Planning for English and Maths. 56 files. sample: Text: This is the bear and the scary night Genres covered in this unit: Narrative SPAG focus: Monday: spelling patterns Tuesday: use and to join clauses Wednesday: high frequency words Thursday: high frequency words Friday: time connectives Key teaching input/texts/questions/ clips etc Steps to Success Read the story This is the Bear and the scary night Discuss character, setting, key events etc… Discuss what happened in the beginning, middle and end of the story. Explain to the children that this week they are going to write their own story similar to the bear and the scary night. Ask children to describe their character to their partner (can be their favourite toy or the teddy they bought into school on Friday). Ask children to share their ideas about their story. What is the setting? What are the characters doing? What is the problem? How are the characters feeling? How does your story end? Mild: describe your main character Spicy: share your ideas with your partner Hot: listen attentively to your partner Extra Hot: Act out key events from your story LA Activities MA Activities HA Activities Read to Write Mrs Preston Phonics Mrs Simpson Talk for writing and act out their story Photos for books Resources: The bear and the scary night book, cards with questions Give 3 minutes for children to recap their story. Who is their main character? What happens at the beginning, middle and end of the story? Model how to put key ideas onto their plan. Steps to Success Mild: recap your story with your partner Spicy: Identify the beginning, middle and end of your story Hot: Write key ideas onto your story plan for the beginning, middle and end. Extra Hot: Check your partner’s plan is sequenced correctly

Planning from an academy. Spread over the three terms. Lots of planning. Worksheets. Powerpoints. Mainly English and Maths. Zip has the lot. ive included plenty in the general download to give you an idea of content. sample : Explore children’s understanding of the term angle and record on working wall. Where have they seen angles? What do angles look like? What are they measured in? Following knowledge harvest, explain that this term will focus on measuring, drawing, classifying angles. Ensure children can identify the key features of a protractor. Use enlarged version and annotate key features on WW. Ensure that the children can explain angle types and their properties. This will be useful when checking measurements. Explore strategies for measuring angles using enlarged models and enlarged protractor. Have the children measure angles to the nearest 10, 5 and degree. Identify difficulties when alignment is inaccurate. Model the use of known angle types to check accuracy of measurement. Discuss with pupils what they now know about the structure and style of a haiku poem. Model for pupils a haiku poem based upon the topic of water (links to Rivers topic, Finding Nemo setting and this week’s setting work) Then re write after making changes. Pupils to share their completed work Steps to Success Mild- to record ideas for a Haiku poem about water Spicy- present poem in the form of a Haiku Hot- to read over my own work and propose changes to grammar and vocabulary, spelling and punctuation ( CAGS 3 / 4) Extra Hot- selecting appropriate grammar and vocabulary and understand how such choices can change and enhance meaning. ( CAG 5/6)

English and maths planning. 39 files Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me.

Two weeks Planning. the powerpoint is a sample. There’s other files in the planning Great powerpoint on the work of Kit Wright. The magic box really inspires kids. Sampl planning Ask children to remind you about what a simile is and discuss why it is effective to use when writing. Explain that today we will be creating some poems of our own by creating some similes. Write ‘as thin as’ on the board and ask everyone to think of very thin things. Push children to think harder past the more obvious objects. Prompt them if necessary ‘what part of an animal is very thin?’ and so on. Write other prompts such as ‘as tall as, as large as, as hot as’. Draw some circles on the board and write a prompt above them ‘The sun is like…’ See how many other things they can think of that are round like the Sun. Turn the circles into objects they suggest. Now encourage children to extend their ideas further. Explain that today children will be making some simile poems of their own about a monster. List some features of a monster and some adjectives that describe a monster. HA work alone to create a simile poem about a monster. MA supported by KB, use a writing skeleton for their poem which has some features already listed. LA supported by AS, use a writing skeleton for their poem which has the features already listed, make a list of adjectives that might describe a monster. Read through some of children’s poems together. Discuss what similes they have used and the effect it has on their writing, why is it more effective? Can children compare objects? Can they use adjectives? Can they extend their own ideas and thinking? Can they choose effective similes?

Some nice planning. Plenty of questions on this great book. sample Look carefully at the book cover, what do you think this book is going to be about? What kind of story do you expect it to be (i.e. crime, fantasy, sci-fi)? Why do you think this? Look back over the chapter you are reading. Can you select five powerful words that you could use in your own writing? Write them down. At the beginning of ‘Chilblains and Semolina Pudding’, the narrator talks of the Butterfly Lion. Draw a picture of what you imagine him to look like.

