Template Daily Lesson Plan Template - Muinteoir Web viewThe teacher will introduce the children to...
Transcript of Template Daily Lesson Plan Template - Muinteoir Web viewThe teacher will introduce the children to...
Valerie [email protected]
Communication and the Media Thematic Unit by Valerie King
Class Level: 4th, 5th and 6th Class
Lessons: 25 in total. maths (symmetry and 2d/3d shapes, Irish (bia) English (varied) science, religion,
drama, art, history.
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Date:
Subject: Maths
Time: 10:15-10:50
Class: 4th, 5th, 6th
Duration of Lesson: 35 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Shape and Space
Strand Unit:
Differentiated Learning Objectives:
1. That all children will be enabled to identify and recognise lines of symmetry in 2D shapes
2. That most children will be enabled to recognise and identify lines of symmetry in letters of the alphabet
3. That some children will be enabled to… categorise shapes by their lines of symmetry
Assessment:
Teacher Designed Task:
The children will complete a TDT based on lines of symmetry. The teacher will record her findings via a
checklist.
Teacher Questioning
Lower Order Questions:
What does the word symmetrical mean?
What shapes did we decide were symmetrical?
Higher Order Questions:
Are all shapes/objects symmetrical? Why?
Do some shapes/objects have more than one line of symmetry?
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Language / Literacy Development:
Vocabulary:
Square, rectangle, triangle, equilateral triangle, isosceles triangle, scalene triangle,
right-angled triangle, quadrilateral, circle, semicircle, oval, polygon, trapezium,
pentagon, hexagon, octagon, parallelogram, rhombus, regular, irregular, congruent,
diagonal, tessellate, tangram, symmetry
Oral Language:
The children will develop oral language as they discuss the lines of symmetry in a whole class discussion.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience .
Skills Through Content : observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will introduce the children to maths games from the Planet Maths website which they will play as
a whole class on the IWB. The teacher will use these games to introduce the topic of symmetry.
Development:
The teacher will remind the children about folding the shapes yesterday and ask them about how many lines of
symmetry each shape had that we folded. The teacher will hand out the worksheet with the different shapes
and categories written on it and children will work in pairs to match the shape to the correct category. The
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children will then complete the quiz about everyday objects and their lines of symmetry.
The teacher will write the letter A on the board and ask the children to point out its lines of symmetry. The
teacher will hand out the Alphabet worksheet and children will work together in pairs to identify the lines of
symmetry. The children will then come to the interactive whiteboard and identify the lines of symmetry on the
letters.
Conclusion:
The teacher will ask the children what symmetrical means and discuss the shapes and letters covered with the
children during today’s lesson.
The teacher will reinforce the learning which took place through a quick questioning quiz.
Resources:
Planet Maths website- digital resources.
IWB
Large letters of the Alphabet worksheet
Shape worksheet and category worksheet
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
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Action Plan:
Dáta:
Ábhar: Gaeilge
Am: 11:15- 12:00
Rang: 4th, 5th, 6th
Fad an Cheachta: 40__nóiméad
Téama: ______Bia_________ Fo-théama: Bialann_____________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia ilchineálach a aithint agus a ainmniú.
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá beirte simplí a dheanamh ag bunaithe ar an
am dinnéar.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal a leamh, ceisteanna a freagairt agus an tascanna
éisteacht a dheanamh ag bunaithe ag an scéal as Sin É.
Feidhmeanna Teanga agus Eiseamláirí:
Ceard ba mhaith leat le haghaidh..? Ba mhaith liom..
Ar mhaith leat? Ba mhaith liom/ Níor mhaith liom.
An mhaith leat? Is maith liom/ Ní maith liom
Itheann mé
Itheann sé/sí/sibh..
Is fuath liom
Is brea liom
Is Cuma liom
Foclóir:
Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas,
ocras, sícín rósta, anraith, scealloga.
Comhrá:
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na páistí ag caint faoin am dinnéar. Cád a itheann tú le haghaidh dinnéar? Aréir/ Amarach?
Litearthacht:
Scríobh na páistí na briathra I na gcoipleabhar.
Measúnú:
An múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Rinnemar an comhrá bheirte an inné. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.
Sa ceachtanna seo, déanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht
Éisteacht agus an cluiche ‘Deir an Múinteoir’. Rinne muid an scéal as Sin É 4&6 inné agus d’fhreagair na
páistí na ceisteanna. Bhí muid ag sugradh ‘Chuaigh mé go dtí an siopa agus cheannaigh mé…’
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Dheanfaidh muid an comhrá ginearálta ar dtús.
Cén sort lá ata ann?
An raibh tú sa scoil inné?
Cén lá ata ann?
Cén lá a bhí ann inné?
Cád a d’ith tú le haghaidh an bricfeasta?
Cád ata í do bhosca lón?
Cád a d’ith túle haghaidh do dhinnéar aréir?
Cád a iosfaidh tú le haghaidh do dhinnéar anocht?
Luaschártaí:
Úsaidfidh mé na luaschártaí ag baint leis an scéal as Sin É.
(2) An tréimhse cumarsáide:
Comhrá bheirte:
Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Am Dinnéar’. Beidh páiste agus tuismitheoirí ann.
Caithfidh siad a rá cuig abáirtí.
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Déanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.
Ansin,
Beidh ráng a 4&5 ag obair neamhspleách ar an scéal as Sin É. Freagfaidh siad na ceisteanna agus nuair a
bheidh siad réidh, déanfaidh siad an nuacht .
Beidh mé ag obair leis rang 6. Beidh muid ag caint faoin na pictiúiri ar dtús.
Leighfidh mé na abairtí agus beidh na phaistí ag athrá gach abairtí.
Cuirfidh mé ceist do na phaistí.
Freagfaidh muid na ceisteanna lena cheile.
Deanfaidh muid na briathra ‘ith’ agus ‘ól’ san aimsir caite.
(3) An tréimhse iarchumarsáide:
Leifidh na páistí an dán le cheile agus beidh muid ag sugradh an cluiche ‘Cluiche Kim’ agus Feicim le mo
shúile bhéaga.
Conclúid:
Úsaidfidh mé na luascharatí uair amháin eile.
Áiseanna:
Luaschártaí
Sin É
Cheol tú
Coip den dán.
An IWB.
Comhtháthú:
Cuntas an Mheasúnaithe:
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Plean Gnímh:
Date:
Subject: English
Time: 12:12:30
Class: 4th, 5th, 6th
Duration of Lesson: 20 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Reading, Writing, Oral Language
Strand Unit:
Differentiated Learning Objectives:
That all children will be enabled to view a number of different brochures
2. That most children will be enabled to create an effective brochure using the techniques we
discussed.
3. That some children will be enabled to discuss and comment on the style and techniques used
in brochures
Assessment:
Teacher observation - The teacher will observe the children’s ability to work together in a
group.
Teacher designed task – the children will have to design their own brochure.
Teacher Questioning
Introduction:
To introduce the lesson the teacher will ask the children what they think the word brochure
means. The teacher will allow the children a few moments to confer with their partner. The
teacher will write the word on the whiteboard and then the class will brainstorm their ideas that
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they discussed. The teacher will then note these opinions on the board. The teacher will then
ask the class where would they find a brochure and to comment on the content of a brochure.
The children should reply that a brochure has lots of information, a description of what is being
advertising, a picture and persuasive words that would entice people.
Key Questions:
Lower Order Questions:
What does the word brochure mean?
Where would you find brochures?
What type of things do brochures advertise?
Have you ever seen a brochure?
Higher Order Questions:
How can you describe a brochure?
Can you think of any words similar to brochure?
Can you comment on the style of writing of a brochure
Language / Literacy Development:
Brochure, leaflet, newspaper, communication, advertise, advertisement
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
To introduce the lesson the teacher will ask the children what they think the word brochure
means. The teacher will allow the children a few moments to confer with their partner. The
teacher will write the word on the whiteboard and then the class will brainstorm their ideas that
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they discussed. The teacher will then note these opinions on the board. The teacher will then
ask the class where would they find a brochure and to comment on the content of a brochure.
The children should reply that a brochure has lots of information, a description of what is being
advertising, a picture and persuasive words that would entice people
Development:
The teacher will then break the class up into four groups of three. Each group will be given a
brochure to discuss. The teacher will then instruct the children to concentrate on four areas of
each brochure
1 – The product or place being advertised.
2 – The picture shown
3 - The style of language used
4 – How effective is the brochure?
The teacher will give the children 5 minutes to complete their discussion. The teacher will then
allow the groups to come to the top of the class to present and discuss their brochure to the rest
of the class. The other children will then be given the opportunity to ask the group an
Conclusion:
The
children will be given an A4 piece of paper to create their brochure on. The teacher will
instruct the class to follow the style used in the sample brochures which they have viewed.
They will have to have a picture of the restaurant, contact details, persuasive language and
details of any special offers. The teacher will allow 10 minutes for the children to complete
their brochures. When the children are finished a select number will come to the top of the
class to discuss it
Resources:
Whiteboard to write up the children’s opinions on the word brochure, sample brochures, A 4
sheets of paper for the children.
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Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date: 11-10-13
Subject: Art
Time: 1:45-2:45
Class: 4th, 5th, 6th
Duration of Lesson: 1 hour
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Fabric and Fibre
Strand Unit: Creating in Fabric and Fibre
Differentiated Learning Objectives: 1. That all children will be enabled to create a wall hanging from hessian material.
2. That most children will be enabled to communicate their personality through the wall hanging.
3. That some children will be enabled to connect the theme of communication to the communication
of their personalities through artistic
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Assessment: Learning Log:
The children will record how they felt about the lesson in their learning logs.
Teacher Questioning Lower Order questions:
What are your pastimes?
Can you show these through art?
1. Can you work in pairs?
2. Any ideas on how we can use these pieces of fabric?
3. What colours will we use?
Higher Order Questions:
Can you communicate your personality through creating a piece of art?
What colours are you using?
What is in you scene?
Why are you using that material?
What is the main fabric in your scene?
Why are you using those colours?
Language / Literacy Development:Vocabulary:Hessian, threading, weaving, line, texture, colour, format, shape, space.
Oral Language:Each child will present their art work to the rest of the class when they finish. This will develop oral
language and public speaking skills.
Literacy:The children will develop literacy skills as they write a short note beside their pieces of art explaining
what it represents.
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Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share. Collaborative/Co-operative Learning : group work. Active Learning: hands on experience. Skills through Content : observing, predicting, investigating and experimenting, estimating
and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience . Problem Solving: apply logic and rationality to given situations
Introduction:The teacher will introduce this lesson by explaining to the class that we are going to make a collage today
using different pieces of fabric and fibre. The teacher will hand out the hessian material and needles to each
child. The children can gather the required fabric and fibre from the art table.
Development:The teacher will remind the children of the learning which has taken place throughout the week. The
teacher will remind the children that we have learned about communicating and the media. The
teacher will explain that the children are going to express themselves and their personality through
using hessian.
The teacher will show the children completed pieces of art work which were made using hessian as
a stimulus.
The class will have a discussion as to what they will include on their wall hanging- how will you
express yourself? Will you include your name/ hobbies?
The teacher will divide the children into their groups. The materials collector from each group will
gather the necessary materials.
The children will then set to work creating their wall hangings.
The teacher will circulate the room discussing each child’s art work, for e.g. asking why they chose a
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certain material/colour and so on.
Conclusion:When the children have finished their art they will tidy up and collect all the resources and materials.
Each group will have a job to do- e.g. collect the scissors/ sellotape.
When all this is done, the class will gather in a circle to describe their art work to each other. Each
child must think of one question to ask the child presenting their work.
The child presenting the work must explain what each part of the work stands for and why they
chose the fabrics, colours and types of materials chosen.
Resources:
Hessian fabric
Needles
Wool
Buttons
Scissors
Thread
Fabric
Integration:7-10-13- English- introduction to newspaper writing.
8-10-13- History- the history of the Marconi station.
9-10-13- Drama- hot seating/ improvisation- Marconi.
9-10-13- English- biased and balanced newspaper articles
10-10-13-English- debate about communications today V’s communications of long ago.
11-10-13- English- brochure writing and interpreting.
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Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: Science
Time: 1:45-2:15
Class: 4th, 5th, 6th
Duration of Lesson: 30 minutes
Number of Pupils: 15
Theme: Communications and The Media
Strand: Materials
Strand Unit: Materials and Change
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Differentiated Learning Objectives:
1. That all children will be enabled to participate in an experiment to make butter.
2. That most children will be enabled to observe and record the changes that take place in materials when
physical force is applied (how cream can be changed to butter through shaking).
3. That some children will be enabled to explain the process of making butter, specifically why the cream
separates to make butter and buttermilk.
Assessment:
Teacher observation of the children’s participation in the group task and ability to recognise and record results
achieved at regular intervals.
Language / Literacy Development:
The children will become familiar with new vocabulary related to food and science. They will learn to
understand and use the words process, record, observe, buttermilk, product and protein.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will pose the question “What food products come from milk?” She will elicit the different
foods such as yoghurt, cheese, ice-cream, butter and any knowledge the pupils have regarding the
processes undertaken when making them.
Development:
The teacher will inform the class that they are going to make butter. She will briefly question if
anybody has any ideas of how they may go about it and will show two pictures of old fashioned churns.
Teacher will explain that cream can be physically changed through shaking to create butter.
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The teacher will divide the class into 4 groups.
The teacher will hand each child a sheet with the process and a number of related questions for them to
complete after.
Each group will be given a small jar. One child will hold the jar while another pours in some cream.
The jar will be closed tightly and the teacher will demonstrate the slow, deliberate movements required
when shaking the cream.
The teacher will draw the pupil’s attention to the clock and advise that one member should be watching
because at three minute intervals they should stop and take note of any changes occurring before
passing the jar to the next group member.
The teacher will move around to each group explaining the processes that the cream is going through.
(The shaking is causing fat and protein globules to hit off of each other and stick together, thus
thickening the cream and changing it to butter. The remainder is buttermilk.
Conclusion:
The teacher will engage the children in a brief discussion on their observations and opinions of the
butter making process.
Time permitting the children will be given a cream cracker should they wish to taste the butter..
Teacher Questioning (throughout the lesson):
Higher order questions
-Is butter good for you? Why?
-What is butter made from?
-How do you think we could make butter?
-What changes do you see happening to the cream?
-What could we add to the butter to make it taste nice?
Resources:
-5 small jars
-2 large tubs of double cream
-Handout with process and observation questions
-Pictures of churns
-Cream Crackers
-A knife and spoon
-A sieve to drain off buttermilk
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-Water
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: Maths
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Communications and the Media
Strand: Shape and Space
Strand Unit:
Differentiated Learning Objectives:
All children will be enabled to understand the term symmetry
2. Most children will be enabled to identify lines of symmetry in 2D shapes
3. Some children will be enabled to recognise and identify lines of symmetry in letters of the
alphabet
Assessment:
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Teacher Questioning
Lower Order questions
Higher Order Questions:
What does the word symmetrical mean?
What shapes did we decide were symmetrical
Are all shapes/objects symmetrical? Why?
Do some shapes/objects have more than one line of symmetry?
Language / Literacy Development:
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will show the children the short film about lines of symmetry on the whiteboard and the class will
discuss it afterwards.
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Development:
The teacher will hand the children the cut out squares and tell the children if we fold the square in half, we can
see that it is symmetrical – it is the same on both sides. The teacher will then ask the children if they can
identify another line of symmetry on the square – fold you paper to show another line of symmetry making
sure that both sides are equal. How many more lines of symmetry can you find on the square. The teacher will
then hand out the circle and ask the children to find any lines of symmetry on the circle. Does the circle have
more than one line of symmetry. Why does the circle have so many lines of symmetry? The teacher will do the
same with the rest of the shapes.
B
The teacher will write the letter A on the board and ask the children to point out its lines of symmetry. The
teacher will hand out the Alphabet worksheet and children will work together in pairs to identify the lines of
symmetry.
Conclusion:
The teacher will ask the children what the word symmetrical means and discuss the shapes and letters with the
children.
Resources:
Video clip about symmetry
Shapes for children to work with
Letters of the Alphabet worksheet
Integration:
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Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Dáta:
Ábhar: Gaeilge
Am: 1:05- 1:40
Rang: 4th, 5th, 6th
Fad an Cheachta: 40__nóiméad
Téama: ______Bia_________ Fo-théama: Bialann_____________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia ilchineálach a aithint agus a ainmniú.
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá beirte simplí a dheanamh ag bunaithe ar an
am lón.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal a leamh, ceisteanna a freagairt agus an tascanna
éisteacht a dheanamh ag bunaithe ag an scéal as Sin É.
Feidhmeanna Teanga agus Eiseamláirí:
Ceard ba mhaith leat le haghaidh..? Ba mhaith liom..
Ar mhaith leat? Ba mhaith liom/ Níor mhaith liom.
An mhaith leat? Is maith liom/ Ní maith liom
Brostaigh, tá tú deanach!
Bionn tuirse orm
Itheann mé
Itheann sé/sí/sibh..
Foclóir:
Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas, Page 21 of 65
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ocras.
Comhrá:
na páistí ag caint faoinam lón. Cád a itheann tú le haghaidh lón?
Litearthacht:
Scríobh na páistí na briathra I na gcoipleabhar.
Measúnú:
An múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Rinnemar an comhrá bheirte an inné. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.
Sa ceachtanna seo, déanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht
Éisteacht agus an cluiche ‘Deir an Múinteoir’. Rinne muid an scéal as Sin É 4&6 inné agus d’fhreagair na
páistí na ceisteanna. Bhí muid ag sugradh ‘Chuaigh mé go dtí an siopa agus cheannaigh mé…’
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Dheanfaidh muid an comhrá ginearálta ar dtús.
Cén sort lá ata ann?
An raibh tú sa scoil inné?
Cén lá ata ann?
Cén lá a bhí ann inné?
Cád a d’ith tú le haghaidh an bricfeasta?
Cád ata í do bhosca lón?
Cád a dhéarna tú sa mhaidin?
Cén t-ám a d’éirigh tú?
Luaschártaí:
Úsaidfidh mé na luaschártaí ag baint leis an scéal as Sin É.
(2) An tréimhse cumarsáide:
Comhrá bheirte:
Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Am lón’. Beidh páiste agus tuismitheoirí ann.
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Caithfidh siad a rá cuig abáirtí.
Déanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.
Ansin,
Beidh ráng a sé ag obair neamhspleách ar an scéal as Sin É. Freagfaidh siad na ceisteanna agus nuair a bheidh
siad réidh, déanfaidh siad an nuacht .
Beidh mé ag obair leis rang 4&5. Beidh muid ag caint faoin na pictiúiri ar dtús.
Leighfidh mé na abairtí agus beidh na phaistí ag athrá gach abairtí.
Cuirfidh mé ceist do na phaistí.
Freagfaidh muid na ceisteanna lena cheile.
(3) An tréimhse iarchumarsáide:
Leifidh na páistí an dán le cheile agus beidh muid ag sugradh an cluiche ‘Cluiche Kim’ agus Feicim le mo
shúile bhéaga.
Conclúid:
Úsaidfidh mé na luascharatí uair amháin eile.
Áiseanna:
Luaschártaí
Sin É
Cheol tú
Coip den dán.
An IWB.
Comhtháthú:
Cuntas an Mheasúnaithe:
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Plean Gnímh:
Date:
Subject: English
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Media and Communication
Strand: reading, writing, oral language
Strand Unit: developing competencies through oral language
Differentiated Learning Objectives:
That all children will be enabled to take part in the debate
2. That most children will be enabled to give a reason for their decision to support/oppose the
motion
3. That some children will be enabled to give very persuasive responses in their replies
4. That the 6th class children will be enabled to give 5 reasons for supporting/ opposing their motion,
Assessment:
Teacher observation – the teacher will observe the children working in groups to discuss their
motions
Teacher Questioning
Lower Order questions
What is a debate?
What does the word “motion” mean?
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Where have you seen a debate before?
Do you agree or disagree with this motion?
Higher Order Questions
Why do you disagree with this motion?
Why do you agree with this motion?
Why are you not sure about this motion?
Language / Literacy Development:
Debate, for, against, motion, reason, chair person, speaker, disagree, agaree.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
To introduce the lesson the teacher will ask the children a simple question – do you think computers are
important?
The children will then be given a few moments to make a decision – those that agree
with the motion will stand at the side of the room with the “Agree” sign stuck on the
wall – those that disagree will stand at the “Disagree” side and those that are not sure
will go to the “Not sure” sign.
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•
The teacher will then question the children why they went to a certain side of the room
Development:
The teacher will then present a motion to the class – The 2012 Olympics have been
switched from London. Dublin and Paris were the two back up cities, however after a
vote it has been decided that Paris will now host the 2012 Olympic Games.
· The teacher will break the class into groups of two – the teacher will then assign
“Agree” or “Disagree” to each group.
