This is a three-week planning sequence, following the planning from the Literacy Tree website, using the text The Dragon Machine by Helen Ward, in which children are initially engaged by noticing a dragon tail and then by going on a dragon hunt across the school. Children then create a guide, exploring descriptive and positional language. They engage with the main character in the story’s thoughts and emotions through letter writing. Throughout the sequence, children explore a number of grammar skills including prepositions, prefixes, suffixes, expanded noun phrases, verbs and adverbs. Their final outcome is an extended ‘dragon machine’ story. Detailed Smart Notebook lesson slides are included together with resources for each lesson as needed. It is advisable to have the planning from the Literacy Tree.

This is a sequence of four history lessons based on children in mining. It is aimed at year 2 children but can be adapted to cover other year groups. There are detailed Smart Notebook slides together any resources needed for each lesson. There is also the planning overview included. The sequence of lessons are: To know what a mine is and why it is important in our local area (Grimethorpe Colliery); To find out what coal was used for; To learn about the jobs that children did in the mines. To know that a law was passed to stop woman and children from working in the mines. To recount events from the past. This sequence begins by looking at a local area (Grimethorpe) and goes on to look at what coal was used for. The main focus of this learning is about the jobs that children did in the mines. A planned trip to the Mining Museum would make the learning come to life as the children will see and feel what it was like down a mine as a child. The final lesson is an extended piece of writing about life in as a miner where a booklet (Word document) has been provided for the children to write in. There are video links within the slides and I have shown where the links are by putting ‘click here’ at the side of the picture.

This is a three week planning sequence (year 2) for The Minpins by Roald Dahl following the planning from The Literacy Tree. The children begin by engaging in the themes of the story by talking about danger and what they are allowed and not allowed to do, imagining gruesome consequences if they don’t follow instructions! The children will explore The Minpins and create character descriptions (for their own monsters and The Minpins themselves), retellings of key events, reports about The Minpins and eventually writing a new chapter. Lots of grammar skills covered within the sequence such as writing commands, noun phrases, suffixes, verbs, tense, possessive apostrophes and conjunctions. Detailed Smart Notebook slides for all lessons and resources are also included for each lesson. It is advisable to have the planning from the Literacy Tree.

This is a planning sequence for The House Held up by Trees by Ted Kooser, illustrated by Jon Klassen. These slides are made by following the planning from the Literacy Tree website. It is advisable to have this planning to fully understand the context of the slides. Children explore the themes of the narrative and produce descriptive non-fiction writing in different forms such as writing the life-cycle of seeds, seed packets, estate agents and newspaper reports. The objectives covered are: To write instructions; To create noun phrases; To create adverts from adjectives; To use conjunctions; To sequence events; To use co-ordinating conjunctions; To write in the present tense. Included are detailed Smart Notebook slides with objectives, detailed learning, task and plenary. Lesson notes provided for some of the slides so you know the thought process behind the slides and to model the writing task. Also included are resources/worksheets where necessary although there is an expectation that children should write straight into their books. SEND resources are included to enable them to record in their books, for example sentence starters/writing frame.

This is a two-week planning sequence using planning from the Literacy Tree Website, using the text, If All the World Were by Joseph Coelho and Alison Colpoys. The children begin by responding to, What is…? questions, in the form of statements to create a kaleidoscope of memories. Then they share the text before inferring a character’s feelings and then writing in role. A letter from the main character is sent to the class, to which the children respond giving advice. Children then draw upon ideas in the text to think about special objects, creating noun phrases for each. They then apply this idea into a nonnarrative poem with a focus on drawing upon the author’s language. Finally, after watching the author read one of his pieces, they prepare their poem to read out loud and do so to an audience. Due to this book tackling the often taboo subject of death (of a grandparent) you will need to think carefully how to deal with this for your own class. However, written outcomes are about using memories (not necessarily of lost loved ones), love and the beauty around us to develop resilience and the ability to express and deal with difficult feelings in a positive way. All notebook slides are included for each lesson along with resources as necessary. Grammar skills are taught throughout the sequence including use of the correct form of very, questions and statements, inference, commands, use of the conjunction because and suffixes. It is advisable to have the planning from Literacy Tree.

This is a three-week sequence, following the planning from the Literacy Tree website, in which children receive a letter from the library to say that a book they borrowed is now overdue (the letter found at the back of ‘Wolves’. Taking the book back to the library, they meet a fairytale character (adult in role), either Goldilocks or one of the three little pigs. The character explains that there are all sorts of ‘rumours’ flying around about wolves. Some people are saying they are good, others saying they are bad. Character asks children to help them find out what is fact and what is fiction and if they can create a leaflet that will educate the townsfolk about. This is a complete sequence with detailed Smart Notebook lesson slides and resources for each lesson. Lots of grammar skills taught throughout the sequence including adjectives, conjunctions, nouns and paragraphs. It is advisable to have the planning from Literacy Tree.

