year 2 lesson plans

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					Introduction

No Pens Day Wednesday lesson plans and activity templates have been created by practising mainstream teachers and speech and language therapists and
quality assured by a specialist speech and language therapist.

Lesson plans
These were developed using last year’s No Pens Day Wednesday lesson plans as a template. The first 6 lesson plans are new plans for this year’s campaign
and the rest of the plans developed for No Pens Day Wednesday last year, which are still current. As all schools will be covering different topics and have
different ways of planning, the lesson plans provide an example for schools to adapt, 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 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 affected 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 key vocabulary identified, signposting to the vocabulary section of the activity templates. Vocabulary is key to 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 the
lesson, using tried and tested strategies can make a significant difference to these pupils in particular.

A speaking and listening objective has also been identified for each lesson. Some have been taken from QCA guidelines, whilst others have been taken from
our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/resources/resources/resources-for-
practitioners/universally-speaking.aspx), which track language development throughout the primary years.

Activity templates
In addition to lesson plans, we’ve provided activity templates (separate download on www.thecommunicationtrust.org.uk/nopensdaywednesday), which are
more generic and can be adapted to any lesson. These give some information about the activity and how it can be implemented, highlighting any resources /
links that might be useful to support that activity. These activities can be used within any element of a lesson - as a starter activity, main activity, plenary or as
methods of recording learning.
Year 2 Lesson Plans

Class:          Teacher:                                Date:                                                  Lesson: Literacy – Poetry ‘Really Looking’
Lesson objectives:                                                                                             Speaking and listening objectives:
To use a range of adjectives to create descriptive and creative sentences.                                     To use newly learnt words in specific and appropriate
To make adventurous word and language choices appropriate to the style of the text.                            ways.
Activity                                                                                                       Differentiation               Resource
Starter: Q-What is an adjective? Display a selection of pictures on IWB (e.g. animals, cars, people)
and children to come up with a variety of adjectives to describe the object. Encourage children to
suggest their second or third ‘thought’ instead of their first as often their first thought may be the
same as everyone else’s.
Vocabulary:
Adjectives, nouns, size, colour, shape, image, create, see.
Main:
Ask the children to close their eyes but open their minds! Explain that they will have to switch off all                                       Poem – ‘The Magic Box’
of their senses apart from their hearing which is essential for this part of the lesson. Q-What helps                                          by Kit Wright
you to be a good listener? Think/Pair/Share                                                                                                    http://www.tes.co.uk/teachi
                                                                                                                                               ng-resource/The-Magic-
Explain that the poem you are about to read is quite special because by listening to it, your mind will                                        Box-by-Kit-Wright-
magically paint pictures of what you hear! Read ‘The Magic Box’ by Kit Wright, a section at a time                                             3006308/
and pause for questioning:
Q-Can you describe what you can see?
Q-What images has your mind created?
Q-What colours can you see?                                                                                    LSA to scribe possible word     A ‘Magic Box’ (small
Q-How does it make you feel?                                                                                   bank for lower ability pupils   covered box with a
                                                                                                                                               selection of interesting
Ask the children to be even more explicit with their descriptions by using one or more adjectives to                                           objects.)
describe the noun. Q-How can we categorise the adjectives that we are using? Think/pair/share.                 A selection of similar
The Teacher should then scribe sub headings or make a mind map e.g. size, colour, shape, texture               adjectives ready prepared
and note down any adjectives used on IWB.                                                                      for lower ability pupils to
                                                                                                               choose from. Q-Which
Once ‘The Magic Box’ has been read the Class Teacher is then to share his/her ‘Magic Box’ which is             word would best describe
filled with a selection of interesting objects. Explain that this time our hearing is not a vital sense, but   this scarf?
instead we will be relying on our sight and touch to describe the objects inside the box. Q-What
adjectives can you use to describe the objects inside the box? Q-Can you use an adjective
from each of the sub-headings on the board e.g. A tiny, smooth, oval and blue pebble.
                                                                                                               Higher ability pupils to be     Children’s Thesaurus’s
Group Activity:                                                                                                given a children’s thesaurus
Children to be in mixed ability groups of 4/5. Each group to have a box with a selection of objects            to find alternative words for
inside. Each child to take it in turns to discreetly select an item and then describe the object using         popular adjectives e.g. big,
adjectives only (same format as above) and without naming it. Rest of the group listen and guess               small
which object has been selected.
Plenary:
Choose a selection of children to share their descriptive sentence for a chosen item from ‘The Magic
Box’. Class Teacher to scribe the sentences on the board to create a whole class poem. Children to
evaluate and improve the sentences where appropriate. Q-Is there an even better adjective we
could use instead of _______________?

