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

About a week’s worth. Mixture of English and Maths with but on Remembrance Sunday. Maths deals with area, English with journalistic writing. Private Peaceful by Michael Murpurgo covered. sample Display the image from the front of the book. What does the title of the book tell you? What could the book be about? Why do you think that? Introduce the title. Children to identify what the book is about? What is the theme? Genre? What makes you think this? Children to make predictions about the book in groups using the cover – share and discuss ideas. Share extract from blurb ‘As young Thomas Peaceful looks back over his childhood from the battlefields of the First World War, his memories are full of family life in the countryside.’ 5ws and predictions modelled by CT. What has changed? Why has your opinion changed? What questions and predictions can you make now? Children to be reminded of the previous lesson. What did we learn? What do we think the text book is about? What happened in chapter one? Play BBC schools episode 1 - Children are to be given the first paragraph of the book. What is the theme? What is the genre of the book? Children to use talk partners and class discussion to list the characters involved in the first chapter and paragraph. Who are the characters we have met? What do we know about Tommo and his older brother Charlie? What is their relationship like? In this chapter, Tommo starts a new school – how would he be feeling about this? Look at the kindness of Molly – why does she act this way? Why doesn’t big Joe go to school? How would this be different today?

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.

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.

Short of ideas for year one Autumn term? Put my planning from different schools together. It’s all in the zip file. I’ve put some examples in the general upload but there is TONS more in the included zip file. Lots of different types of planning as my schools were all different. There’s lots of free stuff too that is adaptable e.g. year 2 work. sample : Today we are going to read ‘Titch’ together. Read Titch under the visualiser. Does this remind you something that has happened to you? Can children identify with the characters/settings and events? Discuss with talk partners and beach ball/bean bag ideas. Look at some cvc words; start with hen; who can spell this word on the IWB? What is the 1st sound? Get a child to write it down. Can you tell your talk partner some words that rhyme with this? Make a list. Robins/Bears [AA] Talk about how Titch might feel. Do they feel like that? Children to write sentence/s about how the children feel. Chicks/Giraffes [A] Talk about how Titch might feel. Do they feel like that? Children to write a sentence about how the children feel. Octopus [BA] Talk about how Titch might feel. Do they feel like that? CT/TA to scribe some sentences about how the children feel. Listen to sentences that children have came up with about the story. Can we suggest any other sentences about ‘Titch’. Teacher to scribe them on IWB and save them for later. Show chn the picture from the front cover of Lost and Found. Start up a discussion asking the question: Who are they? Depending on chns responses ask other questions – who, why, when, what, where, how. Show chn question hand – use this to remind chn of the types of questions we can ask. PUT HAND AND PICTURE ON WORKING WALL FOR CHN TO REFER TO. Model recording some responses to the questions asked on post it notes. Mild: Talk about the picture on the front cover Spicy: Think of questions that we could ask to find out about the story Hot: Share responses to the different questions asked Extra Hot: Write responses making phonetically plausible attempts. LA Activities Green MA Activities Orange and Red HA Activities Blue Adult pose a question about the picture. Adult to scribe responses on post it notes. Photograph for books. Chn to talk about the picture with partner- Chn to remember some of the questions asked earlier and write down their responses to the questions. Photograph for books. In pairs chn take it in turns to ask each other a question. Chn to write their responses on post it notes. Stick post its and a smaller version of picture in book.

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.

Short of ideas for year two Autumn term? Put my planning from different schools together. It’s all in the zip file. I’ve put some examples in the general upload but there is TONS more in the included zip file. Lots of different types of planning as my schools were all different. There’s lots of free stuff too that is adaptable e.g. year 1 work. Sample : Teacher to explain that they will be focusing their learning this week on an author called Beatrix Potter (in both English and Creative Curriculum). Teacher to introduce the story of Peter Rabbit to the class (PowerPoint- shared area). Teacher to pause shared reading at regular intervals to challenge thinking and AF reading skills. Q: Do you think this story is non-fiction or fiction? Why? – Group to discuss. Whilst reading, teacher to model how to break down tricky words using phonetic knowledge. Group to discuss the text together; thinking about the characters and setting. Teacher to scribe thoughts onto flip chart for class to refer back to throughout the week. Mild: I can recall the main characters from a given text and can describe them using appropriate adjectives. Spicy: I can use phonics to form a sensible sentence. I can add full stops and capital letters when writing a book review. Hot: I can sequence events of the story; identifying what happened in the beginning, middle and end. Extra Hot: I can write/draw a picture to show my favourite part of the story and can verbally give reasons as to why.

