Key Question: How Can We Tell How Other People Are Feeling?

Created by Kerry Moody

Week Beginning: 15.10.2012 / PLC: Magical Me. What makes each of us similar and different? / Week: PLC 7

Key Question: How can we tell how other people are feeling?

Time / Monday / Tuesday / Wednesday–Parent Consultations / 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 / Physical Development : KM/LSm
Warm up: Play traffic lights. Review different ways of moving from last lesson. Practise hopping, skipping, running, side steps being careful to avoid each other.
Main activity: Recap previous week’s lesson – sending and receiving balls and beanbags. Introduce the racket and explain how to hold and use it safely. Help the children to find different ways to use a racket to dribble, carry or hit a ball or other equipment, eg to roll a ball along a line, slide it across a space, bounce it, roll it around the racket, carry it on the racket, drop it from the racket, gather it with the racket.
Cool down: Children to lie in a space and make a variety of faces, then pretend to fall asleep. Awaken as though from a deep sleep, stretch slowly and SMILE when fully awake.
HLTA:
Setting up continuous Provision/ Outdoor Activities then
Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting HLTA: : Ind Readers/Handwriting
TA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
TA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting
Adult Led Activity
Obj: Readers / observations
TA: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
9.45 / Carpet session 2: Mathematics
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by length.
Warm Up: Shuffle 1-10 cards. Take each card one at a time, chn suggest where it goes on the 10 pegs on the line. As you hang more cards, chn move previous ones if necessary until all cards are in the right order. Count along forwards/backwards to check.
Main Teaching Session: Show chn 3 different length snakes in 3 different colours, cut out and blu-tac to the f/c, so that their ends are not aligned. Ask chn to come up and choose a pair of snakes and to say which is longer and which is shorter. Help chn to use this vocabulary. Discuss how it is easier to compare if you stick the two snakes so that their heads are underneath one another. Rpt with different chn. Put the 3 snakes under one another, heads all in line. Which is the longest snake? And the shortest? Ask chn to help you to put the 3 snakes in order. / Carpet session 2: Mathematics
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by height and width.
Warm Up: Give out cards 0 to 10 to ten chn. Class count backwards from 10 to 0, chn holding up their card when you say their number. Rpt, giving the cards to different chn.
Main Teaching Session: Make a wall using large bricks. Ask the chn to count the bottles as they are hung onto the wall. How many are there now? Are there more than 4? Are there less than 10? Sing 10 green bottles.
Point to the bottles on the wall and ask: Are all the bottles the same? How are they different? Explain that the bottles are different heights and widths, some are tall, some are short, some are wide and some are narrow. Choose a bottle: Is this bottle tall or short? Can anyone find a bottle that is shorter/ taller? Repeat focusing on different attributes of the bottles. / Carpet session 2: Mathematics
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by height or length.
Warm Up: Shuffle 1 -10 cards, show one, chn count on from this number until you say stop. E.g. show card 5, chn say 6, 7, 8
Main Teaching Session: Ask 2 chn of different heights to stand at the front. Who is taller? And who is shorter? How can we tell just by looking? Ask 2 chn to help you to use large plastic bricks to measure the height of each child. Write the 2 numbers on the f/c. Which number is bigger? Point out how this number comes further along the washing line.
Show a 30cm ruler. Look around the classroom for something which is longer than this ruler. Ask several chn to describe what they have found and use the ruler to test to see if the item they’ve suggested is longer than the ruler. Rpt, so chn find objects which are shorter than the ruler. / Carpet session 2: Mathematics
Obj: SSM 40-60e, partial ELG
WALT: Compare & order 2 or 3 objects by capacity.
Warm Up: Hang spotty cards up to 10 on the washing line. Count along the line to confirm the number of spots on each. Ask 2 chn to hold the cards with 4 and 7 spots. Which card has more spots? 7 is more than 4, and 4 is less than 7. Rpt with different pairs of cards encouraging chn to use the language of more and less. Replace all the cards, this time with numbers & repeat. Check comparison s using spotty no cards.
Main Teaching Session: Explain that we are going to compare 2 containers by filling them with water. Check prior und of empty/ full/ half empty/ nearly full. Hold up the 2 empty containers, ask: Which holds more? Model pouring water into the container and ask: Is it full? Pour water into the 2nd container. Which one holds the most? How do we know? Repeat using dry materials e.g. rice.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00 / Carpet session 2: Mathematics
Obj: N30-50c, 40-60b,e partial ELG
Warm Up: Sing various n. rhymes used in previous weeks.
Main Teaching Session: Hang 1-10 cards on the washing line, 2 numbers in the wrong order. Count along, Grandpa Muddles has almost got these in right order. Chn whisper to a L.P. what is wrong. Ask 2 chn to correct the line. Repeat. / Adult Led Activity
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by length.
Take chn outside to collect leaves. They should find one leaf, and then find another that is shorter and one that is longer than the first leaf. They arrange the three leaves in order and stick to a piece of paper. / Adult Led Activity
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by length.
Give each child a paper snake (different lengths from 5 to 10 crayons long). Which snake do you think is the longest? Shortest? Take the longest snake. How many crayons long do you think she is? Help child whose snake this is to lay crayons along the snake’s length. Write this number on the snake’s head. Compare the measurement with chn’s estimates. Who was closest? Help the other chn to measure their snakes. Chn then paint stripes on their snakes. Which snake will you be able to fit more stripes onto? Why? / Adult Led Activity
