Lesson Plans Aim to Follow Good Practice Principles; E.G. They

Introduction

No Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose. Lesson plans As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for teachers to adapt and build on, 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 influenced 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 some key vocabulary identified, which is listed in the vocabulary section of the lesson plan, although you may wish to add particular key words of your own too. Vocabulary is key for 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 a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

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

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN). The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school day. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children who have already been identified as requiring SEN support, placing a focus on spoken language means that you are encouraging them to develop their skills in this important area, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Year 5 Lesson Plans

Class: Teacher: Date: Year 5 Literacy: Explanations

Learning objective: Previous learning: Speaking and listening objectives:

Create an audio explanation about Pupils have some experience of using recording  Give well-structured descriptions and explanations. the characteristics of an unfamiliar devices / crazy talk software.  Ask relevant questions to extend their understanding and object. build vocabulary and knowledge.  Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Activity Differentiation Resources Starter: Show the class a strange object Strange object. (mirror, key, strange stone, fossil Differentiated groupings. etc.) Explain that it has come from Recording another world. What could it be? The outcomes can be differentiated using success criteria related to the 5Ws (e.g. lower ability equipment – Collect adjectives to describe it using children could include fewer of the 5Ws, such as focusing only on where and when). talking tin lids, the 60 second buzz approach (60 microphones seconds for Talk Partners or groups Some adjectives could be provided to lower ability children. tables, computers to discuss and find adjectives, then etc. share the ideas after the buzz). Teacher/TA support. Crazy talk Vocabulary software- or other similar software. Adjectives relating to the object. The 5Ws: Who? What? Where? When? 5Ws laminated as Why? Also include the ‘How?’ key questions explanation. prompts to help structure to Main activity: explanation.

 Run through the 5Ws collecting ideas as a whole class discussion. What does it look like/ remind you of? Where has it come from? What is it used for? What could a new use be for it?  Remind the children that the object has come from another world, so imagination is the main objective. What would an alien tell you it was for?  In talking pairs, children to collate the ideas by recording key vocabulary onto talking tin lids or tablets or microphones.  They can then use these words (playing back the recordings will act as an aide memoire as they prepare an explanation in the form of a speech).  Children to create a short speech as if they were an alien explaining what the item is, ensuring they include the 5Ws (link this to each differentiated success criteria).  Once practised, the children can record their speeches into the Crazy Talk software, choosing one of the aliens, mad scientists or robots as their character.

Plenary:  Watch and evaluate the crazy talk audio (or similar) commentaries, picking out good examples of ideas related to the strange object. Prompt pupils to expand on ideas where necessary through teacher targeted questioning.  Ask the whole class to critique the speech using the feedback sandwich approach. (Start with a positive comment, then an explanation referring to an area of improvement, then end with another positive comment). Assessment for learning: Homework: To find a strange object from home or on their way to school that they can talk about in the same way Teacher targeted questioning, self- tomorrow. assessment, observation. Year 5 Lesson Plans

Class: Teacher: Date: Year 5 Maths: Calculators

Learning objectives: Previous learning: Speaking and listening objectives:

 Solve multi-step problems using Pupils have some experience of using a  To select relevant ideas and use appropriate vocabulary to a calculator. calculator. engage and maintain the interest of listeners.  Apply calculation techniques.  To use dialogue and discussion to build up and refine ideas, move groups on and reach agreements collaboratively. Activity Differentiation Resource Starter: Play “Just a minute”. Write a number Timer. on the board e.g. 36 ½. In talking Differentiated pairings and groups. partners, children are to speak about PowerPoin t. the number without hesitation, Teacher/TA support – see main activity notes. deviation or repetition for a minute to Calculators. their partner. The other child can Word problems could be adapted for lower ability or made more challenging for higher ability challenge if they hear hesitation, children and given out directly. Scrabble letters repetition or deviation, then they take or laminated cut over the challenge for the rest of the The broken calculator problems could be simplified for lower ability children. out letters. minute. Then change the number or replace it with a shape/ calculation Talking tin lids / etc. The winner is the child who got microphones. to the end of the minute the most frequently.

Vocabulary

Calculator, display, key, enter, clear, word, problem, multi-step, add, subtract, multiplication, division, double, halve.

Main activity:

 Although the children have just used their mental maths skills, explain that using a calculator isn’t just a cheat; it is a skill on its own. Why do we use calculators in life? Discuss.  Run though how to use calculator if the class needs revision.  Amaze class with a calculator trick! (see PowerPoint)  Warm up with the calculator fun task (slide 8) individually. Children are to solve calculations that when the calculator screen is turned upside down creates a word. (T/TA to assess and feedback regarding calculator use).  Higher ability to move onto code breaking extension if able. (This will provide more challenge as the letters will need to be memorised in order to spell the word. Alternatively, provide scrabble letters or laminated letter cards to support this activity).  Look at the word problems on the Interactive Whiteboard (See PowerPoint). Discuss strategy – how to solve the problem and work through one of the problems altogether. In pairs, children pick a word problem from middle of table and solve on calculators. They should record their answers on talking tin lids / microphones. On the multi-step problems (slides 12-17) pairings can solve part of the problems each, then come together to get a final answer (T/TA to assist when required). Mini plenary: Are calculators always useful? Discuss

Work though the broken calculator problems (See PowerPoint) 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 Homework: Using the same differentiated broken calculator slide / sheet, children could pretend the 2 key is broken answer at the end). instead, explaining their methods to an adult at home.  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? Assessment for learning: Teacher targeted questioning, self- assessment, observation.

