Introduction

No Pens Day Wednesday lesson plans and activity templates have been created by specialist teachers and speech and language therapists and quality assured by practising mainstream teachers. Lesson plans These were developed by taking example plans for September from one schools planning as a starting point. As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for schools to adapt, though they can be used as they are if this fits in with your planning. esson plans aim to follow good practice principles! e.g. They identify explicit learning ob"ectives Support use of questioning, using #looms taxonomy, to support learning $nclude plenary sessions that encourage pupils to reflect on their learning through assessment for learning strategies

Some lessons include reflection on how the %no pens& theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils views on how an emphasis on talk in the classroom has impacted on their learning and en"oyment of lessons. 'ach lesson plan also has key vocabulary identified, signposting to the vocabulary section of the activity templates. (ocabulary is key to all pupils, particularly those whose language is not at an age appropriate level or pupils learning 'nglish as an additional language. Teaching vocabulary explicitly as part of the lesson, using tried and tested strategies can make a significant difference to these pupils in particular. A speaking and listening ob"ective has also been identified for each lesson. Some have been taken from )*A guidelines, whilst others have been taken from our Universally Speaking guides +available to download and order for free from www.hello.org.uk,resources-, which track language development throughout the primary years. .lans are available for every lesson in primary school across the year groups. Activity templates $n addition to lesson plans, weve provided activity templates +separate download on www.hello.org.uk,no/pens/day/wednesday-, which are more generic and can be adapted to any lesson. These give some information about the activity and how it can be implemented, highlighting any resources , links that might be useful to support that activity. These activities can be used within any element of a lesson / as a starter activity, main activity, plenary or as methods of recording learning. See also separate guidance on ways of recording without using pens +available on www.hello.org.uk,no/pens/day/wednesday-.

Year 5 Lesson Plans

Class: Teacher: Date: Previous learning: 1nowledge of layout and text conventions of text type Skilled in use of *licker 2 or alternative software +via $*T lessons-

Literacy: Non Chronological Reports Phase

#pea$ing and listening o!"ectives: 3c4 *hoose material that is relevant to the topic and to the listeners 3d4 Show clear shape and organisation with an introduction and an ending 5a4 6ake contributions relevant to the topic and take turns in discussion Di%%erentiation Resource .upils grouped in differentiated threes, in terms of both literacy and $*T attainment, differentiated research materials, cue cards for lower achieving *licker 2 Topic ideas4 3; things to do with a brick 7 9ound 9obin ideas *onversation with a cavemen 7 9ound 9obin 3; ways to annoy your teacher< / 9ound 9obin $nstructions for eating an ice cream / 9ound 9obin =r link to topic work, e.g. (ictorians

Learning o!"ective: 0A T work collaboratively to plan and make a talking book.

Activity #tarter: .upil in role of teacher 7 recapping on prior learning, pupils are asked to teach a 8how to guide for given aspects of *licker 2 7 e.g. open a new template, add pictures, add sound buttons, record audio. 9ecap technical vocabulary4 edit, edit mode, drag and drop, sound palette, picture palette, template etc .upils teach the class in small groups how to carry out actions and class feedback on quality of teaching and demonstration 7 giving : positives, 3 negative &oca!ulary: >on/chronological, collaborate, issues, solutions, organisation Teach vocabulary using strategies and materials suggested in the activity template pack 'ain activity: $ntroduce the task 7 create a >on *hronological 9eport talking book +no text for 8>o .ens ?ayaround a given topic (iew 'xample text4 9ecap layout and text features of the >on *hronological 9eport Talking partners4 how could we create a book without writing any words@ ?iscuss potential issues and solutions Aroup pupils in differentiated groups of :,5 / take care when creating groups that pupils are matched in terms of attainment in both $*T and literacy Tell children that today they will complete a section from the >on *hronological 9eport book. Share out different areas and discuss how they might research this information and record. Share out different sections to the groups $n groups give pupils given time to collect an information and images needed before being given time to record talking books in *licker 2 +note / .ower.oint plus accompanying oral presentation can be used if *licker 2 is not availablePlenary: $f we wanted to complete a finished non chronological report what else would we need to add@ 0hat was difficult about not being able to use pens in this lesson@ Bow did we overcome them@ Cinal thought4 how would the world be different if no one could talk@ Assessment %or learning4 9eview talking books using : stars and a wish framework

