kingdom of benin study
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The lesson plans below can be adapted for use with any year group. The activities support the English National Curriculum with good cross-curricular links.
AIM: To link students’ Reading, Speaking & listening and Writing activities in order to develop their reading and writing skills.
Ground rules for sustaining talk and interactions
Group Speaking and listening rules
Speaker Rules
Listener Rulers
Detailed lesson plans
Please adapt the lesson plans above to suit your class needs. There are more activities below.
The activities are planned for two sessions, they could however, take longer. Give each activity as much time as the class needs.
Cross curricular literacy planning
Year group: Key Stage 2 (ages 7 – 10)
AIM: To link students’ Reading, Speaking & listening and Writing activities in order to develop their reading and writing skills.
Week: 1
Session: 1
Use and reflect on some ground rules for sustaining talk and interactions.
Assessment focus
Spoken language
Writing composition
Resources
Language structures kit
Group speaking and interaction rules frame
Language structures/ vocabulary
Verb tenses
Past simple: I went, saw
Past perfect continuous: I had waited so long
Time connectives
First,
After that,
Next,
later
finally,
during
Activity / Genre
News telling
Teaching steps
Partner news conference
1) Discuss the Group speaking and interaction rules frame above and the importance of observing the rules of Speaking & Listening during group discussion.
As an ice breaker, focus this first activity on the students’ individual stories.
2) Discuss news telling frame with students and look at language to use for this. (What happened, where, when, why and who was involved).
3) Divide the students into groups of three.
4) Ask students work in pairs to prepare their news on:
A memorable event / experience during the summer holidays
5) Ask groups to volunteer to present their news activity to the rest of the class.
Week: 1
Session:2
Assessment focus
Reading comprehension
Writing composition
Resources
Language structures kit
Questions frame – Talk to the hand: Who, what, where, when, why?
Language structures/ vocabulary
Mind mapping
Foot note
1, 2, 6 steps
Activity / Genre
Writing workshop – raising questions
Teaching steps
Write Kingdom of Benin on the board and ask students to:
Step 1: What we already know:
As initial assessment write down all they know about Kingdom of Benin.
Students should combine their initial knowledge points with others in their group, crossing out any overlaps; extending this to class level.
Make a list of the points on a class chart of ‘What we already know about Kingdom of Benin’
Display this chart in the classroom.
Ongoing assessment: As the unit study progresses, students can complete this activity regularly, adding their new knowledge to the class chart in different colour each time. This will show evidence of progress overtime.
Students could also record this in their exercise books on a double spread page.
Step 2: What we want to know
Taking it further, brain storm possible questions we could ask about the Kingdom of Benin
Write 1, 2, 6 on the board and explain to the students that for this session, they will be working in 1, 2, 6 groups.
1 - means work by yourself to jot down your questions. Choose 2 to share with your partner.
2 - means, share your points with your partner. With your partner select 2 to share with your table.
6 - means share your pair points with the whole table group. From all 6 questions, select two to feed into class questions stem.
Teacher to model talk to the hand question frame to the class, using the questions stem below:
Who, what, where, when, how, why, which, what if
E.g. What did the people of Kingdom of Benin eat?
What if there were no records of the Kingdom of Benin's achievements?
Students work as 1, 2, and 6 groups to raise their questions for the class KWL chart
What I know. What I would like to know? What I have learnt from this topic.
Produce a class chart on ‘What we want to know’ and display this in class, ticking off questions as they are answered from class research and other study work.
Each week, as a class, select questions from your Kingdom of Benin class questions stem to learn about.
Week 2 and onwards:
Use the teaching sequence on this page link: Downloads
Add any new questions that arise for the students.
Download a six week lesson plan here: coming soon
This unit of work supports the English National Curriculum.
