Weekly Planning Sheet - English
Teacher Mr Saban
Writing focus
Objective
Provide
reasoned
justification
s for their
Mon
views by:
Justifying
opinions
and
elaborating
by referring
to the text.
(Point +
Evidence +
Explanation
).
Shared
Complete the 1st chapter of the Sandman
and the turtles and give the children a copy
of the text after the chapter has been
read.
Ask the children to recap the story so far
and ask them for their opinions of the text
so far.
Explain that we will be answering a range of
questions on chapter one so that we can
assess the children’s understanding of the
text.
Who, what where, when, how and why
questions will all be asked to assess
evidence gathering and opinion and
inference.
Children can
adapt their
views and
opinions on a
text.
Children can
discuss their
opinions and
answer
questions
based on a
text.
( AFL - Extension from Friday’s lesson and
the change from a verbal comprehension and
understanding to a structured written
response)
Date: 30/11/15
Whole class and individual work
Plenary
Independent
Key questions
/Focus
Spellings
Year 5 I can Provide reasoned justifications for their
Children can respond
views by:
to questions based on
All spellings this week
will be based around
topic day on Tuesday.
The will be a mixture of
geographical terms and
American specific
terms.
Success
criteria
Children can
listen
carefully to
spoken text.
Year 5/6 (MA)
a text they have
Justifying opinions and elaborating by referring to the
read.
text. (Point + Evidence + Explanation).
Key questions today:
Children to answer a range of questions based upon the 1st
chapter of the Sandman and the turtle by Michael
How is it different
Morpurgo. A range of comprehension questions including
from their initial
point evidence and explain.
ideas and
Children will be able to make notes on whiteboards as I am
reading.
NS to work around all the groups today.
1)
Make sure questions are answered in full sentences.
2)
Correct punctuation is used
3)
Children can justify their answers and point to their
evidence.
predictions?
Who are the main
characters? What
do the children
think will happen in
the book?
Where is the
evidence for your
answer?
America, Canada,
Mississippi, Border,
Meander, Continent,
Climate, State, Atlantic
Ottawa, Washington,
Canyon, Earthquake
Tornado, independence,
Arctic, Mexico and
hurricane.
Show the children the
spellings and discuss as a
class the meanings of
the words the theme
and how the children
think they can answer
the questions.
Tues
Children peer mark
answers making
judgement calls on
the validity of the
answer.
Topic day –
Geography
( America
and
Canada)
Topic day – Geography ( America and
Canada)
Steps to
success:
Topic day –
Geography (
America and
Canada)
Topic day – Geography ( America and Canada)
Topic day – Geography ( America and Canada)
Topic day – Geography (
Topic day –
Geography ( America
and Canada)
America and Canada)
Explore,
collect and
use modal
verbs to
indicate
degrees of
possibility
e.g. might,
Wed
could,
shall,
will, must
How can we describe that something
will happen? Which words can be used
for possibility of an event happening?
e.g. might, could, shall, will, must.
Show the children the two questions
below:
Which two words are the modal verbs?
How has the modal verb changed the
intention/meaning of the question?
How will the use of a modal verb
change the meaning of a sentence?
How might the use of a modal verb
change the meaning of a sentence?
Children pick one of the two modal
verbs above and write a sentence.
Steps to
success:
Year 5
Children have
responded to
their
marking.
I can use modal verbs in my writing to change the
Children can
identify
modal verbs.
Children can
use modal
verbs.
Children can
change
possibility
meaning of a
sentence
using modal
verbs.
possibility meaning of a sentence.
Children will today be using modal verbs in their writing and
will be identifying them from sentences. Children will also
be changing modal verbs in sentences to change word
meaning.
Task 1
LA – children have to choose modal verbs from a
selected list, reading the options and highlighting the
modal verbs ( groups)
MA/HA – children in groups have to compile a list of
modal verbs ( to be checked before main task)
Task 2: LA group to be given a sentence and to write
it in two differing ways choosing from a list of modal
verbs.
What are modal
verbs?
Why do we use
different words for
possibility?
Children play Snap. Use
sets of cards with letter
strings children have
cards with the words from
this week’s list.
How do modal verbs
change the meaning
of a sentence?
America, Canada,
Mississippi, Border,
Meander, Continent,
Climate, State, Atlantic
Ottawa, Washington,
Canyon, Earthquake
Tornado, independence,
Arctic, Mexico and
hurricane.
