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Using ICT in Y1 - lesson extract

By Judith Sullivan,2014-06-16 20:25
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Using ICT in Y1 - lesson extract ...

Lesson title/theme

St. John’s Infant School, Norwich

    Number on roll approx 180

The school’s approach to/provision for drama

    The reception unit in our school has always included a variety of role-play

    scenarios as a strong teaching and learning medium.

    We recognise drama as both a powerful tool in itself, and as providing a range of

    strategies which enhance teaching and learning across the curriculum.

    We have been investigating ways in which to enrich our creative curriculum and to

    further extend the use of drama into the keystage 1 curriculum.

    What the school hopes will be the outcome/s of

    involvement in D4LC?

    ? Increased confidence in the use and teaching of drama throughout the

    school

    ? Increased familiarity with a variety of drama techniques

    ? Increased use of drama across the curriculum

Age Group - Year One

    Size of class 27 children

    Length of lesson The lesson lasted all morning. Resources

    ? “The Hunter” by Paul Geraghty – big book version

    ? Images of the Savannah for use on the interactive whiteboard

    ? CD of “The Lion King”

    ? Piece of African fabric

    ? Wicker basket and bamboo pole

    ? Terracotta jar

    The aims of the lesson

     For pupils to:

    ? Make a moral decision and then learn that they could change their minds

    ? Get better at using a range of increasingly familiar drama techniques

    ? Experience empathy and compassion

     D4LC lesson exemplars

     For me to:

    ? Improve my skills as teacher-in-role

    ? See if I could plan and then adapt a longer drama session

    ? Model a drama lesson for the trainee teacher in my classroom

Before the lesson…

    ? I prepared a simple powerpoint presentation to give the children a flavour

    of the landscape, people and wildlife of the Savannah

    ? I cleared the classroom furniture

    ? I briefed the other adults who would be present in the room. I needed them

    to be familiar with the text and to contribute at various points of the

    morning. I was particularly keen for my EAL pupils to be supported

    throughout the drama.

    The teacher began the lesson by …

    Showing the children the powerpoint presentation and playing them music from

    “The Lion King” CD to create a landscape in their heads and an atmosphere in the

    room.

    The teacher then…

    ? We created the Savannah in the classroom, by choosing to represent a

    geographical, human or animal feature within the space. One child chose

    to be a famous photographer on safari and we were able to use him to take

    freeze frame pictures of the scene.

    ? I showed the children the front cover of the book and asked the children if

    they would like to meet Jamina. As Jamina I told the children how I went

    out every day to collect honey with my grandfather and invited them to

    come along. I taught them how to follow the honey bird far into the bush

    and how to lift the honeycomb carefully down from the tree and store it in

    their pots. We also talked about my favourite animals the elephants

    and how I loved to pretend that I was a hunter. They asked if they could

    come hunting with me and I taught them how to pretend to track, stalk and

    shoot elephants. I asked them if they liked my game and they all did.

    ? By this time, we had wandered far into the bush and a long way from

    Grandfather. We were all alone and didn‟t know what to do. The children

    discussed what to do amongst themselves. In the middle of the discussion,

    I told them that I could hear a strange noise. We needed to decide whether

    to investigate then noise or not. We used a decision alley to help us decide.

    Although the children have used it several times now, I still found it more

    effective to have them all verbalise a reason to investigate the noise and

    then a reason not to, before choosing one to whisper in the alley. This

    always takes us a long time, but it improves the quality of their

     D4LC lesson exemplars

    contributions in the alley. After several children had walked down the alley,

    we decided to find out where the noise was coming from.

    ? I had my teaching assistant take on the role of the baby elephant. The

    children followed me quietly towards the noise and we sat in a circle

    around the curled up baby elephant. I explained that her mother was dead

    and that she was frightened. I told the children they could go up to the

    baby elephant one at a time and say something to try and calm it. I went

    first, then the two other adults in the room. I then invited my most confident

    children to take a turn.

    ? At this point the children had been so forthcoming with their contributions

    and I was rapidly running out of time. I asked the children to work in twos

    one to be Jamina, and the other, the baby elephant. The room went quiet

    and the children worked so gently, trying to comfort each other in role.

    At the end of the lesson…

    ? I asked the children if they wanted to know what happened to Jamina and

    the baby elephant, and read the ending of the story to them using the

    fantastic illustrations in the big book version I had. The children were very

    involved with the story and wanted to discuss it. Of course, they were most

    affected by the fact that Jamina had got lost, but with encouragement, they

    were able to discuss poaching and generally decided it was a bad thing.

    Several children were able to recognise the fact that they had changed

    their mind about hunting elephants in the course of the drama.

In this lesson there was evidence of pupil creativity

    when…

    ? We created the Savannah.

    ? We had to think of reasons why we should find out what the noise in the

    bush was and why we shouldn‟t.

    In this lesson there was evidence of learning when…

    ? We compared the Savannah landscape to our own countryside (geography)

    ? We worked in twos to comfort the baby elephant (PHSE)

    ? We discussed the „moral‟ of the story (Speaking and Listening/Philosophy)

    WHAT WAS THE IMPACT OF THIS LESSON ON

    CHILDREN’S LEARNING AND CREATIVITY?

    Can you offer evidence of a rise in standards (for

    any/most/all) of the pupils (please be specific and

    where possible mention National Curriculum levels and

    sub-levels?

    ? All children were able to contribute to the comparison between our own

    countryside and the Savannah. They were able to employ more

    geographical terms and to tell me how and where they could find out more

    about the Savannah (geography/ICT).

     D4LC lesson exemplars

    ? All children contributed to the discussion at the end of the story, including

    some of my more reluctant pupils.

    ? There was an improvement in the quality of the questions the children were

    able to ask Jamina and later, the baby elephant.

Can you identify specific improvement/s for particular

    groups of pupils? e.g. boys, girls, higher, middle, lower

    achievers, looked after children, ethnic minorities,

    children for whom English is not their first language?

Evidence gathered could include pupil voice,

    comparative examples of children’s work, improved

    attitudes to learning, improved teamwork, improved

    behaviour, better attendance on days when drama is

    timetabled, comments from other teachers and parents,

    etc.

    ? Teacher in role

    ? Freeze frame

    ? Decision Alley

    ? Thought tracking

Why use drama? The advantages of using drama were…

    The children were completely involved in the drama, willing to participate fully and

    open to learning opportunities which arose.

    All learning styles were involved and the action was heavily kinaesthetic.

    Although the main character is a girl, the subject matter appealed to my more

    active boys.

My advice to someone else doing this lesson would

    be …

    I taught this lesson as a one-off, towards the end of the term. Halfway through the

    session I wished I‟d used it as the basis of a half-term‟s learning. The children were really excited by it and in later discussion offered me all sorts of avenues to explore.

Please return this lesson proforma when completed to

    danielle.youngs@norfolk.gov.uk Your lesson will be shared

     D4LC lesson exemplars

    (unedited) online at the D4LC website www.d4lc.org and may be selected and edited for a D4LC folder Phase

    2 supplement.

Please send any digital photographs, scanned

    children’s work and any film clips to

    danielle.youngs@norfolk.gov.uk

    Please ensure that any images of children sent

    have parental permission for publication

    (including internet).

     D4LC lesson exemplars

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