Lovely powerpoints and planning. Sample : Give out copies or enlarge Fog by Carl Sandberg (see resources). Read the poem together. Write ‘personification’ on the f/c and discuss what this means. Write a definition: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Enlarge or give out copies of Two Sunflowers Move in a Yellow Room by William Blake (see resources). Discuss how the sunflowers are given human characteristics – they talk, they feel tired, they want a room with a view! Return to the poem Fog. In this, it is almost as if Fog is alive – either human or possibly feline (cat-like). Look again at Two Sunflowers Move in a Yellow Room. Underline the words ‘topaz tortoises’. Do chn know what these last lines mean? Discuss whether it matters if we are not sure of the exact meaning of all the words in a poem. Why might it not matter? Because it is the sound and the rhythm of the words which is as important as their meaning in a poem. Look up topaz to find its meaning. Does this help us understand what the last two lines mean? Easy Working with the teacher, and using a copy of Fog, chn brainstorm other types of weather. They make a list and then write a short sentence or phrase which personifies that weather, e.g. The wind yells in the gaps between the buildings. TD

Tons of ideas to stimulate kids to read. Plenty of short snappy ideas. The zip file has over a dozen documents. Sample ideas Write a letter as a character in your book to either another character in your book, a new invented character or a real-life character. Write a letter from yourself to a character in your book. Write a letter to the author of your book – you could say what you like or dislike about the book, or give ideas for what else you would like included in the book. Have a go at drawing a map of one of the places in the story. See how much you can include and how much detail you can add. Pretend you are a travel agent and want people to visit the place in the story. Write a paragraph on what you would tell others. Re-tell an event from the story from another characters point of view. For example, if Jenny is visiting a haunted castle with her wimpy brother Joe, can you change it from Jenny’s point of view to Joe’s? Re-tell an event from the story as if you are a newspaper reporter and you are writing a newspaper article. Imagine you could interview a character in your story – what would you ask them? What would their replies be? Write your interview with your character. Set it out so you use 2 different colours for your questions and your character’s answers. Write the diary entry (or several) for a character in your story after something interesting has happened. Have a go at writing a second diary entry for a different character. Have a go at continuing the story after the end of the book. What might happen next? Change the story by changing the actions of one of the characters. Maybe they do something different when it’s a big event, that changes everything! Change the story into a very simple version for young children and illustrate it too. Change the story (or part of it) into a comic strip. Change the story (or part of it) into a poem. Change the story (or part of it) into a play. Create a passport or ID card for your character. Draw a picture of a character from the story. Make sure you use all the detail that the book gives you. Draw a picture of a place in your story. Make sure you use all the detail that the book gives you. Design a new blurb for the back cover of the book. You can use colours and pictures as well as writing. Redesign the front cover of the book. Design a poster to advertise your book. Think about it’s unique selling points – e.g. what is good about it. Design a radio advert to advertise your book… maybe you would read some of the exciting bits to the audience. Remember your audience can only listen, not see what you’re doing. Write about what a character might be thinking or feeling at different stages of the story. You could write it in the first person, or in a speech bubble.

14 weeks of short term plans Great for cutting and pasting into your own personal school timetable. I’ve included a sample week in the visible upload. The zip contains the lot. sample year 2. Register Activity Chn finish work from Meet Your New Teacher day. 9am: Input: Welcome the children to their first day of year 2! Talk about how we were feeling before coming into school, did we get very much sleep last night? Share with the children how you were feeling too! Introduce the chn to the text of the week: First day jitters by Julia Danneberg. Read the story together and discuss the twist at the end. (Ask questions throughout) T focus for morning: x2 groups of 6 L.O. To use features of a non-chronological report W.I.L.F I can… Include a heading Use subheadings to organize my writing Talk about the difference between facts and fiction (All about me) Chn create a 3D profile, including a self-portrait drawing of their head, to be used for display. Chn complete section boxes all about their family, friends, hobbies etc. Cut out the sections and arrange them inside the folded top. Put together the body parts on colored backing card, ready for the head to be attached later. Label with name sticker. 9am: Input: Quickly recap the story for this week and remind ourselves of the main character, how she was feeling and why? Introduce class bear, explain that he was also feeling very nervous about meeting new chn and starting year 2. Display a page from (bear’s) diary, ask the chn to highlight the adjectives they can see. (perform an action when they hear an adjective word) T to highlight them in a colour as they read. Explain the independent challenge is to match up the adjective words to the different emotion cards. T focus for morning: x2 groups of 6 L.O. To use adjectives W.I.L.F I can… Use capital letters and full stops Use first person Use commas between adjectives Check my sentences make sense (Writing it in the present tense) Chn to write a short diary entry about how they were feeling the night before they came back to school, include adjectives to describe how you were feeling. *Have Monday’s 3D profiles out on a table to finish off. TA focus for first thing: To assess SPP chn against current targets, make notes and set up folders for works to begin.

