YEAR 3/4 Lesson Plans - · PDF fileYEAR 3/4 Autumn Term: Lesson 1 ... for example: “I...

YEAR 3 / 4

Lesson Plans

each step. Having repeated the demonstration twice, get

the children to take it in turns with their partner, one

sewing while the other watches. Tell the observer that

they mustn’t say anything to their partner but they will

be asked to describe what their partner did.

After a few minutes, stop the children and select two or

three of them to describe what their partner did. Ask

their partner to describe how they felt while they were

doing it.82

Context

ReflectED lessons teach children about the skills of

metacognition (being aware of how they learn) and how

to apply those skills in the classroom. In order to be able

to think about how they learn a new skill and acquire

new knowledge, it is important to begin by giving all the

children the opportunity to learn something new

together and analyse the process of learning as a class. In

this lesson, all the children will be learning a new skill

(sewing). In each of the lessons in the series they will

experience a different way to learn the skill and start to

think about the usefulness of each approach.

Classroom Organisation

The children will need to be in mixed ability pairs, chosen

by the class teacher, for all the ReflectED lessons. They

should stay with the same partner for half a term, at

which point the class teacher will allocate new partners.

In this lesson the children are going to have their first

attempt at sewing. In order to help this, it would be

useful to have all the needles threaded before the start

of the lesson and squares of felt already cut for them.

Lesson Structure

Tell a story relating to your own personal experience of

learning something new. This is a useful way to introduce

the lesson to the children. Describe how you felt when

learning to drive or learning a new language, for example.

Explain that the skill we will be learning is to sew.

Without any instruction, give out the equipment and tell

the children they can start sewing. Give the children a

couple of minutes and then stop them. Ask them the

following questions: What are their reactions to this task?

How are they feeling at the moment? Make a note of the

words or phrases that the children come up with.

Explain that no skill can be successfully acquired without

learning it first. Ask the children to suggest ways in which

they think they can learn new skills. They may suggest:

watching a video, teacher demonstration, peer tutoring,

reading instructions or practising.

Explain that today, they will be learning by watching ‘an

expert’ demonstrate. Demonstrate a simple running stitch

first, then again step-by-step with the children following

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 1

YEAR 3/4 Autumn Term: Lesson 1Lesson length: 30 minutes “Thinking about whatour brains are doing is

called metacognition”

83

Explain to the children that it is good for us to

understand what it feels like to learn something new. If

we do this, we can learn about how we are learning.

Thinking about what our brains are doing is called

metacognition. Thinking about how we’ve learnt is also

called ‘reflecting’.

Explain that the children will be keeping a ‘learning

diary’ where they will record their reflections. If we can

understand better how we learn, we can get better at

learning.

All the children must now write a simple reflection using

Reflection Sheet 1 about how they felt. The teacher

should model what this looks like, for example: “I felt

anxious about this lesson as it is something new for me

that I have not taught before. I am also excited to see

how the children progress and how this will affect their

learning”.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 1

“How do you learn anew skill or acquire new

knowledge?”K Tasks for the Week

During the week introduce to the children the concept of ‘getting to know themselves as learners’. How do they

respond when faced with a challenge? What do they do when they are stuck? When do they feel happy when learning?

Make sure that your maths plan for next week includes a ‘Reflection Point’. This will be a time when you pause the

lesson and ask the children to reflect on their learning. How are they feeling? What do they need to do next? Is

anything getting in the way of their learning? Ask the children to write the reflection on Reflection Sheet 1 (putting

‘maths’ in the first tag box) and stick it in their maths books, ready to upload to Evernote in a future lesson.

1 Resources

A needle and thread for each child.

A piece of fabric, such as felt, for each child.

Copy of Reflection Sheet 1 for each child.

n Put children in mixed ability pairs

n Tell your story

n Demonstrate sewing

LESSON CHECKLIST

n Try the new skill

n Describe feelings

n Teach the skill

n Practise with partner watching

n Feedback to class

n Reflect on lesson

84

Context



to apply those skills in the classroom. In this set of lessons,

the children are learning a new skill and thinking about

the process of learning. Last week, the children started to

learn how to sew by watching the teacher demonstrate.

This week they will watch the teacher demonstrate again

(or watch a video) but have more time to practise. They

will also have time to think about how they feel when

they learn something and to be comfortable with these

feelings.


