Created by Kerry Moody

Week Beginning: 20.2.2012 / PLC: What can I see at night? Space / Week: PLC7

Key Question:What would an alien/ UFO look like?

Time / Monday / Tuesday
N.Hunt in am – DW cover / Wednesday
KM OUT ALL DAY / 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 WholeSchool Celebration Assembly
9:15 / Physical Development :
See Separate planning – PE/Physical Development Medium Term Plan: Reception/Year 1 –Ball Skills
In the hall or other space chn dance along to some space music, e.g. Rocket Man by Elton John or the music from the Star Wars films. Flying Saucer Spin: They spin around the floor (taking care not to bump into other chn). The Alien Strut: how do you think an alien dances? Chn think of an alien and dance around to the music.
Musical Planets: lay out hoops around the room, chn dance until the music stops then dance to the nearest hoop. (PD1, 4)
HLTA:
Setting up continuous Provision/ Outdoor Activities then
Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Outside Activities EY Playground
HLTA: Ind Readers / Adult Led Activity
Obj: Readers / observations
CT:Outside Activities EY
Playground
HLTA: Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers
HLTA: Outside Activities EY Playground
Adult Led Activity
Obj: Readers / observations
CT: Ind Readers
Children: / Children: / Children: / Children:
9.45 / Carpet session 2: PSRN CT/HLTA
Obj:Use everyday language related to time
Warm Up: Sing a song counting back from 10, e.g. 10 Golden Pancakes, having 10 chn to act it out, other chn hold up the correct number of fingers.
Main Teaching Session: Read a story. Mr Wolf’s Week by Colin Hawkins. Talk about what happened on each day, then say the days of the week in order as you flick through the pages. Rpt, chn joining in. Hang the days of the week on a washing line. Read along the line, point out how they all end in ‘-day’. Point out the 2 days when we don’t come to school. Point out today’s day, yesterday and tomorrow. Talk about how we have special Day’s throughout the year to celebrate different event and festivals. Can anyone think of the names of a special Day? What special Day is it today and why? / Carpet session 2: PSRN CT/HLTA
Obj:Use everyday language related to time; order and sequence familiar events
Warm Up:Give each child a number card from 1 to the number in the class. They count round the class raising their cards and putting them down again like a Mexican wave. Count back from the highest number.
Main Teaching Session:Muddles is learning to say the days of the week, it’s not easy! Hang the days of the week on a washing line and have Muddles the puppet read along them, get two days confused, with different initial sounds, e.g. reading Wednesday then Tuesday. Did chn spot his mistake? Help Muddles to get it right by all saying it together. Muddles has another go making a different mistake. Did more chn notice this time? / Carpet session 2: PSRN CT/HLTA
Obj: Measure short periods of time with a non-standard unit, for example, with a sand timer.
Warm Up: Use the 1-100 grid to supporting counting to 100, emphasising the 5s and 10s, chn holding up 5 or 10 fingers for each 5 or 10. Main Teaching Session:
Show chn a one minute sand timer. It takes one minute for all the sand to go from one end to the other. Let’s see how long a minute is. Ask a child to do star jumps whilst the chn count. Choose another child to run to the far side of the classroom and back, and then another to write their first name on the whiteboard as many times as they can in a minute. The rest of the chn count the actions each time whilst the sand runs through the timer.Use the minute timer to time how many minutes it takes chn to sing Head, shoulders, knees and toes or another action song. / Carpet session 2: PSRN CT/HLTA
Obj:Measure short periods of time with a non-standard unit, for example, with a sand timer.
Warm Up: Hang the days of the week on the washing line as Tuesday, but swap 2 days. Read along the line. Can chn spot which 2 days Muddles has muddled up today? Rpt, moving 2 days whilst chn close their eyes.Main Teaching Session:
Show a clock with a second hand. This thin hand takes one minute to go round the clock, that’s 60 seconds. Watch the small movements for a few seconds. When the second hand is at the top, count together to 60 as it moves round the clock. A minute is not a very long time. What do you think we might be able to do in a minute or less? Make some suggestions, chn show thumbs up or thumbs down, e.g. walk to school, eat lunch, put on a coat, write your name, count to 10, sing all 10 verses of 10 green bottles.
10:00 / Adult Led Activity CT/HLTA
Obj: Use everyday language related to time; order and sequence familiar events
CT Observations/ Identified Focus Groups from AFL
HA Giraffes: Can chn say and order the days of the week? Months of the year? / Adult Led Activity CT/HLTA
Obj: Use everyday language related to time; order and sequence familiar events
Together make a picture for each day of the week in the story, labelling it with the day of the week. Shuffle the pictures and work as a group to put them back in order. / Adult Led Activity CT/HLTA
Obj:Use everyday language related to time; order and sequence familiar events
Discuss what happens on each day of the week. Each child draws something for each day on a ‘zigzag’ card with the days of the week. / Adult Led Activity CT/HLTA
Obj: Measure short periods of time with a non-standard unit, for example, with a sand timer.
