Weekly Planning Sheet - English
Teacher Mr Saban
Reading/Writing Focus
Objective
Shared
Investigat
Show the children the spelling word list
from today. What do all the words have in
common?
What do we call these letters added to the
start of words? ( prefix)
Which prefixes can we identify on our list?
e verb
prefixes
e.g. dis-,
re-, pre-,
mis-, over.
mis-, over
Mon
explain that when a prefix is added the
meaning of the word changes.
Use the word approve (dis) as an example.
What does the root word mean? What
happens to the word when the dis prefix is
added? What happens to the meaning now?
Exploring
Tues
dis-, re-, pre-,
texts in
groups
and
deepening
comprehe
nsion
through
discussion.
Ask the children what happened in chapters
one and two of warhorse to re-cap on the
story so far.
Read chapter 3 of Warhorse by Michael
Morpurgo. Explain that we will be answering
comprehension questions based on the
reading from chapter three.
Stress the importance of the listening
exercise: no notes to be made so that the
children are fully focused on listening to the
words, intonation and meaning of the
passage.
Now show each group their question list
Which questions do they feel they can
answer already? Which ones will require
Responding
to marking.
Children can
understand how
a word changes
when a verb
prefix is added.
Children can
write sentences
which contain
words with
both verb
prefixes and the
initial root
word.
Steps to
success:
Responding
to marking.
Children can
correctly
locate
evidence in a
text and use
the
information
to answer a
range of
comprehensio
n questions.
Date: 21/09/15
Whole class and individual work
Plenary
Independent
Key questions
/Focus
Spellings
How do the words
used today change
when a verb prefix is
added?
Disadvantage
Disapprove
Disbelief
Uneven
Unfair
Unknown
Rewrite
Reappear
Rebuild
Misbehave
Misuse
Misplace
Overpaid
Overcoat
Overdone
Pre-historic
Preview
Prepaid.
Children are given the
word list today and have
to read through the list
and discuss the meaning
of each word and each
prefix.
Disadvantage
Disapprove
Disbelief
Uneven
Unfair
Unknown
Rewrite
Reappear
Rebuild
Misbehave
Misuse
Misplace
Overpaid
Overcoat
Overdone
Pre-historic
Preview
Success
criteria
Steps to
success:
Year 5/6 (MA)
MA: YEAR 5
Investigate verb prefixes e.g. dis-, re-, pre-,
mis-, over-.
Children are given a range of sentences and have to add the
correct word (including the prefix) to the sentence. The
sentences have to make sense and the children have have to
establish the meaning of each prefix.
HA: YEAR 5
Investigate verb prefixes e.g. dis-, re-, pre-,
mis-, over-.
Using the list of spelling words the children have to
write two sentences for each word. One with the
prefix and one without. This will ensure that the
children understand the meaning of each prefix.
Teacher Led: Mr Saban-working with the MA group to
ensure that the presentation of the work is accurate and
that the spelling is represented in its intended format (
focus due to problems with relaying written information
last week.
MA:
Year 5
Scanning for key words and text marking to locate key
information.
Children read through chapter 3 of warhorse and answer a
range of questions based on the chapter. Comprehension
task incorporating retrieval of information and some
inference. Point, Evidence and explain.
HA: Year 6
Exploring texts in groups and deepening comprehension
through discussion
Children read through chapter 3 of warhorse and answer a
range of questions based on the chapter. Comprehension
task incorporating retrieval of information, inference
questions and opinion questions which require Point,
Evidence and Explain.
Work through today’s
task to ascertain if
the children have:
•
Added the
correct
prefix to
the word.
•
Used the
verb prefix
to change
the meaning
of a
sentence.
How did you find the
relevant information?
Which clues and
answers could be
found directly in the
text and which ones
did you have to use
evidence for to infer
the meaning?
Why do you think
there are different
levels of questions?
Why is it important
to answer questions
on a text?
further reading and why?
Distinguish
between
statements
of fact or
opinion
within a
text.
Show the children two sentences.
Mr Saban is 33 years old.
Mr Saban is the best teacher in the world.
Responding
Which one is fact and which is opinion? How
do they know this?
What are the clues?
Children
understand
the terms
fact and
opinion.
Wed
Show the children the definition of fact and
opinion.
Have their views changed? Explain that we
are today looking at fact and opinion and
that we have to distinguish between the two
and support our viewpoint with evidence.
