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Two teachers from London hoping to help others to reduce their workload and ensure outstanding teaching in every lesson.

Two teachers from London hoping to help others to reduce their workload and ensure outstanding teaching in every lesson.
Year 3/4 'I was a rat' by Philip Pullman 4 Week unit
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Year 3/4 'I was a rat' by Philip Pullman 4 Week unit

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Year 3/4 Power of Reading - ‘I was a rat’ by Philip Pullman 4 Week unit A boy turns up on the doorstep of an elderly childless couple claiming that he was a rat. The boy is subsequently questioned by the Philosopher Royal, kidnapped and put in a freak show, and the whole process eventually leads to a courtroom where his life is in danger. Aspects of the tale appear on pages from a newspaper ‘The Daily Scourge’, as does the story of the recent ‘fairy tale’ marriage of the Prince and his bride Aurelia (aka Mary Jane). The link between these two stories unfolds in the book’s climax. An adventure in which humour is conveyed through the use of language and characterisation, but which also has a darker side if readers stop and consider how opinions can so easily be formed by the media. Writing Outcomes: Writing in role Diary writing Newspaper writing Persuasive writing Letter writing Overall learning aims of this teaching sequence: To engage children with a story with which they will empathise. To explore themes and issues, and develop and sustain ideas through discussion. To develop creative responses to the text through drama, storytelling and artwork. To write in role in order to explore and develop empathy for characters. To write with confidence for real purposes and audiences. This book supports the teaching of character development, emotional response and changes of setting in narrative fiction. The narrative structure is carefully crafted and the characters and settings are well drawn, offering young readers a good model for their own story planning and descriptive writing. It also supports teachers to teach children about the power of the media and bias. An author focus on Philip Pullman with a display of his books would support work around this book: http://www.philip- pullman.com/ Teaching Approaches: Reading aloud and re-reading Responding to illustration Discussion and debate Book talk Drama and role-play Drawing and annotating Role on the wall
Year 4/5 - Fantasy Narrative - 3 week unit - The Dreamgiver
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Year 4/5 - Fantasy Narrative - 3 week unit - The Dreamgiver

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Year 4/5 - Fantasy Narrative - 3 week unit - The Dreamgiver. In this 3 week unit your class will write a character description in week 1, then over the next two weeks write the opening, build-up (week 2), problem, resolution and ending (Week 3). This 3 week unit is based on The Dreamgiver video created by The Literacy Shed website, who provide amazing animations to use in your lessons. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) End of Unit (Big Writing) I am learning to/ I can: I am learning to write a story with a fantasy setting. Wk1: Character description: Using expanded noun phrases, figurative language, pronouns (he/she/it) Wk2: Writing the opening and build-up: Using above features, plus fronted adverbials, variety of sentence lengths (simple, compound, complex sentences) Wk3: Writing problem, resolution and ending
Year 4 Science - Electricity Unit
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Year 4 Science - Electricity Unit

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In this unit children will be re-introduced to the topic of electricity. This 7 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to: • identify common appliances that run on electricity • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit • recognise some common conductors and insulators, and associate metals with being good conductors. Working scientifically skills to be worked on: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.
KS2 Art - Georgia O'Keeffe 7 Lesson Unit
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KS2 Art - Georgia O'Keeffe 7 Lesson Unit

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KS2 Art - Georgia O’Keeffe 7 Lesson Unit This Unit pack contains IWB slides, resources and a differentiated plan. Key Knowledge and Skills (Lesson LOs) L.O: I am learning to use a sketchbook for recording observations, experimenting with techniques and planning ideas. L.O: I am learning to sketch a self-portrait inspired by the work of Georgia O’Keeffe. L.O: I am learning about tone and colour mixing. L.O: I am learning about different ways of painting. L.O: I am learning to paint a self-portrait inspired by the work of Georgia O’Keeffe. LO: I am learning about the work of Georgia O’Keeffe LO: I am learning to consider the intention of Georgia O’Keeffe.
Year 4/5 - Narrative writing - A Monkey in Space
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Year 4/5 - Narrative writing - A Monkey in Space