The children will need to be in mixed ability pairs, chosen

by the class teacher, for all the ReflectED lessons. They

should stay with the same partner for half a term, at

which point the class teacher will allocate new partners.

In this lesson the children are going to have their first

attempt at sewing. In order to help this, it would be

useful to have all the needles threaded before the start

of the lesson and squares of felt already cut for them.

Lesson Structure

Explain that today we are all going to have another go at

sewing, but first there will be another demonstration to

remind them of what they have to do. Show the children

how to do a basic running stitch, or if you prefer, you can

show them a video. (For a link to this video, click here

www.youtube.com/watch?v=k6657ZhHWgI or visit the

ReflectED website (www.reflectedlearning.org.uk).

Get the children to practise, playing the video

continuously. Whilst the children are practising, make

sure you observe how they are reacting to the process of

learning something, but try not to intervene. Make a

note of their reactions and, if you can, take photos to

share with the class – but remember to ask the children’s

permission to do so. If children are getting upset (as they

may well do) talk them through how they are feeling.

After five or ten minutes stop the children for a ‘progress

check’. Ask them to tell their ReflectED partner how they

are getting on and how they are feeling. Make sure that

both partners have the chance to talk.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 2

YEAR 3/4 Autumn Term: Lesson 2Lesson length: 30 minutes “How do you feel whenyou learn something new

and are you comfortable

with those feelings?”

85

As a whole class ask the children to share words they

have used to describe how they are feeling. Write these

words on the board. Share with the children things that

you observed whilst they were sewing.

Discuss how these feelings are not grouped into negative

and positive or good and bad.

Tell the children that when we’re learning something

new, we often feel exasperated, frustrated, anxious,

hopeless, exhausted, and disheartened. We often feel

these emotions when we’re trying to learn something

new and are failing- but that is what happens with

learning. When we learn, we struggle, and struggle can

feel frustrating.

Ask the children to record how they’re feeling and why,

using Reflection Sheet 1.

The children can continue sewing for another 10 – 15

minutes.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 2

K Tasks for the Week

During the week introduce to the children the concept of ‘getting to know themselves as learners’. How do they

respond when faced with a challenge? What do they do when they are stuck? When do they feel happy when

learning?

Make sure that your maths plan for next week includes a Reflection Point. This will be a time when you pause the




1 Resources




Make sure you have access to a video clip showing how to do a simple running stitch, for example:

www.youtube.com/watch?v=k6657ZhHWgI (see above)

Watch the video first to make sure it is suitable and useful.

n Put children in mixed ability pairs

n Show the video

n Children practise the new skill

n Teacher observes children and makes notes/takes photos

n Make a collection of words to describe their emotions

n Children write a reflection

n Children continue to practise

LESSON CHECKLIST

86

Context




the children are learning a new skill and thinking about

the process of learning. They are also applying this

knowledge about learning to other lessons. This week

the children will use each other as a learning resource.


Make sure that the children are in their ReflectED pairs.

During this lesson one partner will watch the other and

give feedback. They will highlight where mistakes are

being made and suggest how their partner could

overcome these. They will also offer praise and

encouragement. Each partner will get to be the coach.

Find a random way to select which child will coach first, for

example: the child with the longest hair will coach first.

Lesson Structure

Explain to the children that it’s very normal to feel

frustrated and disheartened when learning a new skill –

in fact it’s an important part of the learning process. The

important thing is what you do next. If you feel

disheartened and give up, then you won’t progress: but if

you just notice you feel disheartened and then think

about what you can do to improve, this will help you

progress.

However, if you are making the same mistake over and

over again, then practice isn’t enough on its own.

When learning something new, we need to notice which

parts we’re struggling with, and make the necessary

adjustment, or change. Very often we need help to do

this and that is what coaching is. Tell the children that

today they are going to coach each other to help them

notice where they are making mistakes, and make

suggestions to improve.

In order to be good coaches for each other we need to

know what the specific skills are that we need to master

in order to sew. How do we break down the sewing

process?

