Lesson 4: Strand(s): Oral Language, Reading, Writing Element(s): Exploring and Using: Guided Writing using a template First draft Walt (Plan and write a letter first draft ) follow in from this plan done day before - reminding them of key features of letter writting / writting checklist -full stops capital letters commas etc/ i do will be shown by teacher (sample letter written to my buddy )/ teacher will give posters to children done yesterday in group so they can look at phrases etc. /we do will be ruling writting in the title and todays date you do will be at to use today our writting the draft letter copy books together and this draft will be completed in their copy ruled dated once this is finished and corrected teacher will give children an envoplope to write the childs name on for tommorow writting the letter. Conclusion two stars and a wish with partners letter share feedback in class. ST Name: Aoife Masterson ST Number: 40023275 Class Level: First Class Date: 30 /04/25

Subject: English Time: 1.20-2.00 Duration of Lesson: 40 mins No of Pupils: 24

Strand(s): Oral Language, Writing, Reading,

Element(s): Exploring and Using Language, Communication Understanding

Learning Outcome(s): • LO7 (R) Experience and respond to the aesthetic, creative and imaginative aspects of texts and a wider range of genres justifying preferences and opinions. • LOL9 (OL) Listen and respond to the aesthetic and creative aspects of language and use language playfully and creatively, and across other languages as appropriate. • LO6 (W) Explore and use the typical text structure and language features associated with a variety of genres. • LO7 (W) Use the writing process when creating texts collaboratively or independently.

Focus of the new learning/Learning Objectives: (Two are required. One other may be added if deemed necessary)

1. The child should be enabled to identify and recall the key features of letter writing
2. The child should be enabled to collaboratively brainstorm their ideas for tomorrow’s letter to their buddy
3. The child should be enabled to work colabrartry in creating their group poster together. Assessment:
4. Method: Observation and teacher questioning during group tasks
5. Assessment of: Understanding of letter format, engagement with brainstorm
6. To be recorded: Group contribution notes, individual reflection from gallery walk Teacher Questioning: (Insert I, D, C for relevant part of lesson) Lower order questions (Closed Questions)
7. What is the first part of a letter? (I)
8. How do we end a letter? (I)
9. What do I want to know about 4th Class(D) Higher order questions (Open Questions)
10. Why do our buddies give us “light”? (D)
11. What’s one great idea you’ll use in your letter tomorrow? (C)
12. What’s one thing you saw on someone else’s poster that you liked? (C) Language Development opportunities in this lesson: Buddy, Signature, Questions,, Curious, , Grateful, , Friendship Encourage correct use in group posters and future draft letters Practice turn-taking and sentence starters such as : o “I wonder if…” o “Maybe we could ask…” o “I want to tell them about…” Literacy Development opportunities in this lesson: Oral Language: Recall and discuss letter parts; share ideas in groups; Think-Pair-Share reflections. Reading: Read and refer to brainstorm prompts and letter structure visuals. Writing (Pre-Writing): Use key vocabulary (greeting, message, closing, buddy); organise ideas on poster for tomorrow’s letter.

Teaching Methodologies: Please underline the primary methodology/ies to be used during the lesson. • All Subjects: Talk and Discussion, Collaborative/Co-operative Learning, Active Learning, Skills Through Content, Using Local Environment, Problem Solving

Introduction: (10 mins) Stimulus:

Elicit Prior Knowledge:

Share Learning Intention: Review Game – Whole Class • Stimulus: Flashcards with letter parts (e.g., Date, Greeting, Body, Closing) placed in the wrong order on the whiteboard • Pupils work as a class to rearrange them in the correct sequence • Say each word aloud in silly voices to boost engagement and recall • Elicit Prior Knowledge: o “Who remembers what part comes first?” o “What part do we write at the end?” Share Learning Intention (WALT): “Today, we’re getting ready to write to our buddy in Fourth Class! We’ll remind ourselves what goes into a letter and work together to plan what we want to say.”

Development: (25 mins) Development (25 mins) I Do – Teacher Modelling (Poster Brainstorm) – 5 mins • Teacher explains that tomorrow we will write our first draft in our copies • On the secondary whiteboard, the teacher models how to brainstorm ideas using a poster layout • Introduces 4 PowerPoint questions on the board for pupils to answer as a guide:

1. What do I want to tell my buddy?
2. What do I want to ask them?
3. Why do they give me “light”?
4. What do I want to know about 4th Class? • Teacher uses different colours to highlight different sections (idea: use colours to match letter structure) We Do – Group Start Together – 10 mins • Children work in mixed-ability groups • Teacher models answering Question 1 together as a class (e.g., “What do I want to tell my buddy?”) • Groups record this shared answer on their own posters • Teacher circulates, checking understanding and reminding pupils to use the PowerPoint as a guide

You Do – Group Brainstorm Continues – 10 mins • Groups continue working through the remaining questions • Pupils use drawings, bullet points, or words to fill out their brainstorm poster Teacher supports targeted pupils with prompts like “What do you want to tell them about Easter?” or “What’s one nice thing about your buddy?” Conclusion: Cognitive:

Social:

Transition (if appropriate): Gallery Walk & Reflection • Pupils walk around the classroom to view other groups’ posters • Think-Pair-Share Prompts: o “What’s one great idea you’ll use in your letter tomorrow?” o “What’s one thing you saw on someone else’s poster that you liked?” o Allow one or two groups to share thoughts o Teacher will conclude reaffirming the importance of planning when writing anything for the future. o Social: Children will tidy up desk, clean up resources and give the group work posters to the teacher o Transition Children will line up in the classroom to prepare for their outdoor movement break. Hook for Tomorrow: “Tomorrow we will write our first draft of our own letter to send to our buddies in our copies.  Universal Design for Learning:  State how you will provide an inclusive learning environment. You may consider how you use Lesson Content, Activities, Resources, Product/Expectations, Class Environment, Teaching Strategies, Pace or Groupings to provide appropriate Teaching, Learning and Assessment. Remember to consider different interests, learning styles, experiences and abilities. Please use generic identifier-pupil 1,2,3. Please do not use any criteria which identify the specific pupil by initials, date of birth, name etc. Insert additional rows as required.

Pupil(s) Reason(s) Method(s) Additional Comments P5,

P11,

P14

P21

P5 Need: Emotionally sensitive, struggles with task initiation and self-esteem.

P11 Need: Needs extra time for reading and slower pace.

P14 Need: Struggles with task initiation, focus and completing tasks.

P21 Need: Slow to start tasks, requires extra prompts

Paired with supportive peer, fun review game, positive feedback, micro choice focus on two out of the four questions so he doesn’t get overwhelmed.  

Give micro choice focus on two out of the four questions to help with time, repeated instructions.

Dyslexic friendly print so easier to follow questions on board. Visuals reminders beside text to help stay on task.

Dyslexic friendly print so easier to follow questions on board. Visuals reminders beside text to help stay on task. Targeted support & encouragement during group work.

Targeted support & encouragement. Praise for effort and starting

P1, P8, P19 P1 Bright but struggles with focus at times. P8 Need: Quick worker, may rush tasks P19 Bright -may rush through tasks. Encouraged to expand on ideas, support others, or suggest extra questions for buddy. Encourage self-reflection of work.

The Learning Environment Resources: The classroom will be arranged for collaboration, with students working in small groups. Differentiation will ensure all students are supported, with some receiving one-on-one help from during the group work task. • Flashcards of letter Key Features PowerPoint with 4 question prompts • Two whiteboards (one for sample brainstorm) • Poster paper and markers for groups