White House Primary School

White House Primary School Autumn Term 1 Whole School Theme: Literacy – Minibeast Poetry (Clerihews) Year Topaz Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 1 Literacy LI – explore Read poems with rhyming couplets: Night Mail by W H Auden and From a Railway Carriage Any pairs that caused a 6. Distinguish homophones by Robert Louis Stevenson. What do these poems have in common? Rhymes – pairs of lines problem? Hard group share spelling /meaning of - called couplets. Both about a train journey. Both have the rhythm of the steam engine some of their sentences. Do common homophones. pulling them. Listen to steam engine (website). What happens in verse 3 of Night Mail? No rest of class agree that the SC 7. Explain how rhymes. Verse 4? Rhymes within the line. The train rhythm is lost. words have been used - writers use correctly? Thumbs up, figurative & Look at pairs of words: see/sea, I/eye, new/knew, four/for, be/bee, and threesomes: thumbs down? Can chn think expressive language their/there/they’re, to/two/too, etc. What do we call these? Homophones – they sound the of any more homophones? to create images and same but are spelt differently and have a different meaning. atmosphere. Focus Groups Differentiation Key Questions SEND - Play Pairs Game – place cards face-down (resources) and hunt out the pairs. Replace cards that don’t pair in same place - SK LA - Play Pairs Game – place cards face-down (resources) and hunt out the pairs. Chn to Resources claim a pair if they know correct meanings - BP A/HA – Play Threes Game – place cards face-down (resources) and hunt out the threes. You can claim a threesome if you can use each word correctly in a sentence. IW with A

Assessment Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 2 Literacy: 6. Use LI - create a Clerihews – a four-line comic verse of two rhyming couplets. The lines can be of any length Pairs share their work with knowledge of Clerihew but the first involves the name of the person/object being written about. Invented by each other and give positive phonics, morphology Edmund Clerihew Bentley who died in 1956. Read one that explains this (The Works, p251) feedback. & etymology to spell SC and then a few other examples (The Works, p251, 252, 253). Brainstorm some names of new & unfamiliar - well-known minibeasts. Can chn think of rhymes for their names? How could the words be words. used to describe that minibeast? Notice that one poet used two words to make the rhyme, Spell words with e.g. Austin/lost in; and others used more than one syllable, e.g. Ow en/glow ing, Drac common endings ula/spectac ular (The Works, P253). (W6) 9. Choose & combine Write the words cough, through & bough on IWB. What do chn notice? All the words have words, images & the same ending. Are they pronounced the same? Can chn think of other words with same other features for ending? Which of the 3 original words do they rhyme with? Although, though, rough, dough, particular effects. enough, plough, thorough, dough. Which other graphemes rhyme with the three phonemes? Write poems based Focus Groups Differentiation Key Questions on forms read (T11) Chn to work in pairs to write a Clerihew about a minibeast. It’s easier if they pick a minibeast they have some information about – and the minibeast’s name needs to be easy to find a rhyme with for the second line of the poem. Resources SEND – as a group – BP LA – IW A – IND HA - to use double syllable rhymes - SK Assessment Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 3 Literacy: 8. Read LI – edit and Explain that chn are going to publish their poems in a class book. They will have time today Check that chn have a final extensively favourite improve work. to edit and redraft their work and begin to write use ICT to present it. Remind chn about draft of their poem(s) ready authors or genres and the imagery checklist. Have they used rhymes? Does the structure of the poem follow the for publication in written or experiment with other SC correct form?. spoken form tomorrow. types of text. - 12. Write consistently with neat, legible and joined handwriting. Focus Groups Differentiation Key Questions 12. Use word- Give chn time to edit and redraft their Clerihews. Start preparing written or word- processing packages to processed poems and rehearse spoken poems. present written work SEND – BP Resources and continue to LA – IW increase speed and A - SK accuracy in typing Assessment Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 4 Literacy: 1. Tell LI – present work Give chn time today to complete the final draft of their poems. Collate a book of written poetry effectively. poetry for chn to read during 3. Take different quiet reading roles in groups. 12. Write consistently with neat, legible and Focus Groups Differentiation Key Questions joined handwriting. Chn write, type or speak their finished poem(s) in class book. Chn could add an illustration 12. Use word- to written work – clipart, hand-drawn or downloaded picture. Chn could add sound effects processing packages to recorded poems. Resources to present written work and continue to ICT Suite increase speed and accuracy in typing.

Assessment Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria LI –

Focus Groups Differentiation Key Questions

Resources

Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 6 Literacy: Main LI - compare Explain to chn you are going to explore 2 versions of a fable by La Fontaine (and Aesop) Distribute prepared cards of Focus: Look at both The Ant & the Grasshopper. On IWB write the message, ‘It is best to prepare for the words with different vowel sides of a moral days of necessity.' Then watch the video and listen to Wilf the storyteller telling the tale. sounds (see week’s dilemma. Discuss the story – is it happy or sad? Did chn expect the ending? Was the ant mean? Was resources) and ask chn in 3/2. Follow up the grasshopper stupid? Encourage chn to discuss who was in the right! Explain that we will turn to read aloud word. Ask others’ points and explore the tale’s message a little more deeply in today’s activity and we shall then take a rest to work out whether it show whether they vote! has a long or short sound, and agree or disagree in therefore one or two discussion. consonants. Child holds up 4/3. Take different card to show the right roles in groups. answer. 3&4/11. Compose sentences for Focus Groups Differentiation Key Questions precision clarity and Mixed ability impact/Clarify point Chn work in pairs to discuss who was in the right. Should the ant have let the grasshopper Resources of view. share her food and warmth? Should the grasshopper have worked in the Summer or was she right to sing? Divide class into pairs and ask them to discuss the question. Is there a place for Grasshoppers (who only sing)? Is it fair for Ants who do all the work? Who are the Grasshoppers in our society? Do we value them? Do we value the Ants? Debate the question. Each pair should prepare a ‘press statement’ in which they summarise their views – e.g. ‘The ant quite rightly told the grasshopper that she should have worked hard in Summer. The grasshopper cannot expect to sing all Summer and then move in on all the ant’s hard work.’ Stress that each pair must come up with a clear statement in two or three sentences. Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 7 Main focus: Explore LI – act out a Listen to the oral storyteller Wilf for a second time. Then explain that today we will Choose different chn to meaning of different conversation. explore another version. Then read La Fontaine’s rhyming version. Discuss how this share their dialogue, acting versions of a fable. compares with the storyteller’s version. Do chn think that each version takes the same view them out with expression. 3/8. Debate moral SC as to who is right – the ant or the grasshopper. In the oral story, grasshopper’s singing is dilemmas given in - think about your praised. In the rhyming version the ant gets more of a hearing. Does this affect which texts. opinions yesterday. version children prefer? Does the way the story is told affect our view of who is in the 4/7. Identify - explain what’s right? evidence to support a happened between hypothesis. ant and 3&4/4. Use drama grasshopper’s strategies to explore sister. issues/create roles to - Is she cross? How show diff will you show this? interpretations. - use body language and facial expressions. Focus Groups Differentiation Key Questions SEND/LA - Remind chn of y’day’s discussion. They should act out a conversation between ant & the grasshopper’s sister. How does ant explain her actions? How cross is grasshopper’s sister? Once they have acted out the scene they make some notes for Resources tomorrow on speech bubble paper. A/HA - Ant is going to have to phone Grasshopper’s sister to explain what has happened. Children work in pairs to plan what she might have said. What might the sister say back? They may write notes on the sheet provided. They then act out the conversation. Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 8 Main focus: Write LI – write dialogue. Explain that today we shall write our conversations between the ant and the grasshopper’s dialogue based on a sister from yesterday. Stress that how this conversation goes – what each person says – moral dilemma. SC depends on whose ‘side’ they take in the story. If we think the ant was in the wrong and - use speech marks to 4/9. Show imagination was mean, we will give the grasshopper’s sister some very persuasive arguments, but if we show words the thro lang. used to think the ant was justified, then she will have the best lines! character speaks. create emphasis, etc. - place a comma 3/9. Write dialogue afterwards using approp. - use other words for Demonstrate to chn how we write dialogue. Model using speech bubbles in a cartoon format Structures. said. and then remind chn how speech punctuation works. Show how we can separate speech from 3/11. Clarify meaning - new speaker, new text using speech marks. Discuss use of persuasive language – chn to brainstorm effective thro the use of speech line punctuation. words.

