Save your Sundays! Great planning (7 weeks worth) for year 5 Literacy Topics covered: Older Literature Poetry Stories from other cultures Plenty of powerpoints in there. Plus great close sheets on Aesop.

Lots of great planning from my teaching career in Primary schools. Nice powerpoints. Nice fun stuff too. Good value as you get a lot of stuff. I taught from Reception to year 6 so something for everyone.

I’m putting up a series of lesson for Christmas. RE themed. Catholic flavour. You get a nice powerpoint. Plus some planning and worksheets. I’ll put up the others if there is demand.

Lots of planning for the Autumn term. Literacy. Powerpoints, planning and handouts included. Plenty of a month’s work. Sample planning: Genre: Traditional stories, fables, myths, legends. Focus Texts: Robin Hood (Legend), Hercules (Myth) and Pandora’s Box (Myth). Objectives Primary Framework 7. Understanding and interpreting texts  Compare different types of narrative and information texts and identify how they are structured  Explore how writers use language for comic & dramatic effects 8. Engaging with and responding to texts  Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts 11. Sentence structure and punctuation  Punctuate sentences accurately, including using speech marks and apostrophe Learning/Writing outcome for unit: Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience. Children can reflect on their own performances. Children can reflect critically on their own writing and edit and improve it. NB Teacher Day on Monday, Mass on Thursday LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: Tu Identify features of a myth. Introduce the new unit and look at the writing outcome displayed on the working wall – explain that we have three weeks to achieve this. Allow children two minutes to TTYP and talk about the new unit – do they have any ideas about myth, legends or fables? Introduce the LO for today. Work through the PowerPoint on the features of a myth. Activity One Come back together and create a ‘post it’ note checklist for the working wall, to include: A myth is about gods and goddesses It is set in ancient times It features danger/revenge It includes use of magical powers It uses powerful imagery Characters are heroes Explains a strange/important happening It features strange, frightening creatures Read the following version of ‘Pandora’s Box’ and compare & contrast: http://myths.e2bn.org/mythsandlegends/story562-pandoras-box.html Activity Two Activity One Read through the myth of ‘Pandora’s Box’ Discuss the features – give children 10 minutes to highlight the features in pairs. LA: Supported by IR Activity Two Provide several examples of myths for pairs. Children to highlight and annotate the features. Differentiate questioning after activity. Discuss the task – were all the features present? Push HA to say that Myths pass on cultural, religious or spiritual beliefs and traditions. Look at the ten rainbow steps to writing a myth on PPT – discuss how this links to the story mountain. Homework and spellings.

Quick gap Christmas Lesson year 3.

A great set of planning. Three terms. Loads of planning and powerpoints and great topics. Zip file has the lot. I’ve put some sample ones in the general load so you can look. Includes : Biography and Autobiography Cross curricular history & literacy Fiction Genres Roald Dahl Poetry Journalistic and persuasive Sample :

Great planning for Louis Sacher’s intriguing book Holes. 5 week’s short plans. Plus great stuff on getting pupils to construct aruments. Two terrific pdfs. Sample planning : Spelling rules. Modifying e. Cope … coping. In pairs write short speech for debate. Shared write persuasive language list. What connectives could be used to link ideas? What about repetition? WALT: organize views in a debate about homework. Debate “Should primary children have homework? All pairs to speak. Comment and question speakers. LA: TB to list points and useful language. HA: to lead arguments Add title paragraphs in example argument about Dogs in Parks. Review plan. Recap form. Read introduction through. Suggest strong openers for sentences and useful connective phrases from chart. Indiv write points for homework in Primary Schools. Paragraph – consider openings. WALT: write a balanced argument in a formal style. Mr Pratt Synonym Circus Recap plan and bullet points. Consider possible connectives to link to opposite view. (e.g. nevertheless) • All write points against - anticipating possible objections homework to balance argument. Use paragraphs and strong openers. Find passive voice in examples. Read example formal discussion regarding homework. Identify language. Useful terms. WALT: Write a formal letter of complaint. All children write complaining letter about a visit to a restaurant. LA: provide opening. Vocab list for feelings and connectives. Example balanced arguments. • the expression, sequence and linking of points • the provision of persuasive examples, illustrations and evidence • pre-empting or answering potential objections • appealing to the known views and feelings of the audience; T16 identify the features of balanced written arguments which: • summarise different sides of an argument • clarify the strengths and weaknesses of different positions • signal personal opinion clearly; T18 construct effective arguments: • developing a point logically and effectively • supporting and illustrating points persuasively • anticipating possible objections • harnessing the known views, interests and feelings of the audience • tailoring the writing to formal presentation where appropriate; T19 write a balanced report of a controversial issue: • summarising fairly the competing views • analysing strengths and weaknesses of different positions.