Assessment for learning:
‘Secret Bunny Ears’
All children to close their eyes and display their bunny ears using hands representing ears:
Q- Do you think you have achieved today’s learning objective?
0 ears = “No…It was really difficult!”
1 ear = “Almost….but maybe I need more practice”
2 ears = “Yes!”
Year 2 Lesson Plans
Class:          Teacher:                              Date:                                                Lesson: Numeracy – Problem Solving
Lesson objectives:                                                                                         Speaking and listening objectives:
To visualise common 2D shapes and 3D solids and describe shapes according to their properties.             To listen to others in class, ask relevant questions and
                                                                                                           follow instructions.
Activity                                                                                                   Differentiation                  Resource
Starter: Place value - Have six children at the front of the classroom arranged in two groups of 3.                                         Two sets of 0-9 digit
One represents the hundreds column, the middle the tens and the last being the units. The class is                                          cards.
split into two teams and a set of digit cards is given to each team. The teacher calls out a three digit
number and the winner is the first team to get the appropriate number represented with the digit
cards correctly positioned.
Vocabulary:
Shapes, solid, faces, edges, corners, vertices.
Main: This problem is taken from the problem solving website http://nrich.maths.org It is a practical                                     ‘Skeleton Shapes’ visual
activity that provides many opportunities for speaking and listening, working systematically and                                          images
building on skills of visualisation whilst primarily assisting the children in understanding the various                                  http://nrich.maths.org/1156
properties of common geometric solid shapes.
                                                                                                                                          A selection of cube
Ensure the children have had an opportunity to free play with building sets of solid shapes so they                                       shaped objects.
have an understanding of shape properties.

Reveal a selection of different sized cubes in various forms (e.g. dice of various sizes, boxes, rubix                                    Copy of ‘Skeleton Shapes’
cube, 3D shapes of different sizes) Q-Can you tell me everything you know about cubes? In                                                 poster (below) taken from
pairs, children to discuss this question and come up with at least 2 facts they know about cubes.                                         http://nrich.maths.org/1156
Share with the rest of the class. Scribe the vocab; faces, edges, corners on the board when
mentioned. Q-Do these facts apply to every type of cube? Test the statements with the various
examples of cubes.

Display ‘Skeleton Shapes’ images taken from http://nrich.maths.org/1156/ and reveal problem:               Possible extension –
Part I - Q-How many balls of modelling clay and how many straws does it take to make the                   children could find other
cube?                                                                                                      solid shapes and continue
Part II – Look at the rest of the 3D shapes. Q-Which piles are needed to make a skeleton of                the activity.                  Straws (cut to equal
each shape?                                                                                                                               lengths) and pieces of
                                                                                                           Lower ability children to      modelling clay.
Group Activity:                                                                                            have access to real 3D
Children to work in pairs or groups to solve the problem.                                                  shapes to assist with the      3D shapes to match those
                                                                                                           skeleton shape making.         highlighted in poster
Plenary:
Reflect on the problem and the possible approaches. Children to evaluate what worked well and   Skeleton shape models
what was not as effective.                                                                      that the children created
Q-How many edges did you count? What does this tell you about the number of straws we           during paired activity.
need?
Q-How many corners did you count? What does this tell you about the number of balls of
modelling clay we need?
Q-How many edges meet at this corner?
Assessment for learning:
    Children to use traffic lights to self-evaluate.
    Continual peer assessment as working in pairs.
Numeracy – Skeleton Shapes (taken from http://nrich.maths.org)
Year 2 Lesson Plans
Class:          Teacher:                                Date:                                                      Lesson: History – The Great Fire of London
Lesson objectives:                                                                                                 Speaking and listening objectives:
To recall the key points from a significant event in history.                                                      To ask relevant questions to find out specific
                                                                                                                   information.
Activity                                                                                                           Differentiation             Resource
Starter:
NB – This lesson should be taught as part of an introduction to the topic of ‘The Great Fire of London’ at a
time when the children have little or no prior knowledge of the famous event.
Q-What do you know about The Great Fire of London? Think/Pair/Share and Class Teacher to scribe
any responses on to flip chart under sub heading ‘What we know’.
Vocabulary:
Fire, main events, fact, question, answer.
Main:
Display a picture representing ‘The Great Fire of London’ from Google images and discuss what the                                                Google Images:
children already know about the event. Q-Does anyone know what this is a picture of? Explain that this                                           http://www.google.co.uk
is a famous event that happened many years ago. Highlight recent famous events/celebrations (e.g.                                                /imghp?hl=en&tab=wi
London 2012, Queens Diamond Jubilee, Royal wedding) and compare with ‘The Great Fire of London’.
Q-Do you think this was a happy event and one that people enjoyed? Why? Think/pair/Share