Focus Groups Differentiation Key Questions SEND – as a group using cartoon format, each completing one box and a speech bubble. Lots of communication needed to make sure the conversation flows correctly. IW LA - Chn write their conversations using a cartoon format and speech bubbles. They use Resources their notes from yesterday and should write at least 2 or 3 speeches by each character. A - Chn write their conversations using correct speech punctuation and question or exclamation marks as appropriate. BP HA – as above ind. Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 9 3/7. Build their store LI – explore Write 'Amicu certus in re incerta cernitur' and underneath (translated from the Latin), ‘A Ask HA group to choose and of vocabulary as they descriptive language. friend in need, is a friend indeed.’ This is a proverb known from the 3rd century BC. What read out a few adjectives and read for meaning. does it mean? Discuss in pairs and share ideas with the class. Friends who help you when the nouns they describe, that 4/7. Develop their you are in difficulties are the best sort of friends ever! Read story and look at the they have underlined. understanding of word pictures on V&A site: meanings. 3/8. Identify features http://www.vam.ac.uk/collections/prints_books/features/aesops_fables/ant_grasshopper/ used to provoke index.html. Discuss each of the pictures in turn… How do they reflect the characters of reactions. the ant and the grasshopper? 4/8. Read several versions of a fable. Enlarge and show the glossary on the website http://www.mcwdn.org/fables/fabindex.html scroll down for glossary. Look at one or two of the words, e.g. morsel. Ask if chn know its meaning. Discuss the fact that some of these words were in use in the past but are not so much used nowadays. For example, discuss the meaning of the word ‘content’.

Focus Groups Differentiation Key Questions SEND - Chn each choose their favourite character in the story, and, using a picture from the V&A site, they write a description round the edge if possible, drawing on some of the words used in the glossary – IW Resources LA – as above - IND A - Chn use the glossary and choose words to write in sentences – they should try to write as many words as possible in each sentence - BP HA - Use website to continue to explore vocabulary: http://www.mcwdn.org/fables/fabindex.html. Have fun reading fables and doing quizzes. Chn make notes of new and unusual words they like. Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 10 http://home.freeuk.net/elloughton13/aesop.htm for Aesop’s fables http://www.happychild.org.uk/nvs/cont/stories/aesopsfables/page0002.ht m for Aesop’s fables http://www.aesops-fables.org.uk/ for Aesop’s fables http://www.vam.ac.uk/collections/prints_books/features/aesops_fables/a nt_grasshopper/index.html for Aesop’s fables with images from the V&A http://books.google.co.uk/books?id=mUMtMfXcUhsC&dq=La+fontaine %27s+fables+free&printsec=frontcover&source=in&hl=en&ei=- 1P5ScNDmLmMB7T8uZkD&sa=X&oi=book_result&ct=result&resnum=13#P PR5,M1 a few La Fontaine fables http://www.mcwdn.org/fables/fabgloss.html glossary of words from fables http://www.kirjasto.sci.fi/fontaine.htm life of La Fontaine http://www.aesopfables.com/cgi/aesop1.cgi?1&LifeofAesop life of Aesop http://en.wikipedia.org/wiki/Aesop life of Aesop

Poems: Counting the Stars by Ian MacMillan, The Works, p78 Tortoise and Hare Race by Jill Townsend, The Works, p69 The Fox and the Grapes by Celia Warren, The Works, p75

www.celiawarren.co.uk More Celia Warren poems.

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Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 11 & 12 3/3. Use language of LI – to create a Prepare and tell oral story The Frog and the Scorpion (see resources). Ask for Look at the adjectives chn possibility to character predictions when the animals are halfway across the river. What will the scorpion do? have used in own writing. investigate and reflect Finish story. Discuss what happens. Why did the scorpion kill them both? What does the With class, classify under 2 on feelings, behaviour phrase ‘it’s in my nature’ mean? (It’s just how I am, I cannot help it, it’s how I’m made). Do headings on IWB: good and or relationships. chn think our ‘natures’ make us do things? Do we have a choice or is it just ‘how we are’? bad. Choose a couple of chn 4/1. Offer reasons and evidence for their Compare fable with saying ‘A leopard can’t change its spots’. Do they agree? Discuss ‘giving to read their short modern views, considering people the benefit of the doubt’. versions… alternative opinions. 4/7. Deduce Write ‘Frog’ & ‘Scorpion’ on f/c. Discuss the characteristics of each one; write descriptive characters’ reasons words under each animal, e.g. Frog: dependable, kind, gullible (believes what he’s told). for behaviour from Scorpion: cunning, deceitful, manipulative - makes people do what he wants. Discuss how their actions. behaviour shows characteristics. What does ‘out of character’ mean? Did Scorpion behave out of character? (No) Did Frog?

