Planning for Literacy Lesson. Pupils will focus on a soldier who was fighting at Dunkirk. Main character Jimmy Jones Medic in WW2. Lovable, friendly and family orientated but also proud and doesn’t talk about his experiences during the war. Two daughters and several grandchildren. Grandson Bobby will be in the story briefly. Present Scene A bonfire and fireworks event at the local park. Jimmy is enjoying himself with his family. Noisy, crowded, smells of hotdogs and candyfloss, feeling his Grandson’s hand in his. Seeing a father piggy back his children, having fun, children squealing in delight at the sparklers in their hands. Wishing his wife was there to experience this. Past Scene The beaches of Dunkirk, there were explosions here too as Luftwaffe bombed the boats. People being carried here too, carried to me as a medic. How can I help them? I have no supplies, no way of easing their pain. Soldiers scream in pain and give up on life. Gunfire and shells all around me, the chaotic sound of warfare. A ring of flames. Smell sweat on my bloody uniform. Damp clothes. Lice crawling over my body. Trigger The sound of wood crackling on the bonfire brings a distant memory and the sound of an exploding firework causes the flashback to begin… Ending Bobby ‘Daddy, what’s wrong with Grandpa?’ Jimmy’s son gently on his father’s forearm ‘Dad?’. ‘It’s nothing Son, ‘ he cleared his voice gruffly and tried to come back to the present.

A 46 slide powerpoint that details Characterisation and contains exciting group work. The pupils create characters using the top tips.

Loads of planning. Great to reinforce sats work. About a month’s work. sample: Short Activity One Taught session. Use the two contrasting passages (from lesson support materials in purple Ros Wilson book). One written at L4/5 and one at L2/3. Play ‘Spot the differences’ – what makes one higher than the other? Use to establish the idea of levels and assessment. Identify differences in punctuation, openers, connectives and vocabulary. Use to establish that these are the four features that can easily make a difference to the level of pupils’ writing. Show the Punctuation Pyramid. If you only use a full stop, you are punctuating at level one. Name all the pieces of punctuation – pick a few of the level 4 pieces and ask how it is used – exemplify if time permits. Short Activity 2 Taught session Read the text ‘The Monster’ from lesson support materials. Highlight or underline examples of the four generic targets using a colour code. Children to continue this in pairs. Discuss the passage sharing likes and dislikes. Emphasise the suspense. How does the writer achieve it? Talk about language and punctuation.

Great planning and activities on the Tron Man. sample Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale? Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality. Focus: Characters WALT: To create a description of a character from a text. WILF: Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia). Use neat handwriting. Recap on previous lesson. Ask what has happened so far in the text (Chapter 1 describes Iron Man stepping off a cliff and getting his body back together. In then walks into the sea).How has the author kept our interest so far? What have you enjoyed? Read first half of chapter two to ‘The Iron Man had gone back to the sea.’ Discuss how the boy might felt when he saw Iron Man. How might it have been different if his family didn’t believe him? Why do you think Iron Man went back to the sea? What might happen next? WALT: To create a description of a character and their actions. Identify and discuss powerful verbs, adjectives and adverbs which describe the Iron Man’s movement. Create a mind map of those from the text and other suggestions. Mind map to include similes. Task: Children are to create a ‘Wanted’ poster for the Iron Man. They give a detailed account of his description (using similes and metaphors.) They also must provide details for why he is wanted, listing crimes committed, reward, contact number etc.

Lovely powerpoints and planning. Sample : Give out copies or enlarge Fog by Carl Sandberg (see resources). Read the poem together. Write ‘personification’ on the f/c and discuss what this means. Write a definition: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Enlarge or give out copies of Two Sunflowers Move in a Yellow Room by William Blake (see resources). Discuss how the sunflowers are given human characteristics – they talk, they feel tired, they want a room with a view! Return to the poem Fog. In this, it is almost as if Fog is alive – either human or possibly feline (cat-like). Look again at Two Sunflowers Move in a Yellow Room. Underline the words ‘topaz tortoises’. Do chn know what these last lines mean? Discuss whether it matters if we are not sure of the exact meaning of all the words in a poem. Why might it not matter? Because it is the sound and the rhythm of the words which is as important as their meaning in a poem. Look up topaz to find its meaning. Does this help us understand what the last two lines mean? Easy Working with the teacher, and using a copy of Fog, chn brainstorm other types of weather. They make a list and then write a short sentence or phrase which personifies that weather, e.g. The wind yells in the gaps between the buildings. TD

