Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Poetry Lesson Plan 3

Poetry Lesson Plan 3

Ratings: (0)|Views: 20 |Likes:
Published by grg

More info:

Published by: grg on May 16, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





PGCE (Primary) Lesson planSubject
: Language and Literacy
No. of children
Prior Learning
Children have begun a brainstorm on a fierce creature writing down descriptive words for themovement, jaws and eyes.
Context :
Fierce Creatures
Learning outcomes
To find descriptive words for other areas other than those given
To finish the brainstorm started in a previous lesson.
Lesson Introduction (2-3 mins approx.)Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lessonexpectations)
We are all going to finish our brainstorm on the fierce creature that we startedthe last day. I want you all to work really hard and think of words that woulddescribe something really fierce and scary. What I would really like you to tryand do is to jot down a few words to describe other areas and not just the ones Ihave told you to do.
Lesson phase 2 (10mins approx.)
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
A quick recap of what we had started in the previous lesson. Started abrainstorm.Mention the three areas required – movement, jaws and eyes.Take a few examples from the class and jot on the blackboard to refreshmemories.Explain:You are all going to finish your brainstorm now but remember to think of other areas apart from the three required. We are also going to write our brainstormsneatly into our workbooks.
ResourcesLesson Development (15-20mins approx)Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material theyhave encountered, information becomes learning. Time needs to be spent on activities and tasks that enable thelearners to manipulate and interrogate information in order to make sense of it.)
Children are given out brainstorms and workbooks. They are asked to copytheir work neatly into the workbooks and to think of and write down some moredescriptive words. They are told that the words will help them to write their poem.
Focus of teacher interactions during learning phase(
Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their tasks)
Teacher will assist spelling for all children. She will work closely with the less able children with

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->