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?

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.

Lots of English and Maths. Tremendous amount of stuff on World War 2. Text: Room on the Broom. We will also share a variety of Julia Donaldson texts with the children at the end of each day to support and promote new learning and understanding. Genres covered in this unit: Non-Narrative. Grammar focus: Monday: Using a capital letter to start a name: Julia Donaldson. Tuesday: Using a question mark at the end of a question. “How many books have you written?” Wednesday: Writing a clear sentence using a capital letter and a full stop. Thursday: Writing a clear sentence using a capital letter and a full stop. Friday: Writing a clear sentence using a capital letter and a full stop. Key teaching input/texts/questions/ clips etc Steps to Success Teacher to display a picture of Julia Donaldson on IWB. Q: Who do you think this is? What do you think she does for a living? Why? - Teacher to encourage pupils to expand on their answers/thinking. Teacher to explain that this woman is called Julia Donaldson and she is a children’s author. Class to work together to list stories from this author using reading area to support. E.g. The Gruffalo, The stick man, Room on the Broom… TTYP: Can you think of 3 questions that you would like to find out about this author? – Class to share ideas and Teacher/TA to scribe to support future learning. Using the following website, Teacher to carry out shared reading with the class to discover new information/answer any questions e.g. “How many books have you written” Mild: state something you would like to find out about Julia Donaldson. Spicy: use phonetic knowledge to segment and blend CVC/ CVCC words Hot: share an interesting fact you have found out about Julia Donaldson. Extra Hot: Would you like to be an Author? Why?

Nice little unit on modern history. Some nice powerpoints. Sample: Using Notebooks – answer questions. Who was John Lennon? What can you find out about him? Birthday Family Friends Community Music Is he still alive? If not, when, where and how did he die? Why is he famous? Rdg AF 2 WALT investigate the life of John Lennon WILF you can record information carefully about J L. Using questions, investigate life of J L What kind of childhood did John Lennon have? Recall information we know about Lennon so far. Establish that when Lennon was the children’s age it was around 1948/9. He was a teenager in the Mid 1950’s and grew into adulthood in the 1960’s. So his ‘era’ was the 1950’s and beyond. What do you think life was like for a child growing up in the 1950’s? How can we find out what it was like for children of your age at that time? Rdg AF 2 AF 3 WALT select information from books and the internet WILFcompare and contrast life in the 1950’s to life today. Give each group their focus area to research:- School in the 1950’s; Home Life in the 1950’s; Food in the 1950’s; Leisure Activities in the 1950’s; Fashion in the 1950’s Technology in the 1950’s and key questions you want them to find answers to. Children will record their findings on a Compare and Contrast Table the 1950’s v. 2010

A short play on the Romans. Great for a quick ten minute assembly or a part of a fun lesson.

Three weeks of plans. You get powerpoints. Looks at myths particularly Robin Hood and Welsh legends You get plenty of resources. Sample: Ask the children to TTYP and name some famous legends. Come back together and discuss (King Arthur, Robin Hood etc). Ask children what they think are the features of a legend? Establish that myths and legends are very similar but that Although legends often include mythical beings and supernatural events, their narrative spine is more closely connected to the real world of human history. The events in legends tend to seem more likely and less fictionalised than those in myths. Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional. The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra). Make a checklist for the working wall ‘Features of legends’ to include: Plot focuses on hero, struggle between hero and villain, journeys, rich vocabulary, imagery, metaphor, a more human story. Read ‘Robin Hood: Outlaw with a sense of humour’ from Hamilton Trust resources page 9. Make a list of attributes a hero, villain and side-kick should have in a legend HA: describe all 3 types of character, include more detail, use complex sentences (with, who, when – model for children) MA: write about all 3 characters – IR to support LA: make a character description of Robin Hood – mind map vocabulary first then write 5 good sentences about him. JS support

