International Women’s Day (IWD) is a global day celebrating women’s achievements and this resource focusing on the late Queen’s early life, especially on her life as a Princess at the end of the Second World War. On the evening of the 8th May 1945 Princess Elizabeth and her young sister venture out of the palace incognito for what will be remembered as A Royal Night Out to celebrate the end of WW2 with what will soon become her subjects. The following objective are covered: - Freeze-frame a scene from a Royal Night Out - (Speaking and Listening Lesson) Plan an eyewitness account of a Royal Night Out Write an eyewitness account of a Royal Night Out Retrieve, predict, and infer answers from a text (Comprehension about The Queen) Planning The bundle includes: A Royal Night Out PPT Planning an eyewitness account PPT Writing an eyewitness account PPT **Comprehension Text with 3 levels of differentiation ** Planning sheet (Word) Writing Prompt (Word) Cloze operation (Word) SEND Comprehension Text 3 levels of differentiated questions (Comprehension)

I have used this text and resources with Year 4 students many times and they have always been successful in getting even the most reluctant pupils to engage in creative writing. This unit of work is designed to support the teaching and learning of Beowulf by Michael Morpurgo. It includes approximately 14 sessions worth of materials that provide pupils with the opportunity to practice and refine their writing skills through short writing exercises. The bundle contains PowerPoint presentations, differentiated worksheets, and other supporting materials. The planning has been adapted from various sources and tailored to the way in which English is taught in my school. There is no Week 4 planning as it was assessment week, so it naturally follows onto Week 5. The following objectives are covered: Write predictions about a character and text Write a character description Using expanded noun and prepositional phrases to describe a monster. Describe the beast and his crimes in two paragraphs. Write a character profile about Beowulf. Identify adverbial phrases and use fronted adverbials in sentences Write an effective and detailed character description Image what it was like to be one of Beowulf’s soldiers. Complete time-line of events using conjunctions and adverbial phrases. Plan and discuss 3 paragraphs Retell the story of Beowulf Re-draft a retelling of Beowulf Plan and draft own Beowulf adventure Edit and re-draft own Beowulf story

Following a visit to The Metropolitan Cathedral of Christ the King in Liverpool, I developed this comprehension exercise based around the guided tour of this unique Cathedral. The text revolves around the construction of the building, as the present Cathedral is actually the fourth attempt by the Catholic Church in the North West of England to build a mother church for the Liverpool diocese – and the culmination of a story that stretches back over a century. Along with the text, which was intended for a Year 4 cohort, but could be easily adapted for older or younger children. There are 3 levels of differentiated questions. Lower Attaining - 6 questions with scaffolded answered writing frames. Middle Attaining - 7 questions no scaffolding Higher Attaining - 8 questions no scaffolding (some higher order thinking skills required comparison and difference) All ability groups have the same extension. Extension: Can you design a cathedral meeting the same requirements using your imagination?

Fay Healey was the lollipop lady at St. Elizabeth’s Catholic Primary School for twenty years, while she safely saw hundreds of children across the road, Fay carried with her an extraordinary story of survival and triumph. This is a comprehension exercise that introduces the theme of holocaust and discrimination in an entire child friendly and age appropriate manner. The brief biography of Fay’s life includes her journey from Poland to England on the Kindertransport, settling in Liverpool and later her marriage, as well as the next generation of children. It include the text of Fay’s life and three levels of differentiated questions. *** Fay Healey text - brief biography ** Higher attaining - 6 questions with extension task to write a diary entry as Fay on the Kindertransport to demonstrate empathy. *** Middle attaining** - 5 questions - no extension **Lower attaining **- 5 questions with scaffolded sentence structure to help form the answers.

This fact file about Queen Elizabeth II is a great way to engage the children for IWD. It has a choice of three differentiated sheets of comprehension questions to answer. This is aimed at ( LKS2) Year 3/4 and the lower attaining question sheet was planned with for a group of children who are working significantly below the expected standard for LKS2 with SEND needs. The comprehension exercise includes: Information text about Queen Elizabeth II Higher attaining - question sheet with retrieval, inference and deduction questions Middle attaining - question sheet - scaffolded answers focusing mainly on retrieval **Lower attaining **- question sheet - with multiple choice answers based mostly on retrieval, but with speculation question as a challenge.

