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Year 5 Literacy Planning Autumn Term KS2 Greek Myths Big Write
This is a zip file containing Literacy planning for a year 5 class (Autumn term)
It consists of 14 short term plans I designed. There is one Literacy lesson per day.
You will get 14 Microsoft Word documents. They are based on the Greek myths.
I’ve also included for free some extra teaching materials that you can use. I’ve included too 3 medium term plans , one for each term). These cover plans and ideas not just for Literacy, but other subjects as well.
I’ve also included an extra week from the next term. Feel free to use it to plug any gaps.
This will help you do your own planning. Feel free to cut and paste into your own school’s plans.
Ideal for someone who had to do a term’s supply like I had to do.
Please bear in mind:
every school is different. My plans assume you have the aide of a TA, but this is not essential. There is no differentiation in the planning. Everyone does the same thing to the best of their ability.
you may want to add your own detail. These are short term plans remember.
I have used walts and wilts. Your school may do something different.
A very few number of weeks have a small gaps for things like tests and inset days. Use the extra week one planning for the next term (included for free) if you wish.
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Year 5 Poetry Planning Poetic Style – Valerie Bloom/Pie Corbett
Nice planning :
sample :
Read 3/4 Pie Corbett poems (see list below this plan or plan resources) – NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary – the use of adjectives and descriptions, metaphors or similes eg ”I heard the paving slabs groan as they muscled for space.” (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Easy
Give chn a selection of Pie Corbett poems. Model reading a couple to the chn. Discuss what was similar or different in terms of the subject matter. Chn to then read some more poems in pairs and start to sort them into groups that are similar and why. Stick the similar poems onto A3 paper and make rough jottings about why they are similar. TD Medium/Hard
Work in pairs or 3s. Take turns to pick a Pie Corbett poem and read it out loud to rest of group. Repeat this until lots of poems have been read. Provide highlighting pens & poetry checklist (plan resources) to guide their discussion. Ask chn to go back over each poem carefully & highlight any language that makes the poem interesting eg adjectives & descriptions. Give chn the metaphor & simile example sheet (plan resources) to refer to and see if they can highlight any of these in another colour. Make sure chn annotate their highlighting with their own comments. Is there anything linking these Pie Corbett poems together? Does he repeat any language techniques? Finally they look at the style of the poems. Is there a regular rhythm in the poems? Do they use speech?
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English year 5 and 6 The Mysteries of Harris Burdick Planning and Powerpoints Literacy year 5
A great collection for teaching this interesting topic.
You get powerpoints and planning.
Sample :
Punctuate sentences accurately, including using speech marks and apostrophes.
Use commas to mark clauses.
Group and classify words according to their type and meaning.
Read a variety of texts, commenting on the author’s choice of vocabulary.
Construct sentences which are punctuated correctly; including the use of commas, speech marks and apostrophes.
Use a range of connectives to join sentences.
Experiment with complex sentences.
Whole Class Shared Learning
Discuss pronouns (homework)
Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go.
Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb.
e.g. The black horse galloped elegantly along the beach.
Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns).
Children to name a range of punctuation – I record on the board (I do not add to it at this point).
Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time.
Children to have a variety of sentences to up level punctuation on their whiteboards.
Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick?
Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions?
Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’.
Model the task.
Use PPT to study speech punctuation.
Use the pictures from ‘The Mysteries…’ to write some possible dialogue.
Model possible conversations, including synonyms for said and adverbs plus adverbial clauses. With correct punctuation.
Look at some of the pictures from ‘The Mysteries …’
Think / discuss some of the characters in the pictures. Use adjectives to describe them – give them names. From the pictures come up with verbs to describe what they are doing then add adverbs and adverbial clauses.
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Romeo and Juliet Shakespeare Rewrite Year 6 English Literacy Planning
Couple of weeks planning.
sample;
Genre: Narrative Unit 4 ‘Older Literature’
Focus Texts: ‘Romeo and Juliet’ by William Shakespeare. (Adapted for children by Andrew Matthews and Tony Ross – Orchard classics).