· The groups will then be given the opportunity to come up with reasons in support of
their decision – if the teacher agrees with a suggestion the teacher will then take a step
towards the agree or disagree posters.
· Whatever sign the teacher is closer to at the end of the debate then those that supported/
against the motion will be deemed the winners.
Conclusion:
The teacher will then break the class into groups of 3.
· Each group will be given a motion – the children will have to work together as a group
and write 3 reasons to support or disagree with the motion
· The teacher will get the groups to call out their motion and to call out their reasons in
support or in opposition of that motion.
· The teacher will then recap on the main points of the lesson with the class.
Resources:
Signs with “Agree”, “Disagree”, “Don’t know”, Interactive whiteboard to project the motion
for the children to read, motions for each group.
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Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date: 10-10-13
Subject: English
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 11:15-12:00
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Reading, Writing, Oral Language
Strand Unit: competence and confidence in using language, receptiveness to language.
Differentiated Learning Objectives:
That all children will be enabled to view biased articles and discuss them.
2. That most children will be enabled to examine the newspaper ‘The Irish Independent’ using the techniques
we discussed.
3. That some children will be enabled to discuss and comment on the style and techniques used
in the newspaper.
Assessment:
Teacher observation - The teacher will observe the children’s ability to work together in a
group.
Teacher designed task – the children will have to design their own newspaper cover.
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Teacher Questioning
Introduction:
To introduce the lesson the teacher will ask the children to describe the word bias.
The teacher will allow the children a few moments to confer with their partner. The
teacher will write the word on the whiteboard and then the class will brainstorm their ideas that
they discussed. The teacher will then note these opinions on the board. The teacher will then
ask the class to give examples of a biased piece of writing.
Key Questions:
Lower Order Questions:
What does the word bias mean?
Can you find the following in the newspaper?
Which of these two articles is biased?
Higher Order Questions:
How can you describe a biased article?
Can you think of any words similar to bias?
Language / Literacy Development:
Vocabulary:
bias, balanced, broadsheet, tabloid, fair, unfair, criticism, critique, examine.
Oral Language:
The children will explain to the rest of the class what they think bias means after a think, pair, share session.
Literacy:
The children will write their own samples of biased writing.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience.
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Skills Through Content : observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
To introduce the lesson the teacher will ask the children what they think the word bias
means. The teacher will allow the children a few moments to confer with their partner. The
teacher will write the word on the whiteboard and then the class will brainstorm their ideas that
they discussed. The teacher will then note these opinions on the board. The teacher will then
ask the class where would find bias and how you can tell bias exists.
Development:
The teacher will then break the class up into four groups of three. Each group will be given a
topic to discuss. The teacher will then instruct the children to concentrate on the articles and to pick out the
biased sentences.
The teacher will give the children 5 minutes to complete their discussion. The children will then pick a topic to
write their biased article on. 5th and 6th class will write a biased article. 4th class will complete a factual report.
Conclusion:
The children will read their articles aloud and they will identify the bias in each of the articles being read.
The children will work on the class newspaper, time allowing.
Resources:
Whiteboard to write up the children’s opinions on the word bias, A 4
sheets of paper for the children.
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Integration:
7-10-13- English- introduction to newspaper writing.
8-10-13- History- the history of the Marconi station.
9-10-13- Drama- hot seating/ improvisation- Marconi.
10-10-13-English- debate about communications today V’s communications of long ago.
11-10-13- Art- communicating self expression through art
11-10-13- English- brochure writing and interpreting.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date: Subject: Maths
Time: 12:00-12:30
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Communications and the Media
Strand: Shape and Space
Strand Unit: 3d shapes
Differentiated Learning Objectives:
All children will be enabled to identify 3D shapes including cube, cuboid, cylinder, cone, sphere,
triangular prism, pyramid and identify 3D shapes in the classroom.
2. Most children will be enabled to describe and classify the properties of 3D shapes numbers
and shape of faces and construct 3D shapes using nets
3. Some children will be enabled to construct more complex shapes from their nets ( cones,
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pyramids)
Assessment:
Teacher Questioning:
The teacher will question the children on 2d and 3d shapes. The teacher will assess their prior knowledge of 3d
shapes at through questioning at the beginning of the class.
The teacher will ask various higher and lower order questioning and she will use this questioning to inform her
assessment of the lesson.
Teacher Questioning
Lower Order questions:
Can you describe a cube/ cuboid/ cylinder?
What is a vertices?
How many vertices does a ------- have?
Higher Order Questions
Can you name the properties of a -----?
How many 3d shapes can you see in the classroom/ environment?
Language / Literacy Development:
Vocabulary: 3d shapes, vertices, nets, angles, corners, regular, irregular, pyramids, prism.
Oral Language:
Each child describes orally the properties of their shape.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience.
Skills through Content : observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
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Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will check that the children can remember the names of the shapes that were presented in
yesterday’s lesson by playing ‘guess the shape’ game.
Development:
The teacher will draw the outline of a net of a cube on the board and ask the children if they have any idea
what this could be. The children will work in pairs to try and guess. The teacher will explain that today they
will be making their own 3D shapes. The teacher will give one shape to each pair. Before they construct it,
they must describe its properties. They will then construct the shapes by using lollypop sticks. After
completing the first shape they will be given a different second one. The teacher will then remind the children
of how they described the properties of the 2D shapes on Monday. The teacher will hold up the cube from one
of the nets that they have made and ask the children to describe the properties of the cube e.g. How many faces
it has, how many corners etc. This will be continued until the class has described all the shapes that they made
with the nets. The teacher will hand out the worksheet which will completed by the children individually.
Conclusion:
The lesson will be concluded by playing the ‘guess the shape’ game, this time with 3D shapes. Children will be
asked to describe the shape they are given on a piece of paper and other children must guess.
Resources:
Various 3D shaped blocks of wood
Copies of nets and various shapes on card, two per pair
Glue
Scissors
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Shape Chart
Properties worksheet
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Dáta:
Ábhar: Gaeilge
Am: 10:05-10:40
Rang: 4th, 5th, 6th
Fad an Cheachta: 40__nóiméad
Téama: ______Bia_________ Fo-théama: Bialann_____________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia ilchineálach a aithint agus a ainmniú.
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá beirte simplí a dheanamh ag bunaithe ar an
am bricfeasta
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal a leamh, ceisteanna a freagairt agus an tascanna
éisteacht a dheanamh ag bunaithe ar an bricfeasta- ‘Ag Éirí ar Maidin’( Rang 4&5&6)
Feidhmeanna Teanga agus Eiseamláirí:
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Ar mhaith leat? Ba mhaith liom/ Níor mhaith liom.
An mhaith leat? Is maith liom/ Ní maith liom
Brostaigh, tá tú deanach!
Bionn tuirse orm
Foclóir:
Éirí, maidin, tuirse, cith, seomra folctha,triomaím, éadaigh, fo-éadaí, ceangláim, hiallacha, glaonn, anuas,
ocras.
Comhrá:
na páistí ag caint faoin an maidin sa bhaile. Cén t-ám a d’eirigh tú?
