My School Lunch



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|Year: Year 1 | |Lesson Coverage: Coconut Shy |

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|Curriculum Covered: KS1 |

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|English |En1 Speaking and listening |

| |2a,c, 3a,b, 8d |

| |En2 Reading |

| |1b, 1f |

| |En3 Writing |

| |2a, 3c, 4a,b,e,g, 5a-e |

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|Science |Sc2 Life processes and living things |

| |2b,g |

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|ICT |Knowledge, skills and understanding |

| |1a, 5b |

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|Art |Exploring and developing ideas |

| |1a, 4a |

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|About the Game |

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|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. |

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|The main learning objectives within this game are: |

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| |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 |

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|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. |

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|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 |

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|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 | |

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|During online activity |Introduce children to computer and keyboard. |

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| |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. |

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| |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? |

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| |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. |

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| |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? |

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| |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. |

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|Following online activities |Activity 1: Using Food Words |

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|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. |

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| |Meat |Leek |Peas |Plum |

| |Fish |Beef |Corn |Duck |

| |Pear |Lamb |Tuna |Leek |

| |Milk |Pork |Crab |Soya |

| |Rice |Salt |Lime | |

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| |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. |

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|Support/Extension Ideas |

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|The ideas below are given to support the less able and extend the more able children in Year 1. |

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|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. |

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|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 |

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|Title |Capital Letters |

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|Additional Resources |Pencil |

| |Rubber |

| |Coloured pencils |

| |Word bank/picture dictionary |

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|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. |

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|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. |

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|Assessment |Teachers should assess levels of understanding by outcome and level of support required |

| |during the task. |

|Worksheet Description |

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|Title |Sentences |

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|Additional Resources |Pencil |

| |Rubber |

| |Coloured pencils |

| |Word bank/picture dictionary |

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|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. |

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|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. |

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|Assessment |Teachers should assess levels of understanding by outcome and level of support required |

| |during the task. |

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