100 grids. Pupils have to fill in the gaps. The squares all have to add up. These puzzles involve taking away and adding.

sample planning Introduce the section of work. Explain that we are going to use a very interesting focus text to complete some narrative writing, art work and drama. Have a photocopy of the front cover and blurb for ‘The Savage’ by David Almond. TTYP and discuss “What are your initial responses?” (Ask children who may have read the book, not to give it away). Come back together and discuss children’s ideas from the blurb and front cover. What sort of story is it going to be? What genre? What age group/gender do you think it may be aimed at? Does anyone know anything about David Almond? His style of writing? His previous work? Share that he was born into a large family in Newcastle; his books are very popular and critically acclaimed (what does this mean?). His books are very philosophical (meaning) and often appeal to both adults and children. Share with children that ‘The Savage’ deals with issues of loss, sadness, bullying and love. Read the first two chapters of the focus text. Come back together and discuss. What does the use of two different fonts tell us? Discuss how this is a story within another story. Why is Blue writing about ‘The Savage’? What is it helping him to do? Might there be something of Blue in ‘The Savage’? Might he be expressing his anger at what has happened to his family?

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.

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.

Three notebooks. Two weeks of plans. Some worksheets. Nouns ending in a consonant and y (e.g. party, army) change y to i and add es. Nouns ending with a vowel and y (e.g. day, boy) just add s. Whole Class Shared Reading - Mister Monday Read Chapters 1 - 3 S & L opportunity Pupils will discuss what a fantasy setting is. Most will have seen or read Harry Potter for example. The theme for lots of them is that the central character enters another world but lives in a world we can all relate to. Pupils to give their opinion. What do they think is going to happen? How do they feel about the characters Irregular plurals: goose, man, mouse, woman, tooth, child, person, foot test understanding of different endings during morning work Read chapter 4 WALT: know how an author creates mood and atmosphere. Pupils will focus on a passage of text that creates mood and atmosphere. What does the author do to build tension? How does he make us empathize with the character and be interested enough to want him to be safe. CT to work with MA to encourage deep thinking about language and sentence structure

4 nice bits of planning. 3 notebooks. Plus powerp0ints and worksheets. Science Year 4 Planning Friction Habitats Moving and Growing Serarating Liquids and solids example Sorting organisms Elicit children’s understanding of ‘plant’ and ‘animal’. Introduce the term ‘organism’ as a general term for all living things. Obtain a list of various types of organism and arrange them on the board into loose classes, e.g. birds, mammals, reptiles, shrubs, flowers, trees, moss etc. Finish by putting the classes into either plants or animals. Use pictures of eg vertebrates, invertebrates(animals without a backbone), humans, small flowering plants, trees and challenge children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings. (numbers of legs, wings, no wings, leaves, shape) Introduce the idea of some organisms being in more than one group – show using a venn diagram. See photocopiable – PM1 for pictures of invertebrates. More able children – encourage to sort into sets based upon something more scientific – e.g.how the animal moves, or the shape of the plant. Pose questions – Is it possible for an organism to have wings and not have any legs? Identifying different habitats Introduce children to the word ‘habitat’ using pictures to illustrate meaning. Explain the meaning of ‘habitat’. Explain that it is the natural home of plants and animals and a place which offers them food, protection and shelter. Explain to children that they will be studying local habitats. Go for a walk round the school and/or immediate locality to find and make a list of habitats. (Pond, school field, wooded area, grass, trees) Sketch the habitats as we travel around the school grounds. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified through illustrations.

480 page pdf. Lots of little ideas for lessons. Saves a load of planning. sample : Listen to stories with increasing attention and recall. [L&A] Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Read and understand simple sentences. [R] Remind chn about traditional tales: these were not written in books, they were TOLD. People remembered them and parents told them to their chn. Show/tell chn the story of The Gingerbread Man (see resources). Encourage chn to join in with repeating line, ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ At the end of the story, write these sentences on f/c and then read them through together, matching words pointed to and said. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Use language to imagine and recreate roles and experiences in play situations. [S] Express themselves effectively, showing awareness of listeners’ needs. [S] Have pictures of the characters in The Gingerbread Man (see resources). Choose diff chn to be the diff characters in the story as you act it out from start to finish. Note 3 stages of the story: Start: Mum makes gingerbread man & he runs away Middle: Mum/dad/cow/horse chase gingerbread man to river End: Fox carries gingerbread man over river and tricks him! Remind chn of the repeating phrase ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ Use this phrase as you act out the story.

36 page pdf. Maths for each of 13 weeks. sample : LO: To reflect shapes across a horizontal or vertical mirror line. KEY QUESTION: DO I NEED TO USE A MIRROR TO REFLECT A 2D SHAPE? Review the term reflection with the children. How would the children reflect a simple shape like a square across a mirror line? Show the children a more complex shape. How would the children go about reflecting this shape? Explore the use of a mirror using a large version of a shape on the working wall. If you hadn’t got access to a mirror, how would you go reflect the shape? Focus on process of identifying vertices within shapes, counting to the mirror line. DS: Supports Triangles during teaching. AG: Supports Squares during teaching. LO: To draw and reflect a shape across a 45 degree mirror line. Show the children a shape and have them model how to reflect across a vertical and horizontal mirror line. Show them a mirror line that is set at 45 degrees. Discuss possible strategies for carrying out the task of reflecting across the mirror line. Make sure the children stay on the grid lines and follow to the mirror line, then away from the mirror line to make a right angle. MW: target high Focus Children within teaching. Check during lesson. LO: To reflect a shape that crossing a 45˚ mirror line. KEY QUESTION: HOW CAN I REFLECT A SHAPE THAT CROSSES THE MIRROR LINE? Address misconceptions from previous lesson. Give the children an enlarged version of a triangle that crosses a diagonal mirror line. As a class, identify way in which the shape can be reflected across the mirror line. Take each point and reflect across a perpendicular set of gridlines. Model the use of start and end points. Whatever is in the upper part of the mirror line needs to be in the lower, vice versa. DS: Supports triangles during lesson. AG: Supports Circles during lesson.

