exemplars stage 1 planning/assessment/differentiation
TRANSCRIPT
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: