•Lesson 1 - Cold Task • This lesson should provide the context and purpose for writing. • Lots of talk to discuss topic, generate ideas, start banking language (Collect it!). • Look at one key WAGOLL • Children attempt to write their own using success criteria Lesson 2 - Analyse language. • Spend TIME doing this! • What effect is language having on reader? • Bank examples. • Play with examples. • Lots of talk. • Make up own sentences orally using examples as scaffold. Imitate. • Where else do you see similar language that you can draw on? Lesson 3- Analyses structure. • Spend time doing this! • What effect does the structure have on the reader? • Reverse plan by boxing up and heading each section of WAGOLL(S). • Discuss: what happens if you change the order? • Why is it laid out this way? • Are there other ways to structure the text? Where else do you see similar structures that you can draw on? Lesson 4 - Thoughts and feelings Explain inference concept. Read ages 1 – 5. Infer characters thoughts and feelings using direct speech and short sentences. Activity: Write a paragraph – thoughts and emotions – on how Stanley felt when the board fell on top of him. Lesson 5 - Explore the relationship between characters. • Read Kite scene (WAGOLL) • Identify questions to ask Arthur about his perspective Activity: hot seat Arthur about how he feels about Stanley’s new life. Write a paragraph describing Arthurs experiences. Lesson 6 - Past tense Look at example from WAGOLL; Teacher model skill / applied knowledge; Children practice; Children apply in similar context to final outcome. Lessson 7 - Descriptive language Look at example from WAGOLL; Teacher model skill / applied knowledge; Children practice; Children apply in similar context to final outcome. Lesson 8 - Conjunctions Look at example from WAGOLL; Teacher model skill / applied knowledge; Children practice; Children apply in similar context to final outcome. Lesson 9- Adverbs Look at example from WAGOLL; Teacher model skill / applied knowledge; Children practice; Children apply in similar context to final outcome. Lesson 10 Plan. • Story Map plan (5 senses) • Mark these carefully and give detailed feedback… Lesson 11 - Hot Task Children write independently

4 lessons on Kandinksy Lesson 1 -Know the work of Kandinsky. Lesson 2 - Develop an understanding of primary colours and how to mix colours to create secondary colours. Lesson 3 - tints and shades Lesson 4 - Create artwork in response to music and feelings.

Project Outcome: To design a mechanical car Lesson 1 - explain what Henry Ford did for the car industry Lesson 2 - explore parts of a toy car Lesson 3 - design a toy car Lesson 4 and 5 - create a toy car Lesson 6 - evaluate

1 powerpoint with a sequence of lessons to create photo frames for DT. WALT identify what makes a good photo frame I can identify good features including materials and explain why they are good I can describe the purpose of my product I can identify the market I am designing for Explore different materials and tools for frame – (origin, benefits, risk) Explore different useful tools WALT identify which materials I am going to use and why I can name a range of different materials I can comment on the qualities of each material I can identify whether a material is suitable for my product or not Draw a scale drawing of frame and key design features Practise wood cutting WALT I can create an annotated scale drawing of my photo frame I can use market research to support my ideas I can use a ruler to draw my picture to scale I can annotate my drawing with details Children use feedback from their drawing and ‘market research’ to create wooden frame WALT use our research and planning to create our photo frame I can use market research to inform my design I can use the tools safely, correctly and carefully I can follow instructions carefully Children finish and decorate photo frame WALT use our research and planning to create our photo frame I can use market research to inform my design I can use the tools safely, correctly and carefully I can follow instructions carefully Children finish and decorate photo frame WALT use our research and planning to create our photo frame I can use market research to inform my design I can use the tools safely, correctly and carefully I can follow instructions carefully Then evaluate their work against their design criteria WALT evaluate our product using the design criteria I can use the design criteria to reflect upon my work I can comment on the effectiveness of my product I can think of ways to improve future designs

Y3 - Plants second unit Children will explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Learning Outcomes: Lesson 1 - To identify parts of a flower Lesson 2 - To understand how seeds are formed Lesson 3 - To understand how seeds are dispersed Lesson 4 - To describe the life cycle of a flowering plant Assessment

6 lessons on plants Lesson 1 - parts of a plant Lesson 2 - what plants need to grow Lesson 3 - investigation Lesson 4 - investigation Lesson 5 - water transportation in plants Lesson 6 - plant adaptations

4 lessons lesson 1 - sugar recommendations lesson 2 - nutrients lesson 3 - balanced diet lesson 4 - bones

5 Lessons on Rocks Topic and Assessment Lesson 1 - identify and describe rocks Lesson 2 - compare and group rocks Lesson 3 - investigate characteristics of rocks Lesson 4 - fossils Lesson 5 - soils Assessment

Whole Class Guided Reading LKS2 6 weeks reading, includes discussion questions on different domains and mixed practice too!

UKS2 sequence of lessons Lesson 1 - cold task Lesson 2 - language features Lesson 3 - Structural features Lesson 4 - expanded noun phrases Lesson 5 - conjunctions Lesson 6 - prepositions Lesson 7 - show don’t tell Lesson 8 - thoughts and feelings Lesson 9 - Plan Lesson 10 - Hot Task complete with lots of adaptive scaffolds including colourful semantics, success criteria and word mats/vocab banks.

Whole class Guided Reading on Rose Blanche. Slides contain good practice for GR such as echo, choral and paired Reads. Includes mixed practice questions based on domains.

Sequence of Lessons for a diary entry. Rose Blanche links Lesson 1 - Cold Task Lesson 2 - Language features Lesson 3 - structural features Lesson 4 - infer a character’s emotions Lesson 5 - show don’t tell Lesson 6 - expanded noun phrases Lesson 7 - empathise with a character lesson 8 - plan Lesson 10/11 - Hot Task complete with colourful semantics, word banks, scaffolds for each lesson and EAL resources

4 weeks worth of Guided Reading lessons

Whole class Guided Reading

Plot on the Pyramid - whole class guided reading Week 1 - 6 -resources echo reading, choral read and mixed practice questions

Whole class Guided Reading lessons covering a variety of domains including retrieval, inference, word meaning, explain ect 2 dicussion lessons a week 1or 2 mixed practise questions a week 6 weeks worth of lessons

Unit of Work - UKS2 Based on book - stormbreaker Lessons 1 - 9 Includes WAGOLL colourful semantics resources for lessons and adaptions for lower attaining pupils

Lesson 1 - 5 write a persuasive letter, selling spy gadgets to MI6 Book link- Stormbreaker

Whole Class Guided Reading up to Chapter 7. Aimed for UKS2 included strategies such as choral reading and echo reading. Weekly Powerpoints. Some adapted resources for EAL included Includes inference, retrieval, explaining and exploring questions. Children practice mixed questions on Thursday.

Yr6 unit of work - Arguments for and against Lessons 1 - 14 includes a WAGOLL, a variety of colourful semantics, EAL resources, YR grammar, linked to Alex Rider - Stormbreaker