Helping the Whales

I want the plan to focus on the following Create a success criteria for this lesson which children can refer back to. Use the following plan to adapt from Questions(s): How can people help whales? Vocabulary Teaching: baleen, prey, traplines, pollution, krill Application of Comprehension & Strategies: • Skim to gain an overview of a text, e.g. topic, purpose • Scan for specific information using a variety of features in texts • Read short information texts independently with concentration • Apply growing knowledge of root words, prefixes and suffixes • Check that the text makes sense to them, discuss most of their understanding and explain the meaning of many words in context • Confidently retrieve and record information from non-fiction • Identify how language, structure and presentation contribute to meaning Focus Content Domain(s): 2b retrieve and record information / identify key details from fiction and non-fiction 2f identify / explain how information / narrative content is related and contributes to meaning as a whole Extended Apply Session Through this selection of activities children will need copies of: • Lesson 5: Vocabulary • Lesson 5: Extended Application Activity • the Vehicle Text Activate Prior knowledge: Ask children to Think Pair Share what they found out about the way the actions of humans impacts on the lives of whales. Vocabulary: Consider the words ‘undisturbed’ and ‘harmful’ which are in today’s Vehicle Text. Ask children to identify the root word and the prefix/ suffix for each. In pairs, the children have two minutes to list any other words with ‘un-‘ prefix and ‘-ful’ suffix. Share Anchor Question: Refer to this throughout the lesson. Enjoy and Respond to the text: Give children a copy of Lesson 5: Teacher Model/ Children Practise and ask them to Skim to get the general gist of the page. Next, set children the Anchor question and encourage them to Scan the text. Encourage children to Stop and Jot as they read it all. Also encourage the children to Text Mark –circling the key words and phrases which will provide evidence when they answer the Anchor Question. Written Responses / Evidence Anchor Question(s): Explain to the children that their task is to create a poster to encourage people to ‘Help the Whales’. They should include three main changes from the text that people should make in order to help whales. Share posters as a class and discuss whether they have all included the same three changes in order to answer the Anchor Question or if there are different alternatives. Share any additional information children included to interest the reader. Children can also consider any additional information that would be of interest to the reader (but is not essential to the Anchor Question) that they would like to add to the poster. Comprehension Questions

How many whales were killed not long ago?
Why do ships cause problems to whales?
How do the illustrations help the reader to understand the text better?
What is the effect of adding the question, ‘What would you do?’?
Name the two ways that pollution causes problems for whales? Feedback on Learning: Use assessment for learning to inform feedback to the children. This may include: • use of the strategies taught i.e. Skim, Scan, Text Mark, Stop and Jot, Reference the Text • responses to the Anchor Questions.

When modelling show a 'I do ,you do'

Learning Objectives

By the end of this lesson, students will be able to:

Retrieve and record information from a non-fiction text focused on whales and human impact, in line with the National Curriculum for England English KS2 Reading Domain 2b (Retrieve and record information / identify key details).
Explain how language, structure, and presentation contribute to meaning as a whole, addressing KS2 Reading Domain 2f.
Use skimming and scanning strategies to obtain general and specific information, developing independent reading skills.
Apply growing knowledge of root words, prefixes, and suffixes to understand vocabulary contextually.
Collaborate orally using Think-Pair-Share and share written ideas clearly, enhancing spoken language skills as per KS2 Spoken Language and Writing requirements.

Success Criteria (For children to refer back to)

I can...

Skim a text to find the main idea.
Scan for specific information quickly and accurately.
Identify and explain key vocabulary using my knowledge of root words, prefixes, and suffixes.
Mark the text to highlight important information.
Write and design a poster explaining how people can help whales using information from the text.
Explain how pictures and language help me understand the text more clearly.
Use the strategies of Stop and Jot to remember important points.
Discuss what I’ve learnt with others clearly and politely.

Curriculum Links

English National Curriculum Reading - Word Reading and Comprehension
Pupils should be taught to apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet
Reference: KS2 English Programme of Study
English National Curriculum Reading - Comprehension
Retrieve and record information from non-fiction texts.
Explain how information contributes to meaning as a whole.
Reference: KS2 English Programme of Study
English National Curriculum Spoken Language
Participate in discussions, presentations, performances, role play, improvisations and debates.