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

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.

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.

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.

Lots of English and Maths. Tremendous amount of stuff on World War 2. Text: Room on the Broom. We will also share a variety of Julia Donaldson texts with the children at the end of each day to support and promote new learning and understanding. Genres covered in this unit: Non-Narrative. Grammar focus: Monday: Using a capital letter to start a name: Julia Donaldson. Tuesday: Using a question mark at the end of a question. “How many books have you written?” Wednesday: Writing a clear sentence using a capital letter and a full stop. Thursday: Writing a clear sentence using a capital letter and a full stop. Friday: Writing a clear sentence using a capital letter and a full stop. Key teaching input/texts/questions/ clips etc Steps to Success Teacher to display a picture of Julia Donaldson on IWB. Q: Who do you think this is? What do you think she does for a living? Why? - Teacher to encourage pupils to expand on their answers/thinking. Teacher to explain that this woman is called Julia Donaldson and she is a children’s author. Class to work together to list stories from this author using reading area to support. E.g. The Gruffalo, The stick man, Room on the Broom… TTYP: Can you think of 3 questions that you would like to find out about this author? – Class to share ideas and Teacher/TA to scribe to support future learning. Using the following website, Teacher to carry out shared reading with the class to discover new information/answer any questions e.g. “How many books have you written” Mild: state something you would like to find out about Julia Donaldson. Spicy: use phonetic knowledge to segment and blend CVC/ CVCC words Hot: share an interesting fact you have found out about Julia Donaldson. Extra Hot: Would you like to be an Author? Why?

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.

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?

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)

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.

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.

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.

A great month of planning. lots of powerpoints. Pupils have to use persuasive language to make a chocolate bar. sample Adverts will be up on the board. Introduce topic by asking what it is… (5mins)Asked to identify the aim of the advert (using mini whiteboards). Teacher leads discussion through the answers e.g. “what made you think it was that purpose?” (10mins) Then asked to go to tables and work in mixed ability groups to identify the aims of adverts on their tables – recording this info(15mins). Extension work – to write the features as to how they knew it was that purpose. class discussion as to the aims of the adverts – questioning how they know that(5mins)etc Discussion to lead onto ‘who is the intended audience’, again using mini whiteboards at first(5mins), then back to groups to identify the audience of the adverts they had seen before – recording this information(10mins). Discuss the audience – recap with new adverts asking pupils to identify both purpose and audience as plenary. (10mins) Starter – to recap on purpose and audience of adverts quickly on the board, using adverts seen yesterday then new advertisements that weren’t seen yesterday (5mins). Put cadburys cream egg advert on board and ask the children to point out some of its features. Ask questions like ‘what makes this advert stand out’ talk about the colour, the slogan, the brand, the image. Put up some other advertisements and ask them to point out the slogan, talk about how slogans rhyme, have a play on words, are short, use alliteration etc (10mins). Go back to their tables where there will be some recognisable products (coca-cola, mars bar, bouncy ball, yazoo milkshake), where children have to come up with a slogan for each. Extension work – come up with more than one slogan and they have to pick their favourite. (15mins) Children then share their slogans with the rest of the class. Table points for the best. Point out that slogans are in big bold fonts and match the phrase e.g. the Cadbury one is ‘gooey’, Children draw out their favourite slogan on A4 paper – to colour in too (20mins). Children asked to explain why they used certain colours or style of writing for their slogans for that product. (5mins). Homework – find 5 slogans from ads.

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