Sharing Our Letters

Overview

Year Group: Year 2
Duration: 60 minutes
Class Size: 30 students
Unit: Exploring Habitats and Conservation (Lesson 16 of 20)
National Curriculum Links:

• English: Spoken Language (Years 1–2)
• Writing: Pupils should be able to write for different purposes using appropriate vocabulary and grammar (Years 1–2)
• Reading: Developing confidence and fluency in speaking and listening (Years 1–2)

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Learning Objectives (WALT)

• WALT: present our letters about habitats and conservation clearly and confidently to the class.

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Success Criteria

• I can speak clearly so everyone can hear me.
• I can explain my letter and the pictures I created.
• I can listen respectfully to others when they share.
• I can work with a partner if I need support.

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Curriculum Links

National Curriculum: English – Spoken Language (Years 1-2)
Pupils should be taught to:

• Listen and respond appropriately to adults and peers.
• Ask relevant questions to extend their understanding and knowledge.
• Participate in discussions, presentations, performances, role play, improvisations and debates.

National Curriculum: English – Writing (Composition and Vocabulary)

• Write narratives about personal experiences and those of others (real and fictional).
• Develop positive attitudes towards and stamina for writing by discussing and sequencing ideas.

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Resources

• Completed letters with illustrations (from previous lessons)
• Chairs arranged in a semi-circle or classroom reading area
• Audio or video recording device (tablet, phone, or classroom recorder) for extension activity
• Support cards with simple prompts for speaking
• Timer or stopwatch for presentation timing

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Lesson Structure

1. Introduction (10 minutes)

• Welcome the class and briefly recap previous lessons on writing letters about habitats and conservation.
• Introduce the WALT and success criteria by displaying them visually.
• Explain the activity: each student, or pair, will present their completed letters and drawings to the class.
• Model a short example presentation yourself or with a TA, demonstrating clear and confident speaking and how to hold up the letter and picture when sharing.

Key Questions:

• What can you do to speak clearly?
• How can we show respect while others are presenting?

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2. Preparation (10 minutes)

• Give students 5 minutes to rehearse their presentations quietly; allow pairs (differentiation) to practice speaking together.
• Encourage students to think about their key message and how to explain their illustrations simply.
• Circulate and support students who are less confident using scaffold cards with sentence starters such as:
  • “This is my letter about…”
  • “I wrote about…”
  • “My picture shows…”

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3. Presentations (30 minutes)

• Students present individually or in pairs depending on confidence and ability (differentiation).
• Use a timer to keep presentations brief (about 1-2 minutes each).
• Encourage active listening from the audience: thumbs up to show understanding or questions after presentations.
• For SEND or less confident students, allow a peer or teacher to support them during presentation.
• Teachers to make notes on performance linked to success criteria and National Curriculum spoken language descriptors.

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4. Plenary and Feedback (5-7 minutes)

• Group discussion: What did you enjoy about listening to the letters? What did you do well when presenting?
• Positive peer feedback: each student says one nice thing about a presentation they heard.
• Give specific verbal feedback praising clear speech, confidence, and effort.
• Revisit success criteria and tick off or highlight achieved outcomes.

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5. Extension Activity (Optional)

• Record presentations on a class device to create a “Habitat Letter Sharing Video.”
• Play parts of the video back to the class for self and peer evaluation in the next lesson.
• More able learners can edit or narrate parts of the video to develop further digital literacy skills aligned to computing curriculum, linking cross-curricular.

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Differentiation

Level	Strategies
Working Towards (WTS)	Present in pairs; use scaffold sentence starters; provide support cards; adult or peer assistance while presenting.
Expected Standard (EXS)	Present individually; encourage clear explanations; practice rehearsal; use visual aids.
Greater Depth (GDS)	Present with added detail and expression; answer questions; volunteer to help others prepare or lead group feedback.

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Assessment Opportunities

• Use observation checklists focused on speaking and listening skills to assess clarity, confidence, and engagement.
• Note use of vocabulary related to habitats and conservation from letters.
• Peer and self-assessments during plenary to encourage reflection on speaking skills.

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Cross-Curricular Links

• Science: Reinforce understanding of habitats and conservation through presentation content.
• ICT: Use of recording equipment for extension activity supports computing skills.

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Teacher Reflection Prompt

• Did all children feel supported to present their work?
• How effective were the scaffolding and differentiation strategies?
• What can be improved for the final presentation or subsequent unit reflections?

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End of Lesson Plan