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Nice powerpoint and questions. Recap on last lesson. What book did we start reading? What did we learn in the first two chapters? Focus on the description of the Savage’s home and have children tale notes in their hwk diaries as I read. (Pages 8 and 9). Pick out the key phrases that describe the Savage’s home – cave under the ruined chapel, what would be around his home? Weapons, scraps of food etc. Set homework due for Thursday. Read chapters 3 and 4 of the focus text. TTYP – what change are we starting to see in the savage now? With your partner find at least three examples of language used by the author that makes the savage seem animal like. Come back together and discuss. Why doesn’t the savage have any words? What could he represent? (Introduce the idea that he could be a physical representation of Blue’s grief). During chapter 4, the line between fiction and reality is starting to blur. What does that mean? Discuss the fact that savage is starting to make his way into the other chapters; Blue says that people coming out of the pub have seen him etc. Blue’s decision to put himself and Jess into the story is also another example.

Make an interesting radio broadcast on the 1969 Moon Landing. Plus other bobs and bits of year 5 literacy.

5 weeks work on interesting book. Recap: What is a suffix? Look at suffixes er and est as comparisons of adjectives and adverbs. Complete grid adding suffix to root words. WALT: Make inferences and discuss Stone Age life. Children to work with talk partners to plot their daily routine. What things do they do that are the same every day? Children to look at a range of pictures and paintings that show stone age people carrying out different activities. Q: What are they doing in the pictures? How is this similar/different to what they do every day? Discuss the reliability of the pictures. Were they painted at the time? What problems could there be when we use them as evidence? In mixed ability groups use an ipad to film what they think a day in the life of a ‘hunter-gatherer’ was like. Children to show another group their video explaining what they think a hunter-gatherers daily routine was like. What would you like to learn about Pre-historic Britain over the Autumn Term? What would you like to find out? Children to write questions down on to coloured paper.

A little collection of short term planning. Own editing and responding from Friday’s writing. Share comments and improvements. Shared read next two chapters. What is a written reflection? Is it personal? What makes a diary different to a story? WALT: edit and improve a piece of diary style writing Individually rewrite and improve own diary entry. Show paragraphing and make at least three improvements. Bl/Y: Link ideas between parahraphs. Or/Gr: DAWB and ed-ing-ly openers. Shared read up to Bradley’s meeting with Carla. What might Carla think about Bradley and his behavior? What notes might she make? (Formal or informal) Share examples. Model write into formal sentences. What would she plan to do to help him? (Make suggestions) WALT: write in a formal style as a character Indiv write Carla’s report in a formal style. Shared write intro. Bl/Y: Link ideas using connectives DAWB Orange: paragraphing and formal language choices. Red: 5 accurate sentences.

6 weeks worth. LO: To identify a narrative sequence. Explain to the children that this half term will focus on a particular text and different writing genres will be explored throughout the half term. Review the children’s knowledge of ‘Oliver’ based on the musical that they saw in previous lessons. Explain that this is a production based on a narrative. Spend a couple of minutes updating the working wall with the features of a narrative. Give the children a large sheet of flipchart paper, with the following headings / sections on: Characters, settings and plot. Use a story map planner on part of the sheet to allow the children to have time to discuss and attempt to map out the main plot. Beginning: Oliver introduced and is in the workhouse. He is sold to the Sowerberry’s funeral home to walk in front of the funeral processions. He travels to London and meets Dodger and becomes one of Fagin’s boys. Problem 1: He is accused of stealing and is taken to see the Magistrate. He remains silent and is acquitted of the crime thanks to a shopkeeper who saw the whole incident. Solution 1: Mr Browlow takes care of Oliver and realises that Oliver is his Grandson. Problem 2: Bill Sykes kidnaps Oliver. Solution 2: Nancy agrees to give Oliver back. Ending: Nancy’s plan discovered by Bill and he beats her to death. Bill is chased by a mob and is shot by a police officer.

