Planning for Literacy Lesson. Pupils will focus on a soldier who was fighting at Dunkirk. Main character Jimmy Jones Medic in WW2. Lovable, friendly and family orientated but also proud and doesn’t talk about his experiences during the war. Two daughters and several grandchildren. Grandson Bobby will be in the story briefly. Present Scene A bonfire and fireworks event at the local park. Jimmy is enjoying himself with his family. Noisy, crowded, smells of hotdogs and candyfloss, feeling his Grandson’s hand in his. Seeing a father piggy back his children, having fun, children squealing in delight at the sparklers in their hands. Wishing his wife was there to experience this. Past Scene The beaches of Dunkirk, there were explosions here too as Luftwaffe bombed the boats. People being carried here too, carried to me as a medic. How can I help them? I have no supplies, no way of easing their pain. Soldiers scream in pain and give up on life. Gunfire and shells all around me, the chaotic sound of warfare. A ring of flames. Smell sweat on my bloody uniform. Damp clothes. Lice crawling over my body. Trigger The sound of wood crackling on the bonfire brings a distant memory and the sound of an exploding firework causes the flashback to begin… Ending Bobby ‘Daddy, what’s wrong with Grandpa?’ Jimmy’s son gently on his father’s forearm ‘Dad?’. ‘It’s nothing Son, ‘ he cleared his voice gruffly and tried to come back to the present.

A 46 slide powerpoint that details Characterisation and contains exciting group work. The pupils create characters using the top tips.

Planning for writing a piece of jounalism. Full planning. Great powerpoint and lots of detail. Pupils write a piece with the teacher’s help. Model write for 2011 short writing task. A speech to my class persuading them to support the charity of my choice – charity to buy books for foreign schools. 8 for composition and effect 4 for sentence structure Hello 6J My name is Chloe and I would like to persuade you to support the ‘Books for foreign countries’ charity with the money that we hope to raise. There are many reasons for my choice and I am going to tell you about them today. Surely you agree that every child deserves an education? Isn’t this a fundamental human right? I think it is. Yet in some countries, children aren’t as lucky as us. Recently, I have been writing to a young girl in Bali, Indonesia. In 2002, a tsunami struck Bali millions of people died, thousands were injured, few survived. Bali is a poor country and finding the money to rebuild lives wasn’t easy. Most schools were swept away CHECKLIST: PERSUASIVE WRITING. Features of persuasive writing Achieved ü What sort of persuasive writing is it? e.g. letter, poster/flyer, travel brochure, advert, catalogue, book blurb etc. Is the point of view clearly explained in an introduction? Is there a series of points with elaboration? (Elaboration means adding more detail.) Is it in the present tense? Does it use logical connectives? e.g. because, consequently, as a result, however, nevertheless etc. Does it use emotive language (e.g. strong adjectives)? Does challenge the reader? E.g. using adverbs and phrases; Clearly, Surely, Obviously, Everyone knows that… etc Is there a clear conclusion or final statement?

Loads of planning. Great to reinforce sats work. About a month’s work. sample: Short Activity One Taught session. Use the two contrasting passages (from lesson support materials in purple Ros Wilson book). One written at L4/5 and one at L2/3. Play ‘Spot the differences’ – what makes one higher than the other? Use to establish the idea of levels and assessment. Identify differences in punctuation, openers, connectives and vocabulary. Use to establish that these are the four features that can easily make a difference to the level of pupils’ writing. Show the Punctuation Pyramid. If you only use a full stop, you are punctuating at level one. Name all the pieces of punctuation – pick a few of the level 4 pieces and ask how it is used – exemplify if time permits. Short Activity 2 Taught session Read the text ‘The Monster’ from lesson support materials. Highlight or underline examples of the four generic targets using a colour code. Children to continue this in pairs. Discuss the passage sharing likes and dislikes. Emphasise the suspense. How does the writer achieve it? Talk about language and punctuation.

A great deal of planning on Fiction. Loads of great powerpoints and word documents. Sample: Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: (Mrs Shephard & Mrs Maguire’s groups) to work as a group on this task. MA: In pairs. Miss Noble to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)

Nice, short and to the point.

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.

Four word docs. Plus powerpoint. Plus a few other bobs and bits. Word doc as example. The rest is in the zip. example: 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? 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?

