Created by Kerry Moody

Week Beginning: 7.1.2013 / PLC: Take One PicturePierre-Auguste Renoir'The Umbrellas'
Water, water everywhere!!!! / Week: PLC1

Key Question:What kind of clothes do we need to wear when it rains?Introduce the theme by talking about and exploring the weather. Show the chn a big weather chart for the week. Choose symbols to indicate rain, clouds and sunshine. Help the children to fill in the chart each day

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 / Physical Development : DW
Obj: (MH30-50a, d; 40-60a, c, d, ELGi, ii, iii; HSc30-50f; 40-60c, d, e,f; ELGi, ii; links with C&L U30-50c; 40-60a, d; PSED SCSA30-50d; 40-60b; ELGi, iii)
See separate planning sheet Val Sabin Gymnastics 4-5 Years A Reception Travelling Lesson 1.
WALT: travel with control in a variety of ways; show an awareness of contrasts in speed and level; show an awareness of space and share space safely; know, understand and show safe use of apparatus. / 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
KM
Setting up continuous Provision Indoor
TA Setting up Outdoor Activities then
Ind Readers / Carpet session 2: Mathematics
Obj:N4060i, m.
Warm Up:Give each child a 1-20 card. Count along the washing line from 1 to 20. Chn close their eyes whilst you turn round 3 cards. Chn open eyes & hold their card if they think it’s missing & explain where it is on the line. Rpt.
Main Teaching Session:
WALT: Estimate how many objects we can see and check by counting.
On the IWB show a line of 8 flowers like those that Lily threw into the sea. Ask chn to estimate how many. Count them, drawing lines to join pairs as we count. Lily has 8 flowers. Her granny gives her another 2. How many now? Model how to count on from 8 – holding 8 in their heads by putting a hand on their head & counting on. Repeat starting with 6 shells and adding 3 more. Repeat using diff no’s and amounts. / Carpet session 2: Mathematics
Obj: N40-60n; ELGii
Warm Up:Count round the circle from 1 to the no. in the class. 1, 2, 3, 4, 5!The 5th child waves one hand, 6, 7, 8, 9, 10, 10th child waves 2 hands, 11… 15, 15th child waves one hand, and so on. Rpt, starting at a different place in the circle.
Main Teaching Session:
WALT: Begin to use vocab involved in adding/ subtracting.
Show a set of 7 pebbles randomly distributed on a tray. How many are there? Count them. Add 3 pebbles. How many now? How many did I add? Show 3 fingers. How many were there to start? Model & enc chn to hold 7 in their heads and count on, folding down one finger for each number counted. Match this to the number sentence 7+3=10. Repeat the activity with diff amounts of pebbles, emphasising that they count on, starting with how many the already have. / Carpet session 2: Mathematics
Obj: N40-60n; ELGii
Warm Up:Sing a song which counts back from 10 to 0, such as Ten Green Bottles or Ten Fat Sausages.
Main Teaching Session:
WALT: Begin to use vocab involved in adding/ subtracting.
Show chn 8 dolphins – ITR 29 screen 2. Ask chn to estimate how many, then check by counting. Say: 2more dolphins swim along as you drag 2more dolphins using the copy tool. How many now?
Enc chn to hold up 2 fingers and count on from 8: nine, ten, folding down one finger for each number said. We have added two dolphins. Model writing the addition sentence .
Repeating adding 2 or 3 dolphins to different amounts. Ask ind chn to demonstrate writing the addition sentence t match. / Carpet session 2: Mathematics
Obj: N40-60n; ELGii
Warm Up:Together count back from 10 to 0, showing fingers to match and shouting ZERO at the end as you wave empty fists. Ask different pairs of chn to ‘perform’ this in front of the class.
Main Teaching Session:
WALT: understand addition as combining 2 groups of objects and subtraction to taking away.
Count in 2’s from 2 to 20. Draw a cake with 10 candles arranged in pairs. This is how old the boy is at the start of Seal Surfer. Count the candles in 2’s. He is ten. How old will he be in two years time? Enc chn to start at 10 and count on: eleven, twelve (AFL: look for chn who count on 2 in one step)
Record this addition: 10 + 2= 12. Draw a cake with eight candles. Add 4 more. Count on in 1’s or 2’s to find the total. Match this to the number sentence 8 + 4 = 12.
Carpet session 2: Mathematics
Obj:N40-60e, g; ELGi
Warm Up:Use a 1-100 grid to support counting to 100 with chn using their fingers to match the units. Emphasise no.s ending in 0 and 5.