DFE downloads- please select below
Key Stages 1 and 2 programme of Study
English glossary
English appendix 1: spelling
English Appendix 2: vocabulary, grammar and punctuation
KS2 Interim Teacher Assessment framework
End of unit and summative assessment: At the end of the unit study, students can complete an on-line quiz on Kingdom of Kingdom for a summative assessment. Quiz link 1
Quiz link 2
Quiz link 3
This is an exciting topic to teach and learn about. You will find additional teaching ideas in my books below:
Primary History Kingdom of Benin: http://www.amazon.co.uk/Primary-History-Kingdom-Benin-Complete/dp/149225813X/ref=sr_1_6?s=books&ie=UTF8&qid=1386162155&sr=1-6
This book is also available in full colour print:
http://www.amazon.co.uk/Primary-History-Kingdom-Benin-complete/dp/149227707X/ref=sr_1_19?s=books&ie=UTF8&qid=1386405859&sr=1-19
Key Stage 2 SATs English Practice Exercises: Diary of an Edo Princess Activity Pack:http://www.amazon.co.uk/Stage-SATs-English-Practise-Exercises/dp/1494252325/ref=sr_1_18?s=books&ie=UTF8&qid=1385295543&sr=1-18
This book is a companion to the Diary of an Edo Princess listed below.
Historical fiction books which can be used for Guided Reading or Whole Class reading.
Ehi Edo Warrior Chief and Uki at Ukpe Festival:
http://www.amazon.co.uk/Kingdom-Benin-Short-Stories-Ehi/dp/1493730282/ref=sr_1_5?s=books&ie=UTF8&qid=1386162155&sr=1-5
Diary of an Edo Princess:
http://www.amazon.co.uk/Diary-Edo-Princess-Kingdom-Stories/dp/1493729330/ref=sr_1_4?s=books&ie=UTF8&qid=1386162155&sr=1-4
AIM: To link students’ Reading, Speaking & listening and Writing activities in order to develop their reading and writing skills.
Ground rules for sustaining talk and interactions
Group Speaking and listening rules
Speaker Rules
- Prepare your points and what you want to say beforehand.
- Make your points succinctly; cut out any unnecessary details.
- Ensure that everyone is ready to listen to you. They should be looking at you and not talking or fidgeting.
- Tell them your ground rules that they must listen whilst you are talking and to put up their hands if they have any question.
- Make sure that everyone can hear you, speak clearly and audibly.
- Take care of your audience needs; do not speak too fast or too slow.
- Continually scan your audience with your eyes as you speak, to maintain their attention.
- Set time aside to take questions your audience may have.
- Give others a turn.
- Thank your audience for listening well.
Listener Rulers
- Give the speaker all your attention.
- Sit quietly and look at the speaker.
- Remember the rule do not talk over or under people. It is not the time to be chatting to others or calling out.
- Really listen to what is being said so you understand the points being made.
- Jot down any questions or points you would like to feedback.
Detailed lesson plans
Please adapt the lesson plans above to suit your class needs. There are more activities below.
The activities are planned for two sessions, they could however, take longer. Give each activity as much time as the class needs.
Cross curricular literacy planning
Year group: Key Stage 2 (ages 7 – 10)
AIM: To link students’ Reading, Speaking & listening and Writing activities in order to develop their reading and writing skills.
Week: 1
Session: 1
Use and reflect on some ground rules for sustaining talk and interactions.
Assessment focus
Spoken language
- listen and respond appropriately to adults and their peers
- articulate and justify answers, arguments and opinions
- use spoken language to develop understanding through speculating, hypothesising,
Writing composition
- note initial ideas
Resources
Language structures kit
Group speaking and interaction rules frame
Language structures/ vocabulary
Verb tenses
Past simple: I went, saw
Past perfect continuous: I had waited so long
Time connectives
First,
After that,
Next,
later
finally,
during
Activity / Genre
News telling
Teaching steps
Partner news conference
1) Discuss the Group speaking and interaction rules frame above and the importance of observing the rules of Speaking & Listening during group discussion.
As an ice breaker, focus this first activity on the students’ individual stories.
2) Discuss news telling frame with students and look at language to use for this. (What happened, where, when, why and who was involved).
3) Divide the students into groups of three.
- Two students work as a pair and take turns to tell their news and ask questions of each other.
- The third student observes their performance and feedback on what was really good about the interaction and one point that could be improved for both speakers.
4) Ask students work in pairs to prepare their news on:
A memorable event / experience during the summer holidays
- Orientation – when, who, what, where, why?
- Events
- Problems
- Solution
- Feelings
5) Ask groups to volunteer to present their news activity to the rest of the class.
