TEACHING PRACTICE

Modular Plan TemplateName: __________ Class: _1st, 2nd and 3rd____ Date: _

English

Strand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area. Lessons: Oral=9, Reading= 6 Writing = 6

For English each class has their own reader and teacher has asked me to follow these during my TP.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Oral The children will be enabled to listen actively and respond to the following stories and poems:

Wesley the Whale (informative text for 1st and 2nd class),Moko to the Rescue (newspaper article for 3rd class),

‘The Clever Fox’,(Third class)‘Four Friends’, (First Class)‘Danny Digs In’ (2nd class)

‘Brave Hans’‘The Emperor’s New Clothes’, (All classes)

‘Your very own alligator’ (3rd class) ,‘How My Day Flies’ (2nd class)

‘Jakub and the Kaha Bird’ (3rd class).‘Twas the Night Before Christmas’ (Poem). (All classes)

1st-3rd readers as requested by teacher Differentiation for the classes will be made through the texts

given i.e. in the story of the Emperor’s New Clothes three versions of the text are prepared; differentiated worksheets

Teacher observation and questioning, pupils questioning, Learning logs

Receptiveness to language √

Competence and confidence in using language

√

TEACHING PRACTICE

and questioning. This differentiation will take place in all reading, writing and oral work with the class.

Discuss animals and new words in the text by ‘cheer it’ and ‘blast off’. (1st and 2nd use this strategy; teacher will use dictionaries with 3rd class).

Engage in discussions about: postcards, diary entries, Oral Presentation on postcards to the class Particular emphasis placed on vocabulary that relates to

winter; new vocabulary in stories. Discussing winter clothes; weather; animals. Children summarize orally / recount main points of the texts

read. Christmas – how does it make you feel – excited/happy The child will be enabled to give details about the lives of

animals, reviewing and discussing information learned about whales and dolphins; asking questions.

Listen to the stories mentioned above and the Christmas poem mentioned and predict outcomes; adding detail, discuss possible solutions to problems such as ‘Moko to the Rescue’ how could we help the whales and animals in winter.

Similar questions based on Readers stories mentioned above.

Discuss questions to ask based on stories and poem.--------------------------------------------------------------------------

Tell poem of the ‘Night before Christmas’ in own words.

Summary of paragraph in:

Wesley the Whale (informative text),Moko to the Rescue (newspaper article), ‘

The Clever Fox’, ‘Four Friends’,

Teacher designed task sheets

Teacher observation and questioning, pupils questioning, Learning logsTeacher designed task sheets

Developing cognitive abilities through language

√

Emotional and imaginative development through language

√

TEACHING PRACTICE

‘Danny Digs In’‘Brave Hans’ (1st-3rd readers as requested by teacher)

‘The Emperor’s New Clothes’, ‘Your very own alligator’ ,

‘How My Day Flies’Jakub and the Kaha Bird’.

‘Twas the Night Before Christmas’ (Poem). In own words.

Talk about feelings discussed in stories.

Discuss reaction to the poem ‘The Night Before Christmas’

Differentiation: When asking the classes to discuss the above work I will encourage third class to make up their own questions based on the texts and stories they read. I will also encourage more in depth insight into empathy with characters, discussion on feelings in poems etc. With second class I will aim for the children to begin to discuss in more detail: feelings, events in the stories, summarizing abilities while also building on their predicting comprehension. With 1st I will have the children summarize and recount stories and poems and to put them into their own words as much as possible; also encouraging predicting.

TEACHING PRACTICE

Reading Children will be enabled to:

Read sections from the readers mentioned after having them modeled.

Read in a P.A.L’s system and individual silent reading. Build a vocabulary of words relating to winter, Christmas,

clothes, and animals and some tricky words through the strategies of ‘blast off’ and ‘cheer it’.

Identify the /oa/ /ue/ and /ou/ phonics

Differentiation: Texts are differentiated according to class level and ability-------------------------------------------------------------------------The child will be enabled to:

Find information in their text’s by scanning

Read aloud in P.A.L’s and in groups.

Use dictionaries (third to find out new words).

Develop the comprehension strategy of predicting

Responding to events in story and poetry.

Read aloud from the stories and poem listed.

Build up a sight vocabulary of words relating to winter, animals, Christmas, clothes.

