Whale Actions Impact

I want the worksheet to focus on inferring ' what positive affects have people's actions had on whales ?' from the following text for Year 4 SEN low ability

Whales and People People and whales share a long history. Like most long stories, this one has happy and sad parts. In the far northern parts of the world, people have relied on whales for thousands of years. Here, people don’t farm crops or animals and few trees grow, but whales provide meat, and their long, strong bones can be made into tools or used to build houses. In other parts of the world, people and dolphins have learned to work together to catch fish. The dolphins herd the fish toward the fishermen’s nets before they feast on the leftovers. For hundreds of years, whale blubber was made into oil to fuel lamps in streets and homes around the world. The long, flexible strips of baleen were used as bones to stiffen and shape women’s clothes. Sadly, the big demand for whale products meant that far too many whales were killed. Big boats with powerful harpoons were used to catch more and more whales. By the 1950s, many types of whale had been hunted until they were all gone. At the same time, people were learning more about the intelligence and beauty of whales. By the 1980s, many countries had banned most whale hunting. Today, the numbers of some species of whales are recovering from the years of hunting, but others are still rare. Researchers are studying how we can help these gentle giants. We are just beginning to learn what whales, and the people who live closely with them, can teach us. And around the world, people love to spend their time watching whales. Perhaps our future together can be a happier story.

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Overview

This 45-minute lesson is designed for two Year 3 SEN low ability students using an accessible text ("Whales and People") to explore inferring positive effects of human actions on whales. The lesson aligns closely with English Programmes of Study (National Curriculum for England) focusing on reading comprehension, inference, and spoken language.

National Curriculum Links

Reading - Word Reading and Comprehension (Year 3):

Identify themes and conventions in a wide range of books
Retrieve and record information from non-fiction
Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Reading - Comprehension (Year 3, pupils with SEN needs):

Listen to and discuss both stories and information books to build knowledge and vocabulary
Use discussion to clarify meaning and enhance understanding

Spoken Language (Year 3):

Participate in discussions, presentations, performances, role play, improvisations and debates
Ask relevant questions to extend their understanding and knowledge

Learning Objectives

By the end of this lesson, pupils will:

Use inference skills to identify positive effects of people’s actions on whales from the text.
Retrieve information explicitly and implicitly to support their answers.
Verbalise thoughts clearly during guided discussion and peer dialogues.
Show curiosity by asking questions related to the text’s message.

Resources

Printed copies of the text "Whales and People" (simplified for SEN low ability - large font, clear spacing, with key vocabulary explained)
Worksheet with scaffolded questions focusing on inference (see below)
Whiteboard and markers
Picture cards depicting whales and human interactions (for discussion prompts)
Visual Vocabulary Cards: “harpoon”, “banned”, “recovering”, with images

Lesson Structure

1. Starter - Connecting Prior Knowledge (5 minutes)

Activity: Teacher shows picture cards of whales and people interacting (e.g., whale watching, traditional hunting, research).

Ask: "What do you know about whales and how people might affect them?"
Record simple ideas on the whiteboard to build engagement and activate schema.

2. Focused Reading and Vocabulary Introduction (10 minutes)

Read through "Whales and People" text aloud together. Use a slow pace with pauses to check understanding.
Introduce and explain key vocabulary with visuals. E.g., "harpoon" = tool for hunting whales (show picture), "banned" = stopped by law.
Clarify any difficult sentences with simple rephrasing or teacher explanation.

3. Guided Inference Activity (15 minutes)

Worksheet Task:

Question 1:
"What are some ways people have used whales in the past?" (Retrieve info explicitly, e.g., meat, oil, tools)
Question 2 (Inference):
"How have people’s actions helped whales today?" (Infer from text about hunting bans, research, recovery)
Question 3 (Inference + explanation):
"Why do you think people now love to watch whales instead of hunt them?"

Teacher to support and model answers, prompting with questions like “What words in the text tell us this?” or “How does this show people are helping whales?” Visual cues will support understanding.

4. Speaking and Listening Discussion (10 minutes)

Partner talk: Each student shares their answers and thoughts about positive actions towards whales. Teacher models extended sentences: “I think people help whales because…”
Teacher-led discussion expands on vocabulary and reinforces inference skills.
Encourage pupils to ask a question about whales or human actions.

5. Plenary and Extension Question (5 minutes)

Recap: "What did you learn about how people have helped whales?"
Write two or three simple sentences from pupils on the whiteboard together.

Extension Question:
"Imagine you could teach people how to help whales. What would you tell them and why?"

This encourages creative thinking and application beyond the text.

Assessment and Feedback

Observation during discussion for inference use and oral expression.
Review completed worksheet for evidence of retrieval and inference.
Encourage pupils to self-assess confidence in answering questions about the text.
Provide immediate positive feedback to reinforce effort and progress.

Differentiation

Text simplified with visuals for SEN access.
Questions scaffolded from simple retrieval to supported inference.
Teacher modelling of answers and sentence starters provided.
Visual cues and vocabulary cards support understanding.
Small group size allows for personalised attention.

Reflection for Future Lessons

Adaptation of inference activities using short videos or interactive games on whales to engage different learning styles.
Integration of art activity, such as creating whale posters promoting conservation, to extend learning.
Use of voice recording apps for pupils to practise and listen to their spoken answers.

This lesson plan offers a clear, curriculum-aligned approach to deepen Year 3 SEN pupils’ comprehension and inference skills through meaningful content and interactive methods, ensuring an engaging and supportive environment.

Teaching Instructions