6 weeks short term plans. sample 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.

Planning from an academy. Spread over the three terms. Lots of planning. Worksheets. Powerpoints. Mainly English and Maths. Zip has the lot. ive included plenty in the general download to give you an idea of content. sample : Explore children’s understanding of the term angle and record on working wall. Where have they seen angles? What do angles look like? What are they measured in? Following knowledge harvest, explain that this term will focus on measuring, drawing, classifying angles. Ensure children can identify the key features of a protractor. Use enlarged version and annotate key features on WW. Ensure that the children can explain angle types and their properties. This will be useful when checking measurements. Explore strategies for measuring angles using enlarged models and enlarged protractor. Have the children measure angles to the nearest 10, 5 and degree. Identify difficulties when alignment is inaccurate. Model the use of known angle types to check accuracy of measurement. Discuss with pupils what they now know about the structure and style of a haiku poem. Model for pupils a haiku poem based upon the topic of water (links to Rivers topic, Finding Nemo setting and this week’s setting work) Then re write after making changes. Pupils to share their completed work Steps to Success Mild- to record ideas for a Haiku poem about water Spicy- present poem in the form of a Haiku Hot- to read over my own work and propose changes to grammar and vocabulary, spelling and punctuation ( CAGS 3 / 4) Extra Hot- selecting appropriate grammar and vocabulary and understand how such choices can change and enhance meaning. ( CAG 5/6)

Gathered up my pland for year 5 from a great academy school. Mainly English and maths. sample: To use multiplication methods to multiply TU × U or HTU × U. On the board have a question: 76 x 4=? On their whiteboard ask the children to solve this. If they don’t know this then they don’t need to worry as I will be teaching them. Highers do 675 x 3=? On the progress board tally how many can do this. Teach them how to use the multiplication method. They follow in their yellow books. To use written methods to divide whole numbers. Ask the children who can divide 87 by 3? Highers do 87 by 4? Fill in the progress chart. Show them the chunking method. Hayley takes SEN out to show them how to use the number line to divide. Children follow in their yellow rough books. If the children understand it they carry on independently. Those that don’t sit there and follow until they understand. Targets. Ask the children who thinks they can achieve their targets now at the beginning of the lesson? Ask those who can’t remember them to look now in the front of their book. To know the key features of arguing a point of view. Link the reading with the work the group has been doing for the last two weeks. Introduction _ Explain that this week the group will be looking at another context for persuasive writing – presenting an argument in a letter. _ Discuss what the children have found out about persuasive texts. _ Read children their target for the week: ‘I am learning to organise my writing to present information clearly.’ Today they are going to see how one writer has done this. _ Explain that when reading ‘What a rip off’ you want the group to think about two things: (1) how the argument is structured, and (2) the language features. Read What a Rip Off.

Nice little unit on modern history. Some nice powerpoints. Sample: Using Notebooks – answer questions. Who was John Lennon? What can you find out about him? Birthday Family Friends Community Music Is he still alive? If not, when, where and how did he die? Why is he famous? Rdg AF 2 WALT investigate the life of John Lennon WILF you can record information carefully about J L. Using questions, investigate life of J L What kind of childhood did John Lennon have? Recall information we know about Lennon so far. Establish that when Lennon was the children’s age it was around 1948/9. He was a teenager in the Mid 1950’s and grew into adulthood in the 1960’s. So his ‘era’ was the 1950’s and beyond. What do you think life was like for a child growing up in the 1950’s? How can we find out what it was like for children of your age at that time? Rdg AF 2 AF 3 WALT select information from books and the internet WILFcompare and contrast life in the 1950’s to life today. Give each group their focus area to research:- School in the 1950’s; Home Life in the 1950’s; Food in the 1950’s; Leisure Activities in the 1950’s; Fashion in the 1950’s Technology in the 1950’s and key questions you want them to find answers to. Children will record their findings on a Compare and Contrast Table the 1950’s v. 2010

13 weeks of Literacy plans for Year 6. Spring Term. Includes Biographical writing To develop a narrative solution Persuasive writing There’s a nice Big Write.

