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University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Kirsten Michie Curriculum Area / Activity: Literacy/ Drama Lesson Number: 1 of 2 2 Date/Time: Lesson Duration: 1hr Class: Year 3 Number of pupils: 17

SEN Pupils - Number in lesson: 1

(refer to departmental register / IEPs) Names of other adults present:

Student teacher target in relation to Standards and ITDP Use this lesson to help me progress the children on. Getting the children on task as soon as I can. Extending the higher ability children as soon as I can. Identified targets based upon previous lesson plan evaluation This is the first lesson looking at The Vanishing Rainforest, the aim of this unit is to write a diary entry from Remaemas perspective and this is the starting point. Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values attitudes and skills) LO1 I can use drama to help me explore a story and a characters perspective. Working towards

Differentiated Learning Outcomes

Achieving Beyond

I can understand that the experience Remaema is having is different to mine.

I can understand and empathise with Remaemas life- commenting on the different senses and feelings she might have.

I can understand and empathise with Remaemas life- describing the different senses, how she might be feeling and what she might be thinking.

Learning across the curriculum

Drama Topic

Resources Pictures, books and pencil cases.


University of Brighton, Faculty of Education and Sport

Time & Learning Objectives

Pupil learning activities

Including reference to inclusion strategies

Teaching points/ strategies / teacher role

including reference to how tasks have been differentiated

Organisation and risk assessment.

Children working in their literacy places with a talk partner.

Assessment for learning strategies

Formal and informal


The main learning activity is to be able to read and interpret pictures. Key things I am looking for: She is in the rainforest, She is part of a tribe in the rainforest, She is going walking in the rainforest.

Show children picture of Remaema- Dont tell them anything about her but get them to talk to the person next to them to describe her, Who might she be? What might she be doing? Where is she/going? How did she get there? Why? TA- encouraging Sophie and Cass.

Observing their analysis skills of the picture.

9.40- 9.45

Using talk partners to discuss key ideas.

9.459.55/10.0 0

Children miming what I am saying as I am saying it.

Read children the first page of the story. Discuss what we think we know about Remaema now. What clues form the text have we got? How do we think she might be feeling? Shared writing- create a class character map with our key ideas. Drama- Explain to the children that we are going to pretend to be Remaema now. Read the story again but this time from the first person getting the children to mime it as I read it- have sound effects and pictures/videos up in the background. Explain to the children that they we are now going to do some writing as Remaema, so we are going to have to write in the first person- what does this mean? We are writing as her so we need to use the word I. Model what I expect from the children, use of adjectives etc.

Children on the carpet.

What have they gained from the story? What do they know now about the character?

Children moving around the classroom- pretending to be Remaema. Risk- make sure they are being careful- set the boundaries- you can walk round the tables, but not into the book corner or near Sophies walker.

Eliciting ideas- demonstrating what I want from the children.


Children writing about the senses first

Emerging- TA support, writing about the senses

Children working in their

TA to make notes.

University of Brighton, Faculty of Education and Sport


what they can touch, taste, see and smell. Then writing about how they feel- so when they taste their favourite berries.

and how they feel. Expected- T support with ideas writing about the sense and how they are feeling at the time. Exceeding- Writing independently- T supporting when they get onto the extension. Extension: I think: writing about what they think is going to happen next.

literacy learning places. Trying to extend the exceeding as soon as they are ready.


Sharing some of the extension I thinkbefore reading the story to find out what will happen next.

Plenary: Read the next part of the story- discuss how Remaema might be feeling.

Children sat on the carpet.

Consolidating what they have gained from the

Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives


Emerging- Were able to describe how they could see, hear etc. using good adjectives. They began to look at analysing this and how they felt when they saw the tree fall down. Expected- Were able to describe what they could see, hear etc. using interesting and diverse adjectives. They were able to articulate how they might be feeling as they see these things e.g. When I saw the tree fall down, I felt excited. Exceeding- Were able to describe what they could see, hear etc. using interesting and diverse adjectives. They were able to articulate how they might be feeling as they see these things. In addition they were able to go on and hypothesis what might happen next and think about what is happening.

Targets for the next lesson based upon evaluation of pupil learning

Move onto the next 4 pages. Discuss what we think is happening to the rainforest.

Reflection of teaching/ management/ organisation strategies

Children were really engaged in this task and inspired to write as Remaema. Explaining behaviour expectations to them first really worked well. Perhaps next time I could use incense sticks to enhance their senses. Sophie was fully included and actively took part. Ryan worked extremely hard independently.


University of Brighton, Faculty of Education and Sport