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

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.

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.

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.

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.

Planning to teach Shakespeare’s play. Great powerpoints. 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. List the main characters on the board, to include: The Capulets Juliet Lady Capulet (Juliet’s mother) Lord Capulet (Juliet’s father and head of the family) Tybalt (Juliet’s cousin and enemy of Romeo) Nurse (Juliet’s nanny) Paris (wants to marry Juliet) The Montagues Romeo

Short of ideas for year two Autumn term? Put my planning from different schools together. It’s all in the zip file. I’ve put some examples in the general upload but there is TONS more in the included zip file. Lots of different types of planning as my schools were all different. There’s lots of free stuff too that is adaptable e.g. year 1 work. Sample : Teacher to explain that they will be focusing their learning this week on an author called Beatrix Potter (in both English and Creative Curriculum). Teacher to introduce the story of Peter Rabbit to the class (PowerPoint- shared area). Teacher to pause shared reading at regular intervals to challenge thinking and AF reading skills. Q: Do you think this story is non-fiction or fiction? Why? – Group to discuss. Whilst reading, teacher to model how to break down tricky words using phonetic knowledge. Group to discuss the text together; thinking about the characters and setting. Teacher to scribe thoughts onto flip chart for class to refer back to throughout the week. Mild: I can recall the main characters from a given text and can describe them using appropriate adjectives. Spicy: I can use phonics to form a sensible sentence. I can add full stops and capital letters when writing a book review. Hot: I can sequence events of the story; identifying what happened in the beginning, middle and end. Extra Hot: I can write/draw a picture to show my favourite part of the story and can verbally give reasons as to why.

Short of ideas for year one Autumn term? Put my planning from different schools together. It’s all in the zip file. I’ve put some examples in the general upload but there is TONS more in the included zip file. Lots of different types of planning as my schools were all different. There’s lots of free stuff too that is adaptable e.g. year 2 work. sample : Today we are going to read ‘Titch’ together. Read Titch under the visualiser. Does this remind you something that has happened to you? Can children identify with the characters/settings and events? Discuss with talk partners and beach ball/bean bag ideas. Look at some cvc words; start with hen; who can spell this word on the IWB? What is the 1st sound? Get a child to write it down. Can you tell your talk partner some words that rhyme with this? Make a list. Robins/Bears [AA] Talk about how Titch might feel. Do they feel like that? Children to write sentence/s about how the children feel. Chicks/Giraffes [A] Talk about how Titch might feel. Do they feel like that? Children to write a sentence about how the children feel. Octopus [BA] Talk about how Titch might feel. Do they feel like that? CT/TA to scribe some sentences about how the children feel. Listen to sentences that children have came up with about the story. Can we suggest any other sentences about ‘Titch’. Teacher to scribe them on IWB and save them for later. Show chn the picture from the front cover of Lost and Found. Start up a discussion asking the question: Who are they? Depending on chns responses ask other questions – who, why, when, what, where, how. Show chn question hand – use this to remind chn of the types of questions we can ask. PUT HAND AND PICTURE ON WORKING WALL FOR CHN TO REFER TO. Model recording some responses to the questions asked on post it notes. Mild: Talk about the picture on the front cover Spicy: Think of questions that we could ask to find out about the story Hot: Share responses to the different questions asked Extra Hot: Write responses making phonetically plausible attempts. LA Activities Green MA Activities Orange and Red HA Activities Blue Adult pose a question about the picture. Adult to scribe responses on post it notes. Photograph for books. Chn to talk about the picture with partner- Chn to remember some of the questions asked earlier and write down their responses to the questions. Photograph for books. In pairs chn take it in turns to ask each other a question. Chn to write their responses on post it notes. Stick post its and a smaller version of picture in book.

Great worksheets from the last school I taught in. Write your own Greek Myth over the term. Perhaps a half term to keep it compact and snappy.

Gathered together some great ideas for guided reading and Independent reading. Flexible for all years. Get them doing tasks whilst you help different groups. example : During guided reading your teacher and teaching assistant(s) will be listening to different groups read, and work with children to improve reading and comprehension skills. There will often be one or 2 groups that will work independently. This sheet has lots of activities for you to complete if you are working on your own for the lesson. You can do the activities in any order, but you will need to tick them off and fill in the dates when you worked on the activities so your teacher can check them. You will need to keep your sheets in your folder – make sure you number your work with the activity number too! For most of the activities you will need either your current reading book, one you have read recently, or one you know quite well. Write a letter as a character in your book to either another character in your book, a new invented character or a real-life character. Write a letter from yourself to a character in your book. Write a letter to the author of your book – you could say what you like or dislike about the book, or give ideas for what else you would like included in the book. Have a go at drawing a map of one of the places in the story. See how much you can include and how much detail you can add. Pretend you are a travel agent and want people to visit the place in the story. Write a paragraph on what you would tell others. Re-tell an event from the story from another characters point of view. For example, if Jenny is visiting a haunted castle with her wimpy brother Joe, can you change it from Jenny’s point of view to Joe’s? Re-tell an event from the story as if you are a newspaper reporter and you are writing a newspaper article. Imagine you could interview a character in your story – what would you ask them? What would their replies be? Write your interview with your character. Set it out so you use 2 different colours for your questions and your character’s answers. Write the diary entry (or several) for a character in your story after something interesting has happened. Have a go at writing a second diary entry for a different character. Have a go at continuing the story after the end of the book. What might happen next?

