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?

100 worksheets. 100 answer sheets. At least 10 questions per sheet. Pupils have to enter the next two numbers in the sequence. They get harder so that later sheets include decimals and 20 questions per sheet.

I’m now retired from teaching after decades in the classroom. I’d like to help the younger generation. One aspect I don’t miss in Sundays. Trying to fill in planning grids that were rarely used or looked at. What a nightmare! So I’ve put together my teaching plans etc from the various schools I was in. The zip contains loads. I’ve put a sample in the ordinary download to give you a flavour It’s mainly to do with Kensuke’s Kingdom. But there’s othet stuff too included for free. There’s stuff on Dolphin Boy, Butterfly boy etc. Feel free to adapt for your planning grid. Sample planning : Recount one event from holiday. Note features and language patterns to list. Chronological, time connectives, 1st person, past tense, personal views. Write a recount for the Easter holiday. Individual revision task. Focus on organization and links using temporal connective phrases. Personal views. 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? 1. 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? Read chapter three. List examples of each character’s feelings. How do Mom and Dad’s feelings compare. When Michael and his family first set sail, how many miles a day do they want to do? How many miles a day do they actually do? What game do Michael’s parents play? What do they eat? What creatures do they see off the coast of Africa? In November they went to Brazil. Where did they stop? What did Michael do in Brazil? What did they do on Christmas Day? Describe, in your own words, the incident with Stella Artois. Record the incident with Stella as a personal diary entry. Refer to events in the chapter. HA: personal style to include worries for the future. MA: Organise into paragraphs with links LA: use ed-ing-ly openers. You get 8.7 mb of stuff so that’s good value imo. In it are lesson plans, powerpoints, questions etc. Enjoy your Sundays!

Taught P.E. for ages at Primary school. Gathered together all my lesson plans. Especially useful for non experts. People are often assigned P/E. to fill in their timetable. example planning : W/B: 5th January (Hares) 12th January (Badgers) Session 1 – Netball LO: To explore a variety of netball passes • I can talk about the game of netball • I can name 3 types of netball pass • I can pass and catch accurately (using a W) • I can apply my passing skills to a game of “piggy in the middle” Key Skills: catching, passing, footwork. Resources: Video clip, Netballs (WILL NEED BLOWING UP), Bibs marker cones http://www.youtube.com/watch?v=nzj00otJCKA Show the children this netball clip in the classroom. What do you notice? • Can players move with the ball? (no) • Can they turn when they have got the ball? (pivot on the ball of your foot) • What types of passing do you notice? • How do players get the ball? How many players are there on a netball team? 7 – centre, wing attack, wing defence, goal attack, goal defence, goal shooter, goal keeper. Draw a sketch of the court – only those with a “g” in their name can entre the semi circles at their respective ends. Why do we need to warm up? (talk to a partner, then share) Warm up – Stuck in the Mud. Emphasise the importance of stopping still when you’re tagged as when you catch the ball in netball you cannot move. Teacher demonstrates chest pass. Children should have wide hands to grip the ball. They hold the ball close to their chest and push the ball using power from their arms to their partner’s chest. Children to get into 3s. 2 children to pass, the 3rd to coach/support then swap around. Ext: Ask pairs to move further away. Support: Get pairs to move closer together. Teacher to stop children where they are. Explain that when we want to catch the ball we should show a ‘W’ target with our hands. Children to practise passing again, but also focussing on catching technique. Teach children bounce pass. Explain to the children that the bounce pass comes from the stomach and gets passed to their partner’s stomach. The ball should bounce just slightly over half way between pairs, slightly towards the person receiving the ball. Children given time to practise the bounce pass in their 3s. Teach children shoulder pass. Emphasise that this is NOT a football pass, it comes from the shoulder and as the arm is extended the ball is pushed over the opponent. Children given time to practise this as well as the other passes they have been taught. Passing practice 1: In pairs, children place a cone where they are standing and another cone approximately 1m either side. Now the other child passes the ball to one of the outside cones. Children start on the original cone but have to move to receive the ball (don’t know which way they are moving until their partner passes the

A great collection for teaching this interesting topic. You get powerpoints and planning. Sample : Punctuate sentences accurately, including using speech marks and apostrophes. Use commas to mark clauses. Group and classify words according to their type and meaning. Read a variety of texts, commenting on the author’s choice of vocabulary. Construct sentences which are punctuated correctly; including the use of commas, speech marks and apostrophes. Use a range of connectives to join sentences. Experiment with complex sentences. Whole Class Shared Learning Discuss pronouns (homework) Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go. Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb. e.g. The black horse galloped elegantly along the beach. Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns). Children to name a range of punctuation – I record on the board (I do not add to it at this point). Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time. Children to have a variety of sentences to up level punctuation on their whiteboards. Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick? Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions? Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’. Model the task. Use PPT to study speech punctuation. Use the pictures from ‘The Mysteries…’ to write some possible dialogue. Model possible conversations, including synonyms for said and adverbs plus adverbial clauses. With correct punctuation. Look at some of the pictures from ‘The Mysteries …’ Think / discuss some of the characters in the pictures. Use adjectives to describe them – give them names. From the pictures come up with verbs to describe what they are doing then add adverbs and adverbial clauses.