Year 5 Lesson Plans

Class: Teacher: Date: Year 5 Geography: Rainforests

Learning objectives: Previous learning: Speaking and listening objectives:

 To be able to identify different Prior knowledge of some of the key vocabulary for  To select relevant ideas and use appropriate vocabulary global climatic zones. the Rainforest topic. Use of I Can Present software or to engage and maintain interest of listeners.  To be able to create a weather similar.  Give well-structured descriptions and explanations. forecast for a rainforest. Activity Differentiation Resource Starter: Using a globe, ask a child to Differentiated groupings. Globes. demonstrate where and name the polar regions, the tropics and Prompts with examples of the key 5Ws and the structure of the weather forecast could be Desk lamp. equator. Have a class discussion given to lower ability children. relating to weather in these parts. Torches. Key vocabulary or a glossary could assist children with the starter and main activities. Vocabulary: Weather symbols Teacher/TA support. for children to stick Climate, temperature, poles, equator, on map. Arctic, temperate, Mediterranean, desert, tr Vocabulary for opical, Antarctic. group work. Main activity: Internet websites  for videos. http://www.bbc.co.uk/learningzon e/clips/climate-zones-across-the- I Can Present globe/11182.html - watch the software or video that explains the climatic camcorders. zones of the world. or  Discuss what we have learnt Wall map of the from this. Support children with Amazon rainforest knowledge of weather symbols area on the wall or for differing basic weather on interactive patterns whiteboard.  Using a desk lamp as the sun, shine it onto a globe. What do the children notice about the earth Rainforest data when it is tilted on its axis? Demonstrate it spinning around and the concentration of the sun’s rays.  Show the data (provided below) regarding the weather in the Amazon rainforest. In pairs discuss what they notice.  Whole class discussion about the temperatures, rainfall, patterns etc.  Explain task to children ad show weather forecast from the BBC -http://www.youtube.com/watch? (attached). v=HSHNkT-V7LY  In pairs, children are to create and practise to perform weather forecast for the Amazon rainforest with weather symbols. Plenary:

 Record the weather forecasts in front of a green screen using software such as I Can Present which puts an image behind the child on the recording similar to standard weather forecasts. (If this is unavailable then provide a Homework: Look online at the data / weather forecast for the following day for another country as comparison. map of the Amazon area on the Prepare a weather forecast to deliver to the class about their chosen country. whiteboard or stick it onto a wall, enabling the children to present in front of it and stick their weather symbols onto it.)  The rest of the children are to evaluate using 2 stars and wish (slide 8) (two things they have spotted that fulfil the objective and one thing that could be improved on).  Ask each group after they have performed to assess their own performance – did it go to plan? What could they improve on next time? How have their reporting skills improved after this activity?  Discuss how difficult it was without the picture behind them or an auto-cue to work from.

Assessment for learning: Teacher targeted questioning, peer assessment, observation.

Year 5 Lesson Plans Class: Teacher: Date: Literacy: Persuasive Writing

Learning objective: Previous learning: Speaking and listening objectives: Use a range of persuasive devices to sell Pupils have had access to a range of To select relevant ideas and use appropriate vocabulary to engage and maintain a product. persuasive literature and have used interest of listeners. these to collect and investigate the use of persuasive devices. Pupils are aware of a range of devices (see vocabulary). Activity Differentiation Resource Starter:  Recap prior learning about the types Differentiated pairings and Teacher/TA QVC video clip. of persuasive language used in the support. texts studied throughout the unit. Less confident pupils given access to A range of items to sell. Paired talk: Can pupils collect 5 video recording device to record and (3 or 4 different items would be fine to allow children to share ideas about features examples of different persuasive share performance prior to plenary. between different pairings) devices on their fingers? Review Less confident have access to persuasive answers and collect examples on language prompt cards. Pupils may wish to record their sales pitches to review in the plenary as opposed to board. perform them live. Q: When might we use examples of persuasive language in our daily speech? Q: Why do we use persuasive language?  Elicit that we use persuasion to try and manipulate people to do what we want. Ask pupils to role play in pairs a conversation between a parent and a child at bed time, with the child persuading the parent to allow them to stay up late. Share a few role plays- Who was the most persuasive? Why? (Ensure pupils are using the correct vocabulary when talking about the types of persuasion used- refer to list on the board) - Remind pupils that a range of different persuasive devices are needed in order to successfully manipulate. Vocabulary: Related to persuasive devices, such as words and phrases ('surely', 'it wouldn't be very difficult…'); persuasive definitions ('no one but a complete idiot…'); rhetorical questions ('are we expected to…?', pandering, condescension, concession ('naturally it takes time for local residents…'); deliberate ambiguities ('probably the best…in the world', 'the professional's choice'). Main activity:  Ask pupils where they have seen examples of persuasive language on TV and collect ideas. Ask pupils if anyone has seen the shopping channel and what the purpose of that is. What skills would you need in order to be a success on the shopping channel?  Watch http://www.youtube.com/watch? v=7_MWbtTwzB0 How did the auditions go? Discuss the item to be sold and how the main features of that item need to be linked to any persuasive devices used.  Instruct children that they are to be given 15 minutes to devise a shopping channel style sales pitch for a given item in less than on minute. Pupils are to identify the key features of that item and devise a range of persuasive devices to convince their audience that they need that item. Plenary:  Pupils to perform shopping channel routines.  Identify the persuasive devices used in each pitch and peer asses: What did they do well? What advice would you give to them next time? Assessment for learning: Targeted Homework: Pupils could take this a step further by designing a poster advert for their product. questioning regarding the types of persuasive devices used- are pupils aware of the different types of persuasive devices? Able to implement them? Year 5 Lesson Plans