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 is 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, powerpoints, adobe pdf files etc from the various schools I was in. Feel free to adapt for your planning grid. In it are lesson plans, powerpoints, questions etc. You get: 9 pdf files 19 powerpoints 16 word files example text in pp Remembrance Day 2010 LO: Understand why and what we remember. Recognise how important Year 5’s job is. Examine some sources of information about the first and second world wars. Each year the nation expresses its unequivocal support for The Royal British Legion’s charity work through the Poppy Appeal. The emphasis this year is the need to help the Afghan generation of the Armed Forces and their families - today and for the rest of their lives. What is the Poppy Appeal? What is Remembrance Sunday? The Sunday nearest to November 11 when those who died in World War I and World War II are commemorated. In 1900 (how many years ago?) there were five great, powerful nations in Europe: Britain France RussiaAustria-Hungary Germany These countries had empires and armies. Between 1900 and 1914 tension and arguments began to cause trouble. The five main countries began an ‘arms race’, they were trying to amass troops, weapons and war ships. Remember that powerful country called Austria-Hungary? The heir to the Austrian Hungarian throne was a man called Archduke Franz Ferdinand. Archduke Franz Ferdinand was assassinated – this caused lots of trouble between the five rival nations. Britain declared war on 4th August 1914. Article on the assassination of the Archduke. The total number of casualties, both military and civilian, were about 37 million. 16 million deaths. 21 million wounded. About 1.1million British troops died. Major hostilities of World War I were formally ended at the 11th hour of the 11th day of the 11th month of 1918. Lest we forget…

To plan and write a recount text, using appropriate form, features and language. To understand the value of the ‘home front’ during WWII. To discuss and write about the life of children during WWII. Understand the role of the ‘home front’ and the impact of rationing. Explain that this week’s literacy lessons are linked closely to our current history topic. We are moving on to a geography topic after half term. Recap what we have learned recently in history lessons. What were the main causes for WWII? Dates? Political leaders? Axis? Allies? How was the war fought? What was the Blitz? What sort of places did the Germans target? Why? Last lesson I asked you to discuss the posters issued by the British Government. What did you find out? Show the quote: “I have nothing to offer but blood, toil, tears and sweat. You ask, What is our aim? I can answer in one word: Victory.” TTYP – who do you think said this? Come back together and establish that it was part of a speech by Winston Churchill when he became PM in May 1940. At this time, victory seemed a long way off. Show map of the world. Explain that, at the time of this speech, the German forces had already conquered Norway and Denmark. Now, they were sweeping through Belgium and the Netherlands. By 20 May, they reached the English Channel. More than 500 000 British and French troops were trapped on the French coast at Dunkirk. Hundreds of boats, big and small, repeatedly sailed from Britain and brought nearly 340 000 safely back to England. The German advance went on. On 17th June France surrendered. Most of North-West Europe was now in Hitler’s hands. The German leader began to plan the invasion of Britain, only 34 KM away. Britain now stood alone with scarcely anyone to help. The USA had not yet entered the war. The countries of the British Empire such as Australia and Canada were too far away. Churchill encouraged the people of Britain with defiant speeches. “We shall go on to the end,” he said, “we shall never surrender.” What was providing a natural barrier for the British against the Germans? The sea. However, it also caused problems. Britain’s farmers could not grow enough food to feed the population. Large amounts had to be brought in from home by ships. Merchant or goods ships were slow and lightly armed and so were easy targets for German U-boats and bomber aircraft. Between March and May 1941 over 320 merchant ships bound for Britain were sunk. Food such as flour, meat and sugar were in short supply.

A powerpoint of the great MLK. Excellent for Black History Month.

