Introduction

No Pens Day Wednesday lesson plans have been created by practising Mainstream teachers and speech and language
therapists. As all schools will be covering different topics and have different ways of planning, the lesson plans provide an
example for teachers to adapt and build on.
Lesson plans aim to follow good practice principles; i.e. they

 Identify explicit learning objectives.

 Support use of questioning, using Bloom’s taxonomy, to support learning.
 Include Plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has influenced learning. This could be a discussion
you could have in any lesson to gather pupils’ views on how an emphasis on talk has impacted on their learning and
enjoyment of lessons.

Each plan also has some key vocabulary identified, but you may wish to add key words of your own too. Vocabulary is key
for all pupils, particularly those whose language is not at an age-appropriate level or who are learning English as an
additional language. A speaking and listening objective has also been identified for each lesson.

Visit I CAN’s webpage for more information about supporting children with special educational needs and continuing to
embed speaking and listening into your teaching.
Year 5 lesson plans contents
Lesson and subject title
Literacy: Explanations
Geography: Rainforests
Literacy: Persuasive Writing
Maths: Measures
Geography: Investigating the Local Area
History: Past Events
Science: Forces in Action
Music: Composition
Literacy: Non Chronological Reports
Phase 2
Science: Moving and growing: the heart
History: World War 2 (WWII)
Speaking and listening objective
 Give well-structured descriptions and explanations
 Ask relevant questions to extend their understanding and build vocabulary and
knowledge
 Use spoken language to develop understanding through speculating,
hypothesising, imagining and exploring ideas
 To select relevant ideas and use appropriate vocabulary to engage and maintain
interest of listeners
 Give well-structured descriptions and explanations
To select relevant ideas and use appropriate vocabulary to engage and maintain
interest of listeners
 Take different roles and make relevant contributions in groups
 Use dialogue and discussion to build up and refine ideas collaboratively in groups
To use dialogue and discussion to build up and refine ideas, move groups on and
reach agreements collaboratively
 To select relevant ideas and use appropriate vocabulary to engage and maintain
the interest of listeners
 To evaluate own and others’ speech and identify how it varies
 To convey complex ideas, using different techniques for clarity and effect
 To extend and justify their opinions and ideas building on what they have learned
To use dialogue and discussion to build up and refine ideas, move groups on and
reach agreements collaboratively
 Choose material that is relevant to the topic and to the listeners
 Show clear shape and organisation with an introduction and an ending
 Make contributions relevant to the topic and take turns in discussion
 Make contributions relevant to the topic and take turns in discussion
 Vary 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
 Qualify or justify what they think after listening to others' questions or accounts

PHSE: Getting on and falling out
Geography: Water
Numeracy: Using and Applying Numbers
 Use 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
 Create, adapt and sustain different roles, individually and in groups
 Use character, action and narrative to convey story, themes, emotions, ideas in
plays they devise and script
 Show clear shape and organisation with an introduction and an ending
 Identify the gist of an account or key points in a discussion and evaluate what they
hear
 Ask relevant questions to clarify, extend and follow up ideas
 Vary 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
 Qualify or justify what they think after listening to others' questions or accounts
Year 5 Lesson Plans

Class: Teacher: Date: Lesson: DT – origami

Yr 5
Lesson objectives: Speaking and listening objectives:
- To work with accuracy and care; - To give clear instructions, providing clarification when requested;
- To follow instructions, seeking clarification when needed;
- To use language of direction, space, measure.

Activity: Differentiation Resource

- Making origami figures from verbal instructions

Starter:
Simon Says – class sitting in circle, caller (teacher) gives movement
instructions. When the instruction is ‘Simon says ……………’ children must not Manage the thinking
move, and obey the instruction only when not prefaced by ‘Simon says….’ time for students with
Pupils who follow the instruction when ‘Simon says..’ can be asked to sit out if language or
the adult chooses. processing needs

For round 2– introduce instructions to ‘make a corner’ (fingers at right angle:;

‘make a diagonal’ (Usain Bolt action); ‘horizontal’ (arm across body at
shoulder height); ‘vertical’ (arms pointing straight up, fingers touching);‘make a
fold forwards’ (bend forwards at waist); make a ‘fold under’ (kneel back on
feet); ‘left’ (point left); ‘right’ (point right). – do not eliminate pupils this round.

Vocabulary: fold; edge; corner; diagonal; horizontal; vertical; left; right

Main: Origami modelling

Introduce the activity. Explain what origami is, its origin and show examples. Give consideration to  Origami examples
how pupils are paired  paper squares in a variety of colours
Pupils are going to make simple origami models in pairs, taking it in turns to be up, and the simplicity approx. 15 cm square
instructor and modeller. or complexity of the  some larger (20cm squared squares for
 Explain that instructions need to be precise, and modellers need to ask models. pupils with weaker motor skills)
for more explanation if the instruction is not clear (clarification).  Scissors
 Instructors cannot show modellers what to do! They must describe Have some harder  Rulers
 Where the written instructions refer to a diagram the instructor must model examples  NO PENS!
substitute their own verbal instructions ready for extension
 Origami instruction sheets (easy and very
 Remember it is NO PENS so pupils need to be inventive in thinking of tasks.
easy - e.g drinking cup, hat, ladybird,
different ways to mark any measurement (e.g score with thumbnail, talking dog, sail boat, crown, horse)
make a snip in the side of the paper. downloaded from http://www.origami-
fun.com/origami-for-kids.html or
Activity: http://www.redtedart.com/2015/03/19/how-
Pupils work in pairs; decide in each pair who will be the first instructor and first to-make-an-origami-butterfly-simple/
modeller (pupils will get at least one opportunity to take both roles).

Give each instructor a model instruction sheet (see link) and begin!

When first model is finished –

 Compare to the picture.
 How close it the finished model to the original?
 How easy was it to follow the directions? – what was hard? Why?
 How easy was it to give the instructions? – what was hard? Why?
 Even better if………….

Swap roles and repeat with a new model.