Class: Teacher: Date: Maths: Measures

Investigate statements about measures. Pupils can measure accurately. Take different roles and make relevant contributions in groups. Pupils can find simple fractions of Use dialogue and discussion to build up and refine ideas collaboratively in groups. amounts.

Activity Differentiation Resources Starter:  Finding fractions of amounts- In pairs Mixed ability groupings. Vitruvian Man investigation prompt. pupils to devise challenge questions Teacher to float between groups. for finding thirds, quarters, tenths and TA to support measuring of less confident Class needs to be divided into 4 areas for pupils to investigate one of the statements a fifths of them. First partner to pupils. at each station. answer 5/10 questions correctly wins. Less confident have access to calculation  Extend to solving fraction problems cards showing the calculations needed Pupils will need access to suitable measuring equipment at each station. on white board. for each investigation.

Vocabulary: Appropriate vocab relating to measures. Main activity:  Introduce children to Vitruvian Man: DaVinci’s perfect human. Q: Why would Da Vinci choose to investigate this? How might it help people? Instruct children that today in small groups we are going to investigate the following statements in order to find out if we have anybody in the class who matches the description.

-The whole foot from toe to heel is the same as the distance between the elbow and the wrist - When a person kneels, they reduce their height by a quarter -The length of a hand is one tenth of the person’s height -The length of the ear is one third of the length of the face.

 Taking pairs- what maths skills will we need to use in order to investigate each statement? What equipment will we need? Share ideas and model any skills needed. Q Do you think that DaVinci was right? Do you predict that anybody in our class will match these descriptions? Allow pupils time to think in order to expand on their ideas.

 In groups of 3 pupils to be given 5 minutes to investigate each statement at their station. Plenary:  Allow pupils time to reflect upon their investigation, focussing the extension questions on the prompt sheet. Pupils to present back their findings to the rest of the class.  Recap the prompt sheet extension questions whole class, targeting pupils to evaluate learning. Assessment for learning: Teacher Homework: Draw a picture using DaVinci’s Vitruvian Man proportions. Can you annotate with measures to prove you have targeted questioning. Observation of followed DaVinci’s rules? practical and investigative skills used.

Vitruvian Man The idea of perfect human dimensions, if such a thing exists, comes from Leonardo Da Vinci’s drawings, entitled Vitruvian Man. They are so called as they are based on the observations and measurements of a Roman architect named Vitruvius. He wrote about other proportions of the human body which are very useful in figure drawing and art. Investigate the following statements:

 The whole foot from toe to heel is the same as the distance between the elbow and wrist.

 When a person kneels, they reduce their height by a quarter.

 The length of a hand is one tenth of the person’s height.

 The length of the ear is one third of the length of the face.

Extension: Can you draw any conclusions from your investigation? Are these statements correct? Can you find other measurements that compare? Do the measurements of boys and girls differ?

Year 5 Lesson Plans Class: Teacher: Date: Geography: Investigating the Local Area Learning objective: Previous learning: Speaking and listening objectives: Pose questions to investigate about a Pupils have studied historical maps about To use dialogue and discussion to build up and refine ideas, move groups on and place. their local area and identified some reach agreements collaboratively. change. Pupils can identify human and physical features of the landscape. Activity Differentiation Resource Starter:  Recap what the historical maps Mixed ability groupings. Talking tins/voice recorders. showed us about our area- what had Teacher/TA to support less confident changed, what had stayed the same? pupils where appropriate. Allow pupils time to explain why this might have been after modelling an use photographs of the local area/other appropriate answer. visual support to help contextualise Is anything changing in our area now? questions and discussion Why might this be? Vocabulary: Related to Geographical Investigation: interview, survey, questionnaire, observe, field sketch Main activity:  Remind pupils that in the coming weeks we are going to go out of school and investigate change in the local area, but before we do that we need to think about exactly what it is we are going to investigate.

