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- List 3 things you found out/learnt today
- List 3 things your neighbour has learnt today
- Summarise this character/scene/chapter in 5 bullet points
- Summarise topic in 5 sentences – reduce to 5 words – reduce to one
- 60 second challenge – sum up knowledge of text, or write down all
the words you can think of to describe…
- Identify the key points of the lesson from anagrams
- Break the code to identify the 3 main points from today’s lesson
- Write 5 top tips/golden rules for…
- Design your own writing mat to give advice to other students about…
- Create a poster to illustrate the spelling
strategy you have learnt
- Create a mnemonic which reflects the meaning
of a new word or term you have learnt
- Write dictionary definitions for new terms
- The answer is XYZ – now write the
question. N.B. the question must begin
with the words ‘What is…’
- Spot missing words in
cloze summary of learning
- Wordsearch containing key
words or information learnt during lesson – use clues/definitions to help you
- Poetry bingo – teacher
reads/shows quotations. Pupils must spot
technique and mark card
- If the aim of the lesson
was set as a question… Pupils answer questions on whiteboards – with word limit
for sentence to provide extra challenge
- Take one minute to compose
two statements in your head to explain what we have learnt and how we have
- In pairs, answer the
question set at the start on a ‘post it’ note.
Stick on board and review – did class agree?
- Where can you apply this
skill in your HW/other subjects? Give 3 examples
- Choose from 5 statements
on the board. Which 3 best reflect…
- In pairs, sequence the 5
factors/influences/events – justify your choices
- Prediction – what will
happen next? Why do you think this?
- Brainstorm the conventions
of the text type studied. Aim for 5 or
- Use the style – in pairs
or fours, tell a story in the style/genre being taught
– choose from a list of suggestions on OHT
- Show work to peer – work
in pairs to set targets
- Teacher shows extract from
previous pupil’s work – students identify 3 strengths and 3 pieces of advice
- Answer teacher’s questions
without saying yes or no
- Fist of five – pupils
assess effectiveness of an image or technique by holding up the appropriate
number of fingers
- True or false – hold up
card/whiteboard to show whether statement on OHT is true or false
- Write the epitaph for a
character you have been studying
- Write a short blurb for a new book jacket
- Jigsaw feedback – groups work
on different parts of task, then reform to share findings
- Envoying – representatives
travel to other groups to share findings, then report back to ‘base’
- Group ‘show and comment’
on what was learnt – on OHT
- Feedback to whole class by
one or two groups only – according to rota or roll of dice
- Change role – student as
teacher. What questions would you ask
the class and why?
- Groups of 3, numbered
1-3. Put up 3 statements on OHT which
individuals must explain to group
- Set ‘who wants to be a
millionaire’ questions for your neighbour or other groups
- Quick-fire oral quiz to
- Label a diagram or
illustration – one word in each box
- Brainstorm or mind map of
what has been learnt during lesson
- Graphic summary of lesson
– steps, flowchart
- Pictures/cartoons – which
would you put with the day’s learning and why
- Pictionary – draw the word
without speaking or writing
- Tension chart – give score
out of 5 for tension at various points in text.
Plot on graph and review findings
- Simple timeline of events
- Drama activity – freeze
- In role answering – hot
50 ideas for plenaries
- Look at the main
objects/props representing ideas from the lesson and put them in priority
order. Put the reasons for your priority
order on the cards and place in front of the objects.
- From you KWL grid
write the “what I have learned” part on individual cards and distribute to
other pupils in the class. They read
your ideas, compare with their own and explain the similarities and
- Draw a character
cloud with key vocabulary to sum up the main points about the character.
- Design a cloze
exercise for your partner to fill in, leaving gaps to describe the main points
about a character, plot or setting.
- On the blank
envelope write “Guess Who”. On the small
pieces of card inside write key words or objects connected with a main
character. Pass to the next table to
guess the character from your clues.
- Write an
important key quotation from the text on your paper or whiteboard. The class composes a statement to introduce
the key quotation.