Differentiation: sight vocabulary for the classes based on class level and ability. The children will be given differing amounts of text to scan according to the class i.e. in the word detectives activity each class will be given different words and amounts to look for

Receptiveness to language √

Competence and confidence in using language

√Developing cognitive abilities through language

√Emotional and imaginative development through language

√

TEACHING PRACTICE

Writing The child will be enabled to engage in the following genres of writing:

Write a letter to Santa describing what they found to be the best method of lifting his sleigh off the ground in science.

Write a postcard to a person of their choice mentioning their favourite winter animal having visited the North Pole.

Write a diary entry describing how The Emperor may have felt in the story of ‘The Emperor’s New Clothes’.

Differentiation: The children will be given differing amounts of prompts depending on class level for their writing activities i.e. first class will be given a template with more prompt questions than second; third class will be expected to write with very little prompt questions in their templates for example in writing a postcard. Teacher will also give each class differing amounts to write; ask different questions; provide extra stimulus questions etc. for the differing classes and abilities.

--------------------------------------------------------------------------

The child will be enabled to discuss ideas and share with the class before begging writing.

The child will also be enabled to re-draft one of the above pieces of writing paying particular attention to full stops.

The child will be enabled to listen to the poem ‘The Night before Christmas’ and think of questions to ask about it.

Correction of children’s work. Teacher observationPupils written work (learning log)

Teacher questioning,

Children questioning one another about different parts of the texts. Teacher observation.

Receptiveness to language √

Competence and confidence in using language

√

Developing cognitive abilities through language

√

TEACHING PRACTICE

The children will also practice this method by stopping at various points of their texts and predict what will happen next; ask questions about what happened.

Children will be enabled to relate to the Emperor in the Emperor’s New Clothes by writing a diary entry discussing such things as feelings; sounds; what he saw on the day.

Emotional and imaginative development through language

√

GaeilgeSnáithaonaidCuir tic (√) in aice leis na snáithaonaid le múineadh.

ClárScríobh anseo cén téama agus fo-théama gur mhaith leat a mhúineadh.

An Aimsir: Fó théama: Cén saghas aimsir atá ann inniu? Tá an lá____. An bhfuil sé? Tá/Níl.Ócáidí Speisialta: Fó théama: Caint mar gheall ar bhailiúchán d’fhíor rudaí a bhaineann leis an NollaigÉadaí: Fó théama: Cad é seo? (ball éadaigh) Cur síos a dhéanamh ar bhall éadaigh

Uirlisí Measúnaithe Scríobh anseo cén uirlisí measúnaithe a n-úsaidfidh tú anseo.

Éisteacht Ba chóir go gcúirfí ar chumas an phaiste:

Éisteacht leis an muinteoir ag imirt cluiche kim agus cluiche éadaí, aimsir.

Éisteacht leis an múinteoir ag léamh amhrán ‘An Nollaig’ agus ‘An Aimsir’ agus éisteacht leis an amhráin.

Éisteacht agus treoracha a léanuint le éadaí geimhridh a cur san boscaí ceart agus cluichí éisteachta leis an aimsir.

Cluiche bingo a imirt faoin aimsir, éadaí.

Cur síos a dhéanamh ar ball eadaigh, an aimsir, an Nollaig.

Ag léiriú mothúcháin

-Seicliosta déanta amach ag an múinteoir ag diriú ar tuiscint an teanga agus iad ag éisteacht.

-Dírbhreathnú an mhúinteoir agus cesiteanna.

Ag cothú spéise √Ag tuiscint teanga √

TEACHING PRACTICE

Rudaí a tharraingt de treor shimplí faoin aimsir, éadaí a dathú agus a ciorcal.

Éisteacht lein an dán ’Mo chuid Éadaí’ agus leis an scéal ‘An Chéad Nollaig’. Pictúir a tharraingt mar gheall ar.

Meatsáil pictiúrí leis na focal.

