Created by Kerry Moody

Week Beginning: 13.5.2013 / PLC: My Wonderful World – Dinosaurs. What amazing animals can we find in our World? / Week: PLC5

Key Question:Why do animals have patterns? Why do some animals change colour?

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 : SE/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)
Steve Else to deliver fundamental ball skills and kwik cricket / 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
Assessment and Ind Readers
TA Setting up Continuous Provision Indoor/ Outdoor Activities / Carpet session 2: Mathematics
Obj:SSM40-60a, b, f; ELGi, iii
Warm Up:Carry on a count around the class starting & finishing at a given no. Count in 2’s to 20 & beyond. Count in 5’s/ 10’s etc…
Main Teaching Session:
WALT: Talk about and describe the properties of 3D shapes
Remind chn of 3D shape family. Hold up diff shapes and ask chn to name them. Show and read labels. Ask ind to match label to correct shape. Ask chn to sort all the cuboids. Explain that all of the other shapes are not cuboids. Repeat with other shapes – labelling groups as appropriate. Remind chn of the various properties of the shapes e.g. number of faces, straight/ curved sides, hollow/ solid shape. Ask chn to work with a LP. Explain that when you say the name/ describe a shape you want the chn to find and hold it up. E.G. Find me a shape that has straight sides. Find me a shape that has curved sides and is hollow. Show examples of wrapped shapes. What can you tell me about this shape? Which 3D shape could it be? Which 3D shape couldn’t it be? / Carpet session 2: Mathematics
Obj:SSM40-60a, b, f; ELGi, iii
Warm Up:Ask chn to count from 0 to 20 then back. Show chn 200 grid. Ask them to count beyond 20 as you point out the no’s. Repeat counting forwards and backwards in 10’s to 100. EXT Y1: Count in 10’s from any 2 digit no.
Main Teaching Session:
WALT: Talk about and describe the properties of 2D shapes
Remind chn of 2D shape family. Hold up diff shapes and ask chn to name them. Show and read labels. Ask ind to match label to correct shape. Ask chn to sort all the circles. Explain that all of the other shapes are not circles. Repeat with other shapes – labelling groups as appropriate. Remind chn of the various properties of the shapes e.g. number ofsides, straight/ curved, no of corners. Find me a shape that has straight sides; …. curved sides; … 4 equal straight sides; Introduce pentagon/ hexagon. / Carpet session 2: Mathematics
Obj:SSM40-60a, b, f; ELGi, iii
Warm Up:Read the ‘Greedy Triangle’. Discuss how the shape changes each time he meets the shape shifter.
Main Teaching Session:
WALT: Talk about and describe the properties of 2D shapes
Give each pair a square, rectangle triangle or circle. (Vary size & type).
Label two hoops ‘3 corners’ and ‘4 corners’. Ask LP’s to place their shape into the correct hoop & demonstrate counting corners. Ask: Which shapes don’t belong in either grp? Model placing circle outside of hoop. Ask: What does each set have in common? What’s the same about the shapes in each group? What’s different? What makes a triangle? What’s same/ different between a square and rectangle? / Carpet session 2: Mathematics
Obj:SSM40-60a, b, f; ELGi, iii
Warm Up:Hide diff 2D shapes in a feely bag. Ask chn to describe it to the rest of the class. What shape could it be? Sing the ‘Shape Song’ – My Documents.
Main Teaching Session:
WALT: Talk about and describe the properties of 2D shapes
Show chn a range of 2D shapes, to include regular and irregular shapes, straight, curved, diff nos. of sides and in diff colours.
Place two hoops on carpet. How could we sort these shapes into 2 sets/ groups? Take ideas and model suggestions. e.g. blue, not blue, curved, not curved sides, 4 corners, not 4 corners, triangles, not triangles, and ask chn to help you to sort them in at least 4 different ways
Roll a dice. Chn work with a LPL using elastic bands on geoboards to make a shape with that number of corners.
Carpet session 2: Maths
Obj: N40-60m, n, o; ELGii
Warm Up:Display a 1-20 track. Shuffle a pack of 1-20 cards. Take 2 cards and show chn. They write the smaller number on their w/bs. Rpt.
Main Teaching Session:
WALT:Using quantities and objects I can add/subtract 2 single digit numbers and count on/back to find the answer.
Using Easiteach Maths - Make a line of ten 1p coins below a 1-20 track and put a further ten in a bag. (Chn to have own in LP’s) Write +1p, +2p, +3p, -1p, -2p, and -3p on the faces of a large dice. Say that Grandpa Muddles has 10p. If the dice shows +1p, +2p, or +3p he is given 1p, 2p, or 3p, and if the dice shows -1, -2p or -3p, she spends 1p, 2p or 3p. Ask a child to roll the dice and make Grandpa Muddles remove coins from the end of the line, or add coins from the bag. Rpt, but this time asking chn to predict how much money he will have each time
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00 / Adult Led Activity
Obj:SSM40-60a, b, f; ELGi, iii
Hold up ind shapes and ask: What can you tell me about this shape? How many sides/ edges? How many corners? How many faces? What shape are the different faces? Does it roll? Does it slide – how do you know? Can you show me a similar shape which is smaller/ larger than mine? Chn sort 3D shapes according to different criteria, for example shape, number of sides, hollow, curved, straight sides. Shape detectives: Investigate which 3D shapes roll/ do not roll/ slide/ do not slide. Record using pictures – Adult to observe/ note range & examples of mathematical language used to describe properties/ problem solving. / Adult Led Activity
Obj:SSM40-60a, b, f; ELGi, iii
Work with chn using a variety of 3D shapes, ask them to find the cylinders and cones. How do you know a shape is a cylinder? What can you tell me about a cone?
Use rectangular & circular pieces of paper to make own cylinders and cones of diff heights/ diameters. / Adult Led Activity
Obj:SSM40-60a, b, f; ELGi, iii
Chn take turns to hide a shape in the ‘name the shape bag/box. ‘ Using mathematical lang, chn describe their shapes for the rest of the group to guess.
IND: 3D shape sorting act, include pyramid/
Children:CT Observations/ Identified Focus Groups from AFL
Children: MA Hungry caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
Sing alphabet song
Recall all previously learned GPCs: s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z/ zz/qu/sh/ ch/ th/ ng/ai/ee/long oo/ short oo/ oa/ar/or/igh
Read through 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, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see, was, will, with, my for, too
Revise PPT6 then Play Quick Write / Carpet session 3: L&S
Sing alphabet song
Revise GPC’s th/ ng/ai/ee/long oo/ short oo/ oa/ar/or/igh
Revise HFW: we, me, be, he, she, are, see, was, will, with, my for, too
(PPT 5)
Teach ‘ur’usingphonics action/ song.
Segmenting for spelling:
Phoneme frame p88: fur, burn, burp, curl.
Blending for reading: Matching words and pictures p87 surf, urn, hurt, turn. / Carpet session 3: L&S
Reading captions activity Drawing p95: The chimpanzee sat in the tree.
Teach reading you, this, that p91.
(PPT 5)
Teach ‘ow’usingphonics action/ song.
Segmenting for spelling:
Phoneme frame p88:cow, how, down, town.
Blending for reading: Sound buttons p58: owl, now, pow!, town.
Demonstration writing p97 write the sentence: I can see a big cow. / Carpet session 3: L&S
Practice reading you, this, that p91.
(PPT 6)
Teach ‘oi’ usingphonics action/ song.
Segmenting for spelling: Phoneme frame p88: coin, oil, foil, soil.
Blending for reading:
Countdown p86 foil, join, toil, boil.
Play Yes/no questions p97:
Can he see a cow?
Can I go to town?
Can I see an owl? / Carpet session 3: L&S
  • Find any letter learnt so far, from a display, when given the sound.
  • Write each letter correctly when following a model.
  • Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words chip, shin, tang, thinrain, see, food, book, cart, lord , coin, town and silly words thip, jang. ix, jay, zoop, meep, boak, parp, ois, fow
  • Be able to spell the tricky words the, to, I, no, go.
  • Be able to read the tricky words he, she, me, be, we.