Discuss possible ways to find out more information about this famous event. Q-How can we learn about
what happened during The Great Fire of London? Remind children of the difference between fact and
opinion and explain that today we are going to be learning the key facts that help to explain what
happened in The Great Fire of London. Explain to the children that by the end of the lesson, ALL of the
children will be able to answer 7 questions about the key events from The Great Fire of London (see Quiz,
Quiz, Swap ‘Fact Slips’ for questions)

Explain ‘Quiz, Quiz, Swap’ activity and discuss necessary skills for the activity to be successful (e.g. turn      Pre teach the new vocab
taking, listening, speaking clearly etc.)                                                                          to lower ability readers to
                                                                                                                   support them with
Group Activity: (This activity needs to be completed in a large area where there is plenty of room                 reading section of Quiz.
for the children to move around freely – maybe the school hall.)                                                                                 Quiz, Quiz, Swap
All children to work individually and complete ‘Quiz, Quiz Swap’ activity.                                                                       ‘Fact Slips’
                                                                                                                                                 (See below)
Outline of activity:                                                                                               Children that need
1) Hand out the ‘Fact Slips’ (7 different fact slips – 1 fact slip per child. Every child to have a fact slip so   support with reading
there will be duplicates). Give the children time to read the Question and Answer of their own fact slip.          should initially be
2) QUIZ - Find another person and ask them the question and confirm the answer on the fact slip.                   accompanied by either
3) QUIZ - Allow the other person to ask the question and confirm the answer on their fact slip.                    the Class Teacher or
4) SWAP – Swap the ‘Fact Slips’ and then repeat points 2-4.                                                        LSA for Quiz, Quiz,
* The Class Teacher is to stop the activity when he/she hears that the majority of the children are                Swap activity.
able to answer the 7 ‘Fact Slip’ questions.
Plenary:
Display flip chart page from starter ‘What we know’ and talk through responses. Display a new page on flip
chart ‘What we NOW know’. Q-Who can tell me a fact they have learnt about The Great Fire of
London? Celebrate the number of children who now have their hand up and hold knowledge about the
famous event! Wow!
Fill the flip chart with all of the facts the children have learnt and match the facts up with the 7 questions
previously asked.
Assessment for learning:
Reflect on speaking and listening objectives – who felt they achieved them? In what way did they achieve them?
Smiley Face    show of hands
                                        History - Quiz, Quiz, Swap ‘Fact Slips’
       Photocopy and cut individually. Give each child one ‘Fact Slip’ to begin the activity. (See plan for full outline of activity)



                                                      1) When did the fire start?

                                         Answer It started on Sunday 2nd September 1666.

                                                     2) Where did the fire start?

                                         Answer It began in a bakers shop in Pudding Lane.

                                                      3) How did the fire start?

                     Answer A baker forgot to switch off his oven and in the night his house caught fire.

                                                  4) How long did the fire last for?

                                      Answer The Great Fire of London lasted for five days.

                                                   5) Why did the fire last so long?

                                                            Answer
There was a very strong wind.                    The houses were made of wood.                                 There was no fire brigade.
                                      6) How many people died in The Great Fire of London?

                                                            Answer 6 people

                                             7) How much of London had to be rebuilt?

                   Answer 80% of London had to be rebuilt which included 13,000 houses and 89 churches.
Year 2 Lesson Plans
Class:          Teacher:                              Date:                                                Lesson: Science/D&T – ‘Health and Growth’
Lesson objectives:                                                                                         Speaking and listening objectives:
To know what a balanced diet is.                                                                           To use newly learnt words in a specific and appropriate
To understand that knowledge of the food groups can help us to build healthy diets.                        way.
Activity                                                                                                   Differentiation               Resource

Vocabulary:
Fruit, vegetables, cereals, starch, processed, balanced, healthy, energy, high-energy.

Main:
Ask the children to tell you some of the things they ate for breakfast, lunch and dinner yesterday (list
on the flip chart under main food group headings.
Use the lists as a starting point
Q-Can you think of any other foods that could go in the _______ list? Think/Pair/Share
Q-Does anyone think any of these foods are bad for you? Q-Can a food be bad for you?

Remind children that no food is bad for you unless you eat too much of it – explain what a balanced        Download and print copies
diet is:                                                                                                   of the ‘Eat well plate’ from
Large amount – Fruit and veg and cereals                                                                   http://www.nhs.uk/Livewell/
Medium amount – Meat, fish, dairy products                                                                 Goodfood/Pages/eatwell-
Small amount – Sweets, chocolate, salt etc.                                                                plate.aspx and use as
                                                                                                           discussion point for lower
Display a selection of meal pictures on the Interactive whiteboard (or possibly photographs from a         ability pupils.
selection of recipe books). Discuss the meals with the children. Q-Is this a well-balanced meal?
Why? Why not? Q-What is missing to make this a balanced meal? Q-Is there too much of a
particular food group that makes this meal un-balanced and unhealthy?