Main Teaching Session:
Hang 1-20 cards on the line in this order: 1, 2, 3, 4, 5, 6, 7, 9, 8, 10, 11, 12, 14, 13, 15, 16, 17, 18, 19, 20. Show chn a puppet. Muddles is learning to order numbers. He put these on the line this morning. He’s almost got it right. Ask chn to whisper to a neighbour what is wrong. Choose a child to help Muddles put his no.’s in the right order. Take them off, and repeat, each time swapping two or more no.s.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00 / Adult Led Activity
Obj:40-60e, f, g
Ask chn to choose a numeral card up to 10. What number have you chosen? Ca you count out the right number of sea creatures to match your numeral?
How many sea creatures will you have if you add one more? How many sea creatures will you have if you take one away? / Adult Led Activity
Obj: N40-60n; ELGii
Give each child a set of pebbles/ shells selected using numeral cards chosen at random. Chn count out the corresponding number of shells/pebbles and writ the matching numeral on a w/b. They each add 2 shells or pebbles to their set, counting on as they add.
Help chn write the matching addition e.g. 6+2=8.
Repeat using different numbers and amounts up to a total of 10. / Adult Led Activity
Obj: N4060i, k, m, n
Each child creates a line of objects (cubes/ pebbles), counting these as they go. Ask each child: How many in their line. Add 2 or 3 to each line. Model and support chn to count on. Ask LP’s to check amounts. Record pictorially and using number sentences.
CT/HLTA 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 Phase 3
Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ssusing flashcards.
Review high frequency words learned so far.a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, no, go, his, him, of, dad, mum, up
Practise reading the high frequency words off, can, had, back p91–93. / Carpet session 3: L&S Phase 3
Sing alphabet song p80.
Teach ‘j’using action/song.
Segmenting for spelling:
Phoneme frame p88: jet, jam, jog, Jack.
Blending for reading: What’s in the box p85. jet, jam, jetlag, jacket.
Matching exercise p95 to read the following question:
Is the pen in the pot? / Carpet session 3: L&SPhase 3
Review high frequency words learned so far.a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, no, go, his, him, of, dad, mum, up, off, had
Teach ‘v’using action/song.
Segmenting for spelling: Phoneme frame p88: van, vat, vet, visit.
Demonstration writing p97 write the question:Can a vet fit a jet? / Carpet session 3: L&S Phase 3
Blending for reading:
Teach how to play Countdown p86 with a mix of word cards.
Practise reading the high frequency words off, can, had, back
Teach ‘w’ using action/song.
Segmenting for spelling: Phoneme frame p88 – will, win, wag, web.
Matching exercise p95 to read the following question:Is the vet hot? / Carpet session 3: L&S Phase 3
Practise reading the high frequency words off, can, had, back
Teach ‘x’ using action/song
Segmenting for spelling:
Phoneme frame – mix, fix, fox, box, tax.
Blending for reading: Matching words and pictures p87 fox, six, box, van, jam, jet.
Play Yes/no questions p97:
Is the sun wet?
Has the pot of jam got a lid?
Can Mum jog?
11:00 / Carpet Session 4: CLL
Obj:LA30-50b; 40-60a;ELGi, ii, iii; U40-60d; ELGii; R30-50f, h, i
WALT: Retell a story in the correct order.
Show chn The Whales Song by Dyan Sheldon. Ask chn what they think the book is about. Read chn the story spend time looking at the pictures. Discussion: Tell me about about what Lilly sees. Have you seen whales on TV? In a museum? Has anybody seen a real whale? Would you like to?They are the largest animals living on our planet. Play some whale song (click on Humpback whale song in sounds ( life/Humpback_whale). Have chn listen really carfully – Can they hear the whales calling? How does it make them feel? What did Lilly’s grand-mother tell her she must do? Bring something special as a present for the whales. What did she bring? / Carpet Session 4: CLL
Obj:LA30-50b; 40-60a;ELGi, ii, iii; 40-60d; ELGii; S40-60b
WALT: Listen carefully so that we can respond with relevant comments question and actions.
Re-read The Whales’ Song. Discuss. Which is their favourite part? Do they find the whales a bit scary? If not, why not? Would they like to see whales as Lilly did?Download and play some whale song from the internet. Turn to the page where Lily gives the whales something. What does she bring for the whales? What would you take for the whales? Look at suggestions made by Lily’s grandmother: A perfect shell, a little flower.Ask chn what they would bring as a special present to the whales. Take suggestions and note these on t/b.Provide chn each with a pebble and explain that they will each paint one in the writing area as a gift for the whales. / Carpet Session 4: CLL
Obj:LA30-5c, 0-60a; ELGii, iii; R30-50f, h, i, n; UELGii
WALT: Understand the elements of stories such as main characters, sequence of events and openings.
Show chn Dolphin Boy by Michael Morpurgo and Michael Foreman. Discuss what this book might be about.As you go through the story, pause to ask chn to predict what they think will happen next. Discuss whether chn think that any child could really ride a dolphin. Have any chn ever seen dolphins? Say that they are quite often seen off the coast of Cornwall where the story is set. Explain that dolphins are like whales, only smaller. They live and have babies in the sea. They feed their babies on milk like humans.