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. Link to previous unit.
Children to take a whole page in their literacy books to design an advert/poster to be put up around a Tudor town. It should advertise an exciting new play by William Shakespeare (give children a few to choose from).
Talk about the different language used for a comedy or a tragedy.
CN with target group.
CS with JD group. Start to read the children’s adapted version of ‘Romeo and Juliet’.
Success Criteria:
I recognise William Shakespeare and I know what he did for a living.
I can start to understand what England was like when Shakespeare was writing.
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Back to School Autumn Year 5 Literacy Planning Harry Potter Tales of the Beadle Bard
4 weeks great planning
Powerpoints.
Sample planning :
Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome.
Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements)
Etc.
Activity One
Come back together, show children a picture of JK Rowling – does this help?
Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with?
Lead into a class discussion on this famous children’s author:
Has anybody read any of her books?
What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall).
Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?)
Activity Two
Recap on yesterday’s lesson. TTYP: What is the name of the author we were discussing? Can you name any of her works?
Which book did we start to read? What was the name of the tale from the book? Refer to working wall to prompt children’s memory. Refer to the likes and dislikes boards completed yesterday (to be displayed on the working wall).
Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP.
Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP.
Show children the story mountain which was used in last lesson’s plenary. Are there any similarities between the tales? Do they follow the same structure? As a class, complete a story mountain for this new tale.
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Back To School Kensuke's Kingdom Year 4 to 6 Planning and worksheets
I’m now retired from teaching after decades in the classroom.
I’d like to help the younger generation.
One aspect I don’t miss in Sundays. Trying to fill in planning grids that were rarely used or looked at. What a nightmare!
So I’ve put together my teaching plans etc from the various schools I was in.
The zip contains loads. I’ve put a sample in the ordinary download to give you a flavour
It’s mainly to do with Kensuke’s Kingdom. But there’s othet stuff too included for free. There’s stuff on Dolphin Boy, Butterfly boy etc.
Feel free to adapt for your planning grid.
Sample planning :
Recount one event from holiday. Note features and language patterns to list.
Chronological, time connectives, 1st person, past tense, personal views. Write a recount for the Easter holiday. Individual revision task. Focus on organization and links using temporal connective phrases. Personal views.
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? 1. 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?
Read chapter three. List examples of each character’s feelings. How do Mom and Dad’s feelings compare.
When Michael and his family first set sail, how many miles a day do they want to do?
How many miles a day do they actually do?
What game do Michael’s parents play?
What do they eat?
What creatures do they see off the coast of Africa?
In November they went to Brazil. Where did they stop?
What did Michael do in Brazil?
What did they do on Christmas Day?
Describe, in your own words, the incident with Stella Artois. Record the incident with Stella as a personal diary entry.
Refer to events in the chapter.
HA: personal style to include worries for the future.
MA: Organise into paragraphs with links
LA: use ed-ing-ly openers.
You get 8.7 mb of stuff so that’s good value imo. In it are lesson plans, powerpoints, questions etc.
Enjoy your Sundays!
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Years 1 to 4 Complete Year's Religious Studies R.E. Planning
For all years 1 to 4 complete planning all terms.
Easily adaptable up or down, so will save you hours.
Catholic in flavour but other religions included.
Contains powerpoints, planning, worksheets, info etc.
Why not look at the bundles. Incredible value and it’ll save your precious Sundays.
Ideal if you have been chosen to deliver R.E.
N.B. You will need to spend some time organising as I am retired. Also not a great deal of year 2 stuff. If you want superorganised stuff, please look at my RE powerpoint stuff,
sample planning :
Learning and growing as the People of God:
Short-term Planning Unit I – Easter
Most children will know that the four Gospels contain accounts of the Resurrection of Christ. They will be able to understand the transforming effect this had upon the disciples. The children will know that the Ascension reminds Christians of the promise of Christ to remain always with them.
Less able children will be able to recall parts of the Resurrection story from some of the Gospels.
