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Back To School Autumn Short Term Lesson Plans Reception to Year 6 Timesaver
auntieannieauntieannie

Back To School Autumn Short Term Lesson Plans Reception to Year 6 Timesaver

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14 weeks of short term plans Great for cutting and pasting into your own personal school timetable. I’ve included a sample week in the visible upload. The zip contains the lot. sample year 2. Register Activity Chn finish work from Meet Your New Teacher day. 9am: Input: Welcome the children to their first day of year 2! Talk about how we were feeling before coming into school, did we get very much sleep last night? Share with the children how you were feeling too! Introduce the chn to the text of the week: First day jitters by Julia Danneberg. Read the story together and discuss the twist at the end. (Ask questions throughout) T focus for morning: x2 groups of 6 L.O. To use features of a non-chronological report W.I.L.F I can… Include a heading Use subheadings to organize my writing Talk about the difference between facts and fiction (All about me) Chn create a 3D profile, including a self-portrait drawing of their head, to be used for display. Chn complete section boxes all about their family, friends, hobbies etc. Cut out the sections and arrange them inside the folded top. Put together the body parts on colored backing card, ready for the head to be attached later. Label with name sticker. 9am: Input: Quickly recap the story for this week and remind ourselves of the main character, how she was feeling and why? Introduce class bear, explain that he was also feeling very nervous about meeting new chn and starting year 2. Display a page from (bear’s) diary, ask the chn to highlight the adjectives they can see. (perform an action when they hear an adjective word) T to highlight them in a colour as they read. Explain the independent challenge is to match up the adjective words to the different emotion cards. T focus for morning: x2 groups of 6 L.O. To use adjectives W.I.L.F I can… Use capital letters and full stops Use first person Use commas between adjectives Check my sentences make sense (Writing it in the present tense) Chn to write a short diary entry about how they were feeling the night before they came back to school, include adjectives to describe how you were feeling. *Have Monday’s 3D profiles out on a table to finish off. TA focus for first thing: To assess SPP chn against current targets, make notes and set up folders for works to begin.
Back to School Year 6 Summer Term Maths Literacy
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Back to School Year 6 Summer Term Maths Literacy

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Nice compilation to get you through the tricky Summer term. Compilation from several schools I taught at. Plenty of material. sample: TTYP what is an autobiography? Come back together and discuss. Repeat for biography. Which would be written in first person and which would be written in third? Who is the audience and what is the purpose of both text types? Activity One Show ‘fact’ and ‘opinion’ on the board. What do these mean? Talk about how autobiographies can contain both because the subject is writing their own life story. Activity One Give groups a copy of the John Lennon biography section and the section of ‘Boy’ by Roald Dahl (both from essential non-fiction anthology). Each group to divide a large piece of paper in half and create a features list for both text types. Read the 2008 Long writing task and discuss how we would tackle this. Your task is to write a biography of Pip’s life, Including information about his inventions. Success Criteria: I have revised the features of biography and autobiography. I have started to think about how I might tackle tomorrow’s writing task.
Year 4 English Maths planning kr Short and Medium
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Year 4 English Maths planning kr Short and Medium

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Collected together my year 4 lesson planning from outstanding academy. Mainly English and Maths. sample: Tuesday 31.01.12 LO: To understand how the use of expressive and descriptive language can create effects or generate emotional responses. Read a descriptive/emotive poem ( Poems Not To Missed) JBA & JP to model how to express how the poem made us feel and what impact the vocabulary choices had on us and why? Read two poems that are expressive and descriptive. Ask chn What was your immediate reaction? Which vocabulary choices were effective and had impact? Why? What emotions do you get from the poems? What images did you get from the poems? Wednesday 01.02.12LO: To plan an ICT-based poetry presentation that involves each member of the group Recap leaning - What are they learning? What have they learnt about poetry texts? Why is learning about poetry important? How could you use what you have learnt about performing poetry? Inform chn that they are going to plan a poetry presentation. Discuss What is a poetry presentation? What is the purpose of a poetry presentation? How are poetry presentation put together? Explain that they are going to promote a poem using key language/emotions from the poem. In talk partners discuss what makes ‘good’ poetry? JP/JBA to scribe chn ideas on ‘working wall’ Using visual Literacy watch clips from poetry readings that the chn have watched previously. Ask: What makes the poem a ‘good’ poem and why? Can you identify key language/emotions/rhythm in the poem that would entice others to read the poem and why? How would you go about putting the key language/emotions together to create a poetry presentation? JP/JBA to scribe chn ideas on ‘working wall’ JBA & JP model how we plan to put together a poetry presentation for a poem we have read. Explain that a presentation is to demonstrate the understanding of a poems’ key message. Show what we are thinking when planning a poetry presentation. Which parts of the poems’ language was effective? What was the most emotional verses and why? Which verse has rhythm? How could we present this poem through drama? Thought shower ideas on working wall.
Year 5 English Maths Planning kr
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Year 5 English Maths Planning kr

