Template Lesson Plan- april’12 All subjects excluding pe & Gaeilge

Ar mhaith leat?

Ceard ba mhaith leat?

An mhaith leat?

Ba mhaith liom, níor mhaith liom, is maith liom, ni mhaith liom.

Agus a n-ólann?

An bhfuil gach rud ceart go leor?

Cén sort bia is fearr leat?

An Múinteoir ag cur ceist

Rinneamar na agallamh bheirte inné. Beidh muid ag cleachtadh na foclóir agus na frasaí inniu.

Rinne na phaistí go leor comhrá ag baint leis an bhialann inné.

Tá na phaistí reidh le haghaidh an comhrá níos fhada anois.

Cuireann an múinteor na pictiúrí suas ar an clár dubh. Féachann na páistí orthu agus ansín dúnann said a súile. Tógann an múinteoir amach pictiúr no dhó. Osclaíonn na páistí a súile agus déanann said iarracht cuimhneamh ar cad a tógadh amach.

Ansin bíonn seans ag paiste amháin mar múinteoir agus déanann sé/sí an rud céanna.

Cad a thóg mé?

Comhrá gineralta- ag baint leis an téama bia.

Tá na phaistí í ngrupaí.

Tá siad ag iarracht na focail ag baint leis ám bricfeasta/ lón agus dinnéar a scriobh síos.

Tá na phaistí ag obair i beirteanna le haaghaidh an tasc seo.

Dheannann na phaistí an dramaí bhéag ag bunaithe ar an bhialann.

Tar eis sin, dheanann beirt an dramaí le haghaidh na Ranganna iomlán.

Deanann rang a ceathar agus rang a cuig an biachlár nuair atá mé ag obair le rang a sé. Múinim na foclóir nua agus na frasaí as an scéal do rang a sé.

Freagraíonn na phaistí í rang a sé na ceisteanna ag bunaithe ar an scéal.

Leigh amach na phaistí í rang a ceathar agus rang a cuig na biachlár a scríobh siad.

Imríonn muid ‘Cád atá Imithe?’ agus ‘Deir an múinteoir’.

Luaschártaí

Torthaí

Glasraí

1. That all children will be enabled to create a large class pie chart based on results gathered in class. ( 6^th class) All children will be enabled to gather the date for the pie chart. ( 4^th class) 2. That most children will be enabled to find the correct angles in the bar chart. (6^th) Most children will be enabled to use a tally for gathering the results. ( 4^th class)

3. That some children will be enabled to create their own multiple bar chart for display. ( 5^th class)

The teacher designed task will be the pie chart, the tally and the multiple bar chart which the children create in groups. I will record my findings via a checklist.

What are the 5 steps involves in making a pie chart/ multiple bar chart?

How do we tally numbers?

What subject will we do the survey on?

Why did you pick this subject for the survey?

What will be the easiest way to gather the results?

How will we transfer this information to a multiple bar chart/ pie chart?

Is the information on the charts clear for visitors to the room to understand?

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will begin the lesson by playing a warm up game with the children to enable them to begin thinking mathematically.

The teacher will introduce the game ‘Around the world’. The children will line up 7 chairs at the back of the room. One child will stand behind another child who will be sitting on the chair. If the child standing up answers first, he gets to sit on the chair. If the child sitting on the chair answers correctly, he/she will move on to the next chair. The child who gets the most chairs wins.

The questions will be based on data.

This game will last 7-10 minutes.

The teacher will then tell the children what they will be doing in this lesson.

The teacher will model the pie chart on the whiteboard for the last time for 6^th class. The teacher will pick each child in 6^th class to come to the board to do each part of the pie chart. ( 10 minutes)

The teacher will set work for 4^th and 5^th class to do for this time.

When the teacher has finished revisiting the pie chart, she will tell the children to form their groups.

4^th class will pick a topic to do the survey on.

4^th class will split up and ask 5^th and 6^th class the questions. 4^th class will not be included in the survey.

When 4^th class have gathered the information, they will display it on a class bar chart.

5^th class will create a multiple bar chart based on 5^th and 6^th class results.

6^th class will create a pie chart based on the results.

Each class will talk about their graph to the rest of the room. Each class will display their graphs on the notice board.

A3 paper

Protractors

Metre sticks

Pencils

1. All children will be enabled to listen to a story being read to them

2. Most children will be enabled to write about characters in stories using the role on the wall technique

3. Some children will be enabled to express in writing his/her opinion about what characters are thinking in a story

The children will create a character profile of Tom Crean. I will assess this teacher designed task via a checklist which I will place in my teaching practice folder.

Where did Tom Scott go on his expedition?

Who was the captain of the ship?

Where was Tom Crean from?

What did Tom Crean do that made him a hero?

What would you have done in his position?

What kind of person do you think he is?

What character traits does he have?

What do you think this person is thinking?

The children will develop oral language skills as they work together in groups on their character on the wall profiles.