Year Group: 5 Term: Summer 2 Week Beginning: ¬30/6/14 (Week 1 of Film Narrative) Focus: Unit 5 Film Narrative Key Vocabulary: Character, colour, composition, camera angle, setting, sound, symbol, sequence, story, inference, deduction, figurative Resources: Piano film, individual whiteboards, KWL grids, zones of relevance, Overview of unit: Teaching Phase One Children watch and re-watch the film The Piano by Aidan Gibbons. They use key points in the film to discuss features and themes and explore approaches made by the film maker to create moods, pace and viewpoint. Children develop their film metalanguage by identifying how colour, light, sound and camera angles have been used to tell the narrative. They use a reading journal to record opinions of the narrative. Teaching Phase Two Children have worked as part of a group to use drama strategies to explore characters in depth. They devise questions to ask the main characters and work in role to explore more complex emotional issues. Children demonstrate growing understanding of characters by writing a short conversation at a key point in the film using the conventions of speech punctuation. They use a reading journal to record inferences and demonstrate understanding of characters by writing in the first person. Teaching Phase Three Children develop a story board for the narrative by capturing and importing key images into a presentation program. They then write their own version of The Piano, organising writing into paragraphs and creating a multimodal presentation of this version including images, voice-over, soundtrack and written text. Mini-Task: Put chn into ‘The Pit’ by showing them the beginning clip of the Disney film UP. Chn are to complete an analysis grid whilst watching (differentiated) (5 mins) Quick feedback using beach ball for chn to share aspects of their analysis. So what do you think our L/O is going to be today? Discuss potential ideas and then reveal actual L/O and S/C. Explain that they have one part of the S/C already done but they need to add the second part using their targets. (5 mins) Explain that over the next two weeks we will be watching a very beautiful film as part of our film narrative unit building up to including this in our animations about the 90s. Today however we will only listen to the music from the film and your task will be to create a narrative that reflects the music.

About 5 weeks worth. Letters and poetry. Discuss poetry and what makes it good to perform. Good rhythm, repeated lines, common subjects. CT to read the poem ‘Freddie Phipps’ and display it on the visualizer. Ask the chn to think/pair/share the significant points of the poem. Ct to record notes on the written poem on visualizer for display on working wall to support further work this week. Ask the chn to think about how they would perform the poem. These poems are written mainly in the 30s and 40s. LA FS- in pairs supported by CT to begin, chn to read and perform the poem in any way they choose. MA C- in pairs or threes to read and perform the poem in any way they choose. CT to circulate and offer support and advice. EXT- chn to work in their group to add a verse of their own to also perform. CT to ask specific groups to do this. HA QM- in pairs or threes to read and perform the poem in any way they choose. CT to circulate and offer support and advice. EXT– chn to work in their group to add a verse of their own to also perform. Choose a few groups (depending on available time) to perform to the rest of the class.

A great powerpoint on this super book.

Lovely powerpoint that explains a lot about this important season. WALT explain the symbols and colours of Easter. SUCCESS CRITERIA: I know why certain colours are used at particular times in the Church’s year. I know that the Church celebrates the Resurrection of Jesus at the Easter Vigil. I understand some reasons why the Feast of Easter is the most important celebration in the Christian Year. I can discuss the meaning of some of the Church’s actions and symbols at the Easter Vigil. Red, symbolising the Holy Spirit, is used on the Day of Pentecost and at other times when the work of the Holy Spirit is emphasized . Saints and Martyrs who dedicated their lives to God all showed the power of the Holy Spirit that was within them; so priests may wear red on certain Saints days. Red will also be worn at a Confirmation service.

Recap with pupils the features of a persuasive advertisement. Recall some of the words / phrases used Tell pupils today we are going to use our study of persuasive adverts to write our own persuasive leaflet. Go through the PPT as a class together – You may want to print a copy of some of the slides. Discuss audience and purpose. Model to children how to begin planning. Use a table on IWB with three main points: • Why should we buy your product? • What benefits are there to buying the product? • What are the consequences of not buying your product? • Any other useful information. Remind the children of the key areas where they gain marks: A – S structure and punctuation. B – Text structure and organisation. C – Composition and effect. F – Handwriting. What were your favourite persuasive devices from the ones we learnt about? Which ones did you find the most persuasive and why? Why is it important to use a range of persuasive devices? Children now write up the advertisement in their books. Remember to use PPT as a resource. You may also like to use the crib sheet as a source of reference for the children.

A pot pourri of great lesson plans. Worked very well at my old school. Emphasis on Anna Frank and the Piano.