Planning for writing a piece of jounalism. Full planning. Great powerpoint and lots of detail. Pupils write a piece with the teacher’s help. Model write for 2011 short writing task. A speech to my class persuading them to support the charity of my choice – charity to buy books for foreign schools. 8 for composition and effect 4 for sentence structure Hello 6J My name is Chloe and I would like to persuade you to support the ‘Books for foreign countries’ charity with the money that we hope to raise. There are many reasons for my choice and I am going to tell you about them today. Surely you agree that every child deserves an education? Isn’t this a fundamental human right? I think it is. Yet in some countries, children aren’t as lucky as us. Recently, I have been writing to a young girl in Bali, Indonesia. In 2002, a tsunami struck Bali millions of people died, thousands were injured, few survived. Bali is a poor country and finding the money to rebuild lives wasn’t easy. Most schools were swept away CHECKLIST: PERSUASIVE WRITING. Features of persuasive writing Achieved ü What sort of persuasive writing is it? e.g. letter, poster/flyer, travel brochure, advert, catalogue, book blurb etc. Is the point of view clearly explained in an introduction? Is there a series of points with elaboration? (Elaboration means adding more detail.) Is it in the present tense? Does it use logical connectives? e.g. because, consequently, as a result, however, nevertheless etc. Does it use emotive language (e.g. strong adjectives)? Does challenge the reader? E.g. using adverbs and phrases; Clearly, Surely, Obviously, Everyone knows that… etc Is there a clear conclusion or final statement?

Four word docs. Plus powerpoint. Plus a few other bobs and bits. Word doc as example. The rest is in the zip. example: Introduce ch 1 for Kensuke’s Kingdom. Record initial response with prediction. Select examples to show Michael’s feelings. List reasons for and against yourself and family setting off on a round the world sail, Justify relating to evidence selected from the text. Red: format provided Gr/Or: list reasons from two places Bl/Y: form contrasting sentences… begin with, “even though…” Read ch 2. In pairs. How does Mom feel about the trip and Dad’s ideas? What is the alternative? Why has Michael decided now to tell his story?2. Who are the members of Michael’s family?3. What do the family do together on the weekends? Can you describe how it makes them feel?4. Why do the family stop sailing?5. What is the atmosphere like in the house?6. What happened to Michael’s best friend?7. What happens to Michael’s father and why?8. What do you think happens next?9. Describe the father when they meet up again. What sort of mood is he in?

12 Great powerpoints and associated word documents. Ideal for entry into class or revision. eaxample Order these integers from smallest to largest: 15, 9, 3, 108, 74, 203 93, 105, 99, 76, 54, 1, 205 3733, 408, 4080, 102, 97, 313, 537, 999.

77 files in total. The preview gives you an idea of the flavour. Sample planning: Reading as a Reader Introduction Discuss the purpose of instructions, what could they be used for? Allow the children to discuss for 1 minute the different types of instructions that there are that they know of. Take feedback and write on spider diagram. Inform the children that they are going to be going through several types of instructions over the next couple of days and analysing them as a reader. What made them successful for them, what they would have done differently etc. Main Activity Discuss the ‘Witches Fingers Recipe’ with the children, What do they notice straight away that is useful for us as readers? Annotate on WB. Inform them that we are now going to create these treats reflecting on the information provided and how useful it was for us as readers. Split the class into 2 groups - Create the treats – discussing the instructions as they go along. Ask the children to complete the reflection sheet in pairs. Discuss the instructions with the children and their reflection sheets, what made them successful? What would they have done better? Why? How would it have changed these instructions? Were the children ablet o follow the instructions? Were they able to evaluate the effectiveness of these instructions as a reader? Were they able to identify some of the key features that made them effective, such as the layout etc? Introduction Remind the children that they are evaluating instructions as a reader. Inform them that today, they are going to be evaluating different card game instructions and their effectiveness. Also that we are not to support them, as they need to evaluate them themselves and they are going to tell me whether they were effective instructions at the end of the lesson and why. Main Activity Children are to be in mixed ability reading pairs, read through the instructions and follow the instructions independently and play the card games. Carousel the pairs to the different games, allowing them 10 minutes at each activity.

