Individual Lesson plan
Subject:
Context:
Early Years Engaging
Writing
Date:
12th March
Context: Interest in
Early Years Explorers
Year /
dinosaurs continues since
Star Class
class:
the children found
dinosaur remains on the
playground (bones / poo /
footprints) children
examined the remains as we
become CSI scientists for
the week. Continuing with
this interest to encourage
some reluctant writers.
Range of levels: Children range from emerging into 40-60 band to emerging onto
the ELG.
Teaching Assistant Ellie Sparkes &
Teaching assistants / IEPs / GT / EAL.
SEN Support Assistant Jess King
(Supporting Reece / Oscar / Ryley)
who are on the EY SEN list.
Other curriculum links: The continuous provision supports Expressive Arts &
Design: Being Imaginative (BI) Expressive Arts & Design: Media &
Materials (MM Physical Development: Moving & Handling (MH), Understanding
The World: The World (TW), Communication & Language:: Listening &
Attention (LA)
Main Characteristics of Effective Learning (BLP) focus: Playing and Exploring- Finding
Out and Exploring
Literacy – Writing –
All children attempt
Learning
Success
Children
use
their
phonic
Objective:
Criteria: writing with adult
knowledge to write words
support.
in ways that match their
Most children attempt
spoken sounds.
writing using knowledge
of initial sounds.
Some children use their
phonic knowledge to write
phonetically plausible
words.
Introduction: Talk to the children about the latest discovery on
the playground (more dinosaur poo!) Perhaps the
dinosaur has returned? What could the dinosaur
want? Perhaps we have something that the dinosaur
wants? Perhaps he is looking for somewhere to
stay? We need to find out what the dinosaur wants.
What could we do? Generate ideas about how we need
to try to capture the dinosaur but he might be
scared so we need to be careful. Tell the
children that because we are all so good at
writing perhaps we could make some messages and
labels for the dinosaur? Explain the ideas that
each adult will take part in. We need a trap!!!
We need some food!!! We need to show the dinosaur
that we are friendly. Remind the children of the
exploring challenges and their book mark rewards.
Main activity:
Children working at
40- 60 expected
Children working at
40 – 60 emerging or
below
Set music playing to set the scene – Jurassic
Park.
Teacher Led Writing activity – tell the children
that we need to explain to the dinosaur that we
are friendly and not to be afraid. Perhaps we
could write about how we would take good care of a
pet dinosaur. Talk to a friend about how we might
care for a dinosaur. What would a dinosaur eat?
Where would they sleep? What would they play with?
What could we make for them to keep them happy?
Share some ideas and then model our first sentence
on the small whiteboard for the children “We can
get you….” write the sentence together, modeling
how to count sounds on fingers and use finger
spaces. Hand out the bone shaped or dinosaur
shaped green paper and support the children to
write the sentence and then tie a bone biscuit
onto the paper and hang the writing around the
role play area. Allow the children to explore the
continuous provision.
Differentiation
Creative Area supporting the children within the
creative area to make dinosaur food in the messy
tray. Show the children your basket of possible
dinosaur food. Talk about what each of the items
is (rosemary herb, ferns, twigs, leaves, mud,
oats, bones, etc) generate vocabulary and
understanding. Discuss: What would a dinosaur
eat? Would they like meat or plants? What do you
like? Can you make a dinosaur version? Leaf
Lasagna? Bone Burgers? Support the children to
write their recipe on dinosaur silhouette shaped
paper with clip boards (for those that find
writing difficult scribe their ideas for them)
Encourage the children to think of initial sounds.
Once recipe is written let the children mix their
ingredients in the messy tray. Put in jam jars
for labeling and offering to the dinosaur. Also
have available dinosaur painting on the painting
table and car mat on the carpet extended with
sugar paper underneath for children to draw roads
and use blocks to make towns. Whilst children are
exploring support their language and vocabulary
extension and encourage recording their recipes.
Later add the recipe card “feet” to a big cook
book. As this group finishes, allow the remaining
exploring children to join this activity and have
a go.
Outside explain to the group that you are going to
make a trail to tempt the dinosaur into our trap.
Explain that we need to make a trail with twigs.
Send some children off to dig the hole / make the
trap (have welly boots, spades and rakes at the
digging pit) rest to collect twigs to make arrows
along the playground floor. Model how to place
Continuous Provision
Plenary:
twigs on the floor to make an arrow and encourage
children to make signs and banners to place around
the garden “this way” “a little further” “fresh
meat” not far to go” etc encourage them to use
chalks on the floor and large paper to make their
signs. As this group finishes, allow the
remaining exploring children to join this activity
and have a go.
Writing Opportunities Within the continuous
provision:
 dinosaur small world – multi level - with
speech bubbles dangling down at child height
for children to write dinosaur sounds.
 reading area with dinosaur information books
and dinosaur themed story books, dinosaur story
prop resources, miniature dinosaur blank books
for children to invent their own dinosaur
stories.
 Role play – Jurassic Park
 painting dinosaurs with greens / oranges –
dinosaur finger print pictures – developing
fine motor
 herby green play dough with dinosaur play dough
mats
 investigation table with dinosaur eggs (slime
filled and hard) bones, pincers, magnifiers
 outside – trails, digging and traps – children
record their ideas on iPad memo voice record –
developing language and vocabulary
Closing: bring the children together and talk
about the writing challenges that we have taken
part in. How well did we do? Mrs S / Miss K to
come in with the dinosaur egg puppet “Gasp” look
what we found!” Generate excitement and show the
children the egg hatching. Meet the baby dragon!
Our kind words must have worked! Generate
excitement and interest and highlight future
writing opportunities linked to the baby dragon.
Evidence of children’s writing attempts, evidence
Assessment
of children’s use of vocabulary,
opportunities: