Cover lesson · Languages, Literacy and Communication · Year 5 · Beginner
DCF: Citizenship → Online behaviour and online bullying
Also assessed, LNF: Literacy → Writing → Connectives and syntax
Name: Class: Date:
What this practises: behaving well online and knowing what to do about unkind messages. Pupils act as helpers for a teacher who checks comments on a pretend class blog before they appear. They sort 7 comments (kind and useful, kind but not useful, unkind, not safe), decide what should happen to each, explain how online comments differ from face-to-face talk, then rewrite weak comments and write their own using connectives such as because, but and so. Those rewritten and new comments are the literacy (connectives and syntax) evidence.
Print: this sheet, one per pupil, and the stimulus sheet “Class blog: Elis’s poem and the comments waiting to be checked”, one between two. No computers are needed.
Run: 5 min read the poem aloud to the class, then the comments · 8 min Step 1 · 7 min Step 2 · 8 min Step 3 · 15 min Step 4 · 12 min Step 5 · 5 min Step 6. Total 60 minutes.
Safeguarding: if a pupil tells you about unkind messages they have received, thank them, listen, and pass it to the class teacher or the safeguarding lead as your school’s policy says.
Collect: this sheet. The literacy (connectives and syntax) evidence is Step 4 (3 rewritten comments, connectives underlined) and Step 5 (the pupil’s own 2-sentence comment). Sorting answers: kind and useful 3, 6; kind but not useful 1, 7; unkind 2, 5; not safe 4.
Mr Morgan checks every comment on the Year 5 blog before anyone else can see it. Today you are his helper. Read Elis’s poem and the 7 comments on the stimulus sheet. Decide which comments are fine, which need help, and which must never go online.
Write each comment number in the right box.
| Kind and useful | Kind but not useful | Unkind | Not safe (shares private information) |
|---|---|---|---|
What makes a comment useful to the writer?
For each comment, circle what Mr Morgan should do.
| Comment | Mr Morgan should… |
|---|---|
| 1 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 2 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 3 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 4 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 5 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 6 | let it appear / ask the writer to improve it / delete it and talk to the writer |
| 7 | let it appear / ask the writer to improve it / delete it and talk to the writer |
Comment 5 says everyone thinks Elis’s poems are rubbish. If Elis saw a message like this, what should he do? Give 2 things.
The Guest who wrote comment 2 might never say it to Elis’s face. Give 2 ways that writing a comment online is different from talking to someone face to face.
Rewrite comments 1, 2 and 7 so they are kind and useful. Each one must use at least one connective to give a reason or add a point. Underline your connectives.
Connectives to use: because · but · so · when · if · and · although
Comment 1:
Comment 2:
Comment 7:
Write your own comment for Elis in 2 sentences:
Swap with a partner. Tick their comment if it is kind, useful, safe and uses a connective. Write one word of praise.
Checked by: ______________________ Praise: ______________________