Litearthacht:
Scríobh na páistí na briathra I na gcoipleabhar.
Measúnú:
An múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Rinnemar an comhrá bheirte an inné. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.
Sa ceachtanna seo, déanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht
Éisteacht agus an cluiche ‘Deir an Múinteoir’.
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Dheanfaidh muid an comhrá ginearálta ar dtús.
Cén sort lá ata ann?
An raibh tú sa scoil inné?
Cén lá ata ann?
Cén lá a bhí ann inné?
Cád a d’ith tú le haghaidh an bricfeasta?
Cád ata í do bhosca lón?
Cád a dhéarna tú sa mhaidin?
Cén t-ám a d’éirigh tú?
Luaschártaí:
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Úsaidfidh mé na luaschártaí ag baint leis an scéal- ‘Ag Éirí ar Maidin’
(2) An tréimhse cumarsáide:
Comhrá bheirte:
Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- ‘Ag Éirí ar Maidin’. Beidh páiste agus tuismitheoirí
ann. Caithfidh siad a rá cuig abáirtí.
Déanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.
Ansin,
Beidh ráng a sé ag obair neamhspleách ar an scéal ‘Ag Éiri ar Maidin’. Freagfaidh siad na ceisteanna agus
nuair a bheidh siad réidh, dhéanfaidh siad an nuacht .
Beidh mé ag obair leis rang 4&5.. Beidh muid ag caint faoin na pictiúiri ar dtús.
Leighfidh mé na abairtí agus beidh na phaistí ag athrá gach abairtí.
Cuirfidh mé ceist do na phaistí.
Freagfaidh muid na ceisteanna lena cheile.
(3) An tréimhse iarchumarsáide:
Leifidh na páistí an dán le cheile.
Conclúid:
Beidh muid ag sugradh an cluiche ‘Deir an Múinteoir’.
Úsaidfidh mé na luascharatí uair amháin eile.
Áiseanna:
Luaschártaí
An Maidin Moch- Ag Éiri ar maidin.
Comhtháthú:
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Cuntas an Mheasúnaithe:
Plean Gnímh:
Date:
Subject: English
Time: 10:15-11:00
Class: 4th 5th, 6th
Duration of Lesson: 45 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Reading, Writing ,Oral Language
Strand Unit: receptiveness to language, competence and confidence in using language, emotional and
imaginative development through language.
Differentiated Learning Objectives:
1. That all children will be enabled to understand the term biased
2. That most children will be enabled to write a biased article. ( 4th and 5th)
3. That some children will be enabled to write a biased article and an article containing a balanced opinion on
the same topic. ( 6th only) The children will be enabled to compare the biased and the balanced articles.
Assessment:
Teacher designed task:
The teacher will assess the children’s understanding of the term biased by reading their articles. Each child
will complete a biased piece of recount writing. The teacher will record her findings on a checklist.
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Teacher Questioning
Lower Order questions:
What does the term biased mean?
What does the term ‘balanced opinion’ mean?
Higher Order Questions:
Can you tell me which of these two sentences are biased?
How did you ensure your article was biased/ balanced?
What shows us that this article is biased?
Language / Literacy Development:
Vocabulary:
Bias, unbalanced, balanced, biased, opinion, factual, relevant.
Oral Language:
The children will develop oral language skills as they listen to teach other read out their articles and explain
why they think they are biased.
Literacy:
The children will develop literacy skills as they write their biased/ balanced newspaper articles.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will introduce the lesson by showing the children an example of an article written in a biased
fashion, and written in a balanced fashion. The teacher will hand out the articles to the children. ( 4th class will
receive a different article)
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The teacher will ask the children what they think the differences are between each article. Which article is
better written? Which article is more factual?
The teacher will then introduce the word bias. (an attitude that always favors one way of feeling or acting over
any other)
The teacher will explain that when reporting a piece of news, the information must be factual and balanced.
The teacher will write examples on the whiteboard.
The teacher will then ask the children for examples of bias in writing.
Development:
Once the teacher is certain that the children are familiar with the term bias, the children will begin writing
their articles based on the three headlines set by the teacher:
‘A Magnificent Match at the Weekend’
‘Claddaghduff School’
‘Woman Arrested for Starting the Cleggan Fires’
The children in 6th class will write both a biased and a balanced article on one of the above.
The children in 5th will write a balanced article and the children in 4th will write a biased article.
The teacher will circulate offering help and advice.
The children will split into their groups when they have finished their articles. They will swop articles and they
will decide which article is balanced and which is biased.
Conclusion:
Each group will read out a biased and a balanced article and the rest of the class will decide which article is
balanced and which is biased.
Resources:
Samples of biased and balanced newspaper articles
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Integration:
7-10-13- English- introduction to newspaper writing.
8-10-13- History- the history of the Marconi station.
9-10-13- Drama- hot seating/ improvisation- Marconi.
10-10-13-English- debate about communications today V’s communications of long ago.
11-10-13- Art- communicating self expression through art
11-10-13- English- brochure writing and interpreting.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: Drama
Time: 10:40-11:00
Class: 4th, 5th, 6th
Duration of Lesson: 20 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Drama to explore feelings, knowledge and ideas, leading to understanding.
Strand Unit: exploring and making drama.
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Differentiated Learning Objectives:
1. That all children will be enabled to explore and make drama.
2. That most children will be enabled to think of questions for ‘hot seating’.
3. That some children will be enabled to participate in the drama.
Assessment:
Teacher Observation:
The teacher will observe the children as they participate in the drama. The teacher will assess their ability to
comply with the drama contract, to use hot seating, and improvisation. The teacher will record the findings in
an observation notebook.
Teacher Questioning
Lower Order questions:
What image do you have?
Are you co operating?
Is everyone in the image?
Is participation important?
Did you like the ‘freeze frame’?
Did you enjoy the lesson?
Higher Order Questions:
What do you think that image is re creating?
Why do you think that?
Why is it important to rehearse?
How do you think the people in the image felt?
Why is it important to cooperate in drama?
Why is participation important?
Why did you make that decision?
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Language / Literacy Development:
Vocabulary: media, communications, transatlantic, wireless, Marconi Station, Derrygimlagh Bog.
Oral Language: The children will use oral language as they improvise and create the scene in the drama.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience.
Skills Through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
I will introduce this lesson by recapping on our drama rules and what is expected within drama. I will
encourage the class to participate and work together. I will tell the children that we are going to have a drama
lesson that engages with the Marconi Station
Development:
I will introduce the scene we will portray, which is when Marconi realized he had sent the first transatlantic
message. I will begin with individual freeze frames. I will then move onto group freeze frames. I will give each
group a picture and give them time to co operate as a group to recreate the image. I will explain that the entire
group needs to be part of the image.
After a few minutes I will ask each group to create their image in front of the class and the rest of the class
have to guess what image they are re creating.
I will then develop upon this lesson by playing ‘Teacher in Role’ whereby I become a reporter asking Marconi
about his work. I will ask one child to sit in the hot seat and pretend to be Marconi answering the questions.
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Conclusion:
We will conclude this lesson by recapping on what we learned today in the importance of participation in
drama.