(ome)or$: 6ake an audio report about a topic of your choice

Resource: 'a$ing a record o% your No Pens Day *ednesday activities

6ake a *licker 2 Talking #ook as a record of your day Dse the 8#ookmaking template to create a new book Take digital images throughout the day of childrens activities and download to a 8>o .ens ?ay picture file ?rag and drop the pictures to the blank pages of the book using the 'dit 6ode toolbar Add sound record buttons to your book template Ask children to record captions for the pictures using the 8record option

Year 5 Lesson Plans

Class: Teacher: Learning o!"ective: To investigate the workings of the heart by comparing with the actions of a pump. #pea$ing and listening o!"ectives: 5a4 6ake contributions relevant to the topic and take turns in discussion 5b4 (ary contributions to suit the activity and purpose, including (Based on lesson freely available from Science exploratory and tentative comments where ideas are being collected Museum of Minnesota at together, and reasoned, evaluative comments as discussion moves to http://www.smm.org/heart/lessons/lesson5a.htm) conclusions or actions Activity Di%%erentiation Resource #tarter: .icture prompts for lower esson plan and achieving 7 e.g. diagram of animations available 9ound 9obin / pupils say what they already know about the heart heart at &oca!ulary: .ump, valve, vein, artery, flow, stethoscope www.smm.org/heart/l 9ecap key vocabulary 7 valve, vein and artery. *reate a whole class glossary to establish the functions of each. Dse 6ake an audio recording essons/lesson5a.htm 0ord 6agic template below +taken from $ *A>s Communication Cookbook, available from www.ican.org.uk,cookbookof the instructions for 'ain activity: making the pump or pair Cor each group / Talking partners4 0here in your body is your heart@ good with weaker readers wide mouth "ar 3. Dsing virtual stethoscope at http4,,www.smm.org,heart,heart,steth.htm / ask pupils to describe where in the body +plasticthey think the heart is. '.g. 7 below shoulder, left side, right side, under collar bone, in middle of chest. *heck their balloons ideas with the virtual stethoscope *hunk or simplify skewer :. Dse animation at http://www.smm.org/heart/heart/pumping.htm to show how the heart pumps, and the valves open information for similarities two flexible and close. and differences straws discussion. scissors Tell the pupils they are going to make their own pump. Cor example4 bowl to collect $n mixed ability groups 7 .upils have a set of resources and written instructions of how to make the heart pump. >ame one thing that is water spills the same .upils read and follow instructions to build the model. sponge >ame and one thing =nce model is complete pupils to discuss in groups4 a set of the that is different 0hat are the similarities and differences between the heart and the pump you assembled@ +key questionwritten 9emove the balloon flap +valve- from the apparatus. 0hat happened@ instructions for ?oes the valve affect how well the water flows@ the activity 0hat happens when the valve is removed@ (ideo camera to film 'xtension4 *an you think of other examples of valves and pumps@ activity Plenary: 9ecap learning4 Share answers to questions! teacher targeted questioning to target understanding of all within the group. .aired talk4 0hat might happen to a person if the valves in their heart did not work or wore out@ Bow can we look after out heart@ 0hat can be done to repair damage@ $n groups pupils list 2 key points on how to keep a healthy heart. Assessment %or learning Bow would you summarise the workings of the heart 7 indicate with traffic (ome)or$: 6easure your pulse beat at different times of the day. 0hen is it fastest@ And slowest@ 0hat is your ?ads,6ums pulse rate@ lights how confident you are in your summary. Bow well do you think you took turns in the Date: Previous learning: Cunctions and locations of ma"or organs in the body ocation and function of the heart

#cience + 'oving and gro)ing: the heart

discussion@

Year 5 Lesson Plans

Class: Teacher: Learning o!"ective: 0A T research a range of historical information to clearly hypothesise as to why something might have happened Date: Previous learning: 1ey events of 00$$ placed on timeline .rior learning of cause and effect

(istory: *orld *ar

,**II-

#pea$ing and listening o!"ectives: 5c4 )ualify or "ustify what they think after listening to othersE questions or accounts 5f4 Dse different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences Di%%erentiation ower achieving4 0hy did 6rs #rown lose : stone in weight in 3GI;@ Aive sentence starters to support answers, e.g. because she was.... Aive alternatives if necessary..on a diet, doing lots of exercise, worried etc Bigher achieving4 0hy couldnt Joe have a birthday cake for his 3;th birthday in April 3GII@ Teacher support to extend discussion .air good and weaker readers for the main activity Resource