This resource bank is designed to support Year 3 students in their reading and learning of Neil Gaiman’s book, “The Day I Swapped My Dad for Two Goldfish”. However, it can also be adapted for Year 4 students with additional objectives for adverbials and fronted adverbials. The materials provide a two-week plus sequence of activities, including PowerPoint presentations, differentiated worksheets, and other supporting materials. The sequence is designed to help students read and discuss the story, identify the different characters and their voices, and analyse the conventions of written dialogue and the use of speech marks (inverted commas). The resources also encourage students to write their missing scenes from the book and write a diary entry from the perspective of Dad. Finally, the sequence culminates in students using the cliffhanger at the end of the book to plan and write their sequel using the structure of the original story. Please note that no planning is included as it is largely drawn from the Literacy Company planning. The following objectives are covered: To write multi-clause sentences using because as a conjunction To understand the conventions of dialogue To punctuate direct speech To use apostrophes for possession and contraction To write a missing scene To write a diary entry To re-tell a story orally To plan a story based on the original plot To write the opening of a story To write the middle part of a story To write the ending of a story To evaluate, edit and improve my writing

Crown Jewels Chapter 7 - My Friend Walter - Michael Morpurgo In the event of a national crisis, the Orb from the Crown Jewels has been stolen, and the task given to the children is to write a report about the Crown Jewels. They have been appointed as new researchers and writers for Newsround, and their job is to compare the similarities and differences of the Crown Jewels in a way that is easy to understand for a younger audience, like infants. This lesson was designed for a Year 4 class with a high percentage of SEND children in a mainstream setting. These children were working below the expected standard for Year 4, but the lesson has challenges to engage higher-attaining pupils and can be adapted for an older or younger year group. Also, I used this for a lesson observation for senior leadership position, and I was successfully shortlisted. The lesson includes a PowerPoint presentation called “My Friend Walter Chapter 7 Report” that is fully animated with transitions, and three sheets for differentiated tasks. For higher-attaining pupils, there is a picture of the Crown Jewels as a reference, and the expectation is to write directly into books and compare two objects. For middle-attaining pupils, there is a worksheet with two columns: Similarities and Differences. For lower-attaining pupils, there is a worksheet with a writing frame, two columns for Similarities and Differences, and a word bank with key vocabulary. The main focus of the lesson is to write a report about the Crown Jewels, so it can be easily adapted without reference to the rest of the story. However, if you would like to use the text from the story, in chapter 7, we find out about the mischievous old ghost (Sir Walter) who sets about restoring the family’s fortune, while Bess has to try to keep the presence of a ghost in the house a secret. Sir Walter comes up with a scheme to steal the orb from the Crown Jewels to help raise money for the farm. An example of a finished report is also included along with the lesson plan. If you appreciate these resources, please leave a positive review, and in exchange I will send you a free resource up to the value of this one by emailing me: bulgerkenneth@gmail.com

James Clarke was the first black man to have a street named after him in Liverpool. James saved many locals from drowning in the Mersey and the docks, and taught countless others to swim. This comprehension exercise includes a text, which tells the incredible story of James (Jim) starting as stow away aboard a ship heading to Liverpool from Guyana. Where he is adopted and becomes a swimming legend in his own lifetime. This positive and surprising story is aimed at Lower Key Stage 2 children (7-9), but could easily be adapted for UKS2 (9-11). Along with the text it includes three levels of differentiated questions, which focus on retrieval, summary and inference. Higher attainers - 8 questions with extension - no support Middle attainers - 6 questions with answers framed - no support answers. Lower attainers - 5 questions with answers framed with suggested answers. There is also an extension task. Imagine you are a gifted swimmer and you are invited to an exhibition to show off your skills; what routine would you invent to impress the crowds?