<p> Coleridge Primary School – lesson plan</p><p>Class Literacy Set Teacher Mr Strange Subject Time Literacy 9.05 – 10.10 Children with SEN </p><p>Lesson intention: Make notes when listening or reading for a sustained period and understand how note-taking varies depending on context and purpose. Appraise a text quickly, deciding on its value, quality or usefulness</p><p>Whole class input – introduction:</p><p>Read through newspaper article on the IWB and encourage children to make three notes on what they consider to be the key points of the text. Ask individuals to share their notes and encourage constructive criticism from the rest of the class. Remind children that notes don’t follow the traditional sentence structure and that connectives and complex punctuation may be omitted in the interest of speed.</p><p>Children then undertake a carousel of activities.</p><p>Activity one</p><p>Read through witness statements which describe the possible suspects. There are two differentiated sets of statements, one for higher ability readers and one for lower ability. The children must pick out key phrases in the text which will help them to identify the suspect. Ex. ‘ he had thick dark hair that was either wavy or curly’, ‘he wasn’t a tall man and he wasn’t thin either’. The children should highlight such phrases before scrolling through a database of mug shots. </p><p>Activity two</p><p>Children visit the crime scene in the library and make notes on any evidence that they gather.</p><p>Activity three</p><p>Children read through letters and diary entries written in the first person. What sort of texts are these and how can we tell? (encourage children to talk about tenses and first/third person narration). Make notes on the final movements of the victim by identifying the relevant info in the text.</p><p>Activity 4</p><p>Listen to the witness statements provided by two of the house employees. Children make notes on their movements and what they saw. Again, they should identify the relevant info.</p><p>Additional adults </p><p>T.A to take children to the library and to lead children in their note taking. Is it relevant to mention that the carpet is blue etc?</p><p>Success criteria (or steps to success)</p><p>Children will make notes on the salient pieces of information from the written statements, observations and audio recordings. These notes will not be written in complete sentences and will contain key words. The children will be able to use these notes as an aide memoir when feeding back to the class.</p><p>Differentiated activities</p><p>Reading comprehension activities have two differentiated sets of witness statements </p><p>Plenary – assessment opportunity</p><p>Plenary</p><p>Children come together on the carpet and are allowed time to discuss their notes. What conclusion have they come to. Using their notes to prompt them, they should relay what they think has happened and why. (focus - that children are using their notes as aide memoirs). </p>