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Year 4 Year's Planning Maths English Humanities subjects Especially R.E.
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.
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Back to School Holes Louis Sacher Teaching Plans 5 Weeks Literacy Year 6
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.
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Back to School Autumn PlanningThere's a Boy in the Girls' Bathroom Louis Sachar
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…?
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Wolves in The Wall Planning Plus Literacy Arguments Neil Gaiman
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.
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Charlie and the Chocolate Factory Planning Roald Dahl Literacy
Three weeks great planning. Don’t expect lessons on Charlie. It’s report writing in English using Charlie with powerpoints etc
Great powerpoints
Zip file has more. I’ve put some example stuff on to give you a flavour.
Introduce the new unit and read the writing outcome with the children.
Complete a skills audit verbally. TTYP – what skills do you already have that will help you to achieve the outcome? What skills do you think you will need to revise? Are there any completely new skills you will need?
Introduce the focus text. We know a lot about Roald Dahl from our biography unit. Has anyone ever read ‘Charlie…’?
Seen the films?
Explain that we need to know the story line and the characters, so we are going to spend today’s lesson using the 2005 film as a visual text. The rest of the week will be spent comparing the visual text to the written text and completing various activities and pieces of writing.
Become familiar with the story by using a visual text.
Use both visual and written texts to analyse character and setting descriptions. Finish any of the DVD which we didn’t finish yesterday.
Use the written text to read the character descriptions of Charlie, his parents, grandparents and the four other winners of golden tickets.
Activity One
Come back together, discuss and put information on working wall.
Repeat with setting descriptions.
Look at a still of Charlie’s house from the film and read the setting description for it.
Look at the still from the ‘meadow’ in the chocolate factory and read the description on pages 87-90.
Activity Two
Revise features of journalistic writing.
Compose a newspaper article using the correct form and language.
Working in pairs, children to sketch a story mountain onto a whiteboard. Children to then summarise ‘Charlie…’ using one or two sentences for each section of the mountain.
Come back together and discuss.
Read chapter five of the text. What main event is happening? The announcement of the golden ticket competition.
Watch 14:28 – 15:44 – how does the film embellish the details given in the book?
Explain today’s task, you are a senior news reporter for the ‘International Herald’ a newspaper which is published in many different countries, many different languages all over the world. Your editor has asked you to write a newspaper article about this event. Your report will be published the day after Willy Wonka’s signs went up. You will be reporting on the competition, the prizes and the mania sweeping the world.
TTYP – what are main features of a journalistic piece of writing?
Come back together and list for the working wall:
Headline, paragraphs, subheadings, quotations, orientation, 5 ws, past tense, direct, formal, balanced etc.
Brainstorm some headlines for our article.
List the 5 Ws on the working wall.
Give each child a checklist and an inverted pyramid.
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Back to School Year 6 Complete Year's Planning Literacy Roald Dahl
A great set of planning.
Three terms.
Loads of planning and powerpoints and great topics.
Zip file has the lot. I’ve put some sample ones in the general load so you can look.
Includes :
Biography and Autobiography
Cross curricular history & literacy
Fiction Genres
Roald Dahl
Poetry
Journalistic and persuasive
Sample :
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Years 1 to 6 Religious Studies Complete Year's Planning Great Value Bundle
Superb value.
Great if you have to deliver R.E.
Loads of worksheets, planning, Powerpoints.
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Years 1 to 4 Complete Year's Religious Studies R.E. Planning
For all years 1 to 4 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.
N.B. You will need to spend some time organising as I am retired. Also not a great deal of year 2 stuff. If you want superorganised stuff, please look at my RE powerpoint stuff,
sample planning :
Learning and growing as the People of God:
Short-term Planning Unit I – Easter
Most children will know that the four Gospels contain accounts of the Resurrection of Christ. They will be able to understand the transforming effect this had upon the disciples. The children will know that the Ascension reminds Christians of the promise of Christ to remain always with them.
Less able children will be able to recall parts of the Resurrection story from some of the Gospels.
More able children will have a greater understanding of the importance of the Resurrection for Christians today and of their belief in the presence of Christ in the Church and in their lives.
Start date: Finish Date
Additional details including groupings, differentiation Vocabulary and
Key Questions Resources Prayer
Revise with children previous learning about the Church’s celebration of Easter.
Recall that it is a season of fifty days and revise some of the colours and symbols of the season that are used in the Church’s liturgy.
Activity:
In groups - give children the colours and the symbols to match.
White Easter light
innocence
purity
joy
triumph
glory
Red Feasts of the Lord’s Passion, Blood and Cross the Passion
blood
fire
God’s Love
martyrdom
Palm Sunday
Purple Good Friday penance
humility
melancholy
Gold Easter joy
Children to read one of the four Gospel accounts of the Resurrection:
Matthew 28: 1-15, Mark 16: 1-17, Luke 24: 1-43, John 20: 1-21
Group Activity:
Must - Highlight the words and actions of the disciples and the women and the words and actions of Jesus.
Should/Could -Create a resurrection appearance table. Include in the headings: What the disciples were doing, what they saw, and what Jesus said and did.
(Use the above Gospel accounts to fill in the table).
Plenary:
Children to imagine that they are about to meet somebody who had never heard of Jesus before. What would they tell this person about the resurrection? What would be the most important information that they would need to pass on?
What were the words and actions of ____ at the resurrection of Christ?
Markers Remind the children that prayer time is an
important opportunity for us to recognise
the presence of Jesus in our lives.
Provide moments for silent prayer. Use
music and appropriate Easter focus,
Use the Resurrection and Ascension
stories during Collective Worship.
Other links/Homework
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Grammar Teaching Materials Powerpoints Teaching Materials Worksheets
Gathered together all my Grammar teaching materials from Primary school.
