Outstanding-lessons


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

Lesson 1


Word/Sentence Work- Lesson and sounds phase 3 week 4 recap and 5
I, personally, think that it would be better to do the letters and sounds stuff first and then move on to the shared text work, as this links nicely onto the group/independent work. What do you think? ~Jog_on
Moved it as agree Jog on it might have been there and i might have mucked it up when took it off planning grid to put here Bluerose

Objectives:
To know what an adjective is and use some
Success criteria:
I can choose words which describe what something feels like.
I can choose words which describe what something looks like.

I can choose words which describe what something sounds like.
....
Shared Text – Unaided Writing and work on adjectives- What are adjectives? Espresso description of a teddy. After looking at description of the teddy list the adjectives and ask open questions eg How qould you descrbe this teddy? Why would you say that? Thats a good answer what would you say and you etc... to get children to be able to give a definition of an adjective. When writing adjectives down that are from the description of teddy split them into those describing feel, and those look etc see if children notice this. Bluerose
I would be inclined to have two teddies. One really old one ( a parents or grandparents one - looks old and used) and one newer one. My idea for that would be that if a child is struggling to come up with an adjective then they can compare the two but also that if you have a really old one that looks tatty and tarnished there is more scope for a variety of language. Shetland-Ka
Who is making the description of the teddy? Is it something the children have done previously or something the teacher provides? I would be inclined to use something the children have done so that when it comes to re-writing it with their better language then they are seeing that they have improved their own work - not someone else's. Shetland-Kat

The text is from Espresso - not sure what it's like! Assume that it's this text they are going to attempt to improve. ~Jog_on
Think using two teddies is a good idea for reason that its practical could still use teh espresso description too Bluerose

Group/Independent work
Using cuddly toys and toys children have brought in from home, children to describe what toy looks like, feels like etc… Children to work in mixed ability pairs. Write down description on whiteboards. In pairs children to describe different toys in room. Give children a sort of framwork for this either mindmap or lists by different senses and link to modelled work re teddy Bluerose
Could you do sensory work on the different toys - have a table where they cant see the items but they can feel them and have a table where they cant touch them but they can see them. The seeing one will be harder as they will want to put 'soft' etc but with support and discussion it could work. Shetland-Kat
Like idea of senses tables as think working with senses to describe objects is always worth while could also have one table where they sort things itno hoops using set pair cards set up by teacher maybe for LA or for a middle group alone.Bluerose
Looking at Kats Guess who activity this could be one a group do here as it would include teacher modelled descriptions, if you had a tape recorder where group listen to a description and find the correct toy to match it if also had words on set of card with a letter on so that even if cant read they will know which one is being read out- does that make sense, just thinking in our y1 not all pupils would be able to do the activity above unaided and teacher cant be with all groups. Could higlight the adjectives on the cards and then share some of these later too. Bluerose

Whole class – ‘good’ description words. Can we improve the describing word?
Was thinking that perhaps it would be a nice idea to get chn to feel the teddy before they have seen it - some of them may find it hard to distinguish between what something looks and feels like. Think they would quite enjoy it too. ~Jog_on
Like this idea maybe ask for few of childrens descriptive words and list those that mean the same if get a lot and some are better than others if not choose one or two really bland ones to get them to improve might need an individual to come up and touch or look at a toy and be prompted with questionning to reach improved words.
Record for later maybe on post its as a thesaurus for wall of adjectives Bluerose
Great minds Jog on! I would gather together all descriptive words and get children to identify the really good descriptive words, discuss their reasons for their choices. I would also then look at the more plain ones and either through discussion, looking at the toys again or using a thesaurus together would try to improve on them. We would then discuss why these were better. Shetland-Kat
Plenary
Using espresso description of a teddy bear can we improve on earlier description?

If you had two teddies at the beginning, then the children could choose which one to improve on. They could then play 'Who am I?' with their descriptions. The class having to guess which teddy their description is about. Shetland-Kat
Who am i idea is good one as an activity Bluerose

The Good/Outstanding factors……..
clear LO and SC- are these set out from beginning yes
Questioning- have we included some open questions, have we reminded ourselves not to accept first answers, given pupils chances to explain thinking yes
talk partners- have we given thinking time, let pupils talk before answering lots of paired work so yes
S&L- eg hot seating Have we ensured quality time for S&L in lesson lots of talk here so yes
5 parts - is lesson broken into parts, mini plenaries etc lots of parts so yes
pace and timing- is this clearly shown on plan and is there enough time for learning and not too long listening no timings written but lots of quick sharp activities yes
interactivity- is there a range of types of activities to engage all types of learners will there be a Buzz from this lesson yes range of hands on and directed work, s&L and writing use of ICT and objects yes
self and partner review- is this planned in and linked to sc and LO plenary is used for improving work




Lesson 2



Word/Sentence Work- Lesson and sounds phase 3 week 4 recap and 5
Objectives:
To write sentences using adjectives and similes

Success criteria:


Shared Text – Unaided Writing and work on adjectives- Show story start at beginning. Talk about video using flipchart. What could be in box?
Create a mindmap of words of objects that could be in box Bluerose
Children in a circle. Pass round box. Children not allowed to open it. What is inside box? What could be inside box? Make questions open Bluerose Open box and show jewellery. Capture a few of the first wow words children come out with as they see the jewellery to help with next activity Bluerose
Im going to question jewellery here. Im not sure that it would be enough to get great adjectives. Im not sure how jewellery has the same wowness to its touch as it would seeing it. I think it would also have to be quite spectacular jewellery - the stuff you think of when you think of a queen - to get great descriptive words - even for sight. Im struggling to think of a great selection of words to describe jewellery.
What about a bag of bits and bobs? Feather, shiny glass pebble, big stone, different shells, a twig, a flower, a ring, etc... Shetland-Kat
The jewellery could be used as sure could find some 'wow' factor jewellery like sparkly tiaras kids like things like this and could have some that was old and tatty and some beads etc so different looks colours and feels think it depends where want to take story both have potential to get great descriptions. Bluerose

