(Describe the detail of learning developed via the lesson.)

(Note organisations used throughout e.g. individual learning, paired discussion.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

To what extent did pupils engage with the learning experience?

To what extent was the learning achieved?

What would be appropriate next steps?

How effective was your contribution to the lesson? How do you know?

Pupils were learning to:

Describe a character with a bad personality and a good appearance, using wow words and similes.

I can convey information, describe events, explain processes or combine ideas in different ways.

LIT 2-28a

Class seemed to be unfocussed so CT did a short 5 minutes of ‘kungfu punctuation’.

Point of big writing was to create a detailed character description of someone with a nice appearance and a bad personality.

CT gave class examples of characters like this, eg. Hans from Frozen, Gaston from Beauty and the Beast.

CT also showed class a picture of Disney characters and compared different aspects of them relevant to task.

Pupils had to write about a noble person and chose either a King, Queen, Prince, Princess or Knight.

CT showed class video of lion from the wizard of OZ – ‘If I were King of the forrest.’

Then explained to class how to lay jotter out – double page spread, on one sheet bad personality words and good appearance words and detailed description on full of other page.

O/L

O/A

Kungfu punctuation was an excellent way to wake children up and it got them excited and ready for the next task.

Children really enjoyed this task and most created some very good work. The usual few needed much encouragement to produce any work but managed to get something down.

Due to many pupils not filling in success criteria sheet, it became hard for them to see if they had met their personal target(PT) or not.

(Detail lessons throughout the day.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

To what extent did pupils engage with the learning experience?

To what extent was the learning achieved?

What would be appropriate next steps?

How effective was your contribution to the lesson? How do you know?

9.10

9.25

9.35

Reading in 2s/3s, reading a different book pair group. Tasking turns at reading in group for around 10 minutes.

After 10 minutes, CT asked each group/pair to find 3 difficult words from what they had read. Then had whole class Q+A to find out what words meant.

Handwriting lesson focussing on long letters like p, q, j and g. CT constantly reminding class of letter positioning.

Went over golden time(GT) list just before interval for Friday afternoon.

GT list rotates the school every week, giving spaces for each class for different activities.

Onto health and wellbeing topic, Community in Motion.

CT asks class what they think this means.

CT then puts 3 words on the board: hope, health and happiness.

Each pupil is given a post-it note for each word and has to write what each word means to them, then stick note around appropriate word.

CT then asks ‘What are you hopeful for?’ and ‘What makes you healthy?’ and writes down one comment from each child per question.

O/A

O/A

O

Children worked very well in reading task. Even the most challenging pupils really got into the task and were very focussed. No real signs of struggle with words either, one or two instances.

Many children struggled to follow instructions on this task.

The difference in answers was huge within this topic. Large mix of opinions. Some very touching answers.

11.10

See Literacy and English log. (Big writing)

O/A/L

1.45

2.15

2.45

Cake and candy.

Spoke about remembrance day and the poppy. PP slide on its background.

Then gave out pictures of a cross and pupils had to write inside it ‘we remember’ and then decorate it and stick it into jotter.

Then moved onto topic: Scottish music.

Class got into ‘band’ groups.

Were asked what they think identity means (whole class Q and A).

In each group members had to vote to receive a band role, eg drummer, singer etc.

Then, pupils were given identity sheet, where they had to make up a band member name for themselves, give their age, gender, instrument and appearance.

Spoke about meeting for Community in Motion(CiM)  for parents at another primary school where they would receive talks from guest speakers.

A

O/A

O/A

O

Class seemed to enjoy topic work. There was no fuss when deciding roles for bands. Good behaviour throughout.

C.I.M. is an initiative to prevent those P5-7 becoming involved in gangs etc.