---

ST Name:

Kym Fox

ST Number:

40036679

Class Level:

2nd & 3rd Class

Date:

21/05/2025

---

Subject:

English

Time:

9:00

Duration of Lesson:

40 minutes

No of Pupils:

27 pupils

---

Strand(s):

Writing

Element(s):

Communicating, Exploring and Using

---

Learning Outcome(s):

From the IE Curriculum Framework:

• [C] Engagement: Use writing as a tool to clarify and structure thought and to express individuality.
• [EU] Writing Process and Creating Text: Identify and evaluate skills and strategies associated with writing as a process and use them to create texts independently and/or collaboratively across a range of genres for a variety of purposes and audiences.
• [ELE] Exploring and Using Language: Demonstrate understanding of language features and conventions through the use of adjectives, nouns, verbs, and onomatopoeic words in creative contexts.

---

Focus of the New Learning / Learning Objectives:

1. The child should be enabled to identify and classify adjectives, nouns, verbs, and onomatopoeic words during interactive word activities.
2. The child should be enabled to use adjectives, nouns, verbs, and onomatopoeic words creatively to compose an imaginative summer-themed story.
3. (Optional) The child should be enabled to collaborate and communicate effectively with peers to enrich vocabulary and idea-sharing in both spoken and written forms.

---

Assessment:

1. Method:
   Observation during game participation and analysis of free writing samples.

2. Assessment of:
   Vocabulary identification, application in writing, sentence structure, and creative use of descriptive language.

3. To be recorded:
   Checklist of appropriate word use (adjectives, nouns, verbs, onomatopoeia), and overall engagement and creativity in writing task.

---

Teacher Questioning:

Lower order questions (Closed Questions)

1. Can you name a verb that you used in your story? (I)
2. Is “buzz” an example of a noun or onomatopoeia? (D)
3. Which word in this sentence is an adjective? (C)

Higher order questions (Open Questions)

1. How do the adjectives you used help to paint a picture in the reader’s mind? (C)
2. Can you think of a new onomatopoeic word to describe a summer activity? Why did you choose that word? (D)
3. What changes would you make to your story to make it more exciting or descriptive? (I)

---

Language Development Opportunities:

• Exploration and reinforcement of word classes: adjectives, nouns, verbs, and onomatopoeic words.
• Use of storytelling to practise sentence construction and expressive language.
• Peer discussion and oral sharing during game and writing phases.

---

Literacy Development Opportunities:

• Recognition and correct application of parts of speech in context.
• Creativity in writing for a summer theme promotes narrative and descriptive literacy skills.
• Editing and improving drafts based on vocabulary use encourages reflection on language.

---

Teaching Methodologies:

Talk and Discussion, Collaborative/Co-operative Learning, Active Learning

• Using interactive games (“Stop the Bus”) to revise vocabulary.
• Collaborative sharing stimulated by story cubes to inspire imaginative writing.
• Guided independence through free writing, promoting individual thought.

---

Lesson Outline

---

Introduction (10 minutes):

Stimulus:

Begin with a vibrant visual slideshow depicting summer scenes (beaches, gardens, picnics), accompanied by sound clips featuring natural summer onomatopoeia (birdsong, buzzing bees, waves crashing).

Elicit Prior Knowledge:

Ask pupils to name things they see and hear in summer pictures and sounds. Write their contributions in four labelled columns on the board: adjectives, nouns, verbs, and onomatopoeic words.

Share Learning Intention:

Explain that today they will play a fun word game to help remember important types of words. Then, they will get creative and write their own summer-themed stories using these words.

---

Development (20 minutes):

Activity 1: “Stop the Bus” – (15 minutes)

• Pupils form 5 teams of 5-6 children.
• Each team receives a whiteboard and marker.
• Teacher calls out a letter of the alphabet (e.g., "S").
• In 2 minutes, teams must write one adjective, noun, verb, and onomatopoeic word starting with that letter.
• Teams shout “Stop the Bus” when ready.
• Points awarded for correct, unique words.
• Repeat 4 rounds changing letters (choose letters to allow lexical variety).
• Emphasise teamwork, quick thinking, and vocabulary recall skills.

Activity 2: Story Cube Writing (5 minutes)

• Distribute 2x summer-themed story cubes (with images on each face: sun, waves, ice cream, etc.) per pupil.
• Pupils roll cubes and use the images as inspiration to freely write a short summer story incorporating adjectives, nouns, verbs, and onomatopoeic words from the game and board.
• Encourage creativity and sensory description (sounds, actions, feelings).

---

Conclusion (10 minutes):

Cognitive:

Invite a few volunteers to share their stories aloud. Highlight examples of vivid adjectives, dynamic verbs, and interesting onomatopoeic words they chose.

Social:

Encourage peer feedback focusing on what they especially liked in each other’s stories—words, descriptions, or ideas.

---

Universal Design for Learning (UDL):

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with speech/language needs	Difficulty articulating answers	Allow usage of simple sentence starters; visual supports with story cubes and word columns	Provide extra vocabulary cards for reference
Pupils with fine motor difficulties	Trouble writing quickly	Use of whiteboards for quick drafting; oral storytelling option	Paired partner writing for support
Pupils with low confidence	Hesitant to share ideas	Encourage small group collaboration; positive reinforcement	Celebrate effort and creativity

---

The Learning Environment

• Seating arranged in clusters for team collaboration.
• Space for whole-class word display and shared resources.

---

Resources:

• Whiteboards and markers (1 per group)
• Printed story cubes with summer images (at least 2 per pupil)
• Visual slideshow of summer scenes and sounds
• Word bank charts for adjectives, nouns, verbs, onomatopoeic words
• Writing paper and pencils for story task

---

This lesson integrates the IE Curriculum’s focus on the writing process, language exploration, and creative expression. The playful engagement with vocabulary supports both cognitive skill development and literacy confidence appropriate for 2nd & 3rd Class levels.