P2 University of Manchester Lesson Plan

Subject: Literacy
Class: 4ML
Lesson context
Childrens learning from
previous lesson S2b, S6b

Date: 02/12/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)

Lost Happy Endings

characters

SEN supported by TA/ML, using laptops

and clicker program to support their writing

How to use adverbs and verbs

to describe how the lost happy
endings moved through the
sky.

HA/G&T challenge to include adverbs and

adverbial phrases to describe how the
witch moves

Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils
Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left (S5a)
Use adjectives to
describe a character.

I can empathise with a character.

I can collect exciting adjectives.
I can use adverbial phrases to describe
the witchs actions

Should empathise with a character

Should collect exciting adjectives
SEN/LA with support TA/ML MA/HA
independently
Could HA/G&T use adverbial
phrases to describe the witchs
actions

Subject knowledge: what do I need to know in order to teach this lesson?

Concepts I will explain: S3a
I will model:
Adjectives a describing word, usually
describing a noun.
Empathy - the ability to understand and
share the feelings of another.
Adverbial phrases adverbs that begin a
sentence to describe how someone is
moving/ does an action.

Good examples of adjectives to describe the witch on the

IWB.

Vocabulary I will use: S3a

Pedagogy: teaching strategies I will use (S2d): eg talk

partners, investigation, active learning, games,
collaboration, IT.

Adjectives
Empathy

Resources
IPads
Witchs
costume

Adverbial phrases
Feelings/emotions

Drama hot seating of the witch

IT use of IPads to mind map adjectives to describe the
witch (popplets)
Talk partners to discuss questions to ask the witch so
we can better understand her
Collaboration working in groups to gather exciting
adjectives

Safety S1a
Wanted poster
template

Remind pupils to treat the IPads

with respect.

weblinks

Formative assessment and feedback (S6)

To challenge and extend the
pupils my questions are: S1b,
S6b

What techniques and

strategies am I using to assess
the learning? (S6b)

How and when we I give

oral/written feedback to the
pupil against the success
criteria so that they can
respond? (S6d, S2a)

Why do we think the witch is a bad character?

What might the witch be feeling?
How might the witchs emotions affect her actions?
Is the witch a truly bad character?
How many exciting adjectives can we use to describe her?

AFL to assess pupils confidence with the task

Peer assessment of each others work
Self-assessment against the success criteria

Oral feedback throughout in the form of AFL, class discussion and

plenary.
Written feedback in the form of marked wanted posters and printed
and marked popplets.

Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)
Behaviour/timing What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback

Remind pupils

Starter ML to come into class dressed

as a witch and completes a brief Hot
Seat activity for the children in order to
engage them.

Pupils to ask ML dressed as a witch

questions.

Tell the pupils in talk partners to discuss

further questions they would like to ask
the witch and note down on PWBs. Tell
pupils to come up with questions that
will help us understand her charter
better.

Pupils to discuss in partners questions

they would like to ask the witch in order
to understand her character and write on
PWBs.

Choose a HA child to play the role of

the witch in the Hot Seat. Allow pupils
to ask their questions to the witch.
Encourage Hot Seat child to be
sympathetic as to why the witch may
behave badly. E.g. is she lonely?
Scared? No friends?
Why does she want the bag so much?

HA child to play the witch (Rejaun).

Pupils to ask the witch questions.

Discuss as a class adjectives we

could use to describe the witch now
we understand her better. Shared

Pupils to share their adjectives and

shared write a class mind map.

they must
respect the
IPads.
AFL who needs
support creating
their popplet?

write a mind map of ideas on the

IWB.
Tell pupils they now have 15
minutes using to create popplets on
the IPads to describe the witch,
remind pupils they must be
collecting adjectives and can use
thesauruses to help.

Tell pupils they have the rest of the

lesson using their popplets to create
a wanted poster about the witch
using adjectives.
Peer assessment
of each others
work and selfassessment
against success
criteria.

Plenary share WAGOLL wanted poster

and peer assess using two stars and a
wish. Check back against our success
criteria.

SEN/LA supported by TA/ML to create

popplets
MA independently or AFL identified with
support from JW to create popplets
HA/G&T include adverbs and adverbial
phrases to describe how the witch moves
in their popplets

SEN Use clicker character profile

program (Isa/Sufi and M Patel/Tauseef in
pairs) supported by TA/ML
LA supported by JW to create wanted
poster
MA independently create wanted poster
HA/G&T include adverbs and adverbial
phrases in their wanted posters

Pupils to peer assess their wanted

posters and self-assess against the
success criteria.

Assessment : Identify the progress pupils have made in this lesson (S6)
Identify with a code any children who have exceeded or not achieved the success criteria for this
lesson. In the third column, indicate what you are going to do to meet each identified childs needs as a
result of assessments made.
Success criteria

Names

Cod
e

What will you do to meet the needs of the

children identified through this
assessment?

Evaluation and reflection

Evaluate the progress pupils made in this
lesson in relation to the success criteria (S6b)

What were the strengths and weaknesses of your

teaching? (4d, S8d)

List three actions you will now take to improve pupil progress through your teaching (4d, S8d)