This is a three-week sequence, using the planning from the Literacy Tree website, for The Great Fire of London by Emma Adams and James Weston Lewis, in which the children explore London in the present and the past, through the story of the great fire. Children compare the London of today and the London of 1666, using past and present tense. A sense of audience and purpose is heightened as children write a spiel for a tourism event and write a blurb for the Museum of London’s Great Fire exhibit. They explore the cause of the fire and create warning posters in role as King Charles II. Drama is used throughout to explore the experiences of Londoners during the fire and children create speech bubbles and diary entries. Children also role play being in the King’s Council and make speeches giving King Charles II advice on what to do to combat the fire. Children also write certificates to give out to brave Londoners in a royal ceremony. The class will create their own mini–London Museum in class to publish and display their work. Smart Notebook slides for each lesson are provided along with lesson resources where necessary. A picture of the working wall display I did is included for ideas. Grammar skills are taught throughout this sequence including sentence types, tense, suffixes and time adverbials. It is advisable to have the planning from Literacy Tree.

In this three-week planning sequence, using the planning from Literacy Tree, children use three different versions of Goldilocks for three different, but connected writing outcomes. Children initally familiarise themselves with the traditional version of the tale, using Lauren Child’s version and identify the elements of a traditonal tale whilst identifying adjectives to describe the character of goldilocks that they then use to create a ‘Wanted’ poster that will be displayed around school. In the next part, children explore the text of Me and You by Anthony Browne where pictures are used to provide a context for why Goldilocks appears at the three bears’ house. This is a more sympathetic view and the children are asked as an outcome to tell the story from her perspective. In the final part, children write a sequel to the original story, where Goldilocks and the bears meet many years later and they role play and imagine conversations and then look at a published sequel called Goldilocks and Just the One Bear by Leigh Hodgkinson. All Smart Notebook slides for each lesson are included and all resources where necessary. Grammar skills are taught throughout. It is advisable to have the planning from Literacy Tree.

This is a three-week planning sequence, following the planning from the Literacy Tree, in which children will look at the book The Bear Under the Stairs and use it as a model to write letters from the main character to the bear and back. Children write their own story of a child who is scared of something that might be in the house. Children write a comparison between real bears and toy bears. It also covers grammar skills such as sentence types, homophones and using the conjunction ‘but’. Detailed Smart Notebook slides are included for each lesson and all resources are provided including teacher notes for modeled writing. It is advisable to have the planning from the Literacy Tree.

This is a three-week planning sequence using the planning from the Literacy Tree website. This text explores issues of conservation and starts to explore whether we can escape the issues that endangered animals face on a day-to-day basis. Children create fact files on endangered animals as well as writing short persuasive pieces on why we need to save a particular endangered animal. Children will be able to identify how a sentence is formed by its grammatical structure as a question, a command, a statement or an exclamation. Children will be encouraged to edit work, being aware of tense and word choice. Word classes (nouns/verbs/adjectives) will be referred to throughout. Detailed, interactive Smart Notebook slides are provided and lesson resources where necessary. It is advisable to have the planning from Literacy Tree.

This unit covers the objectives from the National Curriculum for maps. Included are detailed Smart Notebook Slides including lesson objectives, detailed learning, modeling of task, success criteria and plenary. Differentiated resources for each lesson are included. The objectives covered are: To be able to use compass points to navigate around a map. To use aerial photographs and plan perspectives to recognise and create landmarks. Use simple fieldwork and observational skills to study the geography of the school and surroundings. To devise a simple map and use and construct basic symbols in a key. To design a map, referring to key human features. For two of the lessons, I have used an aerial map of the area Grimethorpe but you can easily replace this with an map of your local area.

This is a sequence of lessons covering Florence Nightingale aimed at KS1 but can be adapted to cover other year groups. Included are detailed Smart Notebook Slides for each lesson as well as all resources and worksheets. The objectives covered are: To find out who Florence Nightingale was and when she lived. To find out why Florence Nightingale went to Scutari and what hospital conditions were like when she got there. To find out how Florence Nightingale improved the conditions at the Scutari hospital. To find out about Florence Nightingale’s later life. To identify similarities and differences between medical care now and in Victorian times. To be able to order and summarise events in the life of Florence Nightingale.

This is a sequence of lessons for the year 2 science unit Everyday Materials. Included are detailed Smart Notebook slides along with a unit overview and differentiated resources for all lessons. The lesson objectives are: To be able to identify a variety of materials and sort them according to a variety of criteria. To be able to identify natural and man-made materials. To identify that some materials can change shape by squashing, bending, stretching and twisting, and others cannot. To identify the suitability of metal and plastic for a variety of purposes. To identify different products that can be made from wood and their features and purposes. To identify different materials that are used for the same product. To identify material inventions and discoveries. I have included differentiated worksheets for all lessons but I have also included, for some lessons, an alternative if you prefer not to have everything worksheet based.

This is a sequence of lessons for the year 2 science unit Animals Including Humans. Included are detailed Smart Notebook slides along with a unit overview and differentiated resources for all lessons. Extension activities are also provided for some lessons. The lesson objectives are: To find out about the offspring of a variety of different animals. To find out about the different ways in which animals reproduce. To explore how humans grow as they get older. To find out what animals, including humans, need to survive. To explore the environment as a factor of survival for animals, including humans. To find out how to eat a healthy, balanced diet. To find out why exercise is important to keep our bodies healthy. I have included differentiated worksheets for all lessons but I have also included, for some lessons, an alternative if you prefer not to have everything worksheet based.

