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Back To school Bundle Nice Price Loads of Resources Years 1 to 6
Get your term kick starting with a mega bundle of resources at a bargain price.
Full of a bit of everything.
A wide selection. Have a good look at the individual things in my shop.
An incredible 31 set of different resources.
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Bargain Bundle Worksheets Lots of Maths
Mega bundle.
Loads of worksheets with answers.
Please look at the shop.
Thousands of questions plus answers.
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Year 6 Mega Bundle Loads of Teaching Resources Maths English
Loads of resources.
Tons of planning.
Please look at the shop for individual details.
Plenty of Maths and english. Take the stress out of planning your lessons.
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Back to School Year 3 Resources Math Literacy Great Bundle Puzzles Sudoku
Great mega bundle for year 3. Wide range of materials.
Please look at shop for full details.
20 resources in total. Bargain.
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Literacy Great Bundle Masses of Planning Ideal for Supply Teaching
A massive bundle.
Tons of resources over a wide range of years.
Brilliant for supply teachers.
Look at my shop to see details of the individual resources.
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Literacy Bundle Masses of Planning and Worksheets Primary Level
Massive bundle.
20 groups pf resources.
A wide range of levels so something for everyone.
Please look at shop for details of individual listings.
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Year 5 Super Bundle 20 Items Loads of Planning Maths English Humanities Worksheets
A super bundle.
Tons of planning.
Please look at individual items in the shop to get an idea of what’s on offer.
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Year 3 Maths English Planning Topic work on China
English and maths planning. 39 files
Text: ARCHIES WAR – Marcia Williams
Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings
Letter writing, information texts and propaganda posters.
Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE
Look at a series of images. Witch, doctor, pirate.
Look at the features, are there similarities.
Elaborated pictures of people. Famous and non famous.
Discussion and focal point.
Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is.
Expanding on words to describe Steps to Success
Mild: To review characters
Spicy: To recognise features of a character
Hot: To describe your character
Extra Hot: How could you describe yourself? Tell me.
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Christmas assembly Script Ten Pages
ten page script.
Nice piece you can perform in class or to an assemlbly.
sample :
Narrator: Welcome to our Christmas celebration!
Narrator Welcome to INSERT TOWN, where our journey begins!
Narrator: Picture our winter scene…
Narrator: The air is filled with excitement, the faint hum of an inflatable Santa, blinding Christmas lights line the streets, illuminating the December skies.
Narrator: Our story begins in a beautifu; house not too far away from here…
Narrator: It is a tale of sadness, humour and love. If you are young or old, our story is one you will love!
Narrator : Oh no it isn’t!
Narrator: Oh yes it is! So sit back and enjoy the show, a magical tale of a young girl called Cinderella.
Narrator: It’s December 23rd. A bitterly cold winter’s eve. Across the globe people were making last minute plans for Christmas festivities.
Narrator: People running frantically from shop to shop to get their last minute presents.
DANCE: SHOPPING BAGS AND PRESENTS (Christmas Wrapping)
Narrator: Cinderella was busy vacuuming, cooking the dinner, ironing (funny mime of Cinderella doing different jobs all at once!) and washing,…… when something caught her eye…
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Back to School Autumn Term Year 5 Full Planning Worksheets
Some terrific planning. The last I did before retirement.
It covers the whole of the Autumn term for year 5.
It concentrates on Maths and English. But loads extra on the arts and humanities and pe.
Sample planning
To apply understanding of the structure of a Greek Myth to identify separate parts of a myth
I can order key events in a quest
I can identify how the events in a quest are separated by the writer, referring to the structure/content of the text
I can identify key language features of Greek Myth Texts
Starter
Read “The 12 Labours of Heracles” to the children (58-66, The Orchard Book of Greek Myths).
Recap features of quest – ask chn to identify these
• A quest is a journey towards a goal, which usually requires great effort by the hero/heroine.
• They need to overcome many obstacles, and it usually involves a lot of travel.
• The hero normally tries to obtain something or someone through the quest, and then take this home. The object can be something new (golden fleece), something to fulfill a lack in their life, or to return something that was stolen from the hero or from someone with the power to send them on the quest.
• If someone dispatches the hero on a quest, the reason may be false -Hero sent on a difficult quest in hope that they die, or in order to remove them from the scene for a time.
