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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.

Short and sweet. Gives concise info on the Sikh religion.

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!

A poster on the great American artist.

Five powerpoints plus planning. I’ve converted the powerpoints to a pdf and you can download and have a good look. sample planning: Ask children to think about their literacy lessons – TTYP and name the important details that are needed in telling a story (e.g. time, place, characters and events). Ask children to the recall names of the four main Gospels. Do they all tell the same story? (Essentially yes but lead children towards idea that they are different versions of the same story). Use analogy of an incident occurring on the playground – would each child tell the same incident in the same way? No they would tell their version of the same event – some details and word choices would differ. Talk about today’s WALT and explain that we are going to be looking at some different Gospel accounts of the birth of Jesus Christ. Explain to ch that, in order to achieve their WALT, they will need to be comparing and contrasting everything which they read. Explain briefly that three out of the four Gospels deal with the birth or Christ; there are many similarities and many differences in the way in which the Gospels record and explain the event. For today’s lesson we are going to focus on Matthew’s Gospel and Luke’s Gospel. Children to have Bibles on carpet. Read the story of the birth of Jesus in the Gospel of Matthew Mt. 1: 18-2:23 and the Gospel of Luke Lk. 2: 1-14. Using the PPT ask, show children the following table: Details found only in Matthew’s Gospel. Details found only in Luke’s Gospel. Details found in both Gospel’ Discuss possible reasons for the differences in the two accounts. They are coming from two different people; points of view; written at different times but the basic story is the same. Briefly recap last lesson. Which two Gospels did we look at? Which story were we reading? Did both Gospels tell the story in

Loads of fun planning for Christmas around the World. Most is French. But a good chunk of German. And a nice sprinkling of Italian and Spanish. Highlights are short Christmas plays in French, German and Italian. And a lovely short Spanish powerpoint on the Nativity. plus fun songs, quizzes, powerpoints, games etc You get well over 100 files so great value. sample French play Petite pièce de théâtre pour Noël – Christmas play Personnages Trois bergers Un ange Les Trois Rois Mages Marie Joseph L’aubergiste Les animaux (enfants masqués) Un choeur Deux narrateurs Narrateur 1: Il est tard. Trois bergers gardent leurs moutons sur une colline. Berger 1: Brrr! Il fait froid! Passe-moi une couverture! Berger 2: Voilà! Berger 3: Regardez! Qu’est-ce que c’est? Berger 2: C’est une étoile? Berger 1: Ah non! Ce n’est pas une étoile! Berger 3: Aïe! J’ai peur! Qu’est-ce que c’est? Ange: N’ayez pas peur! Cette nuit, à Bethléhem, est né un enfant. Il s’appelle Jésus. Partez tout de suite et trouvez l’enfant! Narrateur 1: Alors les trois bergers partent. Ils vont chercher l’enfant à Bethléhem. Marie et Joseph arrivent à Bethléhem. Marie attend un enfant. Elle est très fatiguée. Marie: Je suis fatiguée, Joseph. Joseph: Trouvons une auberge. Narrateur 1: Marie et Joseph cherchent une auberge mais il n’y a pas de place à Bethléhem. Ils arrivent enfin à une petite auberge. Ils frappent à la porte. Toc, toc, toc! L’aubergiste: Oui? Je peux vous aider?

A couple of nice lessons on these Maths topics. Plus a little bit of spelling and formal and impersonal lessons. sample: LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean: Football team Goals: 0 4 8 2 2 2 0 4 2 4 Visits to the seaside this year: 0 6 4 12 2 4 8 6 10 8 SHOULD: 4. Science Assessment Scores: 22 22 10 30 36 Hockey Team Goals: 3 6 12 0 0 0 9 12 10 6 Visits to Cinema in a year: 12 16 8 24 4 12 8 16 12 4 CHALLENGE 8. Spelling Scores: 6 7 9 2 4 5 0 4 1 2 6 5 5 5 8 9 Number in Family: 4 8 4 10 12 6 4 6 8 6 9 7 LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: . Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean:

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 297 page pdf with Catholic RE planning. Suitable for years 4 and 5. Easily adaptable for personal use. Lots of references to the bible. Topics covered include Holy Week, Lent, Easter, Christmas, Advent, Creation, Baptism, Parables, Miracles etc There’s an assessment sheet that pupils can write on and insert into their books. sample: Explore with children words we might use to describe significant people in our lives and what they do for us (e.g. friend, parent, brother, etc.) l What words and statements would the children use to describe God? l Provide children with blank alphabetical word bank sheets to record words they would use for God. This activity could be done in small groups. l Share findings with the rest of the class and reasons for choosing certain words. l The Bible is a source of knowledge for Christians about what God is like. Explain to the children that in this unit of work we will be learning about some important images of God that we find in the Old Testament. l Recall some of the images of God that the children have suggested. Explain that an important image of God for Christians and indeed for the Jewish people is that of the Creator. l What does it mean to create something? What responsibility does this entail? L2 That every human person is made in the image and likeness of God and is called to reflect God’s love. l Know the story of the creation of human beings in the Book of Genesis. l Understand what being created in the image and likeness of God means. l Understand that human beings have similarities and differences that should be valued and respected by everyone. l Explore ways in which Christians can work to value other people, especially those who are different from them. l Research, discuss and write about the story of Creation of human beings and explore ways in which we can work to value other people especially those who are different from us.