Strátéis difreála: Beidh foclóir difrúil á foghlaim ag na ranganna éagsúla i rith na seachtaine, usáidfidh an múinteoir na cluiche céanna leo ach ag díriú ar an fóclóir nua do gach rang agus léibhéal. Iarrfaidh an múinteoir ar rang a haon treoracha a tharraingt agus na rúdaí éagsúla atá á foghlaim acu a dathú, ciorcal a cur timpeall ar, nú abairt an simplí a cleachtadh. Iarrfaidh an múinteoir ar rang a dó agus a trí abairtí a cur le chéile maidir leis an ábhar atá i bhfeidhm an tseachtain sin; beidh níos mó le scríobh ag rang a trí ná rang a dó.

Labhairt Ba chóir go gcúirfí ar chumas an pháiste:

na amhráin ‘An Nollaig’ agus ‘An Aimsir’ agus an dán ‘Báisteach’ ‘Dáidí na Nollag’ a rá.

Cúpla abairtí a rá mar gheall ar ‘An Aimsir’, eadaí geimhridh, agus an nollaig.

Cluiche a imirt ag tabhairt treoracha simplí

Cluiche an aimsir a cleachtadh le teilifís bréagach.

Caint bunúsach faoi bailiúcháin d’fhíor rudaí a bhaineann leis an Nollaig.

‘Chuaigh mé amach Oíche na Nollaig agus fuair mé’ a imirt leis na páistí.

Gléasta suas mar Dáidí na Nollaig ag cur ceisteanna bunúsach ar a chéile.

Strátéis difreála: Iarrfaidh an múinteoir ar na ranganna méid áirithe a rá bunaithe ar léibheal an

Dírbhreathnú an mhúinteoir ar na páistí le linn cumarsáide chun cumas na bpáistí a mheas ó mheas cuspóirí foghlamtha difreálaithe an cheachta

Ag cothú spéise √

Ag úsáid teanga √

TEACHING PRACTICE

rangLéitheoireacht Ba chóir go gcuirfí ar chumas an pháiste:

Lipéadí agus stór focal atá déanta amach ag an múinteoir a léamh.

Treoracha a léamh in ionad iad a chloisteáil.

Dán ‘Mo Chuid Éadaí’, ‘Baisteach’ ‘Bogha Báistí’ agus ‘Daidí na Nollaig’ a léamh leis an múinteoir.

An scéal ‘Lá fluich’ a léamh le cabhair an muinteoir.

Meatsáil pictiúrí leis na focal.

Strátéis difreála: úsáidfidh an múinteoir na scéalta, dánta céanna do gach rang ach déanfádh idirdhéalú idir na ranganna leis an téacs féin, na ceisteanna, agus an obair tughta.

Dírbhreathnú an mhúinteoir ar na páistí; ceiteanna.Ag cothú spéise √

Ag tuiscint teanga √

Ag úsáid teanga √

Scríbhneoireacht Ba chóir go gcuirfí ar chumas an pháiste: Lipéid a chur ar ball eadaigh, aimsire, agus d’fhíor rudaí a bhaineann leis an

Nollaig a scríobh. Cárta Nollaig a scríobh do rogha duine. Abairt a scríobh mar gheall ar an aimsir gach lá don seachtain. Abairtí a scríobh ar ball éadaigh.

Measúnú ar na bileóigí oibre; cárta nollaig. Obair an pháiste a céartú.

Ag cothú spéise √Ag úsáid teanga √

Mathematics

Strand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.-Number (addition) 1st and 2nd = 5 lessons-Measure (Money) 1st = 5 lesson-Number (Fractions) 2nd and 3rd = 5 lessons-Measure (Length) 1st – 3rd = 5 lessons-Data (Recognising and interpreting) 3rd =5 lessons

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

TEACHING PRACTICE

Early mathematical activities (Infant classes only)

ClassifyingMatchingComparingOrderingNumberCounting √ The child will be enabled to estimate a number of objects in a group (tie in with

winter theme). The child will be enabled to develop mental strategies for addition facts. Complete practical examples of addition by being part of surveying for third class. Enabled to complete addition with zero. Recognise patterns in friendly numbers i.e. numbers which add up to 10. Experiment with addition using brackets. Complete games with addition facts. (1st and 2nd)

______________________________________________________________

Children will be enabled to:

Recognize halves, identify quarters, exploring and experimenting with fractions with denominators of 2/4/8. Calculate simple fractions. Use practical to solve practical task based on fractions.