15 Powerpoints that you can have on the board as your class enters. Nice easy start to the day. Easily adaptable. Nice bits of Math and English.

sample planning Introduce the section of work. Explain that we are going to use a very interesting focus text to complete some narrative writing, art work and drama. Have a photocopy of the front cover and blurb for ‘The Savage’ by David Almond. TTYP and discuss “What are your initial responses?” (Ask children who may have read the book, not to give it away). Come back together and discuss children’s ideas from the blurb and front cover. What sort of story is it going to be? What genre? What age group/gender do you think it may be aimed at? Does anyone know anything about David Almond? His style of writing? His previous work? Share that he was born into a large family in Newcastle; his books are very popular and critically acclaimed (what does this mean?). His books are very philosophical (meaning) and often appeal to both adults and children. Share with children that ‘The Savage’ deals with issues of loss, sadness, bullying and love. Read the first two chapters of the focus text. Come back together and discuss. What does the use of two different fonts tell us? Discuss how this is a story within another story. Why is Blue writing about ‘The Savage’? What is it helping him to do? Might there be something of Blue in ‘The Savage’? Might he be expressing his anger at what has happened to his family?

Three notebooks. Two weeks of plans. Some worksheets. Nouns ending in a consonant and y (e.g. party, army) change y to i and add es. Nouns ending with a vowel and y (e.g. day, boy) just add s. Whole Class Shared Reading - Mister Monday Read Chapters 1 - 3 S & L opportunity Pupils will discuss what a fantasy setting is. Most will have seen or read Harry Potter for example. The theme for lots of them is that the central character enters another world but lives in a world we can all relate to. Pupils to give their opinion. What do they think is going to happen? How do they feel about the characters Irregular plurals: goose, man, mouse, woman, tooth, child, person, foot test understanding of different endings during morning work Read chapter 4 WALT: know how an author creates mood and atmosphere. Pupils will focus on a passage of text that creates mood and atmosphere. What does the author do to build tension? How does he make us empathize with the character and be interested enough to want him to be safe. CT to work with MA to encourage deep thinking about language and sentence structure

Looking for some inspiration going back to school. 19 English weeks 18 English weeks Plus some humanities planning on China etc Sample Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me. What sort of questions did you ask eachother? Why? Who spoke about the hair colour. How could we describe this person to someone.

Three weeks of planning. Plus you can use other planning included for free from different years. Example 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: When is this story set? Who am I? Where am I? Why am I here? Will I be able to find Professor Erit? How will I find him? 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.

480 page pdf. Lots of little ideas for lessons. Saves a load of planning. sample : Listen to stories with increasing attention and recall. [L&A] Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Read and understand simple sentences. [R] Remind chn about traditional tales: these were not written in books, they were TOLD. People remembered them and parents told them to their chn. Show/tell chn the story of The Gingerbread Man (see resources). Encourage chn to join in with repeating line, ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ At the end of the story, write these sentences on f/c and then read them through together, matching words pointed to and said. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Use language to imagine and recreate roles and experiences in play situations. [S] Express themselves effectively, showing awareness of listeners’ needs. [S] Have pictures of the characters in The Gingerbread Man (see resources). Choose diff chn to be the diff characters in the story as you act it out from start to finish. Note 3 stages of the story: Start: Mum makes gingerbread man & he runs away Middle: Mum/dad/cow/horse chase gingerbread man to river End: Fox carries gingerbread man over river and tricks him! Remind chn of the repeating phrase ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ Use this phrase as you act out the story.

Great planning and powerpoints on this fascinating topic. sample : Speaking • Tell a story using notes designed to cue techniques such as repetition, recap and humour Drama • Reflect on how working in role helps to explore complex issues Understanding and interpreting texts • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured Creating and shaping texts • Reflect independently and critically on their own writing and edit and improve it • Experiment with different narrative forms and styles to write their own stories Sentence structure and punctuation • Adapt sentence construction to different text-types, purposes and readers • Punctuate sentences accurately, including using speech marks and apostrophes Understand, analyse and compare several ‘visual texts’. Comment on the technical parts of a visual text. Write a review using correct format and language. Whole Class Shared Learning Guided and Independent Activities: Start to understand what is meant by a ‘visual text’. What do we know so far about narrative writing? Create a list of facts to add to working wall including: fictional, dialogue, opening etc. Explain to the children briefly, that they are going to watch a short, animated film, entitled ‘The Piano.’ Explain also that there is no dialogue or narration; it will be up to the children to decide what the film is about, to answer simple questions, raise some of their own and provide their own explanations for what they see. Tell the children that they’re going to watch the film, quietly and without comment at first. Then, watch ‘The Piano’ by Aidan Gibbons. Model completing thinking feeling and speech shapes linked to the narrative.

Lots of great planning for an exciting unit. Nice powerpoints. Sample : 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?)

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

Great worksheets from the last school I taught in. Write your own Greek Myth over the term. Perhaps a half term to keep it compact and snappy.

