LESSON THEME: 25th August

Day book:

STAGE& YEAR: S2 and S3 4/5LH

Related lesson outcomes

EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an
understanding of purpose, audience and subject matter
EN2 2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience
and language
EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide
range of texts in different media and technologies.
(LITERACY GROUPS) EN2-5A: uses a range of strategies, including knowledge of lettersound correspondences
and common letter patterns, to spell familiar and some unfamiliar words
Writing: EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different
forms of English and identifies organisational patterns and features.
Discuss ways in which spoken language differs from written language and how spoken language varies
according to different audiences, purposes and contexts.
(S3) EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features
Maths: MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-3WM: checks the accuracy of a statement and explains the reasoning used
MA2-6NA:uses mental and informal written strategies for multiplication and division
MA3-2WM: selects and applies appropriate problem-solving strategies, including the use of digital
technologies, in undertaking investigation
(S3 only) MA3-7NA: develop efficient strategies for numerical calculation, recognise patterns, describe
relationships and apply algebraic techniques and generalisation
Part &
Content (WHAT)
Teaching & Learning
Resources
Timing
Strategies (HOW)

Introduct
ion
Class discussion on last 9 chapters.
(2 mins):
Ask
students
to re-cap
from the
past 9
chapters
.
Read Boy
overboar
d.
(5 mins)

(2 mins):
Ask
students
to think
pair
share.

Rotation
s:
10
Minute
per
rotation
Finish at

When reading the story ask open ended questions

when needed to the students. Roughly time
yourself to stop at chapter 11

Think pair share with a student next to them.

Each
1.
2.
3.
4.
5.

rotation will consist of the following:

Suffix (ment)
Word mania (computers)
Guided readers (adam)
Word association (pre-made)
Making predictions (chapter 11)

Have the students on the

floor as a discussion.
Creating connections in
their heads and using the
F.O.R super 6 headings.
Physically move over to the
subheadings and relay each
heading to the students

Morris Gleitzman
Boy Overboard.

Stop at chapter 9.
Use behaviour management
strategies.
Ask the students to selfregulate.
Are you sitting in a spot
where you will not be
disrupted.
Think pair share and make
predictions (F.O.R making
predictions) about what
chapter 12 might be about.
Ask open ended questions.

1. Suffix rule and

definition is already
printed out for the
wall. Students need
to come up with as
many suffixs words

Morris Gleitzman
Boy Overboard.
Guided readers
Butchers paper
8 words for word
association
Computers.

10:20
2.
3.

4.

5.

5 Mins:

Writing:
Boy overboard Talk
about some of the
things that outrage or
anger you, Brainstorm
as a class.
Imagine you are Bibi or
Jamal.

Brainstorm the ideas as a

class. What would
outrage you about not
being able to leave a war
torn country or having
your house blown up by
the government?

Make a brainstorm on
the differences of Bibi

Create a Venn diagram as

5 Mins:

that have the word

(ment) as possible.
Guided readers with
Miss Fillipi
Word association
Words are already
chosen from the
book, students will
need to find the
definitions and write
the meaning or key
words on the cards.
Making predictions
Use the information
gathered in think pair
share square.
Students come up
with
Word mania
competition on the
computers

Whiteboard
Venn Diagram print out
Pencils

5 Mins:

5 mins:

and Jamal and what

would make them angry
about living in a war
torn country and not
being able to move.

Refer to both the:

1. Emotive words
sheet
2. Mode of continuum

MATHS:
2 HOURS
Maths
rotations
:

Class modelled letter to

the editor.
Read out the example
letter to the editor.

MATHS:
Class modelled
Division:
Students will roll the
dice and divide
themselves into the
groups that the teacher
calls out. Maths
competition Students
can verse each other
and
Class modelled: Group

a class.
Similarities and
differences.
Eg. Bibi more angered
as females are not
allowed to play sport,
younger might be more
afraid.
Jamal Older brother
figure, has to be strong
for younger sister.

Use emotive words sheet

and back wall word
association for spelling
and emotive words to add
in.
Mode of continuum:
where do we stand as for
making a letter to the
editor?
Scaffold the first couple
of sentences of a letter to
the editor.

Students will be asked to

move off to a maths
rotation group.

Emotive words sheet

Mode of continuum
Word association wall

Letter to the editor.

Maths resources:
IPads
IWB
PSC
Dice
Work sheet
Mini whiteboards / Markers

work
The IWB game as a
class.
Students will be
completing their maths
rotations:
1.
Consolidation
(MRS LANZAFAME)
2.
Working table
(MISS BURROWS)
3.
Addition game
4.
Subtraction
revision
5.
Reflection on
what do you know
about fractions?
6.
Computers - Cool
maths games

Group 1 will be with Mrs

Lanzafame Anissas
group can start on simple
fractions with teacher.
Ensuring that they record
their work into their
books.
Group 2 will work with
Miss Burrows on the table
and create division
reflection activities.
Group 3 will complete
maths equations with the
cards and create addition
algorythms.
Group 4 will be working
with their dice ensuring
they use different
numbers.

Lesson Evaluation:
Questions to ask yourself throughout each activity:
1. Was there enough time for the activities at hand?
2. Were all activities created to make connections with all students?
3. Did the students have time to self-reflect?
4. What would you change differently next time?

Name: ________________

To
The Editor
Newspaper Name
Date
Dear Sir,
The other day we visited the refugee camp where the refugees from Mozambique have been kept. It is a common knowledge that the
plight of the refugees is no better than the uncared for animals throughout the world, but the condition of refugees from Mozambique
was worse then that of the account we read in the columns of newspapers.
The very sight of the refugee camp meant for our unfortunate brothers makes the hairs on the back of your neck stand up. The whole
area of the camp is a slum. There is more sewerage, no drainage system, and no cleanliness. Rain water collects here and there and
enters into the tents and makes it hard to keep what little possessions you have dry.
Dirt, heaps of garbage and sewerage of the camp are large in proportions at any time. People, especially the children and women, are
in poor health because of hunger and lack of medical facilities. There are no arrangements for schooling or education for young
children.
To add to that, the assistance that has been provided by the authorities, managing the camp is quite inadequate. The poor refugees are
not provided with sufficient food. It is a crying shame we do not provide sufficient clothing to women and young children.
In the circumstance, I request the authorities, voluntary organizations, and the UN to come to the assistance of the refugees in a big
way to bring some cheer and sunshine in the lives of refugees.
Yours faithfully
(Name)

Topic:
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