Resources:
Images of Marconi and of Marconi station.
Prop box
Integration:
7-10-13- English- introduction to newspaper writing.
8-10-13- History- the history of the Marconi station.
9-10-13- Drama- hotseating/ improvisation- Marconi.
9-10-13- English- biased and balanced newspaper articles
10-10-13-English- debate about communications today V’s communications of long ago.
11-10-13- Art- communicating self expression through art
11-10-13- English- brochure writing and interpreting.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
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Date:
Subject: Maths
Time: 12:00-12:30
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Communications and the Media
Strand: Shape and Space
Strand Unit: 2d shapes
Differentiated Learning Objectives:
1. All children will be enabled to recognise and identify 2D shapes in their environment
2. Most children will be enabled to identify and construct a 2D shape of their choice using a 2D
shape that they have been given, using straws and play dough.
3. Some children will be enabled to use their constructed shape and calculate how many edges
and corners their shape has.
Assessment:
Questioning:
The teacher will question the children about the properties of 2d shapes.
Teacher Questioning
Lower Order questions:
Can you name 3 2d shapes and their properties?
What is a vertices?
What are the properties of a parallelogram?
Higher Order Questions:
What does the word symmetry mean?
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Language / Literacy Development:
Vocabulary: symmetry, lines of symmetry, isosceles, equilateral, scalene, degrees, angles, vertices
Oral Language: each child describes the properties of the shape they made.
Literacy: each child will write a short description about their shape for displaying beside their shape on the
maths table.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will draw a line on the board and explain that it has one dimension (length). All 1D shapes only
have length. The only 1D shape is a line, even a wavy one. The teacher will then draw a rectangle and explain
that it is 2D as it has 2 dimensions – length and breadth. All 2D shapes have area but no depth (they are flat).
Development:
The teacher will show the children the 2D shapes and elicit from the children which ones they already know
and ensure that each child knows the name of each of the shapes on the board. The teacher will then hand out
the worksheet that describes the shape properties and children will complete this.
The teacher will give a quick demonstration on how to construct a 2D shape using straws and play dough.
Pupils will work in pairs. They will be given a 2D shape, straw and play dough and instructed to make 2D
shape using the 2D shape as a guide. They children will then write down the characteristics of the shape they
have constructed. All pairs will stand up and show their construction to the class and say how many edges and
corners it has.
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Conclusion:
The lesson will be completed by placing the shapes in the maths area with a label of what it is displayed.
Resources:
Pictures of 2D shapes displayed on the IAW
Worksheet with 2D shape properties
Straws
Play dough
worksheets
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: Religion
Time: 12:00-12:30
Class: 4th, 5th, 6th
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Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand:
Strand Unit:
Differentiated Learning Objectives:
1. That all children will be enabled to listen to The Story of Joseph.
2. That most children will be enabled to answer questions based on the story.
3. That some children will be enabled to discuss the story in relation to their own lives.
Assessment:
Teacher observation:
The teacher will assess the children’s understanding of the story by assessing and observing how they answer
the questions posed to them.
Teacher Questioning
Lower Order Questions:
Have you ever experienced sibling rivalry?
What was the problem in this story?
How was it resolved?
Higher Order Questions:
Why were Joseph’s brothers jealous of him?
Did they behave appropriately?
Have you ever felt this way?
Language / Literacy Development:
Vocabulary:
Old testament, jealousy, nourishes.
Oral language:
The children will talk about the story in a think, pair, share exercise.
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Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience.
Skills through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will begin a discussion about sibling rivalry and jealousy. The teacher will introduce Joseph’s
family tree and will explain that the story is about family.
Development:
The teacher will read the story aloud for the class. The children will discuss the story in pairs. ( think, pair,
share exercise )
We will then explore Joseph’s and his brother’s feelings at certain points in the story. E.g. the attack on Joseph
by his brothers and the brother’s feelings when Joseph got a special coat.
Conclusion:
The teacher will read the prayer and the children will repeat it. We will light a candle for any special intentions
the children have.
The children will look at the candle and will say a quiet prayer to themselves.
Resources:
A candle
The Story of Joseph
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Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date:
Subject: Maths
Time: 1:05-1:45
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Communications and the Media
Strand: Shape and Space
Strand Unit: 2d Shapes
Differentiated Learning Objectives:
1. All children will be enabled to identify the use of 2D shapes in the environment
2. Most children will be enabled to explore and describe the properties of the following shapes :
Square, rectangle, triangle, circle, semi circle and hexagon ( 6 edges and six vertices)
3. Some children will be enabled to solve and complete practical problems involving 2D shapes
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Assessment:
Teacher designed task- the children will complete the activity of matching the shapes to their properties.
Teacher Questioning
Lower Order questions:
How many sides does a parallelogram have?
What does tessellation mean?
Higher Order Questions:
What information to we give to describe a shape?
How can you make a circle using the straw?
How many people do you need to make a human hexagon?
Language / Literacy Development:
Vocabulary: equilateral, isosceles, scalene triangle, parallelogram, rhombus, angles, parallel lines.
Oral Language: group discussion about the properties of shapes.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning: group work.
Active Learning: hands on experience.
Skills through Content: observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will introduce the topic by asking the children what 2D means and ask them to name any 2D
shapes they know. The teacher will divide the children up into their think, pair and share pairs to think of
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examples of shapes in the environment. The teacher will display the shapes chart and the class will explore the
properties of the 2D shapes (Square, rectangle, triangle, circle, semi circle, and hexagon) and the children will
be asked to give characteristics of the various shapes.
-Look at this shape. What can you tell me about the sides? How many sides does it have? How many corners
does it have? Describe its properties. Talk about the number of sides, corners, sides of same length, curved
sides etc.
Development:
The teacher will model how to construct some shapes on the whiteboard while ‘thinking aloud’ focusing the
pupils’ attention on how to describe the shape’s properties. The teacher will give each child an elastic band and
ask them to create various shapes using their fingers. The class will then play a group game using straws. The
class will be split into three teams. The teacher will call out various shapes and each group must make the
shape together, using the straws. The team with the shape made first scores a point and so on.
The children in pairs will construct the shapes using lollipop sticks. The teacher will walk around questioning
them on the number of straight/curved lines and corners. The children will then play a matching game where
they will be competition with each other to complete the matching descriptions first
Conclusion:
The class will play the shape guessing game again as a whole class together. A pupil is given a card with a
shape on it. They must describe it to another child based on the number of sides or the number of corners etc.
The other child must guess what it is.
Resources:
Shapes chart
Lollipop sticks
Elastic bands
Straws
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Small cards with names of shapes written on them
Worksheet
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Dáta:
Ábhar: Gaeilge
Am: 10:00-10:40
Rang: 4th, 5th, 6th
Fad an Cheachta: 40__nóiméad
Téama: ______Bia_________ Fo-théama: Bialann_____________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia ilchineálach a aithint agus a ainmniú.
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá beirte simplí a dheanamh ag bunaithe ar an
bia.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal a leamh, ceisteanna a freagairt agus an tascanna
éisteacht a dheanamh. ( Rang 4&5)
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Ceard ba mhaith leat le haghaidh..? Ba mhaith liom..