Focus Groups Differentiation Key Questions SEND - Use ‘How I Am’ paper. Chn fill out categories with as many descriptive words as possible. They should try to be as honest as possible. Think about all the diff things they do at home, at school and the diff people they play/ work with etc. If their family read Resources their work would they agree with what they had written? LA/A - Chn write several paragraphs describing their own character. They think about their good & bad characteristics and how they might like to change. Encourage them to use as many adjectives as possible - BP HA – As above – IND. Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 13 Main Focus: LI – to create a Look at lists of adjectives generated in yesterday’s plenary. Discuss the type of Explore characters character characteristic they describe, e.g. appearance, character etc. these terms on the IWB. motivations. Think of a popular film/book character. Write adjectives in each column that describe this SC 3/11. Clarify meaning character. Write some words new to chn. - describe their through the use of Discuss features of a fable – animal characters, moral. short, characteristics speech marks and - use powerful adjectives. adjectives to describe Recap story of Frog & Scorpion. Do chn think there was a ‘goodie’ and a ‘baddie’ in this 4/1. Offer reasons story. Suppose Frog and Scorpion each had a best friend and, after they drowned, these and evidence for friends met. Brainstorm what they might have said to each other. How would Scorpion’s views, considering friend justify what he did? What might Frog’s friend say about him? Discuss having a alternative opinions. goodie or a baddie to go with their character described from yesterday. Chn to choose Respond approp. to another minibeast. Talk about appearance – model describing the other character. others views. Focus Groups Differentiation – Chn to repeat yesterday’s task to describe the other character. Key Questions Same differentiation.

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Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 14 3/6a. Spell high and LI – to develop our Explain that The Frog and the Scorpion is a fable. Write ‘fable’ on IWB. Ask chn to give Chn to share a few of their medium frequency characters. you features of a fable: traditional story; often uses animals as characters; animals often characters. words. have opposite characteristics; story has a ‘message’ or ‘moral’. Read Tortoise and Hare SC 3/9. Select and use a Race (The Works, p69). Discuss what features of a fable this story/poem exhibits. Write - use powerful range of technical on IWB. Explain that in IND/groups, they are going to write their own fable. They will need adjectives and descriptive - give your character to use the two minibeasts characters they’ve already created that display particular human vocabulary. human characteristics characteristics. Write fox on the f/c. What characteristics do we associate with a fox? 4/9. Summarise and (Cunning, sly, deceitful). Choose another animal and do the same. Read a few fables shape material and together on http://home.freeuk.net/elloughton13/aesop.htm or ideas from different http://www.happychild.org.uk/nvs/cont/stories/aesopsfables/page0002.htm. sources to write convincing and informative non- Focus Groups Differentiation Key Questions narrative texts. SEND/LA – to develop their characters – IW and BP A – look at their characters and write human characteristics that these animals might portray. They use dictionary /thesaurus to develop use of/spell more interesting words. Resources HA – develop characters and then use internet to research lives of Aesop and La Fontaine Who were they? When did they live? Make notes. Try- http://www.kirjasto.sci.fi/fontaine.htm and http://www.aesopfables.com/cgi/aesop1.cgi?1&LifeofAesop or http://en.wikipedia.org/wiki/Aesop Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 15 LI – plan a fable. Discuss features of a fable again. Explain that chn are now going to plan their own fable, Discuss their planned ideas. Model planning a class fable using the characters planned yesterday. Is there anything they would SC Show chn PPT of how to plan a fable. Discuss each slide. Chn to brainstorm ideas for class like to change? - fable. Chn to help plan each step carefully.

Focus Groups Differentiation Key Questions SEND – plan a fable together – IW LA – with BP A – IND Resources HA - IND

Assessment

Session Skills/Subject L. I & Main Teaching Plenary/Next Steps Success Criteria 16 LI – write a fable Model planning each stage of the class fable over several sessions with the chn. Discuss plot and what the moral of the fable will be. SC - keep it short Beginning – setting, introduce characters - what is the moral? Problem – - Resolved –

Ending – wrap up the loose ends.

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Assessment