Improving planning together

Join in and add your comments. Please use a different colour, and say who added them!

Already done:

Year 5 Myths lesson

Year 1 Literacy block of 4 lessons - mainly on adjectives and using them in a story

Year 2 to be able to find halves and quarters

Does anyone want to help me improve this lesson? By extremely small

Sorry, only just spotted this...do you still want to do it or has it passed? ~Jog_on

Learning Objectives
to investigate many solutions to a single problem (How many different orders can we line children up for assembly?)

Shared Learning

Remind of yesterday's investigation - how did we make sure we hadn't missed any matches out? (Being systematic and methodical, recording, using a table) Use as success criteria and display

Main teaching:
Ask all children to line up for assembly. Change order. Change order again - and again. How many possible ways could there be? Sit them down and record suggestions.
Two children at front - line up as if for assembly - how many ways? Children use whiteboards to respond then demonstrate both possibilities. 3 children - how many ways - children work with partner on whiteboards then child to organise 3 children at front in different orders. Record on IWB and whiteboards using initials. When all 6 found, show possible system to cover all possibilities. How can we extend this to cover all possibilities for 4 children?

Differentiated independent activities:
Children to work with friend to find all possible orders for 4 pupils to perform in Britain's got Talent.
LA children will record all ways for 2, 3 then 4 pupils. Can use coloured counters.
MA children will record all ways, being systematic. May use number cards.
HA children will extend to 5 children (120 possibilities) but not recording each - encourage to record pattern blocks for calculating.

Further Teaching:
Introduce need for table to collate totals for 2 children, 3, 4, 5.
Begin to look for pattern to predict. LA and MA children may not be ready for this and will continue previous activity.
Assess if HA children ready to be introduced to factorials. Calculators will be needed beyond 6.
All children: can they find other applications of the need for ordering or set other problems?

How many different orders for each number? Are you surprised? If you bet on the order of 8 horses finishing in a race, what chance would you have of winning the bet? (1 in 40,320)

Success Criteria
remember to be systematic - don't just take random guesses
remember to record carefully and organise your solutions.

Assessment for learning
Are children recording in an understandable order?
Are HA looking for formulae or attemtping to use algebra (unknowns to solve?)

coloured counters
number cards

Key Vocabulary
order, permutation, method, system, recording, table


Transition Activity

This is an activity that both P7 classes will do in Primary school with the secondary English teacher being involved. They will then write the second half of the flipper book when they are all together in Secondary School next year with that teacher. The idea is that the teacher will see how the primary teachers get the P7's to work, as well as showing the standard of writing that they can do in P7. Often the standard of writing slips when they go into secondary school so this is an attempt to prevent that.

Both P7 classes will work independantly as they are in different schools. It is only when they are in secondary school that they will join together and share ideas.

I want this to be really hands on, active and to really engage the children in this piece of work.

Main Focus: To produce a piece of written work at the standard we would expect in primary school which will then be continued in secondary school where the children will produce the second half at the same standard (or better!) than they did in Primary.

Task: Produce a flipper book where there are two characters. One side of the flipper book focuses on a story about one character and then the second character’s story starts from the back of the book. The characters and the story meet in the middle and there is a resolution. The idea behind this one is 'The bully' and 'The Victim.' I am not 100% sure of the theme so am open to other suggestions....

Each activity is a lesson in itself. I wouldnt say it has been thoroughly thought out, i was just really interested to see what others would suggest. I guess the timing would be 40-50 min.

Activity 1

Learning objective: To be able to create and act out a short story
Success criteria:
Discuss what bullying can look like
Work in pair to create 4 linked scenes
Show different emotions in your scenes using your faces and bodies (ensure at least 3 clear emotions are seen)

Introduce subject of bullying and re-assess prior knowledge Would you put anything in writing eg a collective midnmap? Bluerose about 10 mins intro Include talking about scenarios when people might get bullied.

Small group activites, each group to create a few ‘bullying’ scenarios and situations.
Using freeze frame & movie techniques to establish dialogue, thoughts and feelings of the bully. Perhaps in drama direction they must think of 4 key places to freeze frame at for storyboard. LA might need more support to come up with scenarios here. After 5 mins stop them and share a few good ones to inspire others and again after another 5 mins. Come together after total of 15-20 mins
Plenary: show dramas to each other and make suggestions to how they could be further improved.Bluerose
Are there any stereotypes of a bully? Discuss when appropriate.

Activity 2
Learning objective: to create a story board with clear middle and end??
Success criteria

- Storyboard designed which incorportates the story they acted out
- Thoughts and speech of characters included

Storyboarding:Create a storyboard using real photos from their drama of the scenario and the 4 points they chose to freeze frame at.

Intro discuss good points seen from last lesson, remind of importance of clear start and end of build up to problem and resolution as key points in a story.
Get back into groups and choose best four freeze frames and have them photographed (if all in scene will need to cooperate with another group to do photography for each other)
Lay out four photos as a story board and discuss what is happening in each make some key word mindmaps under each photo ready for future writing session.
Plenary: Sharing intro photo of each storyboard and what it shows

Creating the storyboard will give opportunity for writing to communicate the main ideas behind the drama.

Activity 3
Learning Objective: To design a door or a bebo page which would reflect the character of their choice
Success criteria

Creating a front door: Or a bebo page which belongs to the bully Design a bedroom door which you think belongs to a bully as an art activity.

To think about: character of the bully, signs on the door, colour of the door, condition of the door etc.

Intro- think back to previous two sessions- what sorts of people bully, can you recognise them always by appearance, make list of some descriptive words that come up.

In pairs think about a particular bully from a story, maybe out of your storyboard or from your imagination, what do you think their home will be like their family, what do you think they will have in their bedrooms (3 min paired discusssion)
Back to gether share thoughts- bring out that not all bullies are stereotypical- some might be sweetness and light for mums etc

Provide some door shape templates to inspire children range of different ones and they can use these or make own and think about how to decorate their bullies door. Explain that this bully will take a central part in a piece of work they do so important to have them embedded in their brains

Plenary share doors with class
Activity 4

Characterisation of character

Each pupil to create their own character. Could be in a mind-map style

Id do this one before session 3 as think need character before can really do a door well I agree - just realised that!

- Looks
- Attitude
- Clothing
- Hobbies
- How they will bully
- Where they go to / where they bully at
- Why they bully

Activity 5

Feedback of character & to ensure each child has an understanding of the different ways people can bully / be bullied.

Activity 6 & 7

Scenario & Setting:

Using a planner (which we are thinking about!!!), decide on the scenario and the setting. Include descriptive language to ensure there is a good visual of the setting through language choice.

Activity 8

Compose story:

Using all work done previously, compose the story on ‘the bully’.