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Valerie [email protected]

Communication and the Media Thematic Unit by Valerie King

Class Level: 4th, 5th and 6th Class

Lessons: 25 in total. maths (symmetry and 2d/3d shapes, Irish (bia) English (varied) science, religion,

drama, art, history.

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Date:

Subject: Maths

Time: 10:15-10:50

Class: 4th, 5th, 6th

Duration of Lesson: 35 minutes

Number of Pupils: 15

Weekly Theme: Communications and The Media

Strand: Shape and Space

Strand Unit:

Differentiated Learning Objectives:

1. That all children will be enabled to identify and recognise lines of symmetry in 2D shapes

2. That most children will be enabled to recognise and identify lines of symmetry in letters of the alphabet

3. That some children will be enabled to… categorise shapes by their lines of symmetry

Assessment:

Teacher Designed Task:

The children will complete a TDT based on lines of symmetry. The teacher will record her findings via a

checklist.

Teacher Questioning

Lower Order Questions:

What does the word symmetrical mean?

What shapes did we decide were symmetrical?

Higher Order Questions:

Are all shapes/objects symmetrical? Why?

Do some shapes/objects have more than one line of symmetry?

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Language / Literacy Development:

Vocabulary:

Square, rectangle, triangle, equilateral triangle, isosceles triangle, scalene triangle,

right-angled triangle, quadrilateral, circle, semicircle, oval, polygon, trapezium,

pentagon, hexagon, octagon, parallelogram, rhombus, regular, irregular, congruent,

diagonal, tessellate, tangram, symmetry

Oral Language:

The children will develop oral language as they discuss the lines of symmetry in a whole class discussion.

Teaching Methodologies: (Underline where relevant)

Talk and Discussion : listening, questioning, brainstorming, think, pair, share.

Collaborative/Co-operative Learning : group work.

Active Learning: hands on experience .

Skills Through Content : observing, predicting, investigating and experimenting, estimating and

measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

Using Local Environment: use of pupil environment and lived experience.

Problem Solving: apply logic and rationality to given situations

Introduction:

The teacher will introduce the children to maths games from the Planet Maths website which they will play as

a whole class on the IWB. The teacher will use these games to introduce the topic of symmetry.

Development:

The teacher will remind the children about folding the shapes yesterday and ask them about how many lines of

symmetry each shape had that we folded. The teacher will hand out the worksheet with the different shapes

and categories written on it and children will work in pairs to match the shape to the correct category. The

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children will then complete the quiz about everyday objects and their lines of symmetry.

The teacher will write the letter A on the board and ask the children to point out its lines of symmetry. The

teacher will hand out the Alphabet worksheet and children will work together in pairs to identify the lines of

symmetry. The children will then come to the interactive whiteboard and identify the lines of symmetry on the

letters.

Conclusion:

The teacher will ask the children what symmetrical means and discuss the shapes and letters covered with the

children during today’s lesson.

The teacher will reinforce the learning which took place through a quick questioning quiz.

Resources:

Planet Maths website- digital resources.

IWB

Large letters of the Alphabet worksheet

Shape worksheet and category worksheet

Integration:

Record of Assessment: (To be written after lesson is taught – Report on observations & show how

information gathered is interpreted and used to inform future planning and teaching)

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Action Plan:

Dáta:

Ábhar: Gaeilge

Am: 11:15- 12:00

Rang: 4th, 5th, 6th

Fad an Cheachta: 40__nóiméad

Téama: ______Bia_________ Fo-théama: Bialann_____________

Snáitheanna: Éisteacht, Labhairt, Léitheoireacht

Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga

Cuspóirí Foghlama Difreáilte:

1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia ilchineálach a aithint agus a ainmniú.

2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá beirte simplí a dheanamh ag bunaithe ar an

am dinnéar.

3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal a leamh, ceisteanna a freagairt agus an tascanna

éisteacht a dheanamh ag bunaithe ag an scéal as Sin É.

Feidhmeanna Teanga agus Eiseamláirí:

Ceard ba mhaith leat le haghaidh..? Ba mhaith liom..

Ar mhaith leat? Ba mhaith liom/ Níor mhaith liom.

An mhaith leat? Is maith liom/ Ní maith liom

Itheann mé

Itheann sé/sí/sibh..

Is fuath liom

Is brea liom

Is Cuma liom

Foclóir:

Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas,

ocras, sícín rósta, anraith, scealloga.

Comhrá:

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na páistí ag caint faoin am dinnéar. Cád a itheann tú le haghaidh dinnéar? Aréir/ Amarach?

Litearthacht:

Scríobh na páistí na briathra I na gcoipleabhar.

Measúnú:

An múinteoir ag cur ceist.

Réamhrá ar ábhar an cheachta:

Rinnemar an comhrá bheirte an inné. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.

Sa ceachtanna seo, déanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht

Éisteacht agus an cluiche ‘Deir an Múinteoir’. Rinne muid an scéal as Sin É 4&6 inné agus d’fhreagair na

páistí na ceisteanna. Bhí muid ag sugradh ‘Chuaigh mé go dtí an siopa agus cheannaigh mé…’

Forbairt – Na Trí Thréimhse Ceachta

(1) An tréimhse réamhchumarsáide:

Dheanfaidh muid an comhrá ginearálta ar dtús.

Cén sort lá ata ann?

An raibh tú sa scoil inné?

Cén lá ata ann?

Cén lá a bhí ann inné?

Cád a d’ith tú le haghaidh an bricfeasta?

Cád ata í do bhosca lón?

Cád a d’ith túle haghaidh do dhinnéar aréir?

Cád a iosfaidh tú le haghaidh do dhinnéar anocht?

Luaschártaí:

Úsaidfidh mé na luaschártaí ag baint leis an scéal as Sin É.

(2) An tréimhse cumarsáide:

Comhrá bheirte:

Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Am Dinnéar’. Beidh páiste agus tuismitheoirí ann.

Caithfidh siad a rá cuig abáirtí.

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Déanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.

Ansin,

Beidh ráng a 4&5 ag obair neamhspleách ar an scéal as Sin É. Freagfaidh siad na ceisteanna agus nuair a

bheidh siad réidh, déanfaidh siad an nuacht .

Beidh mé ag obair leis rang 6. Beidh muid ag caint faoin na pictiúiri ar dtús.

