Created by Kerry Moody

Week Beginning: 30.4.2012 / PLC: We are one and we are many! What would it be like to live in Africa? / Week: PLC 4

Key Question: Do all African people live in mud huts? What clothes do they wear?

Time / Monday / Tuesday / Wednesday / Thursday / Friday
8:50 / Carpet session 1: Register and news from the weekend Introduce children to key question of the week. / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Celebration Assembly
9:15 / Adult Led Activity
Obj: Readers / observations
CT: G. Reading
HLTA: Outside Activities EY Playground/ Observations / Adult Led Activity
Obj: Readers / observations
HLTA: G. Reading
CT: Outside Activities EY Playground/ Observations / Adult Led Activity
Obj: Readers / observations
CT: G. Reading
HLTA: Outside Activities EY Playground/ Observations
Adult Led Activity
Obj: Readers / observations
HLTA: G. Reading
CT: Outside Activities EY Playground/ Observations
BANK HOLIDAY / Children: MA Raindrop - Blue / Children: MA Rainbow – Yel/Blue / Children: LA Snowflake – R/Yel / Children: HA Sunshine - Green
9.45 / Carpet session 2: PSRN CT/HLTA
Obj: Recognises, counts, orders,
uses numbers up to 20.
Warm Up: Write the numbers from children’s homes on house shaped pieces of card. Use the houses for sorting. Ask questions such as: ‘Which houses have a five in their number?’ ‘Do any houses have the same numbers?’ Use numbers within range 0-20 to arrange in numerical order.
Main Teaching Session: Use a 1-20 floor track. Model using puppet to jump to no 1 more/ 1 less than a given number. E.g Muddles is going to jump to the number that is 1 more than 9. What number will he be on? Model and ask chn to show 9 fingers, then 1 more to show 10. Repeat 1 less etc. Sit chn in a circle. Use cards +1 / -1 to count forwards and backwards in ones , passing Muddles around the circle whilst cont count from diff starting no’s. / Carpet session 2: PSRN CT/HLTA
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Warm Up: Shuffle a set of 5-20 cards. Show one. Chn count back from this number to zero. Rpt counting back from other numbers.
Main Teaching Session:
Show chn 10 toy lions and put them into a hoop and cover. Chn hold up 10 fingers to match the lions. Take one lion out. This lion is going hunting. How many are left in the cave? Chn fold down one finger to show 9. Remove the cover to check. Record the subtraction 10 – 1 = 9. Rpt with other starting numbers of lions up to at least 20, subtracting 1 each time. Ext subtract 2 each time.
Model recording the no sentence then ask chn to demonstrate recording. / Carpet session 2: PSRN CT/HLTA
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Warm Up: Roll a 1-6 dice. Show me this number on your fingers. What is one more than this? Show me. Rpt several times asking chn to show the number one more or one less. ext 1-10 dice.
Main Teaching Session:
Shuffle a set of 1-10 cards. Take one, e.g. 5 and ask a chd to use this number of cubes to build a tower. How tall will it be if I take off 2 cubes? Chn show the 1st number with fingers & count back, saying 4, 3, folding down 2 fingers, one at a time. Write 5 - 2 = 3 on f/c and read it together. Subtract 2 cubes to the tower to check the number left. Rpt with different cards and chn. / Carpet session 2: PSRN CT/HLTA
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Warm Up: Sing a song which subtracts 2 each time, e.g. 10 fat sausages sizzling in a pan, one went pop and another went bang. 8 fat sausages… Chn use fingers to support subtractions.
Main Teaching Session:
Ask a child to stand on number 5 on a large 1-20 floor no. track. Roll a large dice with 1, 2 or 3 spots on each side. What number will we land on if we jump back 1, 2 or 3? Ask chn to solve using fingers and show answer on number fans.
Model jumps on interactive number track. Record subtraction. Roll dice and rpt. Ext using 1-6 dice.