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Year 4/5 - Narrative writing - A Monkey in Space - 1 Week Unit In this 1 week unit your children will be expected to use their imagination to write narrative story. Children are given a picture from The Literacy Shed: https://www.literacyshed.com/space-monkey.html. They then use this picture as inspiration for their story, this allows each child in the class to take the story in their direction. Their is a video on The Literacy Shed that you could use if your class are lacking inspiration. Weekly Timetable: Day 1 : Learning Outcome: I am learning to describe a character Toolkit for learning… Identifying nouns to describe Use a noun phrase by add classifiers and describers to the noun Use expanded noun phrase by adding qualifiers to the noun phrase Day 2: Learning outcome: I am learning to use figurative language to describe a character. Toolkit for learning Use powerful verbs and adverbs to describe the character’s actions Use simile Use metaphor Day 3: Learning Outcome: I am learning to plan the opening, build-up, problem, resolution and ending to a story Toolkit for learning… Writing in the past tense. Using powerful descriptive phrases. Using personification. Using fronted adverbials Thinking about what a character felt, saw and did. Day 4: Learning Outcome: I can plan and write a character description Toolkit for learning… As previous lesson. Day 5: Learning Outcome: I can plan and write a character description
English - Persuasive Letter
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English - Persuasive Letter

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English - Persuasive Letter Year 4/5 - Persuasive Letter - 1 week unit. In this 1 week unit your class will write a persuasive letter to Horrid Henry about the benefits of reading. Lesson LO’s: Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class.
Year 3/4 Geography - Greece V UK
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Year 3/4 Geography - Greece V UK

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This unit pack contains plans, IWB, resources, differentiation ideas and key questions. This unit could be edited easily to have just a focus on the UK or just a focus on Greece. In this 10 lesson Geography unit the class will learn about: 1 Name and locate cities of the United Kingdom and their identifying human and physical characteristics L.O: I am learning to name and locate cities in the UK 2 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify the human and physical features of the UK. 3 Use the 8 points of a compass, 4 figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world L.O: I am learning about the 8 points of a compass and 4 figure grid references 4 Explain weather patterns around the UK and a studied area. L.O: I am learning about weather patterns around the UK 5 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify countries and their capital cities in Europe. 6 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to locate Greece and identify the physical and human features of modern day Greece 7 Identify the position and significance of the Equator, Arctic and Antarctic Circle L.O: I am learning about the significance of the Equator, Artic and Antartic circle 8 Recognise that there are similarities and differences between regions L.O: I am learning to understand the similarities and differences between London and Athens. 9 Identify key aspects of human geography and how the land is used 9.L.O: I am learning to explain why Greece is a popular tourist destination 10 Identify key aspects of human geography and how the land is used 10.L.O: I am learning about how Greece is fighting climate change (Eco Focus)
Year 4 - English Creative Writing
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Year 4 - English Creative Writing

7 Resources
This bundle brings together 5 writing units, with in total over 10 weeks of teaching material. The bundle includes: creative writing, persuasive writing, formal letter writing, fantasy writing, historical writing and poetry.
KS2 RE - Hinduism
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KS2 RE - Hinduism

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KS2 Hinduism programme of study: In this unit children will be introduced to the topic of Hinduism. This 6 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to:  Make connections between stories about eg Krishna and Rama, and the Hindu belief that God descends to earth when evil threatens to overcome good.  Make connections between Hindu stories (eg Krishna and Sudarma, Krishna dancing with the gopis) and belief in a personal, devotional relationship between God and the individual.  Make connections between Hindu belief in one God and the diverse forms in which God is worshipped eg Krishna, Rama, Lakshmi, Ganesha.  Make connections between service (seva) to others and devotion to God.  Make connections between Hinduism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Hindu aid agencies (eg Sewa International).  Make connections between the existence of well-established Hindu communities in Britain and the building of traditionally-designed mandirs in London and other cities.  Make connections between devotion to God and how this is expressed in worship in the Hindu home and mandir eg puja, arti, prashad.  Make connections between the belief that God is in everyone and everything and the implications for how Hindus should live their lives.  Make connections between the themes of Hindu narratives about the gods and the parallel experiences for humans trying to live a good life eg the struggles to overcome evil in the Ramayana, Ganesha helping to overcome obstacles. Teaching and learning should involve pupils in developing the skill of:  Using specialist vocabulary in communicating their knowledge and understanding of Hindu beliefs, teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting:  A range of sources including the Hindu scriptures, stories from the Hindu tradition, murtis, the mandir, artefacts, pictures and symbols, songs and music, festival food; the media and ICT/the internet, to gain knowledge and understanding of Hindu beliefs, teachings and practices.
Year 4 - Guided Reading - George's Marvellous Medicine
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Year 4 - Guided Reading - George's Marvellous Medicine

