Great planning for year 5 for the Spring Term. Jam packed with plans, ideas, powerpoints etc. You get 200 mb of material, so great value. e.g. Persuasive writing, recounts, stories from other cultures, descriptive writing, model writing Plus you get some year 5 Autumn planning I did in one school I taught in.

back to school activity pack. Ideal for year 4 and 5. Can be adapted for different years of course. I mainly taught in these years groups, and this planning helped so much in that tricky first week, There;s a bit of everything. Planning of course, rules, display, activities Just packed with vital little time savers. Some really goo VCOP stuff too. Plenty of resources. Give it a go!

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.

A 12 page play for Christmas. Great for an assembly or fun Christams lesson. Brucie bonus. 2 page ks1 play

This is some great planning for Christmas for Year 5 Literacy. I found the kids loved it. Advantages for you: kids are interested, it’s non religious so can be shown to everyone, you can watch the lovely short movie umpteen times so takes the strain off you. It’s based on a great little movie, voiced by the late great John Hurt. It will fill up the last two to three weeks nicely. Plus there’s non literacy planning for free. Some example planning : To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: Why am I here? Will I be able to find Professor Erit? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can. Plenary 5 – 10 mins Chn share their comments about the Adventurer and Professor Erit with the class. Chn to explain what they have now learnt about each character - using their skills of inference. Share best sentences to describe setting. Take a moment to add any extra information after the class discussion to their own work, using another coloured pencil.

Lessons from all terms for years 1 to 6. Over 200 files. Plenty to sift through and a good idea to use bits of lessons to make a really long lesson. Lessons easily adaptable to go one up or one down. Enormous range of topics from performance Poetry to journalism planning

Assorted great planning and ideas for the superb poem The Highwayman by Alfred Noyes. Great powerpoints. Great ideas and worksheets. Plenty to get your teeth into and reassemble. Sample planning : Introduce children to ‘The Highwayman’. Explain that it is a poem that tells a story involving a highwayman. They will need to listen carefully as the poem is read, as it uses a lot of ‘old-fashioned’ language. The poem was written by Alfred Noyes and was first published in August 1906. Read the poem to the class and then children talk with partner about what they have found out about the story. Come back together and discuss the story told through the poem. How can children tell that this poem was written some time ago? Make notes on the board about character and story. Make notes about the Highwayman’s appearance. Recap on the techniques we use in fiction writing (and make clear again that poetry is a type of narrative) to describe the scene/setting to the reader. What is our main objective? To create an image in the reader’s mind. We do this by using the senses – recap. Re-read just the first three lines of the poem, ask children to close eyes and visualise the setting as I read it again. Talk about the language and the kind of pictures it created for them. The wind was a torrent of darkness upon the gusty trees, The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight looping the purple moor, Can the children see a technique which has been used in each of the three lines? Metaphor. Discuss. Children to pick out words which evoke the senses: Darkness, gusty trees, ghostly etc Recap what we have found out so far about ‘The Highwayman’. What makes it a narrative poem? Explain children’s final writing outcome. They are going to use the opening part of ‘The Highwayman’ as their inspiration and they are going to write their own poem based on Bess, the Landlord’s daughter. Recap on last lesson – what is a simile and what is a metaphor? What are the three nouns which Noyes describes using metaphor? The wind, the moon and the road. Children are also going to use metaphor to describe these, they are then going to use simile to describe Bess waiting for her love. Explain that today’s planning session is going to focus on the metaphor part of the writing outcome. Model how to write a metaphor by first mind mapping each item.

Suitable for year 6. Worked very well for me. For instance the first day : Grammar Starter 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.

Happily retired, decided to put together my Persuasive writing planning from my various schools. there’s a mass of stuff! Save yourself a shedload of time and enjoy your Sundays! Plenty of great powerpoints. From different years but concentrating on years 3 to 6. example planning : Main teaching: Explain that we are now looking at another text under the umbrella of persuasive texts. Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view. Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout. Read the example of a persuasive letter from page 17 of the L4 study guide. Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful. Ensure that children understand the structure of a letter (addresses etc). Activity 1 Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc. Explain that, tomorrow, children will be writing their own persuasive letter. Show them the title ‘TV adverts should be banned for junk foods’ Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV. Encourages obesity which leads to illnesses such as heart disease and diabetes. Illnesses cost money (treatment on NHS) and days off work. Junk food produces a lot of litter. The packaging cannot be recycled. If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.

Nice Summer planning for year 6. Focuses on the Shirt Machine. Plenty of planning and powerpoints etc.

A mass of planning from my years teaching year 5. Loads of powerpoints, planning, worksheets etc It covers : Harry Potter Myths/Iron Man Stories from other cultures The Secret Garden The Piano Sample planning :

Gathered together all my Grammar teaching materials from Primary school. The zip contains them all. Over 170 mb of stuff. I’ve included a few examples in the ordinary upload so you can look. sample: Start by reviewing homework and making a list for the working wall. 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. Children to have 5 minutes to read and digest their new writing target. Ask any questions if necessary. 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.

A great set of planning. Three terms. Loads of planning and powerpoints and great topics. Zip file has the lot. I’ve put some sample ones in the general load so you can look. Includes : Biography and Autobiography Cross curricular history & literacy Fiction Genres Roald Dahl Poetry Journalistic and persuasive Sample :

Loads of great 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. 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: Activity Two Recap on what we learned yesterday. What did you think of the texts we looked at? Remind the children of ‘Pandora’s Box’. Who is it aimed at? Why? What is the story about? Children to summarise the main points in pairs. Discuss the features of a myth. Activity One Come back together and discuss the activity. Explain that we are now going to identify the features of a fable: Introduce and discuss ‘Aesop’s fables’ A fable is a complete story Clever/amusing Quite short Uses animals as main characters Treats animals as people Includes a moral at the end Create a checklist for the working wall.