How might intention
of characters be
changed with
different modal verb
use?
PLENARY TASK –
children will be given
a sentence and on
their whiteboard
they need to write
the sentence with
the opposite modal
verb.
Thurs
MA/HA children are given a sentence with a modal
verb they have to re-write the sentence to change
the meaning selected a new modal verb
Use a range
of
adjectives
and
compositiona
l tools to
create a
detailed
character/
setting
description.
http://www.hibscaw.org/northlincs/primary/hsf/are
nas/website/web/home/sthybaldsacademy/indepe
ndentwritingactivities/year6independantwritingacti
vites.pdf
YEAR 6 WHOLE GROUP.
Introduction question: (revision) what
are adjectives and why are they used?
How can a writer successfully identify you
to a character? Or transport you to a place?
Use this opportunity to discuss the
children’s book and character preferences.
Show the children a picture of Niagara Falls
in America. Without saying the name of the
Steps to
success:
Children have
responded to
their
marking.
Children can
write
independentl
y
Children can
split ideas
into
paragraphs
Year 6
I can use a range of adjectives to write a detailed
character/ or setting description.
Independent task – YEAR 6 Mixed ability.
Mr Saban to work through introduction with children
and to ensure that children are focused on task
throughout its duration.
Independent writing task: focus on sentence (la) and
Paragraph (ma and ha) structure. Use of exciting and
descriptive adjectives. Ability to paint an accurate
picture of their setting or person with their choice
of words (AFL)
Which words can
create a character
description?
Children read their
description of their
character/setting
and the other
children in the class
have to identify the
person or place from
a range of pictures
on their tables. How
successful do they
thing their writing is?
America, Canada,
Mississippi, Border,
Meander, Continent,
Climate, State, Atlantic
Ottawa, Washington,
Canyon, Earthquake
Tornado, independence,
Arctic, Mexico and
hurricane.
Weekly spellings to be
looked at by the Year 6
class today. Will be
relent to the task that
landmark how would the children write a
description? Which writing tools could be
used?
Fri
Children describe the picture and we
discuss how we can divide the information
into different paragraphs based upon the
subject of the sentences.
Planning and
writing an
opening
paragraph
Spelling test at the start of the lesson
based on the spelling words used this
based upon
the subject.
Give the children a picture of a famous American
person or landmark. They have to use the picture and
write a successful description of that person or
place. The children are not allowed to refer to the
person/ or place by name.
Why was the writing
successful?
they will be doing.
Steps to
success:
Year 5 I can plan and begin to write an opening paragraph
Why are character
Spelling test based upon
which introduces a character and sets a scene for my
descriptions
the word from this
Children have
story.
important to the
week.
Children can
compose a
piece of
writing
suitable to
their subject
matter.
Children can
use a range
of adjectives.
which
combines
the
introduction
of a setting
and
character
/s
week.
Links to American topic. – see list
opposite.
Children will be today writing a
character and setting description to
introduce one of the characters from
our selected author Michael Morpurgo
book the Sandman and the Turtle.
responded to
their marking.
Children can
plan an
opening
paragraph for
a story.
Children can
use a range of
adjectives in
their writing.
Mr Saban to work around all the groups today
working particularly with children who are
struggling to generate ideas for their character
and setting.
How can we plan a description of a
setting?
How would the two vary?
Plan a setting based upon a picture of
Morecambe (links to the seaside scene
in our book).
Show the children a picture of Mr
Slater or Mrs Hamer, how could we
describe them? children work as a
group (5 min activity)
How can you write a
successful character
description?
Situation from the story: children are given a
What are adjectives?
scenario from the Sandman and the Turtles. Children
( revision question)
have to describe the character (either Michael or
Polly) and the setting of Whitesands beach.
Which words can be
used to create a
positive/negative
impression of a
How can we plan a description of a
character?
reader?
Children can
compose an
opening
sentence
which engages
the
reader/audien
ce.
LA children given word prompts about the beach and
character
the characters.
description?
MA/HA children to write from their own ideas and
self-recollection of the first chapter of the story.
America, Canada,
Mississippi, Border,
Meander, Continent,
Climate, State, Atlantic
Ottawa, Washington,
Canyon, Earthquake
Tornado, independence,
Arctic, Mexico and
hurricane.