Group/Independent work
Group work - feely bag with jewellery in. In groups children to describe what they can feel inside bag to each other. What does it feel like? Once all have had a feel then take jewellery out of bag. What does it look like? On whiteboards children to write down adjectives to describe what jewellery looks like. Children to write on laminated sheets with picture of jewellery on for visual stimulus. (Whiteboard for extra room)
Remind children not to rub out work on whiteboards!

This would still work whatever objects were chosen Bluerose
LA - to have laminated word cards with describing words on for jewellery and some blank ones to write anything on it that might describe jewellery.

Whole class - what words have children come up with? Write down some describing words on flipchart.

Paired work - children to write down sentences describing a piece of jewellery using their words and any others come up with as a class.
LA – to use sentence cues, i.e. The, necklace, ring, bracelet, jewellery, is, + adjective words.
MA/HA - encourage use of similes - it is as shiny as a ... Use prompt sheets.

CT to work with HA.
Plenary HA/MA to share their similes. LA to share their sentences. Are they exciting descriptions of jewellery? Can we improve them? Could we again work out which object was being described from this another guess who activity Bluerose
The Good/Outstanding factors……..
clear LO and SC- are these set out from beginning
Questioning- have we included some open questions, have we reminded ourselves not to accept first answers, given pupils chances to explain thinking
talk partners- have we given thinking time, let pupils talk before answering
S&L- eg hot seating Have we ensured quality time for S&L in lesson
5 parts - is lesson broken into parts, mini plenaries etc
pace and timing- is this clearly shown on plan and is there enough time for learning and not too long listening
interactivity- is there a range of types of activities to engage all types of learners will there be a Buzz from this lesson
self and partner review- is this planned in and linked to sc and LO


Lesson 3



Word/Sentence Work- Lesson and sounds phase 3 week 4 recap and 5
Objectives:
To know what an adjective is

To be able to describe objects, people and places using range of adjectives and using all the senses

Success criteria:

1) describe the box using all your sense?
2) describe opening it- how do you feel, does it make a noise, what do they hear?
3) What do they see as its opened?
4) What happens next?
Bluerose:


Make a class collection of exciting describing words to use for story writing.
Shared Text – Unaided Writing and work on adjectives- Show video clip again and think about what might be inside box. Children to think about what might happen when they open box. Think about part when box is calling. What is box saying?

Children to listen to story start without visual. What is voice saying?
Brainstorm all their ideas onto a big sheet for use in independent work think the independent part is a big leap from the previous work. Bluerose
Group/Independent work
Children to write an exciting opening to what happens when box open. Where might they go? What might happen? Is it a magical land?
Think here i would have a series of questions so they could answer each one as story start or at least the LA and A ones eg look at sc above and id have pictures for these to help

LA – sentence starters to help.
Where is teacher?
Think about adjectives from previous lesson. Show on flipchart work from previous lesson as a prompt. Would have built up a good word bank linked to senses over last couple of lessons Bluerose


CT to work with MA and LA.
Plenary Share some of story starts that children have written.
The Good/Outstanding factors……..
clear LO and SC- are these set out from beginning
Questioning- have we included some open questions, have we reminded ourselves not to accept first answers, given pupils chances to explain thinking
talk partners- have we given thinking time, let pupils talk before answering
S&L- eg hot seating Have we ensured quality time for S&L in lesson
5 parts - is lesson broken into parts, mini plenaries etc
pace and timing- is this clearly shown on plan and is there enough time for learning and not too long listening
interactivity- is there a range of types of activities to engage all types of learners will there be a Buzz from this lesson
self and partner review- is this planned in and linked to sc and LO



Lesson 4

Word/Sentence Work- Lesson and sounds phase 3 week 4 recap and 5
Objectives:
to complete a story using lots of descriptive words

Success criteria:

plan story with:-
middle part- what happens once box opens
how does this story end
use lots of our descriptive words, similes and phrases

As a class
Would recap some of best story starts from previous lesson
Then would need to do a shared version of what could happen next and how story could end and how would incorporate good descriptions talking about how people feel and describing things. Would write these up on different coloured sheets Would also have a numbered word bank for each colour Bluerose
Group/Independent work

Children to plan their stories using writing frame in books. would give them matching paper for the middle plan and the end plan so can relate to intro to lesson Bluerose
Plenary Share some of story plans

After break, children to write their stories from their plans using ‘good’ story start from previous lesson. music soft lights etc re Big Writing
Plenary Share some parts of stories.
The Good/Outstanding factors……..
clear LO and SC- are these set out from beginning
Questioning- have we included some open questions, have we reminded ourselves not to accept first answers, given pupils chances to explain thinking
talk partners- have we given thinking time, let pupils talk before answering
S&L- eg hot seating Have we ensured quality time for S&L in lesson
5 parts - is lesson broken into parts, mini plenaries etc
pace and timing- is this clearly shown on plan and is there enough time for learning and not too long listening
interactivity- is there a range of types of activities to engage all types of learners will there be a Buzz from this lesson
self and partner review- is this planned in and linked to sc and LO