 Talking pairs- What aspect of change in our local area could we investigate? What would we look for or what could we do to find that out? Draw out answers and elicit that the more focused the investigation question the easier it is to investigate.

 Talking pairs: Do we all need to investigate the same thing? How would it help our class investigation about change in the local area if we looked at a variety of things? Share ideas and discuss. Q- Once we have decided what it is we are to investigate what else do we then need to think about? Collect ideas about ways we could investigate and record on the board for future use. (See vocab)

 Establish that in today’s session we need to plan what aspect of change in our local area we are going to investigate in our groups, as well as plan for what it is we will do in order to investigate. Put pupils into groups and give them time to discuss ideas.

 Allow pupils time in groups to devise their investigation, devising a proposal that clearly states: - What change in the local area they want to investigate - How they will investigate that on the field trip (i.e. what they are going to do) - What resources they will need in order to collect information for their investigation. Plenary:

 Share proposals via envoying, with pupils given time to share ideas. Discuss investigations as a whole class and discuss any problems that groups might have when investigating- i.e. questions not focussed enough, no recording etc. Allow pupils time to refine their ideas in groups.

Assessment for learning: Peer Homework: Ask a relative about how the area they grew up in has changed since they were a child. assessment, teacher observation of group participation. Year 5 Lesson Plans

Class: Teacher: Date: History: Past Events Learning objective: Previous learning: Speaking and listening objectives:

Collaborate to produce a news broadcast Pupils have an understanding of the key To select relevant ideas and use appropriate vocabulary to engage and maintain the about a historic event. events from the history of the Great interest of listeners. Plague in Eyam. To evaluate own and others’ speech and identify how it varies.

Activity Differentiation Resource Starter:  Watch horrible histories news clip Mixed ability groupings. See links below. (www.youtube.com/watch? Teacher/TA to support less confident Picture prompts relating to event. v=KA6nij1kdjE) and discuss the key pupils where appropriate. Picture prompts for less confident. features of it. More confident to implement use of  Talking pairs: What format did the standard English in broadcasts. news program follow? What else might they have included to improve on it? Share ideas. Vocabulary: Relating to formal language. Main activity:  Recap the key events of the plague in Eyam and collect on board for later reference. Tell pupils that they are to plan their own news broadcast of a key event from the story of the plague in Eyam.  Discuss what format groups might use and what parts they would need to play in order to present a detailed news story. Elicit that interviewed characters should be people that we have looked at in our studies, and that pupils will need to think about how they will portray them as well as clearly detailing the events. Discuss the need for open questions in order for the interviewed characters to give detailed answers.  Discuss group skills needed in order for pupils to be successful and collect.  Allow pupils time in groups to orally plan news stories before being given time to improvise their news sketches. Plenary:  Watch group’s improvisations and evaluate using two stars and a wish. Discuss how not recording any notes in this lesson changed the lesson. Share ideas as to how we could take this a step further, recording/editing our news broadcasts using ICT and filming on location. Assessment for learning: Peer Homework: Watch the news on CBBC and compare it your own broadcast- what are the similarities and differences? assessment, teacher observation of group participation, feedback. Use group roles for pupils to determine how successful their group work was – what worked and what didn’t

Year 5 Lesson Plans

Class: Teacher: Date: Science: Forces in Action

Learning objective: Previous learning: Speaking and listening objectives: To convey complex ideas, using different techniques for clarity and effect. Investigate how friction can affect forces Pupils will have some understanding of To extend and justify their opinions and ideas building on what they have learned. in action. friction and gravity.

Activity (Adapted from: Differentiation Resources www.tes.co.uk/ResourceDetail.aspx? storyCode=6044061) Starter:  Jelly Chopsticks- set up a race where Mixed ability groupings Investigation prompts. groups have to move 6 cubes of jelly Teacher/TA to support less confident Talking tins/ voice recorders. from one plate to another. Add pupils where appropriate. vegetable oil to the jelly cubes and Investigation prompt cards for less ask pupils to predict how this will confident. effect moving the cubes with the pre teach vocabulary where needed chopsticks. Race and discuss outcomes. Allow pupils time to explain why it took longer using the correct forces vocabulary. Vocabulary: variable, prediction, properties, gravity, friction. Main activity:  Introduce the resources the pupils will have to investigate with in today’s lesson- balloons, tape, garden string, wool, wire, nylon etc. Discuss how we could further investigate friction using these resources. Share ideas and establish investigation question: Which material makes the best track for a balloon rocket?  How can we make this a fair test? What is the variable that we will change? Elicit that this is the material of the track and establish that the best track will allow the balloon to travel the furthest.  Discuss what other factors might affect their investigation – i.e. if the experiment is set up outside could the wind affect results? How will we make sure the balloons have the same amount of air in them? Can we be certain they are the same? What could we do to make it fairer?  Establish that we will repeat the experiment 3 times with each material to ensure that results are as fair as they can be.  Allow pupils time to make predictions as to which material would make the best track, ranking the materials from best to worst, clearly explaining their reasoning.  Model how to set the balloon onto the track and how to accurately measure distance. Allow pupils time in groups to undertake the investigation.