10:00 / Adult Led Activity CT/HLTA
Obj:
BANK HOLIDAY / Adult Led Activity
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Show chn a 1-20 track. Each chd puts a counter on 20. They take it in turns to roll a 1, 2, dice and say where they will be if they move 1 or 2 spaces back. If correct, they move their counter there. The first chd to reach 1 wins. / Adult Led Activity CT/HLTA
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Each child make a tower of 10 cubes. They take it in turns to roll a 1, 2 dice and say how many cubes will be left if they take off 1 or 2. The first chd with no cubes left wins. / Adult Led Activity CT/HLTA
Obj: Relates subtraction to taking away. In practical & discussion, begins to use the vocab involved in subtracting.
Use a floor 1-20 track (or draw one on playground). Write additions and subtraction such as 6 + 1 = 7, 10 + 2 = 12, 9 – 1 = 8, 6 – 2 = 4, 19 + 1 = 20, 18 – 2 = 16, 14 + 2 = 16, 10 – 2 = 8… on cards. Chn take turns to take a card, and ‘act out’ calculation on the number track, e.g. take 9 – 1 = 8, stand on 9, jump back 1 space to 8. Rest of group guess what the calculation was.
Children: MA Crocodiles
CT/HLTA / Children: MA Penguins
CT/HLTA / Children: LA Pandas / Children: HA Giraffes
10:20 / PLAYTIME
10:35
CT – Ph3
DW – Ph2 / Carpet session 2: L&S
BANK HOLIDAY / Carpet session 3: L&S
Recall all previously learned j v w x y z zz qu sh th ch ng ai ee long oo short oo, oa ar or igh
Read through high frequency words off, can, had, back, we, me, he, be, she, no, go, the, and, to, I, are, see, was, will, with, my, for, too
Sing alphabet song and point to letters / Carpet session 3: L&S
Teach ‘ur’ using phonics scheme
Segmenting for spelling:
Phoneme frame p88: fur, burn, burp, curl.
Blending for reading: Matching words and pictures p87 surf, urn, hurt, turn.
Reading captions activity Drawing p95: The chimpanzee sat in the tree. / Carpet session 3: L&S
Teach reading you, this, that p91.
Teach ‘ow’ using phonics scheme
Segmenting for spelling:
Phoneme frame p88: sow, how, down, town. / Carpet session 3: L&S
Revise ow’ using phonics scheme
Blending for reading: Sound buttons p58: owl, now, pow!, town.
Demonstration writing p97 write the sentence: I can see a big cow.
11:00 / Carpet Session 3: CLL CT/HLTA
Obj:
BANK HOLIDAY / Carpet Session 3: CLL CT/HLTA
Obj: LCT4 LCT5, W6
WALT: Listen to a story with attention / discuss and relate to own experiences. Shared write a list using phonic clues to sound out words.
Read The Three Little Pigs encouraging chn to join in with repetitive parts. What diff materials do each of the pigs use to build their houses? List the 3 houses on t/b. What kind of house do you live in? What material is your home built from? Add these to list on t/b. Which pig is the cleverest? Why?
Show Electronic book ‘Homes’ Discuss each home shown. What is special about it? What is different? Give LP’s a photograph depicting variety of homes around the world. Discuss what all homes have in common – they are places where people live and try to be comfortable and safe. Make a list of features that any home must have to be comfortable and safe. It must be warm enough in winter. It must be able to be closed so family is safe inside… / Carpet Session 3: CLL CT/HLTA
Obj: R8, W6, W7
WALT: Read an information text. Discuss features and how it differs from fiction. Write labels together.
Look at an information book on Homes. Remind chn how we can use a book like this. We do not have to read it cover to cover, we can dip in and out! Demonstrate how we can use the Contents to find things that particularly interest us. Look up something that chn are interested in using the index. Discuss how this type of book is different from a story. It tells you things that are true not made-up.
Draw a basic house on the IWB. Explain to chn that we are going to add detail and label our house together. Add a roof, chimneys, windows, doors, etc. Add some other, more original features, e.g. stilts, a slide from the window to the ground, wheels….! As you add each feature, choose a child to come and write a label. Then draw a bubble round the label and an arrow to the thing it names. Discuss how information books use labelled illustrations. / Carpet Session 3: CLL CT/HLTA
Obj: LCT5, 7, W6, W8
WALT: Describe an imagined scene using creative language.
