PGCE (Primary) Lesson plan

Subject: Language and Literacy

No. of
Class P3 Date 7/2/06 Time 9.30 Duration 35mins 27
children

Prior Learning
Children have seen speech marks in stories before but have not been introduced to what they
are or what they are used for.
Context :
Farmer Duck – Speech marks
Learning outcomes
• To know what speech marks are
• To know why speech marks are used
• Children begin to read statements using speech marks – they attempt to change their
voices accordingly

Lesson Introduction (2-3 mins approx.) Resources

Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson
expectations)
We are going to read a story today called Farmer Duck. I know you have read
this story before but we are going to use it to look at something in particular –
Speech marks. At the end of today you will all know what speech marks are and
why we use them.
Lesson phase 2 (10mins approx.)
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained) Big Book –
Children all gathered on the floor where they can see the book – Farmer Duck Farmer Duck

Read the book to the children changing tone where speech is introduced.

When finished story go back to the first page and show children what the speech
marks are.
They are like the number 66 for opening them and the number 99 for closing
them.
When I was reading the book did you notice anything when I was reading the
part inside the speech marks?
I changed my voice.
Why do you think I changed my voice?
Someone was saying something.
I changed my voice when someone was saying something.

We use speech marks when someone is saying something.

Select a few children to read some statements from the book.

What do you have to do when you get to the speech marks?
Change you voice.
Why? Because someone is saying something.
 PGCE (Primary) Lesson plan
Lesson Development (15-20mins approx) Resources
Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material they
have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the
learners to manipulate and interrogate information in order to make sense of it.) Statements
Children are put into pairs and are each pair is given some statements from the for each pair.
story. They have to read the statements changing their voices appropriately.
Focus of teacher interactions during learning phase
(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
Teacher will go around the pairs and see how the children are reading the statements – If they
know to change their voices when the read information inside speech marks.

Lesson Conclusion (5-10mins approx.) Resources

Lesson phase 4
(Review, reflect and summarise lesson, ensure children know what they know, cement learning and
understanding and ensure that it is remembered)
A few children get to read a statement to the rest of the class. The class tell
where the speech marks are in the statement.

When do we use speech marks? When someone is saying something.

What do the speech marks look like at the beginning of a saying? 66.
What do they look like at the end of a saying? 99
Assessment (What will you assess and how will you assess it?)
What? Children can recognise speech marks and know what they are used for. Children
attempt to change their voices when reading statements using speech marks.
How? Observing the children answering questions and when worKing in their pairs – how do
the say the statements? Do they change their voices in the correct place?