This is an independent reading session in a round robin rotation. Six independent reading activities are provided which can be repeated for a different choice of non-fiction book in each iteration of a round robin. Introductions for each activity are also provided and are designed for the first two sessions of the activity. We re-cap non-fiction features and then model each activity before learners choose. Learners have a choice of:- • summarising sections; • locating key information; • writing part of a non-chronological report; • creating a glossary; or • writing an ‘inspired by’ discovery or invention news story. The session is aimed at children at an age 10-11 level (Year 6 in England and Wales). It is part of a unit based around a mission to Mars with Literacy, Maths and other Curriculum lessons planned. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson support; • main, groups with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • PowerPoint presentations to support teaching; and • consideration of, and reference to, different learning styles. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the fourth lesson in a unit based on a non-chronological report on Mars. In this lesson, we look at spelling and understanding the meaning of -shul words (-cial or –tial or -sial) in space transmissions. A starter re-caps key spelling terms. This is all in preparation for children to write their own report at the end of the unit. It is aimed at children at an age 10-11 level (Year 6 in England and Wales). The lesson’s context revolves around a mission to Mars and transmissions received back on Earth. It focuses on the need to use the correct spellings when receiving reports. Three short animations (from an astronaut’s first-person point of view) provide pre-lesson preparation (if required) to set up the context by landing on Mars. PowerPoints provide structure to discuss meanings and rules, highlight rule breakers, support a group and hold a plenary. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson options and information; • optional pre-lesson preparation; • starter, main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson are linked to Blooms taxonomy; • talk time suggestions; • PowerPoint presentations to support teaching; • differentiated group activities with extra ideas for early finishers; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson Plans and PowerPoints are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the lesson. An alternative streamlined PowerPoint is also provided. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is a use of a dictionary and thesaurus session in a round robin rotation of activities. We model searching for meanings and synonyms to improve space reports before learners are independent. Further modelling is provided for learners who need more support. The session is aimed at children at an age 10-11 level (Year 6 in England and Wales). It is the fourth session in a unit based around a mission to Mars with Literacy, Maths and other Curriculum lessons planned. Optional lesson preparation is provided to recap the features of the dictionary and thesaurus. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson support; • main, groups with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • PowerPoint presentations to support teaching; • differentiated group activities; and • consideration of, and reference to, different learning styles Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the third lesson in a unit based on a non-chronological report on Mars. In this lesson we group information from a transmission in space following the discovery of a new planet. A starter provides report maps to memorise and re-call two sections of the report (the atmosphere and climate sections). This is all in preparation for children to write their own report at the end of the unit. It is aimed at children at an age 10-11 level (Year 6 in England and Wales). The lesson’s context revolves around a mission to Mars, an encounter with aliens and a hasty escape to return home. On the return journey home, a transmission is received. This transmission needs to be turned into a report for mission control. Three short animations (from an astronaut’s first-person point of view) provide pre-lesson preparation (if required) to set up the context by landing on Mars. Another two animations then continue the storyline where we encounter the alien and escape. Modelled grouping is provided to support different abilities. There is also a link to an on-line lesson to support. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson options and context/storyline information; • optional pre-lesson preparation; • starter, main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson are linked to Blooms taxonomy; • talk time suggestions; • a PowerPoint presentation to support teaching; • differentiated group activities with an extra idea for early finishers; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson Plans and PowerPoints are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the lesson. An alternative streamlined PowerPoint is also provided. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is a guided reading comprehension (30 minutes) in a round robin rotation of activities. We use reading comprehension strategies to answer five questions on the first extract from the War of the Worlds text. The session is aimed at children at an age 10-11 level (Year 6 in England and Wales). It is the third session in a unit based around a mission to Mars with Literacy, Maths and other Curriculum lessons planned. Optional lesson preparation is provided to recap strategies. There is also support with a text background and tricky word explanation and meaning. Marking is also provided. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson support; • main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • PowerPoint presentations to support teaching; • differentiated group activities; and • consideration of, and reference to, different learning styles Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the second lesson in a unit based on a non-chronological report on Mars. In this lesson we memorise and re-call the second two sections of the report (the atmosphere and climate sections) in preparation for children to write their own report at the end of the unit. A starter provides report maps to memorise and re-call the first two sections of the report (the introduction and terrain sections). It is aimed at children at an age 10-11 level (Year 6 in England and Wales). The unit’s context revolves around a mission to Mars. To prepare for the lesson, a PowerPoint is provided with links to three animations (from an astronaut’s first-person point of view as he or she travels and lands on Mars) to make the report come alive. Report maps are provided (pictures and text) for children to memorise and re-call sections using movements, expression and actions. There is also a link to an on-line lesson to support with actions. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson information and context; • starter, main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • talk time suggestions; • PowerPoint presentations to support teaching; • mixed group activities with extra ideas for early finishers; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson. Plans and PowerPoints are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the lesson. An alternative streamlined PowerPoint is also provided. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the spelling introduction (30 minutes) to a round robin rotation of activities in future sessions. We concentrate on strategies to spell problem words, tricky words and words with the suffixes –tial or -cial. The session is aimed at children at an age 10-11 level (Year 6 in England and Wales). It is the second session in a unit based around a mission to Mars with Literacy, Maths and other Curriculum lessons planned. A PowerPoint is provided to recap strategies to spell problem and tricky words and introduce words with the suffixes –tial or -cial. There is also support in using read, sound, write, check to assess and learn spellings from a Fry sight word list by using a phonics chart to identify graphemes. Pictures and actions support identification of phonemes. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson support; • main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • PowerPoint presentations to support teaching; • differentiated group activities; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson. The plan and PowerPoint are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the session. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the first lesson in a unit based on a non-chronological report on Mars. In this lesson we memorise and re-call the first two sections of the report (the introduction and terrain section) in preparation for children to write their own report at the end of the unit. It is aimed at children at an age 10-11 level (Year 6 in England and Wales). The unit’s context revolves around a mission to Mars. A PowerPoint is provided with links to three animations (from an astronaut’s first-person point of view as he or she travels and lands on Mars) to make the report come alive. Report maps are provided (pictures and text) for children to memorise and re-call sections using movements, expression and actions. There is also a link to an on-line lesson to support with actions. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson information and context; • starter, main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • talk time suggestions; • PowerPoint presentations to support teaching; • mixed group activities with extra ideas for early finishers; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson. Plans and PowerPoints are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the lesson. An alternative streamlined PowerPoint is also provided. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).

This is the handwriting introduction (30 minutes) to a round robin rotation of activities in future sessions. We concentrate on the top e letter join using a theme park analogy for formation and join. The session is aimed at children at an age 10-11 level (Year 6 in England and Wales). It is the first session in a unit based around a mission to Mars with Literacy, Maths and other Curriculum lessons planned. In our Maths unit learners create their own diary on Mars to document mathematical findings and in our Literacy unit learners write their own non-chronological report on Mars. Short animations from an astronaut’s first-person point of view as he or she travels and lands on Mars are included in these units, making lessons come alive A PowerPoint is provided in this session with animated handwriting. We model letters and joins with learners joining in before an opportunity for independent practise. Different sizes of lines (with and without tracing) are provided using a sea, grass, clouds, sun analogy to support sizing. There is a lesson plan which includes: • suggested links to curriculums; • notes to provide lesson support; • main, groups and plenary sections with suggested timings (please change depending on your class); • sections of the lesson linked to Blooms taxonomy; • a PowerPoint presentation to support teaching; • differentiated group activities with extra ideas for early finishers; • consideration of, and reference to, different learning styles; and • independent activities that are planned to aim to allow the teacher to support or extend an assessment group within the lesson. The plan and PowerPoint are detailed and thorough to provide teaching structure, if needed, for the whole, or parts, of the session. Thankyou, Team Teaching Alive P.S.- See PowerPoints for any copyright info. P.P.S.- PowerPoints and PDFs are read only but there is no problem with any requests for changes (within reason).