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Year 4 - Guided Reading - George’s Marvellous Medicine This two week guided reading plan focuses on George’s Marvellous Medicine by Roald Dahl. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: George’s Marvellous Medicine Day 1: Introduce book Show some pictures on the board to help give clues as to what book will be reading. TTYP: What do you think? Wat might it be about? Show front cover and discuss. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading CT to read chapter 1-4 on their own. Ch to mark any words unsure of and will discuss after. Response to text Remind ch of the LO I am learning to retrieve answers form a text. On the IWB have a range of questions about the text. What did George need to remember to do when his mum went out? Why was George ‘board to tears’? When did grandma treat George badly? What did she warn George not to eat? Why did George call her ‘beastly?’ Day 2: Recap what had happened in the story. I am learning to ask questions about a character. Activity: Children to be given a sheet with question words on it. They need to think of questions that they would ask the character George. Day 3: Spelling Focus: [SHORT ACTIVITY] See Powerpoint Day 4: Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Day 5: Free reading – any text Free writing – Challenge: Can they include any of the spelling words we have focused on?
Year 4 - Guided Reading - The Robot and the Bluebird
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Year 4 - Guided Reading - The Robot and the Bluebird

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Year 4 - Guided Reading - The Robot and the Bluebird. This two week guided reading plan focuses on The Robot and the Bluebird by David Lucas. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Robot and the bluebird Children to have the front cover of the text and complete inference grid: -What can I see? -What might happen? -What questions do I have? Children to read the text in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Possible Questions: How has the robot been described? What is he like? How do you feel about him? Which page has the most engaging language? (p19/20) Which words stand out? How do they make you feel? Why? What features has the author used? Activity: Children to have a copy of this page and to highlight/text mark the engaging features. Follow Up Tasks: -Show page as the seasons change (7/8). Questions: What words have already been used to describe him? What words do we like? How does it make us feel? Can we capture the reader’s interest anymore on this page? What language features could we use? Activity: Children to work in pairs to come up with different language features to describe the robot that will engage the reader more. (adverbial phrase/expanded noun phrase/ compound sentence/complex sentence/simile/metaphor) Spelling Focus: [SHORT ACTIVITY] Words ending in (k sound) –que Can you think of any words that end in a –k sound? -ck -k -ke Examples: focus on: unique, antique. Other words: like, leek, meek, week, weak, cake, bake etc Comprehension (differentiated): Based on finding and collecting adjective, metaphors, similes and explaining why the author has used the different phrases. Free reading – any text Free writing – any writing about the text (ideas include description of the robot/bluebird, book review, own story of where the bird came from/journey) Challenge: Can they include any of the spelling words we have focused on?
Year 4 - Guided Reading - How To Train a Dragon
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Year 4 - Guided Reading - How To Train a Dragon

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Year 4 - Guided Reading - How To Train a Dragon This one week guided reading plan focuses on How To Train a Dragon by Cressida Cowell. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: How to train your dragon by Cressida Cowell Day 1: Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences from a piece of text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Why do you think they don’t want Hiccup to be commanding the team? Do you think they like Limpets? Why do think Hiccup had been feeling sick? How do you feel about the characters in the story? Recap what had happened in the extract yesterday and re read. Day 2: I am learning to predict what is going to happen next. Activity: Ch to complete predict based on what they have read so far what might happen next in the story. Day 3: Spelling Focus: [SHORT ACTIVITY] Words with the sound spelt ei, eigh, or ey /eɪ/ Statutory: eight, eighth, reign Other: vein, weigh, neighbour, they, obey Day 4: Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Day 5: Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?
KS2 English - Persuasive Writing
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KS2 English - Persuasive Writing

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KS2 English - Persuasive Writing In this 2 week unit your class will write a persuasive letter to the Headteacher of your school persuading them of the value of swimming, and to Henry persuading him to buy our listening device . This 2 Week lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently
Year 3/4 - Cinquain Poem
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Year 3/4 - Cinquain Poem

