Lesson Plan: 2

Date:4/5/2016

Focus: Inference

Year: 6

Big ideas-develop skills which will

Objectives: comment on the writers choice of

Resources Teachers /Students

Differentiation:

enable students to read a wide range

language and infer meanings

Text sheet -2 levels-HA/MA/ACE

HA-I can give information about subject matter

of narrative texts or other text types

Stationary

by looking at the words/phrases in text

in a large range of situations

Dictionary

MA-I can show understanding of familiar events

Communicate instructions/main ideas

CR PCM 1
HA students
eBook of Friend or Foe;-All students
CR ITP 1 All students(plenary)
LA reading simple text
Ace- Text Submarine Adventure

in a story and match event to an image

derived from the text with relative

ease

Assessment Criteria I can:

LA-I can look at text and reread to understand

the meaning
ACE-I can read a short extract and

complete a cloze passage after reading

Real Life Application and Cross curricular Links

I can read the text and say out the unfamiliar words, I can replace the word with a

The lesson links to students knowledge of scientific phenomenon( floating and sinking), it links
to real life situation and consequences of making incorrect decisions

simpler word
I can explain the actions by reading between the lines and it effect on the reader
I can explain the impact of the text on the reader and predict next event/action
TEACHING

LEARNER ACTIONS

Share Learning Objectives

Opening Activity:

Activities

Project the Walt on the display board

Students match the words to their meanings-(slide)

1.

and the white board ; explain to the

Precariously

class that they will be looking into how

Beckoned

the writer carefully uses precise words

Frothing

in the story to create a strong visual

Swirling

phrases in line 2-3 show the dangerous action of water

image to understand the event

yawned

Make inferences-how is the writer trying to create a

understand and relate to key characters actions and

feelings
2.

They use their word meaning bank to enable better understanding of the text.
Teacher probes students understanding through use of questioning skills-

3.
4.

Which words from the passage are examples of powerful active verbs? Model one example
allow students time to locate more examples
Which words /phrases show Davids feeling? Underline them.
Explain where would you be positioned if you were David what would you do in a similar
situation? Role play

5.

Manage time and behavior effectively by setting clear expectations

Plenary: Share answers to students independent responses- inform next steps-students
share their prediction about the next event-inform students that they need to read the
next few pages from text allocated to learn how accurate they were

Record group response to text-which three words or

sense of danger in this event?

Main Part of lesson:

Enable students to read the text carefully, and understand the meaning of the selected text.

Identify-the key verbs which enable them to

6.

Share student responses to the characters actions

Student Outcomes
All students understand key
words and use their
understanding of the word to
comprehend the passage
AF3/Level 3b/a

Most students can empathise

with the character and
give close response to the
characters actions in the
situation AF2/Level 4c/b

and the challenge

Individually key words which replace missed out
words from the passage; present how the writer makes
you feel when you read the sentence-his fingers
Some students will think beyond
reached out for the rock above him, but then the
the text and express personal
water closed in over him and he was dragged
response AF6 Level 5c
irresistibly downwards.
Feedback how far the learner has inferred the text,

ACE-read a simple text- they are

what else do the students need to do to get accuracy in able to understand the main events
and can retell them verbally to the
response
teacher.AF2 Level 3c
Evaluate your own success and your partners. Set
next steps for progression

National Agenda: to deliver lessons which enable 100 % students to obtain above expected TIMMS/PISA Links to Learning: The outcome will ensure
that students are developing skills through which they will
scores in TIMSS and PISA in year 8. To aim for development of teaching practices to
be able to achieve outstanding results, students should be
ensure progression and attainment as well as constantly achieve high standards of
able to answer open ended /multiple choice questions
education