108 cloze exercises on Aesop’s Fables. Great for Literacy lessons. Gives lower ability pupils confidence. The Cloze worksheet is a standard exercise for improving students’ understanding of word context. The student then fills in the words on the worksheet based on an understanding of the sentence and the list of potential words removed from the text. The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information.

My planning for teaching Matilda in Year 6. Nice planning and powerpoint. Great to adapt for your personal planning. sample planning :

My planning and worksheets from various schools on Divali and associated themes. Lots of ideas you can hone. Colourful powerpoints you can show and add material to. sample To use skimming and scanning skills to read information texts and identify the main features in structure and language. I can identify the features of an information text. I can create subheadings for my information text. I can choose relevant information for my note taking. Starter: Go over what skimming and scanning skills are with the class. What is the difference between fiction and non-fiction texts? Think of as many features as you can. Introduction: Explain that by the end of the week we will be making some informative leaflets, however, we must first research what we would like to include within our leaflets. What is an information text? What does it do? Look at the leaflets on your tables. Create a checklist as a table. Introduction (what is the text about?) Each paragraph is a main idea. Sub headings Questions to make the reader think Use formal and impersonal language. Talk about ‘people’ and ‘they’. Try not to use personal pronouns, such as I or me. Stick to the facts Some descriptive phrases Conclusion to sum up. Diagrams Technical vocabulary Text boxes Present tense Third person This will be used later on to inform them of their own structure and design for their leaflet. Move onto Diwali and researching the topic: What do you already know about Diwali? Let’s share our ideas. What questions do we want to know the answers to? Today, you are going to start your research for your information text on Diwali. Think of a title Think of your sub headings (nice to have a question) Collect your notes (what skills will you be using? Skim, scan, note). Collect diagrams (make notes as to where they are) Chn to be given a grid to write their four question on that they will then research. In your notes: Get as much technical vocabulary as you can. Get as much information as you can. Main: To collect notes for your information texts from iPads. Look at Kidrex. Including videos

Some nice little lessons on the Road Dahl classic plus some great powerpoints. sample : Support for spelling Count the syllables. CT will remind children what a syllable is and provide a list of words on the board. Children will count how many syllables there are and record on their whiteboards. CT will provide children with three types of chocolate (number 1, 2 and 3) and a blind fold. In pairs one child will be blindfolded and the other will pass the chocolate for the children to try. Children will watch a clip of Willy Wonka from the film ‘Charlie and the Chocolate factory” CT will review the features of a formal letter: Address in top write hand corner Date (on left) Greet using the persons formal title Introduce yourself State the reason you are writing Lots of connectives Persuasive techniques Close the letter with ‘Yours Sincerely’ Formal language Children will write a business letter to Mr Wonka persuading him to make their chocolate bar. Sentence types Children will work in pairs; one as an instructor and one as the listener. instruct listener to walk to cone on playground. Imperative verbs – CT will explain that children will have just used lots of imperative verbs which are ‘bossy verbs’. CT will display sentences on the board and children will need to change them into an imperative sentence. CT will display a set of instructions and children will suggest features including: • A goal • List of equipment • Time connectives • Present tense • Imperative verbs • Numbered steps • Short, clear and direct sentences • Picture of finished article Children will then create a set of instructions for making the rocky road bites,

I have designed 100 worksheets on calculating area and perimeter for primary school children. There is a wide variety of difficulty. Some sheets just require area, some perimeter, some a mixture of the two. In some rectangles are used, others have triangles. You can use your professional judgement to choose the appropriate sheet. Answer sheets are provided for all worksheets.

Please check out my bundles which provide great value. 1000 questions on division. Great for calculator use. Answers provided. Pupils divide a three digit number by a 2 digit one.