Tons more great resources at Auntieannie’s shop. I specialise in Primary school stuff mainly. Please have a look. Tons of Literacy and Maths lessons and resources. Religion a speciality too with a smattering of Humanities. You can get planning for indivisual years and terms too. Bundles offer incredible value. Lots of self made sheets. Thanks for looking!

lessons for this interesting topic plus some maths. sample: In Jotters As a class think about what a newspaper is and where we have seen them. Can anybody name any famous newspapers? When did we last read a newspaper? Who knows the sort of things we read in a newspaper? Create a list on flip chart paper. Give children 30 seconds in talk partners to discuss answers and share. Show class an example of a newspaper front page. Can anybody name any of the different features? Call children out to front to highlight on IWB. Children are then sent off to have a go at annotating a real-life example on their own. Children will then be stopped and asked where they are with the task. As a class revisit work from the previous lesson (refer to working wall.) What can we remember from last lesson? Can you name any features of a newspaper? Children to be given a worksheet with cut outs from a newspaper article. Can any of you recognise these different segments of a newspaper article? Where would this segment go in a newspaper? Children will be asked to justify their choices as to why they have put a segment of the article where they have. Why would you put this here? Does this segment make sense here? Children to use talk partners to discuss what an orientation paragraph is and what they think the purpose is. Create an expectations vs reality table on flipchart – to be put up on the learning wall. What is an orientation? Where do you think an orientation goes in a newspaper? Children to be discuss the 5 W’s and what they are. Children to be given an example of a newspaper article and asked if they can see any of the W’s in there. Children to be asked to begin using their understanding of an orientation paragraph to complete a number of different tasks.

Great lesson on this interesting book. Plus some nice Maths. Great for year 6. sample : Display the image from the front of the book. What does the title of the book tell you? What could the book be about? Why do you think that? Introduce the title. Children to identify what the book is about? What is the theme? Genre? What makes you think this? Children to make predictions about the book in groups using the cover – share and discuss ideas. Share extract from blurb ‘As young Thomas Peaceful looks back over his childhood from the battlefields of the First World War, his memories are full of family life in the countryside.’ 5ws and predictions modelled by CT. What has changed? Why has your opinion changed? What questions and predictions can you make now? Resources: Book cover, sentence starters, 5Ws sheet (LA), blurb extract Children to be reminded of the previous lesson. What did we learn? What do we think the text book is about? What happened in chapter one? Play BBC schools episode 1 - Children are to be given the first paragraph of the book. What is the theme? What is the genre of the book? Children to use talk partners and class discussion to list the characters involved in the first chapter and paragraph. Who are the characters we have met? What do we know about Tommo and his older brother Charlie? What is their relationship like? In this chapter, Tommo starts a new school – how would he be feeling about this? Look at the kindness of Molly – why does she act this way? Why doesn’t big Joe go to school? How would this be different today?

Some planning and powerpoints. Sample: (BOOKS) Go through the first few slides of the ppt. Discuss that we are going to be writing a letter pretending we are a soldier on the front line writing to their family or friend. Have an A3 letter on the board. What do chn notice straight away? Discuss the purpose. Why do we have the date? Why do we have the address? Resources: Checklist Letter example – one per child and A3 for WW (BOOKS) Quickly recap the lesson from yesterday. Quick fire feature checklist quiz Read the passage. Discuss any words that are unfamiliar. Chn are to work as a class to identify the main events. Can they now order the events? Remind chn that each event is a new paragraph Can we write linking words for each of the paragraphs? All chn are to have a go and write linking sentences/words in between their events. Resources: Read passage from war horse of an event for the chn to write a letter from.

