Unit:
|Unit: |Shadow Dancers |
|Term: |Summer 3 |
|Year: |3 |
|Programme of Study |
| | |
|Unit: Shadow Dancers |Key: |
|Year: 3 |FT = First Teaching |
|Term: Summer 3 |OG = On Going |
| |Please note that all appendices and guidelines referred to in the programme of study are |
| |available to download at: |
| |The POS codes replace the DfE bullets for ease of reference. |
|English |Spoken Language |
| |SL1 |listen and respond appropriately to adults and their peers |
| |SL2 |ask relevant questions to extend their understanding and knowledge |
| |SL3 |use relevant strategies to build their vocabulary |
| |SL4 |articulate and justify answers, arguments and opinions |
| |SL5 |give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings |
| |SL6 |maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments |
| |SL7 |use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas |
| |SL8 |speak audibly and fluently with an increasing command of Standard English |
| |SL9 |participate in discussions, presentations, performances, role play, improvisations and debates |
| |SL10 |gain, maintain and monitor the interest of the listener(s) |
| |SL11 |consider and evaluate different viewpoints, attending to and building on the contributions of others |
| |SL12 |select and use appropriate registers for effective communication |
| | |
| |These statements apply to all Years. The content should be taught as a level appropriate to the age of the pupils (taken from notes and guidance [non-statutory]). Speaking and listening activities throughout |
| |the Unit have been designed with these POS statements in mind. Specific speaking and listening objectives are provided for some English lessons where appropriate. |
|English |Reading – word reading |
| |WR1 |apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English |OG |
| | |Appendix 1, both to read aloud and to understand the meaning of new words they meet | |
| |WR2 |read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word |OG |
| |Reading – comprehension |
| |RC1 |develop positive attitudes to reading and understanding of what they read by: | |
| |RC1.1 |listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks |OG |
| |RC1.2 |reading books that are structured in different ways and reading for a range of purposes |OG |
| |RC1.3 |using dictionaries to check the meaning of words that they have read |OG |
| |RC1.4 |increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally |OG |
| |RC1.5 |identifying themes and conventions in a wide range of books |OG |
| |RC1.6 |preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action |OG |
| |RC1.7 |discussing words and phrases that capture the reader’s interest and imagination |OG |
| |RC1.8 |recognising some different forms of poetry (e.g. free verse, narrative poetry) |OG |
| |RC2 |understand what they read, in books they can read independently, by: | |
| |RC2.1 |checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context |OG |
| |RC2.2 |asking questions to improve their understanding of a text |OG |
| |RC2.4 |predicting what might happen from details stated and implied |OG |
|English |Writing – transcription – spelling - SCHOOLS TO USE SPELLING PROGRAMME |
| |WTS1 |use further prefixes and suffixes and understand how to add them (English Appendix 1) |OG |
| |WTS2 |spell further homophones |OG |
| |WTS3 |spell words that are often misspelt |OG |
| |WTS5 |use the first two or three letters of a word to check its spelling in a dictionary |OG |
| |WTS6 |write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far |OG |
| |Writing – handwriting |
| |WH1 |use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined |OG |
| |WH2 |increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are |OG |
| | |spaced sufficiently so that the ascenders and descenders of letters do not touch | |
| |Writing – composition |
| |WC1 |plan their writing by: | |
| |WC1.1 |discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar |OG |
| |WC1.2 |discussing and recording ideas |OG |
| |WC2 |draft and write by: | |
| |WC2.1 |composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English |OG |
| | |Appendix 2) | |
| |WC2.2 |organising paragraphs around a theme |OG |
|English |Writing – composition continued |
| |WC2.3 |in narratives, creating settings, characters and plot |OG |
| |WC2.4 |in non-narrative material, using simple organisational devices (for example as headings and sub-headings |OG |
| |WC3 |evaluate and edit by: | |
| |WC3.1 |assessing the effectiveness of their own and others’ writing and suggesting improvements |OG |
| |WC3.2 |proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences |FT |
| |WC4 |proof-read for spelling and punctuation errors |OG |
| |WC5 |read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear |OG |
| |Writing – vocabulary, grammar and punctuation |
| |WVGP1 |develop their understanding of the concepts set out in Appendix 2 by: | |
| |WVGP1.1 |extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although |OG |
| |WVGP1.4 |using conjunctions, adverbs and prepositions to express time and cause |OG |
| |WVGP1.5 |using fronted adverbials |OG |
| |WVGP2 |indicate grammatical and other features by: | |
| |WVGP2.1 |using commas after fronted adverbials |OG |
|Maths |Number – number and place value |
| |1 |count from 0 in multiples of 4, 8, 50 and 100; finding 10 or 100 more or less than a given number | |
| |3 |compare and order numbers up to 1000 | |
| |6 |solve number problems and practical problems involving these ideas | |
| |Number – addition and subtraction |
| |4 |solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction | |
| |Number – multiplication and division |
| |1 |recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables | |
| |Measurement |
| |1 |measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) | |
| |2 |measure the perimeter of simple 2-D shapes | |
| |3 |add and subtract amounts of money to give change, using both £ and p in practical contexts | |
| |Statistics |
| |1 |interpret and present data using bar charts, pictograms and tables | |
| |2 |solve one-step and two-step questions (for example ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts and pictograms and tables | |
|Science |Working scientifically |
| |1 |asking relevant questions and using different types of scientific enquiries to answer them | |
| |2 |setting up simple practical enquiries, comparative and fair tests | |
| |3 |making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment thermometers and data loggers | |
| |4 |gathering, recording, classifying and presenting data in a variety of ways to help in answering questions | |
| |5 |recording findings using simple scientific language, drawings, labelled diagrams, bar charts, and tables | |
| |6 |reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | |
| |7 |using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions | |
| |8 |identifying differences, similarities or changes related to simple scientific ideas and processes | |
| |9 |using straightforward scientific evidence to answer questions or to support their findings | |
| |Light |
| |1 |recognise that they need light in order to see things and that dark is the absence of light | |
| |2 |notice that light is reflected from surfaces | |
| |3 |recognise that light from the sun can be dangerous and that there are ways to protect their eyes | |
| |4 |recognise that shadows are formed when the light from a light source is blocked by a solid object | |
| |5 |find patterns in the way that the size of shadows change | |
|Geography |Location knowledge |
| |3 |identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, | |
| | |the Prime/Greenwich Meridian and time zones (including day and night) | |
|Music |1 |play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control and expression | |
| |2 |improvise and compose music for a range of purposes using the inter-related dimensions of music | |
| |3 |listen with attention to detail and recall sounds with increasing aural memory | |
| |5 |appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great musicians and composers | |
|Art & |1 |to create sketch books to record their observations and use them to review and revisit ideas | |
|Design | | | |
| |2 |to improve their mastery of art and design techniques, such as drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) | |
| |3 |about the greatest artists, architects and designers in history | |
|Languages |1 |listen attentively to spoken language and show understanding by joining in and responding | |
| |2 |explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words | |
| |3 |engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* | |
| |4 |speak in sentences, using familiar vocabulary, phrases and basic language structures | |
| |5 |develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* | |
| |6 |present ideas and information orally to a range of audiences* | |
| |7 |read carefully and show understanding of words, phrases and simple writing | |
| |8 |appreciate stories, songs, poems and rhymes in the language | |
| |9 |broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary | |
| |10 |write phrases from memory, and adapt these to create new sentences, to express ideas clearly | |
| |11 |describe people, places, things and actions orally* and in writing | |
| |12 |understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key | |
| | |features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. | |
| |The starred (*) content above will not be applicable to ancient languages. | |
|Applied |6 |select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that | |
|Computing | |accomplish given goals, including collecting, analysing, evaluating and presenting data and information | |
| |7 |use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact | |
|Unit Overview |
|In this Unit, pupils will meet Shadow Dancer, a magical creature who has arrived in the classroom from a cold and miserable Shadowland, devoid of light or colour. Shadow Dancer is on a quest to find new shadow dancers |
|that will create enough energy for the next generation in Shadowland to survive. Shadow Dancer also wants to find out about the exciting phenomenon of light and happiness, because both are unfamiliar. Pupils will explore|
|darkness, light and shadows in Science in an attempt to give Shadow Dancer all the information she desires, so that she can share her knowledge and her stories when she returns to her kingdom. |
| |
|Pupils will have opportunities to produce an exciting recount of Shadow Dancer’s story and a related news item. They will also write a shadow puppet script, as well as instructions for making shadow puppets or a shadow |
|theatre. They will read, write and perform their own poetry. |
| |
|In music, they will explore rhythmic and melodic imitation, as well as being introduced to major and minor melodies. |
| |
|Geography will enable them to consider the position and significance of different places in the world in relation to the sun shining and darkness, and shadows being formed. They will also investigate latitude, longitude,|
|seasons and time zones. |
| |
|In art and design sessions, pupils will create mirror art, and shadow shapes and puppets. |
|Medium Term Planning Week 1 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Week 1 hr = approx time |
|Pupils are introduced to a magical creature called Shadow Dancer, who has come to the school from a dark, icy land to ask for their help. They hear the story of the original Shadow Dancers, which they later recount in a |
|variety of ways. They experience dark and light, and discover a range of light sources before they find out about reflections in science. |
|In geography, pupils use a globe and world maps to find out more about where the Shadow Dancer came from, and what the significance of lines on the globe mean. |
|In music, pupils take part in singing and playing call and response rhythms and tunes, these link to their work on ‘reflections’ in science. |
|Please see over for English and Languages Medium Term Planning Week 1. |
|Unit Launch Lesson 1hr |Science |Applied Mathematics 1hr |Art and Design |Music |Geography |
| |2hrs | |1hr |1hr |1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|recognise that darkness is caused |notice that light is |count from 0 in multiples |look at shapes in a new way |develop singing skills |identify the position and significance of |
|by the absence of light |reflected from surfaces |of 4, 8 |use mirrors to change how shapes look |develop aural skills |the Arctic and Antarctic Circle and the |
|clarify that we need light to see |describe what happens when | |use wax crayons to draw large shapes |develop performing skills |Equator on a globe |
|things |light reflects off a mirror | | | |identify the position of the Tropics of |
|decide which objects are light |explain reflection | | | |Cancer and Capricorn on a globe |
|sources |use scientific terms | | | |find lines of latitude and longitude on a |
|use a globe to find places |correctly | | | |globe |
|make links between a world map and| | | | |compare a globe and a world map |
|a globe | | | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|describe what is meant by dark and|recognise that light is |notice and describe the |use mirrors to change how shapes look |sing the echo part of a call and |find the Equator, the Arctic and Antarctic|
|light |reflected from mirrors and |relationship between 2, 4 |draw what they see in the mirror on shaped |response song |and Tropics of Cancer and Capricorn on a |
|identify light sources |other surfaces |and 8 for clapping |paper |become more confident at copying 4-beat|globe |
|make connections between a globe |answer questions about |sequences |use wax crayons for large bold drawings |rhythms |point out where lines of longitude and |
|and a world map |reflection using scientific | | |improve at aurally distinguishing |latitude run on a globe |
|locate places on a globe |vocabulary | | |between two pitches | |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|find natural and man made light |use mirrors responsibly |listen carefully to the |stand the mirror up and place my shapes near |practise 4 beat echo clapping |find lines of latitude that run across the|
|sources |find reflections without |rhythm and think about the |it |call and respond using instruments |globe and label the five major lines |
|look for similarities between a |using mirrors |numbers involved |look at the mirror from different angles and |start with one note and 4 beats and |find lines of longitude that run up and |
|world map and a globe | | |just move my body |move onto 2 notes and 4 beats |down the globe (all meeting at both north |
|close eyes and cover them | | |choose one angle to look from and draw what I|change leaders |and south poles) |
|to experience darkness | | |see in the mirror, with big strong marks with| | |
| | | |wax crayons | | |
|English Medium Term Planning Week 1 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Day 1 1hr |Day 2 1hr |Day 3 1hr |Day 4 1hr |Day 5 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|re-tell a familiar story |use and punctuate direct speech through |use and punctuate direct speech through |use and punctuate direct speech through |write a recount in the form of a newspaper |
|discuss words and phrases that capture the |narrative |narrative |narrative |style report |
|reader’s interest and imagination | |write sentences by using a range of |write sentences by using a range of |write sentences by using a range of |
| | |conjunctions |conjunctions |conjunctions |
| | | | |use and punctuate direct speech through |
| | | | |recount |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|retell the Shadow Dancers’ story |create a hints and tips list for use when |write the Shadow Dancers’ story |write the Shadow Dancers’ story from a new |recount the Shadow Dancer s’ story as a news|
|select and record words and phrases that |writing dialogue |include words to capture imagination |point of view |report |
|capture interest and imagination |write a mini dialogue with correct layout |include dialogue and conjunctions |include words to capture imagination |include connectives and dialogue in news |
|add dialogue to the Shadow Dancers’ story |and punctuation using the Shadow Dancers’ | |include dialogue and connectives |reports |
| |story | | |write in the style of a news report |
| | | | | |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|vary volume and tone, use facial |use speech marks at the beginning and end |use a variety of connectives |use a variety of connectives |have a ‘catchy’ headline |
|expressions and gestures when story telling|of direct speech |try to use exciting vocabulary |try to use exciting vocabulary |vary the connectives used |
|use interesting vocabulary |start speech with a capital letter |refer to the hints and tips list from |refer to the hints and tips list from |use speech marks for any direct speech |
| |use a variety of ways to say ‘said’ |yesterday when writing speech |yesterday when writing speech | |
|Languages Medium Term Planning Week 1 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Languages 1hr |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
|Objectives: |
|I am learning to: |
|listen attentively to spoken language and show understanding by joining in and responding |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |
|present ideas and information orally to a range of audiences |
|read carefully and show understanding of words, phrases and simple writing |
|appreciate stories, songs, poems and rhymes in the language |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly |
|describe people, places, things and actions orally and in writing |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; |
|how to apply these, for instance, to build sentences; and how these differ from or are similar to English |
|to foster curiosity and deepen understanding of the world |
|Outcomes: |
|Pupils will: |
|listen to and understand the French words for the four seasons |
|understand the French for materials needed to create shadow puppets/hand shadows |
|recognise singular and plural endings with eau and eaux and recognise the differences in pronounciation |
|recognise a variety of French phonemes and |
|link the sounds and spellings of words in French, therefore working out how some new words are pronounced |
|fill in missing phonemes |
|Success Criteria: |
|Remember to: |
|listen with care |
|repeat words carefully |
|make links between the spoken and written forms of words |
|look for links with English words to help to remember new French words, how they are written and how they sound |
|Medium Term Planning Week 2 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Week 2 hr = approx time |
|Pupils continue with their quest to find out about light, dark and shadows for Shadow Dancer. |
|They make links between the Northern and Southern Hemispheres, the tilt of the earth, the sun and the seasons. |