Great planning and powerpoints on this fascinating topic. sample : Speaking • Tell a story using notes designed to cue techniques such as repetition, recap and humour Drama • Reflect on how working in role helps to explore complex issues Understanding and interpreting texts • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured Creating and shaping texts • Reflect independently and critically on their own writing and edit and improve it • Experiment with different narrative forms and styles to write their own stories Sentence structure and punctuation • Adapt sentence construction to different text-types, purposes and readers • Punctuate sentences accurately, including using speech marks and apostrophes Understand, analyse and compare several ‘visual texts’. Comment on the technical parts of a visual text. Write a review using correct format and language. Whole Class Shared Learning Guided and Independent Activities: Start to understand what is meant by a ‘visual text’. What do we know so far about narrative writing? Create a list of facts to add to working wall including: fictional, dialogue, opening etc. Explain to the children briefly, that they are going to watch a short, animated film, entitled ‘The Piano.’ Explain also that there is no dialogue or narration; it will be up to the children to decide what the film is about, to answer simple questions, raise some of their own and provide their own explanations for what they see. Tell the children that they’re going to watch the film, quietly and without comment at first. Then, watch ‘The Piano’ by Aidan Gibbons. Model completing thinking feeling and speech shapes linked to the narrative.

This is a zip file containing Literacy planning for a year 5 class (Autumn term) It consists of 14 short term plans I designed. There is one Literacy lesson per day. You will get 14 Microsoft Word documents. They are based on the Greek myths. I’ve also included for free some extra teaching materials that you can use. I’ve included too 3 medium term plans , one for each term). These cover plans and ideas not just for Literacy, but other subjects as well. I’ve also included an extra week from the next term. Feel free to use it to plug any gaps. This will help you do your own planning. Feel free to cut and paste into your own school’s plans. Ideal for someone who had to do a term’s supply like I had to do. Please bear in mind: every school is different. My plans assume you have the aide of a TA, but this is not essential. There is no differentiation in the planning. Everyone does the same thing to the best of their ability. you may want to add your own detail. These are short term plans remember. I have used walts and wilts. Your school may do something different. A very few number of weeks have a small gaps for things like tests and inset days. Use the extra week one planning for the next term (included for free) if you wish.

For all years 1 to 4 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. N.B. You will need to spend some time organising as I am retired. Also not a great deal of year 2 stuff. If you want superorganised stuff, please look at my RE powerpoint stuff, sample planning : Learning and growing as the People of God: Short-term Planning Unit I – Easter Most children will know that the four Gospels contain accounts of the Resurrection of Christ. They will be able to understand the transforming effect this had upon the disciples. The children will know that the Ascension reminds Christians of the promise of Christ to remain always with them. Less able children will be able to recall parts of the Resurrection story from some of the Gospels. More able children will have a greater understanding of the importance of the Resurrection for Christians today and of their belief in the presence of Christ in the Church and in their lives. Start date: Finish Date Additional details including groupings, differentiation Vocabulary and Key Questions Resources Prayer Revise with children previous learning about the Church’s celebration of Easter. Recall that it is a season of fifty days and revise some of the colours and symbols of the season that are used in the Church’s liturgy. Activity: In groups - give children the colours and the symbols to match. White Easter light innocence purity joy triumph glory Red Feasts of the Lord’s Passion, Blood and Cross the Passion blood fire God’s Love martyrdom Palm Sunday Purple Good Friday penance humility melancholy Gold Easter joy Children to read one of the four Gospel accounts of the Resurrection: Matthew 28: 1-15, Mark 16: 1-17, Luke 24: 1-43, John 20: 1-21 Group Activity: Must - Highlight the words and actions of the disciples and the women and the words and actions of Jesus. Should/Could -Create a resurrection appearance table. Include in the headings: What the disciples were doing, what they saw, and what Jesus said and did. (Use the above Gospel accounts to fill in the table). Plenary: Children to imagine that they are about to meet somebody who had never heard of Jesus before. What would they tell this person about the resurrection? What would be the most important information that they would need to pass on? What were the words and actions of ____ at the resurrection of Christ? Markers Remind the children that prayer time is an important opportunity for us to recognise the presence of Jesus in our lives. Provide moments for silent prayer. Use music and appropriate Easter focus, Use the Resurrection and Ascension stories during Collective Worship. Other links/Homework