• Tale usually ends with the dispatcher being unmasked and punished.
• There may be a twist at the end of the tale, to punish any misdeeds of the hero/heroine, or because one of the Gods is displeased by the successful conclusion of the quest.
MAIN ACTIVITY (Resources; boxed table)
Split chn into groups and give them a Greek Myth text. Ask chn to box up text: Chn can draw/write about important places and events on the quest, and should quote words that show the passing of time. CT to model boxing up method for 1st event in “Heracles” text and identify how scene was set, by the writer.
This activity requires children to identify details for the following sections, for EACH event on the quest:
EVENT 1
• Setting
• Obstacle (Elements of danger/safety at setting/ on the journey)
• Any words used to show time has passed
• Overcoming obstacle
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Morning Work Sentence Uplevelling Work Literacy Year 5 Pie Corbett
Some easy worksheets to get pupils uplevelling.
Good exercise to have on the desk when they arrive in class.
Plus some nice VCOP and Pie Corbett stuff.
Improving Sentences Checklist:
improve the verb
add an adjective (WOW word)
extend with a connective
start with an ly, ed or ing word
include a simile or a metaphor
add an adverbial
Sentence up Levelling
There was a volcano There were sparks flying
Molten lava streamed down the sides
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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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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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Easter Lessons Through Literature Planning Powerpoints Worksheets Road To Emmaeus
Materials for teaching Easter and Jesus and his disciples.
Planning powerpoints etc.
Road to Emmaeus board game.
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Christmas Year 6 Planning With Emphasis on Comparison of Gospels
Great planning.
Powerpoints and worksheets plus a week plan.
sample planning :
Ask children to think about their literacy lessons – TTYP and name the important details that are needed in telling a story
(e.g. time, place, characters and events).
Ask children to the recall names of the four main Gospels.
Do they all tell the same story? (Essentially yes but lead children towards idea that they are different versions of the same story).
Use analogy of an incident occurring on the playground – would each child tell the same incident in the same way? No they would tell their version of the same event – some details and word choices would differ.
Talk about today’s WALT and explain that we are going to be looking at some different Gospel accounts of the birth of Jesus Christ. Explain to ch that, in order to achieve their WALT, they will need to be comparing and contrasting everything which they read.
Explain briefly that three out of the four Gospels deal with the birth or Christ; there are many similarities and many differences in the way in which the Gospels record and explain the event.
For today’s lesson we are going to focus on Matthew’s Gospel and Luke’s Gospel.
Discuss possible reasons for the differences in the two accounts. They are coming from two different people; points of view; written at different times but the basic story is the same.
Briefly recap last lesson. Which two Gospels did we look at? Which story were we reading? Did both Gospels tell the story in exactly the same way?
Refer to the list which was made in the plenary last lesson - which other characters were involved in the Christmas story?
Re-read the story of the birth of Jesus in Matthew’s Gospel. Continue to read until Chapter 2 verse 12.
Why did the message of Jesus’ birth first come to shepherds rather than King
Herod?
Why did Herod want to get rid of Jesus?
What words would you use to describe the threat that this baby was to Herod?
What do you think led men to come from the east by the light of a star to find this child?
Herod assumed the King of the Jews sought by the wise men was a conventional king and thus a rival to his throne.
TTYP – what were the names of the three gifts which the wise men brought to the baby Jesus?
Briefly recap the unit so far. Who are the main characters in the Christmas story? Which two Gospel accounts of the birth of Christ have we looked at? What are the similarities and differences between them?
Share the WALT and explain that this lesson will focus on the birth of Christ according to St John’s Gospel.
Explain that in St. John’s Gospel there is no account of the birth of Christ, but there is a poem at the beginning that speaks about him.
Use PPT to explain a prologue.
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Back To School French Primary School Resources and Lessons
Have you been volunteered (know what I mean?) to deliver Modern Languages at your Primary School?
This bunch of resources, that I used in my decades of French teaching, will help.
I’ve put them into groups to help you.
the zip file has loads. I’ve put a selection as downloads so you can have a look at them.
Highlights include:
festivals
games and activities
how to
ideas for lessons
phonics
poems
loads of powerpoints
songs
stories
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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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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.