Created by Kerry Moody
Week Beginning: 1.10.2012 / PLC: Magical Me. What makes each of us similar and different? / Week: PLC5Key Question:What can we use our eyes and sense of sight for?
Time / Monday / Tuesday / Wednesday / Thursday / Friday8:50 / 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 a game where a coloured cone is used to signify an action e.g. jump, walk or hop.Enc chn to keep a close eye on the coloured cone and to change their action as soon as the cones have been changed.(MH 30-50a, d, 40-60a, b, c, d, ELG)
Main Session:Practise rolling, throwing and catching with different sized balls, quoits and bean bags. Remind chn to keep their eye on the equipment(MH30-50f, 40-60e, g, h, ELG)
Cool Down:Repeat musical instruments activity from previous week. Play Rabbit tails. / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/HandwritingHLTA: 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
HLTA:
Setting up continuous Provision/ Outdoor Activities then
Ind Readers
WALT: estimate a number of objects and check by counting. / Carpet session 2: Mathematics
Obj: SSM 40-60a, b, f; ELG
Warm Up: Ask ind to count out a given number of objects to match a numeral. Ask chn to arrange them in diff ways.
Main Teaching Session:WALT: sort 2D and 3D shapesShow chn the shape box and explain that it contains diff types of shapes.There are 2 families of shapes – 3D shapes and 2D shapes – explain diff. Tell chn that all of Diamond class shapes have got muddled up. Pull out a cylinder and discuss. Where might you have seen a similar shape? Ask ind to come and find a shape which is the same. Repeat with cube, sphere and cuboid All these shapes belong to the 3D shape family – they are all fat shapes. Repeat process with 2D shapes . Show and read out labels – Where shall we put the label for the 3D shape family? Which shapes belong in this grp. Repeat for 2D label. / Carpet session 2: Mathematics
Obj: SSM 40-60a, b, f; ELG
Warm Up: Ask chn to count and clap a given number. Enhance using musical instruments.
Main Teaching Session:WALT: Sort and match shapes.Show chn a tray of 2D and 3D shapes – Who can tell me what this shape is called? Where have you seen this shape in the classroom/outside? Show a triangle.
Does this belong to the 2D or 3D shape family? What is its name? Ask ind to come and find a shape that is the same. Explain that these are all triangles and place them into a sorting hoop – model writing label. Show the chn other shapes – Tell me the name of this shape. Can it go into the sorting ring? Why/why not? Tell me about the number of sides/ corners.
Add labels triangle/ not triangles and check chn understand how the shapes have been sorted. / Carpet session 2: Mathematics
Obj: SSM 40-60a, b, f; ELG
Warm Up: 1 elephant went out to play/ 1 man went to mow.
Main Teaching Session:WALT: Recognise, name and sort shapes
Play What’s inside the mystery bag. Arrange chn in a circle. Place a selection of 2D/3D in the middle. Add one shape to the mystery bag from an identical collection. Pass the bag around and sing:(to the tune of ‘This Old Man’)
Mystery bag, what’s inside?
What’s the shape you try to hide?
Is it a circle, triangle, rectangle or square?
Feel the shape, describe what’s there.
Child holding bag, feels inside, describes the shape and matches with shape in middle. Tell me about the number of sides/ corners. What’s the name of the shape? Which shape family does it belong to? / Carpet session 2: Mathematics
Obj: SSM 40-60a, b, f; ELG
Warm Up:Count forwards and backwards along the washing line. Play 1 more/1 less/ between
Main Teaching Session:WALT: Recognise, name and sort 2D shapes
IWB shapes – show the chn 2 triangles and 1 circle. Explain the term ‘odd one out’. Which one is the odd one out? Why have you chosen that shape? Repeat using diff 2D shapes, sizes and colours. Extend to 4 shapes then 5. Invite ind to choose the shapes for the game.
Explain that 2D and 3D shapes can be seen everywhere. Show some images. Look for shapes in the classroom, think about the shapes we see I the playground/ at home.
Model making a class big book called ‘Shapes Everywhere’ Briefly show chn shapes found in diff cultures e.g. on clothes, in buildings etc…
Carpet session 2: Mathematics
Obj: (N40-60e, j, p; SSM40-60e, ELG)
Warm Up:Count along washing line forwards/backwards to 20.
Main Teaching Session:Engage chn in actwhich involve estimating. Show some cubes (start with under 10) let ind hold them in their hands. Can they subitise/ guess how many there are? Count the cubes to find out if they are right. Repeat. Place some glass pebbles on a plate. How many do you think there are? Do you think there are more or less than ten? Help chn to use counting strategies to check accurately. Fill a set of different sized boxes with a variety of weights. Can we tell which is the heaviest just by looking? Let chn pick them up and estimate. Weigh boxes to establish their weights. Begin by making the biggest box heaviest and the smallest the lightest before mixing up the contents and repeating. Ensure chn realise that they cannot rely only on sight to make their estimations and comparisons.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00
Key vocab: Estimate, guess, count, more, less, fewer, greater than, less than, heaviest, lightest, same, tallest, measure. / Adult Led Activity
Obj: SSM 30-50a, b, d, e, f.