Great planning for year 5. Plenty to keep you going for three solid weeks. Powerpoints, planning, worksheets etc etc The zip has the lot. I have put up some on the ordinary download so you can look. Sample planning : Genre: Narrative Unit 3 – ‘Stories from other cultures’ Focus Texts: ‘Abela’ by Berlie Doherty (class reader), ‘The day of Ahmed’s secret’ by Florence Parry Heide, ‘Stories from around the world’ Usborne books. Objectives Primary Framework Phase 1 • Create roles showing how behaviour can be interpreted from different viewpoints • Know and apply common spelling rules • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured • Experiment with different narrative form and styles to write their own stories Adapt sentence construction to different text-types, purposes and readers Punctuate sentences accurately, including using speech marks and apostrophes. Learning/Writing outcome for unit: Write a story from a different character’s point of view. Reflect on writing critically and edit it against success criteria. LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: M Understand and use the word ‘culture’. Begin to recognise the features of a story from another culture. Show the words ‘narrative’ and ‘fiction’. Children to TTYP and talk about what they mean. Come back together and elicit that they are words for ‘story’. We are going to be studying a narrative unit for two weeks. Briefly recap the five structural features of a story. What types of stories have we studied so far? (Myths, legends and stories by a significant author). Show the word ‘culture’. Children to TTYP and discuss. Come back together and explain that a culture refers to “the attitudes and behaviour that are characteristic of a particular social group.” Emphasise that we are not necessarily talking about different religions or even other countries – there are a lot of different cultures even within one country. Lead to class discussion. Provide children with copies of ‘The Day of Ahmed’s Secret’ – explain that this story is from Africa. Ahmed lives in a city called Cairo – the capital of Egypt. Show on a map. Have we heard anything about Cairo in the news recently? Read half of the story and then challenge children to discuss on their tables: The features of the story. Their predictions about Ahmed’s secret. Come back together, read the rest of the story and discuss. How is Ahmed’s life different from your lives? In his culture it is perfectly normal for children to be working very hard and taking over the family business from his Father. What does his pride at being able to write his own name suggest about his level of education? About his place in society? Create a working wall list of features to include: Capital letters used at the start of each sentence and full stops at the end.

Nice planning : sample : Read 3/4 Pie Corbett poems (see list below this plan or plan resources) – NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary – the use of adjectives and descriptions, metaphors or similes eg ”I heard the paving slabs groan as they muscled for space.” (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Easy Give chn a selection of Pie Corbett poems. Model reading a couple to the chn. Discuss what was similar or different in terms of the subject matter. Chn to then read some more poems in pairs and start to sort them into groups that are similar and why. Stick the similar poems onto A3 paper and make rough jottings about why they are similar. TD Medium/Hard Work in pairs or 3s. Take turns to pick a Pie Corbett poem and read it out loud to rest of group. Repeat this until lots of poems have been read. Provide highlighting pens & poetry checklist (plan resources) to guide their discussion. Ask chn to go back over each poem carefully & highlight any language that makes the poem interesting eg adjectives & descriptions. Give chn the metaphor & simile example sheet (plan resources) to refer to and see if they can highlight any of these in another colour. Make sure chn annotate their highlighting with their own comments. Is there anything linking these Pie Corbett poems together? Does he repeat any language techniques? Finally they look at the style of the poems. Is there a regular rhythm in the poems? Do they use speech?

Great planning. sample : Key Questions Teaching Show the children the PowerPoint ® about different sentence types. Ask the children to give some examples of sentence types that we use in own writing. Remind the children of the BOYS and 2A sentences. Write suggestions down. Ask could we extend these sentences, giving more detail? Model how we might come up with a simple sentence – ‘I walked into school’ – and add another simple sentence to give more detail. Tell pupils this week we will be focusing on flashback stories. Ask children what does it mean to flashback? Ask pupils if they can recall the main stages of a narrative. Put up mixed words on board. Can pupils recall the order? Opening Build up Dilemma Events Resolution End Tell pupils effective flashback stories often open in the middle of action. This week we will focus on how to write an effective flash back opening. First we are going to explore a possible story plot. Today’s lesson we are going to look at a picture still and pupils are going to work in pairs to work out what is happening / happened. What does it mean to flashback? How should a narrative be structured? Why is this a good structure? Tell pupils there are two ways to start an effective flashback story opening. We can use a 3-ed sentence or an If… If… If… sentence. This week we are going to explore 3-ed sentences. The technique we are going to use is called the Cliff hanger 3-ed sentence. First part of our lesson we are going to look at just the 3- ed sentence. Explain to the pupils, -ed sentences describe a characters emotion/feelings. The sentence starts with 3 adjectives which end in –ed. Eg. Frightened, confused, amused. Show another still picture from ‘Holes’. (see slide 2 of PPT). Ask children to write as many adjectives ending in ‘ed’ as they can think of to describe the scene. Together, use these adjective and come up with a 3-ed sentences to describe this scene. E.g. Disgusted, puzzled, repulsed, he held the shoes away from his nose. Children now to generate their own using the words. Now show slide 3. Children to generate 3-ed sentences. Which words best describe the image? Why? Which sentence is the most effective? Why? Would changing the order of the adjectives make it sound better/worse? Why?

A freebie. If you like these I have 100 for sale in my shop. I have designed 5 worksheets on Money and Shopping for primary school children. I have used a variety of items, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets the total cost. e.g. a milkshake costs £2.90 a hot dog £1.65 How much would 2 milkshakes and 3 hotdogs cost? There is plenty there to reinforce the work done in the classroom. Good for extra homework or additional work for the bright ones. Answer sheets are provided for all worksheets.