Teacher observation Corrected pupils’ work Homework given and corrected __________

Teacher designed tasks; observation.Learning log

Comparing and orderingAnalysis of numberPlace valueOperationsFractions √

Decimals (and percentages)Number theory

AlgebraExtending (and using) patternsNumber patterns and SequencesNumber sentencesDirected numbersRules and propertiesVariablesEquationsShape and space

TEACHING PRACTICE

Spatial awareness2-D shapes3-D shapesSymmetryLines and anglesMeasures Child will be enabled to:

Experiment with non-standard units of measure; spans, straws, feet, rulers, metre stick, measuring tape.

Estimate length, height, width of various objects in the classroom. Confirm which items are best to measure various objects.

Child will be enabled to: Experiment with money from 1c to 50c. Complete simple addition sums with differing amounts of money. Show differing amounts of money on request orally and practically. Develop strategies for adding money in different ways to come to a

total sum.

Teacher observation; questioning; teacher tasks; correction of work

Length √

AreaWeightCapacityTimeMoney √

Data Child will be enabled to:

complete pictograms and bar-charts based on surveys carried out in class.

Tallying, surveying and representing data based on winter theme.

Winter: Clothes; animals; travel; Christmas (seasons)

Teacher observation; questioning; teacher tasks; correction of work; learning log

Recognising and interpreting dataRepresenting and interpreting data

√Chance

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

TEACHING PRACTICE

Applying and problem solving √ Integrating and connecting √ Implementing √Communicating and expressing √ Reasoning √ Understanding and recalling √

SESE:History

Strand Place a tick (√) beside the strands you intend to teach.

Strand UnitsList here the strand units from which you will draw your content.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Myself and my family√

When my grandparents were young

Child will be enabled to:

Explore and investigate aspects of the lives of people when his/ her grandparents and older generations were young, old sinks, washing machines, hot water bottles etc. housing, transport, machinery used for farming. (2 lessons)

Differentiation: The children will all engage in the same discussion, however, I will give more difficult images for second/third class to investigate etc. Level of questioning differentiated and amount to answer.

Teacher designed chart; questioning; labeling activity

Story

Continuity and change (over time)

√ When my grandparents were

Child will be enabled to explore and investigate the lives of people when his/her grandparents and older generation were young; modes of transport (boats etc.), farming machinery (2 lesson)

Teacher designed chart; questioning.

TEACHING PRACTICE

young / transport; change and continuity in the local environment

Child will be enabled to listen to, discuss, and record traditions about Christmas in the past (1 lesson)

Learning log; labeling activityPupils summaries of main points

Local studies √ Feasts and festivals in the past

Child will be enabled to listen to, discuss, and record traditions about Christmas in the past; traditions of Christmas around the world; how different countries celebrate Christmas. (1 lesson)

Teacher designed chart; questioning. Learning log; labeling activityPupils summaries of main pointsNotes in teachers assessment notebook

Early people and ancient societiesLife, society, work and culture in the pastEras of change and conflictPolitics, conflict and society

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

Time and chronology √ Cause and effect √ Change and continuity √Using evidence √ Synthesis and communication √ Empathy √

TEACHING PRACTICE

SESE:Geography

Strand Place a tick (√) beside the strand units you intend to teach.

Strand UnitsList here the strand units from which you will draw your content.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Human environments√

People and places in other areas; people and other lands

Child will be enabled to: discuss, discover people in different parts of the world and their need for a special type of clothing (Inuit people winter weather) and another lesson (Mexico) heat. (2 lessons)

Differentiation: The children will all engage in the same discussion, however, I will give more difficult topics of discussion for 2nd and 3rd. Level of questioning differentiated and amount to answer.

Teacher observation; teacher questioning

Natural environments √ The local natural environment / Weather climate and atmosphere

Child will be enabled to discover how to read simple maps; make a map of local area Clonoulty.

Discover important points that are on a map and how to investigate them.Explore the yard of the school drawing attention to measuring distances

and map drawing. (2 lessons)

Differentiation: First class basic mapping, second and third with more detail.

The child will explore and develop understanding of the water cycle; importance of water for living things. (1 lesson)

Differentiation: First and second will gain a basic understanding of how water is formed etc. Third will be asked to discuss the water cycle in more detail, remembering names i.e. evaporation etc.

