Key Question: Which Animals Can We Find in the Jungle?

Created by Kerry Moody Week Beginning: 12.3.2011 PLC: What amazing animals can we find in our World? Week: PLC 2

Key Question: Which animals can we find in the jungle? CLLD FOCUS: Overview 11 – stories with predictable and patterned language: Key Outcome: Using the model from reading, create own patterned narratives PSRN FOCUS: NLC & Calculating: Find Pairs of numbers with a total of 10. PSRN Objectives for Week: Select 2 groups of objects to make a given total of objects. Begin to relate addition to combining 2 groups of objects. Find the total no of items in 2 groups by counting all op0f them. EXT: Counting on from the largest grp. http://www.iboard.co.uk/curriculum.htm#3721 Time Monday Tuesday Wednesday Thursday Friday 8:50 Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register then news from the weekend Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Whole School Celebration Introduce children to key Assembly question of the week. 9:15 Physical Development: Adult Led Activity Adult Led Activity Adult Led Activity (Cave for AIAP: Seat chn in a circle and ask Obj: Readers / observations Obj: Readers / observations Obj: Readers / observations Adult Led Activity bears – them to close their eyes whilst CT: Ind Readers/G Reading CT: Outside Activities EY CT: Ind Readers/G. Reading Obj: Readers / observations climbing listening to an extract from ‘The HLTA: Outside Activities EY Playground HLTA: Outside Activities EY CT: Outside Activities EY frame, a Carnival of the Animals’. Tell chn Playground HLTA: Ind Readers/G.Reading Playground Playground swamp and the title of the music and ask HLTA: Ind Readers/ G Reading island – mats, them to tell you the names of the Children: MA Raindrop Yellow Children: MA Rainbow - Red Children: LA Snowflake –D Pk/ Children: HA Sunshine - Blue a log – animals that they can see in their Red benches etc) minds. Where do they think the 9:45 Carpet session2:PSRN CT/HLTA Carpet session2:PSRN CT/HLTA Carpet session2:PSRN CT/HLTA Carpet session 2: PSRN CT/HLTA animals are? What are they Warm Up: Chn work in pairs. Ask Warm Up: Show 5 pegs on a Warm Up: Introduce chn to Warm Up: Ask chn to recall doing? How do you think the each pair to show you 5 fingers coat hanger. Chn close their eyes doubles up to 5+ 5. Model using doubles up to 5+5 using doubles animals are moving? Show the altogether, so for example one whilst you hide 1 or more pegs Noah’s Ark animals or alternative song!! Doubles doubles, I can add chn the circuit of equipment that child might show 4 and the other with a cloth. Chn open their eyes. small world animals. doubles. It’s no trouble for me to has been set out and introduce might show 1. Now ask them to How many are hiding? Use your Main Teaching Session: add doubles. (On favourites) them to animal homes. Ask chn to do this in a different way. Rpt. fingers to help. Remove cloth to Show 10 pegs on a coat hanger. Main Teaching Session: find a space around the equip. Main Teaching Session: Show check. Rpt hiding other no.’s of Partition into 9 and 1. Turn the Show chn 10 frogs blu-tacked to 10 and move like the animals to the chn 2 fields using hoops and 10 pegs. Main Teaching Session: coat hanger round to show that 9 lily pads above a pond. Cover the music. When the music stops, soft small world animals. Some of Repeat as yesterday. Modelling and 1 makes 10 and so does 1 lily pads with a large piece of chn can move to the nearest the animals live in this field and and discussion using context of and 9. Rpt for 8 and 2, 7 and 3, 6 paper, and move 2 frogs to the animal home and use their some live in this field. Ask pairs spots on a butterfly/ bones for 2 and 4, then 5 and 5. Chn close pond. These frogs have jumped imagination to pretend to be an of chn to come up and split the puppies. Give the children 10 their eyes whilst you hide 3 pegs into the pond? How many do you animal that might live there. animals between the fields in counters and a ladybird template. with a cloth. Chn open their eyes. think are left on the lily pads? Use Assessment focus: Do chn listen different ways. How many in the Can you divide your spots Show me 10 fingers. Now show your fingers to help. Record 10 – 2 attentively to the music and are first/ second field? Which field between the two sides of your me how many pegs you can see = 8, reading this as 10 take away 2 chn aware of and