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Year 3/4 - Cinquain Poem In this one week unit your class will be taught the structure and language features of a cinquain poem, then will be given the opportunity to write their own. As Cinquain poems are quite short, other aspects of poetry will be looked as and children will play some games to help them use their creative imagination. Using Simon Mole’s youtube channel below you can play the ‘Yes and…’ that is written in the plan. https://www.youtube.com/channel/UCv2kFHTE_85iW-ksO2Ua8eg Weekly Timetable: Day 1: I am learning to find the main features of a cinquain. Day 2: I am learning to use alliteration within my Cinquain poem. Day 3: I am learning to gather language ideas for my poem. Day 4: I am learning to write a Cinquain poem.
Year 4/5 - Beowulf - 5 week writing unit
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Year 4/5 - Beowulf - 5 week writing unit

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Year 4/5 - Beowulf - 5 week unit Year 4/5 - Historical - 5 week unit - Beowulf In this 5 week unit your class will write a character description in week 1, then over the next two weeks write the opening, build-up (week 2), problem, resolution and ending (Week 3). In week 4 and 5 the class will write two newspaper articles, the first will be a joint-composition explaining the events that surround the character Beowulf, the second a similar re-telling but for a different audience. This 5 week unit is based on the poem Beowulf and provides a great cross-curricular link for any schools who also study the Anglo-Saxons and Vikings. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.)
English - Creative Writing - Rivers
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English - Creative Writing - Rivers

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English - Creative Writing - Rivers In this 2 week unit your class will write two descriptive pieces of writing, one about a clean, beautiful river, and one about a dirty, polluted river. Lesson LO’s: Familiarisation with text: I am learning to plan and write an explanation text Capturing ideas: I am learning to gather information from a range of sources Analysing Text, language features and organisation: I am learning to think about how information is arranged in an explanation text. Demonstration/Shared/Supported/Joint Construction Writing: End of topic (Big Writing) I am learning to/ I can: Write an creative description. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class.
KS2 RE - Sikhism - 5 Lesson Unit
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KS2 RE - Sikhism - 5 Lesson Unit

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Year 3/4 RE - Sikhism - 5 Lesson Unit Lesson 1: LEARNING OBJECTIVES Children should learn: Sikhs believe Guru Nanak was ‘special’ from the moment of his birth even as a child, Guru Nanak began to help others to understand God better. Lesson 2: LEARNING OBJECTIVES Children should learn: Guru Nanak believed he was sent by God to show people how God wants them to live events in Guru Nanak’s life teach Sikhs to treat others with respect and equality to reflect on people who are positive role models. Lesson 3: LEARNING OBJECTIVES Children should learn: to explore race equality in the school setting Guru Nanak taught that all humans are created by One God and so in God’s sight all people are equal Guru Nanak taught that people should show their beliefs in their actions. Lesson 4: LEARNING OBJECTIVES Children should learn: Sikhs show their love for God in the way they live their lives Seva involves Sikhs in serving God through serving others The langar is an example of Sikhs putting service and equality into action. Lesson 5: Children should learn: In this session the group should revisit This 6 lesson unit is based off of the KS2 Sikhism programme of study: • make connections between narratives about key events from the lives of the Gurus (eg Guru Nanak, Guru Har Gobind, Guru Gobind Singh) and their teachings about God and how to be a good Sikh, contained in the Guru Granth Sahib • make connections between the teachings of the Gurus that Sikhs should share what they have with others (vand chhakna) and some ways in which this is practised eg in the Gurdwara • make connections between Sikhism and other religions in relation to, for example, teachings about loving God and a responsibility to serve others (eg sewa, langar) which motivate individuals, communities and Sikh aid agencies (eg Khalsa Aid) • make connections between the existence of well-established Sikh communities in Britain and the building of traditionally-designed Gurdwaras in London and other cities • make connections between the story of Guru Gobind Singh at Baisakhi and the commitments Sikhs make today eg the Khalsa, the 5 Ks, taking amrit, the implications of being named Singh and Kaur • make connections between key Sikh stories (eg Bhai Khanaya, Bhai Lalo) and beliefs relating to honesty, and to equality Teaching and learning should involve pupils in developing the skill of: • using specialist vocabulary in communicating their knowledge and understanding of Sikh beliefs and teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting: • a range of sources including the Sikh scriptures, stories from the Sikh tradition, the Gurdwara, artefacts, songs, pictures and symbols, festival food; the media and ICT/ the internet, to gain knowledge and understanding of Sikh beliefs, teachings and practices
Cross Curricular Water Cycle 3 Week Unit
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Cross Curricular Water Cycle 3 Week Unit

