My School Lunch
| |
|Year: Year 1 | |Lesson Coverage: Coconut Shy |
| |
|Curriculum Covered: KS1 |
| |
|English |En1 Speaking and listening |
| |2a,c, 3a,b, 8d |
| |En2 Reading |
| |1b, 1f |
| |En3 Writing |
| |2a, 3c, 4a,b,e,g, 5a-e |
| | |
|Science |Sc2 Life processes and living things |
| |2b,g |
| | |
|ICT |Knowledge, skills and understanding |
| |1a, 5b |
| | |
|Art |Exploring and developing ideas |
| |1a, 4a |
| | |
| |
|About the Game |
| |
|This game is based around the traditional hangman concept. The player has to guess the food related word before they knock all |
|the coconuts off the shy. When a letter guess is made, correct letters appear in the grid above the coconuts and incorrect |
|letters result in losing a coconut. The player begins with 6 coconuts. The game and lesson plan involves activities using |
|upper and lower case letters, therefore teachers should use this game when children have reached appropriate levels in English. |
|This game is probably more relevant in Term 1 of Year 1, when children may need practice working with upper case letter names. |
| |
|The main learning objectives within this game are: |
| |
| |To sound and name letters of the alphabet |
| |To match lower case to upper case letters |
| |To attempt to read food words containing 4 letters |
| |To write each letter of the alphabet |
| |
|In ‘Coconut Shy’ an appropriate difficulty level is selected by choosing the length of the word to guess. The choice ranges |
|from 3-9 letter words. Year 1 children will find the 4 letter word option most suitable. |
| |
|When playing the game, children use their mouse to click on the letter they think appears in the mystery word. The mouse is |
|represented on screen by a white hand. |
|Lesson Plan |
| |
|Before online activity |Introduce children to the worksheet ‘Capital letters’. Ask the children to complete this|
| |before they play the ‘Coconut Shy’ game (please see description below). Ensure the |
|Additional Resources |children take a copy of their completed worksheet to the computer area. |
|Worksheet: Capital Letters | |
| |
|During online activity |Introduce children to computer and keyboard. |
| | |
| | |
| |Help children with the computer start up procedures and entering of the My School |
| |Lunch website. Ask children to select the ‘For Fun’ section. |
| |Ensure that all children have selected ‘Coconut Shy’ and then number 4 to indicate the |
| |length of the word to guess. |
| |Read aloud the ‘How to play’ instructions, encourage children to try and follow. |
| |Ensure all children have selected ‘CLICK HERE TO START’. |
| |Talk to children about what they can see, coconut shy, coconuts, stands, blank flags and |
| |alphabet grid. |
| | |
| |Possible online activity questions: |
| |Where are the coconuts? |
| |Why are they on stands? |
| |What will happen if they fall off? |
| |Where are the letters? |
| |How many letters do we have to choose? |
| |How do we know? |
| |Where will the letter go? |
| |What do you think might happen if your letter isn’t in the word? |
| | |
| |If appropriate show some of the children how to use the grid on the worksheet to help |
| |identify the upper case letters. |
| |Show the children how to use the mouse to select the letters, making sure they can locate|
| |the white hand on screen. |
| |Help the children to identify the word that appears. Children can use their completed |
| |worksheet to help them to identify the word by matching it to the illustration. |
| | |
| |Possible online activity questions: |
| |What is that letter? |
| |What sound does it make? |
| |Has it got another name? |
| |Can you see that word on your sheet? |
| |Have you eaten that food before? |
| |When do we eat that food? |
| |Do you eat that for school lunch? |
| | |
| |Talk to the children about re-starting the game by selecting ‘CLICK HERE TO PLAY AGAIN’. |
| |The ‘NEXT LEVEL’ is also accessible at this point, but should only be used as an |
| |extension activity for more able children. |
| |Encourage children to alternate players and help each other with the game. |
| |At the end of the session help the children with closing the website and shutting down |
| |procedures. |
| |
|Following online activities |Activity 1: Using Food Words |
| | |
|Additional Resources | |
|Worksheet: Sentences | |
| |With the whole class look at a list of 4 letter words, these should be food orientated if|
| |possible. You may like to use the following words from the ‘Coconut Shy’ game. Write |
| |the words on the board for the class to see. |
| | |
| |Meat |Leek |Peas |Plum |
| |Fish |Beef |Corn |Duck |
| |Pear |Lamb |Tuna |Leek |
