I'm an NQT with a Year 1/2 class and we have a two day inspection next week. We have been told to expect the inspector to stay for one full lesson but it could be any lesson. If anyone could comment on my first ideas, I'd be very grateful. Literacy: The Hunter by Paul Geraghty. To use sound to create a setting. Play rhythm on African drum – children copy the rhythm by clapping. Explain that the drum rhythm is from Kenya in Africa and our story for today is set in Kenya. Show the big book cover. Ask open questions – What might happen? Tell me about the characters. Read page 1. What do we now know about Jamina and her grandfather? Read the conversation on page 2. Discuss what hunters are. How do the children feel about this? Read on to page 7. Talk about the ellipsis Why does she hold her breath? Talking partners – what does she hear, touch, feel and see? (Have a visual reminder of these on the board) Chn could complete post it notes and stick these in the relevant area (e.g under a pic of an eye). What does she hear? What would be there in the jungle? Play jungle sounds on IWB. Working together with the chn, decide on 3 key sounds such as the long grass waving, antelopes running, lions roaring. Get the chn into 3 (pre-arranged) groups of 8. Each group to have one of the suggested sounds. The chn experiment with the best way to produce the sound using their bodies – tapping feet, clapping hands, using mouth movements. Gps to stop and listen to me. Demonstrate ‘conducting’ and get the chn to make their group sound quietly and then more loudly on a pre-arranged signal. Ask one child to play Jamina and walk through the bush while the chn make the sounds. I ‘conduct.’ TA record this using the flipcamera for using later. How did the child feel? Write feelings on the board. Plenary: Read on to find out what happens next (a baby elephant has been orphaned and is making a loud noise). Look at learning objective - was it achieved? Literacy 2: The Hunter. Not sure what to do! We have not covered verbs in great depth so this could be an interactive session which also involved writing. RE: (Based on a Teacher's TV idea). LO: To decide which gifts are precious. Show a wrapped gift. What could be inside? What would you like to see inside? Talking partners - what does pecious mean. Tell the story of King Midas. Why did King Midas want to return his gift? What was precious to him? (His daughter). Explain that we are going to look at cards with presents on and sort them into 'precious' and not 'precious.' E.g. a game with my friends/ a DS form someone I don't know very well. We are going to stick them onto a picture of a beanstalk (link with our growing project) with the most precious at the top. Model this on the board. Children to work in small groups. Reconvene and share ideas. Look again at the learning objective. History: To investigate objects from the past. Resources: A3 paper, pencils, objects from the museum and trunk, rubbers, camera, A3 paper on each table. Introduce the fact that a trunk of ‘mystery objects’ has been found on a local farm during the floods. The water seeped deep underground and brought up the trunk. Questioning before the trunk is opened (talk partners). What would be inside? What will it be like inside the trunk? Who owned it? Open the trunk and take out one of the items (e.g. old fashioned bull nose ring!) Ask for ideas. Model investigating it to try to work out what it was used for. If necessary, bring out the idea that they are from a long time ago and that they are from a farm. Explain that we are going to look carefully at the objects and think about how they were used in the past. They can choose how to record their ideas and then we will share the ideas. Perhaps model a way of recording. Stress that everyone must listen to ideas from the group and value them. Possibly ask for ideas on team work – what is good team work? Ensure that chn are aware of a time limit. Chn to work in small groups, handling the object carefully, using touch, sight, smell(!), hearing (do they make any noises?) Consider ways that they might have been used on an old farm. Mini plenary to check how team work is going. Reconvene and share ideas. (Need way to do this without it becoming dull and losing their interest). ‘Find’ a letter explaining what they are used for. E.g. there is a 'bee puffer' and a ceramic egg to encourage eggs to lay. Ensure that there is some context given - these were used when my mum was young and some of these are still used today. Maths: we have to been told to plan a dialogic talk maths session and to avoid shape and measure. HELP! I'd like to give them a real life problem, but cannot think straight! My levels range from P scales to level 3. Any comments are very much appreciated. : ) Panicking a bit!