Tons of ideas to stimulate kids to read. Plenty of short snappy ideas. The zip file has over a dozen documents. Sample ideas Write a letter as a character in your book to either another character in your book, a new invented character or a real-life character. Write a letter from yourself to a character in your book. Write a letter to the author of your book – you could say what you like or dislike about the book, or give ideas for what else you would like included in the book. Have a go at drawing a map of one of the places in the story. See how much you can include and how much detail you can add. Pretend you are a travel agent and want people to visit the place in the story. Write a paragraph on what you would tell others. Re-tell an event from the story from another characters point of view. For example, if Jenny is visiting a haunted castle with her wimpy brother Joe, can you change it from Jenny’s point of view to Joe’s? Re-tell an event from the story as if you are a newspaper reporter and you are writing a newspaper article. Imagine you could interview a character in your story – what would you ask them? What would their replies be? Write your interview with your character. Set it out so you use 2 different colours for your questions and your character’s answers. Write the diary entry (or several) for a character in your story after something interesting has happened. Have a go at writing a second diary entry for a different character. Have a go at continuing the story after the end of the book. What might happen next? Change the story by changing the actions of one of the characters. Maybe they do something different when it’s a big event, that changes everything! Change the story into a very simple version for young children and illustrate it too. Change the story (or part of it) into a comic strip. Change the story (or part of it) into a poem. Change the story (or part of it) into a play. Create a passport or ID card for your character. Draw a picture of a character from the story. Make sure you use all the detail that the book gives you. Draw a picture of a place in your story. Make sure you use all the detail that the book gives you. Design a new blurb for the back cover of the book. You can use colours and pictures as well as writing. Redesign the front cover of the book. Design a poster to advertise your book. Think about it’s unique selling points – e.g. what is good about it. Design a radio advert to advertise your book… maybe you would read some of the exciting bits to the audience. Remember your audience can only listen, not see what you’re doing. Write about what a character might be thinking or feeling at different stages of the story. You could write it in the first person, or in a speech bubble.

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.

Planning for writing a piece of jounalism. Full planning. Great powerpoint and lots of detail. Pupils write a piece with the teacher’s help. Model write for 2011 short writing task. A speech to my class persuading them to support the charity of my choice – charity to buy books for foreign schools. 8 for composition and effect 4 for sentence structure Hello 6J My name is Chloe and I would like to persuade you to support the ‘Books for foreign countries’ charity with the money that we hope to raise. There are many reasons for my choice and I am going to tell you about them today. Surely you agree that every child deserves an education? Isn’t this a fundamental human right? I think it is. Yet in some countries, children aren’t as lucky as us. Recently, I have been writing to a young girl in Bali, Indonesia. In 2002, a tsunami struck Bali millions of people died, thousands were injured, few survived. Bali is a poor country and finding the money to rebuild lives wasn’t easy. Most schools were swept away CHECKLIST: PERSUASIVE WRITING. Features of persuasive writing Achieved ü What sort of persuasive writing is it? e.g. letter, poster/flyer, travel brochure, advert, catalogue, book blurb etc. Is the point of view clearly explained in an introduction? Is there a series of points with elaboration? (Elaboration means adding more detail.) Is it in the present tense? Does it use logical connectives? e.g. because, consequently, as a result, however, nevertheless etc. Does it use emotive language (e.g. strong adjectives)? Does challenge the reader? E.g. using adverbs and phrases; Clearly, Surely, Obviously, Everyone knows that… etc Is there a clear conclusion or final statement?