Group Activity:
                                                                                                                                            Paper plates (1 per child)
Children to work in pairs to collage their own ‘balanced meal’ on paper plates. Children to be             Higher ability pupils to
encouraged to use a range of collage techniques (e.g. folding, scrunching, tearing, rolling etc) to        create ‘alternatives’ or
                                                                                                                                            A selection of papers and
make their 3D plate of food.                                                                               substitutes for certain foods
                                                                                                                                            materials
When their plate is complete, they have to prepare a short presentation which describes their              on their plate (e.g. pasta, or
                                                                                                                                            Scissors & glue
planned meal and outlines the reasons why this is a balanced meal.                                         rice)


Plenary/Assessment for learning:
Choose a selection of children to present their ‘balanced meal’ to the rest of the class. The rest of
the class to ask questions or comment on their presented meal. Q-Could we substitute the rice
for pasta? Q-Would that make a difference to the meal? Why? Why not?
Year 2 Lesson Plans
Class:            Teacher:                              Date:                                            Lesson: PE - Dance
Lesson objectives:                                                                                       Speaking and listening objectives:
To repeat and explore movements and skills.                                                              To understand and follow two or three part instructions.
To select and use appropriate skills, actions and ideas.
Activity                                                                                                 Differentiation                Resource
Warm Up:
Play ‘Human Bop It’ - Teacher calls out actions to which the children respond in the                     Children to be encouraged      CD with drum beat on.
following ways:                                                                                          to think of some other
Kick it – children kick in front of them (ensure they are all in a space first!)                         movements and instructions
Twist it – twist their bodies half way around then back, feet remaining in the same place on the floor   to accompany them.
Spin it – children turn around
Pull it – imagine they are pulling two levers down from above their heads
Bop it – Jump in the air
They must try to do all these actions on the beat of the music.
Vocabulary:
Monster, size, shape, stout, heavy, long, slithery, beat, stomp.
Main:
Play and discuss the music ‘Wild Thing’ Q-What does it make you think of? Q-What kind of                                                ‘Wild Thing’ by The
creature do you think this song could be about? Why?                                                                                    Troggs

Show ‘Monster Poster’ (a selection of images of different types of monsters including images from                                       Monster Poster (see
‘Not Now Bernard’ - link with Literacy unit – Stories with familiar settings) Q-How do you think                                        below – images found
these monsters would move? Q-Are they stout and heavy or long and slithery? Explore vocab                                               from Google images)
and ideas and share different examples of children modelling a variety of movements. Rest of class
to repeat and practice to music.

Encourage the children to listen to the beat and clap along in time.
Q-Can you march or stomp in time to the music?
Q-How would this type (choose from poster) of monster stomp in time to the music?
Q-What about this type of monster?
Q-What words could you use that would describe the movements of this monster?

Group Activity:
In small groups of 3-4, children are to choose in secret one of the monster pictures from the poster     Lower ability children to be   A number of ‘Monster
and decide on movements that will represent how they think the monster will move. Rehearse in            supported with giving          Posters’ photocopied and
their groups and then present to the rest of the class.                                                  feedback “I think it was the   displayed around the hall
                                                                                                         _______ monster                as stimulus for group work
Plenary/Assessment for learning:                                                                         because….” Children to be
Children to present their Wild Thing monster dance to the rest of the class a group at a time. The       given descriptive vocab to
rest of the class to identify which monster they think is being represented and give reasons why by      assist oral feedback.
reflecting on the type of movements used.
Cool Down:
All children to create long slithery monster shapes and movements, focusing on feeling the stretches
and slow movements.


                                                          Dance – Monster Poster
Year 2 Lesson Plans
Class:          Teacher:                             Date:                                                Lesson: PSHE – ‘Good to be me’
Lesson objectives:                                                                                        Speaking and listening objectives:
I share my opinions on things that matter to me and explain my views.                                     To ask relevant and specific questions in order to gather
I say what I like and dislike, what is fair and unfair, and what is right and wrong.                      information.
Activity                                                                                                  Differentiation                Resource
Starter: Play the ‘Yes’ ‘No’ game with the children.                                                                                     Ready prepared
Display on the board a selection of alterative responses to ‘Yes’ or ‘No’ and read through them with                                     alternative responses to
the children. In pairs, the children ask each other a number of questions about themselves and the                                       ‘Yes’ and ‘No’ scribed on
partner cannot respond with ‘yes’ or ‘no’.                                                                                               board.
Vocabulary:
Special, precious, valuable, treasured, question, answer, visualise.
What, when, why, how, who, where.
Main:
Class Teacher to hold the Treasure Box with his/her treasure hidden inside (possible an old blanket                                      A ‘Treasure Box’ (a
or tatty toy from when they were a child). Explain to the class that inside the box is a very precious                                   special looking opaque
and valuable item which is extremely special to me. Q-What do you think could be inside this                                             box
box? Q-What type of thing do you think could be described as ‘precious’ or ‘valuable’?
Think/Pair/Share