Teacher observation; questioning; checklist

Environmental awareness and care

√ Caring for my locality;

Child will be enabled to: investigate effects and causes of water pollution through the story of ‘Freddy the Fish’. (1 lesson)

Checklist

TEACHING PRACTICE

caring for the environment

Differentiation: First to gain an understanding of what water pollution is; second what pollutants are; third what the names of the differing pollutants are and their effects on water, animals etc.

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

A sense of place √ Using pictures, maps and models √ Questioning √ Predicting □A sense of space √ Maps and globes √ Observing √ Investigating and experimenting √

Estimating and measuring √ Analysing √ Recording and communicating √ Evaluating √

SESE:Science

Strand Place a tick (√) beside the strand units you intend to teach.

Strand UnitsList here the strand units from which you will draw your content.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Science

Living things Plant and Child will be enabled to: Learning logs,

TEACHING PRACTICE

√ animal life Discuss, discover the food chain discussing mainly winter animals. (1 lesson)

Differentiation: 1st understanding what a food chain is, 2nd identifying a simple food chain, 3rd knowing how food chains work and identifying more than one food chain; questioning also differentiated.

teacher observation and notes in notebook

Energy and forces √ Forces Child will be enabled to:

Predict; experiment and measure how airplanes move by completing an experiment with paper; understand force and air. (2 lessons)

Differentiation: The children will all engage in the same experiment, however, I will give more difficult points of discussion for second and third while also expecting more to be recorded from the experiment.

Learning logs, teacher designed tasks

Materials √ Materials and change; Properties and characteristics

Child will be enabled to Discover, investigate what materials best help Santa’s sleigh move;

investigating with materials (1 lesson)

Experiment with how oil and water mix together by making lava lamps (1 lesson)

Discover, experiment, predict with materials; which materials are the most elasticated, discover why this is a good thing and the uses for the material. (1 lesson)

Differentiation: For each lesson the children will all engage in the same experiment, however, I will give more difficult points of discussion for second and third while also expecting more to be communicated recorded from the experiment.

Learning logs; teacher questioning

Environmental

TEACHING PRACTICE

awareness and care

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

Working scientifically:

Questioning √ Predicting √ Analysing √ Estimating and measuring √Observing √ Investigating and experimenting √ Recording and communicating√Designing and making:

Exploring √ Planning √ Making √ Evaluating √

Physical Education

Strand Place a tick (√) beside the strand you intend to teach.

Strand UnitsPlease list the strand units that you will be covering.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Athletics √ Running; Jumping; throwing

The child will be enabled to develop upon their running, jumping and throwing skills; and estimating how far they have travelled. (Linking travel and transport, winter theme with warm up’s etc.) Throwing, kicking skills, participating in stations. (Relating to themes). (2 lessons)

Differentiation: Children in first learning basic running, jumping, and throwing skills; second and third further skill development.

Teacher checklist

Dance

TEACHING PRACTICE

Gymnastics

Games √ Creating and playing games

Child will be enabled to develop and practice sending and receiving skills with a ball; working co-operatively, travelling with a ball. (Incorporating clothes, animals, into warm-ups). (1 lesson)

Teacher checklist

Outdoor and adventure activities

√ Orienteering

Child will be enabled to find objects around the school yard and school area through investigating a plan. (Linking with travel and transport, and mapping) (1 lesson)

Differentiation: More difficult mapping according to class level; questions

Teacher checklist

Aquatics

TEACHING PRACTICE

Social, Personal and

Health Education

Strand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Myself The child will be enabled to discuss and identify areas in which water can be dangerous; relating to winter period in Ireland: weather, ice, water around farms, in the home. (1 lesson)

The child will be enabled to explore and examine how accidents happen on the roads; how they are caused; how to stay safe during winter on the roads, playing. (1 lesson)

The child will be enabled to discuss decision making; recognize the effects of decision making on others. (1 lesson)

Differentiation: Questioning in class lessons, worksheets, contribution to discussions

Learning logSelf-identityTaking care of my bodyGrowing and changingSafety and protection √Making decisions √

Myself and others

The child will be enabled to explore aspects of friendship in school – ‘what I like about you’. The child will be enabled to discuss how to treat people with respect with particular reference to school life. The child will be enabled to identify the key ways in which to show respect in school in making the class rules. (1 lesson)

