Quick gap Christmas Lesson year 3.

5 great powerpoints in the Earth Sun and Moon. Plus planning plus documents.

A complete year’s planning for year 5 or year 6 science. A complete year’s planning for Science for 10 year olds. Tons of powerpoints, word documents, planning, info etc. Topics include Interdependence and adaptation, micro organisms, dissolving, life cycles, magnetism, etc etc You get over 900 files. They are all in the zip file. Plus I’ve put a few examples up for you

Hannukah teaching Materials 5 Powerpoints 4 Word Documents Nice visual topic. Interesting.

For all year 5 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. Note : zip file contains loads more files than the list you see. sample planning

For year 6 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. sample planning :

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.

A big value set of planning. For year 5. Loads of material here. Planning, worksheets, powerpoints etc Give your planning a real boost. Excellent for filling in gaps in the curriculum and making your Sundays easier. Concentrates on Maths and English, but plenty of other subjects, especially R.E. in there. The zip contains loads of files. I’ve included a FEW in the general upload to give you and idea of the planning.

A big value set of planning. For year 4. Loads of material here. Give your planning a real boost. Excellent for filling in gaps in the curriculum and making your Sundays easier. Concentrates on Maths and English, but plenty of other subjects, especially R.E. in there. The zip contains loads of files. I’ve included a FEW in the general upload to give you and idea of the planning.

This concentrates on Maths and English. Lots of great teaching ideas. Mainly Maths and English. The zip file has the lot. I have put some in the general download to give a flavour. sample planning : LO: To use written methods of addition. Review written methods of addition carried from Friday’s lesson (column, number line and partitioning. Use numbers with up to 4 digits during teaching time. Review how to use written methods and inverse knowledge to identify missing digits within calculations. Move on to solving simple word problems by choosing the most appropriate methods for task. AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Give the children the following calculation 98 – 47. How many different ways can they carry out this calculation? Focus on methodology used by class. As a class ensure understanding of the following methods, number line, partitioning and column. What happens with column subtraction if the calculation was 96 – 47? Model decomposition. What happens when we work with decimal numbers? Model the use of decomposition several times. Children to carry out a range of calculations – AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Review subtraction calculations for number lines and column methods involving amounts of money. Ensure children are familiar with decomposition and have time to review as needed. Apply within calculations that involve single and multiple decomposition. APPLY TO WORD PROBLEMS RM: LO: To use written methods of multiplication. As before, review methods of multiplication with the class. Focus on the use of grid methods and compact methods to carry out calculations. MUST: Multiply TU x U SHOULD: Multiply HTU x U CHALLENGE: Multiply (H)TU x TU LO: To identify sequence rules. Review knowledge of sequences and rule identification with the class. Explore how sequences can involve numbers, shapes and letters. Children to continue sequences. When exploring number sequences, make link to times table groups. E.g. 3, 6, 9, 12… Next number is… Focus on continuing and completing sequences, by identifying the difference between known numbers and using this to identify missing values. AG: Supports circles / RM: Completes sequences involving shapes or colours. INDEPENDENT

Some great short but punchy Literacy lesson plans. Spread throughout the terms. Example : Synonyms to describe the soldier WALT: explore the main ideas of a text WILF: I know what the important points in a text are. I can explain my ideas about a character. I can find relevant information in a text. Recap on the story. Was it fair for the soldier to kill the witch? What type of characters are the soldier and witch? Explain your ideas. Shared read an alternative version of the tinderbox. Discuss what the main points of the text are. Children to highlight what they think are important points and explain why they think this. CT to introduce tasks and explain their roles. Task: Children to work in mixed ability groups with each given a role. 1. Draw an image of a main character. 2. Record the thoughts and feelings of the character using information from the text. 3. Identify the main points of the text so far. 4. Summarise the key points of the story. Read through to page 10. What do you think might happen next? How will the soldier spend his money? Group 1 CT to read the text with the children and discuss the key information and supplementary information. CT to check children’s understanding of the text. Task: Children to debate whether the soldier committed murder or not. Punctuation- recap over .,!? WALT: create dialogue between characters WILF: Correct use of speech punctuation Use of adverbial phrases to extend sentences Ability to use tone, gestures and expression to convey a characters mood. Read the tinderbox to the page when the villagers are discussing the soldier’s new money and desire to meet the princess. Highlight the speech punctuation and discuss what the rules for speech are. CT to model examples. Task: Children in pairs to create a short dialogue that they can act out for the class. Children must use references to the text and expression, gestures and tone to convey the characters viewpoint. Read the line ‘I really want to see her’ – why is this in italics? What do you think the soldier will do to see the princess? Group 4 CT to support the children to use correct speech punctuation and adverbials to extend ideas.