Plenary:  Discuss results from investigations- did the results match their predictions? Did each group get the same outcome? Talking pairs- what were the properties of the material that allowed it to be a good track? How does this relate to the forces in action. Allow pupils time to devise a conclusion statement using the key forces vocab. Q- Could we change the results of this investigation if we added vegetable oil onto each of the materials?

Assessment for learning: Teacher targeted questioning, self-assessment, observation.

Year 5 Lesson Plans

Class: Teacher: Date: Music: Composition

Collaborate to compose a soundtrack for Pupils have a basic understanding of To use dialogue and discussion to build up and refine ideas, move groups on and a short story. rhythm and tone. reach agreements collaboratively.

Activity Differentiation Resources Starter:  Share list of emotions on white Mixed ability groupings. Range of unturned instruments. boards- pupils to choose an emotion Teacher to float. Story prompts (Note: you may wish to design simple stories or use known short and try to portray it with their stories such as fairy tales, depending on how confident the pupils are.) instrument- partners to guess the emotion stating reasoning. Vocabulary: Main activity:  Watch Tom and Jerry (https://www.youtube.com/watch? v=DO3JvjNoJ1A) 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 types 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. Which 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 Homework: Evaluate the soundtrack of a TV program you watch this evening. targeted questioning, peer evaluation, observations of interaction in group. Year 5 Lesson Plans

Class: Teacher: Date: Literacy: Non Chronological Reports Phase 2 Learning objective: Previous learning: Speaking and listening objectives: Work collaboratively to plan and make a  Knowledge of layout and text 1c: Choose material that is relevant to the topic and to the listeners talking book. conventions of text type 1d: Show clear shape and organisation with an introduction and an ending  Skilled in use of Clicker 5 or 3a: Make contributions relevant to the topic and take turns in discussion alternative software (via ICT lessons) Activity Differentiation Resource Starter: Pupils grouped in differentiated threes, in Clicker 5  Pupil in role of teacher – terms of both literacy and ICT recapping on prior learning, pupils attainment, differentiated research Topic ideas: are asked to teach a ‘how to’ guide materials, cue cards for lower achieving 10 things to do with a brick – Round Robin ideas for given aspects of Clicker 5 – e.g. Conversation with a cavemen – Round Robin open a new template, add pictures, 10 ways to annoy your teacher! - Round Robin add sound buttons, record audio. Instructions for eating an ice cream - Round Robin  Recap technical vocabulary: edit, Or link to topic work, e.g. Victorians edit mode, drag and drop, sound palette, picture palette, template etc  Pupils teach the class in small groups how to carry out actions and class feedback on quality of teaching and demonstration – giving 2 positives, 1 negative Vocabulary: Non-chronological, collaborate, issues, solutions, organisation Teach vocabulary using strategies and materials suggested in the activity template pack Main activity:  Introduce the task – create a Non Chronological Report talking book (no text for ‘No Pens Day’) around a given topic  View Example text: Recap layout and text features of the Non Chronological Report  Talking partners: how could we create a book without writing any words? Discuss potential issues and solutions  Group pupils in differentiated groups of 2/3 - take care when creating groups that pupils are matched in terms of attainment in both ICT and literacy  Tell children that today they will complete a section from the Non Chronological Report book. Share out different areas and discuss how they might research this information and record. Share out different sections to the groups  In groups give pupils given time to collect an information and images needed before being given time to record talking books in Clicker 5 (note - PowerPoint plus accompanying oral presentation can be used if Clicker 5 is not available) Plenary:  If we wanted to complete a finished non chronological report what else would we need to add?  What was difficult about not being able to use pens in this lesson? How did we overcome them?  Final thought: how would the world be different if no one could talk? Assessment for learning: Review Homework: Make an audio report about a topic of your choice talking books using 2 stars and a wish framework

Resource: Making a record of your No Pens Day Wednesday activities  Make a Clicker 5 Talking Book as a record of your day  Use the ‘Bookmaking’ template to create a new book  Take digital images throughout the day of children’s activities and download to a ‘No Pens Day’ picture file  Drag and drop the pictures to the blank pages of the book using the Edit Mode toolbar  Add sound record buttons to your book template  Ask children to record captions for the pictures using the ‘record’ option Year 5 Lesson Plans

