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FAQ

Step 2 Realistic or abstract?

Pupils books closed. Put up the Realistic and Abstract Paintings poster on the board. Ask the pupils to look at the paintings and say how they differ, in L1 if necessary. Explain to them that some paintings are realistic: You can tell by looking at it what the painting is about. Other paintings are abstract: It is not obvious what the paintings show. Point to the first painting and say: This is a realistic painting. The pupils repeat after you. Repeat the same procedure for the rest of the paintings. Pupils books open. Point to picture 1 and ask the pupils to say abstract or realistic. Repeat for the remaining pictures. Explain the task. Allow the pupils some time to match the paintings to the words. Check their answers.

 Realistic or Abstract Paintings poster  

Step 3 Make Your Own Shape Art

Read the instructions and explain the activity. Point to the examples and explain to the pupils that they will make their own piece of art using shapes. You can assign this as homework. During the next lesson encourage the pupils to present their art work. Make sure you display their work somewhere in the classroom.

    
Ending the lesson   S1

Display the pictures of the paintings you have brought to class on the board. Ask the pupils to say which ones are realistic and which ones are abstract.

    

Additional information

Differentiation how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment how are you planning to check learners learning?

 Cross-curricular links Health and safety check ICT links Values links

give extra support through modelling and drilling of stress placement during individual craftwork

use monitoring time during individual craftwork to assess [eliciting] learners response to questions about shape and colour

 cross-curricular links: Art and Design vocabulary and shape picture
         

 

Reflection   Were the lesson objectives/learning objectives realistic?   Did I stick to timings?   What changes did I make from my plan and why? Answer the most relevant questions from the box on the left about your lesson.

 

 


Lesson plan

 

LESSON: Module 1 Lesson 6 Storytime

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L3 L4 L7

S1 S3

R6

UE1 UE3

Lesson objectives

All learners will be able to:

respond to some prompts correctly and pronounce some words correctly and identify some written words in story activities

Most learners will be able to:

respond to most prompts correctly, with correct pronunciation of colours and recognise written forms of most words in reading parts of the lesson

Some learners will be able to:

respond to most prompts correctly with clear pronunciation and exhibit good comprehension of written and audio story

Previous learning

names of colours there are Where are..?

Plan

Planned timings

Planned activities

Smiles Resources

Teacher Notes Beginning the lesson   L4   S3

Ask individual pupils to tell you their favourite colour. Point to objects in the classroom and ask pupils to name the colours. Write the word rainbow on the board and elicit/explain its meaning. If you wish, teach the colours of the rainbow during this stage. [An easy way to remember the order of the colours of the rainbow is by memorising the acronym VIBGYOR (violet, indigo, blue, green, yellow, orange and red).] Then have a class discussion, in L1 if necessary, on what the world would be like without colours (boring, dull, etc). Explain to the pupils that they are going to read a story from America about how the rainbow was created.

 

             

 

Presentation and practice

 

L3

 

 

UE1

 

L7

 

R6

 

S1

 

UE3

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