Leighfidh mé na abairtí agus beidh na phaistí ag athrá gach abairtí.

Cuirfidh mé ceist do na phaistí.

Freagfaidh muid na ceisteanna lena cheile.

Deanfaidh muid na briathra ‘ith’ agus ‘ól’ san aimsir caite.

(3) An tréimhse iarchumarsáide:

Leifidh na páistí an dán le cheile agus beidh muid ag sugradh an cluiche ‘Cluiche Kim’ agus Feicim le mo

shúile bhéaga.

Conclúid:

Úsaidfidh mé na luascharatí uair amháin eile.

Áiseanna:

Luaschártaí

Sin É

Cheol tú

Coip den dán.

An IWB.

Comhtháthú:

Cuntas an Mheasúnaithe:

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Plean Gnímh:

Date:

Subject: English

Time: 12:12:30





Strand: Reading, Writing, Oral Language

Strand Unit:


That all children will be enabled to view a number of different brochures

2. That most children will be enabled to create an effective brochure using the techniques we

discussed.

3. That some children will be enabled to discuss and comment on the style and techniques used

in brochures

Assessment:

Teacher observation - The teacher will observe the children’s ability to work together in a

group.

Teacher designed task – the children will have to design their own brochure.

Teacher Questioning

Introduction:

To introduce the lesson the teacher will ask the children what they think the word brochure

means. The teacher will allow the children a few moments to confer with their partner. The

teacher will write the word on the whiteboard and then the class will brainstorm their ideas that

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they discussed. The teacher will then note these opinions on the board. The teacher will then

ask the class where would they find a brochure and to comment on the content of a brochure.

The children should reply that a brochure has lots of information, a description of what is being

advertising, a picture and persuasive words that would entice people.

Key Questions:


What does the word brochure mean?

Where would you find brochures?

What type of things do brochures advertise?

Have you ever seen a brochure?


How can you describe a brochure?

Can you think of any words similar to brochure?

Can you comment on the style of writing of a brochure


Brochure, leaflet, newspaper, communication, advertise, advertisement


Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

Collaborative/Co-operative Learning: group work.

Active Learning: hands on experience.

Skills Through Content: observing, predicting, investigating and experimenting, estimating and




Introduction:

To introduce the lesson the teacher will ask the children what they think the word brochure



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ask the class where would they find a brochure and to comment on the content of a brochure.

The children should reply that a brochure has lots of information, a description of what is being

advertising, a picture and persuasive words that would entice people

Development:

The teacher will then break the class up into four groups of three. Each group will be given a

brochure to discuss. The teacher will then instruct the children to concentrate on four areas of

each brochure

1 – The product or place being advertised.

2 – The picture shown

3 - The style of language used

4 – How effective is the brochure?

The teacher will give the children 5 minutes to complete their discussion. The teacher will then

allow the groups to come to the top of the class to present and discuss their brochure to the rest

of the class. The other children will then be given the opportunity to ask the group an

Conclusion:

The

children will be given an A4 piece of paper to create their brochure on. The teacher will

instruct the class to follow the style used in the sample brochures which they have viewed.

They will have to have a picture of the restaurant, contact details, persuasive language and

details of any special offers. The teacher will allow 10 minutes for the children to complete

their brochures. When the children are finished a select number will come to the top of the

class to discuss it

Resources:

Whiteboard to write up the children’s opinions on the word brochure, sample brochures, A 4

sheets of paper for the children.

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Integration:



Action Plan:

Date: 11-10-13

Subject: Art

Time: 1:45-2:45


Duration of Lesson: 1 hour



Strand: Fabric and Fibre

Strand Unit: Creating in Fabric and Fibre

Differentiated Learning Objectives: 1. That all children will be enabled to create a wall hanging from hessian material.

2. That most children will be enabled to communicate their personality through the wall hanging.

3. That some children will be enabled to connect the theme of communication to the communication

of their personalities through artistic

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Assessment: Learning Log:

The children will record how they felt about the lesson in their learning logs.

Teacher Questioning Lower Order questions:

What are your pastimes?

Can you show these through art?

1. Can you work in pairs?

2. Any ideas on how we can use these pieces of fabric?

3. What colours will we use?


Can you communicate your personality through creating a piece of art?

What colours are you using?

What is in you scene?

Why are you using that material?

What is the main fabric in your scene?

Why are you using those colours?

Language / Literacy Development:Vocabulary:Hessian, threading, weaving, line, texture, colour, format, shape, space.

Oral Language:Each child will present their art work to the rest of the class when they finish. This will develop oral

language and public speaking skills.

Literacy:The children will develop literacy skills as they write a short note beside their pieces of art explaining

what it represents.

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Talk and Discussion : listening, questioning, brainstorming, think, pair, share. Collaborative/Co-operative Learning : group work. Active Learning: hands on experience. Skills through Content : observing, predicting, investigating and experimenting, estimating

and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

Using Local Environment: use of pupil environment and lived experience . Problem Solving: apply logic and rationality to given situations

Introduction:The teacher will introduce this lesson by explaining to the class that we are going to make a collage today

using different pieces of fabric and fibre. The teacher will hand out the hessian material and needles to each

child. The children can gather the required fabric and fibre from the art table.

Development:The teacher will remind the children of the learning which has taken place throughout the week. The

teacher will remind the children that we have learned about communicating and the media. The

teacher will explain that the children are going to express themselves and their personality through

using hessian.

The teacher will show the children completed pieces of art work which were made using hessian as

a stimulus.

The class will have a discussion as to what they will include on their wall hanging- how will you

express yourself? Will you include your name/ hobbies?

The teacher will divide the children into their groups. The materials collector from each group will

gather the necessary materials.

The children will then set to work creating their wall hangings.

The teacher will circulate the room discussing each child’s art work, for e.g. asking why they chose a

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certain material/colour and so on.

Conclusion:When the children have finished their art they will tidy up and collect all the resources and materials.

Each group will have a job to do- e.g. collect the scissors/ sellotape.

When all this is done, the class will gather in a circle to describe their art work to each other. Each

child must think of one question to ask the child presenting their work.

The child presenting the work must explain what each part of the work stands for and why they

chose the fabrics, colours and types of materials chosen.

Resources:

Hessian fabric

Needles

Wool

Buttons

Scissors

Thread

Fabric

Integration:7-10-13- English- introduction to newspaper writing.