Discuss some suggestions and compare children’s different opinions on ‘valuable’. Q-What does
‘valuable’ or ‘treasured’ mean? Q-What types of things are valuable to you? Explain that
valuable items do not necessarily have to be of a high value in terms of price. Many people treasure
items with sentimental value that are irreplaceable due to the memories they hold.

Explain to the children that they have a total of 20 questions to ask in order to try and guess what is   Lower ability pupils to be     Question words on
inside the Treasure Box. Display and read through the questions words. Q-What type of answer              supported by LSA and to        individual cards to be used
would you expect to get it you asked a question beginning with ‘who’? Think/Pair/Share – the              focus on one question word     as visual aids during
answer would involve a person. Repeat with other question words and ask children to think carefully       at a time.                     questioning session.
about the types of questions they are asking so that no question is wasted.

Also remind the children to visualise the possible treasure in their head according to the clues they     Higher ability pupils to be
get from the questions that have been asked.                                                              expected to notice the
                                                                                                          difference between ‘open’
Whole Class Activity:                                                                                     and ‘closed’ questions and
Whole class to join in asking 20 questions to the Class Teacher in order to find out what the treasure    create questions that will
is. Class Teacher to celebrate effective questioning and scribe any key information on the board. At      provide the most
the end of the 20 questions, the Class Teacher is to reveal his/her treasure.                             information.
Plenary:
Reveal and discuss the Class Teachers treasure. Class Teacher to explain why it is treasured by
himself/herself and tell any relevant anecdotes that helps to contextualise the item.
Q-Was it what you thought it would be? Why? Q-Could it have been anything else based on
the answers you got from the questions that were asked? Think/Pair/Share

Explain that over the coming weeks, everyone will get an opportunity to have the Treasure Box and
they will in turn, take the Treasure Box home and return it to school with their hidden treasure and
the rest of the class will ask questions to find out what the hidden treasure is.
Assessment for learning:
Children to evaluate the questions that were asked – reflect on speaking and listening objectives.
Q-Which question do you think helped to find out the most information about the hidden treasure?
Q-Why and how did it find out the most information?
Q-If we changed the question word, would it still be an effective question? Why? Why not?
Thumbs up/thumbs down, Q-How effective do you think your questioning was?
Year 2 Lesson Plans
Class:              Teacher:                           Date:                              Lesson: English – Traditional tales
Lesson objectives:                               Previous learning:                       Speaking and listening objectives:
 To recognise traditional stories               Knowledge of a variety of fairy tales     Take turns to talk and listen, and respond in two-way conversations
 To know characters, themes and settings                                                  Identify what is important and unimportant information