Resources Needed

Copies of Lesson 5 Vocabulary List
Copies of Lesson 5 Extended Application Activity
Copies of the Vehicle Text (non-fiction text about whales)
Whiteboard or flipchart for modelling strategies
Pens, pencils, coloured markers for poster creation
Highlighters for text marking

Lesson Structure (45 minutes)

1. Introduction & Activate Prior Knowledge (5 minutes)

Think-Pair-Share: Pose the question, “How can people help whales?”
Students think individually, discuss in pairs, and then share ideas with the class.
Record a few key ideas on the board as anchor points.

2. Vocabulary Focus (7 minutes)

Introduce the words baleen, prey, traplines, pollution, and krill using simple definitions and images if available.
Highlight the target words from the Vehicle Text: undisturbed and harmful.
- Ask: What is the root word of ‘undisturbed’? What prefix is attached?
- What root word and suffix for ‘harmful’?
In pairs, children list other words with the prefix un- and suffix -ful for 2 minutes (e.g., unhappy, unkind, beautiful, careful).
Share examples with class and add to vocabulary board.

3. Modelling Reading Strategies – I Do, You Do (10 minutes)

‘I Do’:
Project or display a paragraph from the Vehicle Text on the board.
Model skimming the text to get an overview: think aloud (“This text talks about how humans affect whales”).
Model scanning to find answers to a specific question: “How many whales were killed not long ago?”
Highlight key words and phrases on the text.
Demonstrate Stop and Jot by writing a quick note beside the text: e.g., “500 whales were killed.”
‘You Do’:
Give pairs a new paragraph; children skim it to identify the general topic.
Then scan to find answers to another question (“Why do ships cause problems to whales?”).
Circulate and support students, encouraging text marking.

4. Guided Reading & Annotation Activity (10 minutes)

Hand out the full Vehicle Text to each child with Lesson 5: Vocabulary and Extended Application Activity sheets.
Set the Anchor Question: “How can people help whales?”
Encourage children to skim the text for gist, then scan for specific evidence related to the question.
Prompt children to text mark (circling/underlining key words), and Stop and Jot notes beside paragraphs.
Circulate to provide timely questioning and ensure comprehension strategies are used.

5. Written Response – Poster Creation (10 minutes)

Explain the task:
Create a colourful poster encouraging people to ‘Help the Whales.’
Include THREE main changes from the text people should make to protect whales.
You can add extra interesting facts but make sure your main points answer the Anchor Question.
Children work individually to plan and begin their posters using the evidence gathered.
Encourage neat handwriting, clear bullet points, and visuals related to whales.

6. Sharing & Plenary (3 minutes)

Invite 3-4 volunteers to share their posters with the class.
Lead a brief discussion on:
- Did all posters include the same three main changes?
- What extra facts made the posters interesting?
Reinforce learning by revisiting the success criteria and anchor question.

7. Plenary Question (Oral)

Ask: “How does the way the text is written and illustrated help readers understand how humans impact whales?”
Discuss effect of questions in the text such as “What would you do?” prompts engagement and reflection.

Comprehension Questions (Optional Follow-Up or Homework)

How many whales were killed not long ago?
Why do ships cause problems to whales?
How do the illustrations help the reader to understand the text better?
What is the effect of adding the question, ‘What would you do?’?
Name the two ways that pollution causes problems for whales.

Assessment for Learning and Feedback

Observe and note students’ use of skim and scan techniques during reading.
Check that children are text marking key details and using the Stop and Jot method.
Review poster responses to ensure 3 main changes are recorded, linked explicitly to text evidence.
Provide verbal feedback for the use of vocabulary and comprehension skills during sharing.
Encourage peer feedback on how well posters communicate clear messages to help whales.

WOW Extension Ideas

Create a class display with the most effective posters combined with whale facts and vocabulary.
Invite a local marine conservation expert for a live or virtual talk following the unit.
Plan a cross-curricular art lesson where students craft whale sculptures inspired by baleen whales’ baleen structure.
Use interactive whiteboard tools for digital text marking to help visual learners.

End of plan.

Teaching Instructions