100 sheets with answers. The sort of thing that’s good for eleven plus prep. Good for logical thinking.11+ Grammar School Letter Pattern Questions What do you call a rooster with a bad sunburn? A fried chicken. Find the next two letters in the pattern for each set of letters. Use the alphabet grid if stuck. KGOKS_ _ OW (- 4 + 8) QOMKI_ _ GE (- 2) KGPLU_ _ QZ (- 4 + 9) FHJLN_ _ PR (+ 2) HJLNP_ _ RT (+ 2) GFHGI_ _ HJ (- 1 + 2) VSPMJ_ _ GD (- 3) SXQVO_ _ TM (+ 5 - 7) ZXVTR_ _ PN (- 2) FILOR_ _ UX (+ 3

Planning and worksheets. Read chapter 3 and 4. Discuss the characters of Ruskin and Elvis. Do you like these characters? Explain. What do they look like? How do they move? Do they have friends/ family? What clothes do they wear? Discuss. Draw up a list of ideas. Task: To compare the characters of Ruskin and Elvis supporting your description with evidence from the text. Children to describe each character and complete an illustration. Children to check over their work and improve it. Discuss the comparisons they have made. Which character is the most interesting? Which do you like? Why? Highlight the WALT. Read p.27 ‘The playground was made of asphalt that sparkled in the sunlight like crushed diamonds on black velvet.’ Describe your school using images like this. The hall was… My classroom was… My teacher is… Task: Write a character description of Ruskin using the three shot camera frame. Model how to write the character description using the frame (use Elvis). Long shot, mid shot, close up and reveal.

Sample planning : Genre: Poetry Unit 2 – Classic/Narrative poems. Focus Texts: ‘The Highwayman’ by Alfred Noyes. ‘Maggie and the Dinosaur’ by Dave Ward.‘The Works’ (poetry anthology) by Paul Cookson. ‘The Puffin book of utterly brilliant poetry’ (Anthology) edited by Brian Patten. Prepare to share a narrative poem from an anthology: Maggie & the Dinosaur, p463 in The Works by Paul Cookson. Explain that an Anthology is a collection of poems specially chosen by a person: an anthologist. Highlight that Narrative poems are poems which tell a story. Point out that not all narrative poems have the same structure although each poem will probably have its own! They often have many verses just like a song, with each verse telling the next part of the story. Ask the children to respond to the narrative poem we shared. Which parts, lines & words did they enjoy the most? Did they like the way that the poem was read? Narrative poems are often long so they need to be read in a way that keeps the audience interested from start to finish. Just like a good story reader would make a story sound interesting. Children to be split into mixed ability groups of four and given copies of two poems: ‘Dave Dirt’s Christmas presents’ and ‘GreedyGuts’ both by Kit Wright. Ask the question: how can you be sure that you are looking at a narrative poem? They should decide which they would like to share with the class. How are they going to read it? Altogether, in pairs, individually on rotation? Allow each group time & space to practice for presentation. Groups to present their poems. Other groups to offer constructive feedback. Success Criteria: I know that a narrative poem is one which tells a story. I can contribute to a group activity, taking turns where necessary.

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?

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 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.

Lots of great planning for an exciting unit. Nice powerpoints. Sample : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?)

About a months work of year 5 Literacy planning. Some nice Roald Dahl stuff in there. sample : Recap on the children’s knowledge of poetry i.e. alliteration, similes, metaphors and onomatopoeia as the Iron Man is rich in poetic features. Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale? Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality. Focus: Characters WALT : To create a description of a character from a text. WILF: Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia). Use neat handwriting. Share sentences with the class and discuss the descriptions they have created. What type of character is he? What similes are used in the text?

Some great planning for Charlie Small Gorilla City. You get microsoft word documents. Plus Notebook files if you can play those. Sample : LO: I can investigate a character and list key questions. Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display. TA or other adult in school to enquire about these items and chn asked to ‘investigate.’ Teacher/TA to read note from Charlie – see inside book cover. In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s). Class share ideas. LO: I can identify author style and purpose. I can choose effective vocabulary to describe a character. Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie. Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis. With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent Charlie. Teacher or TA read pages 2-6. In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall. Extension: discuss the use and purpose of each item in the rucksack.