Some great planning for Charlie Small Gorilla City. You get microsoft word documents. Plus Notebook files if you can play those. Sample : LO: I can investigate a character and list key questions. Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display. TA or other adult in school to enquire about these items and chn asked to ‘investigate.’ Teacher/TA to read note from Charlie – see inside book cover. In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s). Class share ideas. LO: I can identify author style and purpose. I can choose effective vocabulary to describe a character. Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie. Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis. With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent Charlie. Teacher or TA read pages 2-6. In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall. Extension: discuss the use and purpose of each item in the rucksack.

I have designed 100 worksheets on coins for primary school children. I have used a variety of coins, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets how much it all adds up to. Answer sheets are provided for all worksheets.

98 worksheets plus answers on telling the time. Pupils have to draw the time on the clock faces. Plenty of variety on the sheets. e.g. time on the hour, half hour, quarter hour, plus some five minute ones.

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.

Planning to teach Shakespeare’s play. Great powerpoints. 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. List the main characters on the board, to include: The Capulets Juliet Lady Capulet (Juliet’s mother) Lord Capulet (Juliet’s father and head of the family) Tybalt (Juliet’s cousin and enemy of Romeo) Nurse (Juliet’s nanny) Paris (wants to marry Juliet) The Montagues Romeo

13 weeks of Literacy plans for Year 6. Spring Term. Includes Biographical writing To develop a narrative solution Persuasive writing There’s a nice Big Write.

Work out the area an perimeter of cubes etc. You can print out shapes and give to pupils. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. · To explain methods and reasoning · To solve mathematical problems, recognise and explain patterns and relationships. · Calculate perimeters and areas of rectangles. · Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. · To be able to work out the area of a rectangle or square. · To make different rectangles that all have the same perimeter. · To recognise the largest area. · To compare the relationship between the length of the sides and the area of the rectangle. · To explain reasoning. Model the way to answer the question referring to work of a few weeks ago on perimeters. How many different sized pig pens can be made using only 12 fencing panels? Discuss how the children think they could solve this problem. The Problem. We want to make a school garden and grow vegetables. At night time the rabbits and deer will come and eat them. To stop them we need to put a fence around the area. However we can only afford to buy 26, one metre long panels. Find the largest area we can fence off to make a rectangular vegetable patch? Remember it can only have a perimeter of 26 metres. Vocabulary. add subtract multiply dividedouble half equals rectangle square area perimeter cm2 Resources:- multi-link. L/A rulers. Squared paper. Home work:- if applicable. Assessment. Children exceeding the objectives.

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.

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?

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

Gathered together all my Grammar teaching materials from Primary school. The zip contains them all. Over 170 mb of stuff. I’ve included a few examples in the ordinary upload so you can look. sample: Start by reviewing homework and making a list for the working wall. Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go. Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb. e.g. The black horse galloped elegantly along the beach. Children to have 5 minutes to read and digest their new writing target. Ask any questions if necessary. Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns). Children to name a range of punctuation – I record on the board (I do not add to it at this point). Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time. Children to have a variety of sentences to up level punctuation on their whiteboards. Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick? Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions? Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’. Model the task.

Nice Summer planning for year 6. Focuses on the Shirt Machine. Plenty of planning and powerpoints etc.

8 powerpoints and 4 word documents. Nice scurvy worksheet. Fun games on Science. Sample planning below. You get a lot more in full product. Begin by discussing ‘science’ with the class. What do they think of the subject? Can they name any important scientific skills? Introduce topic and ask children what they think the word ‘health’ means. Talk with talk partners. Children to find definition in dictionary and write class definition on strips of paper for display wall. Lead into a class discussion on keeping healthy; can the children predict what sorts of topics we might we might be covering? Can the HA children predict what SC1 investigations we might be carrying out? Introduce children to the resources which will be available to help them during this topic; the working wall plus table mats. Explain that each science topic will have a topic page and a glossary. This glossary gives the definitions of important vocabulary which they will come across during the unit. Activity One Children to feed back and complete class prior knowledge map. (Even if facts are not correct, add them on and clear up misconceptions throughout unit.) Children could add to their own map in a different colour any facts they have not got, which their peers suggest. Plenary Children to write some questions they would like us to find out during topic. Add to display and ensure they inform further planning. Homework: Children to bring in food labels for next lesson. Explain that we are going to look at the affect of our diet (what we eat) on our health and growth. Ask the class, What are your favourite foods? What foods would you eat all the time if you could? Ascertain that it might not be a good idea to live on just a few foods such as chips and that we need a variety of foods in order to function properly. Scan in some food labels. Display the food labels that the children should have brought in from home. What information do we find on the labels? Make a list of some of the key words on the labels. Why do manufacturers put information on food?

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?

