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.

Nice powerpoint and notebook files and great grammar word document that you can use for display.

Three weeks planning. Dramatic conventions. Pupils write a news report and tv script. sample: Chn to complete new KWL and explain that we are starting a new unit called dramatic conventions. What do you think this means? (Dramatic conventions may be categorized into groups, such as rehearsal, technical or theatrical. Rehearsal conventions can include hot seating, role on the wall and still images. Technical conventions can include lighting, dialogue, monologue, set, costuming and entrances/exits. Theatrical conventions may include split focus, flashback/flashforward, narration, soliloquy and spoken thought) Explain that we will be focusing on the technical conventions side especially the dialogue/script As a class watch part of this news round clip: http://www.youtube.com/watch?v=8xb387rEINs How do they know what to say? How do they know what to do? How would this be scripted? What do you think it would be like? Discuss how this would have to be scripted just like in the news etc without being a play – explain that this can sometimes look similar to a play script but not always as they will see tomorrow. What do you think you would need to include in script writing?

Couple of weeks planning. sample; Genre: Narrative Unit 4 ‘Older Literature’ Focus Texts: ‘Romeo and Juliet’ by William Shakespeare. (Adapted for children by Andrew Matthews and Tony Ross – Orchard classics). 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. Link to previous unit. Children to take a whole page in their literacy books to design an advert/poster to be put up around a Tudor town. It should advertise an exciting new play by William Shakespeare (give children a few to choose from). Talk about the different language used for a comedy or a tragedy. CN with target group. CS with JD group. Start to read the children’s adapted version of ‘Romeo and Juliet’. Success Criteria: I recognise William Shakespeare and I know what he did for a living. I can start to understand what England was like when Shakespeare was writing.

nice easy lesson. sample: TTYP – why do authors use descriptive vocabulary? Take feedback and jot down ideas for the working wall – elicit the idea that, as a writer, it is our job to create an image in the reader’s mind. Show the part of ‘Matilda’ where the main character approaches Crunchem Hall for the first time. 22 min 30 to 24 min 30. Take part in ‘Book Talk’ on this visual text: How did we feel about Matilda when we watched her walk into the school under the arch? How did we feel about the school buildings and environment? What impressions have we made about Miss Trunchbull? How were we made to feel like that? How did the director manipulate our emotions? Show the ‘Likes, dislikes, patterns and puzzles’ board and explain the task . Task 1 11am-11.10am Engaging with the visual text. A – Australia group (Level 3a/4c): Children to fill in an individual ‘like/dislikes’ board. Children to focus particularly on the ‘patterns and puzzles’ sections. Working independently. Extension task – children to annotate a still from the film with adjectives to describe the setting. BA – Brazil group (Level 3b/c): Miss Greenwood to support and extend. Children to fill in an individual ‘like/dislikes’ board. SEN/BA – Mexico group (Level 2): Working with Miss Noble on a guided like/dislikes board. Extending children to talking about the atmosphere. Main Teaching 2 10 minutes (11.10am – 11.20am) Share some ideas from the task and explain that now we are fully immersed in the text, we are going to start to transfer the clip into a written text. TTYP – what does ‘atmosphere’ mean? Talk and agree that it means: a feeling or mood created by a particular place. I am going to attempt to describe the setting AND the atmosphere to the reader. I am going to write in third person and past tense. Elicit the use of the senses for a setting description. Model write with reference to s/c and sentence trick cards.

Planning for this interesting book. sample Show chn the front cover of The Hodgeheg and say that we will be working on this book. Read blurb on back then ask chn what type of story they think this is? Establish that it is a Quest or Adventure story with a problem, journey and resolution. Ask chn what else the blurb tells us and note their ideas for Working Display notes. (E.g. the main character is Max who is a hedgehog, he has a family and he wants to cross the road…). Explain that today we are going to be Sentence Detectives as we read the story. We are looking for sentences which have adverbs in them. Revise the fact that an adverb modifies a verb, telling us how something was done: She went happily to see her granny. Develop this to talk about fronted adverbials, phrases at the start of a sentence which act like an adverb, telling us how, where or when something is done or happened, e.g. In total silence, the girls tiptoed along the corridor. Comprehension 1/ Grammar 1 Display extract from Hodgeheg (see resources). Read it out loud together. Briefly revise the rules for writing dialogue: (1) Speech marks around direct speech; (2) new speaker = new line; (3) Punctuation (question marks, exclamation marks, commas, full stops) that goes within the speech marks. Point out that if the dialogue finishes but it’s not the end of a sentence, then a comma goes at the end of the dialogue within the speech marks. See resources for marked up example. Then make-up physical signs for each type of punctuation, e.g. speech marks = hands held up, 2 fingers on each hand bent; comma = one finger drawing it in the air; full stop = pointing gesture, etc. Draw a map of the passage together, (look at the example map resource to guide you). Ask chn for suggestions for each element. Spoken language 1

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

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.