SESSION - Primary Source



|SESSION |Shared learning and teaching |Independent learning |Plenary |Assessment criteria |Resources |ACTION |

|PHASE 1 |Show video (clip 1) to grasp the |Share explanation booklet with |Bring children back |I can compare and contrast |Explanatory booklets, |OF |

|Day 1 |children’s interest in the topic of |children (copy for each child) |together. Ask them to |different types of |Report Booklets, |M |

| |Volcanoes. |titled Volcanoes. After reading |distinguish between |nonfiction texts. |Big paper, |PA |

| | |spend time discussing its contents,|recounts reports and | |Pens, |SA |

| |Introduce the topic, ask the children to|take the opportunity to elaborate |explanatory texts giving |HA A LA |Whiteboards, | |

| |recall the features of a report, recount|on how Volcanoes affect the planet.|example of what they have | | | |

| |and an explanatory text on whiteboards. |What might happen if you lived in a|read or heard. | | | |

| |Encourage all children to contribute. |village next to an active volcano? | | | | |

| |Allow 5minutes for this activity. Tell |Point out features of the key text.|Write ideas up on board or | | | |

| |the children that in this unit they are |Use key questions to help children |big paper to come back to | | | |

| |going to investigate explanation texts. |locate these features, such as what|later. Hang from ceiling if| | | |

| | |is the purpose of this text? |you can. | | | |

| |Collect ideas from children and write up|Make a list of their remarks on the| | | | |

| |on class board. |board. | | | | |

| |Opportunity to gage current | | | | | |

| |understanding before teaching unit. |Invite the children to read a | | | | |

| | |report text. Key question, how does| | | | |

| | |this differ from an explanation | | | | |

| | |text? Children to work in pairs and| | | | |

| | |make notes on big paper. Allow 20 | | | | |

| | |minutes for this activity. | | | | |

|PHASE 1 |Remind children of the work they did |Explain to children that in pairs |Provide children with a |I can identify and discuss |PPT Explanations, |OF |

|Day 2 |yesterday on explanatory texts ask them |they will work through the booklet |copy of explanatory key |key features of explanatory|Key Features Sheet, |M |

| |to recall the features of this text |identifying key features. |features sheet and go |texts. |Whiteboards, |PA |

| |type. Whiteboards 5 minutes activity. |Explain children are to highlight |through ppt Explanations. |HA A LA |Explanatory Booklets |SA |

| |Rally Robin share ideas with the class |and make notes (annotate booklet) |Watch Video Clip on ppt. | |Volcanoes, | |

| |and recap what we have learnt. |to remind them of key features. | |I can identify key features| | |

| | | |Questions to gauge |and use this knowledge to | | |

| |Explain today we are going to try and |Allow 15 minutes for this activity |children’s understanding of|find information quickly. | | |

| |identify the key features of an |then come back together and ask |what you have just taught. | | | |

| |explanation text. Read an extract of the|volunteers to share ideas. |Allow 20 minutes for |HA A LA | | |

| |Volcano booklet and see if children |Write up ideas on board. |plenary as this is where | | | |

| |notice key features. |Ask them to explain their |main teaching takes place. | | | |

| | |suggestions of key features and | | | | |

| | |justify their decisions. Do others | | | | |

| | |agree with their choices made? What| | | | |

| | |other suggestions can they make? | | | | |

|PHASE 1 |Ask the children what they remember from|Invite children to experiment with |Ask volunteers to read out |I understand the importance|Explanatory booklets |OF |

|Day 3 |the previous day’s lessons. Select |changing the word order to see how |their groups extract and |of word order to convey |Volcanoes , |M |

| |children to recall the features of an |the meaning is affected. Extend the|talk about what they |meaning in an explanation |Whiteboards, |PA |

| |explanatory text. Write on board or big |above by discussing how ideas are |discovered about the use of|text. |Sentence cards to |SA |

| |paper whatever you prefer. |developed in an explanation text. |commas, connectives, and | |change order. | |

| | |Independent work: |full stops. Look for |HA A LA | | |

| |Read an extract from the volcano |Ask children to work in groups of |examples where meaning is | | | |

| |explanatory booklet to the class. Take |4. Tell them to choose a short |affected if word order is | | | |

| |the opportunity to draw their attention |explanation extract from their |changed | | | |

| |to the way commas, connectives and full |Volcano booklet and discuss the use| | | | |

| |stops are used to join separate clauses.|of commas, connectives, and full | | | | |

| |Talk about the importance of word order.|stops to join separate clauses. Ask| | | | |

| |Why is this important and how does it |them to find an example of where | | | | |

| |affect the meaning? |meaning is changed if word order is| | | | |

| | |altered. | | | | |

| | | | | | | |

|PHASE 1 |Remind children of the work they have |Provide each child with a copy of |Ask the children to share |I can write explanatory |PPT Volcano, |OF |