Look at/listen to dolphins (see pictures/hear calls life/Bottlenose_dolphin). How does watching them make us feel? / Carpet Session 4: CLL
Obj:R40-60b, c, d; ELGi, ii
WALT: Explore and experiment with words and sentences.
Re-read Dolphin Boy. Then show The Whales’ Song again. Point out that in both, a child does something pretty special. Which story did you prefer?
Write ‘I would like to swim with dolphins and see whales.’ on the f/c. Read this together, pointing to each word as you say it. Re-read it, checking chn recognise each word. Use large post-it™ stickers to cover words ‘dolphins’ & ‘whales’. What other words can we write here? Read new sentence. / Carpet Session 4: CLL
Obj:LA30-50b; 40-60a;ELGi, ii, iii; U40-60d; ELGii; S40-60d; ELGi
WALT: Use talk o organise own thinking, ideas and feelings.
Show chn Seal Surfer by Michael Foreman. What do you think this book is about? Explain that seals, like whales are sea mammals but they live and breed on land and go in the sea to catch fish to eat. Read the story and discus what happens. Look at the boy. Did chn realise he was in a wheelchair? Do you prefer seals or whales? Encourage them to give reasons. Which story did you like best?Compare Seal Surfer to Dolphin Boy. Point out that the same person illustrated both books. Where do chn think he lives? He lives in Cornwall on the coast beside the sea. Show The Whales’ Song as well. Ask chn to work with a partner to discuss which of the 3 stories they liked best and why. Encourage them to give each other reasons for their preferences. Allow discussion, then take feedback.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R40-60b, c, d, e; ELGi, ii, iiii
Guided Reading
Red Text:
Alternatively: Make a group book about rain. Ask the chn to draw a picture of what they like to do indoors and outdoors when it is raining. Model and support chn to scribe sentences to match their pictures. (S40-60b; W40-60h, i; ELGiiii) / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R30-50f, g, I, p
Guided Reading
Red Text:
Alternatively: Make a group book about rain. Ask the chn to draw a picture of what they like to do indoors and outdoors when it is raining. Model and support chn to scribe sentences to match their pictures. (S40-60b; W40-60h, i; ELGiiii) / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj:W40-60h, i
Chn talk to each other about the precious object that they would bring to the whales. It must be something small that they can easily carry, and it must be precious but not cost much or anything at all! Perhaps something to do with the sea… Chn decide on their object. Then describe it carefully to a partner and sketch it. They write a heading and some descriptive words round it. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R30-50f, h, i
Ask chn to retell the story of The Whales Song. They each take a different role and act as that character throughout. Enc chn to describe how Lily feels when the whales come.
Can they remember the sequence of events? Do they understand the elements of stories? Do they use app language from the story? / 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: MA Hungry Caterpillars
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children:CT Observations/ Identified Focus Groups from AFL
11:50-12:00 / PSED/ Singing:Sing water-themed songs such as ‘I hear thunder’. Encourage the children to join in with the songs and to add their own musical accompaniments. (EMM30-50b, f; 40-60a, b; BI30-50b, c, d) 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:
Introduce chn to the Renoir’s Painting, The Umbrellas. Introduce and talk about the artist. Ask open questions to initiate talk, such as: What do you see/ hear/ smell /touch?; Where are these people? What tells you this?; ? What is happening?; What might have caught the attention of the little girl and the woman on the left of the painting?; What do you know about these people?; What do you want to know? Explain that we will be using the painting by Renoir to create some of our own art work throughout the PLC.
. / Carpet Session 6:
Obj: (MFB ELGi; MR ELGiii; links with PD HSC30-50F; ELGii)
Tell the chn the story of Noah or read Noah’s Ark by Lucy Cousins. (Walker). Tell a simple version of the Noah's Ark story, using props if available. Discuss the story.
Discuss the significance of the rainbow at the end of the story (God's promise that he would never destroy his people again).Go on to talk about promises the children can make (and keep!). Record the promises and review after a week (use 'circle time').How does it feel to be safe inside when it’s raining outside? What do the chn like/ dislike about rain? How do the chn fell about thunder and lightning / ICT Skills:
See Separate planning.
Logging on to Purple Mash – Developing use of a paint
program through using 2Paint
Logging on and using a VLE through the School’s Learning Platform. / Physical Development – DW
Obj: (MH30-50a, d; 40-60a, c, d, ELGi, ii, iii; HSc30-50f; 40-60c, d, e,f; ELGi, ii; links with C&L U30-50c; 40-60a, d; PSED SCSA30-50d; 40-60b; ELGi, iii)