Literacy Weekly Plan w/c:



| |WALT |WILF |Connection |Activation |Activity |Demo/Consol |Evaluation |

| |(Indicate which year group obj) | | |(Indicate AFL within session) |(Indicate AFL within session) |(Indicate AFL within session) |(Hand Written) |

|Mon am |WALT: edit and improve our work |WILF: |Big write vocab game on board. |Show piece of work and next step. Discuss |Children to act on marking in books and identify confidence faces. |Children to PA a piece of work. | |

| | |Aspire: I can offer feedback to a | |what next step is identifying and how it can | | | |

| | |peer. | |be acted on. | | | |

| | |Challenge: I can identify how | | | | | |

| | |confident I felt on a given task. | |Children to write a response to next step on | | | |

| | |Achieve: I can act on my next | |board. | | | |

| | |steps to improve my work. | | | | | |

|Mon pm | | | | |Easter Cards | | |

|PPA | | | | | | | |

|Tue –am |WALT: Identify characteristics of good and bad | Aspire: I can use a thesaurus to | Sort good and bad characters | Watch Angry bird video |HA- Collecting vocabulary to describe good/bad character. Use |Add vocabulary to large word clouds| |

| |characters. |uplevel vocabulary choices. |from traditional stories. | |thesaurus to uplevel vocabulary. |for each character. | |

| | |Challenge: I can talk about good | | |MA- zones of relevance for vocabuklary to describe red bird (good) | | |

| | |and bad characteristics and relate| | |and Piggy (bad) |Put one of these words into a | |

| | |vocabulary to these. | | |LA- sorting characteristics for Red bird (good) and Piggy (bad) |sentence about the… (whiteboard | |

| | |Achieve: I can sort | | | |work) | |

| | |characteristics to match good and | | | | | |

| | |bad characters. | | | | | |

|Tue– pm |WALT: Use art programmes. |I can use paint programs to create|Children to log on and open art |Model tools on art programme to draw an |Angry Bird Art work using art programme on Computers. |Children to save their word into | |

|RP out | |pictures. |programme. |angry bird. Discuss appropriate tools and | |their own folders. | |

| | |I can use an increasing variety of| |explore effects. | | | |

| | |tools in an art program. | | | | | |

|Wed am |WALT: explore the power of verbs. |Aspire: I can discuss how an |Sort verbs and adjectives. |When writers describe the way their character|HA- Using given sentences explore different adverbs. | Add vocabulary to large word | |

|RP out | |adverb changes the meaning of the | |is talking or moving they use powerful verbs |MA- Given verbs children to collect adverbs to describe how these |clouds for each character. | |

| | |verbs, adding detail. | |and adverbs to give the reader more detail |might be done. | | |

| | |Challenge: I can add detail to a | |about the character and the way the character|LA- Using videos collect verbs to describe Angry bird characters. |Put one of these words into a | |

| | |verb using an adverb. | |is feeling at that moment. This is much more| |sentence about the… | |

| | |Achieve: I know a verb is an | |effective than just telling the reader that | |(whiteboard work) | |

| | |action word. | |Red Bird was angry! | | | |

|Wed pm |WALT: Use our imagination to create characters. |Aspire: I can talk about |Discuss characters we have |Set children a challenge to create their own |Design their own Angry Bird including adjectives to describe. |Share characters. What can you tell| |

|RP out | |characteristics in relation to |looked at over the week so far. |character for the game. Could be a good | |me about your character? | |

| | |good and bad characteristics. | |character or a bad character. | | | |

| | |Challenge: I can write a | |Model design and short description of | | | |

| | |description of my new character. | |character- steal words from display. | | | |

| | |Achieve: I can draw a new | | | | | |

| | |character. | | | | | |

|Thursday am |WALT: write a character profile |Aspire: I can think about what | Characters at tables- children |Look at a WAGOLL example of a character |Children to write their own character profiles for characters. |SA underline the adjective you are | |

| | |sort of charater they are (good or|add adjectives, adverbs to |profile. What do we like? | |most proud of. Have you described | |

| | |bad) and effective vocabulary to |describe. One character on each | |Green- Red and Piggy supported |what sort of character they are? | |

| | |describe this. |table and children roate. |Use vocabulary collected in connection to | | | |

| | |Challenge: I can use adjectives | |write a shared writing piece of description |Red- Red and piggy vocabulary out on tables. | | |

| | |and adverbs in my character | |for piggies. | | | |

| | |description. | | |Yellow/Purple- Red, yellow and black bird. | | |

| | |Achieve: I can use adjectives to | | | | | |

| | |describe what a character looks | | | | | |

| | |like. | | | | | |

|Thursday pm |WALT: Use our imagination to create characters. |Aspire: I can discuss my character|Look at 3d shape models and |Use a child’s design to discuss making a |Children to make model of their own angry bird. |Display models and designs do they | |

| | |and their characteristics. |discuss. |model of their own. | |look like each other? | |

| | |Challenge: I can follow my design | | |LA- using boxes. | | |

| | |when creating my model. | | | |Tell me about your character. | |

| | |Achieve: I can make a model of my | | |MA/HA creating nets | | |

| | |character. | | | | | |

|Friday – am | | |Features of a report. |Show an example of a report about angry |Green- Features list to tick off while writing their report. TB |PA work with comment sheet. | |

| | | | |birds. What features can we identify? |Red- Features list to tick off while writing their report. RP | | |

| | | | | |Yellow/Purple- Independent write of Non chronological report of | | |

| | | | | |Angry birds. | | |

|Friday - Pm |Handwriting |WILF |Model handwriting pattern. |Model writing c based letters on the board. |Children to complete handwriting task in their handwriting books. |Stamp books up and give feedback. | |

| |WALT: Form our letters correctly. |Aspire: I am starting to join my |Children to copy with their | | | | |

| | |handwriting. |‘magic’ pen on the carpet. |Model sitting letters on the line correctly, | | | |

| | |Challenge: My tall letters are | |emphasising ascenders and descenders. | | | |

| | |tall and tail letters hang below | | | | | |

| | |the line. | | | | | |

| | |Achieve: My c based letters are | | | | | |

| | |formed correctly (anticlockwise) | | | | | |

I can use the undo/redo tab.

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