More able children will have a greater understanding of the importance of the Resurrection for Christians today and of their belief in the presence of Christ in the Church and in their lives.
Start date: Finish Date
Additional details including groupings, differentiation Vocabulary and
Key Questions Resources Prayer
Revise with children previous learning about the Church’s celebration of Easter.
Recall that it is a season of fifty days and revise some of the colours and symbols of the season that are used in the Church’s liturgy.
Activity:
In groups - give children the colours and the symbols to match.
White Easter light
innocence
purity
joy
triumph
glory
Red Feasts of the Lord’s Passion, Blood and Cross the Passion
blood
fire
God’s Love
martyrdom
Palm Sunday
Purple Good Friday penance
humility
melancholy
Gold Easter joy
Children to read one of the four Gospel accounts of the Resurrection:
Matthew 28: 1-15, Mark 16: 1-17, Luke 24: 1-43, John 20: 1-21
Group Activity:
Must - Highlight the words and actions of the disciples and the women and the words and actions of Jesus.
Should/Could -Create a resurrection appearance table. Include in the headings: What the disciples were doing, what they saw, and what Jesus said and did.
(Use the above Gospel accounts to fill in the table).
Plenary:
Children to imagine that they are about to meet somebody who had never heard of Jesus before. What would they tell this person about the resurrection? What would be the most important information that they would need to pass on?
What were the words and actions of ____ at the resurrection of Christ?
Markers Remind the children that prayer time is an
important opportunity for us to recognise
the presence of Jesus in our lives.
Provide moments for silent prayer. Use
music and appropriate Easter focus,
Use the Resurrection and Ascension
stories during Collective Worship.
Other links/Homework
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Back to School The Piano by Aidan Gibbons Year 6 Literacy Planning
Great planning and powerpoints on this fascinating topic.
sample :
Speaking
• Tell a story using notes designed to cue techniques such as repetition, recap and humour
Drama
• Reflect on how working in role helps to explore complex issues
Understanding and interpreting texts
• Infer writers’ perspectives from what is written and from what is implied
• Compare different types of narrative and information texts and identify how they are structured
Creating and shaping texts
• Reflect independently and critically on their own writing and edit and improve it
• Experiment with different narrative forms and styles to write their own stories
Sentence structure and punctuation
• Adapt sentence construction to different text-types, purposes and readers
• Punctuate sentences accurately, including using speech marks and apostrophes
Understand, analyse and compare several ‘visual texts’.
Comment on the technical parts of a visual text.
Write a review using correct format and language.
Whole Class Shared Learning
Guided and Independent Activities:
Start to understand what is meant by a ‘visual text’. What do we know so far about narrative writing? Create a list of facts to add to working wall including: fictional, dialogue, opening etc.
Explain to the children briefly, that they are going to watch a short, animated film, entitled ‘The Piano.’ Explain also that there is no dialogue or narration; it will be up to the children to decide what the film is about, to answer simple questions, raise some of their own and provide their own explanations for what they see.
Tell the children that they’re going to watch the film, quietly and without comment at first. Then, watch ‘The Piano’ by Aidan Gibbons.
Model completing thinking feeling and speech shapes linked to the narrative.
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Literacy Year 5 or 6 Stories from Other Countries 3 Weeks Planning Ahmed's Secret Heide
Great planning for year 5.
Plenty to keep you going for three solid weeks.
Powerpoints, planning, worksheets etc etc
The zip has the lot. I have put up some on the ordinary download so you can look.
Sample planning :
Genre: Narrative Unit 3 – ‘Stories from other cultures’
Focus Texts: ‘Abela’ by Berlie Doherty (class reader), ‘The day of Ahmed’s secret’ by Florence Parry Heide, ‘Stories from around the world’ Usborne books.
