PGCE (Primary) Lesson plan

Subject: Language and Literacy

No. of
Class P3 Date Time Duration 40mins 27
children

Prior Learning
Children have been introduced to speech marks in the big book farmer duck. They know what
they are and why we use them.
Context :
Farmer Duck – Speech marks
Learning outcomes
• Children will recall how to read statements using speech marks (changing their voice
when something is being said)
• Children will recognise correct and incorrect placing of speech marks in statements
• Children will begin to place speech marks correctly in a statement – around what is being
said

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)
We are going to look a bit more at speech marks today. We will use the farmer
duck story once again and read some statements with speech marks. I want
some of you to be the farmer, some to be the duck, some the cow, the sheep
and the hens. We are then going to look at some sentences and I wonder if you
could tell which sentences are correct and which ones aren’t. If you can do that
I wonder then if you could read some sentences that don’t have any speech
marks and put the speech marks in where they should go. Big Book
Lesson phase 2 (10mins approx.) Farmer
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained) Duck.

Children gathered on the floor.

Book displayed where all children can see it.

Select so many children to be the farmer, the duck, the cow, the sheep and the
hens.
Begin to read through the story again.

Are all the characters going to sound the same?

No because different people are going to be them.
If we didn’t use different people would they sound the same?
No because the person reading would change their voice for each character.

Demonstrate on the board a sentence with speech marks. If we look closely the
speech marks are only around the part that is being said, they are not around
the person who is saying it. Write a sentence on the board with the speech
marks in the wrong place. Ask the children Is this right? Where should the
speech marks go?
Get children to tell where the speech marks should be placed.
 PGCE (Primary) Lesson plan
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.) Activity sheet
Children are each given an activity sheet where they are given a series of
sentences from the book involving speech marks. The sentences have been
written incorrectly and correctly. The children have to decide which one is
correct and which ones are incorrect. The children are also given some
sentences without speech marks. They have to re-write the sentence inserting
the speech marks.
An extension activity for the children will be to make some sentences
themselves with speech marks.
The less able children will work on writing out some sentences with speech
marks. They will focus on reading the sentence.
Focus of teacher interactions during learning phase
(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
Teacher will assist the children throughout the activity. Teacher will work with the less able
children helping them to understand what the speech marks are used for and to read using
tone.
Teacher will assist the other children in deciding where the speech marks should be placed by
asking questions such as what did we say speech marks are used for? What does it mean
when we see speech marks? Children who progress to the extension activity will receive help in
thinking out the sentences and where the speech marks belong in the sentences.

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)
Children act out the different punctuation. Select a few lines from the story and
get the children to act out the different punctuation. Capital letter, speech mark
open/close, full stop.
Assessment (What will you assess and how will you assess it?)
What? Children can recall how to read statements using speech marks. They can recognise
correct and incorrect placing of speech marks in a sentence and can begin to place speech
marks correctly themselves.
How? Observing the children reading some sentences. Observing and assisting them with
inserting speech marks into sentences.