Pirate Treasure – Fronted Adverbials

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This is a creative way to teach  fronted adverbials to a year 4 class.

First it it important to hook the children in. In this case this can be done through setting the scene of a shipwreck. Show the children a picture of the shipwreck on the island and then play some sound clips e.g. sea waves, storm, island sounds etc to they can create a real-life picture in their head of what it would be like. Tell them to imagine they are a pirate and have just landed on the island. What can they see? hear? touch? what are they doing? is there anyone there with you? how are you feeling? Remind them to think about these while listening tot he sound clips.

Teach or go over prior learning. Focusing on specific fronted adverbials e.g. time and place. Show the children some examples of these adverbials and see if they can come up with any more themselves. Check they know what it is. Why is it called a fronted adverbial? what does it tell us?

Demonstrate to the children some examples of a sentences including a fronted adverbial. Link this to the pirate activity by giving the children each a piece of treasure (gold coin). Explain to them that to escape and be rescued from the island they must send a gold coin home. It must include a sentences about what it is like including a fronted adverbial. Each child can write their own on the coin before posting it into the treasure box.

To differentiate this task the LAPS can be given a selection of sentences broken up into two parts. They can match the fronted adverbial to the rest of the sentence before writing this on their gold coin. The MAPS can be given a list of fronted adverbials to support them however they have to continue the sentences themselves. The HAPS can also be given a list of fronted adverbials to support them but they can also think of their own. To extend the HAPS challenge them to expand their sentences with a conjunction e.g. and, but, so etc.

Behaviour management – try to link this to the theme of pirate too. Explain to the children at the beginning of the lesson that we will have a chant and every time you hear me say my part you must respond with yours and them stop, look and listen. The teacher will shout ‘PIRATES!’ and then the children will respond with ‘AHOY!’ and be ready to listen to instructions.

Easter Explorer – Hope Central

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This is an example of a time travel band that was used during my final practice on a trip to Hope Central. This was a great organisation that works with schools and groups to teach children about all the different stories of the church throughout the year. This resource was used to travel back in time to the Easter story.

Each child had a band and were able to use them throughout the workshop. Each band had a circle which was used as the time travel button. It was all pressed at the same time and then we travelled to a different part of the story. All of the children loved the role play of pressing the button and travelling to a different part. It created a love for learning for the children and allows them to see it in a different way than just a story book.

Each part of the building was set up as a different section of the story. E.g. the last supper, fishing, the cave etc. This taught the children the story and demonstrated a high level of subject knowledge for all the children. The children were also able to answer questions using their prior knowledge of aspects taught in RE lessons before the trip.

The children were also given outfits to wear so they felt like they were really in the role play at the time of the story. All of the children wore the outfits and even the teachers were given something to wear. This encouraged the children to get involved because they could see their teachers were too.

Literacy Display and lesson

This is an example of a working display that was used in a literacy lesson during my final practice. Throughout the week we had been writing letters based around the book ‘Spider Sandwiches’. The children had to write a letter pretending they were a spider on the wall in Max’s house (monster in the book). To make it interesting for the children i set up some example post boxes on the wall and once the children had written them up neatly they were able to go and post them in which ever letter box they wanted. This created a level of fun and love for literacy for the children as they could see the end product. The children loved posting the letters into the letter boxes and all achieved as high level of work.

This is a good example of how working walls can be used during lesson time not just to assist the children in their learning but to also demonstrate their progression and outcome for the lesson.

Target: Develop the use of working walls within lesson time. 

Author Visit – Anneliese Emmans Dean

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During professional practice 2 Year 1 had a visit from an author during book week. The author was Anneliese Emmans Dean who wrote the book Buzzing! Discover the poetry in garden minibeasts. The children first had an assembly in which the author described her book and read out the different poems she had written. She got the children involved by getting them to join in the poems and also by singing and doing actions.

Once the children had listened to the assembly they took part in a workshop. The focus of the week was also linked to minibeasts as it was science week as well as book week. Anneliese had a green bag containing lots of different coloured ribbons inside. She rang a bell and every time the children heard it they had to stand quietly and Anneliese would walk around and choose someone to pick from the bag. The children had to sing’ Its time for a rhyme’. Once the child had picked out the ribbon she put it to her ear to listen tot he minibeast. She then told the children what it was and began to say the poem she had written about that i minibeast. The children created actions and noises to go with each minibeast. The ribbons included a warm up rhyme and a cool down rhyme.

All the children really enjoyed the workshop being active and involved throughout. They were able to recall at the end what minibeasts they had looked at and the sounds and actions they did.

Story book front cover designing

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Started by gathering all the children around the front table – this was good as it enabled all the children to see the explanation and modelling of how to make the story book.

There was a range of resources and colours for the children to choose from, however i was in charge of the glitter to avoid any hassle and too much mess. The children loved the glitter as it was engaging and interesting. All of the resources were there for the children, they did not need to waste time cutting them out etc as this was the only time available to make their booklets. The majority of the children were able to complete the task independently and those few who were struggling came to the front of the class for extra assistance. The children produced some great ideas and all achieved what was set out to do.

The story books were then used cross curricular as the children wrote up their recounts about their recent trip to Tropical World, which was linked to their topic of ‘The Deadly 60’.

Fractions lesson plan and observation

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Evaluation:

  • The children worked well both independently and in their focus groups
  • The hook was engaging, interactive and involved physical movement – getting them up and about
  • Assessment was used to see whether the children could complete the task independently or if more input from the teacher was still needed.
  • Was fun and enjoyable

 

Angles Lesson Plan and Evaluation

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Evaluation:

  • All children were engaged from the beginning
  • Children’s behaviour was good throughout the lesson
  • Children achieved what was asked both independently and focus lead
  • Was a fun lesson
  • All children achieved at least mastery level
  • Hook – good with angle song and recap
  • Children loved the angle monsters
  • All children showed their knowledge of angles
  • Reds – something different and an enjoyable task

Final Observation – Topic lesson

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The children worked in mixed ability groups to learn about the different continents where deadly animals came from as their topic was ‘The Deadly 60’. There was a different activity on each table and it worked in a carousel around the classroom. One table was working with me, another with the TA and another with the teacher and one was an independent activity. As the children moved around the activities they picked up new information. At the beginning of the lesson they had to write down on a mind map created for them everything they already knew about the continents and not to worry if they didn’t know anything because they would by the end of the lesson. At the end of the lesson they went back to these and added in everything new that they had learnt from thew activities. A fun lesson where all children were engaged!

Targets:

  • Voice – try to vary volume, tone of my voice and consider the speed of voice in different situations.
  • ‘loss of learning time’ – low level disruption throughout the lesson. Avoid this to ensure all children are on task at all times.

Ability group tables

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These were a great easy way for me to first see which children were in which groups and what were their individual capabilities within each subject. This meant that not one child was seen as at the same level in all subjects and it gave them those own individual identity for each subject. The colour coding was useful as i was able to use this through other planning and assessment strategies in order to identify specific children. The children could be freely moved between these groups during for example a maths lesson as one child  may really understand multiplication and division but struggle more with fractions and so these were not set in stone it was used as an overall guideline for the subject as a whole. This was also a useful method of assessment as it meant a child could be seen to move groups as the colour could increase and this would show their development throughout the year.

Advantages to this method:

  • able to establish a safe and stimulating environment for pupils, rooted in mutual respect
  • become aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively