This is a 2-day DIFFERENTIATED English plan/ TEACHING POWERPOINT complete with success criteria for the task and differentiated scaffolds for a prediction based on the front cover and blurb of the book: Harry Potter and the Philosopher’s Stone by J.K. Rowling. The learning objective is making a PREDICTION based on the clues given on the FRONT COVER. The teaching input and questions guide children to make predictions and give reasons for their predictions, teaching them to pay attention to all the clues on the front cover. The lesson also includes a grammar focus on nouns and adjectives. The teaching PowerPoint allows you to model answers on the different task pages. It includes a word bank to support EAL/SEN learners. This lesson gives guidance on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, and allowing learners to choose their tasks (this works wonders for their self-esteem), differentiated tasks that are progressive from MILD to Spicy, Spicy to Hot and from HOT to Extra HOT and assessment at the end of the lesson against the success criteria to assess learning and inform future planning.

This is a 2 day DIFFERENTIATED English plan/ TEACHING POWERPOINT complete with success criteria for the task and differentiated scaffolds for a prediction based on the front cover and blurb of the book: CLOCKWORK by Philip Pullman The learning objective is making a PREDICTION based on the clues given on the FRONT COVER. The teaching input and questions guide children to making predictions and to give reasons for their prediction, teaching them to pay attention to all the clues given on the front cover. The lesson also includes a grammar focus of nouns and adjectives. The teaching powerpoint allows you to model answers on the different task pages. It includes a word bank to support EAL/SEN learners. This lesson gives guidance on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, allowing learners to choose their own task (this works wonders for their self esteem), differentiated tasks that are progressive from MILD to Spicy, Spicy to Hot and from HOT to Extra HOT and assessment at the end of the lesson against the success criteria to assess learning and inform future planning.

This is an 11 -day editable DIFFERENTIATED TEACHING POWERPOINT complete with success criteria for each lesson, talk tasks, learner tasks as well as accompanying resources to teach character description -Stanley and is based on the book, Holes. The lessons include comprehension and grammar based on the book and are pitched at National Curriculum levels for Y3, 4 and 5. All the lessons follow in sequence and each lesson whether comprehension or grammar builds up to the long writing task, which is to write a character description of Stanley. Thereafter, the last two lessons are to innovate a plan and write a new character for the story. The learners can use their work from Day 1 to Day 7 and interweave it into the Long Write. Lessons 11/12 and 13: INDEPENDENT WRITE where children innovate and create a new character in the place of Stanley. Most lessons include a word bank to support EAL/SEN learners.This set of lessons is structured based on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, allowing learners to choose their task from MILD, SPICY and HOT (this works wonders for their self-esteem) The tasks are progressive and can be modelled on the PowerPoint itself. Lesson 1 : Comprehension: L.O: To raise a range of questions. (about Stanley) Lesson 2: Comprehension: LO: To answer questions. (about Stanley) Lesson 3 : Grammar: LO: To use a range of adjectives or expanded nouns to describe a character. (Role on the wall) Lesson 4 - Grammar: To use inverted commas. Lesson 5: Grammar: To use figurative language (create similes describing Stanley) Lesson 6: Planning: To plan a character description (about Stanley) Lesson 7: Speaking and Listening: To participate in roleplay and ask questions ( about Stanley) Lesson 8: Composition: To write a character description (about Stanley) Lesson 9: Editing: To edit and evaluate my writing. Lesson 10: Planning: To plan a character description. (new character) Lesson 11: Composition: To write a character description. (new character) For other resources for the book, Holes please see : Holes by Louis Sachar- setting description based on Camp Green Lake https://www.tes.com/teaching-resource/resource-12897649 Holes- Diary entry of Stanley- based on Chapter 3 https://www.tes.com/teaching-resource/resource-13006019

This is a 53 page adaptable, differentiated teaching powerpoint to teach the skill skimming and scanning to answer retrieval questions. Questions are based on Friend or Foe by Michael Morpurgo Ideal for Guided Reading or whole class reading. Includes answers to all questions.

This is a 2 day DIFFERENTIATED English plan/ TEACHING POWERPOINT complete with success criteria for the task and differentiated scaffolds for a prediction based on the front cover and blurb of the book: WHEN THE SKY FALLS by Phil Earle. The learning objective is making a PREDICTION based on the clues given on the FRONT COVER. The teaching input and questions guide children to make predictions and give reasons for their predictions, teaching them to pay attention to all the clues on the front cover. The lesson also includes a grammar focus on nouns and adjectives. The teaching PowerPoint allows you to model answers on the different task pages. It includes a word bank to support EAL/SEN learners. This lesson gives guidance on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, and allowing learners to choose their tasks (this works wonders for their self-esteem), differentiated tasks that are progressive from MILD to Spicy, Spicy to Hot and from HOT to Extra HOT and assessment at the end of the lesson against the success criteria to assess learning and inform future planning.

This is a 2 day DIFFERENTIATED English plan/ TEACHING POWERPOINT complete with success criteria for the task and differentiated scaffolds for a prediction based on the front cover and blurb of the book: WOLF BROTHER by Michelle Paver. The learning objective is making a PREDICTION based on the clues given on the FRONT COVER. The teaching input and questions guide children to make predictions and give reasons for their predictions, teaching them to pay attention to all the clues on the front cover. The lesson also includes a grammar focus on nouns and adjectives. The teaching PowerPoint allows you to model answers on the different task pages. It includes a word bank to support EAL/SEN learners. This lesson gives guidance on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, and allowing learners to choose their tasks (this works wonders for their self-esteem), differentiated tasks that are progressive from MILD to Spicy, Spicy to Hot and from HOT to Extra HOT and assessment at the end of the lesson against the success criteria to assess learning and inform future planning.

This is a 2-day DIFFERENTIATED English plan/ TEACHING POWERPOINT complete with success criteria for the task and differentiated scaffolds for a prediction based on the front cover and blurb of the book: THE HOBBIT by J. R. R. Tolkien The learning objective is making a PREDICTION based on the clues given on the FRONT COVER. The teaching input and questions guide children to make predictions and give reasons for their predictions, teaching them to pay attention to all the clues on the front cover. The lesson also includes a grammar focus on nouns and adjectives. The teaching PowerPoint allows you to model answers on the different task pages. It includes a word bank to support EAL/SEN learners. This lesson gives guidance on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, and allowing learners to choose their tasks (this works wonders for their self-esteem), differentiated tasks that are progressive from MILD to Spicy, Spicy to Hot and from HOT to Extra HOT and assessment at the end of the lesson against the success criteria to assess learning and inform future planning.