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Year 5 Literacy Persuasion Lesson Persuasive Writing
Great little lesson or short set of lessons for persuasive writing. Couple of nice powerpoints.
Endangered Pandas
Pandas are rare today and are protected by law in China. In 1963, the first panda was exhibited in a zoo outside of China. Today, there are more than a dozen pandas in most zoos. Pandas can be seen in zoos in Washington D.C, Mexico City, London, Tokyo, Madrid, Paris, and Berlin. All pandas in zoos are given double names; this is a Chinese custom, which indicates affection. Scientists study the zoo pandas in hope to learn how to save wild pandas from extinction. There are only about 700 to 1000 pandas alive in the world today.
Imagine you are one of the scientists that are researching pandas and a philanthropist has come to you and offered you a substantial research grant if you can persuade him that your research deserves. He asks you, “What makes a Panda so special that it should be saved?”…. your response is crucial!!!
In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader.
Tools
LIT 2-22a
Throughout the writing process, I can check that my writing makes sense and meets its purpose.
Tools
LIT 2-23a
I am learning to use language and style in a way which engages and / or influences my reader.
Creating Texts
ENG 2-27a
Learning Intention ~ I can use personal research to create a persuasive piece of writing.
Success Criteria – have you… (Tick as you have achieved) ???
I have used emotive and descriptive language to engage the reader’s emotion
I have punctuated accurately
I have used paragraphs effectively to organise my ideas
I have proof read and self-corrected using a variety of resources
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Year 3 Literacy Maths Planning 19 English 17 Maths Short term plans
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
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?
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Year 1 Maths English Planning
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
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year 1 Literacy Fantasy World Planning
Three great powerpoints.
Two great flipcharts.
Planning.
Sample:
Discuss fantasy settings we know so far as a whole class using Fantasy PP 1.
Reinforce the concept of a fantasy setting by showing lion, witch and wardrobe where child walks into Narnia clip:
http://www.youtube.com/watch?v=JMYU5vSaal8
In talking partners discuss adjectives describe the setting. Beach ball/Bean bag ideas.
Feedback to group.
Recap yesterday’s learning. Then use the Fantasy PP 2 and go through with the children how to create their own fantasy world.
Explain the activity – children to create on paper their own fantasy world and label it.
Must include:
Setting
Characters
Magical objects
Watch the clip from Harry Potter in the magic shop and encourage the children to look out for all the magic objects: http://www.youtube.com/watch?v=hDR5XgHHLBY and http://www.youtube.com/watch?v=szEFdhOHtrI (0-40 seconds)
Make a list of all the objects they could see, what they could be for, using Fantasy PP 3.
Explain the activity; children will be creating a magic object from their setting they created yesterday or a new one. What does it look like? What is it called? Etc
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Year 3 Maths English Planning Topic work on China
English and maths planning. 39 files
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.
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.
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Year 4 English Maths planning kr Short and Medium
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.
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Poetry year 4 Two Weeks of Planning Magic Box Kit wright Material
Two weeks Planning. the powerpoint is a sample. There’s other files in the planning
Great powerpoint on the work of Kit Wright.
The magic box really inspires kids.
Sampl planning Ask children to remind you about what a simile is and discuss why it is effective to use when writing. Explain that today we will be creating some poems of our own by creating some similes. Write ‘as thin as’ on the board and ask everyone to think of very thin things. Push children to think harder past the more obvious objects. Prompt them if necessary ‘what part of an animal is very thin?’ and so on. Write other prompts such as ‘as tall as, as large as, as hot as’. Draw some circles on the board and write a prompt above them ‘The sun is like…’ See how many other things they can think of that are round like the Sun. Turn the circles into objects they suggest. Now encourage children to extend their ideas further.
Explain that today children will be making some simile poems of their own about a monster. List some features of a monster and some adjectives that describe a monster.
HA work alone to create a simile poem about a monster.
MA supported by KB, use a writing skeleton for their poem which has some features already listed.
LA supported by AS, use a writing skeleton for their poem which has the features already listed, make a list of adjectives that might describe a monster.
Read through some of children’s poems together. Discuss what similes they have used and the effect it has on their writing, why is it more effective?
Can children compare objects?
Can they use adjectives?
Can they extend their own ideas and thinking?
Can they choose effective similes?
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Year 6 English Maths Planning Gunpowder Plot
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.
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Michael Morpurgo The Butterfly Lion Planning Questions Information
Some nice planning.
Plenty of questions on this great book.
sample
Look carefully at the book cover, what do you think this book is going to be about? What kind of story do you expect it to be (i.e. crime, fantasy, sci-fi)? Why do you think this?
Look back over the chapter you are reading. Can you select five powerful words that you could use in your own writing? Write them down.
At the beginning of ‘Chilblains and Semolina Pudding’, the narrator talks of the Butterfly Lion. Draw a picture of what you imagine him to look like.
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Year 4 Literacy Newspapers reports Six weeks short term plans
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.
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Maths Puzzles Across Down Fill In The Gaps Simple Arithmetic 100 Grids
100 grids.
Pupils have to fill in the gaps.
The squares all have to add up.
These puzzles involve taking away and adding.
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Area Perimeter maths Net Cubes Compound Shapes Year 5
Work out the area an perimeter of cubes etc.