Activity                                                                        Differentiation                Resource
Starter:                                                                        Picture prompts for each       Picture prompts for each word on A4 cards or
  Teach 3 words - Ogre, beanstalk, harp. Use picture prompts                   word                           IWB
  Introduce each word – ask children to ‘think, pair, share’ a meaning
     for each word                                                              Management of ‘pair, share’    Use Word Magic template below, taken from
  Choose pairs to share their explanations                                     groups                         I CAN’s Communication Cookbook, available to
  As a group - what is the first sound, the last, clap the syllables, what                                    order from www.ican.org.uk/cookbook
     category does each word belong to? Use the I CAN Communication
     Cookbook word magic template below to help
  Give the meanings for children to guess the word
Vocabulary: Ogre, beanstalk, harp
Main:                                                                           Forced alternative target      Bags of pictures/objects per group; picture
Ask the question? - What sort of stories might have ogres, beanstalks           questions - e.g. would a pig   resources www.picsearch.com,
and harps in? - What sort of stories might we learn about today?                be in Jack and the Beanstalk   Clicker 5 picture library, fairy tale charades cards
Jigsaw activity                                                                 or Red Riding Hood             www.tes.co.uk/teaching-resource/Fairytale-
1.Give each child an object or picture from a variety of fairy tales (castle,                                  character-cards-possibly-for-charades-6068488
ogre, Jack, pumpkin, harp, cow, wolf, beans, pig, slipper, sticks, straw,       Management of grouping         www.k-3teacherresources.com/story-
bricks, ragged clothes, gold coins, prince, Cinderella, Ugly Sisters, apple,    For target children – ‘find    sequencing.html
mirror, dwarf, Wicked Queen)                                                    everyone who has things
2. Ask children to move around and, by talking to each other, get together      from........’                  Narrative cue cards – ‘What’ happens? ‘Where
in groups with all the other children that have things from their story.                                       does it happen?’ ‘Who are the characters?’
3. In the groups - what is your story? What are the main things that            Prompt cards to focus group    www.blacksheeppress.co.uk
happen in the story? Where does the story take place? Are the characters        discussion – good/bad          Easi Speak recorder -
‘good’ or ‘bad’? How does your story end?                                       character, setting             http://www.digitalblue.org.uk/Voice_Recorders.ht
4. Make a podcast from your group using Easi Speak microphone - what is                                        ml
the story, who’s in it, where does it takes place, how does it ends
Plenary:
Listen to podcasts
Question - what things are similar in the stories? What are differences?
What other things could we find out about traditional stories?
Assessment for learning: Children to use self assessment checklist to see how well they worked in the groups http://www.teachfind.com/national-
strategies/seal-working-together-self-review-checklist
In groups, ask the children to think about how they know what is important information when listening to the stories and what is less important – use traffic
lights to show how confident they are with this objective.
Year 2 Lesson Plans
Class:                 Teacher:                       Date:                                      Lesson: Geography – Map work
Lesson objectives:                                    Previous learning:                         Speaking and listening objective:
 To know what maps are for                           To have investigated features of their     Join in a discussion about an activity using topic related
 To know that maps share common features             surroundings                               vocabulary

Activity                                                                                         Differentiation            Resource
Starter:                                                                                         Visual prompt cards for
Active listening - ‘Simon Says’ with direction words                                             direction words - e.g.
                                                                                                 arrow pointing up/down
Vocabulary: Forward, back, left, right, up, down, stop, next to, symbol, sign, route
Teach vocabulary using strategies and materials suggested in the activity template pack.
Highlight vocabulary for the lesson and explain that all children will have the opportunity to
use these words throughout the lesson – encourage all children to listen out for them
Main:                                                                                            Give more obvious          PowerPoint - Map images
  Introduce lesson with the slide show of different maps                                        elements of map
     Question - what are these pictures of?                                                      pictures to lower          Printed images from the slideshow,
  Children talk about – where they have seen maps being used, when they have used               achieving pupils           photocopied maps - cut into jigsaw
     a map.                                                                                                                 pieces
                                                                                                 Ensure lower achieving
Jigsaw activity - give each child part of a cut up map (photocopies or printed images from       children ask and
slide show). The children are asked to move around the room talking to others about the          answer the more
features of their map part, and find the other parts of their map.                               concrete questions -
In groups - put the pieces together to make the map. Take a photo of the reconstructed           “who and what” rather      Camera
map.                                                                                             than more abstract
                                                                                                 “why” question
Structured discussion - how do I know what this map is of? Who might need this map?
Why would they need this map?
Children re-gather to report back on 3 things they have found out - what, who, why.
Plenary / Assessment for learning:
  What have we learned?
  What are the common features of all the maps (symbols, signs, route marking, key)?
  What else do we need to learn to do with maps?
  ‘Tell your neighbour’ - Class teacher to display one of the words from vocabulary list
     and children to tell their neighbour a sentence or piece of information which includes
     this word. Share some examples with the class.
 Homework: Find an old map or leaflet with a map. Make your own map jigsaw or draw a route map of your journey to school. Give your mum/dad/carer
directions to follow on how to get to school.
Year 2 Lesson Plans
Class:                  Teacher:                        Date:                                         Lesson: History – The Great Fire
Lesson objectives:                      Previous learning:                                            Speaking and listening objective:
To explore the effect of the fire on     To have listened to recounts of the Fire                    Work in role in small or large groups. Pupils can improvise
people in London                         To have seen images of the Fire; to have understood         and respond to a variety of actions and situations.
                                           that the fire occurred long in the past
Activity                                                                                              Differentiation          Resource
Starter:                                                                                              Use pictures of the
What do we know already? Speedy think - one minute to think of something you know already             fire of London for
about the Fire. Then share that idea with your partner and any other things you can remember.         target children to
Structure thinking - ask children to think about when was it, what happened, where                    promote thinking
Revisit key vocabulary
Vocabulary: Emotions vocabulary, flames, destroy, loss
Teach vocabulary using strategies and materials suggested in the activity template pack
Main:                                                                                                 Emotions icons (from     Eye witness accounts and
  Tell children that today we will be thinking about the people who were involved in the fire.       SEAL resources)          background detail
    How did it affect them? How did they feel?                                                        http://teachfind.com/n   http://www.nationalarchives.gov.u
  Use TES PowerPoint presentation to re-tell the sequence of events - encourage children to          ational-
                                                                                                                               k/education/lesson47.htm
    actively think about how it might feel to be in London at the time of the fire, how people were
                                                                                                      strategies/seal-         PowerPoint presentation
    affected.
                                                                                                      resource-sheet-          http://www.tes.co.uk/teaching-
Round Robin - collecting ideas on feelings and how affected                                           words-core-feelings      resource/Y2-GREAT-FIRE-1-2-
                                                                                                                               Term-Plan-Lessons-Resources-
Hot seating -                                                                                         Support questioning      6086407/
  Select key characters/ people from the event – Pepys, King, Thomas Farrinor (baker), a child with question cue
     and a home owner. In groups, assign a character to each group.                                   card, e.g. what,    Other sources -
  Remind children of being ‘in role’ - e.g. talking in first person, speaking from the point of view where, who          http://www.fireoflondon.org.uk/
     of another person etc.                                                                                               Question cards available in the
  What questions do I want to ask this person?                                                                           I CAN Communication Cookbook
  One child in hot seat, others to interview in role – what did you see, what happened to you,                           www.ican.org.uk/cookbook
     how did you feel, what will you do now?                                                                              Digiblue and / or Easi Speak
  Record or video interviews                                                                                             microphones to record outcomes
Plenary:
What did we learn? - each group say one effect the fire had on people in London
Ask a specific child (good example) to repeat being ‘hot seated’ - draw attention to their use of
tone of voice, stress on words and gestures. If not present, then model how they could be
included to enhance the performance.
Assessment for learning: use traffic lights to say how well they worked in Homework: Find out what you should do if you see a fire starting
groups
Year 2 Lesson Plans
Class:                 Teacher:                       Date:                                            Lesson: Maths - Data
 Lesson objectives:                                   Previous learning:                               Speaking and listening objective:
 Collect and record data                              Tallying                                       Ask questions using appropriate question words
 Read data and generate questions                     Recording data in a variety of forms