If time, some pupils may make a 3rd model, or choose a harder one.
Plenary:
Discussion:
Regroup as class circle.
 Pupils ‘show and tell’ their models
 what was hard with speaking and listening? Why?
 Even better if………….

Assessment for learning:

Pupils self assess (thumb up, horizontal, down) their achievement –
 I can give instructions clearly;
 I can give more information if needed;
 I can listen carefully and follow instructions;
 I can ask for more information if needed;
 I can work carefully and accurately

No Pens Homework:

Try out an origami instruction on a member of your family. Use these website to find instructions http://www.origami-fun.com/origami-for-kids.html or
http://www.redtedart.com/2015/03/19/how-to-make-an-origami-butterfly-simple/
Year 5 Lesson Plans

Class: Teacher: Date: Lesson: English – genre and voice

Yr 5
Lesson objectives: Speaking and listening objectives:
- To recognise and use features of different genres –diary, instructions, - Change my use of language to suit different genre and audience
news report

Activity: Differentiation Resource

- To re-create a verbal account of a piece of text in the style of a diary,
instructions or news report
Starter: Manage the thinking
Voices – pupils sit in a class circle. Teacher introduces the activity – time for students
 We alter the way we use language depending on the context. So we with language or
greet our friends with different words and different tone of voice than processing needs
when we greet a stranger, or greet someone important.
 Teacher gives couple of examples – changing voice tone, body Make sure less
language, words confident pupils have
 So let’s have a go at it! take turns around the circle to practise using the opportunity to
different words and tones of voice for different audiences e.g. speaking listen to others
to headteacher, best friend, baby cousin, mum, shopkeeper, Prime before their turn.
Minister, the Queen, a stranger on the street, etc.
Vocabulary: emphasis, intonation, voice, purpose, audience, description, Round Robin –
directive verbs checking
understanding of
vocabulary
Main: use of language in different genres

Introduce the activity. Make sure less

We also use language in different ways depending on the purpose and confident pupils have
audience for what we want to say. the opportunity to
Recap some aspects of listen to others
 giving instructions – directive verbs, sequence, short sentences before their turn.
 a diary – first person, descriptive, includes thoughts and feelings
 a report – description, factual

Activity:
Whole class group –
 Using the situations and genre dice, roll both to get 1) a genre and 2) Use mixed ability
situation grouping. 1 x Situations dice per group
 model an example, verbally creating an account of the situation in the 1 x genres dice per group
specific genre – e.g late for school in the style of a diary entry, shopping Ask more confident
trip in the style of set of instructions. pupils to model the Schools can create their own dice to suit class
 Roll the dice again and ask for pupils to have a go. language style for group and individual learning needs at
pupils with additional http://www.senteacher.org/worksheet/103/Phonics-
 Review, drawing attention to use of language, verb forms, style
needs to copy. Letter-Dice-Printer.html
In groups –
Each group has 2 dice – 1 x situation, 1 x genre
Pupils take it in turns to roll the dice and have a go at the task.

Freeze frame:
After 10 minutes – freeze, discuss, offer opportunity for some to share their
attempts

Return to group task.

Plenary: Certificate template

- Take an example form each group to be re-told to the class group.
- Peer assessment - which was best overall story? Why?

Award a certificate to the winning group!

Assessment for learning:
Can students –
- Change use of language for different contexts;
- Use directive verbs for instructions
- Use first person for diary
- Use descriptive language for reports

Teacher observation; peer assessment; self assessment.

No Pens Homework:
With a family member at home, use an emotions and phrases dice (see resources – schools can create their own dice to suit the class group / individual
learning needs at http://www.senteacher.org/worksheet/103/Phonics-Letter-Dice-Printer.html ) to practise changing the way you say something depending
on the emotion you are feeling.
Year 5 Lesson Plans
Class: Teacher: Date: Year 5 Literacy: Explanations
Learning objective: Previous learning: Speaking and listening objectives:

Create an audio Pupils have some  Give well-structured descriptions and explanations.
explanation about the experience of using  Ask relevant questions to extend their understanding and build vocabulary and knowledge.
characteristics of an recording devices / crazy  Use spoken language to develop understanding through speculating, hypothesising,
unfamiliar object. talk software. imagining and exploring ideas.
Activity Differentiation Resources
Starter:
Show the class a strange object (mirror, key, strange stone, Strange object.
fossil etc.) Explain that it has come from another world. Differentiated groupings.
What could it be? Collect adjectives to describe it using the Recording equipment – talking tin lids,
60 second buzz approach (60 seconds for Talk Partners or The outcomes can be differentiated using microphones tables, computers etc.
groups to discuss and find adjectives, then share the ideas success criteria related to the 5Ws (e.g. lower
after the buzz). ability children could include fewer of the 5Ws, Crazy talk software- or other similar
such as focusing only on where and when). software.
Vocabulary
Some adjectives could be provided to lower 5Ws laminated as key questions prompts
Adjectives relating to the object. The 5Ws: Who? What? ability children. to help structure to explanation.
Where? When? Why? Also include the ‘How?’ explanation.
Teacher/TA support. http://www.communication4all.co.uk/
Main activity: AFL/Question%20Hand.pdf

 Run through the 5Ws collecting ideas as a whole class

discussion. What does it look like/ remind you of?
Where has it come from? What is it used for? What
could a new use be for it?
 Remind the children that the object has come from
another world, so imagination is the main objective.
What would an alien tell you it was for?
 In talking pairs, children to collate the ideas by
recording key vocabulary onto talking tin lids or tablets
or microphones.
 They can then use these words (playing back the
recordings will act as an aide memoire as they prepare
an explanation in the form of a speech).
 Children to create a short speech as if they were an
 alien explaining what the item is, ensuring they include
the 5Ws (link this to each differentiated success
criteria).
 Once practised, the children can record their speeches
into the Crazy Talk software, choosing one of the
aliens, mad scientists or robots as their character.

Plenary:
 Watch and evaluate the crazy talk audio (or similar)
commentaries, picking out good examples of ideas
related to the strange object. Prompt pupils to expand
on ideas where necessary through teacher targeted
questioning.
 Ask the whole class to critique the speech using the
feedback sandwich approach. (Start with a positive
comment, then an explanation referring to an area of
improvement, then end with another positive comment).

Assessment for learning: No Pens Homework: Find a strange or unusual object from home or on your way to school
Teacher targeted questioning, self-assessment, that you can talk about in the same way tomorrow.
observation.
Year 5 Lesson Plans
Class: Teacher: Date: Year 5 Geography: Rainforests
Learning objectives: Previous Speaking and listening objectives:
learning:
 To be able to identify  To select relevant ideas and use appropriate vocabulary to engage and maintain interest of listeners.
different global Prior knowledge of  Give well-structured descriptions and explanations.
climatic zones. some of the key
 To be able to create a vocabulary for the
weather forecast for a Rainforest topic.
rainforest. Use of I Can
Present software
or similar.
Activity Differentiation Resource
Starter:
Using a globe, ask a child to demonstrate where Differentiated groupings. Globes.
and name the polar regions, the tropics and
equator. Have a class discussion relating to Prompts with examples of the key 5Ws and the structure of the weather forecast Desk lamp.
weather in these parts. could be given to lower ability children.
Torches.
Vocabulary: Key vocabulary or a glossary could assist children with the starter and main
activities. Weather symbols for
Climate, temperature, poles, equator, Arctic, children to stick on
temperate, Mediterranean, desert, tropical, Antar Teacher/TA support. map.
ctic.
Main activity: Vocabulary for group
work.
 https://www.bbc.co.uk/bitesize/clips/zr7hyrd l
- watch the video that explains the climatic Internet websites for
zones of the world. videos.
 Discuss what we have learnt from this.
Support children with knowledge of weather I Can Present software
symbols for differing basic weather patterns or camcorders.
 Using a desk lamp as the sun, shine it onto a or
globe. What do the children notice about the Wall map of the
earth when it is tilted on its axis? Amazon rainforest
Demonstrate it spinning around and the area on the wall or on
concentration of the sun’s rays. interactive whiteboard.
 Show the data (provided below) regarding
 the weather in the Amazon rainforest. In
pairs discuss what they notice.
 Whole class discussion about the
temperatures, rainfall, patterns etc.
 Explain task to children ad show weather
forecast from the BBC
-http://www.youtube.com/watch?v=HSHNkT-
V7LY
 In pairs, children are to create and practise to
perform weather forecast for the Amazon
rainforest with weather symbols. Rainforest data
Plenary: (attached).
 Record the weather forecasts in front of a
green screen using software such as I Can
Present which puts an image behind the child
on the recording similar to standard weather
forecasts. (If this is unavailable then provide
a map of the Amazon area on the whiteboard
or stick it onto a wall, enabling the children to
present in front of it and stick their weather
symbols onto it.)
 Ask each group after they have performed to
assess their own performance – did it go to
plan? What could they improve on next time?
How have their reporting skills improved after
this activity? No Pens Homework: Look online at the data / weather forecast for the following day for another country
 Discuss how difficult it was without the as comparison. Prepare a weather forecast to deliver to the class about your chosen country.
picture behind them or an auto-cue to work
from.

Assessment for learning:

Teacher targeted questioning, peer assessment,
observation.
Year 5 Lesson Plans
Class: Teacher: Date: Literacy: Persuasive Writing
Learning objective: Previous learning: Speaking and listening objectives:
Use a range of persuasive devices to sell a Pupils have had access to a range of persuasive To select relevant ideas and use appropriate vocabulary to engage
product. literature and have used these to collect and and maintain interest of listeners.
investigate the use of persuasive devices.
Pupils are aware of a range of devices (see
vocabulary).
Activity Differentiation Resource
Starter:
 Recap prior learning about the types of persuasive language used in the texts studied throughout Differentiated pairings and Teacher/TA QVC video clip.
the unit. Paired talk: Can pupils collect 5 examples of different persuasive devices on their support.
fingers? Review answers and collect examples on board. Less confident pupils given access to A range of items to sell.
Q: When might we use examples of persuasive language in our daily speech? video recording device to record and (3 or 4 different items would
Q: Why do we use persuasive language? share performance prior to plenary. be fine to allow children to
 Elicit that we use persuasion to try and manipulate people to do what we want. Ask pupils to role Less confident have access to share ideas about features
play in pairs a conversation between a parent and a child at bed time, with the child persuading persuasive language prompt cards. between different pairings)
the parent to allow them to stay up late. Share a few role plays- Who was the most persuasive?
Why? (Ensure pupils are using the correct vocabulary when talking about the types of persuasion Pupils may wish to record
used- refer to list on the board) - Remind pupils that a range of different persuasive devices are their sales pitches to review
needed in order to successfully manipulate. in the plenary as opposed
Vocabulary: Related to persuasive devices, such as words and phrases ('surely', 'it wouldn't be very to perform them live.
difficult…'); persuasive definitions ('no one but a complete idiot…'); rhetorical questions ('are we
expected to…?', pandering, condescension, concession ('naturally it takes time for local residents…');
deliberate ambiguities ('probably the best…in the world', 'the professional's choice').
Main activity:
 Ask pupils where they have seen examples of persuasive language on TV and collect ideas. Ask
pupils if anyone has seen the shopping channel and what the purpose of that is. What skills would
you need in order to be a success on the shopping channel?
 Watch http://www.youtube.com/watch?v=7_MWbtTwzB0 How did the auditions go?
Discuss the item to be sold and how the main features of that item need to be linked to any
persuasive devices used.
 Instruct children that they are to be given 15 minutes to devise a shopping channel style sales
pitch for a given item in less than on minute. Pupils are to identify the key features of that item and
devise a range of persuasive devices to convince their audience that they need that item.
Plenary:
 Pupils to perform shopping channel routines.
 Identify the persuasive devices used in each pitch and peer asses: What did they do well? What
advice would you give to them next time?