Show the children a list of ‘success criteria’ for sewing

(below are some suggestions):

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 3

YEAR 3/4 Autumn Term: Lesson 3Lesson length: 30 minutes “ It’s very normal to feelfrustrated and disheartened

when learning a new

skill”

l Tie a knot in the end of the thread

l Keep the stitch holes the same distance from the edge

of the material

l Make the length of the stitches the same on both sides

l Don’t stick the needle in yourself

l Don’t lose the end of the thread

The children now work in pairs, one sewing whilst the

other watches. The coach should watch to see where

their partner is making mistakes and help them to correct

87

those mistakes. They should also praise when they do

something correctly.

After five to ten minutes, swap over so that the coach

practises sewing and the other child coaches.

Ask each child to complete a reflection about the lesson

using Reflection Sheet 1. They should write about how

having a coach and clear success criteria helped them.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 3

“When learningsomething new we need to

notice which parts we’re

struggling with”K Tasks for the Week

Make sure that your maths plan for next week includes two Reflection Points. This will be a time when you pause the




1 Resources




Make sure you have access to a video clip showing how to do a simple running stitch, for example:

www.youtube.com/watch?v=k6657ZhHWgI

Watch the video first to make sure it is suitable and useful.

n Put children in ReflectED pairs

n Discuss what a coach is

n Share success criteria for sewing

n One child practises new skill whilst other child coaches

n Swap roles

n Complete Reflection Sheet 1

LESSON CHECKLIST

88

Context




they are learning a new skill and thinking about the

process of learning. Over the last three weeks, the

children have learnt how to sew. They have watched

demonstrations, practised, coached each other and used

success criteria to help them understand what they need

to improve or are doing well. This is the last sewing

lesson, so this week they will reflect on how they are

feeling at the end of learning something new and what

they now know about themselves as a learner.


Make sure that the children are in their ReflectED pairs.

Lesson Structure

Tell the children that so far they have used four different

learning strategies to learn how to sew. In their pairs, ask

the children to think of what those four learning

strategies are. When they have written four learning

strategies on their whiteboards, show the strategies

below and see if they thought of the same ones.

1. Demonstration from an expert

2. Practice

3. Understanding what we need to work on. Also called

success criteria

4. Support and coaching from someone

If the children have thought of any other strategies,

discuss them as a class.

Tell the children that they are about to have their last

sewing session. They will be able to take home their piece

of fabric decorated with their sewing.

Before the children start sewing, show them the emotion

pictures. These pictures can be found on the ReflectED

website. Explain to the children that sometimes using an

image can help them to explain how they feel. Ask them

to choose one picture that best describes how they feel

about learning to sew. Get them to tell their partner

which picture they have chosen and why. Make sure that

both children get the chance to talk.

Get the children to practise their sewing for five or ten

minutes. Then ask the children to tell their partner how

they behave as a learner. Model some possible answers,

such as: “I think that I am better at learning when I get

lots of time to practise”, “I think that I give up too easily

when I am learning something new”, and “I like learning

something new but I get distracted and don’t listen when

someone is helping me”. Ask the children to complete

Reflection Sheet 1, remembering to use their choice of

image to help them, and to write about what they now

know about themselves as a learner.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 4

YEAR 3/4 Autumn Term: Lesson 4Lesson length: 20 minutes “Sometimes a picture canhelp us to explain how we

feel”

89

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 4

“What do you knowabout how you learn?”K Tasks for the Week

Make sure that your maths plan for next week includes two Reflection Points. This will be a time when you pause the




Make sure that you are familiar with Evernote and that children have their own Evernote folder. There is an instruction

video on the ReflectED website to help you do this.

1 Resources



Download the emotion pictures from the ReflectED website.


n Children work in ReflectED pairs to think of the four learning strategies used so far

n Show strategies and discuss as a class

n Show emotion pictures

n Children choose one picture and tell their partner why

n Practise sewing

n Children tell their partner what they know about themselves as a learner

n Complete Reflection Sheet 1

LESSON CHECKLIST

90

Context



to apply those skills in the classroom. A vital part of this

project is for the children not only to reflect on their

learning but also to store their reflections digitally so that

they can look back on them in the future. This section of

lessons explains why and how to use Evernote (the digital

storage facility).


Make sure that the children are in their ReflectED pairs. It

will be helpful to have as many devices as possible so that

children can access Evernote in their pairs.

Lesson Structure

Show the class the desktop version of Evernote. Show the

class that they all have their own named folders where

they will be able to store their own reflections on their

learning and look back at them whenever they want to.

