Individual Lesson plan
Subject:
Context:
Literacy
Inspiration – Dragons.
Two week Literacy focus – End
product -Write a story set in
imagined world.
Range of levels: 1b-3a
Teaching assistants / IEPs / GT / EAL.
Date:
Year / class:
Learning
Objective:
Success
Criteria:
12th March
4HD
1 TA Denise Poolton
4 IEPS
1 statement
Other curriculum links: Inspiration – draconlogy. Science – Habitats.
Main BLP focus: To notice
Introduction:
Main activity:
Write a setting description
Use imaginative vocabulary.
Use similes.
Use alliteration.
Use appropriate sentence
openers.
EX: Use language to create
mood.
Recap prior learning with Ch. What have we been learning about this
week? What have we found out about imaginary dragons? Do we know
anything about where they live? Think back to our dragon hunt
yesterday what different environments / habitats did the dragons live
in? What do you think dragons need in order to survive – talk partners
discussion. Share ideas.
Lay sheet out on the ground. Let’s be creative, this is our imagined
world. Use resources (newspaper to form mountains, leaves for trees,
sugar paper for lakes etc) to form landscapes. Ch to discuss why they
have formed the landscape.
Paired work, on post it notes, write a brief description of an area of
our imagined world setting.
Ch take it in turns to add their post it notes to the scene.
Choose a ch to identify an effective description- read it out why was it
powerful.
Did anyone use any similes? Alliteration?
Return to classroom. (DP to photograph and then quickly pack away
sheet)
Take several good egs from post its into classroom.
How can we turn all these mini descriptions into a full setting
description? Shared writing on the SB – linking small ideas altogether.
Children working at
1B-2C.
Children working at
2B – 3B
Children working at
3B-3A
Plenary:
Appropriate use of sentence openers…beyond, as far as the eye could
see etc.
Differentiation
Draw an imagined world setting. Annotate with imaginative vocabulary
and similes.
EX: Start to write mini paragraph describing the setting.
Write a setting description, with imaginative vocabulary, similes and
alliteration. Have sentence starters as prompt on tables.
DP support Jessica
NR, LS, HW, LC, MH, JG. Particular focus on: How we will join us
sentences effectively?
Think carefully about the flow of our writing.
Write a setting description which though careful description creates
mood.
Encourage children to use a variety of sentences.
CD – KB, THW, AR, JM, AB, NW. Mini shared write first. Focus on
effective word choice every time.
Children to write favourite most effective sentence on a slip of paper,
put paper into box. Play pass the box. When the music finishes ch pick
out a slip of paper and read sentence. Evaluate chosen sentence.
Self-evaluation and bmail.
Assessment
Discussion
opportunities: Self evaluation.
Marking of work.
As far as the eye could see….
Beyond the ……
In the distance …..
High above ….
Stretching out across the …..
On the horizon …….
Below the ……..