Monday 16th November History; Individual research with secondary sources
WALT: Research using secondary sources
Success criteria;
1. Decide what you want to find out.
2. Choose an appropriate book.
3. Look in the contents.
4. Find the appropriate page.
5. Skim read the page to find your information.
6. Make a note of what you found out on your notes page.
(remember not to copy whole chunks of text, you just need notes)
Part 1 10.00am – 10.45am and 11.00am – 12.15pm
Set the scene by explaining the task; by the end of the day to have researched and written up information about one aspect of Victorian children.
Show children the first part of the IWB about reports; how to take/make notes.
Show children a non-fiction book and ask them how they would use it to find things out.
Discuss contents, index and glossary; how are they organised and how they would use them.
Do some examples with the topic books we have on the topic of Victorians.
Introduce the task to the children; to do their own research about Victorian children.
Give examples of topic ideas; toys, games, poor children, rich children, working children.
Show the children how to write on the planning frame I have provided, they do not have to follow it but if they don’t know how else to do it, they should use my frame.
The top group (table 3) should also make bibliography for their work, They need to write this on the bottom of their instruction sheet. To write a bibliography, they write the title of the book and the authors name.
Differentiation;
SEN / NTE, specific questions about Queen Victoria to research, worksheet to complete.
Table 2 with RS, work together to find the same information.
Tables 3, 4 and 5 independent, they may work with a partner.
Extra children from 4D to be spread amongst my tables based on ability.
Resources; topic books, planning frames, instruction sheets, differentiated worksheets.
Monday 16th November History; Individual research with secondary sources
WALT: Write a non-chronological report from own research.
Success criteria;
1. Report title.
2. Introduction.
3. Subheadings for each paragraph.
4. Past tense (because it is a historical report)
5. 3rd person
6. Factual description. (say what it used to be like)
Part 2 12.15pm (or after lunch if children are still engaged in the research task)
After children have completed their research, show them how to turn their notes into connected prose. Share with children features of non-chorological reports (on IWB) Shared writing on the board, using table 2’s notes as examples of how to write the report. Stress it does not have to be a long report, it just has to be accurate and fulfil al the success criteria (which will be displayed on the IWB all lesson). Refer to VCOP board for ideas for openers and time connectives.
Part 3 1.25pm after lunch
Children turn their notes from basic ideas into connected prose, organised into; introduction and then separate paragraphs with sub headings.
Differentiation;
SEN / NTE, specific questions about Queen Victoria to research, worksheet to complete.(continuation of the morning’s work) JJ to work with this group if all silhouettes are completed.
Table 2 with RS, work together to find the same information.
Tables 3 and 5 independent, they may work with a partner.
Table 4 (EAL) with HG from Diversity.
Resources; topic books, completed planning frames from the morning session, instruction sheets, differentiated worksheets.
Intended time scale;
10.00am Introduce topic / RS teaching input.
10.20am Children start working.
10.45am Break.
11.00am Resume working.
12.15pm Finish writing and explain / demonstrate to children how to turn their notes into prose.
12.30pm Lunch
1.25pm Children write up their own notes into connected prose.
2.30pm Children share their work with the rest of the class or, if they are still unfinished; add to mind map and allow children time later in the week to complete writing up and report back to the class at a later date.