|In music, they sing in two parts and are introduced to major and minor tonalities. |
|Please see over for English and Languages Medium Term Planning Week 2 |
|Science 2hr |Applied Mathematics 1hr |Art and Design 1.5hrs |Music 1hr |Geography 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|recognise that shadows are formed when |measure, compare, add and subtract:|look at shapes differently |develop singing skills |identify the position and significance of the|
|light from a light source is blocked by a|lengths (m/cm/mm) |experiment with shadows from shapes I cut |explore major/minor tonalities |Northern and Southern Hemispheres |
|solid object |measure the perimeter of simple 2-D|experiment with coloured acetate | |make links between the hemispheres and the |
|describe what makes shadows change size |shapes |create my own shadow puppet ideas from the shadow | |calendar seasons |
|and shape | |dancers story | |recognise how day and night are formed |
|solve shadow challenges | | | | |
|make careful observations | | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|state how shadows are formed |measure the length of the shadows |cut out shapes, fix them to sticks and experiment |reinforce their learning about light sources |use models and diagrams to explain links |
|explain how shadows change size and shape|using appropriate units |with making shadows from them |and shadows |between seasons and earth’s hemispheres |
|make their own shadow shapes report |measure the perimeter of shadows |add pieces of acetate to the shapes and see the |sing in a group in unison and in a two-part |use models and diagrams to explain how day |
|findings | |effect it creates on the shadows |round and maintain their own vocal line |and night occur |
| | |sketch their ideas about shadow dancers might look|become more confident at aurally recognising | |
| | | |the difference between major and minor | |
| | | |tonalities | |
| | | |have a greater understanding of major/minor | |
| | | |tonalities | |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|work together as a group, sharing |start with zero on the ruler or |cut small interesting shapes to try out |learn the melodies |tilt the earth on its axis |
|equipment and finding answers |tape measure and look carefully at |take turns holding the shapes up against the sheet|know the difference between major and minor |think about the position of the sun |
| |the scale |and going to look at the effect from the front | |locate the Northern Hemisphere above the |
| | |imagine what the shadow dancers might have looked | |Equator and the Southern Hemisphere below the|
| | |like and draw your ideas | |Equator |
|English Medium Term Planning Week 2 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Day 6 1hr |Day 7 1hr |Day 8 1hr |Day 9 1hr |Day 10 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|write a recount in the form of a |listen to and discuss a wide range of poetry |listen to and discuss a wide range of |write free verse, borrowing or create a |write free verse; borrow or create a |
|newspaper style report |use actions, voices, sound effects and |poetry |repeating pattern |repeating pattern |
|write sentences by using a range of |musical patterns to add to a performance |discuss writing similar to that which I am |use similes and alliteration in my poetry |use similes and alliteration in my poetry |
|conjunctions |perform individually or chorally; vary |planning to write so I can learn from its |use powerful nouns, adjectives and verbs |use powerful nouns, adjectives and verbs |
|use and punctuate direct speech through |volume, experimenting with expression and use|structure, and vocabulary | | |
|recount |pauses for effect | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |perform individually or chorally; vary |
|recount the Shadow Dancers’ story as a |explain the pattern of different simple forms|describe simple non-rhyming poetry forms |write poems using similes and/or |volume, experimenting with expression and |
|news report |recognise rhyming patterns in poetry |explain the pattern of different simple |alliteration |use pauses for effect |
|include connectives and dialogue in news |read rhyming poems aloud |forms |use powerful words to add effect and |use actions, voices, sound effects and |
|reports |perform individually or chorally; vary |describe the effect a poem has and suggest |meaning |musical patterns to add to a performance |
|write in the style of a news report |volume, experimenting with expression and use|possible interpretations |work with the teacher to create an agreed |invent new similes and experiment with word|
| |pauses for effect |discuss the choice of words and their |toolkit of success criteria |play |
| |discuss the choice of words and their impact,|impact, noticing how the poet creates | |use powerful nouns, adjectives and verbs; |
| |noticing how the poet creates ‘sound effects’|‘sound effects’ by using alliteration and | |experiment with alliteration |
| |by using rhythm and rhyme |creates pictures using similes | |write free verse; borrow or create a |
| |perform as a group, varying volume, |invent new similes and experiment with word| |repeating pattern |
| |expression and including pauses to add effect|play | | |
| | |experiment with alliteration | | |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|have a ‘catchy’ headline |speak clearly |create similes using as….as, or describing |use the toolkit to aid writing |speak clearly |
|vary the connectives used |‘perform’ the poem, by varying the volume and|one object like another | |‘perform’ the poem, by varying the volume |
|use speech marks for any direct speech |adding pauses and expression |use the same sound several times to produce| |and adding pauses and expression |
| | |alliteration | |use actions, voices, sound effects and |
| | | | |musical patterns to add to a performance |
|Languages Medium Term Planning Week 2 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Languages 1hr |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
|Objectives: |
|I am learning to: |
|listen attentively to spoken language and show understanding by joining in and responding |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |
|present ideas and information orally to a range of audiences |
|read carefully and show understanding of words, phrases and simple writing |
|appreciate stories, songs, poems and rhymes in the language |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly |
|describe people, places, things and actions orally and in writing |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; |
|how to apply these, for instance, to build sentences; and how these differ from or are similar to English |
|to foster curiosity and deepen understanding of the world |
|Outcomes: |
|Pupils will: |
|understand and say the four seasons in French |
|understand and say the names of five animals in French |
|understand the negative form of phrases where ‘ne...pas’ is used |
|Success Criteria: |
|Remember to: |
|listen carefully to new words |
|speak clearly |
|try to sound French |
|think about how sounds and spellings are related to each other |
|try to spot patterns in how the language works |
|Medium Term Planning Week 3 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Week 3 hr = approx time |
|Pupils continue in their quest to find out information that may be useful for the Shadow Dancer. |
|They work scientifically, devising and carrying out investigations into shadows and light sources. |
|They expand their knowledge about major and minor in music and begin to put a performance together, whilst they carry out time zone activities in geography. |
|They listen to and follow oral instructions and look at the conventions of written instructions before devising their own sets of oral instructions, which they try out on each other. They then write instructions for |
|making shadow puppets/theatre that could be used by other pupils. |
|Please see over for English and Languages Medium Term Planning Week 3 |
|Science 2hr |Applied Mathematics 1hr |Art and Design 1.5hrs |Music 1hr |Geography 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|find patterns in the way the size of |measure, compare, add and subtract: lengths|create a shadow puppet of my own design |develop singing skills |link latitude and longitude to day time and|
|shadows change |(m/cm/mm) | |develop aural skills |night time |
|devise and set up simple practical | | |develop performing skills |describe time zones |
|enquiries | | | |locate and state the significance of the |
|take accurate measurements | | | |Prime/Greenwich Meridian |
|record and report on results | | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|carry out practical enquiries about light |measure the distance to the mirror line |draw and cut out their own puppet creations|sing more confidently and with greater |predict times of day and night for |
|sources and shadows |using appropriate units |for the Shadow Dancers’ story |accuracy of pitch |locations around the world |
|interpret results, identifying any patterns| |join pieces and add colour as needed |improve their recognition of major and |explain the connections between lines of |
|and drawing conclusions | | |minor tonalities |latitude and time zones |
| | | | |define the importance of the |
| | | | |Prime/Greenwich Meridian |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|measure carefully and accurately |start with zero on the ruler or tape |use my own ideas to create shadow puppet |listen with focus |find lines of latitude and locations on a |
|record results using drawings, diagrams and|measure and look carefully at the scale |shapes |copy 4-beat rhythms in time |globe in order to calculate times of the |
|tables | |cut out shapes, make holes in some as part | |day or night |
| | |of the design | |find out where different time zones are |
| | |join some pieces with split pins | | |
| | |create shadow colours with acetates | | |
|English Medium Term Planning Week 3 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Day 11 1hr |Day 12 1hr |Day 13 1hr |Day 14 1hr |Day 15 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|listen to and discuss a wide range of |read and compare different examples of |use simple organisational devices in |use simple organisational devices in |participate in presentations and |
|non-fiction |non-fiction texts, evaluating their |non-fiction |non-fiction |discussions |
|read and compare different examples of |effectiveness |use a toolkit to aid my writing |use a toolkit to aid my writing |assess the effectiveness of my own and |
|non-fiction texts, evaluating their |identify key language and organisational |use a dictionary to check meaning and |proof read to check for errors |others’ writing and suggest improvements |
|effectiveness |features of a text |spelling |assess the effectiveness of my own and | |
|identify organisational devices which help | | |others’ writing and suggest improvements | |
|the reader | | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|read and follow written instructions, |evaluate instructions, stating whether they|plan and begin to write a set of |write a set of instructions using a |produce a set of oral instructions |
|evaluating their effectiveness |are fit for purpose, are organised and laid|instructions, using a writers’ toolkit |writers’ toolkit |try out oral instructions and decide |
|identify organisational devices used in |out well, and are clear and useful | |check their own and others’ writing |whether they are effective or not |
|different types of instructions e.g. lists,|produce a toolkit for writing instructions | | |give clear oral instructions to members of |
|numbered, bulleted points, diagrams with |to make a shadow puppet theatre | | |a group |
|arrows, keys | | | |work in small groups to prepare a set of |
| | | | |oral instructions |
| | | | |try out with other children, giving |
| | | | |instruction and listening and following |
| | | | |theirs |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|check whether instructions are in the right|evaluate using checklist |use headings and sub headings |use headings and sub headings |speak clearly |
|order |create a toolkit for use next lesson |include diagrams |include diagrams |give instructions in the correct order |
|find out whether instructions do what they | |write in the correct order |write in the correct order |include details which will help (colours, |
|set out to do at the start | |be clear and concise |be clear and concise |directions, amounts) |
| | |use numbering or bullet points |use numbering or bullet points | |
| | |use the writers’ toolkit |use the writers’ toolkit | |
|Languages Medium Term Planning Week 3 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Languages 1hr |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
|Objectives: |
|I am learning to: |
|listen attentively to spoken language and show understanding by joining in and responding |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |
|present ideas and information orally to a range of audiences |
|read carefully and show understanding of words, phrases and simple writing |
|appreciate stories, songs, poems and rhymes in the language |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly |
|describe people, places, things and actions orally and in writing |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; |
|how to apply these, for instance, to build sentences; and how these differ from or are similar to English |
|to foster curiosity and deepen understanding of the world |
|Outcomes: |
|Pupils will: |
|spot the pattern when a phrase is made negative using ‘ne...pas’ |
|change positive statements into negative ones using ‘ne...pas’ |
|explain how apostrophes are used to replace omitted letters |
|Success Criteria: |
|Remember to: |
|put ne and pas around the verb to show something is not happening/not true – is not |
|spot the pattern of how to make a phrases negative (i.e. put not into it |
|it is a rabbit becomes it is not a rabbit |
|think of tricks to help you remember new words |
|Medium Term Planning Week 4 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Week 4 hr = approx time |
|Pupils turn their attention to the dangers of the sun this week. They also research other light phenomena in an attempt to help Shadow Dancer further. |
|They compose and perform minor and major melodies and songs in music and plan a route home for Shadow Dancer, using technical vocabulary, in geography. |
|The Unit culminates in a shadow puppet performance, enhanced with music and songs, as well as a celebration of all they have learned during this Unit. |
|Please see over for English and Languages Medium Term Planning Week 4 |
|Science 2hrs |Applied Mathematics 1hr |Art and Design 1hr |Music 1hr |Geography 1hr |Unit Conclusion 1.5hrs |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|recognise that light from the sun |find 10 or 100 more or less than a |use shadow puppets to tell a story |develop group performing skills |select a route between two points |review my learning |
|can be dangerous |given number |move the puppet to make the shapes I |develop composing skills |use geographical vocabulary in |perform using clarity, volume and |
|define why it is important to | |want in the shadow | |context |changes in tone and intonation to |
|protect my eyes from bright light, | |work with the other children to | | |convey meaning |
|especially sunlight | |create our part of the story | | | |
|use secondary sources to answer | | | | | |
|questions about phenomena linked to| | | | | |
|light | | | | | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|recognise and describe the dangers |understand the effect of travelling to|use their puppets in cooperation with|create two original melodies with |describe a route home for Shadow |revisit learning |
|of bright lights to eyesight |a different time zone |the rest of their group to create the|lyrics |Dancer using correct geographical |perform successfully |
|have a wider knowledge of phenomena| |images they want on the sheet |perform their melodies to others |terms and language |fulfil Shadow Dancer’s requests made |
|linked to light | | |create accurate statements about |show a route on a map |at the start |
| | | |light and shadow as lyrics reinforce | | |
| | | |learning about light and shadow | | |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|never look directly at the sun |start with zero on the ruler or tape |keep my puppet near the sheet, unless|perform in time with the rest of the |include as many of the following as |read aloud and perform to the person |
|use hats and UV safe sunglasses to |measure and look carefully at the |it is meant to get bigger |group |possible: |at the back of the room |
|protect eyes |scale |work with my group to create a moving| |Equator, latitude, longitude, Arctic,|speak clearly and without rushing |
|use sun lotion to protect skin | |image/picture to tell my part of the | |Antarctic, Tropic of Cancer, Tropic | |
| | |story | |of Capricorn, Northern and Southern | |
| | | | |Hemisphere, Prime/Greenwich Meridian | |
|English Medium Term Planning Week 4 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Day 16 1hr |Day 17 1hr |Day 18 1hr |Day 19 1hr |Day 20 1hr |
|Objectives: |Objectives: |Objectives: |Objectives: |Objectives: |
|I am learning to: |I am learning to: |I am learning to: |I am learning to: |I am learning to: |
|listen to and discuss plays |plan my writing by discussing and recording|write a text by composing and rehearsing |write a text by composing and rehearsing |write a text by composing and rehearsing |
|prepare and read play scripts aloud using |ideas |sentences orally before I write them down |sentences orally before I write them down |sentences orally before I write them down |
|intonation, tone, volume and actions | | |proof read for spelling and punctuation |take part in a performance |
| | | |errors | |
| | | |evaluate and edit my own and others’ | |
| | | |writing | |
|Outcomes: |Outcomes: |Outcomes: |Outcomes: |Outcomes: |
|Pupils will: |Pupils will: |Pupils will: |Pupils will: |Pupils will: |
|practise and perform play scripts |produce a play script story plan |begin to write a play script |continue to write a play script |complete their play scripts |
| | | |evaluate writing with a partner |perform using scripts and puppets |
|Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |Success Criteria: |
|Remember to: |Remember to: |Remember to: |Remember to: |Remember to: |
|follow stage directions in the script |include dancing in the play |use a narrator to tell the story |use a narrator to tell the story |speak clearly using the right volume, tone |
|speak clearly and with volume | |include dance |include dance |and intonation |
|vary tone and intonation to convey meaning | |put stage directions in brackets |put stage directions in brackets |match puppet actions to the script |