Return to the Electronic book ‘Homes’ Look at the Norwegian home. Where are the windows? Why might they be really small? Look at the Greek home. Why might the windows be larger in this home? Why might the Indian house have small windows?
Model drawing a window on the t/b and ask chn to imagine this is a window in their house. With a LP ask chn to imagine what they can see through it. Can they describe it clearly so we can imagine it as well?
Now ask chn to imagine that this is a window in a house in the middle of Kenya or Tanzania. What would they see now? How might this be different in other countries in Africa? Enhance discussion through using photos/ video stimulus/ recalling previous learning. Model adding some of chn’s suggestions through recording both writing and pictures onto the t/b. / Carpet Session 3: CLL CT/HLTA
Obj: LSL5, W6, W7
WALT: Begin to use initial and other sounds in words to write new/unfamiliar words.
Look once more at the Electronic book ‘Homes’ or use videos from BBC Learning zone clips.
What are the different houses made of? Go through and list the materials. Write unfamiliar words together, sounding them out and explaining the meaning of new words.
Canvas, corrugated iron, brick, mud or cob, wood and turf (grass), stone and plaster, cob and thatch. Which house would be best for the three little pigs? Which materials are strongest?
11:20 / Adult Led Activity CT/HLTA
Obj:
BANK HOLIDAY / Adult Led Activity
Obj: Shows an understanding of how information can be found in nonfiction texts to answer questions about where, who, why and how. Begins to form captions and simple sentences, sometimes using punctuation.
Chn explore a variety of non-fiction book about homes around the world, use talk to identify and describe the features of each. CT model using contents/ index to select their favourite type of home and find out all about it.
Model writing a list of all the features of this favourite home, e.g. ‘It is a wooden house on stilts above a lake….
Ask chn to work with a LP to choose their own house and list the things they really like – It stands up on legs. It is over the water. It has windows all round. It is made of wood. You have to get to it by boat. / Adult Led Activity CT/HLTA
Obj: See ALA obj from Wed
As yesterday, develop chn’s writing through modelling Hard use of connectives to turn their list into a paragraph, e.g. Because it is surrounded by water, you have to get to this house by boat. There are windows in every wall so you can see all over the lake. Etc. / Adult Led Activity CT/HLTA
Obj:
CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus
Children: LA Snowflake / Children: MA Rainbow CT/HLTA / Children: MA Raindrop CT/HLTA / Children: HA Sunshine / Children: CT Observations/ Identified Focus Groups from AFL
11:50-12:00 / Handwashing & Lunchtime
1:00 / Carpet Session 4: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 5:
Obj:
BANK HOLIDAY / Carpet Session 5:
Obj: K3, K11
CT AIA: Explain that some people have family members that live in other countries, and sometimes they have homes that are very different to our own. Share the pictures of the different types of homes from around the world and discuss. Help the children to compare and contrast the homes in the pictures with the ones that they are familiar with. Encourage children to think about why they are suitable for particular people or places. Help children to be aware of the materials from which the homes are made. Explain using visual sources that African homes vary from mud and dried straw baked huts in village communities to apartments and houses in large towns and cities.
TA: AL IEP TARGETS / Adult Led Activity
Obj: K5, 6, PD 8
TA AIA: See AIA Tuesday – continue working with an alternative group.
CT: Observing/ Ind Readers / Physical Development – Dance
See Separate planning
·  EYFS: Ball Skills and/ Multi Skills
TA:
then Readersicipate in a SEAl honeme - alphabet ant commentscters & sequence of events.t the no of bricks used? making a tower AL IEP TARGETS then Ind Readers / Carpet Session 6:
See MTP Summer 5 RE/ SEAL Plans: SEAL topic for this half term is ‘Good to be me’
CT AIA: Look at pictures of homes including flats, houses, caravans, castles, tents, boats and igloos. Include examples of pictures depicting homes around the world, focusing particularly on the different countries in Africa. Talk about a home as a place where people feel comfortable and like to live. Encourage children to describe their own homes and to say why they like to live in them. (PS2, 5)