Mon
Weekly Planning Sheet - English
Teacher Mr Saban
Objective
Shared
Success
criteria
Write with
Show the children the school handwriting
sheet and ensure that each child has a copy.
What do they notice about each of the
letters?
Why is it important to join and form letters
consistently and accurately?
Explain that today’s focus is based on
presentation and handwriting and that the
aim is to ensure that handwriting skills are
transferred and used in English lessons.
Children have
responded to
their
marking.
consistenc
y in size
and
proportio
n of
letters,
e.g. by
ensuring
that the
downstrok
es of
letters are
parallel
and
equidistan
t; that
lines of
writing are
spaced
sufficiently
so that the
ascenders
and
descenders
of letters
do not
touch.
Model the writing of the different types of
letters:
Ask the children to first draw them on a
whiteboard as a letter. Then ask the
children to
Children can
read and
identify this
week’s
spellings.
Children can
form letters
consistently
and
accurately.
Children are
beginning to
join letters in
words in line
with the
school
handwriting
policy.
Year 5/6 (MA)
Whole class and individual work
Plenary
Independent
Key questions
/Focus
Year 4
I can write with consistency in size and proportion of
letters, e.g. by ensuring that the downstrokes of letters are
parallel and equidistant; that lines of writing are spaced
sufficiently so that the ascenders and descenders of letters
do not touch.
Children are going to be writing individual letters and this
week’s spellings in an aim to improve their own personal
handwriting and letter formation. They will be initial taught
the joins and then independently apply the skills taught.
Teacher Led: Mr Saban- to model and support the children
with their handwriting. Focus on the children who are not
able to consistently join and form letters. Main focus of
teacher assessment this week presentation.
Date: 05/10/15
Children exchange
books and critique
each other’s writing
and letter joins.
What has been done
well and what could
be improved.
Highlight examples
of good practice.
Spellings
Give the children the
look, read, say, cover,
write check sheets.
Spelling focus this week
History topic. Rebellion,
Jacobite, Highlands,
monarchy, Georgian
succession, slavery,
What makes this
writer successful?
What could they do
to improve further?
Why is it important
to maintain the skills
used today?
independence, Culloden,
Trafalgar, Waterloo
Victoria, reign, uprising
and Wellington.
Ask them to identify
the words on the list
what do they all have in
common? Can the
children think of
anymore words that
might be useful as
spellings.
Tues
Create
complex
sentences
by using
relative
clauses
with
pronouns
who, which,
where,
whose,
when, that
e.g. Sam,
who had
remembere
d his
wellies, was
first to
jump in the
river. The
robberies,
which had
taken place
over the
past
month,
remained
unsolved.
Continuation and re-enforcement from last
week plus extension.
Steps to
success:
Ask the children what they understand by the
term pronoun.
I can respond
to my
marking
carefully and
with purpose.
Children are
presenting
their work
neatly and
Can they identify any?
who, which, where, whose, when, that
Ask the children what they understand by the
term relative clause. Share the meaning of
relative clause.
Show the children 5 sentences: can they
identify the pronoun and the relative clause?
Why are relative clauses used?
Explain today’s task that children will either
have to identify pronouns and relative clauses
or write a relative clause into a sentence to
make a sentence more complex.
to
determine
intonation
Wed
and
expression
when
reading
aloud to a
range of
audiences.
Children can
create
complex
sentences by
using relative
clauses with
pronouns.
with pronouns who, which, where, whose, when, that e.g.
Sam, who had remembered his wellies, was first to jump
in the river. The robberies, which had taken place over
the past month, remained unsolved.
who, which, where, whose, when, that
LA/MA –
1)
2)
3)
children have to identify the:
Relative clause
The pronoun
Have to select the best relative clause for each
sentence.
HA – children have to identify relative clause and
pronoun and then have to write a relative clause
for each of the given sentences.
Teacher Led: working mainly with the middle table the
focus will be looking at pronouns and relative clauses to
ensure that the children are applying the correct methods
to their writing.
Plenary task:
Sharing our pronoun
sentences and
explaining how we use
relative clauses to
make more complex
sentences with our
writing.
On the IWB show the children3 sentences
how should they be read? How do they
know?
How does the punctuation affect the
expression in the sentence?
Read the children a set of sentences (they
will also have the sentences minus the
punctuation) and they have to decide which
punctuation goes with the sentences based
on how it has been read.
What is a pronoun?
How can they add
detail to a sentence?
Jacobite, Highlands,
monarchy, Georgian
succession, slavery,
independence, Culloden,
Trafalgar, Waterloo
Victoria, reign, uprising
What is a complex
sentence?
and Wellington.
Using post it notes the
from the weekly
spellings and create
sentences around them.
Year 5
I can respond
to my
marking
carefully and
with purpose.
I can use punctuation to determine intonation and
expression when reading aloud to a range of audiences.
Give the children a series of sentences and they have to
add the punctuation depending on the criteria that is
given to them?
Children also have to identify which sentences can have
more than one piece of punctuation to change the
meaning and which sentences are limited and why ( to
one piece of punctuation).
Children can
History topic. Rebellion,
children choose words
Steps to
success:
Children can
use
punctuation
in their
reading.