Give yourself a break. Help yourself to plans that you can adapt and free up your Sundays. For year 6, first half Autumn term. Planning for : English Maths Geography Homework P.E. Reading Science SODA Zip has the lot. I’ve put sample ones in ordinary download. sample : Main input:Main Teaching 1 10 minutes (10.50am – 11am) Share LO and S/C. TTYP – why do authors use descriptive vocabulary? Take feedback and jot down ideas for the working wall – elicit the idea that, as a writer, it is our job to create an image in the reader’s mind. Show the part of ‘Matilda’ where the main character approaches Crunchem Hall for the first time. 22 min 30 to 24 min 30. Take part in ‘Book Talk’ on this visual text: How did we feel about Matilda when we watched her walk into the school under the arch? How did we feel about the school buildings and environment? What impressions have we made about Miss Trunchbull? How were we made to feel like that? How did the director manipulate our emotions? Show the ‘Likes, dislikes, patterns and puzzles’ board and explain the task . Task 1 11am-11.10am Engaging with the visual text. A – Australia group (Level 3a/4c): Children to fill in an individual ‘like/dislikes’ board. Children to focus particularly on the ‘patterns and puzzles’ sections. Working independently. Extension task – children to annotate a still from the film with adjectives to describe the setting. BA – Brazil group (Level 3b/c): TA to support and extend. Children to fill in an individual ‘like/dislikes’ board. SEN/BA – Mexico group (Level 2): Working with teacher on a guided like/dislikes board. Extending children to talking about the atmosphere. Main Teaching 2 10 minutes (11.10am – 11.20am) Share some ideas from the task and explain that now we are fully immersed in the text, we are going to start to transfer the clip into a written text. TTYP – what does ‘atmosphere’ mean? Talk and agree that it means: a feeling or mood created by a particular place. I am going to attempt to describe the setting AND the atmosphere to the reader. I am going to write in third person and past tense. Elicit the use of the senses for a setting description. Model write with reference to s/c and sentence trick cards.

Gathered together my lessons for year 5 Maths and English for a particular year. There’s about a year’s worth in there. Plenty of great ideas. the zip has the lot. the general download a few to have a look at. Sample planning : Start by showing the word ‘Instructions’ – TTYP what does this mean? Come back together and establish that instructions are a set of commands given to help someone do or create something. Show the children a recipe and the instructions as to how to play Sevens using cards. Look at the instructions. What do children notice about how these are laid out? They are given in an order. They are bullet-pointed. Each sentence is fairly short. There are many ‘bossy’ verbs: ‘place’, ‘play’, ‘turn’ etc. Explain that we call these ‘imperative’ verbs – an imperative is a command. Discuss why it is helpful to have ‘bossy’ verbs and short clear sentences. There is a title which tells you what is to be achieved. Numbers or time connectives used e.g. 1, 2, 3 or later, next - are used to show chronological order. Create a features list on the working wall by sticking post it notes onto a piece of sugar paper –these can be used throughout the unit as a game to start the lesson. Divide the class into three teams. Deal out seven cards to each team and the teacher! Play a little of the game of sevens, following the instructions. Demonstrate how we can follow the instructions to play. Return to features of instructions displayed on working wall. What can you remember about these? Children turn to a partner and tell them 3 different features. Report back & discuss. Show children the instructions checklist (working wall). Have we mentioned all of these features? Ask children to think of a new idea for a card game. Use a talking partner & brainstorm a game idea on whiteboards. Gather everyone’s ideas/discuss the concepts. Pick one idea. Decide how many players we will need & how to play it. Allow children time with talking partners to practice playing the game. Ask some children to demonstrate. How will we write the instructions? What comes first? (Title, subheading.) What is our first instruction? Repeat for a few more sentences.