Activity                                                                                       Differentiation                    Resource
Starter:                                                                                       Narrow range of numbers for        Number cards
20 questions - I’m thinking of a number between..........’                                     lower achieving children; visual
Vocabulary - higher, lower, 2 digit, 1 digit, odd, even                                        representation
Vocabulary: Higher, lower, 2 digit, 1 digit, odd, even, tally, data, more, less
Teach vocabulary using strategies and materials suggested in the activity template pack
Main:                                                                                                                             Pets pictures - dog, cat,
Problem solving                                                                                                                   rabbit, guinea pig, fish
  Introduce the idea of a class survey of 5 pets - but remind children that it is ‘no pens’                                      Sumthing beads
     day’ so we cannot write numbers or use a tally chart!                                                                        Counters and pots
  How else could we record what children like with some of the maths resources we             Give sentence starter to support   Beads and laces
     have in the classroom?                                                                    questioning                        Unifix cubes
  Show an assortment of concrete counting materials – elicit ideas as to how they could       “Who has a .....”                  Numicon
     be used e.g. a Sumthing string for each animal, a Unifix tower for each animal, same      “How many...”
     colour beads/counters for a particular animal.                                            Give specific roles in groups to
Class survey                                                                                   lower achieving pupils
  Assign children to 3 groups with a set of concrete apparatus per group                                                         Each group - a set of pet
  Each group creates their own tally chart based on their own preferences.                                                       picture cards and one set of
What do we know?                                                                               Give examples of how tallies can   concrete apparatus
  Children discuss what they know from their data and create their own questions to           be represented
     ask and record them on Talking Tins                                                                                          Cue cards - altogether, most,
  Remind children of possible question words - what type of answers would you expect                                             least, how many
     to get from this type of question word (include open and closed questions)?
Answer my question
                                                                                                                                  Talking Tins or other voice
  Leaving the tallies (whatever form) and the Talking Tins, rotate the groups
                                                                                                                                  recorders
  Each group visits the other tally charts, listens to questions on the Talking Tins and
     answers them from the data.
Plenary:
What did we learn? - was it easy to understand what the data meant? We can record
data in different ways.
Assessment for learning: Children to use number cards (1-5) and rate how well they felt        Homework: Think of a way of doing a traffic survey past your
they did. Comment on how they managed to generate questions. Discuss and evaluate              house or on your journey home - without writing anything down!
Year 2 Lesson Plans
Class:                 Teacher:                      Date:                                         Lesson: PSHE – Good to be me
Lesson objective:                                        Previous learning:                        Speaking and listening objective:
Children will know what they are good at (strengths) Children will have had experience of          Join phrases with words such as if, so, because, etc.
and be able to talk about things they want to get        talking about themselves
better at
Activity                                                                                           Differentiation           Resource
Starter:
Swaps – all the children sit in a circle. The teacher explains that the children must find a new
place if what s/he says applies to them. e.g. ‘Find a new place if...’
     you like cheese and onion crisps
     you like splashing in puddles
     you enjoy helping other people
     you like reading
     your favourite colour is green
     you don’t like bananas
     you have 2 brothers
Vocabulary: Good / better, because
Main:                                                                                                                        Big microphone
  Structured pair activity - think / pair/share. Think alone for 1 minute; talk to your partner
     about your idea, some children chosen to share. Pass round a ‘big mike’ for children to
     share ideas about what they are good at/would like to get better at.
  Remind children of the use of the word ‘because’ - encourage children to think of a reason      More able children to
     why they would like to get better at certain things or reasons why they are good at certain   use ‘strengths’ instead
     things. Highlight how ‘because’ adds detail/reason to a sentence/explanation. Model if        of good at
     necessary; “I’d like to be better at cooking because I like eating delicious food”
  In pairs - structured talking task - 1st child says something they are good at and              Use visual prompts /
     something they want/need to get better at. 2nd child then says another thing the child is     forced alternatives for
     good at and another thing they need to work at. Swap roles.                                   lower achieving pupils
  Change partners. Repeat exercise with new partner. Change partner. Repeat exercise.
Plenary:                                                                                                                     Optional - Big foam thumb prop
Thumbs down, thumbs up - teacher begins by saying one thing s/he wants to get better at                                      http://wavyhands.net/acatalog/Blan
(thumbs down) and one thing they are good at (thumbs up) then names child to do the same,                                    k_Hands.html
who names another child and so on.
Assessment for learning: What do pupils think about this activity, how easy or difficult was it    Homework: practise one of the things you would like to get
to identify things they are good/not so good at?                                                   better at; ask Mum and Dad to help you.
Year 2 Lesson Plans
Class:                 Teacher:                       Date:                       Lesson: Science - Living things: similarities and differences
Lesson objective:                            Previous learning:                                Speaking and listening objective:
To compare and contrast – similarities       Identifying and classifying animals and their key Use newly learnt words in a specific and appropriate way
and differences between animal life          features
Activity                                                                                            Differentiation       Resource
Starter:                                                                                                                   www.meddybemps.com/riddles for
Riddles - clues are given to the children about an animal/bird/fish; children guess the                                   examples of riddles with picture answers
creature.                                                                                                                 that could be displayed through IWB