use all the has the most/least? How do we ladybird. Together count how on the coat hanger. How many equals 8. There were 10 frogs, 2 available space? (PD1, 3, 4) know? How many altogether? many are on each side. Say & fingers are folded down? That's jumped away, that leaves 8. HLTA: Ask chn to record number in each write e.g. 3 and 7 makes 10 how many are hiding! Record 7 + Reveal the lily pads to check and Setting up continuous set by finding or recording altogether. Now ask the children if □ = 10. Agree 3 goes in the box. point out the empty lily pads. Provision/ Outdoor Activities numeral. Model writing addition they can think of other ways to Remove cloth to check. Rpt Replace all the frogs and rpt then Ind Readers on a card. make 10 using ladybird spots. hiding other no.’s of pegs. moving other no.s of frogs. 10:00 Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Obj: Select two groups of Obj: Select two groups of Obj: Select two groups of Obj: Select two groups of Obj: objects to make a given total objects to make a given total objects to make a given total objects to make a given total Chn find all the ways of splitting 10 Find different ways of putting two Find different ways of putting two Find different ways of putting two pennies between 2 purses. kinds of animals in a stable for 10 kinds of animals in a stable for 10 kinds of animals in a stable for 6 Children: CT Observations/ Children could record what they animals / putting 10 pigs into 2 animals / putting 10 pigs into 2 animals / putting 6 pigs into 2 Identified Focus Groups from have done in their own way. This pen. Children could record what pen. Children could record what pen. Children could record what AFL may be by drawing, making they have done in their own way. they have done in their own way. they have done in their own way. marks or using words and This may be by drawing, making This may be by drawing, making This may be by drawing, making numbers. marks or using words and marks or using words and marks or using words and numbers. numbers. numbers. Children: HA Giraffes Children: MA Crocodiles Children: MA Penguins Children: LA Pandas Children: CT Observations/ KM assess KoS on EYSF maths Identified Focus Groups from objectives AFL 10:20 PLAYTIME 10:35 Carpet session 2: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Give the sound when shown Recap long ‘oo’ Teach short ‘oo’ using phonics Find any letter learnt so far, Be able to spell the tricky words CT – Ph3 any Phase 2 letter, and the Segmenting for spelling: scheme Segmenting for from a display, when given the the, to, I, no, go. DW – Ph2 Phase 3 letters learned so far. Phoneme frame p88: too, zoom, spelling: Phoneme frame p88: sound. Write each letter correctly when Read through high frequency cool, boot. book, look, cook, good. Practice reading was, will, with following a model. words learned so far. Be able Blending for reading: Blending for reading: Quickwrite words p89: book, to read the tricky words he, Countdown p86 food, loot, Countdown p86 took, foot, feet, soon, pain. Be able to blend and segment in she, me, be, we. moon, root. wood, hook. Blending for reading: order to read and spell (using Practice reading was, will, with Demonstration writing p97 Demonstration writing p97 Sentence substitution p86 magnetic letters) VC words ox, Teach long ‘oo’ using phonics write the sentence: The boot is write the sentence: I can cook using sentences on p104. CVC words rain, see, food, book scheme too cool. good food. and pseudo words zoop, meep. 11:00 Carpet Session 3:CLL CT/HLTA Carpet Session 3:CLL CT/HLTA Carpet Session 3:CLL CT/HLTA Carpet Session 3:CLL CT/HLTA Carpet Session 3: CLL CT/HLTA Obj: Interact with others, Obj: Interact with others, Obj: Attempt writing for Obj: Experiment with words Obj: Link sounds to letters, All chn to be negotiating plans and activities negotiating plans and activities different purposes, incl writing and texts, particularly in the naming and sounding the letters assessed for and taking turns in and taking turns in letters. Explain to the children context of letter writing. of the alphabet. Use a pencil phonics and conversation. To sustain conversation. that as a class we are going to Re-read Dear Zoo, making a list and form letters correctly. HFW this attentive listening, responding Re-read Dear Zoo encouraging write a letter to the zoo. Ask them on the f/c of the animals which Write