Objectives
Primary Framework Phase 1
• Create roles showing how behaviour can be interpreted from different viewpoints
• Know and apply common spelling rules
• Infer writers’ perspectives from what is written and from what is implied
• Compare different types of narrative and information texts and identify how they are structured
• Experiment with different narrative form and styles to write their own stories
Adapt sentence construction to different text-types, purposes and readers
Punctuate sentences accurately, including using speech marks and apostrophes.
Learning/Writing outcome for unit: Write a story from a different character’s point of view. Reflect on writing critically and edit it against success criteria.
LO: Whole Class Shared Learning
Guided and Independent Activities: Plenary:
M Understand and use the word ‘culture’.
Begin to recognise the features of a story from another culture. Show the words ‘narrative’ and ‘fiction’. Children to TTYP and talk about what they mean. Come back together and elicit that they are words for ‘story’. We are going to be studying a narrative unit for two weeks. Briefly recap the five structural features of a story. What types of stories have we studied so far? (Myths, legends and stories by a significant author).
Show the word ‘culture’. Children to TTYP and discuss.
Come back together and explain that a culture refers to “the attitudes and behaviour that are characteristic of a particular social group.” Emphasise that we are not necessarily talking about different religions or even other countries – there are a lot of different cultures even within one country.
Lead to class discussion.
Provide children with copies of ‘The Day of Ahmed’s Secret’ – explain that this story is from Africa. Ahmed lives in a city called Cairo – the capital of Egypt. Show on a map. Have we heard anything about Cairo in the news recently?
Read half of the story and then challenge children to discuss on their tables:
The features of the story.
Their predictions about Ahmed’s secret.
Come back together, read the rest of the story and discuss.
How is Ahmed’s life different from your lives? In his culture it is perfectly normal for children to be working very hard and taking over the family business from his Father. What does his pride at being able to write his own name suggest about his level of education? About his place in society?
Create a working wall list of features to include:
Capital letters used at the start of each sentence and full stops at the end.
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Flashback Story Planning Year 6 Late Again For School Powerpoints Worksheets
Great planning.
sample :
Key Questions Teaching
Show the children the PowerPoint ® about different sentence types.
Ask the children to give some examples of sentence types that we use in own writing.
Remind the children of the BOYS and 2A sentences. Write suggestions down. Ask could we extend these sentences, giving more detail?
Model how we might come up with a simple sentence – ‘I walked into school’ – and add another simple sentence to give more detail.
Tell pupils this week we will be focusing on flashback stories. Ask children what does it mean to flashback?
Ask pupils if they can recall the main stages of a narrative. Put up mixed words on board.
Can pupils recall the order?
Opening
Build up
Dilemma
Events
Resolution
End
Tell pupils effective flashback stories often open in the middle of action. This week we will focus on how to write an effective flash back opening.
First we are going to explore a possible story plot. Today’s lesson we are going to look at a picture still and pupils are going to work in pairs to work out what is happening / happened.
What does it mean to flashback? How should a narrative be structured? Why is this a good structure?
Tell pupils there are two ways to start an effective flashback story opening. We can use a 3-ed sentence or an If… If… If… sentence.
This week we are going to explore 3-ed sentences.
The technique we are going to use is called the Cliff hanger 3-ed sentence.
First part of our lesson we are going to look at just the 3- ed sentence. Explain to the pupils, -ed sentences describe a characters emotion/feelings.
The sentence starts with 3 adjectives which end in –ed.
Eg. Frightened, confused, amused.
Show another still picture from ‘Holes’. (see slide 2 of PPT). Ask children to write as many adjectives ending in ‘ed’ as they can think of to describe the scene.
Together, use these adjective and come up with a 3-ed sentences to describe this scene.
E.g. Disgusted, puzzled, repulsed, he held the shoes away from his nose.
Children now to generate their own using the words.
Now show slide 3. Children to generate 3-ed sentences.
Which words best describe the image? Why?
Which sentence is the most effective? Why? Would changing the order of the adjectives make it sound better/worse? Why?
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Poetry year 4 Two Weeks of Planning Magic Box Kit wright Material
Two weeks Planning. the powerpoint is a sample. There’s other files in the planning
Great powerpoint on the work of Kit Wright.