| | |write character names in the left hand |write character names in the left hand | |
| | |margin as they speak |margin as they speak | |
|Languages Medium Term Planning Week 4 |Unit Narrative |
|NB: Please adapt and differentiate all objectives, outcomes and success criteria for your own class |
|Languages 1hr |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB: Objectives are all language learning objectives that reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
|Objectives: |
|I am learning to: |
|listen attentively to spoken language and show understanding by joining in and responding |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |
|present ideas and information orally to a range of audiences |
|read carefully and show understanding of words, phrases and simple writing |
|appreciate stories, songs, poems and rhymes in the language |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly |
|describe people, places, things and actions orally and in writing |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; |
|how to apply these, for instance, to build sentences; and how these differ from or are similar to English |
|to foster curiosity and deepen understanding of the world |
|Outcomes: |
|Pupils will: |
|make shadow puppets, following instructions in French |
|readout loud the instructions in French to a partner |
|name five animals in French |
|hold a conversation between their puppet and someone else’s |
|Success Criteria: |
|Remember to: |
|read carefully when following instructions |
|take it in turns when having a conversation |
|use ne and pas to say not |
|use as much different language as possible |
|Applied Computing |
|This is an opportunity for pupils to create their own patterns using a graphics package of your choice. There are a variety of applications that could be used for this Unit. |
|Paint - Included in all copies of Windows |
|Artweaver - Free Photoshop clone - |
|Pixlr - Free online image editor - |
|Show pupils some of the pattern art on Google. Simply searching "Pattern Art" will give you a good selection of images to explore. |
|Pupils should try creating their own pattern art. This can be linked with the activities they have been working on their art lessons. This is an opportunity for pupils to experiment with the basic tool set that these art |
|programs provide. |
|Including: |
|Shape tools |
|Line |
|Circle |
|Square |
|Fill Tools |
|Clone tools |
|Undo and Eraser |
|Here, you can reinforce the need to create solid shapes, (no gaps in lines) before using the fill tool. Using a paint bucket with a hole in it is a good way to highlight this point. If there is a hole in the shape the |
|paint will spill out onto the rest of the image. |
|Alternatively, you could create your own patterns such as this: |
| |
|and ask pupils to recreate the images in their imaging program of choice. |
|Here, you can discuss the with pupils the following points |
|In what order was the image created? |
|What tools were used? |
|Where should they start first when recreating the image? |
|The idea is for pupils to understand the layers that go into creating an image. Understanding which layers should be created first. This can be managed as a game where pupils have different patterns to recreate, with |
|increasing difficulty. |
|Other Ideas |
|Write a nocturnal adventure story |
| |
|Design a hat to shade you and your eyes from the sun |
| |
|Design a pair of sunglasses |
| |
|Design a reflective outfit to stay safe in the dark when doing a chosen activity |
| |
|Make zoetropes |
| |
|Read ‘The Owl Who Was Afraid of the Dark ‘ by Jill Tomlinson |
| |
|Watch ET (film) - about an alien who longs to go home, but has amazing powers through his ‘heart light’, which is useful when his human friend, Elliot, is hurt. |
|Unit Launch Lesson |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|recognise that darkness is caused by the absence of light |describe what is meant by dark and light |find natural and man made light sources |
|clarify that we need light to see things |identify light sources |look for similarities between a world map and a globe |
|decide which objects are light sources |make connections between a globe and a world map |close eyes and cover them to experience darkness |
|use a globe to find places |locate places on a globe | |
|make links between a world map and a globe | | |
| |
|Ask pupils to close their eyes, and gently put their hands over their eyes too. What can they see? With their eyes still covered, ask them to move their eyes up, down and side to side. (Or use a room that can be |
|completely blacked out) What can they see? Ask pupils if it is light or dark at the moment? Discuss the fact that although it is daylight, what they are experiencing is darkness. Once they have opened their eyes, ask |
|what is the difference between the two? Ensure that they discuss and they recognise that : |
|darkness is the absence of light |
|in darkness humans cannot see anything |
|we see an object because light bounces off it and into our eyes and our brain helps to create an image using the information it receives |
|without light we have no sight |
|Pupils find a partner and clear a space in the room. They are going to experience trying to get around in the dark. One person closes their eyes and puts their hands over them too. Their partner now guides them around |
|the room by standing behind them and placing their hands on their shoulders. No one should bump in to any other pair. Pupils swap roles. |
|Next, the first person closes their eyes once more and their partner guides them with simple spoken instructions e.g. forwards 3 paces, stop, turn right, turn right again, forward five paces, stop. No one should touch |
|anyone else! Pupils swap roles once again. |
|After the activity, ask pupils how easy it was to be ‘in the dark’? Point out that, without sight, sounds and voices become much more important. |
|There are animals that can ‘see’ in the dark. They are often called ‘nocturnal’. Their eyes are much more sensitive than humans and often other organs are enlarged e.g. ears which help them to hear better. Can pupils |
|name any? |
|Tell the pupils that you have had a request for help from a magical creature, who is extremely shy and is currently hiding in the shadows. |
|Recount the story to the pupils. |
| |
|The mythical story of the Shadow Dancers |
|Long, long ago, in a magical time, the earth sat completely still in the universe. It did not move at all. This meant that the side of the earth, which faced the sun, was always bathed in light, but that the side facing |
|away from the sun was forever in darkness and nothing could be seen. The light side of the earth was full of colour, energy, movement and happiness. On the dark side of the earth and towards the very bottom was the |
|hidden Shadowland kingdom of the Shadow Dancers. They were magical beings who drifted around very, very slowly in the darkness and whispered to each other in sad and melancholy voices, telling stories of the wonders of |
|the light side of the world. But were the stories true? One of the very smallest shadow dancers, Prism, found these stories tantalising and decided to find out more about the exciting land beyond their own. He summoned |
|all the energy he could and ventured upwards, through a frozen land to the very edge of the darkness. Prism knew what he was doing would cause great upset to the elders, but he was sure that it would be worth it. Little |
|by little, every last particle of him poured out into the light. Whoosh! Suddenly he could move so fast he didn’t know whether he was flying up or down, or side to side. He was astounded at the whiteness and the |
|brightness! An amazing energy engulfed him and instead of a dark shadow, he became a shower of rainbow colours dancing in the air. He soared, he zoomed, he flew and he felt something he had never felt before. It was |
|happiness. Prism knew he had to share this with his friends. |
|The young shadow dancer flew back and found the jagged crack in the ice, which was the entrance to his kingdom. Using the energy he now had, Prism rocketed back down the crevice to his friends. He persuaded them to |
|follow him to the surface. As they emerged, a magical vision filled the sky; their energy became an amazing aurora, which can still be seen nowadays from time to time by humans in the furthest north or the southern skies|
|of the earth. (Show pupils pictures of Aurora Borealis – the Northern Lights and Aurora Australis – the Southern Lights.) |
|The shadow dancers frolicked and danced, they sang and they played together, but they knew that they would soon be missed and had to return to their home. One by one, they flew back down the crevice. What they didn’t |
|realise was that they were about to change their melancholy world forever. The energy that they had gathered in the light meant that once they were back in their land they continued to move and to dance and to be happy. |
|Their dancing, in the depths of the earth, had an amazing effect. The earth began to turn, little by little, and it also began to move around the sun, very slowly, following a course that it continues to take today. |
|Instead of the sun shining on just one side of the earth, from that day onwards, the sun would shine on the part that faced it. The earth took a whole day and night to complete one turn, and a whole year to travel around|
|the sun. The shadow dancers discovered that when their side of the earth was tilted towards the sun they could emerge from their world and gather energy. This would be enough to keep them dancing and frolicking back in |
|their kingdom during the times of extreme darkness and it would keep the earth moving just enough for their land to have light from the sun for half of the year. |
| |
| |
| |
| |
|So why has a Shadow Dancer arrived in school? |
|The shadow dancers are getting very old and are slowing down and, although they do their best to gather energy from the sun and to carry on dancing, they need help to make the earth travel on its course around the sun |
|and to turn. Shadow Dancer Aurora has left her home and headed north. (Show the pupils this on a globe –from the Southern Pole of Inaccessibility to the UK). She is here to ask the pupils to make shadow puppets that can |
|dance and therefore will keep the earth moving and spinning on its axis (illustrate this by turning the globe), so that night and day and the seasons can continue their pattern. |
|Ask the pupils to help Aurora, the Shadow Dancer. (Art during this Unit will be an opportunity to design and create shadow puppets and theatres). |
|Shadow dancer, Aurora is curious to discover about other light sources on the earth (as well as the sun), which she believes her fellow shadow dancers might be able to use to gather their energy from. She is currently |
|hiding in the shadows herself, in order to conserve her energy. |
|Ensure that pupils understand what is meant by a ‘light source’ and that it can be natural or man made. |
|Light source challenge- Put the pupils into teams and then challenge the teams to name the most light sources. They could jot them on mini whiteboards or sheets of paper. Time limit this activity to a few minutes. Share |
|results. |
|Ensure that they recognise that the moon is not a light source. It is a reflector. (They will explore this during science sessions) |
|Aurora has heard about ‘reflection’ and is very interested to find out what it is. Tell the pupils that they will be able to find out more about light sources and reflections during their first science session this unit,|
|and they will be able to give Aurora, Shadow Dancer the information she requires. |
|Aurora has many more questions about night and day, the seasons and time. She hopes to share all of this knowledge with the other shadow dancers, so that they can emerge from their kingdom at the best times to gather |
|energy, which will keep them dancing. This Unit will be an opportunity for the pupils to find out about these things and share them with the Shadow Dancer. |
|English Lesson Plans |
|English Lead Lesson 1/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|re-tell a familiar story |retell the Shadow Dancers story |vary volume and tone, use facial expressions and gestures when story |
|discuss words and phrases that capture the reader’s interest and |select and record words and phrases that capture interest and imagination|telling |
|imagination |add dialogue to the Shadow Dancers story |use interesting vocabulary |
| |
|Read the Story of the Shadow Dancers once again to the pupils (see Launch lesson). |
|In pairs or threes, ask them to pick out words and phrases that capture their interest or imagination or puzzle them and jot these down. You could use a matrix sheet with quadrants for Likes, Dislikes, Puzzles and |
|Patterns for this. Have pupils share with another pair or three, saying why they picked these words and phrases and what they made them think, feel or wonder. Share as a class and see which ones were most mentioned. This|
|might be an opportunity to model using a dictionary to check the meaning of unfamiliar words. |
|Discuss what can improve oral story telling. Ensure they include varying volume, expression (verbal and facial), gestures and vocabulary. They are going to practise this. |
|In small groups, pupils agree who will retell which part of the story, and then retell parts in the correct order, following on from each other around the group |
|Ask pupils questions to check how well they retold the story: |
|Did anyone forget a key part of the story? Did anyone add new words or phrases to capture interest and imagination? Jot them down for future use, beginning a word bank around the story. |
|Which gestures were used? |
|Who had the best facial expressions? You could give pupils a digital camera to capture some of the best ones, adding a printed copy to the working wall. |
|Discuss what is meant by dialogue. It is missing from the Shadow Dancers story. Pupils talk together to decide which part(s) of the story could have dialogue added. Groups create a mini dialogue and practise it. |
|Ask volunteer groups to ‘perform’ to the class. |
| |
| |
| |
|English Lesson 2/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|use and punctuate direct speech through narrative |create a hints and tips list for use when writing dialogue |use speech marks at the beginning and end of direct speech |
| |write a mini dialogue with correct layout and punctuation using the |start speech with a capital letter |
| |Shadow Dancer story |use a variety of ways to say ‘said’ |
|Show one example of a narrative containing dialogue on screen. |
|Challenge the children to explain dialogue to you and describe and demonstrate the special punctuation direct speech needs when written down. Discuss the layout used. |
|Pupils work with a partner or in threes. Share a selection of sections from books that contain dialogue Including speech bubbles as well as speech marks, between pairs for pupils to annotate. Have them look especially at|
|which words each author uses instead of ‘said’. How many different ways did they find? Why do some authors repeatedly use ‘said’ while others use a wide range of alternatives? Which do they prefer and why? Add these to a|
|class wordbank of alternatives to ‘said’ (or start one) and display for later use. |
|As a class, discuss ideas and compose a class list of hints and tips for writing effective speech. |
|Refer back to yesterday, when pupils added dialogue to the Shadow Dancers’ story. |
|Pupils then use their new/refreshed and the class hints and tips learning to write up the mini dialogue they created yesterday using correct language conventions for speech. They then evaluate their results with their |
|writing buddy. |
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|English Lesson 3/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|use and punctuate direct speech through narrative |write the Shadow Dancers story from a new point of view |use a variety of connectives |
|write sentences by using a range of conjunctions |include words to capture imagination |try to use exciting vocabulary |
| |include dialogue and connectives |refer to the hints and tips list from yesterday when writing |
| | |speech |
| |
|Ask pupils to imagine that they are one of the characters in the Shadow Dancers story. |
|Model how you would take W different character’s viewpoint in the story. Choose a minor character, as nobody will be able to use that one on their own re-telling! |
|Pupils work independently to retell/recount the story from this character’s viewpoint. Ask them to include aspects from the last two days’ lessons e.g. interesting words and phrases and speech. The story must also be |
|written in first person. Ask pupils for examples of this before they begin. |
|Encourage pupils to use a variety of connectives in their new version – meanwhile, following, afterwards and also to include a lot of detail. For example, they could describe the Shadow Dancers’ kingdom in much more |
|detail. Ask them to use words and phrases that will capture interest and imagination. |
|Pupils start to write today. |
|Continue next lesson. |
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|English Lesson 4/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|use and punctuate direct speech through narrative |write the Shadow Dancers story from a new point of view |use a variety of connectives |
|write sentences by using a range of conjunctions |include words to capture imagination |try to use exciting vocabulary |
| |include dialogue and connectives |refer to the hints and tips list from yesterday when writing speech |
| |
|Remind pupils of the task that they began last lesson. |
|Pupils continue to write and complete new stories. |
|Pair evaluate finished pieces. Make sure they work together to look at each piece of work in turn and do not merely swap. Remind them to use the hints and tips for dialogue to evaluate each other’s writing. Allow time |
|for pupils to make any improvements or corrections they have found are needed. |
|Volunteers read aloud with intonation and expression. Make sure everyone is encouraged to participate, and avoid a small number of pupils regularly dominating volunteer reader spots. |
|English Lesson 5/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write a recount in the form of a newspaper style report |recount the Shadow Dancer story as a news report |have a ‘catchy’ headline |
|write sentences by using a range of conjunctions |include connectives and dialogue in news reports |vary the connectives used |
|use and punctuate direct speech through recount |write in the style of a news report |use speech marks for any direct speech |
|Read and discuss an example of news style writing on screen. Identify, name and annotate some organisational features, like headlines, and some language ones, like including quotes from eyewitnesses or participants. Talk|