Alligator, Bee, Cat, Dog, week. to what they have heard by children to join in with repetitive if they can think of why we would the zoo sends. Model writing Elephant, Frog down the side of relevant comments, questions phrases. Use story sequencing be doing that? Have a large each animal name, sounding the the f/c. Can any chn guess why or actions. cards and identify the reason why sheet of paper with the school initial sound to give a clue as to you have written these particular Show chn the book Dear Zoo. each animal was sent back E.g. address at the top. Explain that the letter. Segment ‘frog’ into its animals? If you look at their 1st Discuss the title. What does it tall, fierce. Write each word on a we put our address so that the sounds, /f/ /r/ /o/ /g/ to write each letter, animals are in alphabetical sound like? The start of a letter. card.What do chn think the child person we are writing to knows sound and spell it. Do the same order, A B C D etc. Sing alphabet Have any chn received letters actually wrote to the zoo? How where to send the reply. Add the with /p/ /u/ /p/ /ee/ as p u pp y. together. What animal can we think beginning, ‘Dear ?’… etc. What did his letter go? Write ‘Dear date below this. The zoo needs to Having written the list of animals, of for G? Make the sound /g/ and do chn think the book might be Zoo,’ on the f/c. Explain to the know when we wrote. Decide go back through the book and encourage suggestions. Write about? Have any chn read it chn that we are going to write to what they would like to write in the discuss how each one is ‘goat’. What about ‘H’? Continue before? Talk about the animal in the zoo to ask them to send us a letter and what they would like to described. Write the descriptive for a while. the packing case and the kind of pet! Discuss what pet the zoo ask the zoo. Model writing ‘Dear word. animals you find in a zoo. Read might send us – encourage a Zoo,’. Discuss what to write next. the blurb and talk about the kind sensible discussion – a tiger We need to say…? Please. Start of animal they would like for a would be too big, a penguin the sentence ‘Please can you…’ pet. Read Dear Zoo. Encourage couldn’t live in a classroom etc. choosing different chn to write chn to predict what is in each box! What pet would chn like? Why? ‘can’ and ‘you’. When the letter is Why do they think the puppy is a finished read the letter through perfect pet? with the children, to ensure everything is included. 11:20 Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Obj: Retell narratives in the Obj: Attempt writing for different purposes. Obj: Attempt writing for Obj: correct sequence, drawing on Guided Writing: Write the beginning of the sentence “So they sent me different purposes, incl writing the language pattern of stories. a”. Choose a small world animal to complete the sentence and model letters. Work with the chn to create a using a full stop. Write the next sentence, leaving a space for the Children can individually write a CT Observations/ Identified story box of the shared text. As adjective. E.g. He was too ____! Use suggestions made by the letter to the zoo, using the class Focus Groups from AFL the story box is created, engage children. Model writing the next sentence “I sent him back”. Together, letter as a basis for their own chn in an oral re-telling and read back the sentences written. Repeat modelling with another animal writing using it as a model. discussion of the main events of as an example. the text. HLTA: Spellings and 'Resources: Dear Zoo' book; In pairs choose an animal and think-pair-share the reason why it was Handwriting Focus cardboard box, soft toys and sent back. In each pair, one child writes the animal sentence and the puppets of the animals in the other the reason he was sent back. Collate to to make a class lift-the- story; paper plates; paints and flap book. collage materials. Children: LA Snowflake Children: MA Rainbow Children: MA Raindrop Children: HA Sunshine Children: CT Observations/ Identified Focus Groups from AFL 11:50-12:00 Handwashing & Lunchtime