Activity #tarter: $ntroduce term hypothesis4 an explanation of why something might have happened 0here do we hypothesise@ ink to making predictions in Science before we investigate, or estimating in 6aths4 $s that the same@ 0hy,why not@ Allow pupils talking time to shape answers in pairs Share a range of situations or events from 0orld 0ar :4 allow children time to create a hypothesis as to why that may have happened, starting with 8$ suppose thatF and progressing to 8$ hypothesise thatF '.g. in 3G5G, 5H million gas masks were handed out by the government ?iscuss answers and the importance of being correct if we have thought out answers carefully/ what is more important@ To get the right answer or to carefully think about the situation before stating the hypothesis &oca!ulary: hypothesis. "usti%y. summarise Teach vocabulary using strategies and materials in the activity template pack 'ain activity: (istory mysteries Tell pupils they are going to be history detectives for the lesson. They have a mystery to solve or a question to answer. They must work together to piece together clues from statements they will be given, to make a hypothesis about the question they have been given 'ach group has a 8mystery and a set of statement cards. As a group they must read, understand and analyse the information in the statements, make connections and draw conclusions +groups may use the same mystery 9ecord conclusions on digital voice recorder +alternatively groups may represent findings in pictorial form if $*T resource unavailablePlenary: Aroups split into numbers 3/K. Crom each table all the number ones meet to share the hypothesis they came up with ?iscuss nominations of good hypotheses. Ask pupils to clearly "ustify choices ?id any groups solve the same mystery@ 0as your hypothesis the same or different@ ?iscuss and recap on the importance of a well thought out hypothesis +rational- as opposed to the correct answer. Self assess against ob"ective Assessment %or learning: $n pairs 7 come up with examples of how you "ustified your thoughts. *onsider, how good am $ at doing this@ Share ideas on how to get better. 0hole

http4,,www.thegrid.org.uk,learning,histo ry,ks3/:,resources,mysteries.shtml

(ome)or$: *reate your own history mystery statement about 00$$

class share top 5 ways of "ustifying your argument

Year 5 Lesson Plans

Class: Teacher: Date: P(#/: 0etting on and %alling out Learning o!"ective: Previous learning: #pea$ing and listening o!"ectives: To identify different types of peer pressure Ia4 *reate, adapt and sustain different roles, individually and in groups That actions may affect others that people around us may use to try and Ib4 Dse character, action and narrative to convey story, themes, emotions, ideas in 9esolving differences influence us plays they devise and script Activity Di%%erentiation Resource #tarter: 6ixed ability groupings (entriloquist dummy 7 .upils sit in : circles, one inside the other. $nner ring put their arms behind their backs / they are the Scenario 8dummies picture cards =uter ring put their hands under the other pupils arms 7 they are the 8ventriloquists. Ao round the circle 7 ventriloquists say 6y friend is... 8and he,she is... +characteristic-, 86y friend can... +action-. ?ummies try to mime the words and the facial expressions, actions. &oca!ulary: .eer, pressure, resolve, influence, disapproval Teach vocabulary using strategies and materials in the activity template pack 'ain activity: The peer pressure !ag o% tric$s (Adapted from: http://www.thecoolspot.gov/Documents/2PeerPressureBagofTricks http4,,www.thecool %20F !"#%20$%its%20&0'(&'0)*+.p%fspot.gov,?ocume nts,:.eer.ressur )uestion4 ?o we always have to do what our friends say@ e#agofTricks ?iscuss what is meant by peer pressure / where might we see this@ Bas anyone ever been influenced by peer pressure@ Bas M:;C$>A anyone ever pressured anyone into doing what they want@ +if not friends in school, what about teachers@ =r parents@- 0hat M:;'ditsM:;3;/ feelings can result from being pressured@ 53/;N6A.pdf 'stablish that peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making certain choices, either good or bad That peer pressure can take a number of different forms, both spoken and unspoken, and can lead to risky, disapproved, or personally unwanted behaviour That if you can learn to identify peer pressure tricks, it is much easier to resist them Talking partners4 0hy is it important to resist peer pressure tricks@ =rganise the class into six small mixed ability groups and allocate each group a role play scenario. +see link above .upils to act out the scenario up to the freeLe point. At this point explain that groups will be asked about their feelings here and that the groups should stop here and talk about the event. 'ach group to then continue each scenario with their own ideas on a positive way to deal with this type of peer pressure Plenary: (iew role plays until freeLe point / ask class for ideas on the type of peer pressure being shown here. +Aroups to reveal peer pressure trick as outlined in the scenarios-. Teacher targeted questions to pupils froLen in the freeLe frame/ e.g. Bow do you feel@ 0hat do you want to happen@ 0hy have you done this@ Ask class how this type of peer pressure might be dealt with. $s the peer pressure deliberate@ .upils identify possible feelings of characters using feelings word bank. (iew rest of role play / was this a good way of dealing with the peer pressure@ Dse %Thats 6e& for four of the following statements4 +pupils dont need to share, "ust consider during thinking time-. $ have used unspoken pressure against someone