To plan and write a recount text, using appropriate form, features and language. To understand the value of the ‘home front’ during WWII. To discuss and write about the life of children during WWII. Understand the role of the ‘home front’ and the impact of rationing. Explain that this week’s literacy lessons are linked closely to our current history topic. We are moving on to a geography topic after half term. Recap what we have learned recently in history lessons. What were the main causes for WWII? Dates? Political leaders? Axis? Allies? How was the war fought? What was the Blitz? What sort of places did the Germans target? Why? Last lesson I asked you to discuss the posters issued by the British Government. What did you find out? Show the quote: “I have nothing to offer but blood, toil, tears and sweat. You ask, What is our aim? I can answer in one word: Victory.” TTYP – who do you think said this? Come back together and establish that it was part of a speech by Winston Churchill when he became PM in May 1940. At this time, victory seemed a long way off. Show map of the world. Explain that, at the time of this speech, the German forces had already conquered Norway and Denmark. Now, they were sweeping through Belgium and the Netherlands. By 20 May, they reached the English Channel. More than 500 000 British and French troops were trapped on the French coast at Dunkirk. Hundreds of boats, big and small, repeatedly sailed from Britain and brought nearly 340 000 safely back to England. The German advance went on. On 17th June France surrendered. Most of North-West Europe was now in Hitler’s hands. The German leader began to plan the invasion of Britain, only 34 KM away. Britain now stood alone with scarcely anyone to help. The USA had not yet entered the war. The countries of the British Empire such as Australia and Canada were too far away. Churchill encouraged the people of Britain with defiant speeches. “We shall go on to the end,” he said, “we shall never surrender.” What was providing a natural barrier for the British against the Germans? The sea. However, it also caused problems. Britain’s farmers could not grow enough food to feed the population. Large amounts had to be brought in from home by ships. Merchant or goods ships were slow and lightly armed and so were easy targets for German U-boats and bomber aircraft. Between March and May 1941 over 320 merchant ships bound for Britain were sunk. Food such as flour, meat and sugar were in short supply.

Planning from my time in Primary Schools. PRUNING NEEDED! Lots of music info. Lots of great composers. Beethoven Greig Mozart Tchaikovsky Sample : TOPIC: Listening and Understanding Music KS1LUDWIG VAN BEETHOVENRESOURCES: dvd copy of Disney’s Fantasia; Beethoven/Pastoral sheet; pictures of orchestral instrumentsLESSON ONEWatch the Pastoral Symphony excerpt, and explain that this very old film uses music that is even older. The artists listened to the story in the music and created their story to fit it. Having watched the excerpt, ask the children what they noticed about how the music and the cartoon went together. Think about the peaceful music for the peaceful scenes; the angry music for the storm; the way the winged horses alight in time to the music etc.Watch a second time, pausing as appropriate to highlight the interaction of music and cartoon. Start to spot instruments.LESSON TWOListen to the Fantasia version of the Pastoral without the cartoon. Invite the children to recognise instruments. Show them pictures of the instruments as they name them, discussing how they are played, how their sounds differ from each other, and why they suit the different aspects of the music. Discuss the differing roles within an orchestra and look at the layout of the orchestra. Invite the children to draw a picture of their favourite instrument and explain why it is their favourite.LESSON THREEWatch the Fantasia excerpt again and remind the children that this story is the artists’ idea of the musical story. Explain that the artists used mythological characters because these were very popular in paintings at the time the music was composed (you could show them some). Invite the children to listen to the music and write their own story, or create their own picture either using the mythological characters or their own ideas.LESSON FOUR Explain that the class is going to listen to the story of the man who composed the Pastoral Symphony, and then write about him and his famous piece of music. Provide the children with paper to make notes should they wish, and the sheets to write up their findings when they are ready.

Lots of great planning for an exciting unit. Nice powerpoints. Sample : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?)

Gathered all my Dyslexia material from the school I taught in.

6 weeks short term plans. sample What newspapers and magazines can the pupils name? What are the articles usually about? Discuss the purpose of a newspaper. WALT – know the features of a newspaper text. WILF – good expression Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph. Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning). Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work. Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.

Assorted great planning and ideas for the superb poem The Highwayman by Alfred Noyes. Great powerpoints. Great ideas and worksheets. Plenty to get your teeth into and reassemble. Sample planning : Introduce children to ‘The Highwayman’. Explain that it is a poem that tells a story involving a highwayman. They will need to listen carefully as the poem is read, as it uses a lot of ‘old-fashioned’ language. The poem was written by Alfred Noyes and was first published in August 1906. Read the poem to the class and then children talk with partner about what they have found out about the story. Come back together and discuss the story told through the poem. How can children tell that this poem was written some time ago? Make notes on the board about character and story. Make notes about the Highwayman’s appearance. Recap on the techniques we use in fiction writing (and make clear again that poetry is a type of narrative) to describe the scene/setting to the reader. What is our main objective? To create an image in the reader’s mind. We do this by using the senses – recap. Re-read just the first three lines of the poem, ask children to close eyes and visualise the setting as I read it again. Talk about the language and the kind of pictures it created for them. The wind was a torrent of darkness upon the gusty trees, The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight looping the purple moor, Can the children see a technique which has been used in each of the three lines? Metaphor. Discuss. Children to pick out words which evoke the senses: Darkness, gusty trees, ghostly etc Recap what we have found out so far about ‘The Highwayman’. What makes it a narrative poem? Explain children’s final writing outcome. They are going to use the opening part of ‘The Highwayman’ as their inspiration and they are going to write their own poem based on Bess, the Landlord’s daughter. Recap on last lesson – what is a simile and what is a metaphor? What are the three nouns which Noyes describes using metaphor? The wind, the moon and the road. Children are also going to use metaphor to describe these, they are then going to use simile to describe Bess waiting for her love. Explain that today’s planning session is going to focus on the metaphor part of the writing outcome. Model how to write a metaphor by first mind mapping each item.