Child will be enabled to identify the needs of a pet; caring for a pet and pet needs (asking for pets for Christmas and linking with the animal theme). (1 lesson)

Teacher observation and questioning making note in teachers notebook

Checklist

Myself and my family √My friends and other peopleRelating to others √

TEACHING PRACTICE

Myself and the wider world

Developing citizenshipMedia education

Arts Education: Visual Arts

Strand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Drawing Child will be enabled to make a drawing of a winter animal using their imaginations to attach to a toilet roll holder i.e. a wind chime style piece of art (1 lesson)

Checklist use of colours, imagination, creativityPupil portfolio

Making drawings √Looking and responding

Paint and colour Child will be enabled to design a t-shirt on paper and attach to a close line placed in the classroom; discovering shapes, lines, mixture of colour. (1 lesson)

Checklist. Learning log into pupil portfolio

Painting √Looking and responding

PrintMaking printsLooking and respondingClay Child will be enabled to use their imagination to make modes of Learning log’

TEACHING PRACTICE

transport out of clay (boats) looking at lesson on transports now and in the past. (1 lesson + discretionary lesson)

pupil portfolioDeveloping form in clay √Looking and respondingConstruction Child will be enabled to make Santa’s sleigh in an imaginative

way using a range of materials. (2 lessons)Checklist.

Making constructions √Looking and respondingFabric and fibre Differentiation: class discussion, use of tone, imagination,

construction etc. Creating in fabric and fibreLooking and responding

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

An awareness of line √ An awareness of shape √ An awareness of form √ An awareness of space

An awareness of colour and tone √ An awareness of texture □ An awareness of pattern and rhythm □

Arts Education: MusicStrand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Listening and responding Child will be enabled to explore the sounds of the weather making rain sticks and using them to make the sound of the weather.(1 lesson)

Child will be enabled to listen to respond to “Flight of the Bumble Bee’” by Rimsky-Korsakov understanding tone, tension (1 lesson)

Learning log; portfolioExploring sounds √

Listening and responding to music √

Performing The children will be enabled to recognise and sing the following song: ‘Éadaí deasa’ and a carol song ‘The Twelve Days of Christmas’. (2 lessons)

Particular emphasis on showing the strong beat of a song

Learning logs; portfolioSong singing √

Playing instruments √

TEACHING PRACTICE

Composing Child will be enabled to use a range of instruments; body percussion to compose pieces of music relating to sounds of transport. (1 lesson)

Differentiation: Response to music lesson differentiated in children’s ability to tell story of the music, tones, beats, instruments.

Learning logs; portfolioImprovising and creating √

Recording composition

Skills and concepts that will be developed during the five-week period: (Replace □ with √)

A sense of pulse √ A sense of duration √ A sense of tempo √ A sense of pitch √A sense of dynamics √ A sense of structure √ A sense of timbre □ A sense of texture □ A sense of style √

TEACHING PRACTICE

Arts Education: DramaStrand UnitsPlace a tick (√) beside the strand units you intend to teach.

ContentList the topics within the strand units you intend to teach.

Indicate the number of lessons that you plan to teach in each area.Exploring and making drama: lessons =2Reflecting on drama: lessons = 1Co-operating and communicating in making drama: lessons=2

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each area.

Drama to explore feelings, knowledge and ideas, leading to understanding

The child will be enabled to experiment with a variety of voices for characters.

Empathize with characters in their stories “The Emperor’s Clothes’ thought tracking; discussing feelings.

Show examples and practice bad decisions and their consequences as discussed in their SPHE lesson.

Discuss and experiment tableaus of the Nativity play.

The child will be enabled to discuss how grandma felt in ‘Little Red Riding Hood’; become a minor character; hot-seat.

Explore, discuss poem ‘Thunder and Lightning’ and explore reactions to the seasons; experimenting ways to show and depict the seasons.

The child will be enabled to reflect on the above dramatic

Pupils highlighting what they have learned (learning log) Presentation of drama (pair work/group report on presentations) Pupils’ presentation of drama (pair work/group report on presentations) Oral presentation from groups /thought tracking Learning log

Exploring and making drama √

Reflecting on drama √Co-operating and communicating in making drama

√

TEACHING PRACTICE

pieces to suggest alternative endings or how the use of props impacts on the drama. The child will be enabled to develop, in role, the ability to cooperate with others in helping to develop the above dramas.