|Day 4 |done so far on explanations texts. Ask |the Volcano labeling sheet and |their work with others. |labels for a diagram. |Volcano labeling sheet,|M |

| |questions to prompt a quick recap of all|explain that they are to write an |Invite the rest of the | |Range of Volcano |PA |

| |the key features of explanation text. |explanatory label. Teacher to model|class to check for accuracy|HA A LA |diagrams. |SA |

| |Take children through the Volcano |first example. Allow 15 minutes for|and to offer alternatives | | | |

| |Explanation Power Point and question |this activity. |where appropriate. Ask how| | | |

| |children to gauge understanding. | |does the diagram support | | | |

| |Explain to children that today we are |HA to write full sentences. |the clarity of | | | |

| |going to have ago at writing an |LA to write in bullet points. |explanations? | | | |

| |explanatory label of a volcano. | | | | | |

| |Explain full sentences will be required.| | | | | |

| | | | | | | |

|PHASE 2 |Introduce the phase by explaining to the|Explain that today children will be|Select one or two groups to|I can work with others to |Mr. Shaw’s Volcano, |OF |

|Day 5 |children that they are all scientists |creating their own oral |present their oral |create an oral explanation |Malt Vinegar, |M |

| |researching how Volcanoes work. When |explanations. Create success |explanations to the class. |of how a volcano works. |Washing up Liquid, |PA |

| |explaining make sure you include all |criteria as a class of what you |Whilst groups are | |Bicarbonate of Soda, |SA |

| |features of an explanation text, |expect to here in their oral |presenting the rest of the |HA A LA |Food coloring, | |

| |purpose, structure, language features |explanations. |class are to note on | |Whiteboards. | |

| |and so. | |whiteboards all key | | | |

| | |Independent WORK: |features used in | | | |

| |Demonstrate how we make our own class |Children to work in groups of 4. |presentation. | | | |

| |volcano. Explain what is happening |Children to come up with an oral |Allow 5 Minutes for | | | |

| |inside the Volcano. Where is the magma |explanation of how we made our |children to feedback peer | | | |

| |at the moment? AFL question to gauge |class Volcano. Allow children to |assessments with class. | | | |

| |understanding of the Volcanic process. |make notes on whiteboards. Remind | | | | |

| |(You Need) |children of criteria. | | | | |

| |Washing up liquid, |Allow 20 minutes for this activity.| | | | |

| |Malt Vinegar, | | | | | |

| |Food coloring, | | | | | |

| |Bicarbonate of Soda (BOOM) | | | | | |

|PHASE 2 |Recall our oral explanation of previous |Ask the children to write their own|Invite 3 or 4 children to |I can write an explanatory |Key features sheet, |OF |

|Day 6 |day’s lesson. Opportunity to revise key |explanatory letter in literacy |read out their explanatory |letter including the key |Letter frame, |M |

| |features of an oral explanation. |books/letter templates. Ask them to|letters. |features. |Whiteboards. |PA |

| | |think about all the features of |Again, children to use | | |SA |

| |Tell the children that as scientists we |explanation texts and remind them |whiteboards to jot what | | | |

| |would need to write to tell people about|to include all the aspects of what |features were included and |HA A LA | | |

| |how we created our class Volcano. |we did to achieve our explosion. |allow them to provide | | | |

| |Ask the children to help you write an | |feedback. | | | |

| |explanatory letter on the board. |LA children to have key features | | | | |

| | |sheets to help them. Ensure success| | | | |

| |Take the time to remind the children of |Criteria is easy to follow focused | | | | |

| |the conventions of letter writing. |on letter conventions. | | | | |

| |Together read through the completed |LA Letter frame if needed. | | | | |

| |letter. | | | | | |

| |Check that it meets the criteria for | | | | | |

| |this text type. | | | | | |

|PHASE 2 |Dramatic Explanations. |Invite the children to give an oral|Select a group of children |I can analyse an |Video Clip, |OF |

|Day 7 |Talk about the work we have done over |explanation of the volcanic process|to present their role play.|explanatory film and then |Assessment Sheet, |M |

| |the last two days. |using role play. Organize the |Invite the others to assess|give an oral explanation of|Whiteboards for notes. |PA |

| |Encourage the children to recall the |children into groups of 4 and ask |performances including |what I have seen through | |SA |

| |features of explanatory texts. |them to role play what they have |adequacy of the oral |role play. | | |

| | |seen in the clip. Allow 20 minutes |explanations. | | | |

| |Show the explanatory film about how |for them to practice their role |You may need 30 Minutes for|HA A LA | | |

