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PGCE (Primary) Lesson plan

Subject: Language and Literacy


No. of
Class P3 Date 25/1/06 Time 11.10 Duration 40 mins 27
children

Prior Learning
Children have completed a brainstorm on a fierce creature. They have listened to an alligator
poem and have read the poem themselves using tone and expression. Using the alligator poem
as a basis for writing the children have written a class poem about their own fierce creature.
Context :
Poetry – Fierce creatures
Learning outcomes
• Children working in pairs will begin to plan their own fierce creature poem
• Children will use their brainstorm ideas to help with descriptive language
• Children will be able to recall how the class poem was planned and written

Lesson Introduction (2-3 mins approx.) Resources


Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson
expectations)
What did we do yesterday in our poetry? We wrote a class poem about a tiger.
Well do you know what boys and girls? We’re now at the really exciting part
where we get to start writing our own poem. If you can all promise to be really
sensible boys and girls, do you think you could? Well then I’ll even let you work
in pairs but you must be really sensible, if you’re going to carry on them we’ll
have to work on our own.
Lesson phase 2 (10mins approx.)
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
What did we use yesterday to write our poem?
The alligator poem.
Did we have to start from the very beginning?
We had some words given to us.
Well I’m going to give you the same as what we had yesterday but I want you to
write your own poem about your own fierce creature. Toy animals.

Before we wrote our poem what was the first thing we had to do? Decide on an
animal. You must also decide on an animal in your pairs before you start your
poem.
Teacher shows children some toys of animals to give ideas to the children of
fierce creatures.

After we had decided on an animal what did we have to do? Think what it
looked like and where it lived?
You have to do that too.

When you start to write your poem what is the first thing you do? Write the title.
Every poem must have a title. What do you think your title might be?
The name of the animal.
PGCE (Primary) Lesson plan
Lesson Development (15-20mins approx) Resources
Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material they
have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the
learners to manipulate and interrogate information in order to make sense of it.)
Children work in pairs and discuss which animal they are going to write about. Poem outline
They discuss what the animal looks like and where it would live. for each pair
Children then can begin to plan out their poem.
Each pair has a sheet with the poem outline on it for them to use.

Focus of teacher interactions during learning phase


(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
Teacher(s) will assist the whole class with their activity. Children may require a lot of help with
spelling words and with thinking of new descriptive words. Teacher(s) will rotate around all the
pairs assisting all children where necessary.

Lesson Conclusion (5-10mins approx.) Resources


Lesson phase 4
(Review, reflect and summarise lesson, ensure children know what they know, cement learning and
understanding and ensure that it is remembered)
What did we do today boys and girls? Wrote our own poems.
I want you to swap what you have written of your poem with the pair next to you.
I want you to read each other’s poems and see what you think. Tell each other
what you think. Maybe give each other ideas of more words they could use in
their poem.
Assessment (What will you assess and how will you assess it?)
What? Children can plan their own fierce creature poems using words from their brainstorms in
pairs.
How? Observing the answers children give during phase two of the lesson and observing how
the children work together while planning their poem.

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