Using the ReflectED website (www.reflectedlearning.org.uk)

show them the ‘Adding a Photo’ instruction video.

In pairs, the children should now take a photo of

themselves and write a brief description of themselves. If

the children have time they can also photograph their

reflection sheets from the previous lessons and upload

them into their folder.

Using the ReflectED website (www.reflectedlearning.org.uk)

show the children the ‘Making an Audio Recording’

instruction video.

In pairs, the children should make a brief audio recording

of what they have learnt in this session.

At the end of the session show the class how the

Evernote desktop has changed. There will now be a

number next to each folder showing the number of

reflections they have made. Highlight any children who

have not yet managed to upload their paper reflections.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 5

YEAR 3/4 Autumn Term: Lesson 5Lesson length: 30 minutes “Computers are adept athandling data on a grand

scale”

91

Ask if any children would be willing to share their

reflections and show those them for the class to see. If

you have seen any good examples that you would like to

share as good models for future reflections, show them

now.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 5

“Computers allow us tosearch and review huge

amounts of data in new

and evermore meaningful

ways”K Tasks for the Week

Make sure that your maths plan for the following week includes at least two ‘Reflection Points’. These will be times

when you will ask the children to reflect on their learning in the same way as they did in the ReflectED lesson, and

complete a Reflection Sheet 1 and upload it to their Evernote folder.

If possible give the children coaching opportunities during the week. It could be something really simple like hearing

each other read, or it could be the chance to explain a methodology to each other in maths.

1 Resources

Every child will need a copy of Reflection Sheet 1.

It will be helpful to have as many iPads, laptops or Netbooks as possible for this lesson.

Download the instruction videos ‘Adding a Photo’ and ‘Making an Audio Recording’.

n Show desktop version of Evernote with their folders to class

n Show 'Adding a Photo' instruction video

n In pairs, children take photo of each other in Evernote folder

n Children write brief description of themselves

n Show 'Making an Audio Recording' instruction video

n In pairs make audio recording

n Show desktop Evernote and discuss changes

LESSON CHECKLIST

92

Context



to apply those skills in the classroom.

One of the important aspects of the Evernote digital

storage program is that children and teachers can search

their work using a system of tags. Not only does this

allow us to search quickly by subject and topic, it also

allows the children to assign a performance tag to their

work as well as an emotion tag, which further deepens

their thinking about learning.


This is the final ReflectED lesson for this half term. Make

sure that the children are in their ReflectED pairs. This is

the last time that they will work together in these pairs

as they will be put into new mixed ability pairs next half

term. Make sure that at the end of the lesson each

partner thanks the other and says what they have

enjoyed about working together.

Lesson Structure

Ask the children to work in pairs and to sort the

following things into groups on their whiteboards or on

a piece of paper:

Dog, goldfish, shark, fox, clown fish, cat, tiger.

Ask them to give the groups a title or label and share the

labels they have chosen with the class, for example: live

in the sea, don’t live in the sea, are pets, are not pets.

Tell the children that a tag is like a label and it helps us to

find something more quickly.

Ask the children to look through their books and find a

reflection, and then find another one. Note how tricky

and annoying it is to have to hunt through all the books.

Imagine what it will be like by the end of the year.

A way of solving this is to use Evernote and to tag their

reflections.

Select a reflection that has been completed by one of the

children the previous week and show it to the class. Tell

the children that every reflection needs to have four tags

assigned to it:

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 6

YEAR 3/4 Autumn Term: Lesson 6Lesson length: 30 minutes “At Rosendale, childrenhave amassed thousands of

little nuggets of data which

mark a waypoint in their

learning”

93

Subject – maths, writing, reading

Topic – addition, area, newspaper article

Performance – red, yellow, green, blue

Emotion – frustrated, happy, surprised

The teacher will give the first two tags, for example:

maths, addition. The second two tags need to be selected

by the child.

Tell the children that it is important to tag their work

with a performance tag so that they can:

l Track their improvement e.g. ”Last term I found this

difficult but now I am able to do it”

l Find things that they found difficult so that they can

practise them again

l Help their teacher plan work that challenges them or

plan work that helps them when they are struggling

Show the children the performance tags that they will

use:

Red – I need help to do this work

Yellow – I can start this work but I might need someone

to help me

Green – I can do this work on my own

Blue – I understand this so well I can help someone

Ask the children to go back to one of their reflections in

their books and put in the tags.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 6


This week plan for ‘Reflection Points’ in maths and one other subject. Make sure that the reflection is tagged.