1:00 Carpet Session 4: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 1:15 Carpet Session 5: Carpet Session 6: Adult Led Activity Physical Development – Dance Carpet Session 6: Obj: (K1, 2) Introduce the book ‘ Obj: (K1, 2, 9) Obj: (C1, 2, 3)TA: AIA See Separate planning See MTP Spring 4 RE/ SEAL Rumble in the Jungle’, ask chn to AIA: Tuffspot jungle scene – CT AIA: Being Creative/ Plans: identify the animals in the poem Talk to the children about jungle Exploring Media: Tiger in a CT AIA: WALT: Talk about a and describe where they are animals and where and how Tropical Storm (Surprised!) place that is special to me hiding. Use the illustrations to they live in their natural habitat. Techniques to develop and model  Talk about places where the learn about the names of animals Look at examples in reference throughout the PLC as part of chn feel safe. Favourite body parts? Show the children books. Explain that jungle large scale collaborations and places and why. Talk about pictures of jungles and rainforests animals need a home and that individual pieces represented: the homes that we live in. and talk about the different plants the children can create a  Use collage techniques What is special about the and animals that they can see. to create a jungle suitable environment for them home? Look at books and Talk about planning an expedition background. Chn add through the jungle. Would it be using the items provided. Talk own tiger pictures onto pictures showing a variety of hot or cold? What might we see? about the sort of home that backgrounds. homes, ask chn which ones Unpack the backpack and ask the each animal would need e.g. a  Explore paint mixing to they would like to live in and children why they think each item cave for a gorilla, a pool for an create different tones of why. would be useful. Play a circle alligator, shade for the lions etc. green. Use to paint a  AIA: Drawings of favourite game of ‘In my backpack I will jungle scene. places. (PS2) take…’ Give children backpack See also KUW MTPlanning  CIA: Ind activities to include picture and ask them to draw all CT: Observing/ Ind Readers small world house and role the things they will take with play TA: AL IEP TARGETS them. TA: AL IEP TARGETS TA: AL IEP TARGETS TA: AL IEP TARGETS

1:45 Adult Led Activity Adult Led Activity Carpet Session 6: Adult Led Activity: Library Obj: (C1, 2, 3) Obj: (C1, 2, 3) Obj: (C2, 4) Add music to a Session CT AIA: Being Creative/ CT AIA: Being Creative/ story and learn a new song. Obj: Support / develop children’s Exploring Media: Tiger in a Exploring Media: Tiger in a Read the story of ’We’re Going on individual reading. Tropical Storm (Surprised!) Tropical Storm (Surprised!) a Bear Hunt; Discuss where and Techniques to develop and model Techniques to develop and model how we could add music when we CT: Observing/ Ind Readers throughout the PLC as part of throughout the PLC as part of tell the story. Children choose large scale collaborations and large scale collaborations and instruments to demonstrate ideas. TA: Outside Activities EY individual pieces represented: individual pieces represented: Choose some ideas. Re-read Playground  Use collage techniques  Use collage techniques story with sound effects. Teach to create a jungle to create a jungle song Animal Fair from Sing Up 1 background. Chn add background. Chn add or 2 lines at a time. Sing through own tiger pictures onto own tiger pictures onto as a class. Record. Playback. backgrounds. backgrounds.  Explore paint mixing to  Explore paint mixing to TA: AL IEP TARGETS create different tones of create different tones of green. Use to paint a green. Use to paint a jungle scene. jungle scene. TA: Outside Activities/ TA: Outside Activities/ Observing/ Ind Reader Observing/ Ind Reader 2:05 Whole School Assembly 2:20 PLAYTIME 2:30 Adult Led Activity ICT Skills: Adult Led Activity Carpet Session 6: French Golden Time Obj: See Separate planning Purple Obj: See separate planning CT AIA: As above Mash – 2 Simple City TA: Outside Activities/ Observing/ Ind Readers KLP : Introduce and model new TA: AIA As Above Indoor Games – Bench Ball activities for Sp3 Topic CT: Observing/ Ind Readers

3:00 – 3:20 Story and Hometime Story and Hometime Story and Hometime Story and Hometime Story and Hometime Sing song Down in the jungle. Read Where’s My Mummy Share and discuss Big Book – Who’ s Baby? Continuous/ Enhanced Provision – Classroom/ Central Learning Environment Malleable Exploring properties of clay. Act: Make own Tigers for diorama. What other animals would we find in the jungle? How can we use the clay to make these animals? Sand Act: No indoor sand this week – TA to construct outdoor sand pit during PM sessions and work alongside chn to set up a minibeast/bug/ reptile habitat.

