Five lessons to analyse a non-chronological report based on Mars consisting of:
- A reading comprehension lesson based on a text written with consideration of the length and complexity of national assessments and national curriculum levels. Questions are also based around past papers to give children experience of different question formats.
- A text level lesson based around understanding the features of a non-chronological report- specifically grouping information.
- A sentence level lesson primarily aimed to look at the use of parenthesis in sentences, differentiated to include compound and complex sentences for lower ability.
- A word level lesson to spell and understand the meaning of -shul words. Questions are based around national assessment past papers (SPAG test papers) to give children experience of different question formats.
- A lesson to write descriptive sentences expanding nouns and using effective verbs, nouns and adjectives.
The lessons are aimed at children at an age 10/11 level (Year 6 in England and Wales).
The lessons’ context revolves around a mission to Mars, an encounter with an alien and a hasty escape to return home. On the return journey home, a transmission is received from a mysterious grey planet. We divert to investigate and find ourselves in the middle of an alien firefight.
Seven short animations (from an astronaut’s first-person point of view as he or she travels) are linked to make the lessons come alive.
There are lesson plans which include:
• suggested links to the Welsh, English, Northern Irish, Republic of Ireland and Australian curriculums;
• notes to provide lesson information and context;
• optional pre-lesson preparation;
• starter, main, groups and plenary sections with suggested timings (please change depending on your class);
• sections of the lesson linked to Blooms taxonomy (see www.teachingalive.co.uk for more info.);
• talk time suggestions;
• PowerPoint presentations to support teaching;
• differentiated group activities with extra ideas for early finishers;
• consideration of, and reference to, different learning styles; and
• independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson
We aim to provide detailed and thorough planning, so there will be more information, examples and differentiation in the planning than are needed, and changes may need to be made depending on your class.
For more information on the teaching alive project or to take part in trialling any resources please visit www.teachingalive.co.uk or e-mail enquiries@ teachingalive.co.uk. Any positive or constructive feedback appreciated.
Team Teaching Alive
P.S.- See pages in PowerPoints for any copyright info.
P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).