PGCE (Primary) Lesson plan

Subject: Language and Literacy

35- No. of
Class P3 Date 21/1/06 Time 1.00 Duration 27
40mins children

Prior Learning
Children have read big books previously in primary 2. They have not used them for prediction.
Context :
The tiger who came to tea by Judith Kerr
Learning outcomes
• To predict the title of the book looking at the from cover of the book
• To insert a word into a sentence through sound, does the word sound correct in that
place?
• To think about the story and predict how it might end

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)
Today boys and girls we are going to use a big book. We are going to look at Big Book –
the book and see if we can find out what it is called by looking at the picture on The Tiger
the front. I have tried to trick you in the story; I’ve covered some of the words so Who Came
you can’t see them. I want to see if you can tell me what you think the words To Tea
might be. And, do you know what? I’m not going to finish the story today, I want
you to tell me how you think it might finish, do you think you would be able to do
that?

Lesson phase 2 (10mins approx.)

(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
Children placed on floor.
Teacher displays the book for all children to see.
I want you all to look at the picture on the book and see if you can guess what
we call this book. If you think you know put up your hand.
Look who is in the picture.
What are they doing?
Take a few examples, reveal any correct words.
If children haven’t quite got the title perhaps reveal the first letter of the first
word, last letter of the first word, second word etc…

Open the book and begin to read. When you come to a covered word leave a
space and finish the sentence. Go back and ask the children what words they
think might fit in the space. Write them down.
Read the sentence inserting the words and ask which sounds best. If no words
are given reveal the first letter and encourage children to think of some words.
Look at the length of the word. Is it a long word? Is it a short word?

Repeat for all omitted words.

Read only some of the book and stop. Close the book, ask the children what
they think might happen next. Take a few suggestions and perhaps give a few
ideas. Do you think the tiger is going to leave?
 PGCE (Primary) Lesson plan
Do you think the tiger is full up now?
Will he be tired and want to sleep?
Will he stay forever?
Will he eat more?

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
Discussion in phase 2 is also part of activity for children.
Children tell the teacher some words they think they might need to write the
sentence and the teacher writes these on the board.
Children have been encouraged to think about what is going to happen next.
Children will be given time to write a sentence about what they think is going to
happen next. They are given a few lines and the beginning. I think that…
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 work with the whole class but will assist the less able children with their predictions
and with the spelling of words.

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)
Take a few sentences from the children and let them read them to the rest of the
class. Did anyone else think that? What made you think that?
Assessment (What will you assess and how will you assess it?)
What? Children’s ability to use prediction skill from pictures and through how a sentence
sounds. Their ability to predict what they think will happen next.
How? Through questioning and observing the answers children give. By reading their
sentences of what they think is going to happen next.