Great 4 weeks planning for this Literacy topic. Really nice powerpoints. Plus free bonus. Plenty of argument planning using Olympics. Example planning :  Identify and discuss the various features of a fiction text, including characters, settings, themes and dilemmas, the author’s intentions, the structure and organisation of the text and the way language is used to create effects on the reader. Speaking  Use the techniques of dialogic talk to explore ideas, topics or issues. Creating and shaping texts  Set their own challenges to extend achievement & experience in writing. Understanding and interpreting texts  Understand how writers use different structures to create coherence and impact. Text structure and organisation  Use varied structures to shape and organise text coherently Sentence structure and punctuation  Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways  Use punctuation to clarify meaning in complex sentences To produce several pieces of writing based around the focus text. To learn and identify the features of a formal/impersonal text and comment on occasions where this may be necessary. To produce a formal letter, speech and broadcast using appropriate form, features and content. Remind children of last week’s immersion into the focus text. TTYP – what did you think of the text? If you could talk to the author, what would you say to him? Ask him? Display a ‘Likes/Dislikes/Patterns/Questions’ board on the whiteboard. Explain that we are going to focus on the ‘patterns’ section today. Re-read the last few pages of the book and add ‘false endings’ to the patterns section. Have some photocopied pages from the book in the centre of the tables (each table to have different pages). Give groups ten minutes to note any patterns they see on whiteboards. Come back together and note on the board to include: False endings. Simile Lucy asking her Mother, Father and brother for advice, always in that order. Adjectives for the noises she hears. Alliteration and onomatopoeia. Phrase “You know what they say…” Appearance of pig puppet. What effect do these patterns have on the reader? They give the text fluency, a rhythm almost like a poem. They make the text easier to read and digest. The repetition also mimics the repetition of Lucy’s pleas to her family to listen to her about the noises. They make the reader frustrated on Lucy’s behalf. Have one child write a definition of ‘atmosphere’ on a sentence strip for the working wall. A general feeling or mood. There are a few different atmospheres in this book. Discuss. List tension, frustration, relief etc on the board.

Some great planning on this excellent book. Worked a treat in year 4 but could be adapted up or down. Sample planning : Reading and Analysis Mon Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text, To be able to write in role to a character in the text. Read extract showing Jeff changing. Note reactions at each point. (Reveal) How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond. AF6 Wr Viewpoint of character RED CT to support sentences and encourage completion. Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading WALT make deductions from a text. Read ch 23-25. WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN Support sentence skills and grammar. Wed Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you? WALT: Show empathy for a character. Read and interpret lists as if you were Carla. What would she say? ORANGE Support use of dictionary and thesaurus for ideas. Thurs Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow Share quotes. What do they show about his character? Fri List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary. Tell me what you think/felt about… What came into your mind when you read… Have you come across anything like this before….? Tell me more… Do you agree…?

Plans for lessons in English and Maths/ Plenty to choose from. You may wish to merge a few together in your own lesson planning. Cut and paste and ease your planning load. Plus a bit of things like RE, ICT and Geograpghy. The zip file has the lot. I’ve included some in the general download to give you a flavour. sample : L.O. To read stories about other cultures and identify differences in place and customs. Explain to the chn that today we are going to continue to look/share stories from a different culture. Can they find clues that will help them to work out what country/culture the stories are about? Read an extract from ‘Gregory Cool’ [up to when Gregory stomps off on the beach] without showing the chn the cover or title. Where is it set? When? Through whose eyes is the story told? Mood? H/A • Give chn a copy of the text for the first part of the book. Chn to discuss in groups and write each clue they find onto a separate slip of paper e.g. his cousin had to look after the goats. • Ext. Are there any details e.g. characters’ feelings which seem familiar? • Each group to be given an opportunity to present their findings to the class and state where they think the story is set • A.R. to support Milne group Show chn the cover of the book and read to end of story. Where is Tobago? Look at map. Do the chn know anything about the Caribbean? M/A Success Criteria • To read stories about other cultures and be able to identify differences in place and customs.