You can print out shapes and give to pupils.
Learning Objectives. Ma 1 Organising and explaining
Ma 3 Calculate perimeter/area of squares and rectangles.
· To explain methods and reasoning
· To solve mathematical problems, recognise and explain patterns and relationships.
· Calculate perimeters and areas of rectangles.
· Find the largest area that can be made with a rectangle that has a perimeter of 26 metres.
Success criteria.
· To be able to work out the area of a rectangle or square.
· To make different rectangles that all have the same perimeter.
· To recognise the largest area.
· To compare the relationship between the length of the sides and the area of the rectangle.
· To explain reasoning.
Model the way to answer the question referring to work of a few weeks ago on perimeters. How many different sized pig pens can be made using only 12 fencing panels?
Discuss how the children think they could solve this problem.
The Problem.
We want to make a school garden and grow vegetables. At night time the rabbits and deer will come and eat them. To stop them we need to put a fence around the area. However we can only afford to buy 26, one metre long panels.
Find the largest area we can fence off to make a rectangular vegetable patch?
Remember it can only have a perimeter of 26 metres.
Vocabulary.
add
subtract
multiply
dividedouble
half
equals
rectangle
square
area
perimeter
cm2
Resources:-
multi-link. L/A
rulers.
Squared paper.
Home work:- if applicable.
Assessment. Children exceeding the objectives.
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Science Year 4 Planning Friction Habitats Moving and Growing Liquids
4 nice bits of planning.
3 notebooks.
Plus powerp0ints and worksheets.
Science Year 4 Planning Friction Habitats Moving and Growing Serarating Liquids and solids
example Sorting organisms
Elicit children’s understanding of ‘plant’ and ‘animal’. Introduce the term ‘organism’ as a general term for all living things.
Obtain a list of various types of organism and arrange them on the board into loose classes, e.g. birds, mammals, reptiles, shrubs, flowers, trees, moss etc. Finish by putting the classes into either plants or animals.
Use pictures of eg vertebrates, invertebrates(animals without a backbone), humans, small flowering plants, trees and challenge children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings. (numbers of legs, wings, no wings, leaves, shape)
Introduce the idea of some organisms being in more than one group – show using a venn diagram.
See photocopiable – PM1 for pictures of invertebrates.
More able children – encourage to sort into sets based upon something more scientific – e.g.how the animal moves, or the shape of the plant.
Pose questions – Is it possible for an organism to have wings and not have any legs?
Identifying different habitats
Introduce children to the word ‘habitat’ using pictures to illustrate meaning. Explain the meaning of ‘habitat’. Explain that it is the natural home of plants and animals and a place which offers them food, protection and shelter.
Explain to children that they will be studying local habitats.
Go for a walk round the school and/or immediate locality to find and make a list of habitats. (Pond, school field, wooded area, grass, trees) Sketch the habitats as we travel around the school grounds. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified through illustrations.
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Spring Term 13 Weeks Literacy Year 6 plan 40 page pdf Big Write
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.
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Year 5 Planning English Maths Geometry Haiku
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)
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Year 5 English Maths Planning kr
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.
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John Lennon The Beatles Vietnam War Modern History Planning US UK History
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
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Geography Water Planning Unit Biology Africa Care For The Environment
A great unit looking at our dependence on water.
Lots of ideas and planning. Great for a project or a focus week.
Interesting powerpoints.
Focus on Africa and the droughts over there.
sample ideas.planning
Session 1
10/10/05
· to obtain information from maps and an atlas
· about world weather patterns
· about physical and human features
· I can find the wettest places in the world
· I can mark the main deserts of the world on a map
· I can use the laptop to draw temperature and rainfall graphs for different countries
M: Identify the wettest places in the world
S: Locate the main deserts on map
C: Draw temperature and rainfall graphs for different countries
Multimap for looking at maps/photos
Excel for rainfall graphs
Homework project for 2 weeks – Comparing use of water (LCP pg 167)
Session 2
12/10/05
· to make maps and plans
· to use secondary sources
· to investigate water supply at local and world scales
· I can think of 3 different ways to allow water to move around school
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15 Powerpoints Year 5 Morning Work. Great Starters English Maths
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.
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Money Week Year 5 Year 6 Finances Banks Shopping
A nice little unit on financial planning.
Some calculations required for better financial knowledge.
Introduce ‘My Money’ week to children. Explain that we are going to spend all week discussing money, using mathematical operations, setting a budget and thinking about how we will deal with money in the future.
Activity One
Come back together and allow groups to share mind maps. Lead into a discussion on what money is; use online dictionary to look for definition. Come to the conclusion that it is a medium of exchange; we exchange money for goods or services.
Make a list on the IWB of things which people use money for. Separate the list by highlighting things which people need and things that they want.
TTYP – what is the ‘currency’ of the UK? Explain that it is called sterling and it is split into pounds and pence.
Use PPT to check that children recognise all notes and coins of sterling.
Activity One
Children work in groups to mind map ‘money’.
Each group to have three colours –create a key to show things they know, things they think they know and questions they have. If I gave you £1000 right now, what would spend it on?
What might you wish you had spent it on in the future?
Can the children name any currencies of other countries?
(Euro, US dollar, Aus dollar, Yuan China, Rupee India etc)