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

Some planning and powerpoints. Sample: (BOOKS) Go through the first few slides of the ppt. Discuss that we are going to be writing a letter pretending we are a soldier on the front line writing to their family or friend. Have an A3 letter on the board. What do chn notice straight away? Discuss the purpose. Why do we have the date? Why do we have the address? Resources: Checklist Letter example – one per child and A3 for WW (BOOKS) Quickly recap the lesson from yesterday. Quick fire feature checklist quiz Read the passage. Discuss any words that are unfamiliar. Chn are to work as a class to identify the main events. Can they now order the events? Remind chn that each event is a new paragraph Can we write linking words for each of the paragraphs? All chn are to have a go and write linking sentences/words in between their events. Resources: Read passage from war horse of an event for the chn to write a letter from.

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.

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?

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Summer term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Adventure and Mystery Stories 4 weeks, Authors and Letters 4 weeks, Plays and Dialogues 3 weeks Numeracy 9 weeks Creative curriculum (a bit) RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) You get 190 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Autumn term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Stories with a familiar setting 3 weeks , Instruction 3 weeks, Reports 3 weeks, Sentence structure recap 3 weeks, shape poetry 2 weeks Numeracy planning 13 weeks worth Creative curriculum (a bit) Tudors, Heroes RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) Pirate Day Planning You get 75 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Year 2 planning for the Spring term. You get 70 mb of info which is good value imo Literacy 12 weeks plans. Fantastic Mr Fox, Different Stories by the same author etc Numeracy 13 weeks Securing number facts, understanding shape etc Creative curriculum (bit) Great Fire of London, E Safety P.E (a bit) Science (a bit) materials, electricity R.E. (a bit) Marriage. I taught in Catholic schools so feel free to ditch.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Autumn term for year 2. 60 mb of info which is good value imo. You get: Literacy planning 12 weeks. Performance poetry, Stories with familiar setting etc. Maths 14 weeks Measuring, Money etc Creative curriculum (a bit) the Police R.E (a bit) I taught in Catholic schools so feel free to ditch this. Science (a bit) Forces and Motions, Health and Growth Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Spring term for year 1. You get 72 mb of material so good value imo. I taught in Catholic schools so a Catholic bent. But as we live in a multicultural society, that is good. You get planning for: Creative Curriculum Literacy Numeracy R.E. Science (Animals and Plants)

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Autumn term for year 1. You get 160 mb of material so good value imo. I taught mainly in Catholic schools so has a Catholic bent. But as we live in a multicultural society, this should be no problem. You get planning for: creative curriculum Literacy Numeracy P.E. (some) Science (some) R.E. (Advent etc) Loads of great lessons to ease your Sunday afternoons. Just cut and paste into your school template.