|about how headlines catch the reader’s attention. |
|Give pupils further examples to read and annotate in small groups. You could differentiate by making mixed ability groups, ensuring each has a strong reader, or by using more challenging texts for groups of more able |
|readers. |
|Have pupils record the conventions used, including headlines, layout and kind of language. |
|As a class, discuss how to direct speech, in the form of an interview or a quote. Is included. What is the difference between direct and reported speech? (Notice differences in verb tense and use of inverted commas) e.g.|
|‘I am shocked to learn this,’ said Mrs J Bloggs. Mrs J Bloggs said that she was shocked to learn this. |
|Pupils recount either the original or their own version of the Shadow Dancers story as a short news report, or write a short news report about the Shadow Dancer that has come to the school in search of help. (Perhaps |
|they need to check that that is a good idea with the Shadow Dancer first?) Maybe the article could include an appeal for help from other children to make more shadow puppets. |
|Pupils could produce their news reports using technology/computers, adding images and then printing and displaying them. |
|Complete this task next lesson. |
|English Lesson 6/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write a recount in the form of a newspaper style report |recount the Shadow Dancer story as a news report |have a ‘catchy’ headline |
|write sentences by using a range of conjunctions |include connectives and dialogue in news reports |vary the connectives used |
|use and punctuate direct speech through recount |write in the style of a news report |use speech marks for any direct speech |
|See lesson 5. Complete news reports, |
|English Lesson 7/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|listen to and discuss a wide range of poetry |explain the pattern of different simple forms |speak clearly |
|use actions, voices, sound effects and musical patterns to add |recognise rhyming patterns in poetry |‘perform’ the poem, by varying the |
|to a performance |read rhyming poems aloud |volume and adding pauses and expression|
|perform individually or chorally; vary volume, experimenting |perform individually or chorally; vary volume, experimenting with expression and use pauses for effect | |
|with expression and use pauses for effect |discuss the choice of words and their impact, noticing how the poet creates ‘sound effects’ by using rhythm and | |
| |rhyme | |
| |perform as a group, varying volume, expression and including pauses to add effect | |
|Search for a range of examples of poetry about key aspects of this Unit, such as light, dark, shadows and the sun, or happiness (for Shadow Dancer). Include rhyming and non-rhyming poems and some examples of free verse. |
|Have a range of examples ready and give pupils time to raid the school or local library beforehand. Anthologes are often as a useful source if they are arranged by topic. |
|Pick a couple of poems to use as examples (one rhyming and one not rhyming) and display them onscreen. Read them aloud and ask pupils to discuss their personal responses with a partner. They could compare the poems and |
|express a preference for one or the other, giving reasons to support their choice. |
|As a class, read the poems again and discuss their similarities and differences, focussing on the rhyming patterns. |
|Pupils should look at the ends of lines to see whether they can find any rhyming words. Explain that these may be on the next line, or may be at the end of alternate lines. Show examples. Are any rhymes found elsewhere, |
|e.g. within lines or at the end of every fourth line? |
|Use ‘My Shadow’ by Robert Louis Stevenson as an example of a rhyming poem with 4 verses. |
|Pupils find the rhyming words in the poem and investigate the pattern You could use letters to label the pattern, i.e. AABB. Ensure there are examples with an ABAB rhyming pattern too, or others. |
|Sort the poems into different simple forms, starting with separating rhyming from non-rhyming today. Put the non-rhyming poems to one side for use in a later lesson. |
|Pupils work in small groups. The groups are given one example of a rhyming poem. They are given a time limit to decide together what the pattern of rhyme is, and jot down pairs of words that rhyme. |
|Each group should then practise reading their current poem aloud (or part of it if it is long), ready for a performance to the rest of the class at the end of the lesson. Encourage pupils to vary volume and to use |
|expression and pauses for effect. Pupils may choose to read each verse individually, or the read the whole poem together (chorally). |
|Whilst pupils perform each of their poems the others can guess what the rhyming pattern is, and pick out some pairs of rhyming words. These can be matched to what the group recorded for their poem earlier in the session.|
|Do they agree on the rhyming pattern and the rhyming words? |
|Ask pupils to evaluate each other’s performance in terms of varying volume and using expression and any pauses for effect. |
|Ask pupils - How did the poets create ‘sound effects’ in their use of the rhyme and the rhythm in the poem? |
|English Lesson 8/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|listen to and discuss a wide range of poetry |describe simple non-rhyming poetry forms |create similes using as….as, or describing one object like |
|discuss writing similar to that which I am planning to write |explain the pattern of different simple forms |another |
|so I can learn from its structure, and vocabulary |describe the effect a poem has and suggest possible interpretations |use the same sound several times to produce alliteration |
| |discuss the choice of words and their impact, noticing how the poet creates ‘sound effects’ by | |
| |using alliteration and creates pictures using similes | |
| |invent new similes and experiment with word play | |
| |experiment with alliteration | |
| |
|Show pupils a few different poem types, such as acrostic or Haiku and search for examples of these in the non-rhyming poems that were put to one side last lesson. Make sure you have some non-rhyming examples. |
|Haiku example - Paul Eluard in Five Haiku describes the sun |
|In pairs pupils discuss how each poem made them feel, what it is about and what they likes. The Likes, Dislikes, Puzzles, Patterns matrix is a good way in to this kind of paired talk and provides a structure for talk. |
|Share impressions as a whole class. |
|Search for examples of alliteration, where one letter or sound is repeated to create an effect: e.g. Dan’s dog dug deep in the dark. |
|Ask pupils what effect does alliteration have? |
|Also, look for, or give, examples of similes. Explain that a poet might use similes in order to create a picture in the reader’s mind (this can add interest and imagination to the poem). A simile compares two things that|
|are not usually similar. It usually starts with ‘as’ e.g. as wise as an owl, or ‘like’ e.g. they fight like cats and dogs. |
|Pupils experiment with alliterations and similes they could use in a poem about light, dark, shadows, the sun, happiness, or another link to this unit, and jot down their ideas. |
|These can be used in their own poetry writing during the next two sessions. |
|English Lesson 9/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write free verse, borrowing or create a repeating pattern |write poems using similes and/or alliteration |use the toolkit to aid writing |
|use similes and alliteration in my poetry |use powerful words to add effect and meaning | |
|use powerful nouns, adjectives and verbs |work with the teacher to create an agreed toolkit of success criteria | |
|Tell pupils that Shadow Dancer is very keen to take back stories, music and poetry to her kingdom that she can share with the other shadow dancers to help them through their long, dark winters. Since the beginning of |
|time, they have shared stories and If pupils write and perform poems, Shadow Dancer will learn them and take them with her when she leaves. |
|Using their ideas for alliteration and similes, today pupils will write their own poem. (Teacher to choose style) |
|Together, agree a poetry toolkit for pupils to use. The poems that the pupils write will be performed tomorrow and during the Unit Conclusion. |
|Share examples written last lesson. Can any of these be improved by using more powerful words or developing the alliteration? Teacher models writing poetry using powerful nouns, adjectives and verbs, alliteration and |
|similes. Pupils assess against the toolkit. |
|Pupils begin to write poems. |
|English Lesson 10/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write free verse; borrow or create a repeating |perform individually or chorally; vary volume, experimenting with expression and use pauses for |speak clearly |
|pattern |effect |‘perform’ the poem, by varying the volume and adding pauses and |
|use similes and alliteration in my poetry |use actions, voices, sound effects and musical patterns to add to a performance |expression |
|use powerful nouns, adjectives and verbs |invent new similes and experiment with word play |use actions, voices, sound effects and musical patterns to add to |
| |use powerful nouns, adjectives and verbs; experiment with alliteration |a performance |
| |write free verse; borrow or create a repeating pattern | |
|Complete poetry writing. |
|Choose how the performance will be done i.e. individually or in a group. Practise. |
|Perform either individually or in a group, paying attention to volume, expression and use of pauses. Can actions, voices, musical patterns or sound effects be added to enhance performance? |
|English Lesson 11/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|listening to and discuss a wide range of non-fiction |read and follow written instructions, evaluating their effectiveness |check whether instructions are in the right order |
|read and compare different examples of non-fiction texts, evaluating their |identify organisational devices used in different types of instructions e.g. |find out whether instructions do what they set out to do|
|effectiveness |lists, numbered, bulleted points, diagrams with arrows, keys |at the start |
|identify organisational devices which help the reader | | |
|As pupils arrive, display an instructional text on the screen and ask them to do as it says: e.g. How to do the Macarena? (or one of their ‘Wake and Shake’ dances (music will be needed). |
|Have pupils follow these instructions. Explain that they will be looking at instructions and deciding whether they work or do not work and the reasons for either. |
|Ask for feedback about the instructions they had. Begin by looking at the layout and use of numbering. Was that a good idea? |
|Follow with questions about the instructions: |
|Were the instructions in the right order? (Can pupils suggest a better order?) |
|Was each instruction clear or were there any instructions that were not precise enough in their detail. For example, for number 2, which said to give out dictionaries etc, did that work or did everyone try to give them |
|out, which resulted in chaos? Also, when number 3 stated ‘get equipment ready’, did pupils know what was meant by ‘equipment’? |
|Can pupils add in extra instructions that were missing? |
|Would any diagrams have helped in these instructions? |
|Are there any other organisational devices that could be used in instructions that were missing from these? |
|Give out other examples of simple instructions that are laid out in different ways, such as a simple recipe, or instructions to build a toy or play a simple game. Pupils work together to discuss and evaluate the |
|effectiveness of each one for its purpose. |
|Share findings with others |
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| |
|English Lesson 12/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|read and compare different examples of non-fiction texts, evaluating |evaluate instructions, stating whether they are fit for purpose, are |evaluate using checklist |
|their effectiveness |organised and laid out well, and are clear and useful |create a toolkit for use next lesson |
|identify key language and organisational features of a text |produce a toolkit for writing instructions to make a shadow puppet | |
| |theatre | |
|Share an example of some instructions (e.g. assembling a toy from a kit of parts) with the pupils. Try to pick something they will be familiar with, such as an interlocking construction brick toy or a toy from a hollow |
|chocolate sweet. Have sufficient examples of such toys for pupils to work in pairs, try out the construction and evaluate how useful the instructions actually were. |
|When evaluating sets of instructions: |
|Do they meet their purpose i.e. do what they set out to do? Can you follow them? |
|Are they organised and laid out well? How? |
|Are they clear? Find examples. |
|Are they useful? |
|Do the instructions need to be changed in any way? How? |
|What would improve these instructions? |
| |
|Discuss findings. |
|In order to help Shadow Dancer, tell pupils that they will be writing their own instructions for making a shadow puppet theatre.(Links to Art) The Shadow Dancer will be able to take these with her as she visits other |
|schools in the search for pupils who will make shadow puppet theatres. |
|Using one set of instructions displayed on screen, agree a list of success criteria for a good set of instructions. Include layout and language features. This will guide your demonstration tomorrow and support the pupils|
|in their instruction writing. |
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|English Lesson 13/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|using simple organisational devices in non-fiction |plan and begin to write a set of instructions, using a writers’ toolkit |use headings and sub headings |
|use a toolkit to aid my writing | |include diagrams |
|use a dictionary to check meaning and spelling | |write in the correct order |
| | |be clear and concise |
| | |use numbering or bullet points |
| | |use the writers’ toolkit |
|Teacher models writing a set of instructions for how to make something ‘similar to but different from’ a working shadow puppet theatre (which will be the pupils’ topic). Write about something the pupils know well so they|
|are able to assess how useful your instructions would be, perhaps their most recently completed design and make project. Have some completed projects at hand to remind them and, if possible, some photographs of the |
|various steps in the process. You could begin by modelling the heading, introduction, materials and equipment lists and the first instruction and then invite the pupils to contribute as you continue, challenging them to |
|speak complete instructions. When the instructions are taking shape – there is no need to complete them fully – have pupils assess them against the agreed toolkit form yesterday. |
|English Lesson 14/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will be able to: |Remember to: |
|use simple organisational devices in non-fiction |write a set of instructions using a writers’ toolkit |use headings and sub headings |
|use a toolkit to aid my writing |check their own and others’ writing |include diagrams |
|proof read to check for errors | |write in the correct order |
|assess the effectiveness of my own and others’ writing and suggest | |be clear and concise |
|improvements | |use numbering or bullet points |
| | |use the writers’ toolkit |
| |
|CLSfL Skill 5: Knowing how I’m doing and where to go next |
|Pupils will write their own set of instructions for making shadow puppet theatre, using the toolkit to support their writing. They may use images of the stages of their own project to support them. |
|English Lesson 15/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|participate in presentations and discussions |produce a set of oral instructions |speak clearly |
|assess the effectiveness of my own and others’ writing and suggest |try out oral instructions and decide whether they are effective or not |give instructions in the correct order |
|improvements |give clear oral instructions to members of a group |include details which will help (colours, directions, |
| |work in small groups to prepare a set of oral instructions |amounts) |
| |try out with other children, giving instruction and listening and following theirs | |
| |
|Teacher models writing a ‘sign off’ conclusion to a set of instructions. |
|Pupils then complete writing their own instructions and work with a writing buddy to peer asses their work against the ‘toolkit’ of success criteria agreed earlier. |
| |
|Each set of instructions should be taken in turn while both pupils focus on it, the ‘buddy’ challenging the writer to show the various element form the toolkit. |
| |
|Feedback can be in the form of the ‘Response Sandwich, or burger, i.e.: |
| |
|I really liked the way you …(reference to element from toolkit) |
|It might have been better if you had…(reference to a different element from toolkit) |
|I really liked the way you …(reference to a third element from toolkit) |
| |
|Avoid the simple swapping of work and make sure pupils understand that they are not merely proof-reading together for spelling errors! (Though these can and should be noticed and corrected) |
| |
|Finally, each writer can identify one area to rework in the light of feedback and make the necessary changes before submitting their completed writing. |
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|English Lesson 16/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|listen to and discuss plays |practise and perform play scripts |follow stage directions in the script |
|prepare and read play scripts aloud using intonation, tone, volume and | |speak clearly and with volume |
|actions | |vary tone and intonation to convey meaning |
|Provide pupils with a range of simple play scripts. If possible, show them a snippet of DVD of the play concerned so they can see how the two relate. |
|Look at one of the play scripts together, discussing the typical features of layout, character names, direct speech, narration (if any) and stage directions. |
|Practise reading a section of the script using different voices and intonation and tone to show how its effect can be altered. |
|Explain that pupils will be writing their own scripts for their shadow puppet theatres this week. However, before they begin, they have an opportunity this lesson to read and perform from scripts written by other |
|playwrights. |
|In mixed ability groups of appropriate numbers, have pupils practise reading their script aloud, dividing up the roles and trying out voices and expression for the |
|varying characters. |
|Next lesson: Pupils finish rehearsing their playscript and perform it for the class. |
[pic]
|English Lesson 17/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|plan my writing by discussing and recording ideas |produce a play script story plan |include dancing in the play |
