Lesson Plan – Phase 2

Student 2331018M Class Primary 6/7

Date 09/03/2020

Lesson Title Literacy: Look for key information in a text

I can make notes, organise them under suitable headings and use them to
understand information, develop my thinking, explore problems and create new
Curriculum texts, using my own words as appropriate. LIT 2-15a
Links
(Es&Os) By considering the type of text I am creating, I can select ideas and relevant
information, organise these in an appropriate way for my purpose and use suitable
vocabulary for my audience. LIT 2-26a

Learning
I am learning to create my own notes.
Intentions

Success  I can highlight the key words/information

Criteria  I can use headings and subheadings
(Evidence of  I can write in bullet points
Learning)  I can write in my own words

Key  Worksheet
Resources  Highlighters
 Jotters
 Pencils + Rubbers

Health & N/A

Safety

Time Content & Pedagogy & Assessment Opportunities*

Links to Children have created a mind map with key facts on Roald Dahl at the start of the year.
Previous Then, they have written a report using that information.
Learning
 Opening Share LI.
Phase
Explain to the children that they will be highlighting the key words from a text on Ben
Nevis and sorting them under different subheadings. In the next lesson, these key facts
will be used then to write a report.

Explain to the children that these are the headings and subheadings that they will be
using. These will be written on the board before the start of the lesson. Headings will be
Ben Nevis, the Alps, the Apennines. Subheadings will be Geographical features,
Wildlife, Inhabitants, Transport, Interesting Facts and Other Information.

Ask children to state what kind of information the “Geographical features” subheading
would include. Repeat the question for all subheadings. FORMATIVE ASSESSMENT

Co-construct the Success Criteria with the children.

Hand out the worksheet on Ben Nevis.

Explain to the children that they will create notes for Ben Nevis and then, they can
choose whether to create notes on the Alps OR the Apennines.

Ask one child to come and hand out the highlighters to the rest of the class.

Ask teacher helpers to hand out the jotters.

Core Read together the first sentence of the first paragraph in the text on Ben Nevis. (Pick a
Learning reader in the class)

Ask children what the key words/information are in that sentence. Ask them to highlight
them. Remind them not to underline the whole sentence. Ask them what subheading
they would put that information under.

Repeat the exercise for a couple of sentences, if necessary.

Ask children if they have any questions. Set them off to do the task independently.

Remind them to write the date and the learning intention before starting the task on their
jotter.

Children will be reading the rest of the text and identify and highlight the key
words/information that they consider to be important. Then, they will write the key facts
on their jotter under the correct subheadings.

Differentiation: I will facilitate their learning by identifying which students need extra
support: I will employ questioning to produce responses and challenge them. Children
who struggle to identify the key words can pair up with their shoulder partner to require
help.

Once they finish to work on Ben Nevis, they can come and pick the worksheet on the
Alps OR the Apennines. Children repeat what they have been doing: read, look for key
words, highlight them and write them under the appropriate subheadings.

Lesson Plan Template University of Glasgow

 Closing Revisit LI and SC.
Phase
Children evaluate whether they feel that they have achieved the SC for this learning
experience.

Ask children to close their eyes and show a thumbs-up, middle, down. SELF
ASSESSMENT

* Give consideration to differentiation, formative assessment and homework as appropriate.

EVALUATION OF THE LEARNING EXPERIENCE

(Include references to SPR)

Evaluation of Pupil Learning

Most children were on the task and completed it successfully. Throughout the
activity, children highlighted the key words and sorted them under the appropriate
subheadings, although some children were highlighting the whole sentence.
Evidence of
Learning Some children did not manage to finish the worksheet as they refused to work.

Most children finished the worksheet on Ben Nevis and their chosen one (Alps or
Apennines), whereas some only managed to complete the one on Ben Nevis.

Areas for Next lesson will be on writing a report using the notes created on the jotters.
Development

Reflective Analysis of Teaching and Strategies for Development

Use of effective questioning strategies at the start and during the activity to engage
learners and sustain their interest (3.1.2)

The learning intention and the activity were written prior to the start of the lesson on
Evidence of the board where all children were able to see it (3.2.1)
Effective
Practice Resources were well-prepared and easily accessible and suited to the needs of the
learners. Good management during the distribution of resources (3.2.1)

I managed to do an example with the children before setting them off to work
independently, so they could understand what they were asked to do (3.1.3)

Some children spent longer on the Ben Nevis worksheet than I anticipated.
Areas for
Consider the needs of individual pupils and differentiate outcomes to suit the ability
Development
of pupils (3.1.4)

Lesson Plan Template University of Glasgow

Lesson Plan Template University of Glasgow