Shows an interest in shape and space by playing with shapes or making arrangements with objects.Shows awareness of similarities of shapes in the environment.
- Give each child a strip of card. Ask them to decorate their cards by printing with the 3D shapes. Make these into shape hats.
- Place a selection of 2D and 3D shapes on the red table. Ask chn to sort them into the two shape families.
Obj: SSM 40-60a, b, f; ELG
- Organise a shape walk around the school. Take photographs of the shapes found/ record in a ‘Shapes Everywhere’ book.
- Chn play ‘Guess the shape. HLTA support
Children:CT Observations/ Identified Focus Groups from AFL / 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 / Carpet session 3: L&S
- Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c with phoneme cards/songs.
- Play Georgie’s Gym on p55.
- Play Sound buttons p58: it, at, is, sat, pat, tap, sap, sit, pit, tip, pip, sip. an, nap, nip, pin, tan, tin, in. (on resources)
- Practise all HFW/Tricky words so far; a, at, as, is, it, in, an, I, and, on, not, into, can, no, go. Read the word on IWB and match to rocket word.
- Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c with phoneme cards
- Play Sound buttons p58: tag, gag, gig, gap, nag.
- Blending for reading: Pics of tap, pan, pin, tin, man, map, pat, sit, pip, mat, sad, dad, pig, children all have word cards and match correct words to objects
- Help our puppet read a caption: A sad man, and Pot and pan.
- Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c with phoneme cards
- Play Sound buttons p58: am, man, mat, map, Pam, Tim, Sam, pad, mad, sad, dim, dip, dad, did, Sid, Dan. Discuss the use of capitals with the names.
- Teach ‘k’ using song/action.
- Practise all HFW/Tricky words so far; a, at, as, is, it, in, an, I, and, on, not, into, can, no, go.
- Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c, kwith phoneme cards
- Practise this week’s words using Phoneme Frame p62.
- Play Sound buttons p58: tag, dog, kid, cop, cat, Dad. Discuss use of a capital letter for Dad.
- Play Full circle p63 as follows: got, tot, not, nit, nip, pip, pig, pog, pot, got.
- Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c, kwith phoneme cards
- Play What’s in the box? p59 with some of the words from this week: nap, tin, pat.
- Phoneme frame p62: can, cot, cop, cap, cat.
- Play Full circle p63 as follows:op, pop, pip, sip, sit, sat, cat, cot.
11:00 / Carpet Session 4: CLL
Obj:(LA 30-50b, c, ELG responds with relevant comments; U ELG answers why questions in response to stories; S 40-60d; R 30-50e, f, g, h, I, j, p, 40-60e, f, g)
WALT: Talk about and sequence the events in a familiar story?
Re-read story Peace at Last. Encourage the children to join in with repeated refrain "Oh No, said Mr Bear". Use an enlarged copy of the repeated ‘Oh NO! I can’t stand THIS.’ for children to read.Focus on the sequence of events and ask questions as you read through the story. 7
What is happening in this picture? Where were the bears at the beginning of the story? Is it daytime or nighttime at the bear's house? Where is everybody going? Why? What is Mrs. Bear doing? Who falls asleep first? Why is Mr Bear putting on his robe? Can you make a noise like someone snoring? Baby Bear is not asleep. What is he doing? What kind of noise is Baby Bear making? What would that sound like? What does Mr Bear do next?? What is making a noise in the living room? What's happening now? What is making noise in the kitchen? Where does Mr Bear go to next?Can Mr. Bear sleep in the garden? Why not? (No.) Where does Mr Bear try to sleep next? What keeps Mr. Bear from sleeping? What is happening in this picture? What happens next? What do Mrs. Bear and Baby Bear bring Mr. Bear? How do you think Mr. Bear will feel today?
Tuesday: Sequence pictures from the story and orally re-tell Pie Corbett style with the chn joining in/ alternatively listen to the story as an ebook and enc chn to join in with repeated refrains. / Carpet Session 4: CLL
Obj:LA30-50a, 40-60a; U30-50d, 40-60d; S30-50h, 40-60a, d
Place one item from each of the rooms mentioned in the story into a ‘Magic Bag’ Enc the chn to sing the following to the tune of London Bridge is falling Down.
What is in the magic bag, magic bag, magic bag? What is in the magic bag? What can you feel?
Model this first with an adult in the setting before asking the chn to take turns to feel an item in the magic bag. Encouarge them to describe it so that other chn can guess what it is and identify the room what it is associated with in the story. How would you describe the object? Where might Mr Bear have seen this object? Tell me about what happens in this room in the story? Why couldn’t Mr Bear sleep in this room? / Carpet Session 4: CLL
Obj:LA30-50a, 40-60a; U30-50d, 40-60d; S30-50h, 40-60a, d, W40-60b,d,g,h
Ask chn if there has been a time when they could not sleep. Why couldn’t you sleep? What did you do? Give time for chn to share their experiences.
Ask chn to use their imagination to pretend that the classroom carpet is a Magic carpet that can take us and Mr Bear anywhere in the world. Where would you go to get some sleep? Where could Mr Bear go to get some sleep? Ask the adults in the setting to model some examples then ask chn for their ideas. Model writing the places suggested by the chn on the teaching board.
Model drawing a picture of some of the chn’s ideas and writing a caption to match e.g. Mr Bear would go to the beach and sleep on the sand. Mr Bear would go to Fairy Tale Land and sleep in a magic castle. / Carpet Session 4: CLL
Obj:
CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity : G. Reading/G. Writing/Talk for Writing
ObjR 30-50 f, i; 40-60 f; W40-60a, b, d, g and h.
Re-read the story to a small group. Point out the words that are in capital letters, explaining that they are in capitals so that we say them loudly. Encourage them to join in with the capitalized refrains.
Show the chn the sequencing pictures and explain that we can use them to put the events in order. Ask appropriate questions to enable chn to talk about and recall the events of the shared story in sequence.
Model first: Make individual books in the shape of a house. Let chn draw each room with Mr Bear in it , then encourage and support chn writing their own words or writing over or under an adult’s writing. / Adult Led Activity : G. Reading/
G. Writing/Talk for Writing
Obj: LA 30-50b, c; 40-60b.
WALT: Retell a familiar story using props.
Work with the chn to collect or make some props from the story to create a storybox e.g.3 differently sized bears, a cuckoo clock, an owl, a hedgehog, a cat, a bird, a model car and an alarm clock.
Encourage and support the chn to use the props to retell and act out the story in their own words. See Key Q’s from Mon CLL carpet session. / Adult Led Activity : G. Reading/
G. Writing/Talk for Writing
Obj: LA 30-50b, c; 40-60b.
WALT: Retell a familiar story using props.
Work with the chn to collect or make some props from the story to create a storybox e.g.3 differently sized bears, a cuckoo clock, an owl, a hedgehog, a cat, a bird, a model car and an alarm clock.
Encourage and support the chn to use the props to retell and act out the story in their own words. See Key Q’s from Mon CLL carpet session. / Adult Led Activity
Obj:
CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus
Children: HA Gruffalos
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children:CT Observations/ Identified Focus Groups from AFL
11:50-12:00 / PSED/ Singing:Encourage chn to take turns whilst playing ‘I Spy,’. Encourage chn to use clues based on colour, initial phonemes or position in environment.(MR30-50c, ELG; MFB ELG) Handwashing & Lunchtime
1:00 / 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 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 6:
Obj: (PC30-50a, b, d, e, ELG; W30-50b, c, 40-60a, ELG)
Ask chn to look carefully at their own eyes in hand mirrors. Show them a diagram/ model of the eye and talk about how it works. What do eyelashes do? What are eyebrows for? Why do some people need to wear glasses or contact lenses? Ask an adult who wears glasses to talk to the group about their glasses and what happens when they go to the optician.
Enc chn to notice the variety in eye colours and that all eyes are different even though many people have blue, brown, grey and green eyes.
Count how many chn have each eye colour in the class. Display the results as a pictogram/ bar chart. (See also All About Me book pp15 for AIA plan) (N30-50a, e, 40-60j, p) / Carpet Session 6:
Obj: (W30-50b, c, 40-60a, ELG)
Make a collection of different tools used for looking at things, such as mirrors, magnifying glasses, microscopes, binoculars & telescope. Model and support chn as they use them to find out how they work.
then
Go on a bug hunt outside. Observe small creatures using magnifying glasses and bug boxes. Model how to handle them carefully. Investigate how other creatures see, hear and feel. Talk about antennae and special eyes. Draw around each child’s hand and let them draw on a picture of their minibeast.(W30-50a,b,e, 40-60a, ELG) / ICT Skills:Split class into 2 groups and rotate on a carousel basis:
Group 1:KM:WALT: Use a mouse and keyboard to interact with a simple word processor. Begin to understand that this is a key means of communicating messages.
Re- visit parts of the computer and their purpose. Model & work with chn to enable them to logon to a network by typing in their class name.
Model how to open textease studio/ interact with mouse and programme to type own name next to a photograph of self and add a caption I like ……
LA: Could draw a simple picture to show what they like. / Physical Development – DW
EYFS/Year 1 –Movement, Using space and travelling: Ourselves, My Body - See Separate planning LC5: How can we tell how other people are feeling?