| Date: 14th January 2011 |
Grade: KS2 7-11 |
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| Teacher Name: Zara Miners |
Subject: Literacy |
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1. Topic-
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| General Reading activity involving sequencing |
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2. Content-
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| This acitivity involves sequencing. The children will be looking at a poem involving two characters, the poem will be read to the children, then they will be given one worksheet - the correct version of the poem, and they will then be given cut out sections of the poem to work together to put in the correct order. |
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3. Goals: Aims/Outcomes-
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Taken from the National Curriculum programme of study for English KS2.
1. Make contibutions relevant to the topic and take turns in discussion
2.Take up and sustain different roles, adapting them to suit the situation. For example - spokesperson, scribe, etc.
3.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. |
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4. Objectives-
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1.Read the poem together as a group to ensure understanding
2.Working as a team and co-operatively
3.To put the correct sequence of the poem together |
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5. Materials and Aids-
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| The poem - 'Archie and Dale', worksheet with the correct order of the poem and cut out segments of the poem for the children to place in the correct sequence. |
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6. Procedures/Methods-
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A. Introduction-
1.Introduce myself and why I am there? May give understanding to the pupils?
2.Introduce poem and read aloud the complete version to the group
3.Explain what I would like the outcome of the lesson should be - a complete poem
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B. Development-
1.After reading the poem show the children to cut out segments of the poem and ask them what they think the task is
2.Show them what is entailed - place the first and last sentences of the poem down and have a go myself at placing the first dew cut outs in place
3.Let the children continue and ask open ended questions to give the group food for thought on what should come next |
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C. Practice-
1.Working together in a group means they will have to litsen and take in turns at speaking to one another to complete the task
2.They may wish to have different roles in the group to make it easier such as someone who reads the extracts aloud, someone who places them in the correct order and maybe someone who sticks them down, etc.
3.I will be looking to see if they are adept at using the tool of summarising and reviewing as it will help them to see if what they have alrady is correct and where to go from there. |
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D. Independent Practice-
1.Is the sequencing correct? By reading the poem aloud and being able to read a copy they should be able to view the ordering of the poem and the writing style to guess what is coming next, or are they working with guess work?
2.Are they reading aloud to one another, and working as a team?
3. Are they continually checking to make sure they have the correct order so far?
4. Have they appointed jobs for one another and working co-operatively or is it a free-for-all? |
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E. Accommodations (Differentiated Instruction)-
1.Larger print for children with sight difficulties and a copy of their own.
2.Reading aloud each segment and the full version of the poem for children with literacy difficulties so they can be included too though the aid of discussion
3.Children with hearing difficulties can have their own copy and written instructions so they understand the task
4.For children with reading and literacy difficulties working as a group will increase confidence as will reading aloud. |
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F. Checking for understanding-
1.As a group reading through the sequence of the poem they pieced together
2.Then read the full version and get the children to see how it compares to the one they have pieced together
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G. Closure-
1.Ask the children how they found the task and what skills they think they may have used in the course of the task
2.Read the full completed poem aloud |
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