Reflections can be completed on paper and then photographed and uploaded to Evernote at a later date or can be

written directly in Evernote.

Try to use the colour performance tags to describe children’s learning during the week. For example: “I think that most

of you will be red at the beginning of this lesson as this is brand new learning. I hope some of you might be yellow by

the end of the lesson”.

Continue to give the children coaching opportunities during the week. It could be something really simple like hearing

each other read, or it could be the chance to explain a methodology to each other in maths.

1 Resources

The children will need to have their maths books so that they can look at and tag one of their previous reflections.

Download and print the colour performance tag posters to display around the classroom.

n Sort and label/tag a group of objects

n What is a tag?

n Describe reflection tags

n Introduce performance tags

n Tag a reflection

n Thank their partner

LESSON CHECKLIST

94

Context



to apply those skills in the classroom. The children have

learnt a new skill (sewing). They have begun to learn the

language of reflection by discussing their feelings during

these lessons. They have learnt to assign one of four

colours to their performance at this task. This week they

will begin to apply what they have learnt about the

language of reflection to some previous learning in their

writing books.


Before this lesson, the class teacher will have to organise

the children into new mixed ability pairs. The children

will stay in these pairs for the remainder of the Autumn

term. They must always sit in these pairs for ReflectED

lessons.

At the start of the lesson, the children should introduce

themselves to their new partner using the following

format: “Hello my name is… The thing I like best at

school is… because…”

It would be useful to have enough iPads for each

ReflectED pair.

Lesson Structure

Remind the children that there are four colours being

used across the school to help them describe how they

think they have performed in a task:


Yellow – I can start this but I might need someone to help

me



Explain that we will be using the green, yellow and red

colours again today to reflect on the learning we have

done since we began in Year 3 or 4.

Give the children their writing books and green, red and

yellow pencils. Ask them to choose a recent piece of

writing that they felt was successful. Use a photo from a

child’s writing book to show an example of great work

and tell the children why you have chosen it.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 7

YEAR 3/4 Autumn Term: Lesson 7Lesson length: 20 minutes “Yellow – I can start thisbut I might need someone

to help me. Green – I can

do this work on my own”

95

When the children have found a piece of writing that

they think is ‘green’ ask them to share with their partner

the reason why they have chosen that piece. If you hear a

good explanation, share it with the class to support those

who may be struggling. Ask the children to put a green

dot next to this piece of work.

Now ask the children to find a piece of work that they

did not think was as good; this may be because they only

managed to write a small amount, or it was difficult to

read, or they struggled with thinking of ideas. They can

put either a yellow or red dot next to this piece of work,

depending on how difficult they found it.

Explain that talking about things that are difficult can be

challenging. However, if we are able to say why we found

something difficult it means that we can think about

what to do to get better. Ask the children to share with

their partner what they would do to make their work

better.

Some children will find it hard to admit to finding

something tricky, so you could give an example of your

own, to show that everyone finds learning hard and we

don’t always succeed first time.

Ask each child to write a reflection about the piece of

work that they think needs improving. They can do this

either using Reflection Sheet 2 or directly into Evernote,

photographing the work and adding why they found it

difficult or tricky and what they could do to improve.

Remind them to tag their work with the subject, the

topic, red or yellow and how they feel.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 7


Plan for opportunities for the children to reflect on their writing during the week. Remind them to think about what

they found difficult and how they would make it better. These reflections can be done using Reflection Sheet 2 and

then uploaded to Evernote or directly into Evernote.

1 Resources

Red, yellow, green pencils

Reflection Sheet 2

n Put children into pairs

n Children introduce themselves

n Show example of successful work from a writing book

n Children identify successful piece of work and share why

n Children identify less successful piece of work and share why

n Children make reflection on paper or on Evernote

LESSON CHECKLIST

96

Context



to apply those skills in the classroom. Children have learnt

to assign one of four colours to their performance in

their writing books and have practised reflecting on their

writing during the week. This week they will apply what

they have learnt about the language of reflection to

some previous learning in their maths books.


Make sure that the children are sitting in their new

ReflectED pairs. It would be helpful for each ReflectED

pair to have an iPad.