8-10-13- History- the history of the Marconi station.

9-10-13- Drama- hot seating/ improvisation- Marconi.

9-10-13- English- biased and balanced newspaper articles

10-10-13-English- debate about communications today V’s communications of long ago.

11-10-13- English- brochure writing and interpreting.

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Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

Action Plan:

Date:

Subject: Science

Time: 1:45-2:15




Theme: Communications and The Media

Strand: Materials

Strand Unit: Materials and Change

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1. That all children will be enabled to participate in an experiment to make butter.

2. That most children will be enabled to observe and record the changes that take place in materials when

physical force is applied (how cream can be changed to butter through shaking).

3. That some children will be enabled to explain the process of making butter, specifically why the cream

separates to make butter and buttermilk.

Assessment:

Teacher observation of the children’s participation in the group task and ability to recognise and record results

achieved at regular intervals.


The children will become familiar with new vocabulary related to food and science. They will learn to

understand and use the words process, record, observe, buttermilk, product and protein.









Introduction:

The teacher will pose the question “What food products come from milk?” She will elicit the different

foods such as yoghurt, cheese, ice-cream, butter and any knowledge the pupils have regarding the

processes undertaken when making them.

Development:

The teacher will inform the class that they are going to make butter. She will briefly question if

anybody has any ideas of how they may go about it and will show two pictures of old fashioned churns.

Teacher will explain that cream can be physically changed through shaking to create butter.

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The teacher will divide the class into 4 groups.

The teacher will hand each child a sheet with the process and a number of related questions for them to

complete after.

Each group will be given a small jar. One child will hold the jar while another pours in some cream.

The jar will be closed tightly and the teacher will demonstrate the slow, deliberate movements required

when shaking the cream.

The teacher will draw the pupil’s attention to the clock and advise that one member should be watching

because at three minute intervals they should stop and take note of any changes occurring before

passing the jar to the next group member.

The teacher will move around to each group explaining the processes that the cream is going through.

(The shaking is causing fat and protein globules to hit off of each other and stick together, thus

thickening the cream and changing it to butter. The remainder is buttermilk.

Conclusion:

The teacher will engage the children in a brief discussion on their observations and opinions of the

butter making process.

Time permitting the children will be given a cream cracker should they wish to taste the butter..

Teacher Questioning (throughout the lesson):

Higher order questions

-Is butter good for you? Why?

-What is butter made from?

-How do you think we could make butter?

-What changes do you see happening to the cream?

-What could we add to the butter to make it taste nice?

Resources:

-5 small jars

-2 large tubs of double cream

-Handout with process and observation questions

-Pictures of churns

-Cream Crackers

-A knife and spoon

-A sieve to drain off buttermilk

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-Water

Integration:



Action Plan:

Date:

Subject: Maths

Time:




Weekly Theme: Communications and the Media


Strand Unit:


All children will be enabled to understand the term symmetry

2. Most children will be enabled to identify lines of symmetry in 2D shapes

3. Some children will be enabled to recognise and identify lines of symmetry in letters of the

alphabet

Assessment:

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Teacher Questioning

Lower Order questions


What does the word symmetrical mean?

What shapes did we decide were symmetrical

Are all shapes/objects symmetrical? Why?

Do some shapes/objects have more than one line of symmetry?










Introduction:

The teacher will show the children the short film about lines of symmetry on the whiteboard and the class will

discuss it afterwards.

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Development:

The teacher will hand the children the cut out squares and tell the children if we fold the square in half, we can

see that it is symmetrical – it is the same on both sides. The teacher will then ask the children if they can

identify another line of symmetry on the square – fold you paper to show another line of symmetry making

sure that both sides are equal. How many more lines of symmetry can you find on the square. The teacher will

then hand out the circle and ask the children to find any lines of symmetry on the circle. Does the circle have

more than one line of symmetry. Why does the circle have so many lines of symmetry? The teacher will do the

same with the rest of the shapes.

B

The teacher will write the letter A on the board and ask the children to point out its lines of symmetry. The

teacher will hand out the Alphabet worksheet and children will work together in pairs to identify the lines of

symmetry.

Conclusion:

The teacher will ask the children what the word symmetrical means and discuss the shapes and letters with the

children.

Resources:

Video clip about symmetry

Shapes for children to work with

Letters of the Alphabet worksheet

Integration:

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Action Plan:

Dáta:

Ábhar: Gaeilge

Am: 1:05- 1:40

Rang: 4th, 5th, 6th








am lón.


éisteacht a dheanamh ag bunaithe ag an scéal as Sin É.





Brostaigh, tá tú deanach!

Bionn tuirse orm

Itheann mé

Itheann sé/sí/sibh..

Foclóir:

Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas, of 65


ocras.

Comhrá:

na páistí ag caint faoinam lón. Cád a itheann tú le haghaidh lón?

Litearthacht:


Measúnú:





Éisteacht agus an cluiche ‘Deir an Múinteoir’. Rinne muid an scéal as Sin É 4&6 inné agus d’fhreagair na

páistí na ceisteanna. Bhí muid ag sugradh ‘Chuaigh mé go dtí an siopa agus cheannaigh mé…’






Cén lá ata ann?




Cád a dhéarna tú sa mhaidin?

Cén t-ám a d’éirigh tú?

Luaschártaí:

Úsaidfidh mé na luaschártaí ag baint leis an scéal as Sin É.


Comhrá bheirte:

Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Am lón’. Beidh páiste agus tuismitheoirí ann.

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Ansin,

Beidh ráng a sé ag obair neamhspleách ar an scéal as Sin É. Freagfaidh siad na ceisteanna agus nuair a bheidh

siad réidh, déanfaidh siad an nuacht .

Beidh mé ag obair leis rang 4&5. Beidh muid ag caint faoin na pictiúiri ar dtús.





Leifidh na páistí an dán le cheile agus beidh muid ag sugradh an cluiche ‘Cluiche Kim’ agus Feicim le mo

shúile bhéaga.

Conclúid:


Áiseanna:

Luaschártaí

Sin É

Cheol tú

Coip den dán.

An IWB.