11:00 / Adult Led Activity: G. Reading/G. Writing/ G. Talk
Obj: R40-60e; ELGi, ii, iii, iiii
See Separate planning sheet
Guided Reading ORT Yellow Text – Continue to read Barn Owls
Ensure Jack Ramsdale moved to Gruffalos for Guided Reading session. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R40-60e; ELGi, ii, iii, iiii
See Separate planning sheet
Guided Reading ORT/ Lighthouse Red Text
alternatively:
Children to draw a picture for beginning, middle and end. Independently, use words to label parts of their pictures. With support, think about a sentence that they can write for each of these sections. TA to model sentence writing using skills taught. Record how much support each child needs. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R40-60e; ELGi, ii, iii, iiii
See Separate planning sheet
Guided Reading ORT Pink Text / 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/HLTA Observations/ Identified Focus Groups from AFL
11:30
Resources: Ebook PPT / Carpet Session 4: CLL
Obj: S40-60b, c, d; W40-60e, g, h, i; ELGi, iii, iiii
WALT: Write speech bubbles
Read ‘Harry and the Dinosaurs say Raahh!’ Reinforce capital letters and full stops from earlier in the week. Can children think of any adjectives to describe the dentist?
Show children a picture from the story with speech bubbles added. Ask children what the speech bubble is. Ask children what is happening in the story at this point. What might each character be saying? With talking partners, children to think about what each character would be saying. Record ideas in the speech bubbles, remembering to talk through capital letters, finger spaces and full stops. / Carpet Session 4: CLL
Obj: LA4o-60a; ELGii; R30-50f, i; 40-60e, g; ELGiiii
WALT: To recall events in a story.
Re-cap on‘Harry and the Dinosaurs say Raahh!’. With your talking partner, remember what happened in the story. Show chn the story frame. Explain what each section means; beginning, middle (main events/ problem) and ending (problem solved). Think about what would go in each part for the story we have read.
Read ‘Harry and the Robots’. With your talking partner, remember what happened in the story. Show chn the story frame. Explain what each section means; beginning, middle (main events/ problem) and ending (problem solved). Think about what would go in each part for the story we have read / Carpet Session 4: CLL
Obj: S40-60a, c, d; ELGiii; W40-60e, g, h, i; ELGi, ii, iii, iiii
WALT:To plan a story.
Review the three stories shared so far with Harry and his dinosaurs. Ask children to think about the settings of each story.
Using a picture from each story, think about how the settings have been described. Collect awesome adjectives to support each setting. Ask children to think about other settings that Harry could take the dinosaurs to. With talking partners, children to come up with a new idea for where Harry and his dinosaurs would go and what might happen to them.
Model writing the ideas onto the IWB as a list/ mind map / Carpet Session 4: CLL
Obj: S40-60a, c, d; ELGiii; W40-60e, g, h, i; ELGi, ii, iii, iiii
WALT: To write an interesting opening for a story.
Look at the openings of all 3 Harry stories that we have shared. Discuss how the very first page is interesting. Highlight ‘wow’ words.
Show children a setting and story plan that I have already made. (Different to all their ideas!) Ask children to help by giving me some wow words I could use. Explain that I want to write a really interesting opening to my story using these ideas. Ask children to suggest sentences I could use. Reinforce all the sentence writing strategies we have learnt: saying the sentence, counting the words, writing with a capital letter, finger spaces, finishing with a full stop and reading back to check. Have we used lots of wow words at the end of the opening? Is it interesting? Who thinks they might like to find out what happens next?
Using ‘Harry and the Bucketful of Dinosaurs’ ask children to think about how the story is continued beyond the opening. Discuss how other characters come into the story.With a talking partner, explain what will happen next in your story. The child who is listening will count the words that their partner uses in their sentence. Draw a picture, labelling the key parts to show what is happening in the build up/middle for their story. Write a sentence to go with it. Repeat for the ending.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:50-12:00 / PSED/ Singing: Counting songs and shape songs on drop box.
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
Resources:
Various images/ books showing animal patterns
Access to the internet, template 1 per child, paints, brushes, mixing palettes, pastels, chalks, tissue paper, fabrics, PVA glue. / Carpet Session 6:
Obj: (W3050b, 40-60a; ELGi, ELGiii; EMM30-50j, k, l, m; 40-60g, h, I, j;ELGii; BI ELGi, ii)
WALT:Recognise animals from their patterns and talk about what we can see.
Use a variety of animal prints and attach these to the lids of six boxes. Put a matching softtoy or model animal into each box and invite children toguess which animal is inside. Invite children to examine the cards closely using the visualiser.Create simple word cards to describe the skins and patterns on the cards, for example, ‘soft’, ‘furry’, ‘spotty’, ‘bumpy’. Challenge more able readers with words such as ‘rough’tough’, ‘wrinkled’. Ask if they would like their skin to be patterned, furry, rough or tough? What do they like about their own skin?
Look at the variety of skins, coats and patterns of animals. Ask the children if they can think of reasons why, for example, elephants are grey and not pink. Classify animals according to skin — by colour and type. Remind them of the work done at Twycross zoo on mammals and reptiles. Sort a variety of small world animals into mammals and reptiles. / ICT Skills:
Obj: M SSM40-60f; ELGii; EA&D BI40-60c, UtW T40-60a, b; ELGii
WALT:I can create a symmetrical pattern.I can use the symmetrical tool.
Resources:Textease Paint
Demonstrate how to select the symmetry tool in the paint program. Discuss what happens as you use different tools on each side of the screen.

