Groups we belong to
BUILD Humanities · Autumn 1 · Week 7 · 40 minutes
Today at a Glance
◆ Supported
Match a group card to what it does. An adult can read the card to you.
▲ Standard
Sort six cards into the two kinds. Say the reason for one of them.
★ Stretch
Sort all the cards, then say what your group would lose if one person stopped coming.
Teacher Print Tools — Week 7
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Arrival Task – What we know about groups
A group is more than one person doing something together.
You can be in more than one group at once.
This class is a group. Everybody in this room is in it.
Some groups meet to do a thing. A choir meets to sing.
Some groups you are just part of. Everyone on this street is part of the street.
Nobody has to say who they live with. That is not what a group means here.
Arrival decision: Pick a group card from the table, or use this class as your group. Both are full answers. You can change your mind later.
On your table there are ten group cards. Each card shows a group doing something. A team on a pitch. A choir. A gardening group. A reading group. A class like this one. Everyone in this room can work with these cards from start to end.
Look at one card now. What are they doing together? Point to it. That is all you need to do to begin.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Starter: Two kinds of group
Here are two answers about groups.
Answer A: “A choir is a group. They meet on a day and they sing.”
Answer B: “Everyone on our street is a group. They do not meet. They are just all there.”
Both answers are right. They are two different kinds of group. One meets to do a thing. One you are simply part of.
The need for this lesson is that difference. If you know which kind a group is, you know what to expect from it.
Try it in your head: a football team. Do they meet to do a thing? Yes. Now: everybody who catches the same bus. Do they meet to do a thing? No. Two kinds.
Neither kind is better. A street that never meets still helps you. Somebody puts your bin back.
Some groups are both. A class meets to learn, and you are also just part of it all day.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
I Do: Sorting groups into two kinds
The picture has two boxes. The first is meets to do a thing. The second is you are part of it.
A card goes in the box that fits it best. The choir meets to sing. The street does not meet at all.
Look at the line under the boxes. This class fits both. A card that fits both is not a mistake. It is a card with a good reason on each side.
Watch me do it: I take the gardening card. Do they meet? Yes, on a day. Do they do a thing? Yes, they plant. So it goes in the first box. I say the doing first. Then I pick the box.
Now watch a harder one: people on the bus. Do they meet? They are all there at once, but nobody planned it. They do not do a thing together. Second box. Same steps. The doing first, then the box.
Once a card is sorted, it can be matched. Each group is matched to the thing it does together. That is the next picture.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
We Do: Sort the cards. Match each group to what it does.
Card 1: the choir. Which box? What do they do together?
Card 2: the people waiting at the stop. Which box? What do they do together?
Card 3: this class. Which box? What do we do together?
Sort first: put your three cards into the two boxes on your table, then match each one to a doing card. Everyone commits at the same time, and then we hold up the matches together.
Evidence check
Card 3 can go in both boxes. This class meets to learn, and you are also just part of it. When we check, we ask for the reason. We do not check the box. A reason makes a sort right.
After the sort, one person from each table says one match out loud. We are listening for a group and a doing. If two tables sorted the same card differently and both gave a reason, both stay up.
Changing a card after you hear someone else is allowed. Move it and say what changed it.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
I Do: Group, doing, and what it would lose
The chain has three boxes: group, then doing, then lose. The arrows show the order.
Look at the choir. Then: they sing together. Then: without the person who starts the song, nobody knows when to begin.
Here is one that stops early: the choir, they sing. That says who and what. It never says why the people matter.
Finishing it together: add the last box. Without one singer the sound is thinner. Without the one who starts, nobody comes in on time. Either is a full third box.
A chain with all three boxes shows that a group is people, not just a name.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
We Do: Match each group to what it would lose
◆ Supported
Point to the doing card that matches the group.
▲ Standard
Say all three boxes for the reading group.
★ Stretch
Say what this class would lose if one person stopped coming.
We match one chain on the board first. Nobody writes yet. Everyone writes the last box on a whiteboard, then we hold up the boards at the same time.
The group for this chain is this class. The first two boxes are filled in. Your job is the last one. What would we lose?
When we hold up, we keep every answer that names something the group does less well. We move the ones about a single person to one side, because we are talking about the group.
Then we read the whole chain together, from left to right.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Independent Work — Your record: a group I belong to
Make one record. You may use a group card, or this class, or a group you are in. All three are complete answers.
◆ Supported
One group. Match it to what it does. An adult may scribe your words, and the words stay yours. Point to the box it sorts into.
▲ Standard
Two groups. For each one write the group, what they do, and which box it sorted into.
★ Stretch
Two groups from different boxes. For one of them, write what it would lose without one person.
Check yourself: did you write what the group does together, not just its name?
Check yourself: did you sort each group into one of the two boxes?
Check yourself: is your last box about the group, not about one person being missed?
Check yourself: would someone who has never met this group understand it?
Finished early? Take one group and write a second thing it does together. Then say which one people would miss first.
If you are stuck on the last box, say the doing out loud and add the words without them. What comes next is usually the answer.
You may not want to write about a group outside school. That is fine. This class is a full answer and nobody will ask you why.
Your record is done when each group has a doing next to it. Read one out loud to yourself.
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
Here is a finished one: the reading group. They meet on a day and they read the same book. Without one of them, there is nobody to say the part everyone else missed.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Lundy Loop — Your Voice in This Lesson
🚪 SPACE
Space means you get room to join in.
SPACE stays available.
📣 VOICE
Voice means you get to say it.
VOICE is received.
👥 AUDIENCE
Audience means someone really listens.
AUDIENCE names back exactly.
⭐ INFLUENCE
Influence means something changes because of what you said.
INFLUENCE changes one real next action.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Exit Ticket — Audience receives; influence changes something
Read one group and its doing to a partner or an adult. The listener says back what the group does, in their own words.
Did the listener hear a different doing? Then change one word in yours. That change is your influence. It belongs to you, not to them.
Did the listener hear just what you meant? Write that down too. A chain that already works is worth noting.
Next week we look at a festival that uses light. Keep your record.
Nothing goes outside this room unless you say so. Your record stays in your folder.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.