Four word docs. Plus powerpoint. Plus a few other bobs and bits. Word doc as example. The rest is in the zip. example: Introduce ch 1 for Kensuke’s Kingdom. Record initial response with prediction. Select examples to show Michael’s feelings. List reasons for and against yourself and family setting off on a round the world sail, Justify relating to evidence selected from the text. Red: format provided Gr/Or: list reasons from two places Bl/Y: form contrasting sentences… begin with, “even though…” Read ch 2. In pairs. How does Mom feel about the trip and Dad’s ideas? What is the alternative? Why has Michael decided now to tell his story?2. Who are the members of Michael’s family?3. What do the family do together on the weekends? Can you describe how it makes them feel?4. Why do the family stop sailing?5. What is the atmosphere like in the house?6. What happened to Michael’s best friend?7. What happens to Michael’s father and why?8. What do you think happens next?9. Describe the father when they meet up again. What sort of mood is he in?

77 files in total. The preview gives you an idea of the flavour. Sample planning: Reading as a Reader Introduction Discuss the purpose of instructions, what could they be used for? Allow the children to discuss for 1 minute the different types of instructions that there are that they know of. Take feedback and write on spider diagram. Inform the children that they are going to be going through several types of instructions over the next couple of days and analysing them as a reader. What made them successful for them, what they would have done differently etc. Main Activity Discuss the ‘Witches Fingers Recipe’ with the children, What do they notice straight away that is useful for us as readers? Annotate on WB. Inform them that we are now going to create these treats reflecting on the information provided and how useful it was for us as readers. Split the class into 2 groups - Create the treats – discussing the instructions as they go along. Ask the children to complete the reflection sheet in pairs. Discuss the instructions with the children and their reflection sheets, what made them successful? What would they have done better? Why? How would it have changed these instructions? Were the children ablet o follow the instructions? Were they able to evaluate the effectiveness of these instructions as a reader? Were they able to identify some of the key features that made them effective, such as the layout etc? Introduction Remind the children that they are evaluating instructions as a reader. Inform them that today, they are going to be evaluating different card game instructions and their effectiveness. Also that we are not to support them, as they need to evaluate them themselves and they are going to tell me whether they were effective instructions at the end of the lesson and why. Main Activity Children are to be in mixed ability reading pairs, read through the instructions and follow the instructions independently and play the card games. Carousel the pairs to the different games, allowing them 10 minutes at each activity.

A great deal of planning on Fiction. Loads of great powerpoints and word documents. Sample: Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: (Mrs Shephard & Mrs Maguire’s groups) to work as a group on this task. MA: In pairs. Miss Noble to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)

8 powerpoints 12 word documents Looks at the Greek Myths. Example : WALT: box up the labours of Heracles looking at details of setting, obstacles, proof of time, how obstacle was overcome for each event You need to draw or write brief notes about the setting of each event, about the obstacles that had to be overcome, the words used by the writer to show the passage of time and how the obstacle was overcome. Remember to think about the senses (what could be seen, heard, smelt, touched or felt) to describe the setting. Event 1: Setting Event 1: Obstacle

Some planning and powerpoints. Sample: (BOOKS) Go through the first few slides of the ppt. Discuss that we are going to be writing a letter pretending we are a soldier on the front line writing to their family or friend. Have an A3 letter on the board. What do chn notice straight away? Discuss the purpose. Why do we have the date? Why do we have the address? Resources: Checklist Letter example – one per child and A3 for WW (BOOKS) Quickly recap the lesson from yesterday. Quick fire feature checklist quiz Read the passage. Discuss any words that are unfamiliar. Chn are to work as a class to identify the main events. Can they now order the events? Remind chn that each event is a new paragraph Can we write linking words for each of the paragraphs? All chn are to have a go and write linking sentences/words in between their events. Resources: Read passage from war horse of an event for the chn to write a letter from.

