Exemplars Stage 1 Planning/Assessment/Differentiation using school planning

TA instructions Highlighted in Blue

Plymouth Institute of Education

Lesson Planning and Evaluation Form

Subject / Area of Learning with reference to the national

curriculum:

English – features of a poem – metaphors

Date/time/duration of

lesson:

Tuesday 28th January

45 minutes

Specify links to other

curriculum areas

Year Group / No. of children

Year 3 – whole class

Opportunities for SMSC:

Target for student teacher: What target will I be focussing on within this lesson?

Target achieved within this lesson (YES/NO)

Key objective: What do I want children to achieve/learn by the end of the sequences of lessons?

LO: to identify and use metaphors

Teaching and Learning Strategies: input: guided; collaborative; independent activities; plenaries; homework where appropriate.

- Whole class discussion – talk partners on carpet

- Small group work – differentiated activities for each ability

Success criteria: How will I know this has been achieved? (you may use child-friendly ‘I can…/all, most some’ statements here)

I can identify a metaphor

I can understand the difference between a simile and a metaphor

I can use metaphors in my writing Assessment evidence: Evidence of pupil achievement linked to learning intention and including how it will be gathered

- Whole class discussion notes? – pictures of work on the board

- Childrens work in books and notes made by adults working in each group

Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do?

- Lessons based on poetry features – personification, onomatopoeia, similes and why we use these features in our writing

- Trip to the library – poems on rocks

- Calligram intros, writing our own calligrams from poems we have chosen, etc.

Behaviour and safety: do I need to make any special provision, including risk assessment, with regard to Health and safety – detail as necessary.

- E, K, L not to sit next to each other on carpet, C to sit next to an adult and I to sit at front with C/T –

behaviour chart for L remind them of this. Rewarding them when sat nicely to remind them of what is

expected (avoid the negatives)

- General classroom noise level management – once off task re focus with a mini plenary or a small

activity Subject specific vocabulary: is this new or familiar vocabulary for the children

All features of poems learned so far

Topic vocabulary – rocks, fossils, volcanos etc (all up on display)

Calligram/shape poem

Resources:

Worksheets

Camera

Work books

Teaching and Learning strategies and activities: Differentiation for significant groups including

additional adult support:

Timings

INPUT What have we been learning about in the past few

lessons – features of a poem – what are they? (STEP 1

OF METACOGNITION)

Examples of similes and metaphors on the board –

Asking the children what the difference is between

them? Can we remember the name of those phrases that

used the words as or like?

Does anyone know what this feature is called? – explain

it is a metaphor.

From this in your pairs think of a definition of what you

think a metaphor is.

(STEP 3/4 OF METACOGNITION)

Explain what the actual definition is. – use a dictionary?

Activities –

See differentiation section (STEP 5/6 OF

METACOGNITION)

Plenary Recalling what the definition of a metaphor is and what

the difference is between a metaphor and a simile.

In your pairs write two examples of a metaphor about a

volcano, and we can share some on the board and write our own calligram.

(STEP 7 OF METACOGNITION)

Red/Little Amber – supported by adult Metaphor sorting cards – with the group put them all

together in the pairs they are supposed to be in. Once

achieved and everyone seems ok with this, jumble them

up and turn them over and play pairs with the children

trying to find the right answer.

Big Amber – supported by adult

Simile or metaphor work sheet – colouring them in based

on what one they are.

If secure – move onto green/blue activity

Green/Blue – adult floating but trying to make them

work independently

Modelled by C/T but independent work from there if they

understand.

Changing a simile to a metaphor work sheet – looking at

what parts of each sentence we have to change to make it

EXT – writing own metaphors

Assessment of pupil learning and implications for future planning: Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might include photographs, annotated work, teacher/TA post-it-

notes, group assessment sheets) Yes/No

All children needed support on the meaning of metaphors and struggled to notice the differences between similes and metaphors.

However, they talked me through their thoughts well and could tell me why we use metaphors and what they help us to do in our

writing. Some children could identify the differences between similes and metaphors and others were able to try and change similes into

metaphors.

Starter for tomorrows English will include metaphors and trying to figure out the differences between similes and metaphors and

trying to change similes into metaphors through discussion.

Evaluation of student teacher learning as a result of teaching this lesson: final placement students may choose to annotate this plan rather

than complete the questions in detail below unless advised to do so by the mentor. In light of what I now know about the pup ils’ learning in this lesson:

What was successful in my teaching? Why was it successful? How do I know?

1a – consistently uses a range of strategies to establish a stimulating environment (See personification lesson reflection – Tuesday

21st January) 2a – take accountability for pupils attainment, progress and outcomes (see personification lesson reflection – Tuesday 21st Jan)

2e – encourage all pupils to take a responsible and conscientious attitude to their own work (see personification lesson reflection –

Tuesday 21st Jan)

3c – demonstrate a secure understanding and promote high standards of literacy and use of standard English (see onomatopoeia

lesson reflection – Wednesday 22nd Jan)

4b – encourage pupils to be inspired and exited about learning (See simile lesson reflection – Thursday 23rd Jan)

5a – adapt practice in response to pupils needs and differentiate appropriately (see simile lesson reflection – Thursday 23rd Jan)

5c – demonstrate an understanding of pupils stages of development (See onomatopoeia lesson reflection Wednesday 22nd Jan) 8c – give support staff clear guidance which is focused on pupils particular needs (See onomatopoeia lesson reflection –

Wednesday 22nd Jan)

1b – I used strategies to support the learning and progress of underperforming groups. I had my children sit in their learning buddies

and the teacher of the pair retrieved a whiteboard. They then gave it to their learner the board and when working through questions

I was posing the teacher helped the learner talk through their answers and let them write it and think of words to use.