| |volcanoes work |plays. |this. | | | |

| |(Clip 3). | | | | | |

| |After watching the film, discuss it with| | | | | |

| |the children. Ask them to identify the | | | | | |

| |sequence of the process involved. | | | | | |

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|PHASE 2 |Talk about how in their roles, children |Put children into pairs and ask |Choose a pair to present |I can work with others to |Video Clip, |OF |

|Day 8 |explained the volcanic process. |them to plan a sequence of stills |their plans to the others. |plan a film sequence still.|Still images. |M |

| | |from the film to show the volcanic |Do others agree that the | |Whiteboards, |PA |

| |Re watch the film you saw yesterday |process. |planned stills identify |HA A LA |Big paper, |SA |

| |about Volcanoes. |Children to cut and stick film |distinct parts of the | |Scissors, | |

| |(Clip 3) |stills on big paper. |process? | |Glue. | |

| |Talk about the way the film is sequenced|Allow 20 minutes for this activity.| | | | |

| |to explain the process. Explain that a | | | | | |

| |shot in a film can be frozen to make a | | | | | |

| |‘still’. Demonstrate how; select a | | | | | |

| |still to show part of the Volcanic | | | | | |

| |Process. | | | | | |

|PHASE 3 |Talk about the work we have done in |Display the illustration of an |Select children to read |I can examine and discuss |Illustration, |OF |

|Day 9 |phase 2 about the explanations of how |active Volcano. Spend time |their labels aloud to the |information from a visual |Volcano label sheet, |M |

| |volcanoes work. Ask the children to |examining how it works and ask |others. How will the labels|source and use this as a |Whiteboards. |PA |

| |recall, for example, how volcanoes |children to explain how it works. |help them when they are |base for an explanation. | |SA |

| |explode. Encourage all children to |Remind children to take turns and |writing their explanations | | | |

| |participate. (Talk Partners). |to listen carefully. |about the Volcanoes at a |HA A LA | | |

| |Teacher to refer to booklet if required.|Independent work: |later date? | | | |

| | |Provide the children with copies of|Having examined the | | | |

| | |the Volcano label sheet. Ask them |illustration, does it help | | | |

| | |to write labels for the Volcano - |explain how volcanoes work?| | | |

| | |as many parts as they can. Allow 10|Why? Why not? | | | |

| | |minutes for this activity. |Opportunity to introduce | | | |

| | | |the concept of a flow | | | |

| | | |diagram. | | | |

|PHASE 3 |Remind the children of the work we did |Organize children into pairs and |At the end of the allowed |I can use labels and a flow|Whiteboards, |OF |

|Day 10 |yesterday. You could invite two or three|ask them to create a detailed |time, bring the children |chart to explain a process.|Illustration, |M |

| |children to read aloud the notes they |diagram of how a volcano works. |back together. Invite three| |Literacy books, |PA |

| |made on the volcano. Display the |(Flow Chart) Tell them to label and|or four pairs to discuss |HA A LA |Pencils, |SA |

| |illustration of a Volcano and ask them |discuss together how they think the|their findings with the | |Flow Chart | |

| |to explain how it works. Encourage other|volcano works. (This oral rehearsal|class. Ask the children to | |In Volcano Booklet. | |

| |children to express their own opinion. |will act as a structure to support |give reasons for their | | | |

| |Demonstrate and share example of a flow |future writing) Allow children 20 |choices of explanations. | | | |

| |chart. Model creating first |minutes for this activity. | | | | |

| |illustration. Share other examples of | | | | | |

| |flow charts if required. | | | | | |

|PHASE 3 |Talk about the work we did yesterday. |In small groups of four. Ask the |Call the children back |I can work with others to |Illustration. |OF |

|Day 11 |Ask the children to recall the process |children to discuss the process of |together. Ask the |produce an oral |Volcano booklets, |M |

| |of how Volcanoes work. |how Volcanoes work. Encourage them |spokesperson from each |explanation. |Visual aids, |PA |

| | |to agree a simple explanation of |group to take turns to give| | |SA |

| |Provide children with copies of their |how Volcanoes work. Allow them to |their oral explanations. |HA A LA | | |

| |illustration from yesterday. |annotate their illustration to make|Take the opportunity to | | | |

| | |notes. |recap features such as | | | |

| | |Ask them to elect a spokesperson to|purpose and structure. Ask | | | |

| | |give an oral explanation during the|the others to assess the | | | |

| | |plenary. |children’s presentations. | | | |

| | |Allow 20 minutes for this activity.|Use two stars and wish | | | |

| | | |strategy. | | | |

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|PHASE 3 |Explain to the children that today they |Make sure computer suite is booked |Invite children to share |I can make research notes |ICT Suite. |OF |

|Day 12 |are going to be researching the topic of|for this lesson. |their findings with the |on a specific subject using|Literacy books, |M |

| |Volcanoes. Explain that each child will |Take half the class to the computer|class. |the Internet as my source. |Pencil crayons, |PA |

|(ICT Suite required|have 20 Minutes on the computer to |suit to start their research. | | |Paper, |SA |

|for this lesson). |research their topic. Make sure they |Model accessing Google and | |HA A LA | | |

| |understand that they are researching to |demonstrate how to use a search | | | | |

| |help them in their future explanatory |engine. Warn children not to access| | | | |

| |writing. |inappropriate material. | | | | |

| | |Children can make research notes in| | | | |

| | |literacy books. | | | | |

| | |Whilst half are in computer suit | | | | |

| | |other half can create an | | | | |

| | |illustration and colour it in. TA | | | | |

| | |to supervise in class. After 20 | | | | |

| | |Minutes swap over. | | | | |

|PHASE 3 |Read the children a short explanation |Put the children into pairs. Ask |Invite a number of children|I can plan a written |Planning sheet, |OF |

|Day 13 |text about volcanoes. After reading ask |the children to work on a rough |to read their work. Ask the|explanation. |Volcano booklets, |M |

| |the children to recall the contents in |draft/plan of an explanation text |other children to listen |HA A LA |Visual aids, |PA |

| |their own words. |of how a volcano works. |carefully and provide | | |SA |

| |Together decide success criteria for the|Children may use their previous |feedback on how they could | | | |

| |extract you read out. Does it meet the |work to help them. Notes, visual |improve their explanations.| | | |

| |criteria of an explanation text? Can the|aids, research etc. | | | | |

| |children identify purpose, structure? | | | | | |

| |What language features can they see? Ask|Children to use explanation | | | | |

| |them to notice paragraphs and their |planning sheet to help them. | | | | |

| |purpose in breaking up the text into |LA Differentiated resources to | | | | |

| |logical steps to aid the explanation |support ability. Planning sheets | | | | |

| |process. Encourage the children to |HA | | | | |

| |participate fully in the discussions. |Allow 25 minutes for this. | | | | |

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|PHASE 3 |Recall everything we have done so far |Ask for volunteers to read plans |Ask children to read work |I can use my plan to create|Whiteboards, |OF |

|Day 14 |regarding explanation texts. |and discuss how the work could be |to the class and again |an explanation text |Planning sheets, |M |

| |Explain that today they are going to be |made more cohesive. For example |invite children to identify|including the key features.|Literacy books, |PA |

| |writing their own Volcano explanations. |using appropriate connectives. |key features and give | |Visual aids, |SA |

| | | |feedback on how they could |HA A LA |Volcano booklets, | |

| |Revisit success criteria of everything |Model writing an explanation to |improve their writing. | | | |

| |that should be present in their |show how they can make their work |Children to record ideas on| | | |

| |explanation text. List this on the |more cohesive using appropriate |whiteboards. | | | |

| |board. |connectives. | | | | |

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| | |Explain that children are to write | | | | |

| | |their explanations fully in their | | | | |

| | |books and ensure they take into | | | | |

| | |account the success criteria. | | | | |

|PHASE 3 |Explain that today they are going to |Explain that children are to edit |Invite children to share |I can proof read and edit |Whiteboards, |OF |

|Day 15 |edit their writing to enhance and make |their work into final pieces. When |their explanations and |my written explanation in |Planning sheets, |M |

| |it even more explanatory. |finished allow children to |others to provide feedback.|volcanoes. |Literacy books, |PA |

| |Watch Video clip from ppt on Explanation|illustrate their explanations. | | |Visual aids, |SA |

| |features. Ask the children to evaluate |Allow 20 minutes for this activity.| |HA A LA |Volcano booklets, | |

| |and edit their work to ensure it is a | |Allow time to | | | |

| |perfect explanation text. | |Show Video (Clip 2) 10 | | | |

| |Give children the opportunity to look at| |Minutes | | | |

| |your marking from previous lesson. | |(The most incredible | | | |

| |Revisit success criteria of everything | |volcano expedition ever | | | |

| |that should be present in their | |2012). | | | |

| |explanation text. List this on the | | | | | |

| |board. | | | | | |

|you tube clips |

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| (Clip 1) (Clip 2) (Clip 3) |

|EVALUTION OF UNIT: |

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GUIDED READING

(Note time taking place and with whom)

Guided Reading

LA -

BA -

AA-

HA –

|Day 1

Group

|Day 2

Group |Day 3

Group |Day 4

Group |Day 5

Group |Day 6

Group |Day 7

Group |Day 8

Group |Day 9

Group |Day 10

Group |Day 11

Group |Day 12

Group |Day 13

Group |Day 14

Group |Day 1

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