Lesson Structure

Remind the children that there are four colours being

used across the school to help them describe how they

think they have performed in a task:



me



Explain that we will be using the green, yellow and red

colours again today to reflect on our maths learning since

we began in Year 3 or 4.

Use a photo from a child’s maths book to show an

example of successful work and tell the children why you

have chosen it. Give the children their maths books and

green, red and yellow pencils. Ask them to choose a piece

of their maths work that they felt was successful.

When the children have found a piece of work that they

think is ‘green’ ask them to share with their partner the

reason why they have chosen that piece. Make sure that

both partners have the chance to share. If you hear a

good explanation, share it with the class to support those

who may be struggling. Ask the children to put a green

dot next to this piece of work.

Now ask the children to find a piece of work that they

did not think was as good; this may be because they only

got a few answers correct, or that they didn’t complete

the task or they only answered one or two questions.

Explain that talking about things that are difficult can be

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 8

YEAR 3/4 Autumn Term: Lesson 8Lesson length: 30 minutes “ For talking to make adifference to all children,

each child must be given

equal opportunity to talk

and must be held

accountable for that talk”

97

challenging. Ask the children to share their work with

their partner, giving reasons for choosing it.

Ask each child to write a reflection about the piece of

work that they think needs improving. They can do this

either using Reflection Sheet 2 or directly into Evernote,

photographing the work and adding why they found it

difficult or tricky and what they could do to improve.

Remind them to tag their work with the subject, the

topic, red or yellow and how they feel.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 8

“Spending time readingchildren’s reflections will

provide an invaluable

source of information

about children as

learners”K Tasks for the Week

Plan for opportunities for the children to reflect on their maths during the week. They should be able to do this two or

three times in the week.

Remind them to think about what they found difficult and how they would make it better. These reflections can be

done using Reflection Sheet 2 and then uploaded to Evernote or directly into Evernote.

1 Resources

Red and yellow pencils

iPads

Reflection Sheet 2

n Show example of successful work in maths book

n Children identify successful piece of their own work and share why

n Children identify less successful piece of work and share why

n Children write a reflection

LESSON CHECKLIST

98

Context




As with all learning, it can be really helpful to share good

examples of reflections with children and model how to

write a good reflection to the whole class.



ReflectED pairs. You will need to have looked at the

children’s reflections before the start of the lesson, and

picked out some good examples to show the class and

discuss. Many children struggle to write effectively about

when they found something difficult. As these are some

of the most useful learning moments, you will be asked

to model write a reflection about something you have

found difficult so it will be useful to have thought of a

theme to write your reflection on.

Lesson Structure

Tell the children that you have been looking at their

reflections to make sure that they will be useful to the

children in the future. Explain that the children will be

able to look back at their reflections but that also, very

importantly, if they take the time to reflect on their

learning and think about how to improve, they are

already becoming better learners.

Start the lesson by showing some really good examples of

children’s reflections (ask the children’s permission to

show them first). Try to use reflections where children are

thinking about something they found challenging and

have used this experience to change or adapt their

behaviour in order to improve.

Discuss with the children a time when you found

something difficult to learn and struggled. It would be

most useful if the experience was recent and possibly

classroom-related, for example: a lesson that didn’t go

very well and where you had to rethink and adapt your

plans or your practice as a result. Once you have

explained your experience to the children, complete

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 9

YEAR 3/4 Autumn Term: Lesson 9Lesson length: 30 minutes “Many children struggleto write about when they

found something difficult.

These are some of the

most useful learning

moments.”

99

Reflection Sheet 2 explaining to the children what you

are writing and why. Remember to include ‘Action Points’

that will help to improve future performance.

The children now have to think of a similar experience

this week, when they have struggled to learn something.

Remind them to think about what they could do in the

future to change or adapt their behaviour so they can

improve. Give them some silent time to think about it

and then each child will have 45 seconds to describe their

experience to their partner. Make sure you remind the

children that they will need to show good listening skills

whilst their partner is talking, by making eye contact,

leaning in so they make sure they can hear, and nodding.