couple of lesson plans and some worksheets. Sample: Share L.O and STS with the children. Introduce the cover for the new book – what do you predict will happen in the story? I predict that…….because Why do you think the book is called Tuesday? Has the time got anything to do with it? I think that it is called Tuesday because…. Give children images taken from the book – what order should they go in? encourage groups to discuss the order as a group – explain that there is no right or wrong answer because they are predicting. Invite children to share the order they chose and justify their choices. CT model writing the story using the order they have chosen and time connectives. Model THINK, SAY, WRITE, CHECK method for writing. Remind children of noun phrases to add interesting detail. Encourage MA children to use complex sentences. Resources: Tuesday images Sentence starter flash cards (differentiated) Time flash cards Images for books Share LO and STS. What do we know about the story so far? What are the main events? Children to share their work from previous lesson. Watch: How has the order changed from what you predicted? Arrange key images from the story in chronological order on the working wall. Language starters to retell the story – ‘So far I have discovered that…’ ‘First, then, after that…’ Whilst x was… y was…’What is inference? Where have you seen it before? Why is it important with this text? Establish that it has no words so we must assume what is happening to tell the story. Use the PowerPoint to tell the story as a class. Share L.O. and vocabulary – where are we on the learning journey. Ink Waster – Jotters – 2 minutes to write down everything you remember about the story. Key Questions When did it happen? Where did it happen? Did anyone see anything? Display an image – Can you explain what is happening? Partner talk using language ladder openers to support – children to share with class. Give groups of children images from the story and time connective sentence starters – children to sort the pictures into the correct sequence and use time connectives to retell. Explain written task. What is a noun phrase? What is an adverbial phrase? How would these be applied to this piece of writing? CT model writing against STS

A great set of planning. Concentrates on rewriting Shakespeare’s famous tal. 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. 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. Finish reading the children’s version of ‘Romeo and Juliet’. Explain that this has been adapted for a young audience – it has been changed from a play script to a narrative and the language and been modernised. List the main characters on the board, to include: The Capulets etc

Some nice simple planning for this excellent book. Plus some other bobs and bits. example: WALT: Prepare a short drama performance. Display an image of a cave on IWB. Hand out a post-it note to each child and ask them to write a sentence on it to describe one of the caves. Once they have finished, they should swap their post-it with a partner and try to edit or improve their partner’s sentence. Enlarge the illustration from pages 24-25 of Stone Age Boy. Ask the children to imagine how the boy feels as he enters the cave. Arrange children into an ‘alley’, with the children each facing a partner in a long line to make a corridor. Ask for a volunteer to be the boy and allow each child to say what he might be thinking as he walks past them down the middle of the cave corridor. Mixed Ability Groups: Ask children to work in groups to role play the boy and Om walking through the cave. They should prepare a short drama of this part of the story and they need to include a ‘narrator’, whose role it is to explain what the boy is thinking and feeling. Prompt children to use the thesaurus skills they worked on earlier in the week to find interesting words to include in their drama. Take time to perform some of the dramas. Ask for feedback from the other children including what went well and what could be improved.

Lots of nice planning. A melange. Three nice powerpoint on adverts. The kids have to build their own advert. Plus some performance poetry and general grammar. example: Starter – to recap on everything covered so far by using post it notes on the working wall, in order for students to see throughout the rest of unit (10mins). Split the class up into mixed ability groups of 5-6children and explain they will be working in these groups for the next few lessons. Tell them that the aim of today is to come up with some ideas for their own chocolate bars. What do they want it to be like? Who is it for? Is it cheap and easy or posh and luxurious? 10mins) Children then present their product ideas to the rest of the class and their slogan justifying why. Rest of class offer opinions whether they like it and if they think they could improve it (20mins). Pupils then to go back to their groups and complete an initial design idea for their chocolate bar, thinking about the points the rest of the class have made. Annotate work, stating why they have selected ideas for their product. Homework – find a product similar to the one they have designed and research it – e.g. how it’s been advertised before etc.

Four word docs. Plus powerpoint. Plus a few other bobs and bits. Word doc as example. The rest is in the zip. example: Introduce ch 1 for Kensuke’s Kingdom. Record initial response with prediction. Select examples to show Michael’s feelings. List reasons for and against yourself and family setting off on a round the world sail, Justify relating to evidence selected from the text. Red: format provided Gr/Or: list reasons from two places Bl/Y: form contrasting sentences… begin with, “even though…” Read ch 2. In pairs. How does Mom feel about the trip and Dad’s ideas? What is the alternative? Why has Michael decided now to tell his story?2. Who are the members of Michael’s family?3. What do the family do together on the weekends? Can you describe how it makes them feel?4. Why do the family stop sailing?5. What is the atmosphere like in the house?6. What happened to Michael’s best friend?7. What happens to Michael’s father and why?8. What do you think happens next?9. Describe the father when they meet up again. What sort of mood is he in?