Some great planning on this excellent book. Worked a treat in year 4 but could be adapted up or down. Sample planning : Reading and Analysis Mon Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text, To be able to write in role to a character in the text. Read extract showing Jeff changing. Note reactions at each point. (Reveal) How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond. AF6 Wr Viewpoint of character RED CT to support sentences and encourage completion. Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading WALT make deductions from a text. Read ch 23-25. WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN Support sentence skills and grammar. Wed Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you? WALT: Show empathy for a character. Read and interpret lists as if you were Carla. What would she say? ORANGE Support use of dictionary and thesaurus for ideas. Thurs Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow Share quotes. What do they show about his character? Fri List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary. Tell me what you think/felt about… What came into your mind when you read… Have you come across anything like this before….? Tell me more… Do you agree…?

A big value set of planning. For year 5. Loads of material here. Planning, worksheets, powerpoints etc Give your planning a real boost. Excellent for filling in gaps in the curriculum and making your Sundays easier. Concentrates on Maths and English, but plenty of other subjects, especially R.E. in there. The zip contains loads of files. I’ve included a FEW in the general upload to give you and idea of the planning.

A big value set of planning. For year 4. Loads of material here. Give your planning a real boost. Excellent for filling in gaps in the curriculum and making your Sundays easier. Concentrates on Maths and English, but plenty of other subjects, especially R.E. in there. The zip contains loads of files. I’ve included a FEW in the general upload to give you and idea of the planning.

Gathered together my lessons for year 5 Maths and English for a particular year. There’s about a year’s worth in there. Plenty of great ideas. the zip has the lot. the general download a few to have a look at. Sample planning : Start by showing the word ‘Instructions’ – TTYP what does this mean? Come back together and establish that instructions are a set of commands given to help someone do or create something. Show the children a recipe and the instructions as to how to play Sevens using cards. Look at the instructions. What do children notice about how these are laid out? They are given in an order. They are bullet-pointed. Each sentence is fairly short. There are many ‘bossy’ verbs: ‘place’, ‘play’, ‘turn’ etc. Explain that we call these ‘imperative’ verbs – an imperative is a command. Discuss why it is helpful to have ‘bossy’ verbs and short clear sentences. There is a title which tells you what is to be achieved. Numbers or time connectives used e.g. 1, 2, 3 or later, next - are used to show chronological order. Create a features list on the working wall by sticking post it notes onto a piece of sugar paper –these can be used throughout the unit as a game to start the lesson. Divide the class into three teams. Deal out seven cards to each team and the teacher! Play a little of the game of sevens, following the instructions. Demonstrate how we can follow the instructions to play. Return to features of instructions displayed on working wall. What can you remember about these? Children turn to a partner and tell them 3 different features. Report back & discuss. Show children the instructions checklist (working wall). Have we mentioned all of these features? Ask children to think of a new idea for a card game. Use a talking partner & brainstorm a game idea on whiteboards. Gather everyone’s ideas/discuss the concepts. Pick one idea. Decide how many players we will need & how to play it. Allow children time with talking partners to practice playing the game. Ask some children to demonstrate. How will we write the instructions? What comes first? (Title, subheading.) What is our first instruction? Repeat for a few more sentences.