Ar mhaith leat? Ba mhaith liom/ Níor mhaith liom.
An mhaith leat? Is maith liom/ Ní maith liom
Agus le n-ól?
Más e do thoil é.
Ar mhaith leat an bhiachlár?
Seo duit!
Cé mhéad?
Cé acu is fearr leat?
Is fearr liom
Foclóir:
Píotsa, spaigití, Iodáil, prátaí, bágún, cabáiste, sceallóga, borgaire, sicín, Afraic, mealbhacáin, torthaí,arán,
Freastalaí, chéad chúrsa, stéig, phríomhchúrsa, sicín rósta, iasc, rís, milseog, biachlár.
Measúnú:
An múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Rinnemar an comhrá bheirte an seachtain seo cáite. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine.
Sa ceachtanna seo, dheanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht
Éisteacht agus an cluiche ‘Deir an Múinteoir’.
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Dheanfaidh muid an comhrá ginearálta ar dtús.
Cén sort lá ata ann?
An raibh tú sa scoil inné?
Cén lá ata ann?
Cén lá a bhí ann inné?
Cád a d’ith tú le haghaidh an bricfeasta?
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Cád a d’ith tú le haghaidh an dinnéar aréir?
Cád ata í do bhosca lón?
Cé acu is fear leat- úlla nó banana?
Luaschártaí:
Úsaidfidh mé na luaschártaí ag baint leis bia.
Postaer:
Feach ar an bpostaer:
Tá an theaghlach taobh amuigh an arás.
Cá bhfuil siad ag dul?
Cé mhéad daoine ata sa pictiúr a haon?
Cén dath é a t-léine?
Cén sort bia ata ar an mbord?
Ar mhaith leat an bia seo?
(2) An tréimhse cumarsáide:
Comhrá bheirte:
Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- An Bhialann. Beidh freastalaí agus custaiméir ann.
Caithfidh siad a rá cuig abáirtí.
Did dhuit.
Dia is mhuire duit.
Conas atá tú?
Tá mé go maith agus tú féin?
Céard ba mhaith leat le haghaidh an chéad chúrsa/ príomhchúrsa
Ba mhaith liom..
Agus le n-ól?
Ceart go leor
Go raibh maith agat.
Dhéanfaidh cupla beirteanna an dramaí le haghaidh an ranganna go leir.
Beidh siolpa ann freisin.
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Piocfaidh mé an beirteanna . Rachaidh siad go dtí an síopa agus dhéanfaidh siad an dramaí arís.
Ceard ba mhaith leat?
Ba mhaith líom..
Cé mhéad?
Seo duit!
Ar teastaionn tú an mhála?
Ansin,
Beidh ráng a sé ag obair neamhspleách ar an scéal as Sín É. Freagfaidh siad na ceisteanna agus nuair a bheidh
siad réidh, dhéanfaidh siad an nuacht no an pictiúr a tarraing.
Beidh mé ag obair leis rang 4&5. Dhéanfaidh muid an scéal as Sin É 4, ‘Bia ar fud an Domhain’. Beidh muid
ag caint faoin na pictiúir ar dtús.
Leighfidh mé na abairtí agus beidh na phaistí ag athrá gach abairtí.
Cuirfidh mé ceist do na phaistí.
Freagfaidh muid na ceisteanna lena cheile.
Éistfidh na phaistí an dlúthdíoscaí agus dhéanfaidh siad an tasc. Éistfidh agus tarraing an pictiúr ceart leis an
abairt ceart.
(3) An tréimhse iarchumarsáide:
Beidh na phaistí ag canadh an amhrain ‘Damhsa, Spórt agus Ceol’.
Conclúid:
Beidh muid ag sugradh an cluiche ‘Deir an Múinteoir’.
Áiseanna:
Luaschártaí
Torthaí agus glasraí
Sin É 4&6
Dlúthdioscaí on Sin É 4
Postaer
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Comhtháthú:
Cuntas an Mheasúnaithe:
Plean Gnímh:
Date:
Subject: English
Time: 10:40-11:00
Class: 4th, 5th, 6th
Duration of Lesson: 20 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media.
Strand: Reading, Writing, Oral Language
Strand Unit: receptiveness to language, competence and confidence in using language.
Differentiated Learning Objectives:
1. That all children will be enabled to brainstorm ideas for our class newspaper.
2. That most children will be enabled to brainstorm the different sections in a newspaper, e.g. sports page,
crossword, weather.
3. That some children will be enabled to complete the worksheet about newspaper writing.
(all classes will have a differentiated worksheet)
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Assessment:
Teacher Designed Task:
The teacher will observe the children during the group work stage of the lesson. The teacher will observe and
assess the ideas the children come up with. The teacher will correct the worksheets and record her findings via
a checklist.
Teacher Questioning
Lower Order questions:
What was in the news over the weekend?
What do we use newspapers for?
Do you ever read newspapers?
Higher Order Questions:
Can you name the different sections of a newspaper?
Which section would you like to write for and why?
Language / Literacy Development:
Vocabulary:
Media, broadcast, tabloid, broadsheet, reporters, reporting, recounting, headlines, journalist.
Oral Language:
The children will develop oral language as they work in groups to brainstorm ‘newspaper words’.
Literacy:
The children will complete a worksheet based on how to write for a newspaper.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion : listening, questioning, brainstorming, think, pair, share.
Collaborative/Co-operative Learning : group work.
Active Learning: hands on experience.
Skills through Content : observing, predicting, investigating and experimenting, estimating and
measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience.
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Problem Solving: apply logic and rationality to given situations
Introduction:
The teacher will tell the children that we will begin writing our own class newspaper this week. The teacher
will ask the children have they ever written for a school newspaper before.
The teacher will explain that each child in the class will have a ‘job’ in the newspaper.
The teacher will give out the laminated job titles and the children will begin brainstorming their first new story.
Development:
Each group will think of a different local news or school news story for the paper.
E.g. the school’s 50th anniversary, Arts Week, a local match.
The children will complete the worksheet about how to write for a newspaper before beginning their stories,
which they will begin tomorrow. The children will choose a headline for their news piece.
Conclusion:
Each group will announce the headline of their news piece to the rest of the class.
Resources:
Samples of newspaper headlines.
Laminated job descriptions for each child.
Worksheet on how to write for a newspaper.
Integration:
Drama- Communications- Marconi Station and The Media
Art- communicating self expression through art
History- Marconi Station and the radio.
English lessons 2, 3, 4, 5- newspaper writing
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Record of Assessment: (To be written after lesson is taught – Report on observations & show how
information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Date: Subject: History
Time: 1:45-2:15
Class: 4th, 5th, 6th
Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: Communications and The Media
Strand: Story
Strand Unit: Stories from the lives of people in the past
Differentiated Learning Objectives: 1. That all children will be enabled to explore the history of the local Marconi Station, where the first
transatlantic radio message was sent.
2. That most children will be enabled to compare and contrast communications of today with
communication methods of long ago.