The magic box really inspires kids.
Sampl planning Ask children to remind you about what a simile is and discuss why it is effective to use when writing. Explain that today we will be creating some poems of our own by creating some similes. Write ‘as thin as’ on the board and ask everyone to think of very thin things. Push children to think harder past the more obvious objects. Prompt them if necessary ‘what part of an animal is very thin?’ and so on. Write other prompts such as ‘as tall as, as large as, as hot as’. Draw some circles on the board and write a prompt above them ‘The sun is like…’ See how many other things they can think of that are round like the Sun. Turn the circles into objects they suggest. Now encourage children to extend their ideas further.
Explain that today children will be making some simile poems of their own about a monster. List some features of a monster and some adjectives that describe a monster.
HA work alone to create a simile poem about a monster.
MA supported by KB, use a writing skeleton for their poem which has some features already listed.
LA supported by AS, use a writing skeleton for their poem which has the features already listed, make a list of adjectives that might describe a monster.
Read through some of children’s poems together. Discuss what similes they have used and the effect it has on their writing, why is it more effective?
Can children compare objects?
Can they use adjectives?
Can they extend their own ideas and thinking?
Can they choose effective similes?
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Shakespeare Week Lesson Plan For Year 6 Literacy Drama
Suitable for year 6.
Worked very well for me.
For instance the first day :
Grammar Starter
http://www.oxforddictionaries.com/words/apostrophe
L.O: Know one of Shakespeare’s stories.
Success Criteria
Know some background information about William Shakespeare, his time and his work.
Describe the basic plotline of ‘A Midsummer Night’s Dream’
Start to talk about the main characters; their hopes, desires and challenges.
Main teaching:
Who was William Shakespeare?
Use above website to read about his background – note that he wrote plays – his works were intended to be acted.
Use the above website to look at the list of plays – discuss terms tragedy, comedy and historical play.
Read ‘A Midsummer Night’s Dream’ shortened, story version. Explain that this was written in 1595.
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Charlie Small Gorilla City Literacy Planning Year 5
Some great planning for Charlie Small Gorilla City.
You get microsoft word documents.
Plus Notebook files if you can play those.
Sample :
LO:
I can investigate a character and list key questions.
Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display.
TA or other adult in school to enquire about these items and chn asked to ‘investigate.’
Teacher/TA to read note from Charlie – see inside book cover.
In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s).
Class share ideas.
LO:
I can identify author style and purpose.
I can choose effective vocabulary to describe a character.
Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie.
Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis.
With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent
Charlie.
Teacher or TA read pages 2-6.
In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall.
Extension: discuss the use and purpose of each item in the rucksack.
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year 1 Literacy Fantasy World Planning
Three great powerpoints.
Two great flipcharts.
Planning.
Sample:
Discuss fantasy settings we know so far as a whole class using Fantasy PP 1.
Reinforce the concept of a fantasy setting by showing lion, witch and wardrobe where child walks into Narnia clip:
http://www.youtube.com/watch?v=JMYU5vSaal8
In talking partners discuss adjectives describe the setting. Beach ball/Bean bag ideas.
Feedback to group.
Recap yesterday’s learning. Then use the Fantasy PP 2 and go through with the children how to create their own fantasy world.
Explain the activity – children to create on paper their own fantasy world and label it.
Must include:
Setting
Characters
Magical objects
Watch the clip from Harry Potter in the magic shop and encourage the children to look out for all the magic objects: http://www.youtube.com/watch?v=hDR5XgHHLBY and http://www.youtube.com/watch?v=szEFdhOHtrI (0-40 seconds)
Make a list of all the objects they could see, what they could be for, using Fantasy PP 3.
Explain the activity; children will be creating a magic object from their setting they created yesterday or a new one. What does it look like? What is it called? Etc
Bundle
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Year 4 Planning Complete Year's Planning Numeracy Literacy KS2 & Aesop Cloze Worksheets Bundle
Great mega bundle.