|Show pupils a video clip of ‘Attraction’, the Shadow Theatre group, performing. They tell stories without any words. There is a choice, easily accessed on ‘YouTube’. |
|Using a very short clip, work together as a class to write a playscript to match the actions. Use the toolkit of success criteria developed earlier to shape the script and assess it against them before playing the clip |
|once again. |
|Have pupils take roles and incorporate the play script into the performance as they watch it once more. |
|Thinking of their own shadow puppets, pupils begin to plan a simple story that they will adapt as a play script. Their story/script MUST include some dancing (any style); so that their puppets fulfil Shadow Dancer’s wish|
|to have help from other shadow dancers, in order for the world to carry on turning. This could be linked to music. |
|English Lesson 18/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write a text by composing and rehearsing sentences orally before I write |begin to write a play script |use a narrator to tell the story |
|them down | |include dance |
| | |put stage directions in brackets |
| | |write character names in the left hand margin as they speak |
|This lesson, pupils will begin to write play scripts using plans. |
|Remind pupils of layout and also to include a narrator and simple stage directions, using brackets. Ensure they know the reasons for having both of these in a play script. |
|Also, remind pupils that in a play script there is no need to include speech marks. Recap how dialogue appears in a script. |
|Pupils use plans to aid their writing. |
|English Lesson 19/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write a text by composing and rehearsing sentences orally before I write |continue to write a play script |use a narrator to tell the story |
|them down |evaluate writing with a partner |include dance |
|proof read for spelling and punctuation errors | |put stage directions in brackets |
|evaluate and edit my own and others’ writing | |write character names in the left hand margin as they speak |
|CLSfL Skill 5: Knowing how I’m doing and where to go next |
|Continue to write play scripts. |
|Evaluate and edit each other’s scripts for sense and against our toolkit. |
|They use the ‘response sandwich’ to evaluate each other’s work and suggest improvements which can be incorporated by the writer. |
|English Lesson 20/20 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|write a text by composing and rehearsing sentences orally before I write |complete their play scripts |speak clearly using the right volume, tone and intonation |
|them down |perform using scripts and puppets |match puppet actions to the script |
|take part in a performance | | |
| |
|Complete scripts and practise performing. |
|Pupils will rehearse and perform using their shadow puppets/theatres and scripts during the Unit Conclusion. |
|Mathematics Lesson Plans |
|Using and Applying linked Maths Lesson 1/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|count from 0 in multiples of 4, 8 |notice and describe the relationship between 2, 4 and 8 for clapping |listen carefully to the rhythm and think about the numbers involved |
| |sequences | |
| |
|In the music lessons children explore clapping sequences with a beat of 4. In Maths they explore this together with sequences with a beat of 2 and those with a beat of 8. Different groups in the class maintain the |
|different beats as someone counts. What do they notice about when the claps coincide? What about when they do not? How does this relate to the numbers? Encourage children to use the language of doubling and halving and |
|begin to explore the idea of multiples. Can they record what they notice? What does it look like using a number line? What does it look like using an array? What other pictures can show the relationship between 2, 4 and |
|8? |
|What is the next number that might be significant? Are there any other sets of numbers that may work like this? (They should know 5 and 10 and it is a good opportunity to start looking at the 6 x and 9 x table in |
|relation to the 3 x table ready for year 4. |
| |
|Using and Applying linked Maths Lesson 2/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|measure, compare, add and subtract: lengths (m/cm/mm) |measure the length of the shadows using appropriate units |start with zero on the ruler or tape measure and look carefully at the |
|measure the perimeter of simple 2-D shapes |measure the perimeter of shadows |scale |
| |
|In both Science and Art lessons children are exploring shadows. Where appropriate, perhaps with simpler or more rectilinear shapes, children measure the length of the shadows and the perimeter of the shapes made by the |
|shadows. They do this with a variety of shapes and at different distance and angles from the light source (so that shadows become longer or shorter) and explore the relationship between their measurements. This work can |
|be continued as part of their Statistics work by beginning to round the numbers involved so that they can draw bar charts to represent the length and perimeter in preparation for work in Year 4. |
| |
| |
|Using and Applying linked Maths Lesson 3/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|measure, compare, add and subtract: lengths (m/cm/mm) |measure the distance to the mirror line using appropriate units |start with zero on the ruler or tape measure and look carefully at the |
| | |scale |
| |
|Children draw both an object and its image following reflection in a mirror. They also draw the mirror line which is also a line of symmetry. They choose a point on the object, measure its distance from the mirror line |
|and then do the same for the corresponding point on the image. They should use the same point on the mirror line for both measurements. Try this for several points and then for another object. What do you notice? Why do |
|you think this happens? |
|Children now look at themselves in a mirror. Does the same thing happen here? How can you check? |
|Using and Applying linked Maths Lesson 4/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|find 10 or 100 more or less than a given number |understand the effect of travelling to a different time zone |start with zero on the ruler or tape measure and look carefully at the |
| | |scale |
| |
|Children are exploring the idea of time zones in geography. They use their understanding of place value and time to work out what time it is for time zones that are 10 hours ahead of them. Where is that – what countries |
|will be 10 hours ahead? They relate that to their everyday lives to discuss what people in those places will be doing at the time. They do the same for countries 10 hours behind them. They explore how they would have to |
|alter clocks if they were to travel there. They also consider how much longer or shorter their day will be if they take 5 hours to get there. |
|Science Lesson Plans |
|Science Lead Lesson 1/4 - Reflections and mirrors |120 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|notice that light is reflected from surfaces |recognise that light is reflected from mirrors and other surfaces |use mirrors responsibly |
|describe what happens when light reflects off a mirror |answer questions about reflection using scientific vocabulary |find reflections without using mirrors |
|explain reflection | | |
|use scientific terms correctly | | |
|Begin by reviewing pupils’ perceptions of what light sources are. The major natural source on earth is the sun. |
|Show pupils, using a globe, how the earth is tilted on its axis. Use these scientific terms. Pin point the school’s position on the globe and also the position of the ‘Southern Pole of Inaccessibility’ in the Antarctic |
|(home of the Shadow Dancers) |
|In a darkened room, using a lamp in place of the sun, model the earth spinning on its axis and its path around the sun. Point out the angle that the sun’s rays hit the earth at both locations, so that they can see it |
|shines at a very shallow angle in the Antarctic, compared to the UK. The angle that it shines is affected particularly by the time of year. They will explore this further in geography. |
|(The actual degrees are not important, just the fact that at the south pole it is a shallow angle and a shallow angle means the sun’s rays are weaker) |
|Challenge: |
|Ask pupils where on the earth it can shine at a right angle (i.e. straight down) at certain times of the year. This is the equator. |
|Shadow Dancer has come from the Antarctic. In the story, the original shadow dancer was astounded at “the whiteness and the brightness”. This was because when the sun shines in the Antarctic during their summer it is at |
|such a shallow angle that most of the light is reflected off the ice and snow. Discuss the similarities between this and the moon appearing to shine i.e. act as a reflector. |
|In the darkened room, use the lamp, the globe and a small round mirror to model the sun’s rays reflecting off the moon towards the dark side of the earth. Can pupils describe what is happening using scientific |
|vocabulary? Ensure descriptions are accurate. |
|Pupils record what they have seen using diagrams. |
|Mirror activities |
|In pairs or small groups, pupils |
|Make a list of ‘mirror’ or ‘reflection’ words. Start them off with ‘shine’, ‘light’ |
|List objects that can reflect. Do all of the objects work as mirrors too? |
|Draw their names using capital letters and then joined handwriting, so that they can be read in a mirror |
|Draw halves of simple objects and position a mirror to make them appear whole |
|Find letters, words and phrases that do not change in a mirror |
|Investigate what happens when two mirrors are used at the same time |
|Explore what happens when more than two mirrors are used? |
|Pupils record their findings. Choose several to report back to the rest of the class. |
|Using a diagram with arrows, describe and show pupils the path and direction that light travels from a source, to a reflector, from the reflector and then to the human eye. |
|Can they explain reflection by the end of the lesson? |
|Shadow Dancer would be very interested to hear what they have to say. |
|Science Lesson 2/4 - Shadows 1 |120 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|recognise that shadows are formed when light from a light source is blocked by a solid object |state how shadows are formed |work together as a group, sharing equipment and|
|describe what makes shadows change size and shape |explain how shadows change size and shape |finding answers |
|solve shadow challenges |make their own shadow shapes | |
|make careful observations |report findings | |
|Start by going on a shadow hunt – indoors or outdoors. Where can shadows be seen? What is causing the shadows? |
|Are the shadows all the same colour? Why/why not? |
|Can the pupils make any of the shadows they have found change size or shape? How? |
|Using torches or lamps and small toys/objects, pupils investigate how to make shadows change size or shape. |
|Record results and conclusions. |
|Investigate: |
|Can an object have more than one shadow at a time? How? |
|Pupils use hands to make animal shadows on a plain wall or projector screen. Teacher models the first one and then pupils create their own, working in pairs. One pupil creates a shadow on paper and their partner draws |
|round it, as a record. Pupils teach each other how to make animal shadow shapes. |
|At the end of the session, can pupils say how shadows are formed and explain any change in size or shape using scientific vocabulary? |
|Continue shadow enquiries next lesson. |
|Science Lesson 3/4 - Shadows 2 |120 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|find patterns in the way the size of shadows change |carry out practical enquiries about light sources and shadows |measure carefully and accurately |
|devise and set up simple practical enquiries |interpret results, identifying any patterns and drawing conclusions |record results using drawings, diagrams and tables |
|take accurate measurements | | |
|record and report on results | | |
|CLSfL |
|Skill 8: Talking, sharing and making decisions with others |
|This lesson gives pupils the opportunity to extend their investigations into light sources and shadows. Additional space may be required. |
|The language that came out of the previous session is likely to have been quite vague, such as long, short, near, far, small and big. This lesson requires greater detail and accuracy. |
|Pupils should be guided into working scientifically, in small groups. Their first task is to use measurements and distances when working with light sources and shadows. |
|Provide pupils with a range of equipment for their use. Discuss what they already know and explain the task. |
|Ask pupils to devise their own questions, which they will seek to answer this lesson. If necessary, give examples to get them started. Encourage different groups to plan different investigations. They should cover what |
|happens when the light source moves nearer or further away from an object, or up, down or sideways. Are results the same when the object moves instead of the light source? |
|As a whole class, before they start, decide together the best ways of recording their enquiries, including how they could present their results and report on findings. Pupils could agree on a layout or a template to use.|
|Which will work better – drawings, diagrams, tables, bar charts |
|Ensure pupils know how to use any equipment available. Ask ‘experts’ to show the others who don’t know. |
|How will pupils ensure it is a fair test? (i.e. same light source, same object each time they measure) |
|Pupils carry out enquiries and record results. |
|The second task is to interpret the results. Can they see any patterns emerging? Without taking any further measurements, can they predict what the next one might be? |
|The final task is to draw conclusions. Ask pupils if they have answered their original question. |
|Challenge: |
|Do shadows change when different coloured filters are used on light sources? |
|Science Lesson 4/4 - Sunlight and other phenomena |120 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|recognise that light from the sun can be dangerous |recognise and describe the dangers of bright lights to |never look directly at the sun |
|define why it is important to protect my eyes from very bright light, especially sunlight |eyesight |use hats and UV safe sunglasses to protect eyes |
|use secondary sources to answer questions about phenomena linked to light |have a wider knowledge of phenomena linked to light |use sun lotion to protect skin |
|This lesson is in two halves, beginning with a detailed look at the sun (not literally!!) |
|Show pupils a selection of sun safety products (sun lotions, caps, sunglasses, etc.). Ask pupils if they know why we use any of them. |
|Discuss suggestions. |
|Find out more about the sun and its dangers from leaflets, posters, books and the internet. |
|Consolidate the facts about UV rays and the damage to skin and eyes that can occur. Sunglasses must be UV blocking. |
|Pupils work together to investigate the following, or their own questions: |
|Can I get sun burnt on a cloudy day? |
|Should we ever look directly at the sun? |
|Between which times should we try to stay out of the sun and why? |
|What can happen to our eyes when we look at very bright light? |
|Is there enough shade to keep us safe outside? How could our school grounds be improved to provide more shaded areas? |
|Ask pupils to recommend what they should wear/do during sunny lunchtimes at school. (Links to English) |
|At the start of the second half of today’s lesson, remind pupils that Shadow Dancer is very interested in finding out about light sources that could give them more energy. |
|Pupils carry out a mini project, where they will find out more about other phenomena linked to light. |
|They could gather information about: |
|The Midnight Sun |
|The Northern (or Southern) Lights |
|Stars |
|Moonlight |
|Rainbows |
|Light bulbs |
|Any others? |
| |
|Pupils create a presentation around their chosen subject, using the computer software and technology available to them. These will be presented to each other and Shadow Dancer during the Unit conclusion. |
|Several pupils produce a presentation about other learning in science this unit, ready for the Unit Conclusion. |
|Geography Lesson Plans |
|Geography Lead Lesson 1/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|identify the position and significance of the Arctic and Antarctic Circle and the Equator on a |find the Equator, the Arctic and Antarctic and Tropics |find lines of latitude that run across the globe and label the |
|globe |of Cancer and Capricorn on a globe |five major lines |
|identify the position of the Tropics of Cancer and Capricorn on a globe |point out where lines of longitude and latitude run on |find lines of longitude that run up and down the globe (all |
|find lines of latitude and longitude on a globe |a globe |meeting at both north and south poles) |
|compare a globe and a world map | | |
|Begin by referring back to the Launch Lesson when pupils were introduced to the globe and their first science lesson when they found where, (in the mythical story), Shadow Dancer came from, and where they school is |
|located. Revisit that. Show the pupils a world map and ask if they can place the same locations on the map. Explain that the map is a globe flattened out for ease of use in books etc |
|Ask volunteers to point out the position of the Arctic, the Antarctic and the Equator on the globe. Can they find the Arctic and Antarctic Circles? Pupils use atlases to find the positions of these places on world maps. |
|Pupils should be given a blank world map with sea coloured differently to land. Ask them to label the Arctic and Antarctic Circles and the Equator on their blank maps. |
|Explain the significance of these circles. They are three of five that circle the earth. |
|The Arctic and Antarctic Circles are lines of latitude going around the earth near the top and the bottom that mark the most southern line (for the Arctic Circle) and the most northern line (for the Antarctic Circle) at |
|which the sun can stay above the horizon (i.e. light/day) continuously for a whole 24 hours and below the horizon (i.e. dark/night) continuously for a whole 24 hours once per year (in June and December – called summer |
|and winter solstices). |
|The Equator is the longest line of latitude and runs along the widest part of the earth east-west. On the equator, the sun is directly overhead at noon twice a year (March and September). Lengths of day and night are |
|equal at twelve hours, every day of the year. |
|Next, ask volunteers to point out the position of the Tropics of Cancer and of Capricorn on the globe. Pupils find these first in the atlases, then find, and label them on their blank world maps. |