Assessment for learning: Targeted questioning regarding the types of persuasive devices used- are No Pens Homework: Practice using persuasive language to ‘sell’ an
pupils aware of the different types of persuasive devices? Able to implement them? everyday household item to an adult at home. Video it if you can to
talk about at when back at school.
Year 5 Lesson Plans
Class: Teacher: Date: Maths: Measures
Learning objective: Previous learning: Speaking and listening objectives:

Investigate statements about measures. Pupils can measure accurately. Take different roles and make relevant contributions in groups.
Pupils can find simple fractions of amounts. Use dialogue and discussion to build up and refine ideas
collaboratively in groups.

Activity Differentiation Resources

Starter:
 Finding fractions of amounts- In pairs pupils to devise challenge questions for finding thirds, Mixed ability groupings. Vitruvian Man investigation
quarters, tenths and a fifths of them. First partner to answer 5/10 questions correctly wins. Teacher to float between groups. prompt.
 Extend to solving fraction problems on white board. TA to support measuring of less
confident pupils. Class needs to be divided
Vocabulary: Appropriate vocab relating to measures. Less confident have access to into 4 areas for pupils to
Main activity: calculation cards showing the investigate one of the
 Introduce children to Vitruvian Man: DaVinci’s perfect human. calculations needed for each statements at each station.
Q: Why would Da Vinci choose to investigate this? How might it help people? Instruct children that investigation.
today in small groups we are going to investigate the following statements in order to find out if we Pupils will need access to
have anybody in the class who matches the description. suitable measuring
equipment at each station.
-The whole foot from toe to heel is the same as the distance between the elbow and the wrist
- When a person kneels, they reduce their height by a quarter
-The length of a hand is one tenth of the person’s height
-The length of the ear is one third of the length of the face.

 Talking pairs- what maths skills will we need to use in order to investigate each statement? What
equipment will we need? Share ideas and model any skills needed.
Q Do you think that DaVinci was right? Do you predict that anybody in our class will match these
descriptions? Allow pupils time to think in order to expand on their ideas.

 In groups of 3 pupils to be given 5 minutes to investigate each statement at their station.

Plenary:
 Allow pupils time to reflect upon their investigation, focussing the extension questions on the
prompt sheet. Pupils to present back their findings to the rest of the class.
 Recap the prompt sheet extension questions whole class, targeting pupils to evaluate learning.
Assessment for learning: Teacher targeted questioning. Observation of practical and investigative No Pens Homework: Investigate the same statements with a family
skills used. member at home. Do they fit the ‘perfect human’ measurements?
Discuss what a perfect human might be like – what qualities would
they have?
 Vitruvian Man

The idea of perfect human dimensions, if such a thing exists, comes from
Leonardo Da Vinci’s drawings, entitled Vitruvian Man. They are so called as
they are based on the observations and measurements of a Roman architect
named Vitruvius. He wrote about other proportions of the human body which are
very useful in figure drawing and art.
Investigate the following statements:
 The whole foot from toe to heel is the same as the distance between the elbow and wrist.
 When a person kneels, they reduce their height by a quarter.
 The length of a hand is one tenth of the person’s height.
 The length of the ear is one third of the length of the face.

Extension:
Can you draw any conclusions from your investigation?
Are these statements correct?
Can you find other measurements that compare?
Do the measurements of boys and girls differ?
Year 5 Lesson Plans
Class: Teacher: Date: Geography: Investigating the Local Area
Learning objective: Previous learning: Speaking and listening objectives:
Pose questions to investigate about a Pupils have studied historical maps about their To use dialogue and discussion to build up and refine ideas, move groups on
place. local area and identified some change. and reach agreements collaboratively.
Pupils can identify human and physical features of
the landscape.
Activity Differentiation Resource
Starter:
 Recap what the historical maps showed us about our area- what had changed, what had Mixed ability groupings. Talking tins/voice recorders.
stayed the same? Allow pupils time to explain why this might have been after modelling an Teacher/TA to support less
appropriate answer. confident pupils where
Is anything changing in our area now? Why might this be? appropriate.
Vocabulary: Related to Geographical Investigation: interview, survey, questionnaire, observe,
field sketch use photographs of the local
Main activity: area/other visual support to
 Remind pupils that in the coming weeks we are going to go out of school and investigate help contextualise questions
change in the local area, but before we do that we need to think about exactly what it is we and discussion
are going to investigate.

 Talking pairs- What aspect of change in our local area could we investigate? What would
we look for or what could we do to find that out? Draw out answers and elicit that the more
focused the investigation question the easier it is to investigate.

 Talking pairs: Do we all need to investigate the same thing? How would it help our class
investigation about change in the local area if we looked at a variety of things? Share
ideas and discuss.
Q- Once we have decided what it is we are to investigate what else do we then need to
think about? Collect ideas about ways we could investigate and record on the board for
future use. (See vocab)

 Establish that in today’s session we need to plan what aspect of change in our local area
we are going to investigate in our groups, as well as plan for what it is we will do in order
to investigate. Put pupils into groups and give them time to discuss ideas.

 Allow pupils time in groups to devise their investigation, devising a proposal that clearly
states:
- What change in the local area they want to investigate
- How they will investigate that on the field trip (i.e. what they are going to do)
- What resources they will need in order to collect information for their investigation.
Plenary:
 Share proposals via envoying, with pupils given time to share ideas. Discuss
investigations as a whole class and discuss any problems that groups might have when
investigating- i.e. questions not focussed enough, no recording etc. Allow pupils time to
refine their ideas in groups.

Assessment for learning: Peer assessment, teacher observation of group participation. No Pens Homework: Ask a family member about how the area they grew up
in has changed since they were a child.
Year 5 Lesson Plans
Class: Teacher: Date: History: Past Events
Learning objective: Previous learning: Speaking and listening objectives:

Collaborate to produce a news broadcast Pupils have an understanding of the key To select relevant ideas and use appropriate vocabulary to engage and maintain
about a historic event. events from the history of the crusades the interest of listeners.
To evaluate own and others’ speech and identify how it varies.
Activity Differentiation Resource
Starter:
 Watch horrible histories news clip ( https://www.dailymotion.com/video/x2wpzz0) Mixed ability groupings. See links below.
and discuss the key features of it. Teacher/TA to support less
 Talking pairs: What format did the news program follow? What else might they have confident pupils where https://www.dailymotion.com/video/x2wpzz0
included to improve on it? Share ideas. appropriate.
Vocabulary: Relating to formal language. Picture prompts for less Picture prompts relating to event.
Main activity: confident.
 Recap the key events of the crusades and collect on board for later reference. More confident to implement use
Tell pupils that they are to plan their own news broadcast of a key event from the of standard English in
story of the crusades. broadcasts.
 Discuss what format groups might use and what parts they would need to play in
order to present a detailed news story. Elicit that interviewed characters should be
people that we have looked at in our studies, and that pupils will need to think about
how they will portray them as well as clearly detailing the events. Discuss the need
for open questions in order for the interviewed characters to give detailed answers.
 Discuss group skills needed in order for pupils to be successful and collect.
 Allow pupils time in groups to orally plan news stories before being given time to
improvise their news sketches.
Plenary:
 Watch group’s improvisations and evaluate using two stars and a wish. Discuss how
not recording any notes in this lesson changed the lesson. Share ideas as to how we
could take this a step further, recording/editing our news broadcasts using ICT and
filming on location.
Assessment for learning: Peer assessment, teacher observation of group participation, No Pens Homework: With an adult at home, watch Newsround on CBBC and
feedback. Use group roles for pupils to determine how successful their group work was – compare it to your own broadcast- discuss what are the similarities and
what worked and what didn’t differences?
Year 5 Lesson Plans
Class: Teacher: Date: Science: Forces in Action
Learning objective: Previous learning: Speaking and listening objectives:
To convey complex ideas, using different techniques for clarity and
Investigate how friction can affect forces in Pupils will have some understanding of friction and effect.
action. gravity. To extend and justify their opinions and ideas building on what they
have learned.

Activity (Adapted from: https://www.tes.com/teaching-resource/forces-and-their-effects-or-forces- Differentiation Resources

in-action-6112633)
Starter:
 Jelly Chopsticks- set up a race where groups have to move 6 cubes of jelly from one plate to Mixed ability groupings Investigation prompts.
another. Add vegetable oil to the jelly cubes and ask pupils to predict how this will effect moving Teacher/TA to support less confident Talking tins/ voice
the cubes with the chopsticks. Race and discuss outcomes. Allow pupils time to explain why it pupils where appropriate. recorders.
took longer using the correct forces vocabulary. Investigation prompt cards for less
Vocabulary: variable, prediction, properties, gravity, friction. confident.
Main activity: pre teach vocabulary where needed
 Introduce the resources the pupils will have to investigate with in today’s lesson- balloons, tape,
garden string, wool, wire, nylon etc. Discuss how we could further investigate friction using these
resources. Share ideas and establish investigation question: Which material makes the best track
for a balloon rocket?
 How can we make this a fair test? What is the variable that we will change? Elicit that this is the
material of the track and establish that the best track will allow the balloon to travel the furthest.
 Discuss what other factors might affect their investigation – i.e. if the experiment is set up outside
could the wind affect results? How will we make sure the balloons have the same amount of air in
them? Can we be certain they are the same? What could we do to make it fairer?
 Establish that we will repeat the experiment 3 times with each material to ensure that results are
as fair as they can be.
 Allow pupils time to make predictions as to which material would make the best track, ranking the
materials from best to worst, clearly explaining their reasoning.
 Model how to set the balloon onto the track and how to accurately measure distance. Allow pupils
time in groups to undertake the investigation.

Plenary:
 Discuss results from investigations- did the results match their predictions? Did each group get the
same outcome? Talking pairs- what were the properties of the material that allowed it to be a good
track? How does this relate to the forces in action. Allow pupils time to devise a conclusion
statement using the key forces vocab. Q- Could we change the results of this investigation if we
added vegetable oil onto each of the materials?

Assessment for learning: Teacher targeted questioning, self-assessment, observation. No Pens Homework: explain to a family member the definition of the
words ‘gravity’ and ‘friction’. Video or audio record it if you can.
Year 5 Lesson Plans
Class: Teacher: Date: Music: Composition
Learning objective: Previous learning: Speaking and listening objectives:

Collaborate to compose a soundtrack for a Pupils have a basic understanding of rhythm and To use dialogue and discussion to build up and refine ideas, move
short story. tone. groups on and reach agreements collaboratively.

Activity Differentiation Resources

Starter:
 Share list of emotions on white boards- pupils to choose an emotion and try to portray it with their Mixed ability groupings. Range of unturned
instrument- partners to guess the emotion stating reasoning. Teacher to float. instruments.
Vocabulary: Story prompts (Note: you
Main activity: may wish to design simple
 Watch Tom and Jerry (https://www.youtube.com/watch?v=DO3JvjNoJ1A) focussing on the use of stories or use known short
music and sound. stories such as fairy tales,
Q. How is music used throughout the cartoon? Elicit that music is used for emphasising the action, depending on how
filling in for traditional sound effects, lending emotion to the scenes etc. confident the pupils are.)

 Identify the emotions relating to the types of music used and discuss how effective the composer
has been. Discuss how the music changes throughout the scene depending on the action.

 Instruct pupils they are to work in groups to make a soundtrack to a given short story using a
range of untuned instruments. Discuss skills needed for successful group work.

Plenary:
 Each group to perform their soundtracks, evaluate each with two stars and a wish.
Q. Which group would you award the Oscar for best soundtrack and why? Allow pupils time to
discuss in groups before sharing ideas.

Assessment for learning: Teacher targeted questioning, peer evaluation, observations of interaction No Pens Homework: With a family member, discuss your individual
in group. evaluations of a TV programme you watch this evening, using the
same method of 2 stars and a wish. How do you evaluations
compare?
Year 5 Lesson Plans
Class: Teacher: Date: Literacy: Non Chronological Reports
Phase 2
Learning objective: Previous learning: Speaking and listening objectives:
Work collaboratively to plan and make a  Knowledge of layout and text conventions of 1c: Choose material that is relevant to the topic and to the listeners
talking book. text type 1d: Show clear shape and organisation with an introduction and an
 Skilled in use of Clicker 5 or alternative ending
software (via ICT lessons) 3a: Make contributions relevant to the topic and take turns in
discussion
Activity Differentiation Resource
Starter: Pupils grouped in differentiated threes, Clicker 5
 Pupil in role of teacher – recapping on prior learning, pupils are asked to teach a ‘how to’ guide in terms of both literacy and ICT
for given aspects of Clicker 5 – e.g. open a new template, add pictures, add sound buttons, attainment, differentiated research Topic ideas:
record audio. materials, cue cards for lower 10 things to do with a brick
 Recap technical vocabulary: edit, edit mode, drag and drop, sound palette, picture palette, achieving – Round Robin ideas
template etc
 Pupils teach the class in small groups how to carry out actions and class feedback on quality of Conversation with a
teaching and demonstration – giving 2 positives, 1 negative cavemen – Round Robin
Vocabulary: Non-chronological, collaborate, issues, solutions, organisation
Teach vocabulary using strategies and materials suggested in the activity template pack 10 ways to annoy your
Main activity: teacher! - Round Robin
 Introduce the task – create a Non Chronological Report talking book (no text for ‘No Pens Day’)
around a given topic Instructions for eating an
 View Example text: Recap layout and text features of the Non Chronological Report ice cream - Round Robin
 Talking partners: how could we create a book without writing any words? Discuss potential issues Or link to topic work, e.g.
and solutions Victorians
 Group pupils in differentiated groups of 2/3 - take care when creating groups that pupils are
matched in terms of attainment in both ICT and literacy
 Tell children that today they will complete a section from the Non Chronological Report book.
Share out different areas and discuss how they might research this information and record. Share
out different sections to the groups
 In groups give pupils given time to collect an information and images needed before being given
time to record talking books in Clicker 5 (note - PowerPoint plus accompanying oral presentation
can be used if Clicker 5 is not available)
Plenary:
 If we wanted to complete a finished non chronological report what else would we need to add?
 What was difficult about not being able to use pens in this lesson? How did we overcome them?
 Final thought: how would the world be different if no one could talk?
Assessment for learning: Review talking books using 2 stars and a wish framework No Pens Homework: Give a verbal report to a family member on a
topic of your choice. Audio record it if you can.
Resource: Making a record of your No Pens Day Wednesday activities

 Make a Clicker 5 Talking Book as a record of your day

 Use the ‘Bookmaking’ template to create a new book
 Take digital images throughout the day of children’s activities and download to a ‘No
Pens Day’ picture file
 Drag and drop the pictures to the blank pages of the book using the Edit Mode toolbar
 Add sound record buttons to your book template
 Ask children to record captions for the pictures using the ‘record’ option
Year 5 Lesson Plans

Class: Teacher: Date: Science: Moving and growing: the heart

Learning objective: Previous learning: Speaking and listening objectives:
To investigate the workings of the heart by  Functions and locations of major organs 3a: Make contributions relevant to the topic and take turns in
comparing with the actions of a pump. in the body discussion
 Location and function of the heart 3b: Vary 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 Differentiation Resource
Starter: Picture prompts for lower Lesson plan and
 Round Robin - pupils say what they already know about the heart achieving – e.g. diagram of animations available
Vocabulary: Pump, valve, vein, artery, flow, stethoscope heart at
Recap key vocabulary – valve, vein and artery. Create a whole class glossary to establish the functions of each. Use www.smm.org/heart/l
Word Magic template below (taken from I CAN’s Communication Cookbook, available from Make an audio recording essons/lesson5a.htm
http://icancharity.org.uk/resources/communication-cookbook) of the instructions for
Main activity: making the pump or pair For each group -
 Talking partners: Where in your body is your heart? good with weaker readers  wide mouth jar
 1. Using virtual stethoscope at http://www.smm.org/heart/heart/steth.htm - ask pupils to describe where in the body (plastic)
they think the heart is. E.g. – below shoulder, left side, right side, under collar bone, in middle of chest. Check their  balloons
ideas with the virtual stethoscope Chunk or simplify  skewer
 2. Use 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.
 Tell the pupils they are going to make their own pump.  scissors
 In mixed ability groups – Pupils have a set of resources and written instructions of how to make the heart pump.
 Pupils read and follow instructions to build the model.
 Once model is complete pupils to discuss in groups:
 What are the similarities and differences between the heart and the pump you assembled? (key question)
 Remove the balloon flap (valve) from the apparatus. What happened?
 Does the valve affect how well the water flows?
 What happens when the valve is removed?
 Extension: Can you think of other examples of valves and pumps? For example:  bowl to collect
Plenary:  Name one thing that is water spills
 Recap learning: Share answers to questions; teacher targeted questioning to target understanding of all within the the same  sponge
group.  Name and one thing  a set of the
Paired talk: What might happen to a person if the valves in their heart did not work or wore out? How can we look that is different written
after out heart? What can be done to repair damage? instructions for
 In groups pupils list 5 key points on how to keep a healthy heart. the activity
Assessment for learning How would you summarise the workings of the heart – indicate with traffic No Pens Homework: Measure your pulse beat at different times of
lights how confident you are in your summary. How well do you think you took turns in the discussion? the day. When is it fastest? And slowest? What is your
Dad’s/Mum’s pulse rate?
Year 5 Lesson Plans
Class: Teacher: Date: History: World War 2 (WWII)
Learning objective: Previous learning: Speaking and listening objectives:
Research a range of historical information to clearly  Key events of WWII placed on 3c: Qualify or justify what they think after listening to others' questions or
hypothesise as to why something might have timeline accounts
happened  Prior learning of cause and effect 3f: Use 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
Activity Differentiation Resource
Starter: Lower achieving:
 Introduce term hypothesis: an explanation of why something might have happened  Why did Mrs Brown lose 2 stone
 Where do we hypothesise? Link to making predictions in Science before we investigate, or in weight in 1940?
estimating in Maths: Is that the same? Why/why not? Allow pupils talking time to shape  Give sentence starters to support
answers in pairs answers, e.g. because she
 Share a range of situations or events from World War 2: allow children time to create a was....
hypothesis as to why that may have happened, starting with ‘I suppose that…’ and progressing  Give alternatives if necessary..on
to ‘I hypothesise that…’ a diet, doing lots of exercise,
 E.g. in 1939, 38 million gas masks were handed out by the government worried etc
 Discuss 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 Higher achieving:
Vocabulary: hypothesis, justify, summarise  Why couldn’t Joe have a birthday
Teach vocabulary using strategies and materials in the activity template pack cake for his 10th birthday in April
Main activity: History mysteries 1944? http://www.thegrid.org.uk/
 Tell pupils they are going to be history detectives for the lesson. They have a ’mystery’ to solve  Teacher support to extend learning/history/ks1-2/
or a question to answer. They must work together to piece together clues from statements they discussion resources/mysteries.shtml
will be given, to make a hypothesis about the question they have been given
 Each group has a ‘mystery’ and a set of statement cards. As a group they must read, Pair good and weaker readers for the
understand and analyse the information in the statements, make connections and draw main activity
conclusions (groups may use the same mystery)
 Record conclusions on digital voice recorder (alternatively groups may represent findings in
pictorial form if ICT resource unavailable)
Plenary:
 Groups split into numbers 1-6. From each table all the number ones meet to share the
hypothesis they came up with
 Discuss nominations of good hypotheses. Ask pupils to clearly justify choices
 Did any groups solve the same mystery? Was your hypothesis the same or different? Discuss
and recap on the importance of a well thought out hypothesis (rational) as opposed to the
correct answer. Self assess against objective
Assessment for learning: In pairs – come up with examples of how you justified your thoughts. No Pens Homework: With a family member at home discuss how it
Consider, how good am I at doing this? Share ideas on how to get better. Whole class share top 3 would have felt to have been living as a family in World War Two. What
ways of justifying your argument would be different about family life? What would be the same?
Year 5 Lesson Plans
Class: Teacher: Date: PHSE: Getting on and falling out
Learning objective: Previous learning: Speaking and listening objectives:
To identify different types of peer pressure  That actions may affect others 4a: Create, adapt and sustain different roles, individually and in groups
that people around us may use to try and  Resolving differences 4b: Use character, action and narrative to convey story, themes, emotions, ideas in
influence us plays they devise and script
Activity Differentiation Resource
Starter: Mixed ability
 Ventriloquist dummy – Pupils sit in 2 circles, one inside the other. Inner ring put their arms behind their backs - they are the groupings
‘dummies’ Scenario
 Outer ring put their hands under the other pupil’s arms – they are the ‘ventriloquists’. picture cards
 Go round the circle – ventriloquists say ’My friend is...’ ‘and he/she is...’ (characteristic), ‘My friend can...’ (action). Dummies try to
mime the words and the facial expressions, actions.
Vocabulary: Peer, pressure, resolve, influence, disapproval
Teach vocabulary using strategies and materials in the activity template pack
Main activity: The peer pressure bag of tricks https://
 Question: Do we always have to do what our friends say? www.poehealth.or
 Discuss what is meant by peer pressure - where might we see this? Has anyone ever been influenced by peer pressure? Has g/wp-content/
anyone ever pressured anyone into doing what they want? (if not friends in school, what about teachers? Or parents?) What uploads/
feelings can result from being pressured? 2012/03/The-
 Establish that peer pressure is the powerful feeling of pressure from someone your own age that can push you toward making Peer-Pressure-
certain choices, either good or bad Bag-of-Tricks.pdf
 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 partners: Why is it important to resist peer pressure tricks?
 Organise the class into six small mixed ability groups and allocate each group a role play scenario. (see link above)
 Pupils to act out the scenario up to the freeze 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. Each group to then continue each scenario with their own ideas on a positive
way to deal with this type of peer pressure
Plenary:
 View role plays until freeze point - ask class for ideas on the type of peer pressure being shown here. (Groups to reveal peer
pressure trick as outlined in the scenarios). Teacher targeted questions to pupils frozen in the freeze frame- e.g. How do you feel?
What do you want to happen? Why have you done this?
 Ask class how this type of peer pressure might be dealt with. Is the peer pressure deliberate? Pupils identify possible feelings of
