Key Question: What Kind of Shoes Would You Make for the Shoemaker?

Created by Kerry Moody

Week Beginning: 9.7.2012 / PLC: Once upon a Time: Fairy Tales – Transition Unit / Week: PLC5

Key Question: What kind of shoes would you make for the shoemaker?

Time / Monday - New Starters visit am / 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
CT/HLTA:
Setting up continuous Provision/ Outdoor Activities / Physical Development : KM
See Separate planning –
Find different ways of walking – small step, big strides, tip toes etc… (PD1, 2)
Play ‘Grandmothers Footsteps’ using a small obstacle course. (P3, 7)
Transition Morning for New Reception Intake / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting Playground / Adult Led Activity
Obj: Readers / observations
CT: Outside Activities EY
Playground
HLTA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting Playground
Adult Led Activity
Obj: Readers / observations
CT: Outside Activities EY
Playground
HLTA: Ind Readers/Handwriting
Children: MA Raindrop / Children: MA Rainbow / Children: LA Snowflake / Children: HA Sunshine
9.45 / Carpet session 2: PSRN CT/HLTA
Obj: Begin to understand vocab related to money. Sort coins including £1 & £2, use them in play to pay and give change. (NLC/C ELG8)
Warm Up: Number bonds to 10 song. Provide chn with counting objects. Give them a number and ask chn to work with a LP to find 2 numbers/ amounts that add together to give that total.
Main Teaching Session: Ask chn to count out a number of coins on the IWB. Count out 5 x1p coins. Count out 2 x 10p coins. Count out 1x 50p coin, 2x 10p and 3 x 1p coins. Repeat for diff amounts. Show chn ask them to read out the prices and work in pairs to buy the different fruits. How much is a banana? apple? bunch of grapes? Show me the coins you need to buy it? Ask diff chn to say which coins they have used. Repeat for diff items. / Carpet session 2: PSRN CT/HLTA
Obj: Begin to understand vocab related to money. Sort coins including £1 & £2, use them in play to pay and give change. (NLC/C ELG8)
Warm Up: Doubles to 10 song.
Explain that you are going to throw the dice. When you give the number, they have to double it and hold up their thumbs to answer. Check all chn are counting on to do this.
Main Teaching Session:
Ask chn to work with a LP to solve different money problems. How much does 5p and 3p make? What is the total of 6p and 1p? If I have 10p and I spend 30, how much is left? A teddy costs 50p and a car costs 30p, which costs the most?
Repeat using adding and subtracting. Ask chn to demonstrate which coins they would use to make 9p. What else could you use? Repeat using different amounts up to 10p. / Carpet session 2: PSRN CT/HLTA
Obj:Uses developing mathematical ideas and methods to solve practical problems.
Warm Up:Count as high as we can, counting quietly and patting our laps on the odd numbers and louder with claps on the even numbers, first together and then round the circle using the apt. action.
Show a number line that has got all muddled up, order the numbers talking about which one is bigger/smaller/next to etc.
Main Teaching Session:
Explain that the shoes have got all muddled up and we want to match and sort them. Match the shoes. How can we sort them? Using hula hoops decide how we could sort the shoes in different ways. (Alternatively this could be done on the IWB using images).
Create a bar graph on IWB of the colour of different shoes from the display. Count the shoes. Which is the most popular colour of shoe? Which is the least popular? / Carpet session 2: PSRN CT/HLTA
Obj:In practical activities and discussion, begins to use the vocabulary involved in adding and subtracting.Relates addition to combining two groups.
Warm Up: Show pairs of shoes labeled 2,4,6,8, 10. Order. What are the missing numbers? Practise writing the missing numbers. There are ten pairs of shoes. How many individual shoes in total?
Main Teaching Session:
Role-play paying for shoes. These shoes cost 2p, these shoes cost 5p, how much altogether. Work out a number sentence.
The Shoemaker and his wife make x number of shoes during the day… but at night the Elves make x number. How many altogether? Write the number sentence. Chn to work with a LP to solve calculations, include totals up to 20. Begin to ind write number sentences using magnetic numbers on boards.
10:00 / Adult Led Activity CT/HLTA
Obj:
Transition Morning for New Reception Intake / Adult Led Activity CT/HLTA
Obj:Uses developing mathematical ideas and methods to solve practical problems.
Different ways to make 10. Using reels of thread/other items appropriate to the Elves and the Shoemaker. / Adult Led Activity CT/HLTA
Obj:Uses developing mathematical ideas and methods to solve practical problems.
Different ways to make 10. Using reels of thread/other items appropriate to the Elves and the Shoemaker. / Adult Led Activity CT/HLTA
Obj:Uses developing mathematical ideas and methods to solve practical problems.
Different ways to make 6. Using reels of thread/other items appropriate to the Elves and the Shoemaker. / Adult Led Activity CT/HLTA
Obj: Uses a range of strategies for addition and subtraction, including some mental recall of number bonds.
Give chn shoes of various prices up to 20p. Chn choose 2 pairs and add together. Write ind number sentences using magnetic numbers on boards.