Vocabulary: Category, same, different, fur, hair, feathers, scales, beak, claws                                           Words printed on cards
Teach vocabulary using strategies and materials suggested in the activity template pack
Main:                                                                                               Picture selection /   Picture selection
  Display and discuss vocab. (Other words to be added throughout the lesson if children            use objects rather    Templates for teaching new vocabulary in
    think of more). Encourage the children to use these words where appropriate to help             than pictures         the “activity templates” pack attached
    them achieve the lesson objective.
  Describe it - circle activity. Children take a turn at describing a creature they can think of
    (or pick from a selection). Model or encourage children to use animal categories,
    descriptive vocabulary etc. Other children must guess the creature being described.
    Encourage children to ask questions if they cannot guess straight away.
  What do you need to know? – What does it look like/sound like, what does it eat, where
    does it live?
  Remind children of the vocabulary for describing properties of creatures                                               Colorcards – Animals
                                                                                                                          http://www.speechmark.net/topic/speech-
Communication activity                                                                                                    language-therapy
  Give each child a picture card from a range of different creatures. Children move around
    the room, talking to each other about their creature.
  Encourage children to discuss their creatures’ characteristics and compare with the other
    children.
  Find a partner who has an animal that shares characteristics - e.g. lion and dog both eat
    meat, worm and mole both live underground.
Plenary / Assessment for learning:                                                                                        Voice recorder, camera
 What did we learn? Re-group as a class - each pair tells the group why they paired up.
    Make a recording (‘we go together because.....’) or take a photo to record what children
    have learned.
 Rest of class to identify the newly learnt words when used in explanations. In pairs
    children pull out one of the new vocabulary words and put it into a sentence; all judge
    whether it makes sense.
Homework: Make a PowerPoint collage of ‘creatures that live in the sea’ or ‘animals that eat meat’

				
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