- Other students to observe the presentation and feedback to the group on their performance e.g. on clarity of news out of 10
- Teacher and students suggest improvements to news telling on what was really good (WWW) and what could be better (EBI).
Week: 1
Session:2
Assessment focus
Reading comprehension
- retrieve, record and present information from non-fiction
- provide reasoned justifications for their views.
Writing composition
- noting and developing initial ideas, drawing on reading and research where necessary
Resources
Language structures kit
Questions frame – Talk to the hand: Who, what, where, when, why?
Language structures/ vocabulary
Mind mapping
Foot note
1, 2, 6 steps
Activity / Genre
Writing workshop – raising questions
Teaching steps
Write Kingdom of Benin on the board and ask students to:
Step 1: What we already know:
As initial assessment write down all they know about Kingdom of Benin.
Students should combine their initial knowledge points with others in their group, crossing out any overlaps; extending this to class level.
Make a list of the points on a class chart of ‘What we already know about Kingdom of Benin’
Display this chart in the classroom.
Ongoing assessment: As the unit study progresses, students can complete this activity regularly, adding their new knowledge to the class chart in different colour each time. This will show evidence of progress overtime.
Students could also record this in their exercise books on a double spread page.
Step 2: What we want to know
Taking it further, brain storm possible questions we could ask about the Kingdom of Benin
Write 1, 2, 6 on the board and explain to the students that for this session, they will be working in 1, 2, 6 groups.
1 - means work by yourself to jot down your questions. Choose 2 to share with your partner.
2 - means, share your points with your partner. With your partner select 2 to share with your table.
6 - means share your pair points with the whole table group. From all 6 questions, select two to feed into class questions stem.
Teacher to model talk to the hand question frame to the class, using the questions stem below:
Who, what, where, when, how, why, which, what if
E.g. What did the people of Kingdom of Benin eat?
What if there were no records of the Kingdom of Benin's achievements?
Students work as 1, 2, and 6 groups to raise their questions for the class KWL chart
What I know. What I would like to know? What I have learnt from this topic.
Produce a class chart on ‘What we want to know’ and display this in class, ticking off questions as they are answered from class research and other study work.
Each week, as a class, select questions from your Kingdom of Benin class questions stem to learn about.
Week 2 and onwards:
Use the teaching sequence on this page link: Downloads
Add any new questions that arise for the students.
Download a six week lesson plan here: coming soon
This unit of work supports the English National Curriculum.
DFE downloads- please select below
Key Stages 1 and 2 programme of Study
English glossary
English appendix 1: spelling
English Appendix 2: vocabulary, grammar and punctuation
KS2 Interim Teacher Assessment framework
End of unit and summative assessment: At the end of the unit study, students can complete an on-line quiz on Kingdom of Kingdom for a summative assessment. Quiz link 1
Quiz link 2
Quiz link 3
This is an exciting topic to teach and learn about. You will find additional teaching ideas in my books below:
Primary History Kingdom of Benin: http://www.amazon.co.uk/Primary-History-Kingdom-Benin-Complete/dp/149225813X/ref=sr_1_6?s=books&ie=UTF8&qid=1386162155&sr=1-6
This book is also available in full colour print:
http://www.amazon.co.uk/Primary-History-Kingdom-Benin-complete/dp/149227707X/ref=sr_1_19?s=books&ie=UTF8&qid=1386405859&sr=1-19
Key Stage 2 SATs English Practice Exercises: Diary of an Edo Princess Activity Pack:http://www.amazon.co.uk/Stage-SATs-English-Practise-Exercises/dp/1494252325/ref=sr_1_18?s=books&ie=UTF8&qid=1385295543&sr=1-18
This book is a companion to the Diary of an Edo Princess listed below.
Historical fiction books which can be used for Guided Reading or Whole Class reading.
Ehi Edo Warrior Chief and Uki at Ukpe Festival:
http://www.amazon.co.uk/Kingdom-Benin-Short-Stories-Ehi/dp/1493730282/ref=sr_1_5?s=books&ie=UTF8&qid=1386162155&sr=1-5
Diary of an Edo Princess:
http://www.amazon.co.uk/Diary-Edo-Princess-Kingdom-Stories/dp/1493729330/ref=sr_1_4?s=books&ie=UTF8&qid=1386162155&sr=1-4