 $ have had unspoken pressure used against me $ have used spoken pressure against someone $ have had spoken pressure used against me $ have used unspoken pressure to help someone $ have had unspoken pressure used to help me $ have used spoken pressure to help someone $ have had unspoken pressure used to help me Assessment %or learning: Share with a partner4 =ne thing $ have learned about friendship is... =ne thing $ have learned about how people try to influence me... =ne thing $ have learned about how $ influence others is...

(ome)or$: ?iscuss an incident of peer pressure experienced at school with a parent,guardian

Year 5 Lesson Plans

Class: Teacher: Learning o!"ective: To use a variety of sources to research and share information about the topic of water Date: Previous learning: The water cycle

0eography: *ater
#pea$ing and listening o!"ectives: 3d4 Show clear shape and organisation with an introduction and an ending :a4 $dentify the gist of an account or key points in a discussion and evaluate what they hear :b4 Ask relevant questions to clarify, extend and follow up ideas Di%%erentiation ower achieving / focus on water cycle4 ?ifferentiated texts and picture materials! direct link to key web page 'ncouragement to ask adults,other classes for key facts Adult support where needed, access to talking tin or 'asi speak microphones Talk frame to structure feedback Bigher achieving4 0ater supply ?ifferentiated research texts 'xt4 where does the schools water come from Resource

Activity #tarter: ine up4 6ake a human water cycle Band out water cycle cards, each pupil to organise themselves into a group with the rest of aspects needed to complete the water cycle. Aroup to role play cycle, teacher to ask questions targeting pupils understanding of water cycle. Bow can we find out more@ 7 0hat ideas do children have for sources of information@ 7 books, web, artefacts, pictures, asking others &oca!ulary: =cean, river, lake, water cycle, pollution, environment Teach vocabulary using strategies and materials in the activity template pack 'ain activity: 1igsa) Aroup the children into differentiated groups of I for the research tasks. +Aive each child a number Tell the children they need to find 2 key facts on their topic that they can share with others4 Seas, 9ivers, 0ater supply, 0ater cycle Talking partners4 $f $ was researching Seas or 9ivers, what kind of things would $ need to find out@ Share ideas and collect on board. Bow could $ find these@ ?iscuss research strategies. .upils have access to a range of research materials4 0eb, #ooks, .ictures, Adults +or other pupils-. .upils research 2 key facts, recording on talking tins or 'asi/speak microphones 9e/group4 all 3s together, all :s, etc. Share ideas and establish 2 key points as a group 9eturn to original groups to share all the information. .upils allowed 2 minutes to plan a brief group presentation Plenary: 9ecap learning 7 each group to present a brief overview of what they found. *lass evaluation of presentations 0hat was easy , difficult@ Talking partners/ how did not being able to write in that lesson make it easier@ 6ore difficult@ ?iscuss issues that arose and suggestions of what we would do different next time. Self assess against learning ob"ective Assessment %or learning: As a group, rate using thumbs, to summarise their achievement on this lesson against the lesson ob"ective e.g. how well were they able to a- identify key points and bevaluate what they heard

A selection of books, pictures, .ower.oint presentations, web addresses 7 e.g. www.tes.co.uk,9esource?etail.aspx @story*odeO5;;II33 www.bbc.co.uk,schools,riversandco asts,waterPcycle, *hildren can go to other classes or adults in the school to ask questions 7 by prior agreement