In talking pairs, ask the children to plan the tools, tool sizes and colours that they are going to use:
What colour is your butterfly going to be?Which tools are you going to use?How are you going to print your work?

Ask children to print their work using the print icon. Share the different symmetrical patterns that the children have created and observed. Reinforce why the patterns are symmetrical. / Physical Development : DW
Obj:
See Separate Planning
How are you going to make a symmetrical pattern on your page?
How did you select the symmetry tool?
Where else can you find a symmetrical pattern? / Carpet session 6: L&S
  • Find any letter learnt so far, from a display, when given the sound.
  • Write each letter correctly when following a model.
  • Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words chip, shin, tang, thinrain, see, food, book, cart, lord , coin, town and silly words thip, jang. ix, jay, zoop, meep, boak, parp, ois, fow
  • Be able to spell the tricky words the, to, I, no, go.
  • Be able to read the tricky words he, she, me, be, we.

See MTP Spring 4 RE/ SEAL Plans: Getting On and Falling Out
Obj: (MR 30-50c,d; 40-60a; ELG; SCSA 40-60b; MFB ELG work as part of a group/class – links with CLL LA 40-60a)
TA: AIA
Resources:What if scenarios
Circle time
Remind the children about circle time skills: Eyes to see, Ears to hear, Mouth to speak, Head to think, Hands in lap to concentrate – Reinforce these by using visual actions to support recall.