Children:CT Observations/ Identified Focus Groups from AFL / Children: MA Crocodiles / Children: MA Penguins / Children: LA Pandas / Children: HA Giraffes
10:20 / PLAYTIME
10:35
CT – Ph3
DW – Ph2 / Carpet session 2: L&S
Recall all previously learned sh th ch ng ai ee long oo short oo, oa, ar or , igh, ur, ow, oi, ear, er, air, ure.
/ words and pictures site
Sing alphabet song and point to lettersUse new PPT shows. / Carpet session 3: L&S
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, you, this, that, they, then, them, down
Reading sentences. Stop at a full stop. Point out capitals at the start of the next sentence.
Read ‘In the woods’ p104 together. / Carpet session 3: L&S
Teach reading her, now p91.
Teach reading two-syllable words p94: bedroom, penlid, toothbrush, armchair, waterbed.
Segmenting for spelling:
Teach spelling two-syllable words p94: bedroom, penlid, toothbrush, armchair, waterbed.
Go back through all Yes/no questions from p97/p104. Is rain wet? Can a boat sail? Is all hair fair? / Carpet session 3: L&S
Practice reading her, now p91.
Practise reading: Sound buttons p58: waitress, raindrop, weeping, carpark.
Segmenting for spelling: Phoneme frame p88: sure, pure, cure, insure, secure, manure, cure.
Go back through all sentence substitution p86 using sentences on p104: Mark fed the cat/dog/hid/Gail/moon. / Carpet session 3: L&S
Practice reading her, now p91.
Practise reading: Sound buttons p58: hammer, letter, dinner, summer. looking, powder, thicker, singer, carpark, farmyard, boatman, tonight.
Segmenting for spelling: Phoneme frame p88: rocker, boxer, lighter.lightning, orchard, waiter, waiting.
Demonstration writing p97, write the sentence: Shep the dog sits down in the mud and gets in a mess.
11:00 / Carpet Session 3: CLL CT/HLTA
Obj:
Transition Morning for New Reception Intake / Carpet Session 3: CLL CT/HLTA
Obj: Listens with enjoyment to stories, songs, rhymes and poems, sustains attentive listening and responds with relevant comments, questions and actions. Shows an understanding of the elements of stories, such as main character, sequence of events and openings. Retells narratives in the correct sequence, drawing on language patterns of stories.
Show Read Elves and the Shoemaker. Ask chn to predict what the book might be about from a brief look at both title and cover illustrations. Read title… Can you see the Elves? What is an Elf? How do you know they are the Elves? Can you see the Shoemaker? Where might the Shoemakerbe?Why do you think the elves wanted to help the shoemaker?How do you think the shoemaker and his wife felt when they saw the shoes?
Ask chn to join in with certain actions, ie. pretending to sew/showing surprise. Discuss & compare the story with other Fairy Tales shared, looking at setting, main characters & events of the story.After reading the story ask What was your favourite part of that story? Why did you like that part best?What kind of shoes they would have made for the shoemaker?
Remind chn of how we can use a story map to record the events in sequence. What happens at the beginning, middle and end? Model creting a story map as chn recall the events. Recap story using language of time to structure a sequence of events eg. ‘when I hadfinished…’ ‘suddenly’, ‘after that’ etc…
Learn to sing Elf song to the tune of London’s Burning together. (Hammer hammer hammer x2, stitch and sew x2, Elves are making shoes x2 then off they go x2). Whilst singing one child to sit in the middle, two ‘Elves’ swap places and the middle child to guess who swapped places. / Carpet Session 3: CLL CT/HLTA
Obj:Extend their vocabulary, exploring the meanings and sounds of new words.Use language to imagine and recreate roles and experiences.Attempt writing for different purposes, using features of different forms.
Show chn a collection of different kinds of shoes and ask chn to name them, e.g. slippers, Wellingtons, plimsolls, sandals etc. How might you describe the shoes? What might you wear the different shoes for? Play ‘Hot Shoe’. Use one of shoes from shoe collection. Pass shoe around circle until music stops, child who has shoe has to say something about it to the class.
Tell each child that they are going to make a catalogue of shoes sold by the shoemaker. Where have they seen/ used catalogues before? What will they need on each page of their catalogue? (Image, description and price) Ask each child to either draw pairs of shoes or select from given images for each page in their book. Model writing a description of one pair of shoes and then provide opportunity for chn to do this independently. / Carpet Session 3: CLL CT/HLTA
Obj:Use language to imagine and recreate roles and experiences.Attempt writing for different purposes, using features of different forms.
Discover a letter left by the Elves asking the chn if they could help them by making them new clothes. Use Visualiser to project onto the screen.
Read together and discuss how we could write a letter back
Shared write a letter together to the Elves identifying the features of a letter, sounding words out and identifying finger-spaces, capital letters and fullstops as necessary.
(Provide templates for independent follow up).
11:20 / Adult Led Activity CT/HLTA
G. Reading/ G. Writing
Obj:
Transition Morning for New Reception Intake / Adult Led Activity CT/HLTA
G. Reading/ G. Writing
CT: My magic shoes. Where might they take you? Children to annotate drawings with sentences.