| |Milk |Pork |Crab |Soya |
| |Rice |Salt |Lime | |
| | |
| |Make sure all children know what each of the words are and ensure things such as soya are|
| |explained. Ask the children to then have a go at re-writing the 4 letter words from the |
| |board. Give the children the worksheet ‘Sentences’ and explain the tasks (see worksheet |
| |description below). |
| |During this activity pay particular attention to pencil control and letter formation. |
| |
|Support/Extension Ideas |
| |
|The ideas below are given to support the less able and extend the more able children in Year 1. |
| |
|Support Ideas |Seat less able child with a more able partner (child/adult). |
| |Teacher to provide adult help with worksheet tasks, especially to reinforce letter sound |
| |and shape. |
| |Teacher to provide illustrations (picture dictionary could be used) of relevant foods for|
| |children to copy. |
| |Teacher to act as scribe when re-writing 4 letter words if appropriate. |
| |
|Extension Ideas |Encourage more able children to help less able children play ‘Coconut Shy’. |
| |Allow more able children to work independently during worksheet activity. |
| |Give more able children an opportunity to find their own 4 letter words during the Using |
| |Food Words activity. Provide word bank or picture dictionary. |
| |Ask more able children to write full sentences containing 4 letter words in the Using |
| |Food Words activity. |
| |When confident to proceed, allow children to select five letter words and proceed to next|
| |level. |
| |If children have selected five letter words, encourage them to write sentences including |
| |five letter food words. |
|Worksheet Description |
| | |
|Title |Capital Letters |
| | |
|Additional Resources |Pencil |
| |Rubber |
| |Coloured pencils |
| |Word bank/picture dictionary |
| | |
|Worksheet Summary |This worksheet is for children needing practice with upper case letters and may be best |
| |used earlier in Year 1. It contains an alphabet grid showing upper and lower case |
| |letters to help the children when playing the ‘Coconut Shy’ game. The teacher may feel |
| |some children in Year 1 do not need this grid during the activity and they should be |
| |allowed to work independently. |
| | |
|How to use |The first task is designed to help children match lower to upper case letters. The |
| |children should be allowed to work through this task independently wherever possible. |
| |The teacher should talk to the children about letter sound and shape. Teachers could |
| |also use this task to monitor handwriting skills, for example, forming letters. |
| |The next activity uses words that are used in the ‘Coconut Shy’ game. Children should be|
| |encouraged to look at the words, identify letters using the grid, and match them to the |
| |appropriate picture. Teacher help may be required. The teacher may wish to read through|
| |the words used in the game and identify the letters with the whole class before going to |
| |the computer area. |
| | |
|Assessment |Teachers should assess levels of understanding by outcome and level of support required |
| |during the task. |
|Worksheet Description |
| | |
|Title |Sentences |
| | |
|Additional Resources |Pencil |
| |Rubber |
| |Coloured pencils |
| |Word bank/picture dictionary |
| | |
|Worksheet Summary |This worksheet is for use later in Year 1. The first activity is for matching uppercase |
| |words to the appropriate image. In the second activity children are asked to draw and |
| |write about foods used in the game. |
| | |
|How to use |The matching words to pictures task is available to ensure that all children have had |
| |practice using upper case words. |
| |When children proceed to the second task, ask them to look at the picture dictionary and |
| |draw an image of the food. Then ask the children to write their own sentence for each of|
| |the four letter words on the worksheet. The children should be allowed to work through |
| |this task independently wherever possible. Teachers should provide word bank/picture |
| |dictionary to help with spellings. |
| | |
|Assessment |Teachers should assess levels of understanding by outcome and level of support required |
| |during the task. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- letters and sounds
- out of this world tricky word lists and levels units 1 8
- letters and sounds words for practising reading and spelling
- letters and sounds sonning common primary school
- highland literacy project
- the importance of vocabulary yola
- letters and sounds buttercup primary
- javascript regular expression tutorial
- plenaries in mfl weebly
- letters and sounds overview