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Year 4 - Cross Curricular Water Cycle 3 Week Unit In this 3 week unit you have plans that stretch across your English and Science lessons. In your english you will be writing explanation texts, whilst in Science you will be covering evaporation and condensation, followed by the water cycle. Science Programmes of Study: States of matter: • compare and group materials together, according to whether they are solids, liquids or gases • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Notes and guidance: Pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container). Pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled. Working Scientifically Skills: • Asking relevant questions and using different types of scientific enquiries to answer them. • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions (*English link). • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. • Identifying differences, similarities or changes related to simple scientific ideas and processes. English Learning Objectives:
KS2 RE Diwali 7 Lesson Unit
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KS2 RE Diwali 7 Lesson Unit

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Year 3/4 RE Diwali In this 6 lesson unit the children will cover: Learning Objectives: We are learning to investigate what happens during the festival of Divali and whether the celebrations bring a sense of belonging to Hindus? Areas of enquiry selected Areas of focus AT1 Strand A B C AT2 Strand DEF Belonging Teaching and Learning Activities Step 1 Engagement (2 lesson) AT2 § In small groups, set children a group challenge to set themselves up as a special group which has an identity of its own because of what it believes in e.g. Group 1 might believe that all dogs should have good homes, and must set themselves up with a group name/identity/badge or logo and decide the three most important things for their new group to do in order to help dogs. Do children gain a sense of belonging because they are united in a mission? Can they agree on what is right and wrong? How do they celebrate when a dog is helped? How does it feel to bring good to the world? How would you celebrate together? Would you feel a sense of belonging? Step 2 Investigation (3 lessons) AT1 Read story of Rama and Sita, drawing out the theme of Good vs Evil. Explain that this triumph of good over evil is celebrated in Hinduism because Hindus believe that they should try to bring as much good to the world as possible. Introduce Divali and watch DVD extract that shows Divali being celebrated. The goddess Lakshmi is worshipped to bring prosperity. BBC Pathways of Belief DVD Islam/Hinduism/Sikhism . Or http://www.bbc.co.uk/learningzone/clips/diwali-and-new beginnings/4794.html. Qu: How do Hindus celebrate Divali? Use children’s lists from previous lessons about celebrations and how we like to celebrate to compare. Do those celebrations help us feel a sense of belonging? Teach significance of the different practices during Divali and children to experience these in possible rotation of activities, e.g. Rangoli patterns, diva lamps, making sweets, music, puja tray, etc. Qu: What happens at home/temple during Divali? A Hindu visitor would be beneficial here to give the religious significance of the activities. Qu: Who makes these things during Divali? Who do they make them with? Why? How do they feel when they are involved in these preparations/ celebrations? Discuss how during this time there is a strong sense of belonging both to their families and the Hindu community. What gives the sense of belonging? Shared activities? Shared beliefs?
Year 4 Guided Reading - 12 Units - 27 Weeks
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Year 4 Guided Reading - 12 Units - 27 Weeks

10 Resources
This bundle contains 12 Guided Reading units. The Twits - Roald Dahl - 4 Weeks It was a Dark and Stormy Night - Allan Ahlberg - 2 Weeks The Hodgeheg - Dick-King Smith - 1 Week The Iron Giant - Ted Hughes - 3 Weeks The Robot and the Bluebird - David Lucas - 2 Weeks The Worst Witch - Jill Murphy - 2 Weeks The Lighthouse – Short Story - 1 Week The Reluctant Dragon – Kenneth Grahame – 2 Weeks How To Train a Dragon – Cressida Cowell – 1 Week Secret Friends – Elizabeth Laird – 1 Week George’s Marvellous Medicine – Roald Dahl - 2 Weeks Fantastic Mr Fox – Roald Dahl – 6 Weeks These units (except for the Fantastic Mr Fox Unit) follow a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Each unit comes with interactive whiteboard slides, follow-up tasks and plans (except for the Fantastic Mr Fox Unit which just has a plan and follow-up tasks).