Thur
Using statements from our class text
Warhorse.
PUPIL
PARLIAMEN
T DAY.
Steps to
success:
to marking.
Children can
distinguish
between fact
and opinion.
Children can
spell the
words from
their weekly
list.
PUPIL PARLIAMENT DAY.
Teacher Led: Mr Saban- working around the group to
ensure that the children write and respond in full and
accurately punctuated sentences. To ask verbal
comprehension questions to extend the written focus of
the children and ensure they are providing evidence for
their point of view.
As a class we
categorize the
question based on
perceived difficulty
and then we answer
the questions set in
the comprehension
task.
Prepaid.
MA: YEAR 5
What is a fact?
What is an opinion?
Disadvantage
Disapprove
Disbelief
Uneven
Unfair
Unknown
Rewrite
Reappear
Rebuild
Misbehave
Misuse
Misplace
Overpaid
Overcoat
Overdone
Pre-historic
Preview
Prepaid.
Distinguish between statements of fact or opinion
within a text.
Children have to use the statements based on the
first 3 chapters of Warhorse and discuss as a group
which ones are fact and which ones are opinion. MA
groups supported by myself. Why do you think it is a
fact or an opinion? They have to sort the statements
into fact and opinion.
HA: YEAR 5
Distinguish between statements of fact or opinion
within a text.
Children have to use the statements based on the
first 3 chapters of Warhorse and discuss as a group
which ones are fact and which ones are opinion. HA
group have to explain why they hold their view points.
They have to sort the statements into fact and
opinion.
Teacher Led: Mr Saban –working with the MA group to
ensure that they understand the conventions of what makes
a fact and what makes an opinion.
PUPIL PARLIAMENT DAY.
PUPIL
PARLIAMENT
DAY.
How can we tell the
difference?
How does Michal
Morpurgo use facts
in his writing?
Why does he do this?
Why is it important
to understand the
difference between
facts and opinions?
In which genres of
writing would we use
facts in which would
we use opinion?
PUPIL PARLIAMENT
DAY.
Each group is given a
prefix and they have to
find as many words as a
group that contain the
prefix.
Peer testing. Each child
is given 7 or 8 of the
weekly spellings and
they have to test each
other verbally on the
spellings.
PUPIL PARLIAMENT
DAY.
Fri
Using
organisati
on and
presentati
onal
devices
e.g.
headings,
sub
headings,
bullet
points,
diagrams,
text boxes.
Spelling test- first shared task of the day
is for the children to spell the words
accurately from their weekly spelling list.
Write a recount based on Pupil Power
(Parliament Day). Ask the children what are
the key features of a recount.
Why do we use sub-headings? Why is it
important to order our recounts and also to
write in past tense.
As a class we compile a list of key words and
sub-headings we may need to use in our
extended writing activity.
Steps to
success:
Responding to
marking.
Children can
rewrite a
recount based
on a previous
event.
Children can
write in past
tense.
Children
punctuate
sentences
accurately
Children can
use subheadings
accurately.
Year 5
Using organisation and presentational devices e.g.
headings, sub headings, bullet points, diagrams, text
boxes.
Children are today going to be writing a recount of the
previous day’s PUPIL POWER (PARLIAMENT) event. c/c
links with BRITISH VALUES (democracy) and the SCHOOL
COUNCIL.
The children today have to tell the reader about the
events of the day using past tense and sub-headings to
explain the day and how it happened to their selected
audience.
Teacher Led: Mr Saban to administer the weekly spelling
test and to lead the introduction for the extended writing
task for today. Focus today on the key elements of a
recount. Children are going to write about yesterday’s pupil
power ( parliament day).
What was Pupil Power
Day?
What happened
during the course of
the day?
How was the day
organised?
What were the main
events?
Why do we use subheadings in our
recount?
What is a recount?
At the end of the
task we look as a
class at a preprepared checklist
and ensure that we
can all tick off
examples of the
things asked for in
our writing.
Spelling test today
based on this week’s
spellings (see the list
below)
Disadvantage
Disapprove
Disbelief
Uneven
Unfair
Unknown
Rewrite
Reappear
Rebuild
Misbehave
Misuse
Misplace
Overpaid
Overcoat
Overdone
Pre-historic
Preview
Prepaid.
Children spell 15 words
from their weekly
spelling list. Incorrect
ones to be recorded and
added to the next
week’s list.