15 Powerpoints that you can have on the board as your class enters. Nice easy start to the day. Easily adaptable. Nice bits of Math and English.

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.

A great unit looking at our dependence on water. Lots of ideas and planning. Great for a project or a focus week. Interesting powerpoints. Focus on Africa and the droughts over there. sample ideas.planning Session 1 10/10/05 · to obtain information from maps and an atlas · about world weather patterns · about physical and human features · I can find the wettest places in the world · I can mark the main deserts of the world on a map · I can use the laptop to draw temperature and rainfall graphs for different countries M: Identify the wettest places in the world S: Locate the main deserts on map C: Draw temperature and rainfall graphs for different countries Multimap for looking at maps/photos Excel for rainfall graphs Homework project for 2 weeks – Comparing use of water (LCP pg 167) Session 2 12/10/05 · to make maps and plans · to use secondary sources · to investigate water supply at local and world scales · I can think of 3 different ways to allow water to move around school

A nice little unit on financial planning. Some calculations required for better financial knowledge. Introduce ‘My Money’ week to children. Explain that we are going to spend all week discussing money, using mathematical operations, setting a budget and thinking about how we will deal with money in the future. Activity One Come back together and allow groups to share mind maps. Lead into a discussion on what money is; use online dictionary to look for definition. Come to the conclusion that it is a medium of exchange; we exchange money for goods or services. Make a list on the IWB of things which people use money for. Separate the list by highlighting things which people need and things that they want. TTYP – what is the ‘currency’ of the UK? Explain that it is called sterling and it is split into pounds and pence. Use PPT to check that children recognise all notes and coins of sterling. Activity One Children work in groups to mind map ‘money’. Each group to have three colours –create a key to show things they know, things they think they know and questions they have. If I gave you £1000 right now, what would spend it on? What might you wish you had spent it on in the future? Can the children name any currencies of other countries? (Euro, US dollar, Aus dollar, Yuan China, Rupee India etc)

Nice little unit on modern history. Some nice powerpoints. Sample: Using Notebooks – answer questions. Who was John Lennon? What can you find out about him? Birthday Family Friends Community Music Is he still alive? If not, when, where and how did he die? Why is he famous? Rdg AF 2 WALT investigate the life of John Lennon WILF you can record information carefully about J L. Using questions, investigate life of J L What kind of childhood did John Lennon have? Recall information we know about Lennon so far. Establish that when Lennon was the children’s age it was around 1948/9. He was a teenager in the Mid 1950’s and grew into adulthood in the 1960’s. So his ‘era’ was the 1950’s and beyond. What do you think life was like for a child growing up in the 1950’s? How can we find out what it was like for children of your age at that time? Rdg AF 2 AF 3 WALT select information from books and the internet WILFcompare and contrast life in the 1950’s to life today. Give each group their focus area to research:- School in the 1950’s; Home Life in the 1950’s; Food in the 1950’s; Leisure Activities in the 1950’s; Fashion in the 1950’s Technology in the 1950’s and key questions you want them to find answers to. Children will record their findings on a Compare and Contrast Table the 1950’s v. 2010

Three weeks of planning. Plus you can use other planning included for free from different years. Example To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: When is this story set? Who am I? Where am I? Why am I here? Will I be able to find Professor Erit? How will I find him? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can.

ten page script. Nice piece you can perform in class or to an assemlbly. sample : Narrator: Welcome to our Christmas celebration! Narrator Welcome to INSERT TOWN, where our journey begins! Narrator: Picture our winter scene… Narrator: The air is filled with excitement, the faint hum of an inflatable Santa, blinding Christmas lights line the streets, illuminating the December skies. Narrator: Our story begins in a beautifu; house not too far away from here… Narrator: It is a tale of sadness, humour and love. If you are young or old, our story is one you will love! Narrator : Oh no it isn’t! Narrator: Oh yes it is! So sit back and enjoy the show, a magical tale of a young girl called Cinderella. Narrator: It’s December 23rd. A bitterly cold winter’s eve. Across the globe people were making last minute plans for Christmas festivities. Narrator: People running frantically from shop to shop to get their last minute presents. DANCE: SHOPPING BAGS AND PRESENTS (Christmas Wrapping) Narrator: Cinderella was busy vacuuming, cooking the dinner, ironing (funny mime of Cinderella doing different jobs all at once!) and washing,…… when something caught her eye…