Sentence wall. Children
have to use the weekly
spelling to create
sentences. The best and
most accurate will be
included on the display
wall for the week.
Spelling focus this week
What is a relative
clause?
Children
know what is
a pronoun and
which words
are pronouns.
Use
punctuation
accurately.
Year 5
I can create complex sentences by using relative clauses
Plenary task: give the
children a piece of
writing each: they
have to read the
sentence either with
the punctuation or
add the punctuation
they think depending
on their own given
expression and
intonation.
How can punctuation
change the
expression of the
sentence?
Spelling focus this week
History topic. Rebellion,
Jacobite, Highlands,
monarchy, Georgian
succession, slavery,
independence, Culloden,
Trafalgar, Waterloo
Victoria, reign, uprising
and Wellington.
Using online searches
children have to find the
meaning and description
of each word. Each
identify how
punctuation
affects
intonation
and
expression.
Fri
Thurs
Selecting
appropriate
vocabulary
and
language
effects,
appropriate
to task,
audience
and
purpose, for
precision
and impact
http://www.hibscaw.org/northlincs/primary/hsf/are
nas/website/web/home/sthybaldsacademy/indepe
ndentwritingactivities/year6independantwritingacti
vites.pdf
Working with Year 6 children today.
What are diaries? Why are they used?
What do they include?
Ask the children to compile a list of feelings
words.
Explain that today for independent writing
the children are writing two diary extracts
1) The night before they move to
their new home in Spain
2) The night after they have arrived
at their new home in Spain.
Evaluating
Spelling test based on the 15 words given as
, selecting
and using
a range of
organisati
on and
presentati
onal
devices
for
different
purposes
and
audiences.
spellings this week. Spelling focus this week
History topic. Rebellion, Jacobite,
Highlands, monarchy, Georgian succession,
slavery, independence, Culloden, Trafalgar,
Waterloo Victoria, reign, uprising and
Wellington.
Children are show a range of texts –
what genre are the text? What are
their purposes? How can you tell?
Steps to
success:
Children have
responded to
their
marking.
Children can
spell and
recite weekly
spellings.
Children can
identify
features
needed for a
successful
independent
write.
Children
present work
and writing
neatly and
consistently
sized.
Children have
responded to
their marking.
Children can
identify the
features of
an
information
text.
Children can
suggest the
strengths and
weaknesses
Teacher Led: to read different passages of text with
inotation and expression. So that the children can
punctuate the sentences correctly. Reading the sentences
with the children will highlight how punctuation can be used.
Year 6
Selecting appropriate vocabulary and language effects,
appropriate to task, audience and purpose, for precision and
impact.
I can use appropriate writing styles for diary writing.
Children will be writing a diary extract based on moving to
Spain. How are they feeling? Where are they going? What
do they know about the place they will be moving too?
Links to feelings of leaving and arriving.
They also write a diary extract based on their feelings
when they arrive. What is the place like? What do they
think of their new home?
Teacher Led: Mr Saban- to introduce the focus of today’s
independent writing task. To compile with the children a
check list of the things that we will be looking for during
the independent write.
group gets 3 spellings to
Why is reading
punctuation
important to
expression and
intonation?
find and write about
focus on ICT and
children’s ability to spell
words correctly.
Children share their
writing and check
that they have
completed a check
list for a diary
extract.
Spelling focus this week
What makes a
successful extended
write?
What are the main
features of a diary
extract?
Trafalgar, Waterloo
What are adjectives?
Why are they used?
Why is it important
to used varied
language for
emotions?
History topic. Rebellion,
Jacobite, Highlands,
monarchy, Georgian
succession, slavery,
independence, Culloden,
Victoria, reign, uprising
and Wellington.
Today is peer testing via
hangman games. Children
have lists of words from
this week and challenge
their partner to guess,
spell and recite chosen
word before hangman is
drawn.
Explain links to
feelings, SEAL topic
of New Beginning and
Happiness and Joy.
Year 6
Evaluating, selecting and using a range of organisation
and presentational devices for different purposes and
audiences.
Year 5
Assessing the effectiveness of own and others’ writing in
relation to audience and purpose.
I can select and evaluate different writing styles in
information texts.
Children will be reading and commenting on a range of
different information texts based on the subject focuses
from this half term’s subjects
Children are
describing the
features of
information texts
based on a range of
different subjects,
links with topic,
Science, Re and
English focus.
Children also
discussing successes
and limitations of
each form of
information text.
Spelling test based on
the 15 words given as
spellings this week.
Spelling focus this week
History topic. Rebellion,
Jacobite, Highlands,
monarchy, Georgian
succession, slavery,
independence, Culloden,
Trafalgar, Waterloo
Victoria, reign, uprising
and Wellington.
What is an information text? What are
the main features of the text type?
Compile a check list and explain that
next week we will begin to plan our own
information text.
of
information
genres
Teacher Led: Mr Saban to work around all the groups
focus on key questioning (see plenary).
What are information
texts?
Why are they used?
Children can
suggest ideas
for
information
texts.
What are their main
features?
Which information
texts work most
effectively and why?