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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.
Year 1 Maths English Planning
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Year 1 Maths English Planning

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Planning for English and Maths. 56 files. sample: Text: This is the bear and the scary night Genres covered in this unit: Narrative SPAG focus: Monday: spelling patterns Tuesday: use and to join clauses Wednesday: high frequency words Thursday: high frequency words Friday: time connectives Key teaching input/texts/questions/ clips etc Steps to Success Read the story This is the Bear and the scary night Discuss character, setting, key events etc… Discuss what happened in the beginning, middle and end of the story. Explain to the children that this week they are going to write their own story similar to the bear and the scary night. Ask children to describe their character to their partner (can be their favourite toy or the teddy they bought into school on Friday). Ask children to share their ideas about their story. What is the setting? What are the characters doing? What is the problem? How are the characters feeling? How does your story end? Mild: describe your main character Spicy: share your ideas with your partner Hot: listen attentively to your partner Extra Hot: Act out key events from your story LA Activities MA Activities HA Activities Read to Write Mrs Preston Phonics Mrs Simpson Talk for writing and act out their story Photos for books Resources: The bear and the scary night book, cards with questions Give 3 minutes for children to recap their story. Who is their main character? What happens at the beginning, middle and end of the story? Model how to put key ideas onto their plan. Steps to Success Mild: recap your story with your partner Spicy: Identify the beginning, middle and end of your story Hot: Write key ideas onto your story plan for the beginning, middle and end. Extra Hot: Check your partner’s plan is sequenced correctly
Year 6 English Maths Planning Gunpowder Plot
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Year 6 English Maths Planning Gunpowder Plot

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Lots of planning for all three terms. Maths and English mainly but arts stuff and History too. sampl: Text: The Gunpowder Plot Genres covered in this unit: • Predictions • Inference (How? Why?) • Newspaper features • Journalistic writing • Letter writing Key teaching input/texts/questions/ clips etc BOOKS Display an image from the front cover of the book and discuss what children already know. What does it look? What do you think will happen? What can you see in the picture? Share and discuss, make notes for working wall. Show children the entire cover of the book. Identify the 5Ws; who? What? Where? When? Why? What is the title? What do you think will happen? Note 5ws for working wall. Show children the grid for likes, similarities and puzzles, Identify one for each section and explain why I chose it. Whole class discussion of extra hot challenge. Resources: Book cover Images from book cover Grid sheet JOTTERS Review previous learning – refer to working wall. What do you think will happen? Who will be involved? Where will it happen? Why does it happen? When does it take place? Share predictions. Introduce the text to the children. Read first 4 pages and ask questions linked to the text. Children to read through/skim read to identify the 5Ws – record for the working wall and compare with predictions. Was anyone close with their prediction? Why might this be? Share video with children: https://www.youtube.com/watch?v=YptNONmnXH0 Discuss key events. What do you think will happen next? Make predictions in jotters and share.
Year 5 Planning English Maths Geometry Haiku
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Year 5 Planning English Maths Geometry Haiku

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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)
Year 3 Literacy Maths Planning 19 English 17 Maths Short term plans
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Year 3 Literacy Maths Planning 19 English 17 Maths Short term plans

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Lots of planning for Maths and English year 3 sample: Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. (Propaganda posters are covered in the topic books) 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 Resources: prefixes http://www.bigbrownbear.co.uk/demo/prefix.htm Starter - Use facial pictures for images. What may they be thinking? Do they look different now you out them in the picture. What about when they are wearing a certain clothing. Build the character in stages. Describe the physical appearance and the mental one. What may they be thinking? We can see their face and if they are smiling. Do they look different in different surroundings?