SUBJECT:

Art/Writing

KS/Year Group:

Year 2

Lesson Title:

Tango Makes Three

Duration:

Over four days

National Curriculum targets met (objectives):

1. To know that all families have the same things in common, to love and show understanding.

2. To know that families are different

Cross-Curricular Opportunities:

1. Writing

2. Science

3. Art

4. Drama

TIMING ACTIVITY

Learning Outcomes:

Tell students what they will learn, how it relates to their experience

By the end of the Lesson:

Children will have a good understanding of the way different families live together.

They will interpret this by doing a painting showing the main characters in the story. (Tango Makes Three)

Key Vocabulary Diversity, Caring, Support, Family, Family structuresCelebrate, Difference, Emotions

Starter learning activity: 10 mins Whole class discussion around the different type

Present new information using Visual, Auditory and Kinaesthetic methods. Engage students attention by using popular culture

of families. Children talk about their own experiences of their family structure. Draw out a range of differences and similarities, especially focusing on the extended family and the different cultures around the world.

Continue the Learning:

Main part of the lesson. Provide a variety of challenging, differentiated VAK tasks / activities, meeting the needs of all students and all abilitiesChallenge – Next Steps

How can we move forward?

Where shall we go next?

20 mins

10 mins

10 mins

20 mins

30 mins

5 mins

15 mins

30 mins

Lesson 1

Activity 1: Read the story of ‘Tango makes Three.’ Children undertake some paired work around the meaning(s) of the storyline. Children predict how the story might unfold.

Review and apply: children will be asked to consider if their views had changed.

Activity 2: children undertake in a ‘pair share’ activity where they have to share their opinions and give their interpretation of the story.

Activity 3: Teacher leads shared writing with the class. This will focus on writing a short paragraph outlining the key message(s) from the story, providing their own views and opinions.

Lesson 2

Activity 1: In groups, children prepare a small sketch with accompanying musical instruments, the aim being to orally rehearse their thoughts and views (Talk for Writing) about the book and its moral meaning.

Lesson 3

In preparation for lesson 3, children will be introduced to specific words (word bank) and writing frames to support the ordering of their ideas.

Activity 1: Independently, children will use available writing prompts to write a short paragraph about the meaning and diverse family structures outlined in the book.

Lesson 4

Activity 1: Independently, children create their own piece of art work by doing a painting of the penguin family including new addition(s). They will learn to use powder paints effectively and to mix colours. Discuss how to use the whole page for an excellent effect.

Support the learning – Differentiation:

Where appropriate, identify students and the methods of support and extension to be used

Task for students who need support:

Word banks

Sentence strips to support language structure

Writing Frames

Task for students who need extension work

Research the different types of family units around the world. They will also independently without the use of writing frames.

Celebrate the Learning - Plenary:

Students demonstrate in some way what they have learned. Recognition of progress. Refer back to Learning Objectives.

Something I want you to know about this lesson is?

How did this lesson go? How successful was it?

Children were very open and accepting of different family units and the love that can be found through similarities and differences. We had a range of ‘family’ books around the room on display for children to use and staff were very open about their family structures.

Resources/Equipment needed:

Tango Makes Three, iPad for research, writing frames, word banks, sentence strips, musical instruments, powder paint, paint brushes, water pots, mixing trays, books on penguins.

Equal Opportunities and SMSC:

Identify relevant aspects of the lesson that give a greater understanding of treating all equally and fairly regardless of Age, Culture, Disability, Gender, Gender Identity, Faith, Marriage, Pregnancy and Sexual Orientation.

Identify areas of Spiritual, Moral, Social and Cultural development

How has the lesson promoted

Equality Act:

● Sexual orientation

● Pregnancy and Maternity

SMSC:

● Feelings and values, enjoy learning about oneself, others

and the surrounding world

● Use imagination and creativity

British Values

British Values? ● Individual Liberty