Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Thankyou for looking at my resource.
Included are individual lesson resources and a detailed powerpoint.
This five lesson sequence will see children converting the rhyme Five Little Monkeys into a story.
Lesson 1 - Children will learn about the structure of a story and together place five little monkeys into this. Children will go onto create a comic strip.
Lesson 2 - Children will focus on the introduction. Through carefully built up steps children will develop a sophisticated story openers and a bank of adjectives and expanded noun phrases to describe the monkeys and their home.
Lesson 3 - Children will write the introduction to their story.
Lesson 4- Children will plan the rest of the story thinking about how they can expand on the events of the story.
Lesson 5 - Children will write up the rest of the story.
Children will be guided through each stage in a thorough powerpoint that provides a variety of carefully thought out steps.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Lesson 1 - Where and when
Lesson 2 - How
In this set of lessons children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases.
Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when,where and how.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
The lesson starts with children exploring the concept of chronology. Children will look at how chronology is displayed using a time line and recap on AC and BC.
Children will then go on to explore key Victorian vocabulary that may be new to children such as reign.
Children will be taught the start and end dates of the Victorian era.
As a class children will order some of the key events on a time line they will use a range of skills such as comparing the dates to other key events as well as clues from prior/future events.
Children will be challenged to think about what is the most common type of event such as the advancement of technology.
Independent application - children to create a time line of key events.
Thankyou for looking at my resource.
Summary of learning objectives and task
Lesson 1
L.O To generate ideas for a character description
Children will design six aliens and choose their favourite.
Lesson 2
L.O To use adjectives to describe a character
Children will use their senses to write adjectives about their alien.
Lesson 3
L.O To use adjectives to describe a characters personality.
Children will write attributes to describe their alien.
Lesson 4
L.O To write a character description.
Children will write a description of their alien.
All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this resource there are four lessons. Each lesson focussing on a specific type of sentence.
Lesson 1- Questions
Lesson 2 - Command
Lesson 3 - Exclamation
Lesson 4 - Statement
Indepth preview of lesson 1
In lesson one children will look at question sentences.
Children will be challenged to think why we need question sentences via the example of a new child starting in their class. Children will then be taught what a question is and using the child starting in their class will work with a partner to apply the 5 ws + 1h to questions they may ask a new student. Children will independently apply these to a similiar example in their own books where they will fill in the missing W/H. With the most able being challenged to write further questions while helping hands in the form of the teacher to be available. Children will return as a class and look at how we write a question sentence such as the punctuation. Children will be introduced to an alien who has given some answers. Children working with their partner will write the questions they think the alien was asked. Finally children will move on to independently writing the questions they think a paramedic was asked based on their answers. Helping hands scaffold and Challenge additional questions.
Every lesson involves children being encouraged to idenitfy the importance of what they are learning. This is usually through a direct problem such as following instructions where there is no verb to emphasis the importance of a verb in instructions. Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
This unit contains 4 lessons and an assessment task.
Children will be designing a playpark using their prior learning from year 1 as well as acquiring new knowledge throughout this unit. At the end of this sequence children will design their playpark and answer questions to demonstrate their understanding.
Lesson 1 - To identify uses of different everyday materials.
Lesson 2 - To identify and compare the suitability of a variety of everyday materials.
Lesson 3 - To explain how the shapes of objects made from some materials can be changed.
Lesson 4 -To explain the process of recycling.
Lesson 5 - Assessment task - Designing and answering questions.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource. Each lesson includes a powerpoint and accompanying resources. The lessons can be picked up and taught from however provide the freedom to edit based on individual needs.
Lesson 1
Children will be working to help Zack the Zookeeper.
Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded.
Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals.
Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups.
Lesson 2
In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups.
Children will then be reminded of the five different animal groups.
Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different.
Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups.
Lesson 3
In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description.
Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this.
Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist.
Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods.
Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet.
Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet.
Lesson 4
Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks.
Children will be given a number of choices through a discussion of would you rather?
Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices.
Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses.
Lesson 5
The lesson will start with children recapping on prior learning.
Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo.
As a class children will discuss different body parts and what their uses are.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my bundle of resources.
Lesson 1- To find out about toys and explain how we find out about the past.
Lesson 2 - To know about toys in the 20th Century
Lesson 3 - Comparing Victorian toys and modern day toys.
Lesson 4 - To recognise how toys have changed over time.
Throughout the lessons children will look at historical sources and discuss which sources are best for particular areas of learning.
In lesson 1 - Finding out about toys and explaining how we find out about the past.
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
lesson 2 - To know about toys in the 20th century
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Lesson 3 - To compare Victorian and modern day toys
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Lesson 4 - To recognise how toys have changed over time.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
After their experiences with the big bad wolf, the three little pigs have set up their own building business.
Things keep going wrong in the business and they desperately need your expertise to help them.
All lessons start with children solving a problem that can only be solved using the LO. Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Lesson 1 - Naming and identifying everyday materials.
Problem to solve - Shopping list is vague - what materials do the pigs actually need?
Lesson 2 - To know the difference between object and materials.
Problem to solve - Pigs have delivered the materials not the objects.
Lesson 3 - To describe the properties of everyday materials.
Problem to solve - Pigs are arguing over what is the best material for a chair they are building.
Lesson 4 - To investigate waterproof and absorbent
Problem to solve - The pigs have built a house with no roof. What is the best material to build a roof?
Lesson 5 - To sort materials.
Problem to solve - How to sort the items to pack for the new houses.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this bundle children will focus on the very basics of a sentence. The noun and the verb. Children will then move on to using adverbs / adverbial phrases to expand sentences.
I have used this throughout the school from year 1 all the way up to year 6 (when they need a bit of a reminder after a holiday)
Through carefully constructed small steps children will not only learn about the different parts of a sentence but also through problem solving learn the importance of these to a sentence.
Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