A great deal of planning on Fiction. Loads of great powerpoints and word documents. Sample: Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: (Mrs Shephard & Mrs Maguire’s groups) to work as a group on this task. MA: In pairs. Miss Noble to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)

8 powerpoints 12 word documents Looks at the Greek Myths. Example : WALT: box up the labours of Heracles looking at details of setting, obstacles, proof of time, how obstacle was overcome for each event You need to draw or write brief notes about the setting of each event, about the obstacles that had to be overcome, the words used by the writer to show the passage of time and how the obstacle was overcome. Remember to think about the senses (what could be seen, heard, smelt, touched or felt) to describe the setting. Event 1: Setting Event 1: Obstacle

couple of lesson plans and some worksheets. Sample: Share L.O and STS with the children. Introduce the cover for the new book – what do you predict will happen in the story? I predict that…….because Why do you think the book is called Tuesday? Has the time got anything to do with it? I think that it is called Tuesday because…. Give children images taken from the book – what order should they go in? encourage groups to discuss the order as a group – explain that there is no right or wrong answer because they are predicting. Invite children to share the order they chose and justify their choices. CT model writing the story using the order they have chosen and time connectives. Model THINK, SAY, WRITE, CHECK method for writing. Remind children of noun phrases to add interesting detail. Encourage MA children to use complex sentences. Resources: Tuesday images Sentence starter flash cards (differentiated) Time flash cards Images for books Share LO and STS. What do we know about the story so far? What are the main events? Children to share their work from previous lesson. Watch: How has the order changed from what you predicted? Arrange key images from the story in chronological order on the working wall. Language starters to retell the story – ‘So far I have discovered that…’ ‘First, then, after that…’ Whilst x was… y was…’What is inference? Where have you seen it before? Why is it important with this text? Establish that it has no words so we must assume what is happening to tell the story. Use the PowerPoint to tell the story as a class. Share L.O. and vocabulary – where are we on the learning journey. Ink Waster – Jotters – 2 minutes to write down everything you remember about the story. Key Questions When did it happen? Where did it happen? Did anyone see anything? Display an image – Can you explain what is happening? Partner talk using language ladder openers to support – children to share with class. Give groups of children images from the story and time connective sentence starters – children to sort the pictures into the correct sequence and use time connectives to retell. Explain written task. What is a noun phrase? What is an adverbial phrase? How would these be applied to this piece of writing? CT model writing against STS

Some nice simple planning for this excellent book. Plus some other bobs and bits. example: WALT: Prepare a short drama performance. Display an image of a cave on IWB. Hand out a post-it note to each child and ask them to write a sentence on it to describe one of the caves. Once they have finished, they should swap their post-it with a partner and try to edit or improve their partner’s sentence. Enlarge the illustration from pages 24-25 of Stone Age Boy. Ask the children to imagine how the boy feels as he enters the cave. Arrange children into an ‘alley’, with the children each facing a partner in a long line to make a corridor. Ask for a volunteer to be the boy and allow each child to say what he might be thinking as he walks past them down the middle of the cave corridor. Mixed Ability Groups: Ask children to work in groups to role play the boy and Om walking through the cave. They should prepare a short drama of this part of the story and they need to include a ‘narrator’, whose role it is to explain what the boy is thinking and feeling. Prompt children to use the thesaurus skills they worked on earlier in the week to find interesting words to include in their drama. Take time to perform some of the dramas. Ask for feedback from the other children including what went well and what could be improved.