The zip contains them all. Over 170 mb of stuff.
I’ve included a few examples in the ordinary upload so you can look.
sample:
Start by reviewing homework and making a list for the working wall.
Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go.
Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb.
e.g. The black horse galloped elegantly along the beach.
Children to have 5 minutes to read and digest their new writing target. Ask any questions if necessary.
Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns).
Children to name a range of punctuation – I record on the board (I do not add to it at this point).
Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time.
Children to have a variety of sentences to up level punctuation on their whiteboards.
Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick?
Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions?
Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’.
Model the task.
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Lots of Literacy Planning Year 5 Harry Potter Myths Secret Garden The Piano
A mass of planning from my years teaching year 5.
Loads of powerpoints, planning, worksheets etc
It covers :
Harry Potter
Myths/Iron Man
Stories from other cultures
The Secret Garden
The Piano
Sample planning :
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Literacy Bundle Year 5 Road Dahl J K Rowling Persuasive Writing
Loads and loads of planning aimed at year 5 and year 6 Literacy work.
Save yourself hours of planning.
Lots of worksheets, powerpoints, planning etc.
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Back to School Autumn Year 5 Literacy Planning Harry Potter Tales of the Beadle Bard
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?)
http://www.youtube.com/watch?v=-_F-K0gtBLI
http://www.youtube.com/watch?v=nS3heCuh47g
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.
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English year 5 and 6 The Mysteries of Harris Burdick Planning and Powerpoints Literacy year 5
A great collection for teaching this interesting topic.
You get powerpoints and planning.
Sample :
Punctuate sentences accurately, including using speech marks and apostrophes.
Use commas to mark clauses.
Group and classify words according to their type and meaning.
Read a variety of texts, commenting on the author’s choice of vocabulary.
Construct sentences which are punctuated correctly; including the use of commas, speech marks and apostrophes.
Use a range of connectives to join sentences.
Experiment with complex sentences.
Whole Class Shared Learning
Discuss pronouns (homework)
Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go.
Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb.
e.g. The black horse galloped elegantly along the beach.
Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns).
Children to name a range of punctuation – I record on the board (I do not add to it at this point).
Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time.
Children to have a variety of sentences to up level punctuation on their whiteboards.
Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick?
Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions?
Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’.
Model the task.
Use PPT to study speech punctuation.
Use the pictures from ‘The Mysteries…’ to write some possible dialogue.
Model possible conversations, including synonyms for said and adverbs plus adverbial clauses. With correct punctuation.
Look at some of the pictures from ‘The Mysteries …’
Think / discuss some of the characters in the pictures. Use adjectives to describe them – give them names. From the pictures come up with verbs to describe what they are doing then add adverbs and adverbial clauses.
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Year 6 Literacy Revision Autobiography Explanation Texts The Shirt Machine
Nice Summer planning for year 6.
Focuses on the Shirt Machine.
Plenty of planning and powerpoints etc.
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Persuasive Writing Lots of Planning Powerpoints Worksheets English
Happily retired, decided to put together my Persuasive writing planning from my various schools.
there’s a mass of stuff!
Save yourself a shedload of time and enjoy your Sundays!
Plenty of great powerpoints.
From different years but concentrating on years 3 to 6.
example planning :
Main teaching:
Explain that we are now looking at another text under the umbrella of persuasive texts.
Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view.
Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout.
Read the example of a persuasive letter from page 17 of the L4 study guide.
Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful.
Ensure that children understand the structure of a letter (addresses etc).
Activity 1
Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc.
Explain that, tomorrow, children will be writing their own persuasive letter.
Show them the title ‘TV adverts should be banned for junk foods’
Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV.
Encourages obesity which leads to illnesses such as heart disease and diabetes.
Illnesses cost money (treatment on NHS) and days off work.
Junk food produces a lot of litter.
The packaging cannot be recycled.
If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.
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Literacy Lessons Over 2000 Files years 1 to 6 Planning Worksheets Powerpoints
Lessons from all terms for years 1 to 6.
Over 200 files.
Plenty to sift through and a good idea to use bits of lessons to make a really long lesson.
Lessons easily adaptable to go one up or one down.
Enormous range of topics from performance Poetry to journalism planning
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Ks2 Christmas Play Fun assembly Plus bonus short KS1 Play
A 12 page play for Christmas.
Great for an assembly or fun Christams lesson.
Brucie bonus. 2 page ks1 play
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Great Year 5 English Literacy Christmas Planning Alternative Christmas
This is some great planning for Christmas for Year 5 Literacy.
I found the kids loved it.
Advantages for you: kids are interested, it’s non religious so can be shown to everyone, you can watch the lovely short movie umpteen times so takes the strain off you.
It’s based on a great little movie, voiced by the late great John Hurt.
It will fill up the last two to three weeks nicely.
Plus there’s non literacy planning for free.
Some example planning :
To analyse and create a character and setting description for 23 Degrees 5 Minutes North.
I can express verbally what a character may be feeling, thinking or doing
I can explain why I think a character may feel, think or do something
I can describe a setting using figurative language
Starter 5 mins
Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts
Activity 1 5-10 mins
Use key questions and discussion in groups to think about answers to questions such as: Why am I here? Will I be able to find Professor Erit? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions.
Activity 10 mins
Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters
Main 20 mins
Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting.
Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can.
Plenary 5 – 10 mins
Chn share their comments about the Adventurer and Professor Erit with the class.
Chn to explain what they have now learnt about each character - using their skills of inference. Share best sentences to describe setting.
Take a moment to add any extra information after the class discussion to their own work, using another coloured pencil.
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Hannukah teaching Materials 5 Powerpoints 4 Word Documents Religion
Hannukah teaching Materials 5 Powerpoints 4 Word Documents
Nice visual topic.
Interesting.