(ome)or$: 6ake a photo portfolio of water sources and features near your home

Year 5 Lesson Plans

Class: Teacher: Learning o!"ective: 0ork collaboratively to design and plan the layout of a lunar theme park within a set budget. ( irst activity in part of a !eek long sc"eme of problem solving activities found "ere: "ttp:##education$staffords"ire$gov$uk#%&#rdonlyres#''( A)(*+ A,AB+-., +,'A/+'-'0,(11,C'A#2(0**#3unart"emepark$doc) #pea$ing and listening o!"ectives: 5b4 (ary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions 5c4 )ualify or "ustify what they think after listening to othersE questions or accounts Activity Di%%erentiation Resource #tarter: 'ultiplying and Dividing !y 34. 344 and 34445 ?ifferentiated pairings, prompt Collow me4 Teacher starts with a number and shares with class, then multiplies and divides number by 3;, 3;; and 3;;; 2 times sheets from the original number/ allow pupils 5; seconds to mentally calculate each new number/ share answer to final number + A group to work with TA on : digit numbers/ multiply and divide by 3;-. .rovide pictures Talking partners4 .lay follow me game in pairs, did you end up with the same number as your partner@ ?iscuss strategies used, and symbols e.g. what was easy,difficult@ of the moon to set &oca!ulary: #udget, multiply, divide, colonising, lunar context Teach vocabulary using strategies and materials in the activity template pack http4,,education. 'ain activity: Lunar Theme Par$ +http4,,education.staffordshire.gov.uk,>9,rdonlyres,33:CA5:2/AGA#/I?GC/G3AK/ .re/teach key staffordshire.gov 3I3HG:''G*3A,N:H22, unarthemepark.docvocabulary .uk,>9,rdonlyres Share concept behind series of activities4 The year is (4*4$ Man is no! colonising t"e moon and you "ave decided to open t"e ,33:CA5:2/ first lunar t"eme park in "istory Talking Tins AGA#/I?GC/ Talking partners4 $f you were going to design a theme park what would you need to put into it@ Share ideas and flesh out if needed available G3AK/ $ntroduce budget and share table, extracting key information 3I3HG:''G*3A, ?iscuss the need to display theme plans so people are able to get a clear understanding, introduce A5 paper for theme park plan Teacher to N:H22, unarthe Share rules for designing the theme park, introduce scale for theme park map and remind children of budget4 support lower mepark.doc achieving pairs Talking .artners4 =ne minute to discuss the 5 key things we need to do to succeed in planning our lunar theme park 'stablish and record4 0hich rides are chosen and calculate cost *onvert area to map scale *reate map to correct scale .upils work in differentiated pairs to design theme parks Plenary: Allow children 5 minutes to go to each table and review theme park designs .upils to stand behind the tables of the theme parks they would most like to visit. )4 $s this the best planned theme park@ .upils to stand behind the pair who they feel have planned and presented their information in the best way ?iscuss problems in the lesson/ what was easy , difficult@ Bow did not being able to record written information make this lesson more difficult@ Assessment %or learning: As a class identify what elements makes the best planned theme park the best. 'ach pair to then identify (ome)or$: *reate an advert for your which of these elements their theme park has and which of these they would need to add to improve theirs to the same standard. Bow lunar theme park well can they "ustify their thinking@ $ndividuals use traffic lights to "udge Date: Previous learning: 6ultiplying and dividing by 3;, 3;; and 3;;; 6ental calculation strategies

Numeracy: 2sing and Applying Num!ers

Lunar Theme Par$ Price Ta!le and Design Rules:

Item 6a"or ride 6inor 9ide *afT Shop Cood cabin Toilet block,3;;; visitors .aths ake *ar park Area occupied 5K;; mS :;;; mS I;; mS :;; mS 3;; mS :;; mS I;; mS Av. 5 visitors per car and each car needs 3; mS Cost 2;,;;; :;,;;; 3;,;;; N,;;; :,;;; 2,;;; :;;,3;m 2,;;; 3,;;;,3;;mS Design Rules: .upils are restricted to use an A5 piece of paper to design their 8 unar theme park. Qou must use a scale of 3cm 4 3;m The spending limit is 2,;;;,;;; , which must not be exceeded.R means unar olly There must be car parks for your visitors to use. Qou will need to allow 3;mS per car and assume that there is an average of 5 people visiting per car There must be toilets for your visitors to use. Qou will need 3 toilet block per 3;;; people visiting There must be cafes and shops for your visitors to use There must be a queuing area around each ride, based on an estimation of how many visitors will use the ride per hour