Comhtháthú:


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Plean Gnímh:

Date:

Subject: English

Time:




Weekly Theme: Media and Communication

Strand: reading, writing, oral language

Strand Unit: developing competencies through oral language


That all children will be enabled to take part in the debate

2. That most children will be enabled to give a reason for their decision to support/oppose the

motion

3. That some children will be enabled to give very persuasive responses in their replies

4. That the 6th class children will be enabled to give 5 reasons for supporting/ opposing their motion,

Assessment:

Teacher observation – the teacher will observe the children working in groups to discuss their

motions

Teacher Questioning

Lower Order questions

What is a debate?

What does the word “motion” mean?

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Where have you seen a debate before?

Do you agree or disagree with this motion?

Higher Order Questions

Why do you disagree with this motion?

Why do you agree with this motion?

Why are you not sure about this motion?


Debate, for, against, motion, reason, chair person, speaker, disagree, agaree.









Introduction:

To introduce the lesson the teacher will ask the children a simple question – do you think computers are

important?

The children will then be given a few moments to make a decision – those that agree

with the motion will stand at the side of the room with the “Agree” sign stuck on the

wall – those that disagree will stand at the “Disagree” side and those that are not sure

will go to the “Not sure” sign.

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•

The teacher will then question the children why they went to a certain side of the room

Development:

The teacher will then present a motion to the class – The 2012 Olympics have been

switched from London. Dublin and Paris were the two back up cities, however after a

vote it has been decided that Paris will now host the 2012 Olympic Games.

· The teacher will break the class into groups of two – the teacher will then assign

“Agree” or “Disagree” to each group.

· The groups will then be given the opportunity to come up with reasons in support of

their decision – if the teacher agrees with a suggestion the teacher will then take a step

towards the agree or disagree posters.

· Whatever sign the teacher is closer to at the end of the debate then those that supported/

against the motion will be deemed the winners.

Conclusion:

The teacher will then break the class into groups of 3.

· Each group will be given a motion – the children will have to work together as a group

and write 3 reasons to support or disagree with the motion

· The teacher will get the groups to call out their motion and to call out their reasons in

support or in opposition of that motion.

· The teacher will then recap on the main points of the lesson with the class.

Resources:

Signs with “Agree”, “Disagree”, “Don’t know”, Interactive whiteboard to project the motion

for the children to read, motions for each group.

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Integration:



Action Plan:

Date: 10-10-13

Subject: English

Time:


Duration of Lesson: 11:15-12:00




Strand Unit: competence and confidence in using language, receptiveness to language.


That all children will be enabled to view biased articles and discuss them.

2. That most children will be enabled to examine the newspaper ‘The Irish Independent’ using the techniques

we discussed.

3. That some children will be enabled to discuss and comment on the style and techniques used

in the newspaper.

Assessment:

Teacher observation - The teacher will observe the children’s ability to work together in a

group.

Teacher designed task – the children will have to design their own newspaper cover.

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Teacher Questioning

Introduction:

To introduce the lesson the teacher will ask the children to describe the word bias.

The teacher will allow the children a few moments to confer with their partner. The



ask the class to give examples of a biased piece of writing.

Key Questions:


What does the word bias mean?

Can you find the following in the newspaper?

Which of these two articles is biased?


How can you describe a biased article?

Can you think of any words similar to bias?


Vocabulary:

bias, balanced, broadsheet, tabloid, fair, unfair, criticism, critique, examine.

Oral Language:

The children will explain to the rest of the class what they think bias means after a think, pair, share session.

Literacy:

The children will write their own samples of biased writing.





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Skills Through Content : observing, predicting, investigating and experimenting, estimating and




Introduction:

To introduce the lesson the teacher will ask the children what they think the word bias




ask the class where would find bias and how you can tell bias exists.

Development:

The teacher will then break the class up into four groups of three. Each group will be given a

topic to discuss. The teacher will then instruct the children to concentrate on the articles and to pick out the

biased sentences.

The teacher will give the children 5 minutes to complete their discussion. The children will then pick a topic to

write their biased article on. 5th and 6th class will write a biased article. 4th class will complete a factual report.

Conclusion:

The children will read their articles aloud and they will identify the bias in each of the articles being read.

The children will work on the class newspaper, time allowing.

Resources:

Whiteboard to write up the children’s opinions on the word bias, A 4

sheets of paper for the children.

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Integration:

7-10-13- English- introduction to newspaper writing.




11-10-13- Art- communicating self expression through art




Action Plan:

Date: Subject: Maths

Time: 12:00-12:30






Strand Unit: 3d shapes


All children will be enabled to identify 3D shapes including cube, cuboid, cylinder, cone, sphere,

triangular prism, pyramid and identify 3D shapes in the classroom.

2. Most children will be enabled to describe and classify the properties of 3D shapes numbers

and shape of faces and construct 3D shapes using nets

3. Some children will be enabled to construct more complex shapes from their nets ( cones,

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pyramids)

Assessment:

Teacher Questioning:

The teacher will question the children on 2d and 3d shapes. The teacher will assess their prior knowledge of 3d

shapes at through questioning at the beginning of the class.

The teacher will ask various higher and lower order questioning and she will use this questioning to inform her

assessment of the lesson.

Teacher Questioning

Lower Order questions:

Can you describe a cube/ cuboid/ cylinder?

What is a vertices?

How many vertices does a ------- have?

Higher Order Questions

Can you name the properties of a -----?

How many 3d shapes can you see in the classroom/ environment?


Vocabulary: 3d shapes, vertices, nets, angles, corners, regular, irregular, pyramids, prism.

Oral Language:

Each child describes orally the properties of their shape.





Skills through Content : observing, predicting, investigating and experimenting, estimating and



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Introduction:

The teacher will check that the children can remember the names of the shapes that were presented in

yesterday’s lesson by playing ‘guess the shape’ game.

Development:

The teacher will draw the outline of a net of a cube on the board and ask the children if they have any idea

what this could be. The children will work in pairs to try and guess. The teacher will explain that today they

will be making their own 3D shapes. The teacher will give one shape to each pair. Before they construct it,

they must describe its properties. They will then construct the shapes by using lollypop sticks. After

completing the first shape they will be given a different second one. The teacher will then remind the children

of how they described the properties of the 2D shapes on Monday. The teacher will hold up the cube from one

of the nets that they have made and ask the children to describe the properties of the cube e.g. How many faces

it has, how many corners etc. This will be continued until the class has described all the shapes that they made

with the nets. The teacher will hand out the worksheet which will completed by the children individually.

