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…?

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.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Summer term for year 4. You get 114 mb of material so good value imo. I taught mainly in Catholic schools so has a Catholic bent. But as we live in a multicultural society, this should be no problem. You get planning for: creative curriculum Literacy (Stories that raise issues, Poetry etc) Numeracy (Fractions and Decimals etc) P.E. (some) Science (some) R.E. ( Easter, Pentecost etc) Loads of great lessons to ease your Sunday afternoons. Just cut and paste into your school template.

Some great year 6 short term Literacy planning. Covers the Gunpowder Plot. Brucie Bonus: some free Maths planning

4 weeks great planning Powerpoints. Sample planning : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?) Activity Two Recap on yesterday’s lesson. TTYP: What is the name of the author we were discussing? Can you name any of her works? Which book did we start to read? What was the name of the tale from the book? Refer to working wall to prompt children’s memory. Refer to the likes and dislikes boards completed yesterday (to be displayed on the working wall). Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP. Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP. Show children the story mountain which was used in last lesson’s plenary. Are there any similarities between the tales? Do they follow the same structure? As a class, complete a story mountain for this new tale.

Great planning for Louis Sacher’s intriguing book Holes. 5 week’s short plans. Plus great stuff on getting pupils to construct aruments. Two terrific pdfs. Sample planning : Spelling rules. Modifying e. Cope … coping. In pairs write short speech for debate. Shared write persuasive language list. What connectives could be used to link ideas? What about repetition? WALT: organize views in a debate about homework. Debate “Should primary children have homework? All pairs to speak. Comment and question speakers. LA: TB to list points and useful language. HA: to lead arguments Add title paragraphs in example argument about Dogs in Parks. Review plan. Recap form. Read introduction through. Suggest strong openers for sentences and useful connective phrases from chart. Indiv write points for homework in Primary Schools. Paragraph – consider openings. WALT: write a balanced argument in a formal style. Mr Pratt Synonym Circus Recap plan and bullet points. Consider possible connectives to link to opposite view. (e.g. nevertheless) • All write points against - anticipating possible objections homework to balance argument. Use paragraphs and strong openers. Find passive voice in examples. Read example formal discussion regarding homework. Identify language. Useful terms. WALT: Write a formal letter of complaint. All children write complaining letter about a visit to a restaurant. LA: provide opening. Vocab list for feelings and connectives. Example balanced arguments. • the expression, sequence and linking of points • the provision of persuasive examples, illustrations and evidence • pre-empting or answering potential objections • appealing to the known views and feelings of the audience; T16 identify the features of balanced written arguments which: • summarise different sides of an argument • clarify the strengths and weaknesses of different positions • signal personal opinion clearly; T18 construct effective arguments: • developing a point logically and effectively • supporting and illustrating points persuasively • anticipating possible objections • harnessing the known views, interests and feelings of the audience • tailoring the writing to formal presentation where appropriate; T19 write a balanced report of a controversial issue: • summarising fairly the competing views • analysing strengths and weaknesses of different positions.

About a week’s worth. Mixture of English and Maths with but on Remembrance Sunday. Maths deals with area, English with journalistic writing. Private Peaceful by Michael Murpurgo covered. sample Display the image from the front of the book. What does the title of the book tell you? What could the book be about? Why do you think that? Introduce the title. Children to identify what the book is about? What is the theme? Genre? What makes you think this? Children to make predictions about the book in groups using the cover – share and discuss ideas. Share extract from blurb ‘As young Thomas Peaceful looks back over his childhood from the battlefields of the First World War, his memories are full of family life in the countryside.’ 5ws and predictions modelled by CT. What has changed? Why has your opinion changed? What questions and predictions can you make now? Children to be reminded of the previous lesson. What did we learn? What do we think the text book is about? What happened in chapter one? Play BBC schools episode 1 - Children are to be given the first paragraph of the book. What is the theme? What is the genre of the book? Children to use talk partners and class discussion to list the characters involved in the first chapter and paragraph. Who are the characters we have met? What do we know about Tommo and his older brother Charlie? What is their relationship like? In this chapter, Tommo starts a new school – how would he be feeling about this? Look at the kindness of Molly – why does she act this way? Why doesn’t big Joe go to school? How would this be different today?

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Summer term for year 2. You get 50 mb of material so good value imo. Literacy. Non-Chronological reports 4 weeks, Character descriptions, Traditional tales, poetry planning etc Numeracy 9 weeks worth Using and applying the four mathematical calculations to solve problems, Revision of the four main operations. rounding up and down etc Creative curriculum (a bit) making scarecrows, Wizard of Oz P.E. (a bit) R.E. (a bit) St Paul. I taught in Catholic schools so feel free to ditch this. Science 4 weeks. Plants and animals. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Autumn term for year 1. You get 160 mb of material so good value imo. I taught mainly in Catholic schools so has a Catholic bent. But as we live in a multicultural society, this should be no problem. You get planning for: creative curriculum Literacy Numeracy P.E. (some) Science (some) R.E. (Advent etc) Loads of great lessons to ease your Sunday afternoons. Just cut and paste into your school template.

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.

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

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?)

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Summer term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Adventure and Mystery Stories 4 weeks, Authors and Letters 4 weeks, Plays and Dialogues 3 weeks Numeracy 9 weeks Creative curriculum (a bit) RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) You get 190 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

I’ve combined all my planning from the schools I taught in. I was in a few schools in the U.K., quite a few of them Catholic. There is a massive amount of planning for you to sift through. Years range all the way through from 4 year olds to 11 year olds. There’s some great powerpoints, lesson plans, sheets, even a play or two. You’ll have to sift through them as I am enjoying my retirement too much to do that! You get over 250 mb of stuff (300 plus files)

Great Literacy planning for the first week back. You get the planning and three powerpoints and two word documents.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Spring term for year 1. You get 72 mb of material so good value imo. I taught in Catholic schools so a Catholic bent. But as we live in a multicultural society, that is good. You get planning for: Creative Curriculum Literacy Numeracy R.E. Science (Animals and Plants)

Save your Sundays! Great planning for 6 weeks. Plenty of powerpoints, worksheets and planning. Plus a load of Aesop worksheets close tests. Cut and paste into your template and enjoy a cuppa on Sunday nights watching the telly

Literacy plans for year 4. Mainly word doucuments for recounts newspaper book week persuasive texts poetry antibullying week imaginary worlds stories with historical settings stories with imaginative settings stories with historical settings narrative writing and book week creative writing holy week Bits of Roald Dahl the Twits references. Sample planning : What newspapers and magazines can the pupils name? What are the articles usually about? Discuss the purpose of a newspaper. WALT – know the features of a newspaper text. WILF – good expression Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph. Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning). Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work. Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Spring term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Myths and Legends, Poetry (language play) 9 weeks worth Numeracy planning 11 weeks worth Creative curriculum (a bit) RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) Nocturnal Animals (a bit) You get 75 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Autumn term for year 2. 60 mb of info which is good value imo. You get: Literacy planning 12 weeks. Performance poetry, Stories with familiar setting etc. Maths 14 weeks Measuring, Money etc Creative curriculum (a bit) the Police R.E (a bit) I taught in Catholic schools so feel free to ditch this. Science (a bit) Forces and Motions, Health and Growth Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.