A great set of planning. Concentrates on rewriting Shakespeare’s famous tal. Sample planning: Begin by introducing the new topic and the learning outcome. We will be studying ‘older’ literature. Explain that older literature is defined as anything written before 1914 but we are going to look at much older than this! Show a picture of William Shakespeare: children to TTYP – Who is this man? What is he famous for? Can you name any of his works? Come back together and elicit that William Shakespeare was an author – not of stories but of plays and sonnets (poems). Talk about some of his more famous work and explain that he wrote 38 plays and over 160 sonnets. Shakespeare was born in 1564 and died in 1616. He produced most of his work between 1589 and 1613 – why do you think he wrote mostly plays rather than stories? Elicit that he was an actor so he loved the stage and he intended his works to be acted out rather than just read and also because of the times. TV and film were not entertainment options and the majority of people couldn’t read so going to the theatre or watching an outside performance was very popular. Explain that Shakespeare’s plays can be broadly split into tragedies and comedies. TTYP – what does this mean? Show a list including some of Shakespeare’s most famous comedies and tragedies. Talk about our recent history topic – who would have been on the throne when Shakespeare was writing (Elizabeth I until 1603 and then James I start of the Stuart dynasty). Talk briefly about the context to Shakespeare’s plays – Elizabeth I ruled over a very successful empire, England was starting to explore and find new shores and arts & culture were becoming more important and sought after. Finish reading the children’s version of ‘Romeo and Juliet’. Explain that this has been adapted for a young audience – it has been changed from a play script to a narrative and the language and been modernised. List the main characters on the board, to include: The Capulets etc

Some powerpoints and worksheets. sample bit: WALT: Describe a character WILF: ‘ed-ly-ing’ openers Adjectives and similes Connectives- e.g. if, when, because, so Punctuation Short and long sentences Paragraphs Neat handwriting Have you ever read Charlie and the chocolate factory before or watched the film? Who are the characters? Discuss what happens to them. Watch: video of Violet getting blown up as a blueberry. Children to create a new character for Charlie and the chocolate factory using a modeled frame (three camera shots). Children to begin by completing a planning sheet- what is your character called? What age are they? What adjectives would you use to describe him/her? How would you describe their personality? How might they get in trouble in the factory? Planning sheet- 10/15minutes Teacher will model writing a character description for Charlie. Discuss adjectives used, camera shots- long, medium, up close and reveal. Children to complete their own character description using the model given. Using their white boards to plan and improve their work before writing in books. Children to read through their work and edit and improve it. Guided group will read their work. Children to listen and give opinion on the work. What could be improved? Green Group CT to support children in choosing more interesting vocabulary/ adjectives.

Lots of nice planning. A melange. Three nice powerpoint on adverts. The kids have to build their own advert. Plus some performance poetry and general grammar. example: Starter – to recap on everything covered so far by using post it notes on the working wall, in order for students to see throughout the rest of unit (10mins). Split the class up into mixed ability groups of 5-6children and explain they will be working in these groups for the next few lessons. Tell them that the aim of today is to come up with some ideas for their own chocolate bars. What do they want it to be like? Who is it for? Is it cheap and easy or posh and luxurious? 10mins) Children then present their product ideas to the rest of the class and their slogan justifying why. Rest of class offer opinions whether they like it and if they think they could improve it (20mins). Pupils then to go back to their groups and complete an initial design idea for their chocolate bar, thinking about the points the rest of the class have made. Annotate work, stating why they have selected ideas for their product. Homework – find a product similar to the one they have designed and research it – e.g. how it’s been advertised before etc.

Nice, short and to the point.