Chn find out how many actions they can do whilst the sand runs through a minute timer, e.g. how many times they can write their names, how many bricks they include in a model built during the minute, as a group how many colours or animals they can name in a minute, how many times they can touch head, shoulders, knees then toes. Model ways of recording pictorially / Adult Led Activity CT/HLTA
Obj:se everyday language related to time. Use developing mathematical ideas and methods to solve practical problems.
Show chn a stop watch and count the seconds as the display changes. They work in pairs to time how long it takes them to write their name 10 times, build a tower of 20 cubes, take their socks off and put them back on 5 times, write numbers 1 to 20, etc.
CT Observations/ Identified Focus Groups from / Children: / Children: / Children: / Children: HA Giraffes
10:20 / PLAYTIME
10:35 / Carpet session 2: L&S Phase 3 / Carpet session 3: L&S Phase 3 / Carpet session 3: L&S Phase 3 / Carpet session 3: L&S Phase 3 / Carpet session 3: L& S Phase 3
Magic Bag – What’s inside
Revise all phonemes/ graphemes 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, ss
Phase 2 Ball: Phoneme Frames: Read and write HFW learned so far: a, at, as, is, it, in, an, and, on, not, into, can, no, go, to, get, got, the, back, put, no, go, his, him, of, dad, mum, up / Revisit phase 3 phonemes/ graphemes learned so far:j, v, w, x,y z zz qu,
Revisit phase 3 HFW learned so far: off, can, had, back, we, me, he, be, she / Sing alphabet song
Segmenting for spelling:
Phoneme frame p88: jet, jam, jog, Jack.
Blending for reading: What’s in the box p85
jet, jam, jetlag, jacket.
Play Yes/no questions p97:
Is the sun wet?
Has the pot of jam got a lid?
Can Mum jog? / Sing alphabet song
Segmentation for spelling:
Full circle p90 using the words: quack, quick, tick, tin, bin, bun, buzz, fuzz, fun, fan, tan, tack, quack
Demonstration writing p97 write the question:
Has a cat got a zip? / Sing alphabet song
Segmenting for spelling: Quickwrite words p89: zip, zit, Zak, zigzag.
Blending for reading:
Countdown p86 with a mix of word cards.
Demonstration writing p97 write the question:
Can a duck quack?
11:00 / Carpet Session 3: CLL CT/HLTA
Obj:Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.Make predictions and suggest how a story might end.
WALT: Listen to a story, make predictions and express opinions, giving reasons for preferences.
Show chn Beegu. Look at the cover. What do chn think it is about? Read the story up to the part where the teacher chucks Beegu out of the playground. Ask for predictions. What do chn think will happen next? Take suggestions and read to the end of the story. Talk about the story. Encourage chn to say which parts they liked /were scary? Do they think it was a sad story or a happy story? best. Which bits (if any) / Carpet Session 3: CLL CT/HLTA
Obj:Show an understanding of the elements of stories, such as main character, sequence of events and openings. Attempt writing for different purposes, using features of different forms, including speech and conversation.
WALT:Imagine what a character says and write speech bubbles.
Show/read Beegu again. Chn look at some of the pages where Beegu is talking. Can they tell what she is saying? Why not? Choose a particular page and ask chn what they think Beegu is saying. Point out the speech bubble. This is often how we write speech. Draw a picture of Beegu on the board and write what chn suggest she is saying. Model how we start with a capital letter, sound out words to spell them and leave spaces between our words. When you have completed her speech, draw a speech bubble round it. / Carpet Session 3: CLL CT/HLTA
Obj:Read a range of familiar and common words and simple sentences independently.
Explore and experiment with words & texts, creating new sentences from familiar ones.
WALT:Read a familiar sentence; replace known words and read new words used.
Write sentence ‘Beegu was sad to leave her friends.’ on f/c. Then use word cards to hang this sentence along a washing line. Point to each word in turn, ask chn to read sentence aloud together. They shut their eyes. Remove the word ‘sad’. Chn work in 2s to write missing word on their whiteboards. On a count of 3, ask them to show you their boards. Has everyone had a go at writing the correct word? Repeat, removing the word ‘friends’. Do not mind incorrect spelling (e.g. frends) but check that they identified the missing word. / Carpet Session 3: CLL CT/HLTA
Obj:Begin to form and write simple sentences. Write simple descriptive words and phrases.