Having discussed it with their partner, the children should

each complete Reflection Sheet 2, remembering to

complete their ‘Action Points’ and tag their reflection

appropriately. All these reflections must be

photographed and uploaded to Evernote.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 9


Try to give feedback on the children’s reflections this week, either to improve the quality of their reflections or to make

a comment on how you felt when you read their reflection, for example: “I will try to remember to check that you have

started your work and help you straight away if you are stuck”.

Plan for opportunities for the children to reflect on their writing during the week. Remind them to think about what

they found difficult and how they would make it better. These reflections can be done using Reflection Sheet 2 and

then uploaded to Evernote or directly into Evernote.

1 Resources

Reflection Sheet 2 displayed on the interactive whiteboard or as an enlarged paper copy.

Copies of Reflection Sheet 2 for all the children.

Examples of reflections for children to see.

As many iPads as possible.

n Show good examples

n Teacher shares learning experience

n Teacher model writes a reflection

n Children share with partner

n hildren write a reflection

LESSON CHECKLIST

100

Context




Every learner has an emotional reaction to success and

failure. Sometimes those reactions can be a barrier to

learning. Understanding and identifying our emotional

reactions to learning can help us to overcome those

barriers. If learners can manage their emotions, they can

complete tasks and acquire skills more effectively. This is

explained very succinctly by Dylan Wiliam in a video on

YouTube. For a link to this video, click here

www.youtube.com/watch?v=xNIHlAsf5DI or visit the

ReflectED website (www.reflectedlearning.org.uk).


Make sure the children are sitting in their ReflectED

pairs. You will need to refer to the performance tags in

this lesson, so if you haven’t already displayed the tag

colours and what they mean, make sure you do so

before the start of this lesson. The performance tags are

available to download from the ReflectED website

(www.reflectedlearning.org.uk).

Lesson Structure

Tell the children that in this lesson they are going to be

thinking about how they feel when they learn. Ask the

children to work in their pairs to think of as many words

as possible to describe their feelings and make a list.

Make sure that they take it in turns to say a word and

then write it on a whiteboard or a piece of paper. Choose

an emotion word and ask the children when, in the

classroom, they think they might feel this emotion.

Model a response if the children find this difficult, for

example: “I think that I feel ‘scared’ when I am asked to

do a new thing for the first time”. Tell the children that

they will feel different emotions when they are learning

something and that these emotions will change as they

learn.

Give each child a copy of the sheet ‘Performance and

Emotions’. There are four columns, one for each of the

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 10

YEAR 3/4 Autumn Term: Lesson 10Lesson length: 30 minutes “ If learners can managetheir emotions they can

complete tasks and acquire

skills more effectively”

101

performance tags (red, yellow, green and blue). Remind

the children of what the performance tags mean:



me



Ask the children to write each emotion word under the

performance tag that they feel it matches. Some emotion

words might appear in more than one column.

Ask the children to share the emotion words as a class.

Write each one on a strip of paper and select a child to

decide which tag it belongs to, and then stick it next to

that tag on the classroom wall or display. By the end of

the lesson there should be a display showing the four

performance tags and the emotion words that the

children associate with each one. Discuss with the

children how this will help them to understand their

emotional reaction to learning: and not to panic and

switch off from learning but to realise that they feel

challenged by an activity and understand that this is an

opportunity to learn.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 10


This week plan for two ‘Reflection Points’ during the week in any subject of your choice. Make sure that each reflection

is tagged with a performance tag and also an emotion tag. Refer to the display that you created in the lesson if children

need help deciding on an emotion tag.

Think about times in the week when you could use their reflections as a teaching point. If you have planned for a

‘Reflection Point’ after the first day of maths learning, you could ask the children to tell you what their performance tag

was on their reflection. You could then make a note of who might need extra help or an extension.

1 Resources

Performance tag display.

A copy of the ‘Performance and Emotions’ worksheet for each child.

Children will need an individual whiteboard each (or a plain piece of A4 paper).

n List emotion words

n Match emotion words to performance tags

n Make a whole class display, matching emotion words to performance tags

LESSON CHECKLIST

102

Context




This lesson builds on the learning from lesson 8 when

children were learning about the emotions involved in

learning. This lesson will focus on developing the

children’s vocabulary so that they can better describe

their learning.


Make sure that the children are sitting in their ReflectED

pairs.