Conclusion:

The lesson will be concluded by playing the ‘guess the shape’ game, this time with 3D shapes. Children will be

asked to describe the shape they are given on a piece of paper and other children must guess.

Resources:

Various 3D shaped blocks of wood

Copies of nets and various shapes on card, two per pair

Glue

Scissors

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Shape Chart

Properties worksheet

Integration:



Action Plan:

Dáta:

Ábhar: Gaeilge

Am: 10:05-10:40

Rang: 4th, 5th, 6th








am bricfeasta


éisteacht a dheanamh ag bunaithe ar an bricfeasta- ‘Ag Éirí ar Maidin’( Rang 4&5&6)


Ceard ba mhaith leat le haghaidh..? Ba mhaith liom.. of 65




Brostaigh, tá tú deanach!

Bionn tuirse orm

Foclóir:

Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas,

ocras.

Comhrá:

na páistí ag caint faoin an maidin sa bhaile. Cén t-ám a d’eirigh tú?

Litearthacht:


Measúnú:





Éisteacht agus an cluiche ‘Deir an Múinteoir’.






Cén lá ata ann?




Cád a dhéarna tú sa mhaidin?

Cén t-ám a d’éirigh tú?

Luaschártaí:

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Úsaidfidh mé na luaschártaí ag baint leis an scéal- ‘Ag Éirí ar Maidin’


Comhrá bheirte:

Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Ag Éirí ar Maidin’. Beidh páiste agus tuismitheoirí

ann. Caithfidh siad a rá cuig abáirtí.


Ansin,

Beidh ráng a sé ag obair neamhspleách ar an scéal ‘Ag Éiri ar Maidin’. Freagfaidh siad na ceisteanna agus

nuair a bheidh siad réidh, dhéanfaidh siad an nuacht .

Beidh mé ag obair leis rang 4&5.. Beidh muid ag caint faoin na pictiúiri ar dtús.





Leifidh na páistí an dán le cheile.

Conclúid:

Beidh muid ag sugradh an cluiche ‘Deir an Múinteoir’.


Áiseanna:

Luaschártaí

An Maidin Moch- Ag Éiri ar maidin.

Comhtháthú:

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Plean Gnímh:

Date:

Subject: English

Time: 10:15-11:00

Class: 4th 5th, 6th




Strand: Reading, Writing ,Oral Language

Strand Unit: receptiveness to language, competence and confidence in using language, emotional and

imaginative development through language.


1. That all children will be enabled to understand the term biased

2. That most children will be enabled to write a biased article. ( 4th and 5th)

3. That some children will be enabled to write a biased article and an article containing a balanced opinion on

the same topic. ( 6th only) The children will be enabled to compare the biased and the balanced articles.

Assessment:

Teacher designed task:

The teacher will assess the children’s understanding of the term biased by reading their articles. Each child

will complete a biased piece of recount writing. The teacher will record her findings on a checklist.

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Teacher Questioning


What does the term biased mean?

What does the term ‘balanced opinion’ mean?


Can you tell me which of these two sentences are biased?

How did you ensure your article was biased/ balanced?

What shows us that this article is biased?


Vocabulary:

Bias, unbalanced, balanced, biased, opinion, factual, relevant.

Oral Language:

The children will develop oral language skills as they listen to teach other read out their articles and explain

why they think they are biased.

Literacy:

The children will develop literacy skills as they write their biased/ balanced newspaper articles.









Introduction:

The teacher will introduce the lesson by showing the children an example of an article written in a biased

fashion, and written in a balanced fashion. The teacher will hand out the articles to the children. ( 4th class will

receive a different article)

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The teacher will ask the children what they think the differences are between each article. Which article is

better written? Which article is more factual?

The teacher will then introduce the word bias. (an attitude that always favors one way of feeling or acting over

any other)

The teacher will explain that when reporting a piece of news, the information must be factual and balanced.

The teacher will write examples on the whiteboard.

The teacher will then ask the children for examples of bias in writing.

Development:

Once the teacher is certain that the children are familiar with the term bias, the children will begin writing

their articles based on the three headlines set by the teacher:

‘A Magnificent Match at the Weekend’

‘Claddaghduff School’

‘Woman Arrested for Starting the Cleggan Fires’

The children in 6th class will write both a biased and a balanced article on one of the above.

The children in 5th will write a balanced article and the children in 4th will write a biased article.

The teacher will circulate offering help and advice.

The children will split into their groups when they have finished their articles. They will swop articles and they

will decide which article is balanced and which is biased.

Conclusion:

Each group will read out a biased and a balanced article and the rest of the class will decide which article is

balanced and which is biased.

Resources:

Samples of biased and balanced newspaper articles

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Integration:









Action Plan:

Date:

Subject: Drama

Time: 10:40-11:00





Strand: Drama to explore feelings, knowledge and ideas, leading to understanding.

Strand Unit: exploring and making drama.

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1. That all children will be enabled to explore and make drama.

2. That most children will be enabled to think of questions for ‘hot seating’.

3. That some children will be enabled to participate in the drama.

Assessment:

Teacher Observation:

The teacher will observe the children as they participate in the drama. The teacher will assess their ability to

comply with the drama contract, to use hot seating, and improvisation. The teacher will record the findings in

an observation notebook.

Teacher Questioning


What image do you have?

Are you co operating?

Is everyone in the image?

Is participation important?

Did you like the ‘freeze frame’?

Did you enjoy the lesson?


What do you think that image is re creating?

Why do you think that?

Why is it important to rehearse?

How do you think the people in the image felt?

Why is it important to cooperate in drama?

Why is participation important?

Why did you make that decision?

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Vocabulary: media, communications, transatlantic, wireless, Marconi Station, Derrygimlagh Bog.

Oral Language: The children will use oral language as they improvise and create the scene in the drama.









Introduction:

I will introduce this lesson by recapping on our drama rules and what is expected within drama. I will

encourage the class to participate and work together. I will tell the children that we are going to have a drama

lesson that engages with the Marconi Station

Development:

I will introduce the scene we will portray, which is when Marconi realized he had sent the first transatlantic

message. I will begin with individual freeze frames. I will then move onto group freeze frames. I will give each

group a picture and give them time to co operate as a group to recreate the image. I will explain that the entire

group needs to be part of the image.

After a few minutes I will ask each group to create their image in front of the class and the rest of the class

have to guess what image they are re creating.