3. That some children will be enabled to complete a worksheet based on the different forms of
communications through the years.
Assessment: Teacher Questioning:The teacher will question the children about the local Marconi Station. The teacher will question the
children about the methods of communication they can name. The teacher will record her findings in
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her questioning notebook.
Lower Order questions:
What does communication mean?
Can you name three methods of communication?
What form of communication do you use most often?
Higher Order Questions:
Have you any information about the Marconi Station?
What is it famous for?
What are the advantages / disadvantages to recent forms of communication?
Language / Literacy Development:Vocabulary: media, communications, telegram, transatlantic, Marconi Station.
Literacy: The children will complete an activity where they rewrite jumbled sentences about the
Marconi Station.
Oral Language: The children will work in pairs to remember as much information as they can from
what the teacher told them. They will present this information to the class.
Teaching Methodologies: (Underline where relevant)
Talk and Discussion: listening, questioning, brainstorming, think, pair, share. Collaborative/Co-operative Learning: group work. Active Learning: hands on experience. Skills through Content: observing, predicting, investigating and experimenting, estimating
and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
Using Local Environment: use of pupil environment and lived experience. Problem Solving: apply logic and rationality to given situations
Introduction:The teacher will introduce the lesson by showing a you-tube video of the first ever radio broadcast to
capture the children’s interest.
After this we will have a class discussion on how the radio has progressed since 1920.
Do you listen to the radio often?
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How has it changed since then?
Do you know anything about the local Connemara Community Radio?
Development:The teacher will ask the children to form their groups and think of as many types of communication
as they can. They will have five minutes to complete this exercise. The teacher will then lead a brain
storming session and put their ideas on the whiteboard.
We will then put these methods of communication on chronological order.
The children will pick a method of communication to research for homework.
We will then discuss the local Marconi Station. Guglielmo Marconi caused a communications
sensation when he transmitted wireless messages from his station at Poldhu in Cornwall to
Newfoundland on 12th December 1901.
I will give each group different sections of information about the Marconi Station which they will then
discuss and sequence.
Conclusion:The children will complete the history of Marconi Station teacher designed task.
The children will present their facts to the rest of the class in pairs.
Resources:You tube clip of the first radio broadcast.
Newspaper articles about Marconi
Information sheets about the Marconi Station
Teacher designed worksheets
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Integration:
7-10-13- English- introduction to newspaper writing.
9-10-13- Drama- hot seating/ improvisation- Marconi.
9-10-13- English- biased and balanced newspaper articles
10-10-13-English- debate about communications today V’s communications of long ago.
11-10-13- Art- communicating self expression through art
11-10-13- English- brochure writing and interpreting.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:
Checklist for writing a newspaper report
Have you included a headline?
Who is the report about?
What is the event you are reporting?
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Why did this event happen?
Where does the event take place?
When did this event take place?
Have you included a picture on your report?
Marconi.
My Plan for my Newspaper Report.
Topic of my report:
Ideas for a Headline:
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Introduction:
My notes on the details I will include:
What will there be a picture of?
Caption:
Subheadings I might use:
People that I might quote:
Peer Assessment by Response Partner:……………………………………
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Perhaps not everyone knows that Guglielmo Marconi (1874-1937), the distinguished Italian scientist who invented the radio, actually had strong links with Ireland. In fact his mother Annie was one of four daughters of Andrew Jameson of Wexford, the well-known and wealthy owner of the homonymous whiskey distillery. Marconi, who has a closed and reserved character, had inherited from his mother the Irish irreverent "sense of humour" and an undoubted elegance in stylish dress and imposing bearing, which made him fascinating in the eyes of the fair sex.
Maybe it was precisely this latter feature to capture the nineteen year-old Beatrice O'Brien, an Irish noblewoman, daughter of the 13th Lord Inchquin, a descendant of legendary warrior-king Brian Boru. The wedding was celebrated in St. George's church, in London, on 16 March 1905: the Anglican family of Bea was initially unfavorable to this marriage, but the irresistible charm of Guglielmo soon softened the resistance of his future mother-in-law, who affectionately called him "Marky".The wedding gifts for Bea were a good blend of romance (a diamond tiara) and technology (a bicycle), perhaps much less appropriate was the choice to shorten the honeymoon in Dromoland Castle, ancestral home of the bride's family in the county Clare ... Marconi, however, was eager to get back to work and implement his new project, the opening of a new translatlantic radio station in Clifden. Bea gave him three sons: Degna (1908), Giulio (1910) and Gioia (1916), nevertheless the marriage was officially annulled by the Roman Rota after a long bureaucratic iter, leaving Marconi free in 1927 to marry the young Roman aristocratic Cristina Bezzi Scali, who made him the father of Electra (1930).
The stay in ClifdenThe opening of the transatlantic radio station in Clifden took place on 17 October 1907, thus fulfilling the ambitious dream of Marconi to establish a regular radio link between the coasts of the old and the new continent. The 300 acreage needed for the construction were purchased in 1905 by the Kendall family of Derrygimlagh.Being one of the largest industrial parks in Ireland in those years, the station gave a major boost to the area, creating new jobs. Among the 400 people who worked in the station, the most famous was certainly Jack Phillips, the heroic radiotelegrapher who kept on sending SOS messages until the sinking of "Titanic". Attacked by the IRA forces in 1922, the plant was badly damaged and Marconi wasn't even refunded by the Government. The station never reverted to its complete efficiency and was gradually dismissed within a few years.Of the Irish experience of Marconi today are left the station area, near the landing site of Alcock and Brown, some photographic evidence in the Station House Museum and the Marconi's Restaurant, located on Main Street.
Guglielmo Marconi caused a communications sensation when he transmitted wireless messages from his station at Poldhu in Cornwall to Newfoundland on 12th December 1901. Having received a grant of $80,000 from the Canadian Government to build a station at Glace Bay in Nova Scotia, he commenced the task of perfecting wireless communication with Poldhu from late 1902. He experienced extreme difficulty in providing commercially viable communications and decided to move his easterly station as far west as possible and decided on Clifden (Derrigimlagh) after making tests at a number of sites.
The station was not officially opened until 17th October 1907, when commercial signalling commenced between Clifden and Glace Bay. It was a sight to behold, with the huge condenser house building, the power
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house with its 6 boilers, and the massive aerial system consisting of 8 wooden masts, each 210 feet high extending eastwards over the hill for a distance of 0.5 kilometres. The aerials gave off sparks which could be heard in the distance, indicative of the huge power and voltages involved (150KW at 15,000 volts).
As time moved on, advances were made in the technology and a more powerful station was built at Caernarfon in North Wales. The Clifden station was attacked by republican forces in July 1922 and some buildings were damaged. The Marconi Company sought compensation from the new Free State government, but this did not materialise. The station was closed shortly after.
The remains of the station have lain dormant since the contents were sold for scrap after the closure. Employees of the station have passed away and regrettably, little has been done to record the details of what was a great industrial enterprise of the 20th century. The Clifden and Connemara Heritage Society are currently planning on developing the site for the public to enjoy. It is expected that this will become a major tourist attraction in a beautiful landscape.
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