Some great year 6 short term Literacy planning. Covers the Gunpowder Plot. Brucie Bonus: some free Maths planning

A great unit on Islam for primary school kids. You get 14 pdf files 11 powerpoints 11 microsoft word documents The planning is all there. The subjects include introduction to Islam, Mosques, Ramadan, pilgrims, the 5 pillars of Islam example of text from worksheet : Islamic Place of Worship The ____________ is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to _________________________________________________________________________. Outside the mosque, there is a _______________. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because __________________________________________________________________________. There is also a place where the Muslims can wash. This is because __________________________________________________________________________. There are no seats in the main prayer hall because _________________________________________________________________________ . The ____________ on the wall show the times that Muslims must pray. The ____________ wall is a wall which faces Mecca. In this wall, there is a _____________, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the __________) gives his sermon. This section may be blocked by a ________________. The mosque is also used as a place for _______________________________________________________________________. Islamic Place of Worship The MOSQUE is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to ECHO THE PRAYERS AROUND THE MOSQUE. Outside the mosque, there is a MINARET. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because MUSLIMS ARE NOT ALLOWED TO WEAR SHOES INSIDE THE MOSQUE. There is also a place where the Muslims can wash. This is because MUSLIMS ALWAYS WASH BEFORE PRAYING. There are no seats in the main prayer hall because MUSLIMS KNEEL ON MATS ON THE FLOOR DURING PRAYER. The CLOCKS on the wall show the times that Muslims must pray. The QIBLA wall is a wall which faces Mecca. In this wall, there is a MIHRAB, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the IMAM) gives his sermon. This section may be blocked by a SCREEN. The mosque is also used as a place for TEACHING, MEETINGS AND QUIET MEDITATION.

You get 48 files. Include a dozen powerpoints. All in zip. Some in the genr=eral upload. Some nice free bonus stuff on History, jewellery and ship making. Sample L.O. To use knowledge of quest myths and the Vikings to create a character profile for the main character and hero of our own Viking quest myth story. I can use my knowledge of quest myths and the Vikings to create a character profile for the main character and hero for my own Viking quest myth story. Beowulf Lesson 4 STARTER – adjectives Look at text and highlight in pairs adjectives that describe Beowulf, then using post –it notes in pairs, begin to generate more words form pictures displayed on the IWB of Beowulf in various positions/battles and write some of their own powerful adjectives. These can then be ‘magpied’ by the children during the independent work. Main activity Hot seating – Beowulf and the King Use the questions generated on Wednesday as interview questions. Choose children that would like to play those parts – use a sword and shield if we have one This will hopefully give the children an idea as to what these main characters are like, their personality and how they think and react to different situations that happen in the story. Teacher to explain/demonstrate how the profile needs to be complete. Discuss what the words – appearance and personality mean and how they are different. Independent work Character profile – Beowulf the hero of their quest myths Using ‘My Viking Quest Myth Ideas Planning Booklet’ create a character profile for their Beowulf hero by labeling the picture, answering the questions in detail and adding descriptive words and phrases to describe his personality and appearance. Plenary Discuss the difference between appearance and personality of a character and what does it mean by special qualities? Because he isn’t a super hero!

10 powerpoints on Remembrance day that you can adapt to suit your class. Plus a dozen or so short pdfs and worksheets to do with Remembrance. Plus an assembly. Adapt by putting in your kids names in the class. There’s something for ks1 and ks2 kids here. I have adapted the powerpoint so you can choose ks1 or ks2.

Celebrate Black History Month with two excellent powerpoints and some great worksheets. Lots of great info on Aboriginal art. Kids of all abilities will love this. Absorbing and great for afternoon art work.

Lots of planning for the Autumn term. Literacy. Powerpoints, planning and handouts included. Plenty of a month’s work. Sample 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. NB Teacher Day on Monday, Mass on Thursday LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: Tu Identify features of a myth. 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: http://myths.e2bn.org/mythsandlegends/story562-pandoras-box.html Activity Two Activity One Read through the myth of ‘Pandora’s Box’ Discuss the features – give children 10 minutes to highlight the features in pairs. LA: Supported by IR Activity Two Provide several examples of myths for pairs. Children to highlight and annotate the features. Differentiate questioning after activity. Discuss the task – were all the features present? Push HA to say that Myths pass on cultural, religious or spiritual beliefs and traditions. Look at the ten rainbow steps to writing a myth on PPT – discuss how this links to the story mountain. Homework and spellings.