Some nice little lessons on the Road Dahl classic plus some great powerpoints. sample : Support for spelling Count the syllables. CT will remind children what a syllable is and provide a list of words on the board. Children will count how many syllables there are and record on their whiteboards. CT will provide children with three types of chocolate (number 1, 2 and 3) and a blind fold. In pairs one child will be blindfolded and the other will pass the chocolate for the children to try. Children will watch a clip of Willy Wonka from the film ‘Charlie and the Chocolate factory” CT will review the features of a formal letter: Address in top write hand corner Date (on left) Greet using the persons formal title Introduce yourself State the reason you are writing Lots of connectives Persuasive techniques Close the letter with ‘Yours Sincerely’ Formal language Children will write a business letter to Mr Wonka persuading him to make their chocolate bar. Sentence types Children will work in pairs; one as an instructor and one as the listener. instruct listener to walk to cone on playground. Imperative verbs – CT will explain that children will have just used lots of imperative verbs which are ‘bossy verbs’. CT will display sentences on the board and children will need to change them into an imperative sentence. CT will display a set of instructions and children will suggest features including: • A goal • List of equipment • Time connectives • Present tense • Imperative verbs • Numbered steps • Short, clear and direct sentences • Picture of finished article Children will then create a set of instructions for making the rocky road bites,

Nice planning : sample : Read 3/4 Pie Corbett poems (see list below this plan or plan resources) – NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary – the use of adjectives and descriptions, metaphors or similes eg ”I heard the paving slabs groan as they muscled for space.” (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Easy Give chn a selection of Pie Corbett poems. Model reading a couple to the chn. Discuss what was similar or different in terms of the subject matter. Chn to then read some more poems in pairs and start to sort them into groups that are similar and why. Stick the similar poems onto A3 paper and make rough jottings about why they are similar. TD Medium/Hard Work in pairs or 3s. Take turns to pick a Pie Corbett poem and read it out loud to rest of group. Repeat this until lots of poems have been read. Provide highlighting pens & poetry checklist (plan resources) to guide their discussion. Ask chn to go back over each poem carefully & highlight any language that makes the poem interesting eg adjectives & descriptions. Give chn the metaphor & simile example sheet (plan resources) to refer to and see if they can highlight any of these in another colour. Make sure chn annotate their highlighting with their own comments. Is there anything linking these Pie Corbett poems together? Does he repeat any language techniques? Finally they look at the style of the poems. Is there a regular rhythm in the poems? Do they use speech?

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. 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: ‘Dave Dirt’s Christmas presents’ and ‘GreedyGuts’ both by Kit Wright. Ask the question: how can you be sure that you are looking at a narrative poem? They should decide which they would like to share with the class. How are they going to read it? Altogether, in pairs, individually on rotation? Allow each group time & space to practice for presentation. Groups to present their poems. Other groups to offer constructive feedback. Success Criteria: I know that a narrative poem is one which tells a story. I can contribute to a group activity, taking turns where necessary.

Great planning. sample : Key Questions Teaching Show the children the PowerPoint ® about different sentence types. Ask the children to give some examples of sentence types that we use in own writing. Remind the children of the BOYS and 2A sentences. Write suggestions down. Ask could we extend these sentences, giving more detail? Model how we might come up with a simple sentence – ‘I walked into school’ – and add another simple sentence to give more detail. Tell pupils this week we will be focusing on flashback stories. Ask children what does it mean to flashback? Ask pupils if they can recall the main stages of a narrative. Put up mixed words on board. Can pupils recall the order? Opening Build up Dilemma Events Resolution End Tell pupils effective flashback stories often open in the middle of action. This week we will focus on how to write an effective flash back opening. First we are going to explore a possible story plot. Today’s lesson we are going to look at a picture still and pupils are going to work in pairs to work out what is happening / happened. What does it mean to flashback? How should a narrative be structured? Why is this a good structure? Tell pupils there are two ways to start an effective flashback story opening. We can use a 3-ed sentence or an If… If… If… sentence. This week we are going to explore 3-ed sentences. The technique we are going to use is called the Cliff hanger 3-ed sentence. First part of our lesson we are going to look at just the 3- ed sentence. Explain to the pupils, -ed sentences describe a characters emotion/feelings. The sentence starts with 3 adjectives which end in –ed. Eg. Frightened, confused, amused. Show another still picture from ‘Holes’. (see slide 2 of PPT). Ask children to write as many adjectives ending in ‘ed’ as they can think of to describe the scene. Together, use these adjective and come up with a 3-ed sentences to describe this scene. E.g. Disgusted, puzzled, repulsed, he held the shoes away from his nose. Children now to generate their own using the words. Now show slide 3. Children to generate 3-ed sentences. Which words best describe the image? Why? Which sentence is the most effective? Why? Would changing the order of the adjectives make it sound better/worse? Why?

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!