6c – I demonstrated effective use of relevant data to monito progress, set targets and inform future planning through taking on

relevant feedback from my TAs and from my own teaching in order to plan some activities to use in the next lesson to help secure

their understanding before progressing on.

What was unsuccessful in my teaching? Why was it unsuccessful? How do I know?

The children found the concept of metaphors really tricky and so the activity I had planned was not appropriate for them to work

through and so I had to back track and create some more resources for them that the lower ability groups were working on. I forgot to have the children hand out the books and write the date and LO into them and so this took some time to organise after I

had set them to task and asked them to start working.

What target would I set for myself that I carry forward to future teaching? You may need to continue with your target as previously.

- Manage all parts of the lesson properly and effectively - Ensure I have back up activities if the ones I have planned are not fully appropriate for the children

This child worked in a small group pairing

sentences together to make metaphors and then

playing pairs to see if they can do it over again.

They all struggled to understand the concepts

that were being put forward such as ‘you are the

light of my life’ and ‘it’s raining cats and dogs’ but

seemed to understand the concept of a

metaphor.

These children worked through a sheet

that asked them to colour the similes

and metaphors to show that they

understand the difference, and this was

done well by both of them.

The one below managed to get onto

working through changing similes to

metaphors. She understood the

concept but muddled her sentences

slightly and we will go through this in

tomorrow’s lesson.

Institute of Education Lesson evaluation

Lesson Planning and Evaluation Form

Subject / Area of Learning with reference to the national

curriculum:

• Art – Rainforests (Henri Rousseau)

Date/time/duration of

lesson:

05/06/20

50 min

Specify links to other

curriculum areas

Geography – Amazon

rainforest (compare

our wildlife to that in

Amazon)

Year Group / No. of children

Year 1

6

Opportunities for SMSC:

----

Target for student teacher: What target will I be focussing on within this lesson?

Target achieved within this lesson (YES/NO)

Key objective: What do I want children to achieve/learn by the end of the sequences of lessons?

Create my own rainforest art inspired by Henri Rousseau

Teaching and Learning Strategies: input: guided; collaborative; independent activities; plenaries; homework where appropriate.

Input – powerpoint at the start, who is Henri Rousseau?

Questioning – What do they like/not like? What are the key features of his rainforest artwork? (This was effective - thoughtful responses, encouraged pupils to look more closely at artwork and articulate their thoughts)

Independent – creating artwork

Outdoor – Collecting leaves for collage/border

Success criteria: How will I know this has been achieved? (you may use child-friendly ‘I can…/all, most some’ statements here)

I can identify the 3 key features of Rousseau’s rainforest art

I can include these key features in my own artwork : rainforest animals, flowers, leaves

I can create a border using materials found outside

Assessment evidence : Evidence of pupil achievement linked to learning intention and including how it will be gathered

Questioning – responses, can they explain what they do/don’t like?

• Can they identify key features of Rousseau’s artwork?

Work – Does their work contain the three key features?

• Flowers

• Rainforest animal • Plants

Have they thought carefully about the leaves they have picked – size, shape, colour?

Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do?

Rainforests – have discussed what rainforests are, what they look like, what animals you may find in the rainforest

Made link to science in the discussion – pupil Q: why are there so many plants, why grow so big? – link to “what plants need to survive” (climate in the rainforest

perfect for the growth of plants)

Behaviour and safety: do I need to make any special provision, including risk assessment, with regard to Health and safety – detail as necessary.

Dojo points – good work, concentration, thoughtful responses to questions

Behaviour system – warning, C1, C2, C3

Strategy – Going outside for second half of the lesson is dependent upon their behaviour in the first part of the lesson

Safety

Check outside area – around sheds, in the bushes. Make clear areas the are off limits (thorn bushes etc) Ensure no other “bubble” are outside in this area before allowing children to collect leaves

Subject specific vocabulary: is this new or familiar vocabulary for the

children

Colour Leaves

Rainforest animals

Flowers Bright

Centre

Border

Resources:

A4 page – oval in the centre

Pencils

Oil pastels Access to outdoors

Glue

Teaching and Learning strategies and activities: Differentiation for significant groups including

additional adult support:

Timings

10 min

1 min

15 min

15 min

Remaining

and next

lesson

Input – Questions on ppt, discussion – what do

they like, what do they not like?

What media used? (emphasise vivid colours) Can they identify the 3 key features of Henri

Rousseau’s work?

(put list of the three things as success criteria on

the board for them to refer to)

Short discussion – what animals could they draw

(refer to last lesson – animals in different layers of

the rainforest

Independent work

Chdn draw their own rainforest animals

Part way through – show examples of good work

(includes the three features)

Outside (adaptation made to lesson based on

lack of focus in afternoon lessons)

Chdn to go outside (supervised) to select leaves

Input: Think about shape, size, colour

Independent – pupils create border using their

leaves (Y2 think about layering and placement)

[Differentiation in normal lesson – work with small group that

need challenging

– look at the composition of Rousseau’s artwork – where are the

animals, how are they presented in the painting?

- Get chdn to explore different placement of animals

- How could they incorporate them into background rather than

simply “floating”

Discussion longer – pupils interested in different species found in

the rainforest – types of apes, birds (this will be explored next

week), asking lots of questions which we found answers to.

This worked really well – children were more focused in first part

of the lesson as they knew the conditions for going outside in

second half. Behaviour also good as this was another condition for

going outside.

Outcome: