PGCE (Primary) Lesson plan

Subject: Language and Literacy

No. of
Class P3 Date 24/1/06 Time 11.00 Duration 40 mins 27
children

Prior Learning
Children have previously listened to a poem – Alligator. They have brainstormed a fierce
creature in movement, jaws and eyes and some children have added new categories also.
They used descriptive words such as crawling, sharp, piercing etc.
Context :
Fierce Creature Poem
Learning outcomes
• Children will be able to read aloud with intonation and expression
• Children will be able to extend their fierce creature vocabulary
• Children will begin to use the structure of a poem as a basis for writing by substituting
elements

Lesson Introduction (2-3 mins approx.) Resources

Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson
expectations)
In our poetry today boys and girls we are going to read the alligator poem Alligator
together but we are going to use our voices to make it sound really good. We Poem poster.
will have to change our voices and make some words sound really long. We are Brainstorm
going to have to think of words to put into the poem and we may be able to use poster.
some from our brainstorms. We are going to use some parts from the alligator Modelled
poem to help us write our poem. poem poster.
Lesson phase 2 (10mins approx.)
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
Children gathered on the floor.
Alligator poem is displayed on the blackboard for the children.
CD with alligator poem is played and children can join in if they wish.
Poem is played again and the children are encouraged to read along with the Cd
and use expression in their voices.

Outline poem is displayed on the board for the children. They are encouraged
to think of an animal in which to write the poem about. They are encouraged to
think of a place where the animal would live and words to describe the animal.
Teacher will give some examples also – A tiger, lives in the jungle. Wild, stripy,
fierce tiger etc.

Lesson Development (15-20mins approx) Resources

Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material they
have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the
learners to manipulate and interrogate information in order to make sense of it.)
Modelled writing. Teacher writes on the large display poster. Children give Modelled
ideas to fill in the blanks. poem poster

Children give examples of animals to write the poem about. Teacher selects
one animal or the class agree on one.
Children give ideas of where the animal might live e.g. deep dark jungle, dry
 PGCE (Primary) Lesson plan
dusty desert, etc.
Children give ideas of describing the animal e.g. wild fiery tiger, scaly slow lizard
etc.

Focus of teacher interactions during learning phase

(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
This is a whole class activity so the teacher will work with the whole class assisting in describing
words and by writing the text on the large poem.

Lesson Conclusion (5-10mins approx.) Resources

Lesson phase 4
(Review, reflect and summarise lesson, ensure children know what they know, cement learning and
understanding and ensure that it is remembered)
Everyone will read the poem together and see if it sounds right. If there is
something that doesn’t sound right and the children don’t pick up on it the
teacher will just say – Is there something else that we could use here that will
make the poem sound even better?
Some parts of the poem that do not sound right may be edited here.
Assessment (What will you assess and how will you assess it?)
What? Children can read aloud using intonation and expression. They will be able to extend
their fierce creature vocabulary. They will begin to use the structure of a poem as a basis for
writing by substituting parts of it.
How? Observing how the children read the poem. Do they change their voices? Observing the
input of children to the writing of the class poem.