I will then develop upon this lesson by playing ‘Teacher in Role’ whereby I become a reporter asking Marconi

about his work. I will ask one child to sit in the hot seat and pretend to be Marconi answering the questions.

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Conclusion:

We will conclude this lesson by recapping on what we learned today in the importance of participation in

drama.

Resources:

Images of Marconi and of Marconi station.

Prop box

Integration:



9-10-13- Drama- hotseating/ improvisation- Marconi.







Action Plan:

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Date:

Subject: Maths

Time: 12:00-12:30






Strand Unit: 2d shapes


1. All children will be enabled to recognise and identify 2D shapes in their environment

2. Most children will be enabled to identify and construct a 2D shape of their choice using a 2D

shape that they have been given, using straws and play dough.

3. Some children will be enabled to use their constructed shape and calculate how many edges

and corners their shape has.

Assessment:

Questioning:

The teacher will question the children about the properties of 2d shapes.

Teacher Questioning


Can you name 3 2d shapes and their properties?

What is a vertices?

What are the properties of a parallelogram?


What does the word symmetry mean?

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Vocabulary: symmetry, lines of symmetry, isosceles, equilateral, scalene, degrees, angles, vertices

Oral Language: each child describes the properties of the shape they made.

Literacy: each child will write a short description about their shape for displaying beside their shape on the

maths table.





Skills through Content: observing, predicting, investigating and experimenting, estimating and




Introduction:

The teacher will draw a line on the board and explain that it has one dimension (length). All 1D shapes only

have length. The only 1D shape is a line, even a wavy one. The teacher will then draw a rectangle and explain

that it is 2D as it has 2 dimensions – length and breadth. All 2D shapes have area but no depth (they are flat).

Development:

The teacher will show the children the 2D shapes and elicit from the children which ones they already know

and ensure that each child knows the name of each of the shapes on the board. The teacher will then hand out

the worksheet that describes the shape properties and children will complete this.

The teacher will give a quick demonstration on how to construct a 2D shape using straws and play dough.

Pupils will work in pairs. They will be given a 2D shape, straw and play dough and instructed to make 2D

shape using the 2D shape as a guide. They children will then write down the characteristics of the shape they

have constructed. All pairs will stand up and show their construction to the class and say how many edges and

corners it has.

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Conclusion:

The lesson will be completed by placing the shapes in the maths area with a label of what it is displayed.

Resources:

Pictures of 2D shapes displayed on the IAW

Worksheet with 2D shape properties

Straws

Play dough

worksheets

Integration:



Action Plan:

Date:

Subject: Religion

Time: 12:00-12:30


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Strand:

Strand Unit:


1. That all children will be enabled to listen to The Story of Joseph.

2. That most children will be enabled to answer questions based on the story.

3. That some children will be enabled to discuss the story in relation to their own lives.

Assessment:

Teacher observation:

The teacher will assess the children’s understanding of the story by assessing and observing how they answer

the questions posed to them.

Teacher Questioning


Have you ever experienced sibling rivalry?

What was the problem in this story?

How was it resolved?


Why were Joseph’s brothers jealous of him?

Did they behave appropriately?

Have you ever felt this way?


Vocabulary:

Old testament, jealousy, nourishes.

Oral language:

The children will talk about the story in a think, pair, share exercise.

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Introduction:

The teacher will begin a discussion about sibling rivalry and jealousy. The teacher will introduce Joseph’s

family tree and will explain that the story is about family.

Development:

The teacher will read the story aloud for the class. The children will discuss the story in pairs. ( think, pair,

share exercise )

We will then explore Joseph’s and his brother’s feelings at certain points in the story. E.g. the attack on Joseph

by his brothers and the brother’s feelings when Joseph got a special coat.

Conclusion:

The teacher will read the prayer and the children will repeat it. We will light a candle for any special intentions

the children have.

The children will look at the candle and will say a quiet prayer to themselves.

Resources:

A candle

The Story of Joseph

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Integration:



Action Plan:

Date:

Subject: Maths

Time: 1:05-1:45






Strand Unit: 2d Shapes


1. All children will be enabled to identify the use of 2D shapes in the environment

2. Most children will be enabled to explore and describe the properties of the following shapes :

Square, rectangle, triangle, circle, semi circle and hexagon ( 6 edges and six vertices)

3. Some children will be enabled to solve and complete practical problems involving 2D shapes

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Assessment:

Teacher designed task- the children will complete the activity of matching the shapes to their properties.

Teacher Questioning


How many sides does a parallelogram have?

What does tessellation mean?


What information to we give to describe a shape?

How can you make a circle using the straw?

How many people do you need to make a human hexagon?


Vocabulary: equilateral, isosceles, scalene triangle, parallelogram, rhombus, angles, parallel lines.

Oral Language: group discussion about the properties of shapes.









Introduction:

The teacher will introduce the topic by asking the children what 2D means and ask them to name any 2D

shapes they know. The teacher will divide the children up into their think, pair and share pairs to think of

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examples of shapes in the environment. The teacher will display the shapes chart and the class will explore the

properties of the 2D shapes (Square, rectangle, triangle, circle, semi circle, and hexagon) and the children will

be asked to give characteristics of the various shapes.

-Look at this shape. What can you tell me about the sides? How many sides does it have? How many corners

does it have? Describe its properties. Talk about the number of sides, corners, sides of same length, curved

sides etc.

Development:

The teacher will model how to construct some shapes on the whiteboard while ‘thinking aloud’ focusing the

pupils’ attention on how to describe the shape’s properties. The teacher will give each child an elastic band and

ask them to create various shapes using their fingers. The class will then play a group game using straws. The

class will be split into three teams. The teacher will call out various shapes and each group must make the

shape together, using the straws. The team with the shape made first scores a point and so on.

The children in pairs will construct the shapes using lollipop sticks. The teacher will walk around questioning

them on the number of straight/curved lines and corners. The children will then play a matching game where

they will be competition with each other to complete the matching descriptions first

Conclusion:

The class will play the shape guessing game again as a whole class together. A pupil is given a card with a

shape on it. They must describe it to another child based on the number of sides or the number of corners etc.

The other child must guess what it is.