Class: Teacher: Date: Science: Moving and growing: the heart Learning objective: Previous learning: Speaking and listening objectives: To investigate the workings of the heart  Functions and locations of major 3a: Make contributions relevant to the topic and take turns in discussion by comparing with the actions of a pump. organs in the body 3b: Vary contributions to suit the activity and purpose, including exploratory and  Location and function of the heart tentative comments where ideas are being collected together, and reasoned, (Based on lesson freely available from evaluative comments as discussion moves to conclusions or actions Science Museum of Minnesota at http://www.smm.org/heart/lessons/lesson5a .htm) Activity Differentiation Resource Starter: Picture prompts for lower Lesson plan and  Round Robin - pupils say what they already know about the heart achieving – e.g. diagram of animations available Vocabulary: Pump, valve, vein, artery, flow, stethoscope heart at Recap key vocabulary – valve, vein and artery. Create a whole class glossary to establish the functions of each. Use www.smm.org/heart/l Word Magic template below (taken from I CAN’s Communication Cookbook, available from www.ican.org.uk/cookbook) Make an audio recording essons/lesson5a.htm Main activity: of the instructions for  Talking partners: Where in your body is your heart? making the pump or pair For each group - good with weaker readers  1. Using virtual stethoscope at http://www.smm.org/heart/heart/steth.htm - ask pupils to describe where in the  wide mouth body they think the heart is. E.g. – below shoulder, left side, right side, under collar bone, in middle of chest. Check jar (plastic)  balloons their ideas with the virtual stethoscope Chunk or simplify  2. Use animation at http://www.smm.org/heart/heart/pumping.htm to show how the heart pumps, and the valves information for similarities  skewer open and close. and differences  two flexible  Tell the pupils they are going to make their own pump. discussion. straws  In mixed ability groups – Pupils have a set of resources and written instructions of how to make the heart pump. For example:  scissors  Pupils read and follow instructions to build the model.  Name one thing  bowl to  Once model is complete pupils to discuss in groups: that is the same collect water spills  What are the similarities and differences between the heart and the pump you assembled? (key question)  Name and one thing that is different  sponge  Remove the balloon flap (valve) from the apparatus. What happened?  a set of the  Does the valve affect how well the water flows? written  What happens when the valve is removed? instructions for  Extension: Can you think of other examples of valves and pumps? the activity Plenary:  Recap learning: Share answers to questions; teacher targeted questioning to target understanding of all within the Video camera to film group. activity Paired talk: What might happen to a person if the valves in their heart did not work or wore out? How can we look after out heart? What can be done to repair damage?  In groups pupils list 5 key points on how to keep a healthy heart. Assessment for learning How would you summarise the workings of the heart – indicate with traffic Homework: Measure your pulse beat at different times of the day. When lights how confident you are in your summary. How well do you think you took turns in the is it fastest? And slowest? What is your Dad’s/Mum’s pulse rate? discussion? Year 5 Lesson Plans

Class: Teacher: Date History: World War 2 (WWII) : Learning objective: Previous learning: Speaking and listening objectives: Research a range of historical information to clearly  Key events of WWII 3c: Qualify or justify what they think after listening to others' questions or accounts hypothesise as to why something might have placed on timeline 3f: Use different ways to help the group move forward, including summarising the main happened  Prior learning of cause points, reviewing what has been said, clarifying, drawing others in, reaching and effect agreement, considering alternatives and anticipating consequences

Activity Resource Starter:  Introduce term hypothesis: an explanation of why something might have happened  Where do we hypothesise? Link to making predictions in Science before we investigate, or estimating in Maths: Is that the same? Why/why not? Allow pupils talking time to shape answers in pairs  Share a range of situations or events from World War 2: allow children time to create a hypothesis as to why that may have happened, starting with ‘I suppose that…’ and progressing to ‘I hypothesise that…’  E.g. in 1939, 38 million gas masks were handed out by the government  Discuss answers and the importance of being correct if we have thought out answers carefully- what is more important? To get the right answer or to carefully think about the situation before stating the hypothesis Vocabulary: hypothesis, justify, summarise Teach vocabulary using strategies and materials in the activity template pack Main activity: History mysteries http://www.thegrid.org.uk/learning/history/ks1-2/resources/mysteries.shtml  Tell pupils they are going to be history detectives for the lesson. They have a ’mystery’ to solve or a question to answer. They must work together to piece together clues from statements they will be given, to make a hypothesis about the question they have been given  Each group has a ‘mystery’ and a set of statement cards. As a group they must read, understand and analyse the information in the statements, make connections and draw conclusions (groups may use the same mystery)  Record conclusions on digital voice recorder (alternatively groups may represent findings in pictorial form if ICT resource unavailable) Plenary:  Groups split into numbers 1-6. From each table all the number ones meet to share the hypothesis they came up with  Discuss nominations of good hypotheses. Ask pupils to clearly justify choices  Did any groups solve the same mystery? Was your hypothesis the same or different? Discuss and recap on the importance of a well thought out hypothesis (rational) as opposed to the correct answer. Self assess against objective

Assessment for learning: In pairs – come up with examples of how you justified your thoughts. Homework: Create your own history mystery statement about WWII Consider, how good am I at doing this? Share ideas on how to get better. Whole class share top 3 ways of justifying your argument Year 5 Lesson Plans