A 297 page pdf with Catholic RE planning. Suitable for years 4 and 5. Easily adaptable for personal use. Lots of references to the bible. Topics covered include Holy Week, Lent, Easter, Christmas, Advent, Creation, Baptism, Parables, Miracles etc There’s an assessment sheet that pupils can write on and insert into their books. sample: Explore with children words we might use to describe significant people in our lives and what they do for us (e.g. friend, parent, brother, etc.) l What words and statements would the children use to describe God? l Provide children with blank alphabetical word bank sheets to record words they would use for God. This activity could be done in small groups. l Share findings with the rest of the class and reasons for choosing certain words. l The Bible is a source of knowledge for Christians about what God is like. Explain to the children that in this unit of work we will be learning about some important images of God that we find in the Old Testament. l Recall some of the images of God that the children have suggested. Explain that an important image of God for Christians and indeed for the Jewish people is that of the Creator. l What does it mean to create something? What responsibility does this entail? L2 That every human person is made in the image and likeness of God and is called to reflect God’s love. l Know the story of the creation of human beings in the Book of Genesis. l Understand what being created in the image and likeness of God means. l Understand that human beings have similarities and differences that should be valued and respected by everyone. l Explore ways in which Christians can work to value other people, especially those who are different from them. l Research, discuss and write about the story of Creation of human beings and explore ways in which we can work to value other people especially those who are different from us.

lessons for this interesting topic plus some maths. sample: In Jotters As a class think about what a newspaper is and where we have seen them. Can anybody name any famous newspapers? When did we last read a newspaper? Who knows the sort of things we read in a newspaper? Create a list on flip chart paper. Give children 30 seconds in talk partners to discuss answers and share. Show class an example of a newspaper front page. Can anybody name any of the different features? Call children out to front to highlight on IWB. Children are then sent off to have a go at annotating a real-life example on their own. Children will then be stopped and asked where they are with the task. As a class revisit work from the previous lesson (refer to working wall.) What can we remember from last lesson? Can you name any features of a newspaper? Children to be given a worksheet with cut outs from a newspaper article. Can any of you recognise these different segments of a newspaper article? Where would this segment go in a newspaper? Children will be asked to justify their choices as to why they have put a segment of the article where they have. Why would you put this here? Does this segment make sense here? Children to use talk partners to discuss what an orientation paragraph is and what they think the purpose is. Create an expectations vs reality table on flipchart – to be put up on the learning wall. What is an orientation? Where do you think an orientation goes in a newspaper? Children to be discuss the 5 W’s and what they are. Children to be given an example of a newspaper article and asked if they can see any of the W’s in there. Children to be asked to begin using their understanding of an orientation paragraph to complete a number of different tasks.

Great lesson on this interesting book. Plus some nice Maths. Great for year 6. sample : Display the image from the front of the book. What does the title of the book tell you? What could the book be about? Why do you think that? Introduce the title. Children to identify what the book is about? What is the theme? Genre? What makes you think this? Children to make predictions about the book in groups using the cover – share and discuss ideas. Share extract from blurb ‘As young Thomas Peaceful looks back over his childhood from the battlefields of the First World War, his memories are full of family life in the countryside.’ 5ws and predictions modelled by CT. What has changed? Why has your opinion changed? What questions and predictions can you make now? Resources: Book cover, sentence starters, 5Ws sheet (LA), blurb extract Children to be reminded of the previous lesson. What did we learn? What do we think the text book is about? What happened in chapter one? Play BBC schools episode 1 - Children are to be given the first paragraph of the book. What is the theme? What is the genre of the book? Children to use talk partners and class discussion to list the characters involved in the first chapter and paragraph. Who are the characters we have met? What do we know about Tommo and his older brother Charlie? What is their relationship like? In this chapter, Tommo starts a new school – how would he be feeling about this? Look at the kindness of Molly – why does she act this way? Why doesn’t big Joe go to school? How would this be different today?

A couple of nice lessons on these Maths topics. Plus a little bit of spelling and formal and impersonal lessons. sample: LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean: Football team Goals: 0 4 8 2 2 2 0 4 2 4 Visits to the seaside this year: 0 6 4 12 2 4 8 6 10 8 SHOULD: 4. Science Assessment Scores: 22 22 10 30 36 Hockey Team Goals: 3 6 12 0 0 0 9 12 10 6 Visits to Cinema in a year: 12 16 8 24 4 12 8 16 12 4 CHALLENGE 8. Spelling Scores: 6 7 9 2 4 5 0 4 1 2 6 5 5 5 8 9 Number in Family: 4 8 4 10 12 6 4 6 8 6 9 7 LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: . Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean:

1000 questions where pupils have to fill in a counting square. e.g. count by 2 from 8 to 56 All answers provided. Good for drilling or time filling. Each square is 5 by 5.