HA/MAAnnotate with a 2 or more sentences / Adult Led Activity CT/HLTA
G. Reading/ G. Writing
CT: My magic shoes. Where might they take you? Children to annotate drawings with sentences.
HA/MAAnnotate with a 2 or more sentences / Adult Led Activity CT/HLTA
G. Reading/ G. Writing
CT: My magic shoes. Where might they take you? Children to annotate drawings with sentences.
HA/MAAnnotate with a 2 or more sentences / Adult Led Activity CT/HLTA
G. Reading/ G. Writing
CT: My magic shoes. Where might they take you? Children to annotate drawings with sentences.
LAIND label with simple words and sounds/ Teacher to scribe/chn to copy from model/annotate with sounds independently where possible.
Children:CT Observations/ Identified Focus Groups from AFL / Children: MA Rainbow / Children: MA Raindrop / Children: HA Sunshine / Children: LA Snowflake
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
TA: AL IEP TARGETS / Carpet Session 5:
Obj: (K1, 3, 8)
Resources: Images of old/ modern shoes.Variety of different shoes worn indoor/outdoor.
Who would wear these shoes? Look at different types of shoes and identify who might wear them, what kind of materials are they made from and why. (Enc chn to read and match the names of the materials/types of shoes). Why would these shoes be made of these kinds of materials?Compare different types of shoes. Who would wear these shoes? Why?. Explore shoes worn indoors and those worn outdoors; observe their similarities and differences.Identify different materials and their features/benefits.
Find pictures of shoes worn in the past such as button up boots and riding boots. Discuss how they are different to modern shoes such as no Velcro, different kinds of fastenings and different materials. Use the images for sorting into old/ new, past/present.
Find pictures of different sorts of shoes from around the world and use these for comparing and discussing. (PSED Link) / ICT Skills:
See Separate planning / Physical Development – Dance
See Separate planning / Carpet Session 6:
See MTP Spring 4 RE/ SEAL Plans:
Obj:To understand what it means to be a good friend. To understand which strategies we can use when we have a problem in Reception
CTAIA:Play the farmer in the den as a warm-up.
Show emotion situation ppt from Getting on and falling out, SEAL. What might these people be feeling? Ask chn to identify using feelings fans/emotions pictures. Why might they be feeling this way?
HA Identify emotions and suggest app reasons why the people were feeling that way/suggestions as to solutions.
MA Identify emotions suggestions as to solutions.
LA Identify emotions.
1:45
TA: Outside Activities/ Observing/ Ind Readers / Adult Led Activity
Obj:
CTAIA:Let children look at different types of shoes on the internet and in magazines and catalogues. Ask them to design their own special shoe for a friend or a celebrity. Let them use felt pens or a variety of collage materials such as felt, lace, shiny paper, plastic, beads, sequins, feathers, buttons, etc. Support children to draw round their feet onto a piece of cardboard. Round off the toe ends and then cut out two left and two right soles. Make a strap from felt, fabric or ribbon long enough to go over the top of each foot. Attach the strap inside the two soles for each foot and fasten together with a stapler.
Adult Led Activity: Library Session
Obj: Support / develop children’s individual reading
CT: Observing/ Ind Readers
TA: Outside Activities EY Playground
2:05 / Whole School Assembly
2:20 / PLAYTIME
2:30 / Adult Led Activity
Obj: To expresses ideas, thoughts and feelings using a range of materials and suitable tools. To explore and describe colour and texture of various materials.
CTAIA:See previous activity
TA: Outside Activities/ Observing/ Ind Readers / Adult Led Activity
Obj: To expresses ideas, thoughts and feelings using a range of materials and suitable tools. To explore and describe colour and texture of various materials.
TA: AIA See previous activity
CT: Observing/ Ind Readers / Adult Led Activity Obj: CD4
TA: AIATeach chn the rhyme:
Cobbler, cobbler, mend my shoe
Get it done by half-past two!
‘Cause my toe is peeping through
Cobbler, cobbler, mend my shoe
Ask children to tap the beat or pulse on their knees as they sing. Then try clapping the rhythm of the words as they sing. Divide into two groups, one keeping the beat, and the other clapping the rhythm of the words. Let children tap the rhythm of the words with claves to sound like the cobbler mending the shoes.
Introduce the idea of silence in music. At the end of each line there is a rest or silent beat. Ask children to choose a silent action to make to fill the gap, such as putting their finger to their lips, or wiggling their fingers.
CT: Observing/ Ind Readers / Carpet Session 6: French
See separate planning / Golden Time
Indoor Games – Bench Ball
3:00 – 3:20 / Story and Hometime: Look at the opening words in fairy stories – do they always begin with ‘Once upon a time’? Do they always end with ‘ And they lived happily ever after’? (L5, 16)
Each day read an alternative version/ fairy tale selected by chn. / Story and Hometime / Story and Hometime
Continuous/ Enhanced Provision – Classroom/ Central Learning Environment