Gathered my lessons for year 3 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Introduction Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing. Show examples. S&L Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together. After discussion, ask children to choose most effective calligram, justifying choice. Draw out understanding that the meaning of words inspires the shapes in a calligram. Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative. Draw up a list of suitable words for choices. Word/Sentence Activities Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN 16th Monday Whole Class Shared Learning Before reading; ask the children what they think ‘Autumn’ poem will look like. Show poem. Ask them to decide where you should begin reading and then read the poem. Read two more examples of shape poems. Add appropriate actions. Class repeat. S&L Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems. Practice with RP saying preferred poem aloud. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered my lessons for year 2 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Read the traditional tale LRRH, recap ‘good’ central character/villain. Concentrate on the attitude, not words. What would happen if we reversed the characteristics? S&L Children discuss how a ‘good’ wolf might behave towards LRRH/Granny. Teacher draw children back together. Model how to ‘tell’ story of wolf from new pictures. Word/Sentence Activities IWB available for quick phonic session. YEAR 2 LITERACY LESSON PLAN WEDNESDAY Whole Class Shared Learning Return to the traditional tale of LRRH. Remind children about their previous day’s pictures. What did they do? How did they change the Wolf? Is he still the villain? S&L Ask the children to look at their pictures as you read story extracts with his dialogue. Encourage them to discuss dialogue with a partner. Do the pictures and words make sense together? As a class, agree that the Wolf needs new words. Discuss what he might say. Model how to write words for a speech bubble. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered together my planning for year 4. Mainly Literacy and Maths. Spread over a number of years. You get 690 files. The zip has the lot. I’ve put some in the general download to give yoiu a flavour. Sample planning : Explain to chn that this work for this unit will be based on stories set in imaginary worlds. The Borrowers by Mary Norton is set in a miniature world under the floorboards in an old house. Have chn read any other books (or seen films) set in imaginary worlds, eg Harry Potter, The Chronicles of Narnia, Star Wars, The Lord of the Rings, etc. These are fantasy settings that authors have created in their minds, as maps or as drawings, etc. Tolkien drew maps for The Hobbit & The Lord of the Rings, Mary Norton used small everyday objects as furniture and tools, and J K Rowling had the idea for Harry Potter when on a long & boring train journey. Read 2 versions of the same setting one without some details, description & adjectives and the other in full. After the first reading ask chn if they can picture the classroom clearly in their heads, then ask the same question after the full extract and compare answers. How is the light described? Dim & crimson. How would the atmosphere in the room change if the adjectives used were yellow and bright? Word sentence level Remind chn that an adjective is a word that describes somebody/thing. They come before nouns or after verbs such as: be, get, seem, look, eg the frail old woman or she looked old and frail. Overuse of adjectives is as bad as not using any! Show class a passage which adjectives could be removed from this passage? Which are most effective adjectives to be left in the passage?

Two great powerpoints and some planning. Nice powerpoint on Epiphany. Sample : Share the new targets with the children and explain that this is a short unit – two double lessons. Read the story of Jesus’ birth from Matthew’s Gospel – Mt 1: 18-2: 23. Who are the main characters in this story? Concentrate on Mary, Joseph and King Herod. Talk through the story. God had promised a saviour to free us all from our sins and he sent His only son into the world for us. Talk about the priorities for any family when a baby is expected. (safety and comfort of the mother) . Activity One Come back together and watch scene featuring King Herod. Fear gripped King Herod, his mighty power was threatened. He gathered all the chief priests and scribes to see what they knew – they confirmed that Bethlehem had been foretold by the prophets. Herod launched his plan to locate the baby so that he could destroy him. What was Herod’s mistake? (look for the children to understand that Herod thought that Jesus would be an earthly King with a throne and a crown who was overthrow Herod). What were Mary and Joseph’s feelings about the birth of the baby? Do you think they were scared? Happy? Relieved? Children to TTYP and discuss – What does the birth of Jesus mean for us? Jesus truly God and truly human has come down to Earth. He brings peace, love and true freedom to those who seek him. He opens the way to heaven for us. He has come to save all people. What does the birth of Jesus teach us? God seeks those with an open heart to receive him. If you truly seek God, He will find you. It’s not money, wealth or knowledge that matters because God seeks the lowly and the humble who are looking for Him.

Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc. Gathered together my planning. Some good powerpoints in here. There’s planning for a Multi Faith week that covers the whole school. Well being week covers the whole school too. Topics tackeld include : healthy eating feelings new beginnings getting on and falling out going for goals relationships problem solving going for goals sample planning Objectives • I know that my relationships are all different and that different ways of behaving are appropriate to different types of relationships. • I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give. Activities Ask the children to think of as many different friends as they can (in and out of school), then to think about the following questions for a few moments, then to share their thoughts in pairs for 2 minutes. Do you like all your friends in the same way? • Do you like doing the same thing with all of your friends? • Do you tend to see some friends only in certain situations? • Would you want to see all of your friends all the time? Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc. Give out copies of the Levels of friendship resource sheet and ask children to complete the sheet for themselves. They will not need to share it with anyone. Plenary When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend. Outcomes Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.

Planning for year one I’ve gathered from my log career. Mainly Maths and English but other stuff too. Zip has loads. I’ve put a sample in general download. Read the story ‘We’re going on a Bear Hunt’ Talk about the main events and make a list of the characters on the IWB. Introduce the term setting and discuss what a setting is. Identify all the different settings in the story and make a list on the IWB. Make links with the children’s own experiences eg who has walked through long grass? Diamond/ Ruby H/A (Ind) Children to complete worksheet identifying main characters, setting and event (HA sheet) Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened. (SD to support) Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened. (BM to support)

Great planning for year 6. Two weeks worth. Nice powerpoints. Sample : Introduce the new unit and writing outcome. Read the poem ‘Fog’ by Carl Sandberg together. Write ‘personification’ on the board and discuss what this means. TTYP – what might it mean? Agree on a definition for the working wall: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Explain the phrase ‘inanimate object’. Give out copies of ‘Two Sunflowers Move in a Yellow Room’ by William Blake. 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’. Ask children 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?

4 planning sheets. Plenty of ideas. Year 6. Literacy. Sample : Set up plenary clip at beginning of lesson to be played in plenary Imagination starter: display front cover of the Iron man on IWB – Tell pupils that we have a new topic surrounding the novel The Iron Man, and tell them we will find out more about the author and the story as the unit continues. Round Robin: Can you write down describing words about the character you see? Place pupils into A/B and give 2 minutes to write down ideas on wipeboards in pairs. Feedback with lollypop sticks to follow. Draw out discussion as to what genre the book might be/ if the character is good/evil. Read the first two pages to the class: Hands up: Does the opening make them want to read on? Why? Collect ideas on IWB- What is the effect of opening the story with questions? Explain that the author Ted Hughes was primarily a poet rather than author-so he plays with his words/sentence length a lot more. Note any important features of the text, which build up atmosphere and note on IWB. Choose an OPENERS card and set the class a challenge. As core, but once they have completed highlighting, pupils are to label similes, metaphors, alliteration, repetition, rhetorical questions, short sentences… Can I analyse the features of a good story opening and find poetic devices? Children are given a copy of the first 2 pages of The Iron Man to annotate. They highlight what parts of the text build up the atmosphere to make a good opening –and how this contributes to he overall style. Can I analyse the features of a good story opening? Support lower going over each section of the text together. Read through again if necessary. Can I analyse the features of a good story opening, with support?

Some worksheets to aid spelling. 3 lists