characters using feelings word bank.
 View rest of role play - was this a good way of dealing with the peer pressure?
 Use “That’s Me” for four of the following statements: (pupils don’t need to share, just consider during thinking time).
 I have used unspoken pressure against someone
 I have had unspoken pressure used against me
 I have used spoken pressure against someone
  I have had spoken pressure used against me
 I have used unspoken pressure to help someone
 I have had unspoken pressure used to help me
 I have used spoken pressure to help someone
 I have had unspoken pressure used to help me
Assessment for learning: Share with a partner: No Pens Homework: Discuss an incident of peer pressure experienced at school with a
 One thing I have learned about friendship is... parent/guardian
 One thing I have learned about how people try to influence me...
 One thing I have learned about how I influence others is...
Year 5 Lesson Plans
Class: Teacher: Date: Geography: Water
Learning objective: Previous learning: Speaking and listening objectives:
To use a variety of sources to research and The water cycle 1d: Show clear shape and organisation with an introduction and an ending
share information about the topic of water 2a: Identify the gist of an account or key points in a discussion and evaluate what
they hear
2b: Ask relevant questions to clarify, extend and follow up ideas
Activity Differentiation Resource
Starter: Lower achieving - focus on water
 Line up: Make a human water cycle cycle:
 Hand out water cycle cards, each pupil to organise themselves into a group with the rest of  Differentiated texts and
aspects needed to complete the water cycle. Group to role play cycle, teacher to ask questions picture materials; direct link
targeting pupils’ understanding of water cycle. How can we find out more? – What ideas do to key web page
children have for sources of information? – books, web, artefacts, pictures, asking others  Encouragement to ask
Vocabulary: Ocean, river, lake, water cycle, pollution, environment adults/other classes for key
Teach vocabulary using strategies and materials in the activity template pack facts
 Adult support where needed, A selection of books, pictures,
Main activity: Jigsaw access to talking tin or Easi PowerPoint presentations, web
speak microphones addresses – e.g.
 Group the children into differentiated groups of 4 for the research tasks. (Give each child a
number)  Talk frame to structure https://www.tes.com/teaching-
 Tell the children they need to find 5 key facts on their topic that they can share with others: feedback resource/what-is-the-water-cycle-
Seas, Rivers, Water supply, Water cycle 6424759
 Talking partners: If I was researching Seas or Rivers, what kind of things would I need to find
out? Share ideas and collect on board. How could I find these? Discuss research strategies. Higher achieving: Water supply
https://www.tes.com/teaching-
 Pupils have access to a range of research materials: Web, Books, Pictures, Adults (or other  Differentiated research texts
 Ext: where does the school’s resource/the-water-cycle-6181905
pupils). Pupils research 5 key facts, recording on talking tins or Easi-speak microphones
 Re-group: all 1s together, all 2s, etc. Share ideas and establish 5 key points as a group water come from
https://www.bbc.com/bitesize/
 Return to original groups to share all the information. Pupils allowed 5 minutes to plan a brief
articles/z3wpp39
group presentation
Children can go to other classes or
adults in the school to ask questions
– by prior agreement
Plenary:
 Recap learning – each group to present a brief overview of what they found. Class evaluation
of presentations
 What was easy / difficult?
 Talking partners- how did not being able to write in that lesson make it easier? More difficult?
Discuss issues that arose and suggestions of what we would do different next time.
 Self assess against learning objective
Assessment for learning: As a group, rate using thumbs, to summarise their achievement on this No Pens Homework: Make a photo portfolio of water sources and
lesson against the lesson objective e.g. how well were they able to a) identify key points and b) features near your home. If you can't take photos plan in your head what
evaluate what they heard could be included to discuss with you teacher tomorrow.
Year 5 Lesson Plans
Class: Teacher: Date: Numeracy: Using and Applying Numbers
Learning objective: Previous learning: Speaking and listening objectives:
Work collaboratively to design and plan the layout of a lunar theme park  Multiplying and dividing 3b: Vary contributions to suit the activity and purpose, including
within a set budget. by 10, 100 and 1000 exploratory and tentative comments where ideas are being
 Mental calculation collected together, and reasoned, evaluative comments as
strategies discussion moves to conclusions or actions
3c: Qualify or justify what they think after listening to others'
questions or accounts
Activity Differentiation Resource
Starter: Multiplying and Dividing by 10, 100 and 1000. Differentiated
 Follow me: Teacher starts with a number and shares with class, then multiplies and divides number by 10, 100 and 1000 5 times pairings, prompt
from the original number- allow pupils 30 seconds to mentally calculate each new number- share answer to final number (LA sheets
group to work with TA on 2 digit numbers- multiply and divide by 10).
 Talking partners: Play follow me game in pairs, did you end up with the same number as your partner? Discuss strategies used, Provide pictures
what was easy/difficult? and symbols e.g.
Vocabulary: Budget, multiply, divide, colonising, lunar of the moon to set
Teach vocabulary using strategies and materials in the activity template pack context
Main activity: Lunar Theme Park (http://www.primaryresources.co.uk/maths/docs/Lunar_Theme_Park_expandedbooklet.pdf** http://
Pre-teach key www.primaryres
 Share concept behind series of activities: The year is 2050. Man is now colonising the moon and you have decided to open the
vocabulary ources.co.uk/
first lunar theme park in history
maths/docs/
 Talking partners: If you were going to design a theme park what would you need to put into it? Share ideas and flesh out if needed
Talking Tins Lunar_Theme_P
 Introduce budget and share table, extracting key information available ark_expandedbo
Discuss the need to display theme plans so people are able to get a clear understanding, introduce A3 paper for theme park plan oklet.pdf **
 Share rules for designing the theme park, introduce scale for theme park map and remind children of budget: Teacher to
 Talking Partners: One minute to discuss the 3 key things we need to do to succeed in planning our lunar theme park support lower **This resource
Establish and record: achieving pairs is for teacher
 Which rides are chosen and calculate cost
guidance only
 Convert area to map scale
and should not
 Create map to correct scale
 Pupils work in differentiated pairs to design theme parks be used as a
Plenary: written worksheet
 Allow children 3 minutes to go to each table and review theme park designs with students
 Pupils to stand behind the tables of the theme parks they would most like to visit. Q: Is this the best planned theme park? within this lesson
 Pupils to stand behind the pair who they feel have planned and presented their information in the best way
 Discuss problems in the lesson- what was easy / difficult?
 How did not being able to record written information make this lesson more difficult?
Assessment for learning: As a class identify what elements makes the best planned theme park the best. Each pair to then identify No Pens Homework: Describe to a
which of these elements their theme park has and which of these they would need to add to improve theirs to the same standard. How family member the theme park that you
well can they justify their thinking? Individuals use traffic lights to judge developed and answer any questions
that they have about your exciting
 Lunar Park

Lunar Theme Park Price Table and Design Rules:

Item Area occupied Cost Design Rules:
Major ride 3600 m² 50,000ƒ Pupils are restricted to use an A3 piece of paper to design their ‘Lunar’ theme park.
Minor Ride 2000 m² 20,000ƒ You must use a scale of 1cm : 10m
Café 400 m² 10,000ƒ
Shop 200 m² 7,000ƒ The spending limit is 5,000,000 ƒ, which must not be exceeded.ƒ means Lunar Lolly
Food cabin 100 m² 2,000ƒ There must be car parks for your visitors to use. You will need to allow 10m² per car
Toilet block/1000 visitors 200 m² 5,000ƒ and assume that there is an average of 3 people visiting per car
Paths 200ƒ/10m There must be toilets for your visitors to use. You will need 1 toilet block per 1000
Lake 400 m² 5,000ƒ people visiting
Car park There must be cafes and shops for your visitors to use
Av. 3 visitors per car and There must be a queuing area around each ride, based on an estimation of how many
1,000ƒ/100m² visitors will use the ride per hour
each car needs 10 m²