Class: Teacher: Date: PHSE: Getting on and falling out Learning objective: Previous learning: Speaking and listening objectives: To identify different types of peer pressure  That actions may affect others 4a: Create, adapt and sustain different roles, individually and in groups that people around us may use to try and  Resolving differences 4b: Use character, action and narrative to convey story, themes, emotions, ideas in influence us plays they devise and script Activity Differentiation Resource Starter: Mixed ability  Ventriloquist dummy – Pupils sit in 2 circles, one inside the other. Inner ring put their arms behind their backs - they are the groupings ‘dummies’ Scenario picture cards  Outer ring put their hands under the other pupil’s arms – they are the ‘ventriloquists’.  Go round the circle – ventriloquists say ’My friend is...’ ‘and he/she is...’ (characteristic), ‘My friend can...’ (action). Dummies try to mime the words and the facial expressions, actions. Vocabulary: Peer, pressure, resolve, influence, disapproval Teach vocabulary using strategies and materials in the activity template pack Main activity: The peer pressure bag of tricks (Adapted from: http://www.thecoolspot.gov/Documents/2PeerPressureBagofTricks%20FINAL http://www.thecoo %20Edits%2010-31-07MG.pdf) lspot.gov/Docume  Question: Do we always have to do what our friends say? nts/2PeerPressur eBagofTricks  Discuss what is meant by peer pressure - where might we see this? Has anyone ever been influenced by peer pressure? Has %20FINAL anyone ever pressured anyone into doing what they want? (if not friends in school, what about teachers? Or parents?) What %20Edits%2010- feelings can result from being pressured? 31-07MG.pdf  Establish that peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making certain choices, either good or bad  That peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or personally unwanted behaviour  That if you can learn to identify peer pressure tricks, it is much easier to resist them  Talking partners: Why is it important to resist peer pressure tricks?  Organise the class into six small mixed ability groups and allocate each group a role play scenario. (see link above)  Pupils to act out the scenario up to the freeze point. At this point explain that groups will be asked about their feelings here and that the groups should stop here and talk about the event. Each group to then continue each scenario with their own ideas on a positive way to deal with this type of peer pressure Plenary:  View role plays until freeze point - ask class for ideas on the type of peer pressure being shown here. (Groups to reveal peer pressure trick as outlined in the scenarios). Teacher targeted questions to pupils frozen in the freeze frame- e.g. How do you feel? What do you want to happen? Why have you done this?  Ask class how this type of peer pressure might be dealt with. Is the peer pressure deliberate? Pupils identify possible feelings of characters using feelings word bank.  View rest of role play - was this a good way of dealing with the peer pressure?  Use “That’s Me” for four of the following statements: (pupils don’t need to share, just consider during thinking time).  I have used unspoken pressure against someone  I have had unspoken pressure used against me  I have used spoken pressure against someone  I have had spoken pressure used against me  I have used unspoken pressure to help someone  I have had unspoken pressure used to help me  I have used spoken pressure to help someone  I have had unspoken pressure used to help me Assessment for learning: Share with a partner: Homework: Discuss an incident of peer pressure experienced at school with a parent/guardian  One thing I have learned about friendship is...  One thing I have learned about how people try to influence me...  One thing I have learned about how I influence others is... Year 5 Lesson Plans

Class: Teacher: D Geography: Water a t e : Learning objective: Previous learning: Speaking and listening objectives: To use a variety of sources to research The water cycle 1d: Show clear shape and organisation with an introduction and an ending and share information about the topic of 2a: Identify the gist of an account or key points in a discussion and evaluate what they water hear 2b: Ask relevant questions to clarify, extend and follow up ideas Activity Differentiation Resource Starter: Lower achieving - focus on water cycle:  Line up: Make a human water  Differentiated texts and picture cycle materials; direct link to key web page  Hand out water cycle cards, each  Encouragement to ask pupil to organise themselves into a adults/other classes for key facts group with the rest of aspects  Adult support where needed, needed to complete the water cycle. access to talking tin or Easi speak Group to role play cycle, teacher to microphones A selection of books, pictures, PowerPoint presentations, web addresses – e.g. ask questions targeting pupils’  Talk frame to structure feedback understanding of water cycle. How www.tes.co.uk/ResourceDetail.aspx?storyCode=3004411 can we find out more? – What ideas www.bbc.co.uk/schools/riversandcoasts/water_cycle/ do children have for sources of Higher achieving: Water supply information? – books, web, artefacts,  Differentiated research texts pictures, asking others Children can go to other classes or adults in the school to ask questions – by prior Vocabulary: Ocean, river, lake, water  Ext: where does the school’s agreement cycle, pollution, environment water come from Teach vocabulary using strategies and materials in the activity template pack