Obj: SSM 40-60d, partial ELG
WALT: Compare & order 2 or 3 objects by length/height.
1.  Give each child a ribbon and ask them to find items in the classroom that are longer or shorter than it.
2.  Use the cardboard family, ask chn to choose 3 and order by height . Check using cubes.
CT/HLTA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: MA Hungry caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA
10:20 / PLAYTIME
10:35
Add ck to phoneme cards / Carpet session 3: L&S
·  Recall – s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k Play Quickwrite letters p55.
·  Teach high frequency words the, to flashcards
·  Teach ‘ck’ using phonics scheme /action/song. Explain it goes at the end of a word.
·  Read & sing rhyme Hickory, Dickory, Dock.
·  Segmenting for spelling Full circle p63: sock, sick, nick, tick, tock, dock, sock
·  Match caption to picture see notebk / Carpet session 3: L&S
·  Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck using flashcards.
·  Play Quickwrite p55.
·  Teach high frequency words get, and got p64.
·  Sound buttons (and lines for ck where 2 letters make one sound) p58 as follows: neck, peck, pack, sack, sick, tick.
·  Demonstration writing p67. Write the following caption: The sock is on the mat. / Carpet session 3: L&S
·  Practise high frequency words to, get, got, the p64.
·  Teach ‘e’ using phonics songs/action
·  Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e with flashcards.
·  Segmentation for spelling: Phoneme frame p62: pet, den, net, met, men, ten.
·  Play Quickwrite letters p55. / Carpet session 3: L&S
·  Teach to read high frequency words the, get, got, to, put, back p64.
·  Teach ‘u’ using phonics actions/song
·  Phoneme frame p62: put, cut, mug, dug.
·  Match caption to picture using game pieces for appropriate sounds so far. / Carpet session 3: L&S
·  Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ ck/ e/ u/ with flashcards.
·  Play Quickwrite letters p55.
·  Show pictures, for example, a red cat, a big sock, a cat in a hat, a sad man etc and ask the children to write labels for them on coloured strips of paper.
·  Practise high frequency words to, get, got, the p64.
11:00 / Carpet Session 4: CLL
Obj:A30-50b,c; 40-60a; S30-50c; 40-60a,b; R30-50d, e, g, h, p; 40-60f, g
WALT: Listen carefully and respond to questions about a story.
Big Book: Owl Babies by Martin Waddell
Introduce the book to the children, discuss the role of an author and an illustrator. Look at the front cover illustration and discuss what the story could be about. What animals can you see? What do you think the story will be about? What do we know about owls? Explain that the story is about 3 three little owls that sit and wait in a tree for their mother to come home.
Introduce the branch with the props and discuss how the owls must be feeling when their mother doesn't return. What do you think the three baby owls were thinking when they found out that there mum had gone? How do you think they feel? Can you think of other words that mean the same as 'sad'? Have you ever felt like this? ‘Have you ever felt like Bill? What do we call these kinds of feelings?’ What cheered you up?
Read the story to the children, emphasising the repetitive text in which Bill says, 'I want my mummy'. Enc chn to join in with this refrain.
How are the baby owls feeling now that their mother has returned? Can you think of words to describe how happy they are?
Why do you think their mother went away? If their mother goes away again, do you think the owl babies will be as unhappy and afraid? Why not? Discuss with the children how the owls might feel when their wish comes true and their mother returns to them.
Tuesday: Revisit and watch DVD version of story. / Carpet Session 4: CLL
Obj: R30-50e, f, I,; 40-60e.
WALT: Put the events of a story in order. Understand that all stories have a beginning, middle and end.
Explain to the chn that Grandpa Muddles was reading the story to me but it didn’t sound quite right – model reading the story in the wrong order and ask chn to identify where G. Muddles had gone wrong.
Tell the chn that every story has a Brilliant Beginning, Marvellous Middle and Excellent Ending – and that today we are going to talk about what happens in the story to help us order the events into B/M/E so that we can re-tell the story in the correct order. Where were the characters at the beginning o the story? How many owls ere on the branch? Who were the main characters? How did they feel? What had happened to the mummy owl? Where had she gone? Why? How did this make the little owls feel? What did they do to cheer themselves up? What did the smallest owl Bill keep saying?
Question as app to enable the chn to order events.
Retell the story, with the children joining in.
Explain to the chn that we can add a caption/sentence to a picture to remind us what happens at that part of the story. Ask chn for appropriate captions that would match pictures. Model thinking, rephrasing and counting how many words to write before modeling the writing of the caption itself. / Carpet Session 4: CLL
Obj: R30-50i, 40-60e, 40-60a, W40-60b,c,d,e,f,h
Show chn an image of the 3 owls on the branch, prompt chn to reflect on how the three owls feel when they wake up to find their mother has gone. Encourage children to explore different words, such as sad, lonely, scared and afraid. Continue the discussion by focusing on the end of the story, when Mother Owl returns: How do the owls feel now – excited, happy, or relieved?
Explain that one way an author shows us what characters are saying is through using a speech bubble. Who can remember what ill keeps saying in the story?
Model wring a speech bubble for Bill, pointing out the use of a capital letter to start. Then model writing speech bubbles to show how the owls are feeling at different points of the story.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity G. Reading/ G. Writing/T for Writing
Obj:
Make own owl puppets/