Use a pencil & hold it effectively to form recognisable letters most of which are correctly formed.
WALT:Write a description of a character using imaginative words and phrases.
Look again at Beegu. This time focus on the picture of Beegu. What does she look like? How could we describe her so that if the book were being read on the radio, the children listening would know what she looked like? Encourage chn to describe her really carefully and record all their best words and phrases on the f/c. E.g. She is as small as …. She is a yellowy-browny gold colour, like …. She has two long… Choose some chn to write their own words or phrases. / Carpet Session 3: CLL CT/HLTA
Obj:Use vocabulary and forms of speech increasingly influenced by their experience of books and stories.Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
WALT: Listen to others; speak clearly and with confidence.Listen to others; speak clearly and with confidence.
Show pictures of aliens (see resources) one at a time. Discuss each one. What does it look like? Friendly or scary? Nice or nasty? Happy or sad? How big do chn think it is? As big as them? Smaller? Much larger? Are all aliens of this type the same colour? What other colours/patterns could they be? After looking at all six aliens, discuss which one chn liked best. Encourage them to express reasons for their preferences. I like this one because….
11:20 / Adult Led Activity CT/HLTA
Obj: Begin to form and write simple sentences. Write simple descriptive words and phrases.
Talk for Writing: A space ship crash lands on the field. investigating the site, chn invent own aliens who have come to visit.
What would an alien look like?
What would an alien eat?
Design and make own masks – role play as aliens – what would they say when they arrived on Earth and saw the different things we have?
Model writing descriptive sentences as suggested by chn.
Model writing speech bubbles for chn’s suggestions of what their aliens might say. / Adult Led Activity CT/HLTA
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Guided Reading Red / Adult Led Activity CT/HLTA
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Guided Reading Red/Yellow / Adult Led Activity CT/HLTA
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Guided ReadingBlue / Adult Led Activity CT/HLTA
Obj:
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CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus
Children: / Children: / Children: / Children: / 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: Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own songs, rhymes and poems. (L4)
Introduce the alien song and use it to sing and make up new versions.
See CLL MTP for detailed AIAP
Resources:Alien song
Images of Aliens – these could be taken from Monsters Inc/ Monsters Vs Aliens / Carpet Session 6: CT: Obj: KUW – Communities – feel a sense of belonging to own community and place.
Shrove Tues Resources:
Flour, eggs, milk, water, jugs, whisk, spatula, frying pan, oil. Ingredients to put on the top, jam, sugar, lemon, treacle – ask the children prior to day what they might like on their pancake
AIAP:Read recipe, follow the plan, make the pancake, encourage children to toss, children to eat pancake putting on their own topping.
Questions to extend the learning:
Ask children if they are having pancakes at home, do they help make them, what do they do. What do they like to put on / in their pancake. Why must the adult cook the pancake? How can children keep themselves safe around a cooker. Briefly discuss the religious side, emptying the cupboards on shrove Tuesday before the start of lent on Ash Wednesday.
Differentiation:
HA / MA– children look at details on recipe and attempt to follow, try independent tossing of pancake.
LA – guided by adults following recipe, may need adult support to toss pancake.
TA :Observing outdoor activities/ Ind Readers / Adult Led Activity
Obj: Respond in a variety of ways to what they see, hear, smell, touch and feel. (C1)
TA :AIAP -Use milk, food dye and washing up liquid to explore and observe space patterns. AIA: Remind the chn that a UFO is something in space that no one can identify. Tell the chn to imagine that the dish of milk is space and that shortly they will see UFO’s. Drop a few drops of food colouring on to the surface of the milk in a shallow dish/ tray. In the centre, place a drop of washing up liquid. Ask the chn to describe what they see. Provide paper circles for the chn to look closely at the patterns and record what they see. (C1)
CT: Observing/ Ind Readers / Physical Development – Dance
See Separate planning / Carpet Session 6:
See MTP Spring 3 RE/ SEAL Plans: Getting on and Falling out.
Obj:Be confident to initiate ideas and speak in a familiar group.
Have developing awareness of their own needs, views & feelings, & be sensitive to the needs, views & feelings of others.
Being sad sometimes
Turn to page 6 in Thad Gets to the Moon where it tells us how sad he is. Click on asterix on the controller. Ask chn if they have ever felt sad? Explain that everyone is sad sometimes. Talk about the types of things that make us sad. Can chn remember a time they felt sad that they would like to talk about? (Be sensitive to chn who may not want to share sad experiences.) Give out the ‘Being sad’ sheet (see resources) and ask chn to draw or write about a time they were sad.