|Explain that the tropics are the two lines of latitude equally above and below the Equator, where the sun is directly overhead at noon on the two solstices - June 21st on the Tropic of Cancer and December 21st on the |
|Tropic of Capricorn. Ask pupils, which major line of latitude is nearest to their school? |
|Pupils may have noticed lines running north-south. Explain that these are lines of longitude (otherwise known as meridians). Whereas lines of latitude never meet, all lines of longitude meet (converge) at the north and |
|south poles. Which is the nearest to their school? |
|Ask pupils to find the line of longitude called the Prime Meridian and label it on their map. It is this meridian that Shadow Dancer found and followed north until she came to the UK a land that was experiencing summer, |
|and she found the school. They will find out more about lines of latitude and longitude and the Prime Meridian in week 3. |
|Geography Lesson 2/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|identify the position and significance of the Northern and Southern Hemispheres |use models and diagrams to explain links between seasons and |tilt the earth on its axis |
|make links between the hemispheres and the calendar seasons |earth’s hemispheres |think about the position of the sun |
|recognise how day and night are formed |use models and diagrams to explain how day and night occur |locate the Northern Hemisphere above the Equator and the |
| | |Southern Hemisphere below the Equator |
|Introduce the term ‘hemisphere’, meaning half sphere. Use the globe to show pupils where the northern and southern hemispheres lie. What divides the two? |
|In which hemisphere is the UK? In which hemisphere is Shadow Dancer’s kingdom (under the Antarctic)? |
|Pupils mark the hemispheres on to their world maps from the previous lesson. |
|Model the earth turning using a globe on a stand. Can pupils suggest why it is tilted on its stand? (Refer back to their Science lesson) |
|Model the earth’s movements around the sun. This is an extension of the activity done in Science. Position one pupil in the centre of the room with a strong torch. Take the globe to different parts of the room and show |
|pupils where the light falls on the earth as it spins on its axis. At each position pupils should discuss and determine whether the sun can shine easily (i.e. more directly) on the UK and the Southern Pole of |
|Inaccessibility (Shadow Dancer’s home). |
|Explain that when the earth is positioned so that the sun is able to shine more directly from above onto the part of the earth that is tilted towards it, that is when the sun is at its strongest and warmest. We call that|
|time the summer. When the sun shines at a shallow angle, onto a part of the earth tilted away from it, (i.e. from the side, rather than from above) it is weaker and colder. We call that time the winter. |
|When it is winter in the Northern Hemisphere, it is summer in the Southern Hemisphere. That is why Shadow Dancer has headed to the Northern Hemisphere, because it is winter, and therefore cold and dark at the moment in |
|her kingdom. |
|Use video clips to illustrate further, how summer and winter occur in the two hemispheres and the effect of the axis and path of the earth around the sun. |
|Reiterate that whilst the earth travels around the sun, it is constantly spinning on its axis and that it takes 24 hours to spin a whole turn, and approximately 365 days to travel around the sun. |
|Ask pupils to suggest what occurs in a given location, as the earth spins each time. Model this using the globe and the torch. Discuss night and day. |
|Pupils should use drawings, diagrams and text to explain night and day. |
|Challenge: |
|Use illustrations and text to describe how the seasons occur. |
|Pupils could investigate what summer and winter are like for different countries in each hemisphere. They may be surprised to find that countries within the same hemisphere can experience very varied climates. |
|Geography Lesson 3/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|link latitude and longitude to day time and night time |predict times of day and night for locations around the world |find lines of latitude and locations on a globe in order to |
|describe time zones |explain the connections between lines of latitude and time zones |calculate times of the day or night |
|locate and state the significance of the Prime/Greenwich Meridian |define the importance of the Prime/Greenwich Meridian |find out where different time zones are |
|Pupils should explore how latitude and/or longitude link to times of the day and night. |
|Introduce and explain time zones to the pupils, and the significance of the Prime or Greenwich Meridian. Use time zone maps on the internet or print an example to use. |
|Give pupils tasks: |
|For given times, can pupils find out what time it is in other parts of the world? |
|Where in the world does New Year happen first and last? |
|How many time zones are there? |
|What is the International Date line? |
|Why aren’t some time zone lines straight? |
|Find out time zone names for given locations e.g. London= British Summer Time |
|Give pupils tasks linked to times e.g. if you were eating breakfast in New York, what might other people be doing in London? |
|Pupils share findings. |
|Geography Lesson 4/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|select a route between two points |describe a route home for Shadow Dancer using correct geographical terms |include as many of the following as possible: |
|use geographical vocabulary in context |and language |Equator, latitude, longitude, Arctic, Antarctic, Tropic of Cancer, Tropic|
| |show a route on a map |of Capricorn, Northern and Southern Hemisphere, Prime/Greenwich Meridian |
|Using what they have learned during this unit, pupils should be able to describe in geographical and scientific terms, a route home for Shadow Dancer. They could use atlases, maps and globes to help them. |
|Pupils produce a map of the route to accompany a written description. (As Shadow Dancer can float/fly there are no barriers to her crossing land or sea!) |
|Pupils can present their suggested routes to Shadow Dancer during the Unit Conclusion. |
|Pupils put together a presentation, encompassing key learning in geography during this Unit, to be presented during the Unit Conclusion. |
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|Music Lesson Plans |
|Music Lead Lesson 1/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|develop singing skills |sing the echo part of a call and response song |practise 4 beat echo clapping |
|develop aural skills |become more confident at copying 4-beat rhythms |call and respond using instruments |
|develop performing skills |improve at aurally distinguishing between two pitches |start with one note and 4 beats and move onto 2 notes and 4 beats |
| | |change leaders |
| |
|Whole class teaching/groups/pairs and individual activities: |
|Call and response/imitation in music is a way of reflecting back a particular rhythm or melody. |
| |
|Sing! |
|Choose a simple call and response/echo song to learn. Suggestions; Hey Ungua or Abeeyo (Voiceworks). Plenty available at |
| |
| |
|Play! |
|Do some whole class 4-beat echo clapping led first by the teacher and then by any confident pupils. Distribute tuned instruments (if not possible for all pupils to play a tuned instrument, they may need to take turns) |
|and continue with the call and response/imitation. Start with one note and simple 4-beat rhythms if pupils haven't done much of this sort of activity. Move on to 2 note (C and G) 4-beat rhythms. |
|Pupils then work in pairs or small groups with one person creating a 4-beat 1 or 2-note pattern for the others to copy back. Take it in turns to lead. Try to make sure beaters are bouncing for a nice sound. |
| |
| |
| |
| |
| |
| |
| |
|Music Lesson 2/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|develop singing skills |reinforce their learning about light sources and shadows |learn the melodies |
|explore major/minor tonalities |sing in a group in unison and in a two-part round and maintain their own vocal line |know the difference between major and minor |
| |become more confident at aurally recognising the difference between major and minor tonalities | |
| |have a greater understanding of major/minor tonalities | |
| |
|Whole class teaching/groups/pairs and individual activities: |
| |
|Sing! |
|Learn the following short melody about light sources; |
|It can also be sung as a round with the second part starting at bar 3 marked *. Then learn the next melody about shadows – it is similar to the 'light source' melody but it is in a minor key; |
|Discuss how the two melodies are quite similar in shape, but have very different moods. Explain that the first is in a major key and the second in a minor key. The words of the two melodies should, hopefully, help them |
|to remember which is which! |
|Major = brighter character, usually happier sounding |
|Minor = darker character, usually sadder or more dramatic sounding |
|Music Lesson 3/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|develop singing skills |sing more confidently and with greater accuracy of pitch |listen with focus |
|develop aural skills |improve their recognition of major and minor tonalities |copy 4-beat rhythms in time |
|develop performing skills | | |
| |
|Whole class teaching/groups/pairs and individual activities: |
| |
|Sing! |
|Revise the two melodies from last lesson and the difference between major and minor tonalities (linking it in with light and shadow again). |
| |
|Listen! |
|Listen to a selection of pieces in major and minor tonalities and ask pupils to show which tonality they think the piece is in by giving a thumbs up for major and thumbs down for minor (and maybe a thumb in the middle |
|for unsure while getting used to it). Here are some possible pieces; |
| |
|Major |
|Twinkle twinkle little star (and most other children's songs!) |
|Happy Birthday |
|Old MacDonald Had a Farm |
|If you're happy and you know it |
|Oh when the saints go marching in |
|Vivaldi – The four seasons (Spring) |
|Bryan Adams – Summer of 69 |
|Teletubbies theme tune |
|S Club 7 – Reach |
|Chopsticks |
|Strauss – The Blue Danube |
| |
|Minor |
|Beethoven - 5th Symphony (1st movement) |
|Beethoven – Moonlight Sonata |
|Bach – Toccata and Fugue in D minor |
|Grieg – In the Hall of the Mountain King |
|We Three Kings (carol) – verse section (chorus is in a major key) |
|The Mamas and The Papas – California Dreamin' |
|This is a skill that sometimes takes a good deal of time to develop, so at this stage it is not so much about getting it right, but about developing an awareness of these two fundamental tonalities. |
| |
|Play! |
|Continue with the echo activities from lesson 1. Start again with some whole class echo clapping. Distribute the tuned instruments and continue with the call and response/imitation. Start again with one note and simple |
|4-beat rhythms as this needs plenty of repetition. Move on to 2 note (C and G) 4-beat rhythms as before. Keep a nice steady pulse throughout. |
|(If there is time, pupils can then work in pairs or small groups with one person creating a 4-beat 1/2-note pattern for the others to copy back as in lesson 1) |
|Music Lesson 4/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|develop group performing skills |create two original melodies with lyrics |perform in time with the rest of the |
|develop composing skills |perform their melodies to others |group |
| |create accurate statements about light and shadow as lyrics reinforce learning about light and shadow | |
| |
|Whole class teaching/groups/pairs and individual activities: |
| |
|Play! |
|Using the same tuned instruments as in previous lessons, pupils will now in groups create their own light-related short melody using two notes from a major and a minor tonality. |
| |
|First, they will use the notes C and E and create a short tune about light (major). Create a short sentence about light, use the instrument to help create the tune, then perform with one pupil playing the tune and the |
|others singing. E.g. |
| |
|E C C E C E |
|Light travels in straight lines |
| |
|Then create a short sentence about shadows, use the notes A and C for the tune (minor) and perform in a similar way. E.g. |
| |
|A A A A A C C A |
|Shadows happen when light is blocked |
| |
|Perform (and maybe record) the finished results. If any group needs extension work, they can try and perform their lines using imitation/echo (e.g. instrument plays then voices sing). |
|Art and Design Lesson Plans |
|Art and Design Lead Lesson 1/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|look at shapes in a new way |use mirrors to change how shapes look |stand the mirror up and place your shapes near it |
|use mirrors to change how shapes look |on shaped paper draw what they see in the mirror |look at the mirror from different angles. Just move your body, not the shapes or mirror |
|use wax crayons to draw large shapes |use wax crayons for large bold drawings |choose one angle to look from and draw what you see in the mirror- don't move! |
| | |make big strong marks with wax crayons to show the shapes in the mirror |
|Resources required: |
|Convex/concave mirrors (large shiny spoons work too) |
|Coloured 3D shapes (maths ones are good) |
|Large sheets cartridge paper cut into circles or spoon shaped |
|Wax crayons |
|Books to lean mirrors up with |
|Whole class |
|Explain this lesson is about learning to look at things differently - developing their visual language |
|Introduce the mirrors and talk about convex and concave shapes. Pupils should look at themselves in a concave and convex mirror- shiny spoons on either side work well. They will notice that the concave mirror turns them |
|upside down and the convex mirror makes their head smaller. |
|If you wish to quickly show them the science of what happens there are lots of good diagrams on internet searches. |
| |
|In pairs |
|Explain they are going to look at simple 3D shapes in the mirrors and draw them. They will be given sheets of paper to match the shape of their mirror. |
|Give out a mirror and two shapes to each pair. Ask them to stand the mirror up on their table so it won't fall down. They should then experiment will sitting the shapes next to the mirror and see how they look. Once |
|agreed on a place for the shapes they should move their bodies only to see how the shapes look from different angles. They will need to experiment and experience this thoroughly. Finally, they should choose an angle to |
|work from and stay there. |
|Using wax crayons pupils should draw the shapes as they are in the mirror onto their paper. Colouring in each shape completely so there is no white paper left. |
|These will produce large strong images of the new view of the shapes they have created. |
|Encourage everyone to walk around looking at all the images and see if they can stand at the same angle as the other children did to make their picture. |
|Art and Design Lesson 2/4 |90 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|look at shapes differently |cut out shapes, fix them to sticks and experiment with making shadows from them |cut small interesting shapes to try out |
|experiment with shadows from shapes I cut |add pieces of acetate to the shapes and see the effect it creates on the shadows |take turns holding the shapes up against the sheet and going to look at |
|experiment with coloured acetate |sketch their ideas about shadow dancers might look |the effect from the front |
|create my own shadow puppet ideas from the shadow dancers story | |imagine what the shadow dancers might have looked like and draw my ideas |
| |
|Resources required: |
|Large white fabric/sheet strung up across on area of the room with a strong light source behind it at a distance. Leave enough space behind the sheet for pupils to go and hold up their shapes to create a shadow from the |
|other side where the audience sit. |
|card/scissors |
|sticks –kebab sticks often suitable |
|glue/tape |
|coloured acetates- small quantities for experimenting |
|small split pins |
|sketch books/pencils |
|Whole class |
|Introduce shadow puppet artist Jonathan Hayter and discuss how shadow puppets work |
|Show pupils the 2 min film on shadow puppets. Relate it to the science they are doing. |
|Show how the large sheet and light will work. |
|In groups |
|Ask children to cut out different shapes, some with holes in. Stick some acetate over some of the holes. |
|Show them how to join some of the shapes together with split pins. Pupils fix sticks to each of their shapes so they can control them. In groups try out making shadows and moving them for the other pupils. What happens |
|when they move the puppets away from the sheet, closer to the light? Can they make the joined pieces move around? Encourage experimentation and investigation to see what is possible. |
|Plenary |
|Explain the pupils will be creating a puppet show about the shadow dancers. What do they think they looked like? What shapes would they cut out? How would they create the coloured dancers in the sky? How could they show |
|the underground and then the sky? |
|Each group could take a different part of the story. They will be writing the spoken words/play in English in the last week. |
|In their sketchbooks, ask them to draw the ideas they have for the dancers. They will be cutting them out next time. |
|Art and Design Lesson 3/4 |90 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|create a shadow puppet of my own design |draw and cut out their own puppet creations for the Shadow Dancers story |use my own ideas to create shadow puppet shapes |
| |join pieces and add colour as needed |cut out shapes, make holes in some as part of the design |
| | |join some pieces with split pins |
| | |create shadow colours with acetates |
|Resources required: |
|card/scissors |
|sticks |
|glue/tape |
|coloured acetates- |
|small split pins |
|sketch books/pencils |
| |
|In groups |
|Using the design ideas they had last time- draw, cut out and create the shadow puppets they want for the Shadow Dancers story. Different groups will need to do separate scenes or objects. Having experimented last lesson |
|they will have a better understanding of how the shadow puppets work. |
|When made pupils should try out the puppets on the white sheet. |
|The groups can then begin to plan how they will tell their bit of the story. They can work out the movements and words to be spoken away from the sheet, then go, and try it out. |
|The aim is to perform the story to others – maybe from different classes. |
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| |
| |
| |
| |
| |
|Art and Design Lesson 4/4 |60 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|use shadow puppets to tell a story |use their puppets in cooperation with the rest of their group to create |keep my puppet near the sheet, unless it is meant to get bigger |