couple of lesson plans and some worksheets. Sample: Share L.O and STS with the children. Introduce the cover for the new book – what do you predict will happen in the story? I predict that…….because Why do you think the book is called Tuesday? Has the time got anything to do with it? I think that it is called Tuesday because…. Give children images taken from the book – what order should they go in? encourage groups to discuss the order as a group – explain that there is no right or wrong answer because they are predicting. Invite children to share the order they chose and justify their choices. CT model writing the story using the order they have chosen and time connectives. Model THINK, SAY, WRITE, CHECK method for writing. Remind children of noun phrases to add interesting detail. Encourage MA children to use complex sentences. Resources: Tuesday images Sentence starter flash cards (differentiated) Time flash cards Images for books Share LO and STS. What do we know about the story so far? What are the main events? Children to share their work from previous lesson. Watch: How has the order changed from what you predicted? Arrange key images from the story in chronological order on the working wall. Language starters to retell the story – ‘So far I have discovered that…’ ‘First, then, after that…’ Whilst x was… y was…’What is inference? Where have you seen it before? Why is it important with this text? Establish that it has no words so we must assume what is happening to tell the story. Use the PowerPoint to tell the story as a class. Share L.O. and vocabulary – where are we on the learning journey. Ink Waster – Jotters – 2 minutes to write down everything you remember about the story. Key Questions When did it happen? Where did it happen? Did anyone see anything? Display an image – Can you explain what is happening? Partner talk using language ladder openers to support – children to share with class. Give groups of children images from the story and time connective sentence starters – children to sort the pictures into the correct sequence and use time connectives to retell. Explain written task. What is a noun phrase? What is an adverbial phrase? How would these be applied to this piece of writing? CT model writing against STS

Some nice powepoints and planning. Couple of weeks work. maybe a shade under. sample: Discuss the life of L.S. Lowry Read a short biography from the internet and add any more information the children know or have already discovered themselves. Recap the features of a biography. Word/sentence Level Connectives – recap time connectives and how to use them. Make up some sentences with ‘later, after, before etc’ H/A Children to write a short biography of L.S. Lowry Study some of the portraits created by L.S. Lowry Mind-map/thought shower words to do with the subject of the picture – using the name as well if available. Read some good quality character descriptions (level 5) (VCOP) Vocabulary – note down wow words that you may wish to include in your character description to describe thoughts and feelings. H/A Children to create character descriptions Use different narrative techniques to engage and entertain the reader. Select words and language drawing on their knowledge of literary features and formal and informal writing Create a poem based on L.S. Lowry Listen to ‘Matchstalk men’ linking the song to the work of Lowry Look at the Lyric of the song – discuss how songs are like poems. Thought shower words to do with Lowry, his subjects and the scenes he created – think of emotive language Discuss how we could write a poem about Lowry’s life, or about subjects or about Salford when he was painting. Look at a range of poetry and discuss how it doesn’t have to rhyme, but can; how it often has a beat/meter

Some nice simple planning for this excellent book. Plus some other bobs and bits. example: WALT: Prepare a short drama performance. Display an image of a cave on IWB. Hand out a post-it note to each child and ask them to write a sentence on it to describe one of the caves. Once they have finished, they should swap their post-it with a partner and try to edit or improve their partner’s sentence. Enlarge the illustration from pages 24-25 of Stone Age Boy. Ask the children to imagine how the boy feels as he enters the cave. Arrange children into an ‘alley’, with the children each facing a partner in a long line to make a corridor. Ask for a volunteer to be the boy and allow each child to say what he might be thinking as he walks past them down the middle of the cave corridor. Mixed Ability Groups: Ask children to work in groups to role play the boy and Om walking through the cave. They should prepare a short drama of this part of the story and they need to include a ‘narrator’, whose role it is to explain what the boy is thinking and feeling. Prompt children to use the thesaurus skills they worked on earlier in the week to find interesting words to include in their drama. Take time to perform some of the dramas. Ask for feedback from the other children including what went well and what could be improved.