Resources:

Shapes chart

Lollipop sticks

Elastic bands

Straws

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Small cards with names of shapes written on them

Worksheet

Integration:



Action Plan:

Dáta:

Ábhar: Gaeilge

Am: 10:00-10:40

Rang: 4th, 5th, 6th








bia.


éisteacht a dheanamh. ( Rang 4&5)

Feidhmeanna Teanga agus Eiseamláirí: of 65





Agus le n-ól?

Más e do thoil é.

Ar mhaith leat an bhiachlár?

Seo duit!

Cé mhéad?

Cé acu is fearr leat?

Is fearr liom

Foclóir:

Píotsa, spaigití, Iodáil, prátaí, bágún, cabáiste, sceallóga, borgaire, sicín, Afraic, mealbhacáin, torthaí,arán,

Freastalaí, chéad chúrsa, stéig, phríomhchúrsa, sicín rósta, iasc, rís, milseog, biachlár.

Measúnú:



Rinnemar an comhrá bheirte an seachtain seo cáite. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.

Sa ceachtanna seo, dheanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht

Éisteacht agus an cluiche ‘Deir an Múinteoir’.






Cén lá ata ann?



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Cád a d’ith tú le haghaidh an dinnéar aréir?


Cé acu is fear leat- úlla nó banana?

Luaschártaí:

Úsaidfidh mé na luaschártaí ag baint leis bia.

Postaer:

Feach ar an bpostaer:

Tá an theaghlach taobh amuigh an arás.

Cá bhfuil siad ag dul?

Cé mhéad daoine ata sa pictiúr a haon?

Cén dath é a t-léine?

Cén sort bia ata ar an mbord?

Ar mhaith leat an bia seo?


Comhrá bheirte:

Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- An Bhialann. Beidh freastalaí agus custaiméir ann.


Did dhuit.

Dia is mhuire duit.

Conas atá tú?

Tá mé go maith agus tú féin?

Céard ba mhaith leat le haghaidh an chéad chúrsa/ príomhchúrsa

Ba mhaith liom..

Agus le n-ól?

Ceart go leor

Go raibh maith agat.

Dhéanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.

Beidh siolpa ann freisin.

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Piocfaidh mé an beirteanna . Rachaidh siad go dtí an síopa agus dhéanfaidh siad an dramaí arís.

Ceard ba mhaith leat?

Ba mhaith líom..

Cé mhéad?

Seo duit!

Ar teastaionn tú an mhála?

Ansin,

Beidh ráng a sé ag obair neamhspleách ar an scéal as Sín É. Freagfaidh siad na ceisteanna agus nuair a bheidh

siad réidh, dhéanfaidh siad an nuacht no an pictiúr a tarraing.

Beidh mé ag obair leis rang 4&5. Dhéanfaidh muid an scéal as Sin É 4, ‘Bia ar fud an Domhain’. Beidh muid

ag caint faoin na pictiúir ar dtús.




Éistfidh na phaistí an dlúthdíoscaí agus dhéanfaidh siad an tasc. Éistfidh agus tarraing an pictiúr ceart leis an

abairt ceart.


Beidh na phaistí ag canadh an amhrain ‘Damhsa, Spórt agus Ceol’.

Conclúid:

Beidh muid ag sugradh an cluiche ‘Deir an Múinteoir’.

Áiseanna:

Luaschártaí

Torthaí agus glasraí

Sin É 4&6

Dlúthdioscaí on Sin É 4

Postaer

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Comhtháthú:


Plean Gnímh:

Date:

Subject: English

Time: 10:40-11:00




Weekly Theme: Communications and The Media.


Strand Unit: receptiveness to language, competence and confidence in using language.


1. That all children will be enabled to brainstorm ideas for our class newspaper.

2. That most children will be enabled to brainstorm the different sections in a newspaper, e.g. sports page,

crossword, weather.

3. That some children will be enabled to complete the worksheet about newspaper writing.

(all classes will have a differentiated worksheet)

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Assessment:

Teacher Designed Task:

The teacher will observe the children during the group work stage of the lesson. The teacher will observe and

assess the ideas the children come up with. The teacher will correct the worksheets and record her findings via

a checklist.

Teacher Questioning


What was in the news over the weekend?

What do we use newspapers for?

Do you ever read newspapers?


Can you name the different sections of a newspaper?

Which section would you like to write for and why?


Vocabulary:

Media, broadcast, tabloid, broadsheet, reporters, reporting, recounting, headlines, journalist.

Oral Language:

The children will develop oral language as they work in groups to brainstorm ‘newspaper words’.

Literacy:

The children will complete a worksheet based on how to write for a newspaper.





Skills through Content : observing, predicting, investigating and experimenting, estimating and



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Introduction:

The teacher will tell the children that we will begin writing our own class newspaper this week. The teacher

will ask the children have they ever written for a school newspaper before.

The teacher will explain that each child in the class will have a ‘job’ in the newspaper.

The teacher will give out the laminated job titles and the children will begin brainstorming their first new story.

Development:

Each group will think of a different local news or school news story for the paper.

E.g. the school’s 50th anniversary, Arts Week, a local match.

The children will complete the worksheet about how to write for a newspaper before beginning their stories,

which they will begin tomorrow. The children will choose a headline for their news piece.

Conclusion:

Each group will announce the headline of their news piece to the rest of the class.

Resources:

Samples of newspaper headlines.

Laminated job descriptions for each child.

Worksheet on how to write for a newspaper.

Integration:

Drama- Communications- Marconi Station and The Media

Art- communicating self expression through art

History- Marconi Station and the radio.

English lessons 2, 3, 4, 5- newspaper writing

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Action Plan:

Date: Subject: History

Time: 1:45-2:15





Strand: Story

Strand Unit: Stories from the lives of people in the past

Differentiated Learning Objectives: 1. That all children will be enabled to explore the history of the local Marconi Station, where the first

transatlantic radio message was sent.

2. That most children will be enabled to compare and contrast communications of today with

communication methods of long ago.

3. That some children will be enabled to complete a worksheet based on the different forms of

communications through the years.

Assessment: Teacher Questioning:The teacher will question the children about the local Marconi Station. The teacher will question the

children about the methods of communication they can name. The teacher will record her findings in

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her questioning notebook.


What does communication mean?

Can you name three methods of communication?

What form of communication do you use most often?


Have you any information about the Marconi Station?

What is it famous for?

What are the advantages / disadvantages to recent forms of communication?