Planning for the year. Literacy Year 6 I particularly like the 4 week sats revision block. Zip file contains loads. sample planning ; Full range of punctuation used accurately to demarcate sentences, including speech punctuation • Syntax and punctuation within the sentence generally accurate including commas to mark clauses. To revise and produce a piece of journalistic writing. Revise formal & persuasive writing. Whole Class Shared Learning Explain that the next four weeks are important revision sessions. Define the word ‘revision’ and display on the working wall. In their new groups, children to define the following words, definitions on post it notes: Journalist Communication Bias Balanced Come back together and discuss, agree definitions. Would we find journalistic writing anywhere else other than in a newspaper report? Recap that we may find it in magazines or journals as well as scripts for radio and TV news broadcasts. How does journalistic writing differ from ‘personal’ writing? Formal tone, 3rd person, balanced, in journalistic writing a person puts the main points in the first sentence of the first paragraph – what will grab a person’s attention. This is followed by the rest of the details and written so that the article can easily be edited from the bottom up, if the article needs shortening. Sources are mentioned within the text and sentences and paragraphs can be short. Read the ‘Total Eclipse’ article from Essential Non-fiction and discuss. Draw out the 5 Ws. Now read ‘Packaging: The Big Cover Up’ also from Essential non-fiction. Activity One Come back together and discuss activity. What did the children find about the two articles? What are the similarities? Differences? How have the writers used language to report/persuade?

Two great powerpoints and some planning. Nice powerpoint on Epiphany. Sample : Share the new targets with the children and explain that this is a short unit – two double lessons. Read the story of Jesus’ birth from Matthew’s Gospel – Mt 1: 18-2: 23. Who are the main characters in this story? Concentrate on Mary, Joseph and King Herod. Talk through the story. God had promised a saviour to free us all from our sins and he sent His only son into the world for us. Talk about the priorities for any family when a baby is expected. (safety and comfort of the mother) . Activity One Come back together and watch scene featuring King Herod. Fear gripped King Herod, his mighty power was threatened. He gathered all the chief priests and scribes to see what they knew – they confirmed that Bethlehem had been foretold by the prophets. Herod launched his plan to locate the baby so that he could destroy him. What was Herod’s mistake? (look for the children to understand that Herod thought that Jesus would be an earthly King with a throne and a crown who was overthrow Herod). What were Mary and Joseph’s feelings about the birth of the baby? Do you think they were scared? Happy? Relieved? Children to TTYP and discuss – What does the birth of Jesus mean for us? Jesus truly God and truly human has come down to Earth. He brings peace, love and true freedom to those who seek him. He opens the way to heaven for us. He has come to save all people. What does the birth of Jesus teach us? God seeks those with an open heart to receive him. If you truly seek God, He will find you. It’s not money, wealth or knowledge that matters because God seeks the lowly and the humble who are looking for Him.

3 rounds. Answers at end. Handy filler at very busy time of year. Please look at my other Christmas resources. Merry Christmas!

25 slide flp chart.

Great planning for year 6. Two weeks worth. Nice powerpoints. Sample : Introduce the new unit and writing outcome. Read the poem ‘Fog’ by Carl Sandberg together. Write ‘personification’ on the board and discuss what this means. TTYP – what might it mean? Agree on a definition for the working wall: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Explain the phrase ‘inanimate object’. Give out copies of ‘Two Sunflowers Move in a Yellow Room’ by William Blake. Discuss how the sunflowers are given human characteristics – they talk, they feel tired, they want a room with a view! Return to the poem Fog. In this, it is almost as if Fog is alive – either human or possibly feline (cat-like). Look again at ‘Two Sunflowers Move in a Yellow Room. ’Underline the words ‘topaz tortoises’. Ask children what these last lines mean? Discuss whether it matters if we are not sure of the exact meaning of all the words in a poem. Why might it not matter? Because it is the sound and the rhythm of the words which is as important as their meaning in a poem. Look up topaz to find its meaning. Does this help us understand what the last two lines mean?