Plenaries

Plenaries allow us to check the understanding of our learners at appropriate intervals, and are differentiated for the needs of our class. Through the use of plenaries we can easily identify misconceptions and allow pupils to engage in self-evaluation against their success criteria.

Here are just small number of possible plenary questions/ activities.

List 3 things you found out/learnt today
Exit Tickets
Kahoot
Plickrs
Headline writing
Plenary Dice
Tweet summary
List 3 things your neighbour has learnt today
Summarise this character/scene/chapter in 5 bullet points
Summarise the topic in 5 sentences – reduce to 5 words – reduce to one word
60 second challenge – sum up knowledge of text, or write down all the words you can think of to describe…
Identify the key points of the lesson from anagrams
Break the code to identify the 3 main points from today’s lesson (a=b, b=c…)
Write 5 top tips/golden rules for…
Design your own writing mat to give advice to other students about…
Create a mnemonic which reflects the meaning of a new word or term you have learnt today
Write dictionary definitions for new terms learnt today
The answer is XYZ – now write the question. N.B. the question must begin with the words ‘What is…’
If the aim of the lesson was set as a question… Pupils answer questions on whiteboards – with word limit for sentence to provide extra challenge.
Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it
In pairs, answer the question set at the start on a ‘post it’ note. Stick on board and review – did class agree?
Where can you apply this skill in your HW/other subjects? Give 3 examples.
Write down five reasons for reading the book you have just finished.

Choose from 5 statements on the board. Which 3 best reflect…
In pairs, sequence the 5 factors/influences/events – justify your choices
Prediction – what will happen next? Why do you think this?
Self-assessment/target-setting - choose from a list of suggestions
Teacher shows extract from previous pupil’s work – students identify 3 strengths and 3 pieces of advice for redrafting
Answer teacher’s questions without saying yes or no
Fist of five – pupils assess effectiveness of an image or technique by holding up the appropriate number of fingers
True or false – hold up card/whiteboard to show whether statement is true or false
Write the epitaph for a character you have been studying
Write a short blurb for a new book jacket
Feedback to whole class by one or two groups only – according to rota or roll of dice
Change role – student as teacher. What questions would you ask the class and why?
Groups of 3, numbered 1-3. Put up 3 statements which individuals must explain to group
Quick-fire oral quiz to review/revisit learning
Label a diagram or illustration – one word in each box
Brainstorm or mind map of what has been learnt during lesson
Graphic summary of lesson – steps, flowchart
Simple timeline of events in chapter/scene
Write an important key quotation from the text on your paper or whiteboard. The class composes a statement to introduce/ support the key quotation.
Compose a word bank to support the homework task set by the teacher.
Compose some clever sentence starters to support the homework task set by the teacher.
Compose a timeline for the main events of poetry, drama or novel and explain the references to the main events from the text.

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