Language / Literacy Development:Vocabulary: media, communications, telegram, transatlantic, Marconi Station.

Literacy: The children will complete an activity where they rewrite jumbled sentences about the

Marconi Station.

Oral Language: The children will work in pairs to remember as much information as they can from

what the teacher told them. They will present this information to the class.


Talk and Discussion: listening, questioning, brainstorming, think, pair, share. Collaborative/Co-operative Learning: group work. Active Learning: hands on experience. Skills through Content: observing, predicting, investigating and experimenting, estimating

and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

Using Local Environment: use of pupil environment and lived experience. Problem Solving: apply logic and rationality to given situations

Introduction:The teacher will introduce the lesson by showing a you-tube video of the first ever radio broadcast to

capture the children’s interest.

After this we will have a class discussion on how the radio has progressed since 1920.

Do you listen to the radio often?

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How has it changed since then?

Do you know anything about the local Connemara Community Radio?

Development:The teacher will ask the children to form their groups and think of as many types of communication

as they can. They will have five minutes to complete this exercise. The teacher will then lead a brain

storming session and put their ideas on the whiteboard.

We will then put these methods of communication on chronological order.

The children will pick a method of communication to research for homework.

We will then discuss the local Marconi Station. Guglielmo Marconi caused a communications

sensation when he transmitted wireless messages from his station at Poldhu in Cornwall to

Newfoundland on 12th December 1901.

I will give each group different sections of information about the Marconi Station which they will then

discuss and sequence.

Conclusion:The children will complete the history of Marconi Station teacher designed task.

The children will present their facts to the rest of the class in pairs.

Resources:You tube clip of the first radio broadcast.

Newspaper articles about Marconi

Information sheets about the Marconi Station

Teacher designed worksheets

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Integration:







Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

Action Plan:

Checklist for writing a newspaper report

Have you included a headline?

Who is the report about?

What is the event you are reporting?

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Why did this event happen?

Where does the event take place?

When did this event take place?

Have you included a picture on your report?

Marconi.

My Plan for my Newspaper Report.

Topic of my report:

Ideas for a Headline:

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Introduction:

My notes on the details I will include:

What will there be a picture of?

Caption:

Subheadings I might use:

People that I might quote:

Peer Assessment by Response Partner:……………………………………

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Perhaps not everyone knows that Guglielmo Marconi (1874-1937), the distinguished Italian scientist who invented the radio, actually had strong links with Ireland. In fact his mother Annie was one of four daughters of Andrew Jameson of Wexford, the well-known and wealthy owner of the homonymous whiskey distillery. Marconi, who has a closed and reserved character, had inherited from his mother the Irish irreverent "sense of humour" and an undoubted elegance in stylish dress and imposing bearing, which made him fascinating in the eyes of the fair sex.

Maybe it was precisely this latter feature to capture the nineteen year-old Beatrice O'Brien, an Irish noblewoman, daughter of the 13th Lord Inchquin, a descendant of legendary warrior-king Brian Boru. The wedding was celebrated in St. George's church, in London, on 16 March 1905: the Anglican family of Bea was initially unfavorable to this marriage, but the irresistible charm of Guglielmo soon softened the resistance of his future mother-in-law, who affectionately called him "Marky".The wedding gifts for Bea were a good blend of romance (a diamond tiara) and technology (a bicycle), perhaps much less appropriate was the choice to shorten the honeymoon in Dromoland Castle, ancestral home of the bride's family in the county Clare ... Marconi, however, was eager to get back to work and implement his new project, the opening of a new translatlantic radio station in Clifden. Bea gave him three sons: Degna (1908), Giulio (1910) and Gioia (1916), nevertheless the marriage was officially annulled by the Roman Rota after a long bureaucratic iter, leaving Marconi free in 1927 to marry the young Roman aristocratic Cristina Bezzi Scali, who made him the father of Electra (1930).

The stay in ClifdenThe opening of the transatlantic radio station in Clifden took place on 17 October 1907, thus fulfilling the ambitious dream of Marconi to establish a regular radio link between the coasts of the old and the new continent. The 300 acreage needed for the construction were purchased in 1905 by the Kendall family of Derrygimlagh.Being one of the largest industrial parks in Ireland in those years, the station gave a major boost to the area, creating new jobs. Among the 400 people who worked in the station, the most famous was certainly Jack Phillips, the heroic radiotelegrapher who kept on sending SOS messages until the sinking of "Titanic". Attacked by the IRA forces in 1922, the plant was badly damaged and Marconi wasn't even refunded by the Government. The station never reverted to its complete efficiency and was gradually dismissed within a few years.Of the Irish experience of Marconi today are left the station area, near the landing site of Alcock and Brown, some photographic evidence in the Station House Museum and the Marconi's Restaurant, located on Main Street.

Guglielmo Marconi caused a communications sensation when he transmitted wireless messages from his station at Poldhu in Cornwall to Newfoundland on 12th December 1901. Having received a grant of $80,000 from the Canadian Government to build a station at Glace Bay in Nova Scotia, he commenced the task of perfecting wireless communication with Poldhu from late 1902. He experienced extreme difficulty in providing commercially viable communications and decided to move his easterly station as far west as possible and decided on Clifden (Derrigimlagh) after making tests at a number of sites.

The station was not officially opened until 17th October 1907, when commercial signalling commenced between Clifden and Glace Bay. It was a sight to behold, with the huge condenser house building, the power

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house with its 6 boilers, and the massive aerial system consisting of 8 wooden masts, each 210 feet high extending eastwards over the hill for a distance of 0.5 kilometres. The aerials gave off sparks which could be heard in the distance, indicative of the huge power and voltages involved (150KW at 15,000 volts).

As time moved on, advances were made in the technology and a more powerful station was built at Caernarfon in North Wales. The Clifden station was attacked by republican forces in July 1922 and some buildings were damaged. The Marconi Company sought compensation from the new Free State government, but this did not materialise. The station was closed shortly after.

The remains of the station have lain dormant since the contents were sold for scrap after the closure. Employees of the station have passed away and regrettably, little has been done to record the details of what was a great industrial enterprise of the 20th century. The Clifden and Connemara Heritage Society are currently planning on developing the site for the public to enjoy. It is expected that this will become a major tourist attraction in a beautiful landscape.

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http://www.connemara.net/the-marconi-station/

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