|move the puppet to make the shapes I want in the shadow |the images they want on the sheet |work with my group to create a moving image/picture to tell my part of |
|work with the other children to create our part of the story | |the story |
| |
|Set up the shadow puppet light and sheet. Pupils practice putting the sections of the story together. |
|Invite in an audience and put on the show! |
|Afterwards pupils explain to the audience how the puppets work and answer questions from the audience about the process and their ideas. |
|Languages Lesson Plans |
|Languages Lead Lesson 1/4 |60 mins |
|N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will be able to: |Remember to: |
|listen attentively to spoken language and show understanding by joining in and responding |listen to and understand the French words|listen with care |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |for the four seasons |repeat words carefully |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |understand the French for materials |make links between the spoken and|
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |needed to create shadow puppets/hand |written forms of words |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |shadows |look for links with English words|
|present ideas and information orally to a range of audiences |recognise singular and plural endings |to help to remember new French |
|read carefully and show understanding of words, phrases and simple writing |with eau and eaux and recognise the |words, how they are written and |
|appreciate stories, songs, poems and rhymes in the language |differences in pronounciation |how they sound |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a|recognise a variety of French phonemes | |
|dictionary |and | |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly |link the sounds and spellings of words in| |
|describe people, places, things and actions orally and in writing |French, therefore working out how some | |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter forms and the |new words are pronounced | |
|conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how |fill in missing phonemes | |
|these differ from or are similar to English | | |
|to foster curiosity and deepen understanding of the world | | |
| |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB - Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
| |
| |
| |
|Resources required: |
|Unit PowerPoint |
|Printable flashcards of the Seasons (could be made from the Unit PowerPoint) |
|Printable flashcards of the materials needed to make shadow puppets (with words) |
|Phoneme flash cards |
|Missing grapheme activity sheet |
| |
|Entrée |
|Talk to the pupils about what they already know about shadows. What is a shadow? How is it made? |
|What is the difference between the shadows at different times of the year? Establish that shadows are longer in spring and winter. Some pupils know that this is because the Earth’s axis is tilted. Use the Unit |
|PowerPoint to teach the pupils then names of the seasons in French: |
| |
|le printemps, |
|spring |
| |
|l’été |
|summer |
| |
|l’automne |
|autumn |
| |
|l’hiver |
|winter |
| |
| |
|Teaching point |
|Remind the pupils that the use of the definite article (the – le/la/les) is much more common in French. Whilst in English there are many occasions where the spring, the summer, the autumn, the winter would be said, it is|
|often said without having to add the, for example |
|It is summer/What do you do in winter? |
| |
|Teach actions to go with the seasons, such as hands going up like a flower growing for spring, wiping your forehead for summer, hands showing leaves falling for autumn, and shivering for winter. Invite the pupils to |
|choose which actions will enable them to best remember the new vocabulary. |
|Use flashcards to reinforce this vocabulary with activities from the generic games section. |
| |
|Plat |
|Inform the class that they are going to watch a short (1 minute) video of a shadow theatre, e.g. |
|First use the Unit PowerPoint to tell the children what they are going to see in the clip |
|un pistolet un bus une personne and cinq pingouins. Tell the class that skilful language detectives should be able to easily solve the mystery of these words as they are all cognates or semi-cognates! |
| |
|After viewing the presentation, ask the class if they are able to remember the order in which the objects appear? Encourage the pupils to attempt to name the objects in French. Some will find this activity easier than |
|others. Briefly share ideas to improve memorisation skills. Learners tend to have a variety of different ways of doing this. Discuss. |
| |
|Ask the pupils what they think may be needed to create this kind of shadow theatre. |
|Elicit that you need a source of light, a shape which is opaque, not transparent, such as your hands or a cut out puppet, and a screen. |
|(Depending where the class are with their science in this Unit this may need more or less exploration). |
|Use the PowerPoint to demonstrate and identify the materials needed to make shadow puppet show, reinforcing how shadows are made and can be created deliberately and beautifully. |
| |
|des matériaux |
|materials |
| |
|une source de lumière (une lampe/une lampe de poche/un projecteur) |
|a source of light (a lamp/a torch – literally a pocket lamp or a projector) |
| |
|des mains/une marionnette/une personne |
|hands/a puppet/a person |
| |
|un écran blanc |
|a white screen |
| |
| |
|Phonic Focus |
|Do a flashcard dash of all the phonemes learnt to date. |
|Use the materials flashcards as an opportunity to revisit sound/spelling links. Invite the pupils to read the words aloud. The vocabulary for materials is not very familiar yet so the pupils need to rely more on |
|de-coding using their phonic skills. |
| |
|Using the Unit PowerPoint introduce concept of silent consonants such as x at the end of matériaux. Both singular and plural forms sound exactly the same! Play the class the sound files or read the list of words to them |
|and ask them to say what the difference is! |
|eaux is the standard French language plural form of nouns ending in eau, for example: |
| |
|le matériau les matériaux |
|the material the materials |
| |
|le gateau les gateaux |
|the cake the cakes |
| |
|le chapeau les chapeaux |
|the hat the hats |
| |
|le chateau les chateaux |
|the castle the castles |
| |
| |
|(NB – eau in itself is the French word for water and therefore eaux means waters!) |
| |
|Using the activity sheet for this lesson ask the pupils to fill in the gaps to label the materials for a shadow puppet show with the missing graphemes. |
| |
|Extension before next lesson – challenge the pupils to find some more plurals using this rule using dictionaries. They may even discover some exceptions to the rule or some similar rules. Encourage them to look up |
|random nouns and to find out what happens to them in plural form. Many will just add s as in English but others will behave strangely! le cheval – les cheveaux! |
| |
|Dessert |
|Go through the Unit PowerPoint. Can the class now match the words and pictures? Ensure that they understand that any source of light can be used as long as it is shining in the right direction. Similarly, any opaque |
|object can be used to create the shadows. |
| |
|Tell pupils they are going to watch some more shadow puppets, this time with lots of animals included. You could stop the video and count the hands at different points Il y a combien de mains? How many hands are there?|
|The video is almost 6 minutes long but could be stopped at 3:15 where there is a break between the animals section and some magic tricks. Pupils will enjoy the video and may remember un lapin, a rabbit, from earlier in |
|the year and work out others with their language detective hats on. |
| |
| |
|Useful websites: short shadow theatre performance |
|Shadow magic performance with animals: |
|There is a wide selection of similar videos on YouTube – search for ombres chinoises |
|Languages Lesson 2/4 |60 mins |
|N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will be able to: |Remember to: |
|listen attentively to spoken language and show understanding by joining in and responding |understand and say the four seasons in French |listen carefully to new words |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |understand and say the names of five animals in |speak clearly |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and |French |try to sound French |
|help |understand the negative form of phrases where |think about how sounds and spellings are |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |‘ne...pas’ is used |related to each other |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud | |try to spot patterns in how the language |
|present ideas and information orally to a range of audiences | |works |
|read carefully and show understanding of words, phrases and simple writing | | |
|appreciate stories, songs, poems and rhymes in the language | | |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written | | |
|material, including using a dictionary | | |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly | | |
|describe people, places, things and actions orally and in writing | | |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and | | |
|neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for | | |
|instance, to build sentences; and how these differ from or are similar to English | | |
|to foster curiosity and deepen understanding of the world | | |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB - Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
| |
|Resources required: |
|Unit PowerPoint |
|Flipchart/mini whiteboards and pens |
|Animal flashcards/toy animals/puppets |
| |
| |
|Entrée |
|Re-visit the seasons and their corresponding actions. |
|Choose some volunteers to greet each other/have a simple question and answer conversation in pairs pretending to be meeting in different seasons. For example Volunteer 1 walks towards Volunteer 2 shivering and stamping |
|feet and says something like; |
|Bbbbbbbbonjour George! Comment ça va? |
|To which Volunteer 3 replies Ca ne va pas Eric. Au revoir! |
|Au revoir! |
| |
|Ask the class C’est quel saison? to which they would hopefully reply L’hiver or C’est l’hiver or even L’automne or C’est l’automne. |
|Invite others to volunteer and be as inventive as they can with their dialogues and their acting skills! |
| |
|Do some of the activities from the generic games section to help the children to memorise the vocabulary if necessary. |
| |
|Plat |
|Ask the class if they are able to suggest any animals that would be good for making shadow puppets with their hands as in this type of theatre stories about animals are traditionally used. |
|Are they able to remember any animal names they have come across before in other Units? Give them time to try to remember and discuss with their friends as they may only remember part of the word. Allow them to use |
|dictionaries or word banks. Make a list of some of their suggestions or encourage the class to have a go at writing them on the board or mini white boards. |
| |
|Using the PowerPoint reveal the animals most often used to make shadow puppets using hands: a bird, a dog, a duck, a horse and a rabbit. |
|They are also going to have a go at making those animal shapes. |
| |
|un oiseau |
|a bird |
| |
|un chien |
|a dog |
| |
|un canard |
|a duck |
| |
|un cheval |
|a horse |
| |
|un lapin |
|a rabbit |
| |
| |
|Flashcards/toy farm animals/puppets can be used for a variety of activities to familiarise the pupils with these words. Remember to give the class the opportunity to hear the vocabulary and repeat it in different ways |
|before introducing the written word as this can still be confusing at this stage of language development. It makes it easier for the pupils to decode the word once they know what it is they are trying to make. |
|Ask pupils to work in pairs to think of ways of remembering the different animals in French. They might think of actions/mnemonics/test each other. |
|Look at the corresponding hand shadow puppets and name them in French. Each time a guess is made ask the class Oui ou non? (Yes or no?). |
| |
|Dessert |
|Ask the class if they are able to think of a better way of just saying oui ou non in answer to a question? Ask them to ask each other the same questions in English as they have just been doing in French and think about |
|what the best response would be if they were trying to teach a French friend the correct way to respond to a question. Is it a horse? Yes it is a horse. No it is not a horse (they will no doubt say isn’t but it would be |
|good to remind them that this really means is not and explain that it is quite a complex structure to learn in a foreign language and it is always best to begin with the simplest forms as they are doing in French). |
|Explore several examples in English in order for them to get the hang of it. |
| |
|Use the Unit PowerPoint to exemplify the new concept by doing a listening activity. The pupils look at an image of an animal and listen to the question C’est un ….? and reply Oui, c’est un….. |
| |
|This is followed by group practise where the pupils try to use the negative form C’est un…? Non, ce n’est pas un…. |
| |
|Continue with the PowerPoint and adapt the model sentences to state whether or not something is a source of light, for example: |
|Un canard n’est pas une source de lumière. |
|Le soleil est une source de lumière |
| |
|This could be re-visited in the interim before the next lesson. |
| |
|This will be developed in more detail in the next lesson of the Unit. |
[pic]
|Languages Lesson 3/4 |60 mins |
|N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will be able to: |Remember to: |
|listen attentively to spoken language and show understanding by joining in and responding |spot the pattern when a phrase is made negative |put ne and pas around the verb to show |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |using ‘ne...pas’ |something is not happening/not true – is |
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and |change positive statements into negative ones |not |
|help |using ‘ne...pas’ |spot the pattern of how to make a phrases |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |explain how apostrophes are used to replace |negative (i.e. put not into it |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |omitted letters |it is a rabbit becomes it is not a rabbit |
|present ideas and information orally to a range of audiences | |think of tricks to help you remember new |
|read carefully and show understanding of words, phrases and simple writing | |words |
|appreciate stories, songs, poems and rhymes in the language | | |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written | | |
|material, including using a dictionary | | |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly | | |
|describe people, places, things and actions orally and in writing | | |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and | | |
|neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for | | |
|instance, to build sentences; and how these differ from or are similar to English | | |
|to foster curiosity and deepen understanding of the world | | |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB - Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
| |
|Resources required: |
|Unit PowerPoint |
|Animal flashcards |
|Mini whiteboards and pens |
| |
| |
|Entrée |
|Use flashcards to practise the negative. |
|C’est un lapin? Non, ce n’est pas un lapin. |
| |
|Introduce the idea that in speech we would then sometimes add what it is if the guess was incorrect, for example: |
|C’est un lapin? Non, ce n’est pas un lapin. C’est un oiseau? Is it a rabbit? No, it is not a rabbit. It is a bird. |
| |
|Also reassure the pupils that it is perfectly fine to say it’s/it’s not as we would do this much more naturally in speech – and of course they know what it really means! There is just no equivalent in French. |
|Show the beginning of the Unit PowerPoint to practise. It also now has the written form which may raise some questions. |
| |
|Plat |
|Is it or is it not a source of light? |
|Look at some examples of possible sources of light using the Unit PowerPoint and establish which are or are not sources of light to make shadows. |
|Give pupils the time to work together to see whether they can spot the pattern for how to say not in French. Are any of the pupils able to explain how it works? |
|Use the Unit PowerPoint to show how to say something is or is not a rabbit. Explain what each part of the phrase means. |
|Ce – it est – is un – a lapin – rabbit. Look at the apostrophe in ce. Why is it there? Compare to the use of apostrophes in English to show the omission of a letter/letters. For example, in isn’t, shouldn’t |
|and so on. |
| |
|Using the Unit PowerPoint, show examples where the verb does and does not start with a vowel, to demonstrate the difference between ne.....pas and n’.....pas. |
|When you think most of the children understand it, ask them to explain it to each other as if they were showing someone who did not know any French. They can use mini whiteboards to demonstrate to each other if they |
|wish. Individual children could come to the board to explain how the ne...pas works. |
|Some pupils could create their own phrases and then negate them. |
| |
|Dessert |
|If at all possible it would be great to get the pupils to have a go at making hand shadow puppets themselves, using the French names for the animals they make. The class may need to be split for this. |
|You could use a website such as this one which has pictures to show how the animals are made, or there are |
|similar images here |
| |
|Useful websites: |
| |
| |
|Alternatively, teach the class a traditional rhyme using their hands. |
| |
|Voici ma main |
|Wriggle a whole hand of fingers and thumb |
| |
|Elle a cinq doigts |
|Hold hand up as if showing five (all five digits stretched out, palm facing forwards) |
| |
|En voici deux |
|Turn over hand so back of hand is showing, just stretching out thumb and index finger with the other three tucked down |
| |
|En voici trois |
|Face palm forwards again and quickly tuck away thumb and index finger and popping up the other three |
| |
| |
| |
| |
|Here is my hand |
|It has five fingers |
|Here are two of them |
|Here are three of them |
| |
|The pupils enjoy trying to match the rhyme to the finger action, especially as they move between showing two fingers and three. It’s not as easy as it seems! |
|Languages Lesson 4/4 |60 mins |
|N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will be able to: |Remember to: |
|listen attentively to spoken language and show understanding by joining in and responding |make shadow puppets, following instructions |read carefully when following instructions |
|explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words |in French |take it in turns when having a conversation|