A complete year’s planning.
Plus great Aesop cloze worksheets.
Incredible value.
Please look at my shop for individual details.
Below is one as an example:
Planning for the Autumn term for year 4.
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.
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Persuasive Writing Lots of Planning Powerpoints Worksheets English
Happily retired, decided to put together my Persuasive writing planning from my various schools.
there’s a mass of stuff!
Save yourself a shedload of time and enjoy your Sundays!
Plenty of great powerpoints.
From different years but concentrating on years 3 to 6.
example planning :
Main teaching:
Explain that we are now looking at another text under the umbrella of persuasive texts.
Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view.
Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout.
Read the example of a persuasive letter from page 17 of the L4 study guide.
Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful.
Ensure that children understand the structure of a letter (addresses etc).
Activity 1
Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc.
Explain that, tomorrow, children will be writing their own persuasive letter.
Show them the title ‘TV adverts should be banned for junk foods’
Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV.
Encourages obesity which leads to illnesses such as heart disease and diabetes.
Illnesses cost money (treatment on NHS) and days off work.
Junk food produces a lot of litter.
The packaging cannot be recycled.
If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.
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Back to School Autumn Planning Year 5 Literacy Myths
Loads of great planning :
Genre: Traditional stories, fables, myths, legends.
Focus Texts: Robin Hood (Legend), Hercules (Myth) and Pandora’s Box (Myth).
Objectives
Primary Framework 7. Understanding and interpreting texts
Compare different types of narrative and information texts and identify how they are structured
Explore how writers use language for comic & dramatic effects
8. Engaging with and responding to texts
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
11. Sentence structure and punctuation
Punctuate sentences accurately, including using speech marks and apostrophe
Learning/Writing outcome for unit: Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience.
Children can reflect on their own performances.
Children can reflect critically on their own writing and edit and improve it.
Introduce the new unit and look at the writing outcome displayed on the working wall – explain that we have three weeks to achieve this.
Allow children two minutes to TTYP and talk about the new unit – do they have any ideas about myth, legends or fables?
Introduce the LO for today.
Work through the PowerPoint on the features of a myth.
Activity One
Come back together and create a ‘post it’ note checklist for the working wall, to include:
A myth is about gods and goddesses
It is set in ancient times
It features danger/revenge
It includes use of magical powers
It uses powerful imagery
Characters are heroes
Explains a strange/important happening
It features strange, frightening creatures
Read the following version of ‘Pandora’s Box’ and compare & contrast:
Activity Two
Recap on what we learned yesterday. What did you think of the texts we looked at?
Remind the children of ‘Pandora’s Box’.
Who is it aimed at? Why? What is the story about? Children to summarise the main points in pairs.
Discuss the features of a myth.
Activity One
Come back together and discuss the activity.
Explain that we are now going to identify the features of a fable:
http://www.aesops-fables.org.uk/aesop-fable-the-hare-and-the-tortoise.htm
Introduce and discuss ‘Aesop’s fables’
A fable is a complete story
Clever/amusing
Quite short
Uses animals as main characters
Treats animals as people
Includes a moral at the end
Create a checklist for the working wall.
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Aesop Fable Cloze Test Androcles Classics Latin
A cloze test on an Aesop fable.
If you like this one I have a collection in my shop.
You get many, many more of them at a reasonable price.
Great timefiller for Froday afternoons or homework.
If you like the product, please leave a good review, especially as it’s FREE! Thank you!
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Christmas Powerpoint Free Freebie Lesson Taster Advent Religious Studies
A freebie.
A nice powerpoint on the religious aspect of Christmas.
I’m hoping to interest you in buying my series of Christmas lesson on R.E.
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Free Freebie Good Samaritan Lesson Simple and Effective for Year 4 R.E. Literacy
Got me a job so must be reasonable!
A simple lesson plan, worksheet, powerpoint.
Great for discusiing with pupils.
I have plenty of maths, literacy, languages and Literacy stuff so have a look after downloading this freebie.