12 Great powerpoints and associated word documents. Ideal for entry into class or revision. eaxample Order these integers from smallest to largest: 15, 9, 3, 108, 74, 203 93, 105, 99, 76, 54, 1, 205 3733, 408, 4080, 102, 97, 313, 537, 999.

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

A 297 page pdf with Catholic RE planning. Suitable for years 4 and 5. Easily adaptable for personal use. Lots of references to the bible. Topics covered include Holy Week, Lent, Easter, Christmas, Advent, Creation, Baptism, Parables, Miracles etc There’s an assessment sheet that pupils can write on and insert into their books. sample: Explore with children words we might use to describe significant people in our lives and what they do for us (e.g. friend, parent, brother, etc.) l What words and statements would the children use to describe God? l Provide children with blank alphabetical word bank sheets to record words they would use for God. This activity could be done in small groups. l Share findings with the rest of the class and reasons for choosing certain words. l The Bible is a source of knowledge for Christians about what God is like. Explain to the children that in this unit of work we will be learning about some important images of God that we find in the Old Testament. l Recall some of the images of God that the children have suggested. Explain that an important image of God for Christians and indeed for the Jewish people is that of the Creator. l What does it mean to create something? What responsibility does this entail? L2 That every human person is made in the image and likeness of God and is called to reflect God’s love. l Know the story of the creation of human beings in the Book of Genesis. l Understand what being created in the image and likeness of God means. l Understand that human beings have similarities and differences that should be valued and respected by everyone. l Explore ways in which Christians can work to value other people, especially those who are different from them. l Research, discuss and write about the story of Creation of human beings and explore ways in which we can work to value other people especially those who are different from us.

Great planning and activities on the Tron Man. sample Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale? Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality. Focus: Characters WALT: To create a description of a character from a text. WILF: Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia). Use neat handwriting. Recap on previous lesson. Ask what has happened so far in the text (Chapter 1 describes Iron Man stepping off a cliff and getting his body back together. In then walks into the sea).How has the author kept our interest so far? What have you enjoyed? Read first half of chapter two to ‘The Iron Man had gone back to the sea.’ Discuss how the boy might felt when he saw Iron Man. How might it have been different if his family didn’t believe him? Why do you think Iron Man went back to the sea? What might happen next? WALT: To create a description of a character and their actions. Identify and discuss powerful verbs, adjectives and adverbs which describe the Iron Man’s movement. Create a mind map of those from the text and other suggestions. Mind map to include similes. Task: Children are to create a ‘Wanted’ poster for the Iron Man. They give a detailed account of his description (using similes and metaphors.) They also must provide details for why he is wanted, listing crimes committed, reward, contact number etc.

I have designed 100 worksheets on shapes for primary school children. They have to write the name of the shape on the sheet. An answer sheet is in the picture. A great reinforcement exercise or you can give a sheet to a bright pupil to keep them occupied. You can use your professional judgement to choose the appropriate sheet. Answer sheets are provided for all worksheets.

I have designed 100 worksheets on Money and Shopping for primary school children. I have used a variety of items, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets the total cost. e.g. a milkshake costs £2.90 a hot dog £1.65 How much would 2 milkshakes and 3 hotdogs cost? There is plenty there to reinforce the work done in the classroom. Good for extra homework or additional work for the bright ones. Answer sheets are provided for all worksheets.

Antonyms are an important part of the 11+ grammar school exams. I have designed 100 worksheets on this area. I have chosen a group of over 600 words. There are 10 questions per sheets and pupils write a, b, c or d. The teacher will be able to have a lively discussion when going over the work with the pupils, discussing the meaning of all the words. Of course they can be used by not only grammar school pupils. They would suit anyone of the top end of primary, adults with learning difficulties or foreign students learning English.

100 worksheets with answers sheets provided. 100 sheets of division questions. Some have 10 questions, some 20, some 50. A useful time filler or use them for a quick homework or start of day activity.

Worksheets to help times tables. The 2 to 12 times tables are tested. 3 sheets for each one. You get 33 sheets The third sheet, for example, has a mixture of multiplication and division questions. The preview has the sums not quite lined up for some reason. The downloaded sheets are fine so no worries there. These are test C. Tests A and B are also available.

100worksheets on rounding numbers to the nearest 10 or 100. Answer sheets provided. 20 questions per sheet. A good time filler or easy homework.