Lesson Structure

Remind the children that they have been learning to

recognise the different emotional reactions that we have

when we are learning something. It would be really

useful to have two examples from the previous week

when either you or one of the children experienced an

emotion. One of the examples should be a positive

emotion (for example: ‘proud’) and the other a negative

emotion (for example: ‘frustrated’). Make sure that you

ask the child’s permission first if you are going to talk

about them.

Tell the children that one of the things successful learners

do is to do something to change the emotion they are

feeling so that they can ‘get on’ with learning.

Ask the children to think of a time when they felt a

negative emotion when they were learning and to share

that with their partner. Make sure that both of the

children have the chance to share. Ask for a volunteer to

come to the front of the class and share their experience

with the whole class. When they have shared, ask them

what they could have done to change the way they were

feeling about their learning. They might say: “Ask for

help” or: “Get more practice” or: “Take some deep

breaths”. If they are willing, ask them to show the class

what that would look like and act it out.

Tell the children that they are going to think about what

they would do to change the emotion they are feeling.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 11

YEAR 3/4 Autumn Term: Lesson 11Lesson length: 30 minutes “What could you do tochange the emotion you

are feeling?”

103

Give each child a copy of ‘Change the Emotion Comic

Strip’. This can be found at the back of the resource book

or can be downloaded from the ReflectED website. Ask

them to draw and write a comic strip to show what they

will do next time they feel a negative emotion when

learning. If they can recognise and understand their

emotions, they will be able to use them to help them get

better, rather than letting their emotions ‘rule them’.

There is space at the top of each picture box for the

children to write a word to describe how they are feeling

at each point of the comic strip. The final box of the

comic strip should show them feeling a positive emotion.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 11

“ If you can recognise andunderstand your emotions,

you will be able to use

them to help you get better

rather than letting your

emotion ‘rule you’”K Tasks for the Week

Continue to refer to the performance tags and emotion words throughout the week.

This week plan for two ‘Reflection Points’ during the week in any subjects of your choice. Encourage the children to

describe their emotions in their reflections.

Think about times in the week when you could use the children’s reflections as a teaching point. If you have planned

for a ‘Reflection Point’ after the first day of maths learning, you could ask the children to tell you what their

performance tag was on their reflection. You could then make a note of who might need extra help or an extension.

1 Resources

A copy of ‘Change the Emotion Comic Strip’ for each child.

n Share negative and positive emotion story with class

n Children share emotion story with partner

n One child shares with class and shares how they would change their emotion

n Each child makes a comic strip showing how they can change their emotion

LESSON CHECKLIST

104

Context



to apply those skills in the classroom. In this lesson the

children will have the opportunity to look back over their

reflections from this term.



ReflectED pairs. This is the last ReflectED lesson of the

Autumn term so make sure that at the end of the lesson,

the children thank their partners for working with them

and tell their partner one thing that they have liked

about working together.

The children will need at least one device per ReflectED

pair for this lesson so that they can access their Evernote

folders.

Lesson Structure

Tell the children that today they are going to have the

opportunity to look back over their reflections and tidy

up their Evernote folder. Tell the children that it is good

practice to do this regularly with any data storage to

make sure that they keep everything tidy and up to date.

Show the children the ‘ReflectED Housekeeping

Checklist’. Talk them through each criteria and show

them how to make sure that each reflection satisfies

everything on the checklist.

The children then work individually or in pairs to make

sure that all of their reflections meet the criteria.

If children finish their housekeeping before the end of

the lesson ask them to search their folder for any

reflections tagged ‘red’ or ‘yellow’. They should read

their reflections and see if their learning has moved on

since then and think about what helped them. NB: if

their learning has moved on they MUST NOT alter their

reflection but they could make another reflection to

comment on this.

At the end of the lesson ask children who have looked at

their reflections what they have found out about their

learning.

LESSON PLA

NYEAR 3/4 A

utumn term

: Lesson 12

YEAR 3/4 Autumn Term: Lesson 12Lesson length: 30 minutes


This week plan for two ‘Reflection Points’ during

the week.

Encourage children to use the checklist as they are

reflecting.

1 Resources

It will be helpful to have as many iPads, laptops or

Netbooks as possible for this lesson.

n Look at ‘ReflectED Housekeeping

Checklist’

n Model how to check reflections

n Children check their reflections

n Children read some of their reflections

n Children share observations from

reading their reflections

n Children thank their ReflectED partner

LESSON CHECKLIST

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