LESSON PLAN N C Ye ar : Ye ar 2
Na m e of Te ac he r: Clas s Nam e: Ability (upper /middl e/lowe r/mixe d): Mixed
Peri Numb od ers on day/ roll: time :
Subject(s): English Writing Tongue Twisters Learning Objective:
To be able to read and discuss patterns of rhythm and sound in tongue twisters. To be able to use structure from tongue twister poems as a basis for writing, inventing own lines and verses.
Teaching and Learning Content T Context 1st lesson on Tongue Twisters Introduction to Tongue Twisters. nd (The 2 lesson on tongue twisters will take place on Wednesday children to write
their own African animal tongue twisters) Outline of teaching/ learning objectives for the lesson. 1Resources PowerPoint, Tongue Twister challenges, brainstorming / tongue twister sheet, highlighters. Starter Show Espresso clip Espresso>KS1>Maths>Time > how much can I do> video tongue twisters Carpet Session Introduce objectives through WALT. Discuss what a tongue twister is and share some examples with the children. The children will try to repeat the tongue twisters. Friendly Frank flips fine flapjacks I scream, you scream, we all scream for ice cream! A big black bug bit a big black 1dog on his big black nose! How many cans can a cannibal nibble if a cannibal can nibble cans? ? Question the children about each tongue twister; discuss the patterns of rhyme and sound. Can you see any pattern? What is this called? (answer - alliteration) What can you hear? Can you find any words that rhyme? How many words beginning 1with the main letter? How many times is a certain words used? Which two words sound the same? Are there any lines that have been repeated? ?
Move the class back to their tables. Each child will be given the tongue twister She sells sea shells by the sea shore. The shells she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells seashore shells. Read and explore the tongue twister together. Ask the children to underline the main letter in the tongue twister. Remind children what is meant by alliteration. Count how many words begin with the same letter. Highlight any words that rhyme. Look at repeated patterns, e.g. how many times 1are the words she sells repeated. TA Role: To support Lower Ability Group The children will work as a group to explore the tongue twister Differentiation: All: Through questioning LA: Work as a whole group MA / HA: Work in pairs Main Activity Task 1 Introduce the tongue twister challenge. The children will be given 5 minutes to put together a selection of different tongue twisters from the muddled words. Give the children a clue to provide them with a starting point e.g. remind them what a sentence starts with and what it ends with (capital letters and full stops).
Baby baboons blow big blue bubbles. Each easter elephants eat eighty easter eggs. / Each easter eighty elephant eat easter eggs. Little lions love to lick their lips loudly. Nine nice mice noisily nibble nuts. 1Review how to work together. Review how to work with the laminated cards e.g. lay each laminated word on the table, when finished put them out of the way in a neat pile. The children will complete their challenges in pairs at their tables. Discuss and review the tongue twisters as a whole class. TA Role: To support Lower Ability Group As a whole group the children will work together to solve two tongue twister challenges. Say these together and discuss alliteration. Differentiation: LA: Work together as a whole group to solve two tongue twisters. Baby baboons blow big blue bubbles. Little lions love to lick their lips loudly. MA: Work in pairs to solve 2 tongue twisters. HA: Work in pairs to solve 2 tongue twisters. Additional tongue twister extension - Six slippery seals sat on the side of salty sea.
Task 2 Espresso>English KS2 > Poetry >Poetry index>Betty Potter Bring the children back to the carpet. Read Betty Potter on espresso and have a go at trying to say together. Watch video clip. Explain that next lesson each child will be writing their own tongue twisters. In preparation we will be brainstorming words to use. Explain that each table will be given a different animal and will need to think about words they could use beginning with the letter of that animal. Model on the board using the Cheetah as this will be given to the LA. Re-introduce the dictionary and how we could use this to help us. (This builds on from our work last week on dictionaries and glossaries). The children will then return to their tables and work in groups. TA Role: To support Lower Ability Group As a whole group the children will brainstorm words beginning with C for their Cheetah tongue twister. Differentiation: LA: As a whole group the children will brainstorm words beginning with C for their Cheetah tongue twister. TA to scribe. LA to use dictionaries to help them. (The words will then be photocopied for the next lesson so each child has a copy to use). MA: Work in groups, brainstorm words beginning with the letter
of their animal. Use dictionaries to help them. MA will work on the Lion and the Hippo. HA: Work in groups, brainstorm words beginning with the letter of their animal. Use dictionaries to help them. Teacher will extend HA - ask them to think about how they could include some rhyme or repeated phrases and questions in their tongue twister. Teacher to provide examples: Six slippery silvers snakes swallowed six silvery sugary cakes. Magic monkeys make magic marmalade, if magic monkeys make magic marmalade, wheres the magic marmalade the magic monkeys made? HA will work on the Monkey and the Snake.
Plenary Carpet session Using one of the groups work, teacher to model how to write a simple tongue twister for the African Animal. TA Role: TA to prompt and encourage ideas. Differentiation: Through questioning Assessment Opportunities/Criteria for Assessment
Opportunities: Whole class questioning. Teacher to move between groups to assess knowledge and understanding in each task. Feedback from TA. Criteria: Can I understand the term alliteration? Can I find rhyming words? Can I find repeated patterns? Can they hear and discuss patterns of rhyme and sound? Can I find words for my tongue twister using the same letter as my African animal?