|engage in conversations: ask and answer questions; express opinions and respond to those of others; seek clarification and help |readout loud the instructions in French to a |use ne and pas to say not |
|speak in sentences, using familiar vocabulary, phrases and basic language structures or using familiar words and phrases |partner |use as much different language as possible |
|develop accurate pronunciation and intonation so that others understand when they are reading aloud |name five animals in French | |
|present ideas and information orally to a range of audiences |hold a conversation between their puppet and | |
|read carefully and show understanding of words, phrases and simple writing |someone else’s | |
|appreciate stories, songs, poems and rhymes in the language | | |
|broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, | | |
|including using a dictionary | | |
|write phrases from memory, and adapt these to create new sentences, to express ideas clearly | | |
|describe people, places, things and actions orally and in writing | | |
|understand basic grammar appropriate to the language being studied, including (where relevant); feminine, masculine and neuter | | |
|forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, | | |
|to build sentences; and how these differ from or are similar to English | | |
|to foster curiosity and deepen understanding of the world | | |
| |
|Blue text indicates coverage of objective within this lesson |
|(NB - Objectives are all language learning objectives which reinforce the main theme and cross curricular objectives) |
|Green text indicates inter cultural understanding addressed within this lesson |
| |
|Resources required: |
|Unit PowerPoint |
|Scissors, card, source of light, screen/whiteboard, lolly sticks or strips of stiff card |
| |
| |
| |
| |
|Entrée |
|Look at the resources needed to make some shadow puppets, as listed on the Unit PowerPoint: |
|du papier/du carton |
|paper/card |
| |
|des bâtons en bois/ en carton |
|wooden sticks/strips of card (lollipop sticks work well) |
| |
|des ciseaux |
|scissors |
| |
|de la colle |
|glue |
| |
| |
|This is passive language only – see if the pupils can work out what the words on the screen mean, using the pictures to help them. |
|Then show them the slides with the instructions and invite them to see if they are able to work out the method. |
| |
|Plat |
|Now give the pupils the opportunity to make some shadow puppets. |
|As they are working together they could read the instructions out loud to each other and ask for help if they are unsure |
|Excusez-moi Madame/Monsieur? Comment dire ce mot? Excuse me Sir/ Miss? How do I say this word? |
| |
|They can then work in pairs to create their own role plays, even if in practice this cannot be done as shadow theatre. If they are not going to be able to produce a shadow puppet at this stage then they could also be |
|given crayons and/or felt pens (des crayons/des feutres) |
|This is an opportunity to recap some of the language covered in the rest of Y3, and to include some negative forms. Some pupils will be able to write their conversations down from memory whilst some will need support or|
|reference materials. |
|Pairs of children perform their puppet shows to the rest of the class (either using their puppets to create shadow theatre or just as normal puppets). |
| |
|Dessert |
|Show the video of It’s a Wonderful World done as shadow theatre |
| |
|After viewing, are the pupils able to say which order the following appear in? |
|la main d’un bébé |
|A baby’s hand |
| |
|un cheval |
|A horse |
| |
|un lapin |
|A rabbit |
| |
|un oiseau |
|A bird |
| |
| |
| |
| |
|Unit Conclusion |90 mins |
|NB: Remember to adapt and differentiate objectives, outcomes and success criteria for your own class! |
| | | |
|Objectives: |Outcomes: |Success Criteria: |
|I am learning to: |Pupils will: |Remember to: |
|review my learning |revisit learning |read aloud and perform to the person at the back of the room |
|perform using clarity, volume and changes in tone and intonation to |perform successfully |speak clearly and without rushing |
|convey meaning |fulfil Shadow Dancer’s requests made at the start | |
|The Shadow Dancer arrived at the start of this Unit with some very important requests. She has remained a shy and hidden creature throughout, but has been thrilled to see the pupils working so hard to find the answers to|
|her questions and to give her so much information, along with the wonderful poems, songs and stories that she can take back to the kingdom of the shadow dancers to share for a long time to come. Her key request at the |
|start was for the pupils to make shadow puppets that could dance and release the energy that was incredibly precious to her and her people. The pupils have helped so much with what they have done already, but this |
|session will bring it all together and be a gift that the Shadow Dancer can take away with her. |
|Activities: |
|Perform music compositions in major and minor |
|Perform using shadow puppets and scripts |
|Pupils present suggested routes for Shadow Dancer to return home |
|Read aloud their shadow dancers story |
|News items |
|Perform poems |
|Presentation which brings together what the pupils have learnt about reflections, night and day, the seasons and time in Geography and Science |
|Mini project presentations |
[pic]
|Parent Support Activities |
| |
|Find and name all the light sources in and around the home |
|Find objects around the house and in the local environment that reflect other things |
|Explore what happens when objects are viewed in a mirror – what happens to the picture and writing on a food packet or tin? |
|Which letters of the alphabet look the same in a mirror as they do normally? Which two letters turn into each other in a mirror? Write the alphabet as it appears in a mirror. |
|Write backward messages to each other and read them using mirrors. (Start by looking at words in mirrors to help you see how they appear backwards) |
|Find out what time it is in other places in the world when it is 6 p.m. in the UK |
|Try and jump on each others’ shadows |
|Search for a sundial. What does it do and how? |
|Find out about Greenwich Mean Time and British Summer Time. |
|How do cats’ eyes on the roads work? Why are they called cats’ eyes? |
|Play shadow puppets together on the wall making shapes with hands. |
|Standalone Mathematics |
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|Within this Unit the following programme of study (PoS) statements are addressed: |
|Number and place value |
|Pupils should be taught to: |
|count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number |
|compare and order numbers up to 1000 |
|solve number problems and practical problems involving these ideas |
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|Addition and subtraction |
|Pupils should be taught to: |
|solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction |
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|Multiplication and division |
|Pupils should be taught to: |
|recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables |
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|Measurement |
|Pupils should be taught to: |
|measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) |
|measure the perimeter of simple 2-D shapes |
|add and subtract amounts of money to give change, using both £ and p in practical contexts |
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|Statistics |
|Pupils should be taught to: |
|interpret and present data using bar charts, pictograms and tables |
|solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables |
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|Number and place value and multiplication and division |
|Children consolidate and extend their understanding of place value, and calculations involving the 4 operations to a wide variety of problems, at least some of which are unfamiliar. |
|They use times table facts for the 2, 3, 4, 5, 8 and 10 times tables confidently to solve multiplication and division problems. |
|In this unit the problems are met in contexts such as measurement, money and statistics. |
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|Linked Maths for Inspire Unit ‘Shadow Dancers’ Week 1 |
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|In the music lessons children explore clapping sequences with a beat of 4. In Maths they explore this together with sequences with a beat of 2 and those with a beat of 8. Different groups in the class maintain the |
|different beats as someone counts. What do they notice about when the claps coincide? What about when they do not? How does this relate to the numbers? Encourage children to use the language of doubling and halving and |
|begin to explore the idea of multiples. Can they record what they notice? What does it look like using a number line? What does it look like using an array? What other pictures can show the relationship between 2, 4 and |
|8? |
|What is the next number that might be significant? Are there any other sets of numbers that may work like this? (They should know 5 and 10 and it is a good opportunity to start looking at the 6 x and 9 x table in |
|relation to the 3 x table ready for year 4. |
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|Linked Maths for Inspire Unit ‘Shadow Dancers’ Week 4 links to geography lesson 3 |
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|Children are exploring the idea of time zones in geography. They use their understanding of place value and time to work out what time it is for time zones that are 10 hours ahead of them. Where is that – what countries |
|will be 10 hours ahead? They relate that to their everyday lives to discuss what people in those places will be doing at the time. They do the same for countries 10 hours behind them. They explore how they would have to |
|alter clocks if they were to travel there. They also consider how much longer or shorter their day will be if they take 5 hours to get there. |
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|Measurement |
|Children choose appropriately from the four operations to solve one- and two-step word problems involving numbers money and measures such as: |
|How many 20-minute cartoons can be saved on a 2-hour video tape? |
|I want to raise £5 for a sponsored walk. So far, three people have given me 70p each. How much more money do I need? |
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|Children use their knowledge of pairs of numbers that total 100 to find change in money problems. For example, to find the change from £5 when buying two items that together cost 83p, children recognise that 83p add 17p |
|makes 100p or £1 and that another £4 is needed to reach £5, giving £4.17 change. They use such methods to solve problem such as: |
|Ella buys one toy costing 35p and another costing 48p. She pays with a £5 note. How much change does she get? |
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|Children appreciate the importance of the units when they solve measures problems. For example, to solve the problem: |
|Wesley is 86 cm tall and Rob is 1 m 14 cm tall. How much taller is Rob than Wesley? |
|They realise that they need to convert 1 m 14 cm into 114 cm |
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|They apply their skills when they solve practical measuring problems. For example, they pour 100 ml of water into three differently shaped bottles, using this to estimate the capacities when the bottles are full, and |
|then checking how close their estimates were by measuring. |
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|Linked Maths for Inspire Unit ‘Shadow Dancers’ Week 2 |
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|In both Science and Art lessons children are exploring shadows. Where appropriate, perhaps with simpler or more rectilinear shapes, children measure the length of the shadows and the perimeter of the shapes made by the |
|shadows. They do this with a variety of shapes and at different distance and angles from the light source (so that shadows become longer or shorter) and explore the relationship between their measurements. This work can |
|be continued as part of their Statistics work by beginning to round the numbers involved so that they can draw bar charts to represent the length and perimeter in preparation for work in Year 4. |
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|Statistics |
|Children process, present and interpret data to pose and answer questions. They use all representations from the previous two terms (Venn and Carroll diagrams, bar charts, pictograms). |
|Children revisit their previous hypothesis: We think that most children in our class walk to school. Data is collected quickly onto a class tally chart. Children recognise that a tally involves grouping in fives and that|
|this helps them to count the frequencies quickly and accurately. They produce a simple pictogram, where a symbol represents 2 units. They use the previous and new pictograms to compare the data and suggest responses to |
|questions such as: |
|How has the data changed since the spring term? What might be the reasons for the change in data? |
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|Linked Maths for Inspire Unit ‘Shadow Dancers’ Week 3 links to Science lesson 3 |
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|Children draw both an object and its image following reflection in a mirror. They also draw the mirror line which is also a line of symmetry. They choose a point on the object, measure its distance from the mirror line |
|and then do the same for the corresponding point on the image. They should use the same point on the mirror line for both measurements. Try this for several points and then for another object. What do you notice? Why do |
|you think this happens? |
|Children now look at themselves in a mirror. Does the same thing happen here? How can you check? |
[pic]
The mythical story of the Shadow Dancers
Long, long ago, in a magical time, the earth sat completely still in the universe. It did not move at all. This meant that the side of the earth, which faced the sun, was always bathed in light, but that the side facing away from the sun was forever in darkness and nothing could be seen. The light side of the earth was full of colour, energy, movement and happiness. On the dark side of the earth and towards the very bottom was the hidden Shadowland kingdom of the Shadow Dancers. They were magical beings who drifted around very, very slowly in the darkness and whispered to each other in sad and melancholy voices, telling stories of the wonders of the light side of the world. But were the stories true? One of the very smallest shadow dancers, Prism, found these stories tantalising and decided to find out more about the exciting land beyond their own. He summoned all the energy he could and ventured upwards, through a frozen land to the very edge of the darkness. Prism knew what he was doing would cause great upset to the elders, but he was sure that it would be worth it. Little by little, every last particle of him poured out into the light. Whoosh! Suddenly he could move so fast he didn’t know whether he was flying up or down, or side to side. He was astounded at the whiteness and the brightness! An amazing energy engulfed him and instead of a dark shadow, he became a shower of rainbow colours dancing in the air. He soared, he zoomed, he flew and he felt something he had never felt before. It was happiness. Prism knew he had to share this with his friends.
The young shadow dancer flew back and found the jagged crack in the ice, which was the entrance to his kingdom. Using the energy he now had, Prism rocketed back down the crevice to his friends. He persuaded them to follow him to the surface. As they emerged, a magical vision filled the sky; their energy became an amazing aurora, which can still be seen nowadays from time to time by humans in the furthest north or the southern skies of the earth. (Show pupils pictures of Aurora Borealis – the Northern Lights and Aurora Australis – the Southern Lights.)
The Shadow Dancers frolicked and danced, they sang and they played together, but they knew that they would soon be missed and had to return to their home. One by one, they flew back down the crevice. What they didn’t realise was that they were about to change their melancholy world forever. The energy that they had gathered in the light meant that once they were back in their land they continued to move and to dance and to be happy. Their dancing, in the depths of the earth, had an amazing effect. The earth began to turn, little by little, and it also began to move around the sun, very slowly following a course that it continues to take today. Instead of the sun shining on just one side of the earth, from that day onwards, the sun would shine on the part that faced it. The earth took a whole day and night to complete one turn, and a whole year to travel around the sun. The shadow dancers discovered that when their side of the earth was tilted towards the sun they could emerge from their world and gather energy. This would be enough to keep them dancing and frolicking back in their kingdom during the times of extreme darkness and it would keep the earth moving just enough for their land to have light from the sun for half of the year.
The shadow dancers are getting very old and are slowing down and, although they do their best to gather energy from the sun and to carry on dancing, they need help to make the earth travel on its course around the sun and to turn. Shadow Dancer, Aurora has left her home and headed north.
She is now here, hiding in the shadows, hoping the children will help her to make shadow puppets that can dance and therefore will keep the earth moving and spinning on its axis, so that night and day and the seasons can continue their pattern.
Shadow dancer, Aurora is curious to discover about other light sources on the earth (as well as the sun), which she believes her fellow shadow dancers might be able to use to gather their energy from. She is hiding in the shadows herself, in order to conserve her energy.
Aurora has also heard about ‘reflection’ and is very interested to find out what it is. Aurora has many more questions about night and day, the seasons and time. She hopes to share all of this knowledge with the other shadow dancers, so that they can emerge from their kingdom at the best times to gather energy, which will keep them dancing. This Unit will be an opportunity for the pupils to find out about these things and share them with her.
Aurora, the Shadow Dance needs their help.
|[pic] |Cornwall Learning |[pic] |
| |T: 01872 327900 | |
| |Cornwalllearning@.uk | |
| |Carew House, Beacon Technology Park, Dunmere Road, Bodmin, Cornwall, PL31 2QE | |
| | | |
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Light source
Pupils behind sheet holding up puppets
audience
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