Spread out over the three terms, some nice lesson planning, worksheets, powerpoints. It concentrates on Literacy but there is far more. Numeracy, linked to the Abacus system, is useful even if you do noit have abacus. Just condense and adapt them You get a chunk of Science RE PE Soda activities Geography I’ve also included some nice year 2 stuff that you can use. The zip file has the lot. I’ve included a few examples in the ordinary download. Sample : Introduction Recap idea of creating atmosphere in setting: happy, calm, peaceful, angry, afraid, busy etc. Read ‘Mousehole Cat’ extract. S&L Children discuss with response partner first impressions about the setting and the atmosphere. Which senses have been used in the description? Activity Create list of settings the children are most familiar with in their own lives:home, school, playground, seaside, countryside, park etc. Teacher model writing powerful descriptive sentence. Make changes, improve, edit etc. Word/Sentence Activities (see groups)Use IWB store ideas. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN TUESDAY Whole Class Shared Learning Introduction Read opening extract ‘The Mousehole Cat’. Ask the children if they think the atmosphere is calm, threatening, angry or peaceful. Display the text and highlight the words and phrases that give a) a threatening feeling and b) a calm feeling, using different colours. Activity Children work with a partner and plan a short mime of this scene from The Mousehole Cat. One child takes the role of The Great Storm Cat and the other the role of Mowzer. Show characters’ feelings through mime. Explain going to change atmosphere to a calm one. How? The Great Storm Cat is a metaphor for the wind. Explain term and revise simile also. Model own sentence, discuss effect and technique. Word/Sentence Activities Challenge children to find words for the Dustbin and Wow areas from the text. Guided and Independent Activities Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Independent Group to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Teacher to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with group and discuss an event. It might be something Charlie sees happening, or does himself. AR (TA) Support Group After Activity As a group decide on a problem for Charlie to solve, and write it down.

Gathered my lessons for year 3 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Introduction Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing. Show examples. S&L Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together. After discussion, ask children to choose most effective calligram, justifying choice. Draw out understanding that the meaning of words inspires the shapes in a calligram. Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative. Draw up a list of suitable words for choices. Word/Sentence Activities Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN 16th Monday Whole Class Shared Learning Before reading; ask the children what they think ‘Autumn’ poem will look like. Show poem. Ask them to decide where you should begin reading and then read the poem. Read two more examples of shape poems. Add appropriate actions. Class repeat. S&L Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems. Practice with RP saying preferred poem aloud. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered my lessons for year 2 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Read the traditional tale LRRH, recap ‘good’ central character/villain. Concentrate on the attitude, not words. What would happen if we reversed the characteristics? S&L Children discuss how a ‘good’ wolf might behave towards LRRH/Granny. Teacher draw children back together. Model how to ‘tell’ story of wolf from new pictures. Word/Sentence Activities IWB available for quick phonic session. YEAR 2 LITERACY LESSON PLAN WEDNESDAY Whole Class Shared Learning Return to the traditional tale of LRRH. Remind children about their previous day’s pictures. What did they do? How did they change the Wolf? Is he still the villain? S&L Ask the children to look at their pictures as you read story extracts with his dialogue. Encourage them to discuss dialogue with a partner. Do the pictures and words make sense together? As a class, agree that the Wolf needs new words. Discuss what he might say. Model how to write words for a speech bubble. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered together my planning for year 4. Mainly Literacy and Maths. Spread over a number of years. You get 690 files. The zip has the lot. I’ve put some in the general download to give yoiu a flavour. Sample planning : Explain to chn that this work for this unit will be based on stories set in imaginary worlds. The Borrowers by Mary Norton is set in a miniature world under the floorboards in an old house. Have chn read any other books (or seen films) set in imaginary worlds, eg Harry Potter, The Chronicles of Narnia, Star Wars, The Lord of the Rings, etc. These are fantasy settings that authors have created in their minds, as maps or as drawings, etc. Tolkien drew maps for The Hobbit & The Lord of the Rings, Mary Norton used small everyday objects as furniture and tools, and J K Rowling had the idea for Harry Potter when on a long & boring train journey. Read 2 versions of the same setting one without some details, description & adjectives and the other in full. After the first reading ask chn if they can picture the classroom clearly in their heads, then ask the same question after the full extract and compare answers. How is the light described? Dim & crimson. How would the atmosphere in the room change if the adjectives used were yellow and bright? Word sentence level Remind chn that an adjective is a word that describes somebody/thing. They come before nouns or after verbs such as: be, get, seem, look, eg the frail old woman or she looked old and frail. Overuse of adjectives is as bad as not using any! Show class a passage which adjectives could be removed from this passage? Which are most effective adjectives to be left in the passage?

Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc. Gathered together my planning. Some good powerpoints in here. There’s planning for a Multi Faith week that covers the whole school. Well being week covers the whole school too. Topics tackeld include : healthy eating feelings new beginnings getting on and falling out going for goals relationships problem solving going for goals sample planning Objectives • I know that my relationships are all different and that different ways of behaving are appropriate to different types of relationships. • I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give. Activities Ask the children to think of as many different friends as they can (in and out of school), then to think about the following questions for a few moments, then to share their thoughts in pairs for 2 minutes. Do you like all your friends in the same way? • Do you like doing the same thing with all of your friends? • Do you tend to see some friends only in certain situations? • Would you want to see all of your friends all the time? Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc. Give out copies of the Levels of friendship resource sheet and ask children to complete the sheet for themselves. They will not need to share it with anyone. Plenary When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend. Outcomes Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.

Gathered together a lot of my teaching material. Packed full of stuff that you can use for Spag, Grammar, homework =, reading session etc. Everthing is in the zip. I have put a few examples in the general upload. Sample ideas : • Pick a descriptive word from the text, write it down and, using a thesaurus, write down five synonyms and antonyms for that word. • Re-read a chapter – pick out X number of words that you feel are powerful words and that you could use in your own writing • How does the story hook you in at the beginning? Make a list of words and phrases that you feel are effective in making you want to read on. • Draw and label a character or a setting from a description in the book. • Choose a descriptive passage and make a list of examples of vivid imagery – similes, metaphors, alliteration, noun phrases etc. • Choose a key moment in the book and change the event. Re-write the following chapter… • Rewrite a chapter as a playscript. • Think of 5 questions you would like to ask one of the characters. Swap these with someone else in your group and write the answers as if you were that character. • List the words and phrases used to create an atmosphere, such as ‘scary’ or ‘spookiness’ ‘tension’ ‘relaxed’ • Write about what a character might be thinking or feeling at different stages of the story. You could write it in the first person, or in a speech bubble. • Predict what might happen when you are about halfway through a book. Write your prediction in the form of a story plan in boxes

4 planning sheets. Plenty of ideas. Year 6. Literacy. Sample : Set up plenary clip at beginning of lesson to be played in plenary Imagination starter: display front cover of the Iron man on IWB – Tell pupils that we have a new topic surrounding the novel The Iron Man, and tell them we will find out more about the author and the story as the unit continues. Round Robin: Can you write down describing words about the character you see? Place pupils into A/B and give 2 minutes to write down ideas on wipeboards in pairs. Feedback with lollypop sticks to follow. Draw out discussion as to what genre the book might be/ if the character is good/evil. Read the first two pages to the class: Hands up: Does the opening make them want to read on? Why? Collect ideas on IWB- What is the effect of opening the story with questions? Explain that the author Ted Hughes was primarily a poet rather than author-so he plays with his words/sentence length a lot more. Note any important features of the text, which build up atmosphere and note on IWB. Choose an OPENERS card and set the class a challenge. As core, but once they have completed highlighting, pupils are to label similes, metaphors, alliteration, repetition, rhetorical questions, short sentences… Can I analyse the features of a good story opening and find poetic devices? Children are given a copy of the first 2 pages of The Iron Man to annotate. They highlight what parts of the text build up the atmosphere to make a good opening –and how this contributes to he overall style. Can I analyse the features of a good story opening? Support lower going over each section of the text together. Read through again if necessary. Can I analyse the features of a good story opening, with support?

4 main weeks’s work. Plus powerpoints and resorces. Great for year 6. Sample planning. Learning/Writing outcome: To plan, draft, write and improve an engaging short story in a particular genre using appropriate language and organisational features. 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: () to work as a group on this task. MA: In pairs. With teacher 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?)

Lots of powerpoints and planning for this Classic poem. Sample planning : Genre: Poetry Unit 2 – Classic/Narrative poems. Focus Texts: ‘The Highwayman’ by Alfred Noyes. ‘Maggie and the Dinosaur’ by Dave Ward. ‘The Works’ (poetry anthology) by Paul Cookson. ‘The Puffin book of utterly brilliant poetry’ (Anthology) edited by Brian Patten. Objectives Primary Framework 7. Make notes on and use evidence from across a text to explain events or ideas 7. Compare different types of narrative and information texts and identify how they are structured 7. Explore how writers use language for comic and dramatic effects 8. Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts 3. Understand the process of decision making Learning/Writing outcome: Investigate the structure of narrative poetry. Compose an extra verse to a classic poem. Work as part of a group to perform a poem and to evaluate performances. LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: T Read and investigate a narrative poem. Prepare to share a narrative poem from an anthology: Maggie & the Dinosaur, p463 in The Works by Paul Cookson. Explain that an Anthology is a collection of poems specially chosen by a person: an anthologist. Highlight that Narrative poems are poems which tell a story. Point out that not all narrative poems have the same structure although each poem will probably have its own! They often have many verses just like a song, with each verse telling the next part of the story. Ask the children to respond to the narrative poem we shared. Which parts, lines & words did they enjoy the most? Did they like the way that the poem was read? Narrative poems are often long so they need to be read in a way that keeps the audience interested from start to finish. Just like a good story reader would make a story sound interesting. Children to be split into mixed ability groups of four and given copies of two poems:

During my time as a teacher, I enjoyed doing a Big Write or Big Writing. I’ve gathered all my materials together. I liked it as it kept the children occupied all week, leading to a big write on Friday Mornings. There’s some great ideas and powerpoints in here. I’ve included a lot of Greek Myths stuff as I remember this as the best Big Write. sample : To understand the features of myths Introduce the topic of Myths and Legends. Mind map any ideas about ‘myths’ children already have. Explain that the class will be building up their own myth. With each group working on a different aspect of the myth. Show success criteria – list of features of a myth. Read Theseus and the Minotaur, pick out the different features of the myth, evident in this story. Each group will discuss and write ideas for each section. LA (Supported by Ta) Group 1: Describe the hero of the myth. Group 2: Describe the monster of the myth. Children will write ideas, words on post-it notes. If this was a full lesson: Put together all the different groups’ ideas to build a storyboard for the class myth. As a class, decide on a title for our class ‘myth’. Children can: identify all the features of myths Features of a ‘myth’ · When and where is it set? · A hero/heroine · What is the problem? · Does the hero have special powers? · Fantastical beast · The hero’s journey · The conflict · The solution · How does it end? · Is it interesting? MA (Supported by ta) Group 3: Describe the setting of the myth. Group 4: Describe the journey the hero will make. Children will write ideas, words on post-it notes. HA (Supported by Ta) Group 5: Describe the problem the hero will face. Group 6: Describe the resolution to the problem. Children will write ideas, words on post-it notes.

Two weeks Planning. the powerpoint is a sample. There’s other files in the planning Great powerpoint on the work of Kit Wright. The magic box really inspires kids. Sampl planning Ask children to remind you about what a simile is and discuss why it is effective to use when writing. Explain that today we will be creating some poems of our own by creating some similes. Write ‘as thin as’ on the board and ask everyone to think of very thin things. Push children to think harder past the more obvious objects. Prompt them if necessary ‘what part of an animal is very thin?’ and so on. Write other prompts such as ‘as tall as, as large as, as hot as’. Draw some circles on the board and write a prompt above them ‘The sun is like…’ See how many other things they can think of that are round like the Sun. Turn the circles into objects they suggest. Now encourage children to extend their ideas further. Explain that today children will be making some simile poems of their own about a monster. List some features of a monster and some adjectives that describe a monster. HA work alone to create a simile poem about a monster. MA supported by KB, use a writing skeleton for their poem which has some features already listed. LA supported by AS, use a writing skeleton for their poem which has the features already listed, make a list of adjectives that might describe a monster. Read through some of children’s poems together. Discuss what similes they have used and the effect it has on their writing, why is it more effective? Can children compare objects? Can they use adjectives? Can they extend their own ideas and thinking? Can they choose effective similes?

Planning to teach Shakespeare’s play. Great powerpoints. 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. List the main characters on the board, to include: The Capulets Juliet Lady Capulet (Juliet’s mother) Lord Capulet (Juliet’s father and head of the family) Tybalt (Juliet’s cousin and enemy of Romeo) Nurse (Juliet’s nanny) Paris (wants to marry Juliet) The Montagues Romeo

Some nice planning. Plenty of questions on this great book. sample Look carefully at the book cover, what do you think this book is going to be about? What kind of story do you expect it to be (i.e. crime, fantasy, sci-fi)? Why do you think this? Look back over the chapter you are reading. Can you select five powerful words that you could use in your own writing? Write them down. At the beginning of ‘Chilblains and Semolina Pudding’, the narrator talks of the Butterfly Lion. Draw a picture of what you imagine him to look like.