A great set of planning. Concentrates on rewriting Shakespeare’s famous tal. Sample planning: Begin by introducing the new topic and the learning outcome. We will be studying ‘older’ literature. Explain that older literature is defined as anything written before 1914 but we are going to look at much older than this! Show a picture of William Shakespeare: children to TTYP – Who is this man? What is he famous for? Can you name any of his works? Come back together and elicit that William Shakespeare was an author – not of stories but of plays and sonnets (poems). Talk about some of his more famous work and explain that he wrote 38 plays and over 160 sonnets. Shakespeare was born in 1564 and died in 1616. He produced most of his work between 1589 and 1613 – why do you think he wrote mostly plays rather than stories? Elicit that he was an actor so he loved the stage and he intended his works to be acted out rather than just read and also because of the times. TV and film were not entertainment options and the majority of people couldn’t read so going to the theatre or watching an outside performance was very popular. Explain that Shakespeare’s plays can be broadly split into tragedies and comedies. TTYP – what does this mean? Show a list including some of Shakespeare’s most famous comedies and tragedies. Talk about our recent history topic – who would have been on the throne when Shakespeare was writing (Elizabeth I until 1603 and then James I start of the Stuart dynasty). Talk briefly about the context to Shakespeare’s plays – Elizabeth I ruled over a very successful empire, England was starting to explore and find new shores and arts & culture were becoming more important and sought after. Finish reading the children’s version of ‘Romeo and Juliet’. Explain that this has been adapted for a young audience – it has been changed from a play script to a narrative and the language and been modernised. List the main characters on the board, to include: The Capulets etc

Some powerpoints and worksheets. sample bit: WALT: Describe a character WILF: ‘ed-ly-ing’ openers Adjectives and similes Connectives- e.g. if, when, because, so Punctuation Short and long sentences Paragraphs Neat handwriting Have you ever read Charlie and the chocolate factory before or watched the film? Who are the characters? Discuss what happens to them. Watch: video of Violet getting blown up as a blueberry. Children to create a new character for Charlie and the chocolate factory using a modeled frame (three camera shots). Children to begin by completing a planning sheet- what is your character called? What age are they? What adjectives would you use to describe him/her? How would you describe their personality? How might they get in trouble in the factory? Planning sheet- 10/15minutes Teacher will model writing a character description for Charlie. Discuss adjectives used, camera shots- long, medium, up close and reveal. Children to complete their own character description using the model given. Using their white boards to plan and improve their work before writing in books. Children to read through their work and edit and improve it. Guided group will read their work. Children to listen and give opinion on the work. What could be improved? Green Group CT to support children in choosing more interesting vocabulary/ adjectives.

Lots of nice planning. A melange. Three nice powerpoint on adverts. The kids have to build their own advert. Plus some performance poetry and general grammar. example: Starter – to recap on everything covered so far by using post it notes on the working wall, in order for students to see throughout the rest of unit (10mins). Split the class up into mixed ability groups of 5-6children and explain they will be working in these groups for the next few lessons. Tell them that the aim of today is to come up with some ideas for their own chocolate bars. What do they want it to be like? Who is it for? Is it cheap and easy or posh and luxurious? 10mins) Children then present their product ideas to the rest of the class and their slogan justifying why. Rest of class offer opinions whether they like it and if they think they could improve it (20mins). Pupils then to go back to their groups and complete an initial design idea for their chocolate bar, thinking about the points the rest of the class have made. Annotate work, stating why they have selected ideas for their product. Homework – find a product similar to the one they have designed and research it – e.g. how it’s been advertised before etc.

lessons for this interesting topic plus some maths. sample: In Jotters As a class think about what a newspaper is and where we have seen them. Can anybody name any famous newspapers? When did we last read a newspaper? Who knows the sort of things we read in a newspaper? Create a list on flip chart paper. Give children 30 seconds in talk partners to discuss answers and share. Show class an example of a newspaper front page. Can anybody name any of the different features? Call children out to front to highlight on IWB. Children are then sent off to have a go at annotating a real-life example on their own. Children will then be stopped and asked where they are with the task. As a class revisit work from the previous lesson (refer to working wall.) What can we remember from last lesson? Can you name any features of a newspaper? Children to be given a worksheet with cut outs from a newspaper article. Can any of you recognise these different segments of a newspaper article? Where would this segment go in a newspaper? Children will be asked to justify their choices as to why they have put a segment of the article where they have. Why would you put this here? Does this segment make sense here? Children to use talk partners to discuss what an orientation paragraph is and what they think the purpose is. Create an expectations vs reality table on flipchart – to be put up on the learning wall. What is an orientation? Where do you think an orientation goes in a newspaper? Children to be discuss the 5 W’s and what they are. Children to be given an example of a newspaper article and asked if they can see any of the W’s in there. Children to be asked to begin using their understanding of an orientation paragraph to complete a number of different tasks.