Water Act: Dinosaur World – in green crystal jelly: Little book pg 8 What sounds are made when the dinosaurs move through the jelly? Count the dinosaurs, sort them into groups & use to explore estimating/ calculating e.g no bonds to 10 & simple addition/subtraction problems. E.g If there are 2 dinosaurs playing and another 2 come along, how many will there be altogether? Number Small World: Dominoes: Frogs and Lilypads World Act Chn split 10 cows, horses, pigs Chn find all the dominoes with Bones and bowls or sheep between 2 pens. a total of 10 spots. Ladybirds and spots Music Animal masks/ pictures/ laundry basket. Ask chn to make up own 5 Little Monkeys recreate using Listening versions of Down in the Jungle. masks. Act Writing Act: Chn print favourite animal Ask the children to draw a picture and write about an animal that Provide an alphabet written down a strip of paper. Chn write in an name using foam letters. Then they would like from the zoo. They can do this using the writing animal for each letter – making their own animal alphabet frieze. they print their own name on template. They illustrate it with paintings and with pictures cut out from the reverse! magazines. Construction AIA Model: Make animal masks using white paper plates. The Dear Zoo: Use cardboard boxes to make an interactive display of soft toy animals. Help chn to write a Act: children can choose an animal and then paint and stick paper and caption for their toy to explain what it is. Stick the captions the chn have written onto door flaps and material onto the mask to create their chosen animal. enc. different chn to read the captions and make predictions about which animals are inside. Creative Act: Chn create pictures of their favourite zoo / jungle animals. Encourage chn to show the detail of the animal patterns. Provide the children with a variety of books to use as a reference. ICT Act: Using a drawing programme Variety of animal links from Coxhoe primary School Chn look at an animated the children can draw pictures http://www.schooljotter.com/showpage.php?id=55664 alphabet on computer. of the animals found in a zoo. http://www.topicbox.net/foundation_stage/animals http://www.woburn.co.uk/virtual-safari/#/Home Also EYFS Derbyshire theme http://www.bbc.co.uk/wales/wildaboutnature page on KLP http://www.safaripark.co.uk/ http://www.junglephotos.com/ Sml World/ Down in the Jungle: See Little Book Page 38. Add the animals in the jungle Choose one of the animals and tell the children where it is using Tuff spot How could we make the jungle even more interesting? Enhance scene. Tell jungle stories, how simple directional language such as ‘in front of’ and ‘next to’. Let Act: with books: fiction and non fiction. many animals now? Record as the children guess the animal and then have a go themselves. adding and subtraction (N12) sentences. (N8) Home Plan a trip to the jungle - What will you take? What will the Jungle Diary: Talk to the children about the imaginary jungle expedition. (See KUW) What did they Corner/ Role weather be like? Where will you stay? Map making. Jungle enjoy most? Explain that we are going to make a diary of the expedition. Talk about the sequence of Play Journey: Listen to sounds, look at pictures etc, go through nature events such as packing, setting off, spotting the first animal, eating, setting up camp and coming walk to imagine we are in the jungle. Write sentences to describe home. Ask children to draw pictures of what happened during the expedition and write a caption to the jungle. go with the picture. Compile pictures and captions into a group diary. (l7, 817, 18) Outdoor Act: See also Daily Plans: Parachute Activities – link to jungle theme. All change: all children Chn take turns to act out given jungle animal names. Shout out an animal: children change moving across the playground places before the parachute falls to the ground. Other children in the style of an animal, e.g. have to allow parachute to fall as opposed to pulling it down. being scary like a snake, fierce Snakes: 6 skipping ropes on parachute. Children shake the like a lion or jumpy like a parachute to get the snakes off. (PD1, 2, 4, 7) kangaroo.