This resource has three lessons based on the book The Night Pirate for year 2. Included are detailed Smartboard notebook slides for three lessons. The first lesson is all about making predictions, the second lesson is about writing in the first person and retelling the story from another character’s point of view. The final lesson is about speech, mainly writing in speech bubbles but to extend more able to use speech marks. I have made a booklet using Microsoft Word for lesson three for the children to either write speech bubbles or use speech marks.

This is a two-week sequence for The Day I Swapped my Dad for Two Goldfish by Neil Gaiman aimed at Year 3. These slides are made by following the planning from the Literacy Tree website. It is advisable to have this planning to fully understand the context of the slides. Children will get to read and discuss the story, identifying the different characters and their voices by using dramatised reading. The book will be used throughout to identify the features and conventions of written dialogue and use of speech marks, which children will draw upon to write their own missing scenes from the book. Children will consider the story from the perspective of Dad and write a diary entry in role. The sequences culminates in children using the cliffhanger at the end of the book to write their own sequel using the structure of the original story to plan and write their own. The objectives covered are: To use a conjunction; To understand dialogue; To punctuate direct speech; To use apostrophes; To write a missing scene; To write a diary entry; To retell a story; To plan a story; To write the opening of a story; To write the middle part of a story; To write the ending of a story; To evaluate, edit and improve my writing. Detailed Smart Notebook slides are provided for each lesson, including objective, detailed learning, modeling opportunities, task explanation, success criteria and plenary. Resources are provided where necessary. There is an expectation that children write directly in their English books so worksheets have not been made but there are resources for SEND/LA, for example, sentence stems, structure of writing, visual aids etc.

These detailed Smart Notebook slides have been created to run alongside the planning from The Literacy Tree. It is advisable to have this planning to fully understand the context of the slides. This whole class reading unit has 15 lessons and is based on the brilliantly funny story Bear and Rabbit. The story is about a rabbit and a bear who discover that things are always better when they’re shared with a friend. It is created for a year 2 class but can easily be adapted for other year groups. Bear wakes up early from hibernation. If she can’t sleep, then at least she can make a snowman. Rabbit has never made a snowman, but he definitely wants to make one that’s better than Bear’s. But with an avalanche and a hungry wolf heading his way, Rabbit soon realises that it might be nice to have a friend on his side. From novelist and playwright Julian Gough, and the winner of the Roald Dahl Funny Prize, Jim Field, this is a tale of friendship, gravity, and just a little bit of poo. Each lesson begins with a focus - Retrieve, Vocabulary, Infer, Predict, Sequence. New vocabulary is explicitly taught and is included on the slides at the start of each lesson. These slides are detailed but it is advisable to have the planning to use alongside them. Children are expected to record their ideas in their reading response books. Resources are provided for each lesson. I have used the font Sassoon Primary Infant but this can easily be changed if you haven’t got that font installed on your laptop.

These detailed Smart Notebook slides have been created to run alongside the planning from The Literacy Tree. It is advisable to have this planning to fully understand the context of the slides. This whole class reading unit has 12 lessons and is based on the text A Book of Bears. It is created for a year 2 class but can easily be adapted for other year groups. Children will learn all about the eight different bears of the world, their likes, their homes and more. Who is the best climber and who is the fastest at catching fish?Each lesson begins with a focus - Retrieve, Vocabulary, Infer, Predict, Sequence. New vocabulary is explicitly taught and is included on the slides at the start of each lesson. There are click and reveal parts to some of the slides so look carefully! These slides are very detailed but it is advisable to have the planning to use alongside them. Children are expected to record their ideas in their reading response books. Resources are provided for each lesson. I have used the font Sassoon Primary Infant but this can easily be changed if you haven’t got that font installed on your laptop.

These detailed Smart Notebook slides have been created to run alongside the planning from The Literacy Tree. It is advisable to have this planning to fully understand the context of the slides. This whole class reading unit has 12 lessons and is based on the story Too Small Tola. The story is about a little girl and her family who live in Nigeria. It is created for a year 2 class but can easily be adapted for other year groups. Each lesson begins with a focus - Retrieve, Vocabulary, Infer, Predict, Sequence. New vocabulary is explicitly taught and is included on the slides at the start of each lesson. These slides are detailed but it is advisable to have the planning to use alongside them. Children are expected to record their ideas in their reading response books. Resources are provided for each lesson. I have used the font Sassoon Primary Infant but this can easily be changed if you haven’t got that font installed on your laptop.

These detailed Smart Notebook slides have been created to run alongside the planning from The Literacy Tree. It is advisable to have this planning to fully understand the context of the slides. This is a three week whole class reading unit based on the amazing text Cakes in Space. It is created for a year 2 class but can easily be adapted for other year groups. Each lesson begins with a focus - Retrieve, Vocabulary, Infer, Predict, Sequence. It is advisable to have the planning to use alongside these slides. Children are expected to record their ideas in their reading response books. Resources are provided where necessary.