- Write an
important key quotation from the text on your paper or whiteboard. The class composes a comment to support the
- On the shades of
meaning cards write a range of weak to strong words to describe a topic or
- In the circles of
paper provided quickly sketch a symbol to represent the key ingredients of the
poem studied today. Be prepared to
answer questions about your symbol design.
- On the coat of
arms shapes provided, sketch in very quickly the key features to represent the
character, place, novel etc. and add quotations to the coat of arms to show why
you have chosen particular images.
- As a group on the
four blank sheets provided name four main themes of the poem or novel and make
up two sentences to link the themes.
- On the green leaf
shapes sum up the content of the poems studied in the lesson. Present to the class and then add the leaves
to the class poet tree.
- Draw a pyramid of
power for the text studied in the class today.
- Write three “Who
wants to be a Millionaire” type questions based on the content of today’s
lesson with four different answer options in each case.
- Make up three
headlines to sum up three different views of the content of today’s lesson.
- Compose three
questions for or against the character making a decision in conscience alley.
- As a group, make
a collective drawing of the setting of the novel studied and define the space
used. Demonstrate this at the front of
- Design a writing
frame to support the writing task set for homework.
- Compose a word
bank to support the homework task set by the teacher.
- Compose some
clever sentence starters to support the homework task set by the teacher.
- Compose a letter
fragment from one character to another in order to encourage the class to
predict what is contained in the “whole letter”.
- Make up five
sounds to represent setting and atmosphere in a novel, poem, play studied. The
remainder of the class to be asked to identify the textual clues used to
provide your ideas.
- Compose a
timeline for the main events of poetry, drama or novel and explain the
references to the main events from the text.
- Make up a
mini-saga of 25 word summing up the best features of stories read in your class.
- Pose a problem at
the end of the lesson about a text for other pupils to solve ready for the next
- Write an acrostic
to sum up the main themes of the text you are studying.
- Mask a picture
used in text from the lesson. Invite
pupils to talk about the rage of different possibilities beneath the masked
- Write three
subheadings for the main areas explored in the lesson today. Be prepared to say how they summarise
different parts of the lesson.
- As a group write
five sentences beginning “what if” in order to change events in a story you
- Write ten hot
tips for writing this particular text type next time.
- Make a list of
questions to evaluate a web-site at the beginning of the next lesson.
- Set the class up
with some interview questions to prepare for your group speech in the next
- As a group
compose some arguments against the main points put forward in the lesson. Place them on the whiteboard to show the
- Make up an
evaluation sheet to assess the strength and weaknesses of a piece of writing.
- Write three
sentences of good advice for attempting the homework.
- List some unusual
items to add to a story and suggest ways of introducing the unusual items.
- As a group make
up some sentences on the card provided in order to answer the homework
set. Put the most relevant sentences
close to the question, less relevant sentences further away and put the
irrelevant points on another table.
- Design a very
quick outline on your whiteboard of a board game for the book you have been
reading with some key places to be shown from the text and some key
complications in the plot to be resolved.
- Present you
writing on OHT to the class, explaining how you composed the text together,
your first ideas and parts of the drafting process.
- Compose five
newspaper headlines to sum up the content of the chapter you have just read.
- Make up five
labels to describe an artefact in different ways, for example a belt could be
an accessory, a fashion accessory, a support or a threat.
- Write down five
reasons for reading the book you have just finished.
- On the post it
notes provided compose individual sentences to make a paragraph, discuss and
re-arrange the order to fit the writing purpose. Explain your choices/discussion to the
remainder of the class.
- Annotate the
passage on OHT to show how a national curriculum level 5 could be awarded to
this piece of writing.
- Make up a new set
of questions to accompany the English word mat.
- Provide eight
paragraph headings for your storyboard plan and invite the class to discuss the
content of each one.
- Compose three
powerful sentences for opening a story.
- Compose three
powerful sentences for closing a story.
- Using your story
prop box make a flow diagram/plan for your narrative writing.
- Share with the
class your strategy check prompt sheet from your guided reading session.