Differentiation: levels of engagements, empathy with characters, emotions, role play, memory

Pre-requisites for making drama: State how you will take account of the prerequisites in your lessons.

Content Content will be based on the stories ‘Little Red Riding Hood’ which the children should already be familiar with; lessons also based on ‘The Emperor’s New Clothes’, SPHE lesson on decisions; poem ‘Thunder and Lightning’ connecting to the child’s knowledge and previous experiences.

The children improvise an enactment in which they engage with characters who find themselves in the particular dilemma, location or situation suggested by the action.

The content I intend on choosing for the children will enable the child to be curious about what they have learned; motivate the child to personally enquire; increase their understanding of the topics and themes; provide insight into other people’s lives and decisions; develop empathy towards others; remember facts.

The fictional lens The children improvise an enactment in which they engage with characters who find themselves in the particular dilemma, location or situation suggested by the action. Grandma in ‘Little Red Riding Hood’ will be in many different situations; children asked to take on many different roles from many differing perspectives to discover a range of differing fictional lenses. Bad decisions and the Emperor’s New Clothes allow the children to see situations from others perspectives; share ideas and have sympathy and empathy towards others. The lens distances the issue enough to make it safe for the participants to handle while at the same time presenting it in such a way that the essential elements become clear.

Creating a safe environment Teacher will create drama rules with the children In order to increase children’s confidence, allay their fears and dissipate their inhibitions they must be allowed to make the drama in a safe environment, where what they do is valued and validated by other children and by the teacher. The teacher will provide lots of praise and discuss drama contracts with the children regularly.

The elements of drama that will be developed during the five-week period: (Replace □ with √)

TEACHING PRACTICE

Belief √Time Action √Significance √Role and character √ Place √ Tension √ Genre √

ReligionStrand and strand units(if applicable)If the programme you are teaching does not involve strands and strand units, please list the units of work/weeks that you will be working from.

ContentList the topics within the strand units you intend to teach.

Assessment MethodsDetail the assessment methods you will use to assess pupil learning in each of the strand units.

Programme: Alive-O 4 Jesus- Teaching and nourishing.

The People Who Walked in Darkness

From Darkness to Light

Lesson1. Jesus- Teaching and nourishing. Reading story, discussion, prayer, just imagine art.

Lesson 2. The People Who Walked in Darkness; reading the story; prayer; talk and discussion

Lesson 3. Day three of lesson section; talk and discussion; questions; inside and outside art

Lesson 4. Summing up the People Who Walked in Darkness; from darkness to light chapter

Teacher observation

Children’s work; portfolio

Teacher questioning

TEACHING PRACTICE

Lesson 5. From Darkness to Light; story, poem, class discussion.

Differentiation: discussion points, questioning, storytelling

TEACHING PRACTICE

Modular Integration Chart

TEACHING PRACTICE

Overarching Theme: Winter

Week 1 Week 2 Week 3 Week 4 Week 5

Title of theme: Animals Clothes Water + Weather Travel + Transport Christmas

General description of theme:

-Winter animals food-chain-Reading about animals

-Relating to others (link with sphe and religion how all people/ animals need to nourished)

-Pollution its effects on animals ‘Freddy the Fish’

-Little Red Riding Hood (wolf as winter animal)

-Flight of the Bumble Bee music

-Making animals

-Éadaí geimhridh

- Materials in clothes

-Stories about clothes

-Music ‘Eadaí deasa’

-Images

-Drama

-Art

-Inuit people

- Making winter clothes

-Winter weather

-Rain sticks

-Drama based on poem ‘Thunder and

Lightning’

An Aimsir

Water Safety

Water uses in the past

-Travel now and in the past

- How people travel home for Christmas

- Length

- P.E.

- Mapping

- Road Safety

- Airplanes in Science

- Decision making

-Clay boats

-Scéalta

- Drama

-Art Santa’s sleigh

-Stories

-Music

-Letter Writing

-Pets for Christmas

-Christmas traditions in the past

-Lifting Santa’s sleigh science

TEACHING PRACTICE