Lots of English and Maths. Tremendous amount of stuff on World War 2. Text: Room on the Broom. We will also share a variety of Julia Donaldson texts with the children at the end of each day to support and promote new learning and understanding. Genres covered in this unit: Non-Narrative. Grammar focus: Monday: Using a capital letter to start a name: Julia Donaldson. Tuesday: Using a question mark at the end of a question. “How many books have you written?” Wednesday: Writing a clear sentence using a capital letter and a full stop. Thursday: Writing a clear sentence using a capital letter and a full stop. Friday: Writing a clear sentence using a capital letter and a full stop. Key teaching input/texts/questions/ clips etc Steps to Success Teacher to display a picture of Julia Donaldson on IWB. Q: Who do you think this is? What do you think she does for a living? Why? - Teacher to encourage pupils to expand on their answers/thinking. Teacher to explain that this woman is called Julia Donaldson and she is a children’s author. Class to work together to list stories from this author using reading area to support. E.g. The Gruffalo, The stick man, Room on the Broom… TTYP: Can you think of 3 questions that you would like to find out about this author? – Class to share ideas and Teacher/TA to scribe to support future learning. Using the following website, Teacher to carry out shared reading with the class to discover new information/answer any questions e.g. “How many books have you written” Mild: state something you would like to find out about Julia Donaldson. Spicy: use phonetic knowledge to segment and blend CVC/ CVCC words Hot: share an interesting fact you have found out about Julia Donaldson. Extra Hot: Would you like to be an Author? Why?

Planning for English and Maths. 56 files. sample: Text: This is the bear and the scary night Genres covered in this unit: Narrative SPAG focus: Monday: spelling patterns Tuesday: use and to join clauses Wednesday: high frequency words Thursday: high frequency words Friday: time connectives Key teaching input/texts/questions/ clips etc Steps to Success Read the story This is the Bear and the scary night Discuss character, setting, key events etc… Discuss what happened in the beginning, middle and end of the story. Explain to the children that this week they are going to write their own story similar to the bear and the scary night. Ask children to describe their character to their partner (can be their favourite toy or the teddy they bought into school on Friday). Ask children to share their ideas about their story. What is the setting? What are the characters doing? What is the problem? How are the characters feeling? How does your story end? Mild: describe your main character Spicy: share your ideas with your partner Hot: listen attentively to your partner Extra Hot: Act out key events from your story LA Activities MA Activities HA Activities Read to Write Mrs Preston Phonics Mrs Simpson Talk for writing and act out their story Photos for books Resources: The bear and the scary night book, cards with questions Give 3 minutes for children to recap their story. Who is their main character? What happens at the beginning, middle and end of the story? Model how to put key ideas onto their plan. Steps to Success Mild: recap your story with your partner Spicy: Identify the beginning, middle and end of your story Hot: Write key ideas onto your story plan for the beginning, middle and end. Extra Hot: Check your partner’s plan is sequenced correctly

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.

A great month of planning. lots of powerpoints. Pupils have to use persuasive language to make a chocolate bar. sample Adverts will be up on the board. Introduce topic by asking what it is… (5mins)Asked to identify the aim of the advert (using mini whiteboards). Teacher leads discussion through the answers e.g. “what made you think it was that purpose?” (10mins) Then asked to go to tables and work in mixed ability groups to identify the aims of adverts on their tables – recording this info(15mins). Extension work – to write the features as to how they knew it was that purpose. class discussion as to the aims of the adverts – questioning how they know that(5mins)etc Discussion to lead onto ‘who is the intended audience’, again using mini whiteboards at first(5mins), then back to groups to identify the audience of the adverts they had seen before – recording this information(10mins). Discuss the audience – recap with new adverts asking pupils to identify both purpose and audience as plenary. (10mins) Starter – to recap on purpose and audience of adverts quickly on the board, using adverts seen yesterday then new advertisements that weren’t seen yesterday (5mins). Put cadburys cream egg advert on board and ask the children to point out some of its features. Ask questions like ‘what makes this advert stand out’ talk about the colour, the slogan, the brand, the image. Put up some other advertisements and ask them to point out the slogan, talk about how slogans rhyme, have a play on words, are short, use alliteration etc (10mins). Go back to their tables where there will be some recognisable products (coca-cola, mars bar, bouncy ball, yazoo milkshake), where children have to come up with a slogan for each. Extension work – come up with more than one slogan and they have to pick their favourite. (15mins) Children then share their slogans with the rest of the class. Table points for the best. Point out that slogans are in big bold fonts and match the phrase e.g. the Cadbury one is ‘gooey’, Children draw out their favourite slogan on A4 paper – to colour in too (20mins). Children asked to explain why they used certain colours or style of writing for their slogans for that product. (5mins). Homework – find 5 slogans from ads.