Main activity: Jigsaw  Group the children into differentiated groups of 4 for the research tasks. (Give each child a number)  Tell the children they need to find 5 key facts on their topic that they can share with others: Seas, Rivers, Water supply, Water cycle  Talking partners: If I was researching Seas or Rivers, what kind of things would I need to find out? Share ideas and collect on board. How could I find these? Discuss research strategies.  Pupils have access to a range of research materials: Web, Books, Pictures, Adults (or other pupils). Pupils research 5 key facts, recording on talking tins or Easi- speak microphones  Re-group: all 1s together, all 2s, etc. Share ideas and establish 5 key points as a group  Return to original groups to share all the information. Pupils allowed 5 minutes to plan a brief group presentation Plenary:  Recap learning – each group to present a brief overview of what they found. Class evaluation of presentations  What was easy / difficult?  Talking partners- how did not being able to write in that lesson make it easier? More difficult? Discuss issues that arose and suggestions of what we would do different next time.  Self assess against learning objective Assessment for learning: As a group, Homework: Make a photo portfolio of water sources and features near your home rate using thumbs, to summarise their achievement on this lesson against the lesson objective e.g. how well were they able to a) identify key points and b) evaluate what they heard Year 5 Lesson Plans

Class: Teacher: Date: Numeracy: Using and Applying Numbers Learning objective: Previous Speaking and listening objectives: Work collaboratively to design and plan the layout of a lunar theme park learning: 3b: Vary contributions to suit the activity and purpose, including exploratory and within a set budget.  M tentative comments where ideas are being collected together, and reasoned, (First activity in part of a week long scheme of problem solving activities ultipl evaluative comments as discussion moves to conclusions or actions found here: http://education.staffordshire.gov.uk/NR/rdonlyres/112FA325- ying 3c: Qualify or justify what they think after listening to others' questions or accounts A9AB-4D9F-91A6-141892EE9C1A/72855/Lunarthemepark.doc) and dividi ng by 10, 100 and 1000  M ental calcu latio n strat egie s Activity Resource Starter: Multiplying and Dividing by 10, 100 and 1000.  Follow me: Teacher starts with a number and shares with class, then multiplies and divides number by 10, 100 and 1000 5 times from the original number- allow pupils 30 seconds to mentally calculate each new number- share answer to final number (LA group to work with TA on 2 digit numbers- multiply and divide by 10).  Talking partners: Play follow me game in pairs, did you end up with the same number as your partner? Discuss strategies used, what was easy/difficult? Vocabulary: Budget, multiply, divide, colonising, lunar Teach vocabulary using strategies and materials in the activity template pack Main activity: Lunar Theme Park (http://www.primaryresources.co.uk/maths/docs/Lunar_Theme_Park_expandedbooklet.pdf)** http://www.primaryresources.co.uk/ma ths/docs/Lunar_Theme_Park_expand edbooklet.pdf **  Share concept behind series of activities: The year is 2050. Man is now colonising the moon and you have decided to open the first lunar theme park in history **This resource is for teacher guidance  Talking partners: If you were going to design a theme park what would you need to put into it? Share ideas and flesh out if only and should not be used as a needed written worksheet with students within  Introduce budget and share table, extracting key information this lesson  Discuss the need to display theme plans so people are able to get a clear understanding, introduce A3 paper for theme park plan  Share rules for designing the theme park, introduce scale for theme park map and remind children of budget:  Talking Partners: One minute to discuss the 3 key things we need to do to succeed in planning our lunar theme park Establish and record:  Which rides are chosen and calculate cost  Convert area to map scale  Create map to correct scale  Pupils work in differentiated pairs to design theme parks Plenary:  Allow children 3 minutes to go to each table and review theme park designs  Pupils to stand behind the tables of the theme parks they would most like to visit. Q: Is this the best planned theme park?  Pupils to stand behind the pair who they feel have planned and presented their information in the best way  Discuss problems in the lesson- what was easy / difficult?  How did not being able to record written information make this lesson more difficult? Assessment for learning: As a class identify what elements makes the best planned theme park the best. Each pair to then identify Homework: Create an advert for your which of these elements their theme park has and which of these they would need to add to improve theirs to the same standard. How lunar theme park well can they justify their thinking? Individuals use traffic lights to judge

Lunar Theme Park Price Table and Design Rules:

Item Area occupied Cost Design Rules: Major ride 3600 m² 50,000☾ Pupils are restricted to use an A3 piece of paper to design their ‘Lunar’ theme park. Minor Ride 2000 m² 20,000☾ You must use a scale of 1cm : 10m Café 400 m² 10,000☾ Shop 200 m² 7,000☾ The spending limit is 5,000,000 ☾, which must not be exceeded.☾ means Lunar Lolly There must be car parks for your visitors to use. You will need to allow 10m² per car Food cabin 100 m² 2,000☾ and assume that there is an average of 3 people visiting per car Toilet block/1000 visitors 200 m² 5,000☾ There must be toilets for your visitors to use. You will need 1 toilet block per 1000 Paths 200☾/10m people visiting Lake 400 m² 5,000☾ There must be cafes and shops for your visitors to use Car park There must be a queuing area around each ride, based on an estimation of how many Av. 3 visitors per car and 1,000☾/100m² visitors will use the ride per hour each car needs 10 m²