Nice compilation to get you through the tricky Summer term. Compilation from several schools I taught at. Plenty of material. sample: TTYP what is an autobiography? Come back together and discuss. Repeat for biography. Which would be written in first person and which would be written in third? Who is the audience and what is the purpose of both text types? Activity One Show ‘fact’ and ‘opinion’ on the board. What do these mean? Talk about how autobiographies can contain both because the subject is writing their own life story. Activity One Give groups a copy of the John Lennon biography section and the section of ‘Boy’ by Roald Dahl (both from essential non-fiction anthology). Each group to divide a large piece of paper in half and create a features list for both text types. Read the 2008 Long writing task and discuss how we would tackle this. Your task is to write a biography of Pip’s life, Including information about his inventions. Success Criteria: I have revised the features of biography and autobiography. I have started to think about how I might tackle tomorrow’s writing task.

Collected together my year 4 lesson planning from outstanding academy. Mainly English and Maths. sample: Tuesday 31.01.12 LO: To understand how the use of expressive and descriptive language can create effects or generate emotional responses. Read a descriptive/emotive poem ( Poems Not To Missed) JBA & JP to model how to express how the poem made us feel and what impact the vocabulary choices had on us and why? Read two poems that are expressive and descriptive. Ask chn What was your immediate reaction? Which vocabulary choices were effective and had impact? Why? What emotions do you get from the poems? What images did you get from the poems? Wednesday 01.02.12LO: To plan an ICT-based poetry presentation that involves each member of the group Recap leaning - What are they learning? What have they learnt about poetry texts? Why is learning about poetry important? How could you use what you have learnt about performing poetry? Inform chn that they are going to plan a poetry presentation. Discuss What is a poetry presentation? What is the purpose of a poetry presentation? How are poetry presentation put together? Explain that they are going to promote a poem using key language/emotions from the poem. In talk partners discuss what makes ‘good’ poetry? JP/JBA to scribe chn ideas on ‘working wall’ Using visual Literacy watch clips from poetry readings that the chn have watched previously. Ask: What makes the poem a ‘good’ poem and why? Can you identify key language/emotions/rhythm in the poem that would entice others to read the poem and why? How would you go about putting the key language/emotions together to create a poetry presentation? JP/JBA to scribe chn ideas on ‘working wall’ JBA & JP model how we plan to put together a poetry presentation for a poem we have read. Explain that a presentation is to demonstrate the understanding of a poems’ key message. Show what we are thinking when planning a poetry presentation. Which parts of the poems’ language was effective? What was the most emotional verses and why? Which verse has rhythm? How could we present this poem through drama? Thought shower ideas on working wall.

14 weeks of short term plans Great for cutting and pasting into your own personal school timetable. I’ve included a sample week in the visible upload. The zip contains the lot. sample year 2. Register Activity Chn finish work from Meet Your New Teacher day. 9am: Input: Welcome the children to their first day of year 2! Talk about how we were feeling before coming into school, did we get very much sleep last night? Share with the children how you were feeling too! Introduce the chn to the text of the week: First day jitters by Julia Danneberg. Read the story together and discuss the twist at the end. (Ask questions throughout) T focus for morning: x2 groups of 6 L.O. To use features of a non-chronological report W.I.L.F I can… Include a heading Use subheadings to organize my writing Talk about the difference between facts and fiction (All about me) Chn create a 3D profile, including a self-portrait drawing of their head, to be used for display. Chn complete section boxes all about their family, friends, hobbies etc. Cut out the sections and arrange them inside the folded top. Put together the body parts on colored backing card, ready for the head to be attached later. Label with name sticker. 9am: Input: Quickly recap the story for this week and remind ourselves of the main character, how she was feeling and why? Introduce class bear, explain that he was also feeling very nervous about meeting new chn and starting year 2. Display a page from (bear’s) diary, ask the chn to highlight the adjectives they can see. (perform an action when they hear an adjective word) T to highlight them in a colour as they read. Explain the independent challenge is to match up the adjective words to the different emotion cards. T focus for morning: x2 groups of 6 L.O. To use adjectives W.I.L.F I can… Use capital letters and full stops Use first person Use commas between adjectives Check my sentences make sense (Writing it in the present tense) Chn to write a short diary entry about how they were feeling the night before they came back to school, include adjectives to describe how you were feeling. *Have Monday’s 3D profiles out on a table to finish off. TA focus for first thing: To assess SPP chn against current targets, make notes and set up folders for works to begin.

Some material that can be displayed on the board as they enter for registration. 7 to 10 simple questions per day Two weeks worth. sample ; A school bag could weight about: 2 metres, 2 centimetres, 2 kilometres, or 2 kilograms? The length of a bed measures about: 2 kilos, 2 metres 2 inches or 12 metres? The height of a school building would be measured in: centimetres, litres, kilometres, metres? How many mms in 25cms? How many strips of 10cm could you cut from 2 metres of tape? In the year 3 classroom there are 4 pots with 5 crayons in each pot. How many crayons are there altogether? Jodie thinks of a number and doubles it. The answer is 30. What was the number Jodie thought of? Double 7 and add 2. Draw a square and shade ¾ of it. A trip to the swimming baths costs 50p per child. How much will it cost for 4 children?

Some material that can be displayed on the board as they enter for registration. Powerpoint. 10 simple questions per day Three weeks worth. Watermark not on full product sample ; Double 24. Half of 28 is 14. What is ¼ of 28? What is an apple likely to weigh: 1g, 10g, 100g, 1kg, 10kg? A garden path is 10m long. Half of it is weeded, how much is still to be weeded? How many grams are there in 1kg? How many 10’s are there in 265? How many 100’s are there in 265? Which of the following are even? 12, 9, 6, 14, 17, 5. Read these numbers to your partner 562, 784, 90, 106. Write these numbers in figures, two hundred and seven, six hundred and twenty six, fifty.

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

Some great planning for a project on Africa. Best spread over a half term. A little and often Maybe you could do an assembly? Fun activities. Make a mask Make a dance Climate and history and social science covered. Start off with this: So how much do you really know about Africa? Begin with a quick question and answer session on Africa to ascertain how much the class already know, for example: Is Africa a continent or a country? Is it an island? Is the equator near Africa? What animals do they associate with Africa? Watch the ‘Challenge the Stereotypes’ video after going through the questions Class Input – Has anyone been to Africa? Using a map of Africa (visualiser, cut out, atlas?) ask children to come and label the places they have been in Africa and say 3 sentences about the area. Challenge – How many countries can children label on the map in Africa? Show students a map of Africa. Explain how it is one continent that has 54 countries. Find the UK on the map, discuss the differences in location, size etc. Explain that they are going to be finding out about Africa and looking into its problems and their solutions over the next half term. Think/Pair Share: Discuss where in Africa you might go as a tourist and why? Did they know Egypt was part of Africa? Explain to the chn that Africa is so rich in its culture that the Earth’s oldest known stone tools (2,400,000 BCE) and first known species: homo erectus (1,900,000 BCE) and humans/homo-sapiens (200,000 BCE) inhabited Africa before any other continent! So genetic evidence suggests we all originate from a species in Africa This lesson should highlight the minimal amount we know about Africa and encourage chn to find out more about the continent, the coutries and the culture over the coming weeks.

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?

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.

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.