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will ask the children if they have ever heard of man called Tom Crean and what they know about him. The teacher will show the children the cover of the book and elicit from them that this is a book about the Irish explorer Tom Crean. The teacher will give facilitate a recap on the story of Tom Crean reminding the children of his expedition. The teacher will introduce the book written about Tom and explain that she will be reading an excerpt from the book for them. The passage to be read is when Tom leaves his comrades behind and walks on alone in search of help. The teacher explains that weather conditions were dreadful and Tom Crean was physically exhausted.

The teacher will revise with the children what a role on the wall is – an outline of a person with information written on around the image. It represents the character you’re exploring. The teacher will show a picture of Malfoy from Harry Potter and then draw an outline on the board. The class together with the teacher will brainstorm words and adjectives connected with Malfoy and the teacher will write them around the outline on the board. The teacher will then hand out the outline of a man and tell the children that this is an image of Tom Crean. The children will work together in groups to create their own role on the wall of Tom Crean.

B.

The teacher will show the children photos of Tom Crean on various expeditions and the children in pairs choose one of the photos and write a thought bubble for his thoughts at the time the photograph was taken. The children will then come to the front of the class and place their thought bubble above Tom Crean’s head and tell the class what they think he was thinking.

The children will present their role on the wall character sheets to the rest of the class and the teacher will compare and contrast the different charts.

A3 sheets for role on the wall

On-line images of Tom Crean

Picture of Malfoy

Music- 30-09-13- ‘Hall of Fame’- famous people- Tom Crean

Drama: 4-10-13The children will use improvisation and freeze framing to recreate a scene from the book.

Art: 4-10-13- The children will use construction to create an Antarctic scene.

SPHE: 3-10-13- The children will discuss the decisions Tom Crean made in the book Ice Man. The children will talk about times when they have had to make difficult decisions, like Tom Crean.

Science- 1-10-13- The children will discuss materials- the material of Tom Crean’s clothes etc. The children will make ice-cream by mixing materials.

History- 1-10-13- the children will learn about Tom Crean via a power-point presentation and an extract from the book ‘Ice Man’. The children will create a fact file on Tom Crean.

History- 2-10-13- The children will read another extract from the book ‘Ice Man’. The children will discuss how Tom Crean was feeling. They will write a diary entry pretending to be Tom Crean.

Geography: 2-10-13- The children will examine Antarctica on the map. The children will map out Tom Crean’s journey on the map. The children will create their own map of their journey to school.

1. That all children will be enabled to read the lyrics to the song ‘Hall of Fame’ which we started last week.

2. That most children will be enabled to sing the first verse and chorus without the song playing along with them.

3. That some children will be enabled to sing the first verse and chorus without looking at the lyrics.

I will assess the children’s ability to sing in key with the song. I will assess their ability to sing in time with the back ground music. I will assess their ability to sing in time as a group.

Lower Order questions:

Can you remember any of the lyrics from last week?

What is your favorite part of this song?

What would instruments would you like to add to this song?

Higher Order Questions:

What does ‘Hall of Fame’ refer to?

Did you hear any examples of timbre in the song?

Did you hear any examples of – in the song?

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will begin by practicing keeping to the beat with the children. The teacher will clap a pattern and the children will repeat it back to her. The teacher will do this with a variety of different patterns.

The children will then engage in a vocal warm up. The teacher will hand out sheets with a variety of words on them to help the children warm up their vocal chords- e.g. doo-day- dooya- dee.

The teacher will then play the song ‘Hall of Fame’ once for the children.

The teacher will explain how Tom Crean is in the Hall of Fame for his bravery and explorations.

The teacher will distribute copies of the lyrics of the song to each child.

They will read the first verse and chorus together.

The children will then split into groups of four to discuss what they think of the lyrics and how the lyrics inspire them. I will ask each group whether they want to pursue any of the careers mentioned in the song- politicians/teachers/ astronauts.

The teacher will then invite the children to stand in their singing circle.

The children will sing the song once with the teacher.

The teacher will then play the background music to the song and the children will sing along.

Most children will need the lyrics but some will not.

The children will sing the song and the chorus once.

The teacher will introduce the concept of – to the children. The first group will begin the song and the second group will join in on the chorus.

The children will engage in a vocal warm down and stretching exercises.

Lyrics to the song ‘Hall of Fame’

Back-ground music on the IWB

English: 30-9-13 Tom Crean- character profile

Drama: 4-10-13The children will use improvisation and freeze framing to recreate a scene from the book.

Art: 4-10-13- The children will use construction to create an Antarctic scene.

SPHE: 3-10-13- The children will discuss the decisions Tom Crean made in the book Ice Man. The children will talk about times when they have had to make difficult decisions, like Tom Crean.

Science- 1-10-13- The children will discuss materials- the material of Tom Crean’s clothes etc. The children will make ice-cream by mixing materials.

History- 1-10-13- the children will learn about Tom Crean via a power-point presentation and an extract from the book ‘Ice Man’. The children will create a fact file on Tom Crean.

History- 2-10-13- The children will read another extract from the book ‘Ice Man’. The children will discuss how Tom Crean was feeling. They will write a diary entry pretending to be Tom Crean.

Geography: 2-10-13- The children will examine Antarctica on the map. The children will map out Tom Crean’s journey on the map. The children will create their own map of their journey to school.