small selection of materials like cotton wool,
      ribbons or string that they could then stick on to the paper?

Once finished, the drawings and sentences and words can be used to create a
‘celebration of the senses’ display in the school.
______________________

Background information
Sightsavers works in over 30 countries throughout Africa, Asia and the Caribbean
to stop people from going blind and also to save sight. The charity also helps
children and adults who are blind to get around easily on their own and look after
themselves and their families.

Our schools work within the UK aims to raise awareness and education about the
issue of global blindness whilst linking in with themes such as global citizenship.
For more educational resources, please visit: www.sightsavers.org/teacherzone
(select ‘Downloads and information).

                              Curriculum links table

Subject              Detail
English at Key       1a to use vocabulary and syntax that enables them to
Stage 2              communicate more complex meanings
En1 Speaking and     1e to speak audibly and clearly, using spoken standard
listening            English in formal contexts
                     3a to make contributions relevant to the topic and take turns
                     in discussion
                     3b to 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
                     3d deal politely with opposing points of view and enable
                     discussion to move on
                     3e to take up and sustain different roles, adapting them to
Sightsavers Schools Team
Tel: 01444 446600
Email: schools@sightsavers.org
                    suit the situation, including chair, scribe and spokesperson
                    3f to 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
                    8a reading aloud
                    9a to listen to live talks/readings/presentations
                    9c to listen to others in groups
                    10c explaining, reporting, evaluating
En2 Reading         4b to identify different ways of constructing sentences and
                    their effects
En3 Writing         1a to choose form and content to suit a particular purpose
                    1b to broaden their vocabulary and use it in inventive ways
                    1e to use features of layout, presentation and organisation
                    effectively
                    7a pupils should be taught word classes and the
                    grammatical functions of words including nouns, verbs,
                    adjectives, adverbs, pronouns, prepositions, conjunctions,
                    articles
                    9a to imagine and explore feelings and ideas, focusing on
                    creative uses of language and how to interest the reader
QCA learning        Why are eyes important?
objectives The      What it is like not to be able to see?
Global Eye
Science at Key      Sc2 Life process and living things
Stage 1             2g Pupils should be taught abut the senses that enable
The Senses          humans and other animals to be aware of the world around
                    them
Art and Design at   1a to record from experience and imagination, to select and
Key Stage 2         record from first-hand observation and to explore ideas for
                    different purposes
                    2a to investigate and combine visual and tactile qualities of
                    materials and processes to match these qualities to the
                    purpose of work
                    4a pupils should be taught about visual and tactile
                    elements, including colour, pattern and texture, line and
                    tone, shape, form and space, and how these elements can
                    be combined and organised for different purposes
                    4b pupils should be taught about materials and processes
                    used in art, craft and design and how these can be matched
                    to ideas and intentions
                    5a to explore a range of starting points for practical work

                     www.sightsavers.org/teacherzone
Sightsavers Schools Team
Tel: 01444 446600
Email: schools@sightsavers.org

								
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