Created by Kerry Moody
Week Beginning: 26.11.2012 / PLC: People who help us - Who are the different people who help me? / Week: PLC4Key Question:Who helps to keep me safe and healthy?
Time / Monday / Tuesday / Wednesday / Thursday / Friday8:50 / Carpet session 1: Register and news from the weekend Introduce children to key question of the week. / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Celebration Assembly
9:15 / Carpet session 2: Mathematics
Obj:N40-60e, n, ELGii
Warm Up:Shuffle a set of 1-20 cards. Show one. Chn say the next number and then carry on counting until you say stop. Rpt counting on from other numbers.
Main Teaching Session:
Key Vocab: number names, count, how many, add, and, plus, makes, equals, altogether, count on
WALT: Partition 5 objects into 2 grps. Say and read an addition sentence.
Use 2 fire engines and 5 firefighters. Explain they are on their way to an emergency and we are going to split them between the 2 fire engines. How might we do this? Model putting 4 into one fire engine and 1 in the other. Record 4 + 1 = 5. Say: 4 and 1 makes 5. How else might she do this? Take different ideas and ask chn to move the fir fighters between engines. Record the additions for each.
Repeat using counting ITP – Extend to 6 objects. / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/HandwritingHLTA: : Ind Readers/Handwriting
TA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
TA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting
Adult Led Activity
Obj: Readers / observations
TA: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
9.45
HLTA:
Setting up continuous Provision/ Outdoor Activities then
KM -
Ind Readers/ Assessment / Carpet session 2: Mathematics
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Carpet session 2: Mathematics
Obj:N40-60e, n, ELGii
Warm Up:Counting in 1s forwards and backwards 0-20. Show chn a no of spots on IWB (1-9). Children to use number fans to show how many spots there are. Repeat with different quan.
Main Teaching Session:
Key Vocab: See Monday
WALT: Partition 5 or 6 objects into 2 grps. Say and read an addition sentence.Show 5 pegs on a coat hanger. Partition into 4 and 1. Turn the coat hanger round to show that 4 and 1 makes 5 and so does 1 and 4. Write the matching addition. Rpt for 2 and 3. Chn close their eyes whilst you hide 1, 2, 3 or 4 pegs with a cloth. Chn open their eyes. Show me 5 fingers. Now show me how many pegs you can see on the coat hanger. How many fingers are folded down? That's how many are hiding! Remove the cloth to check. Rpt hiding other nos. of pegs. / Carpet session 2: Mathematics
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Carpet session 2: Mathematics
Obj:N40-60e, n, ELGii
Warm Up:Counting in 1s forwards and backwards 0-20
Counting in 10s- introduction and modelling
Main Teaching Session:
Key Vocab: See Monday
WALT:Add two groups of objects
Show the children one group of spots. Ask them how many there are, children to answer using the number fan. Write this on the board. Show them another set of spots, ask how many there are, children to answer using number fan. Recap addition and equals symbols. Model how to write this as an addition sum. Model how to work out the answer.Repeat three or four times but ask the chn to work out the answer and show this on their number fans.
Write a couple of addition sums on the board. Can the children work out the answer when there are no pictures?
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00 / Adult Led Activity
Obj: N40-60e, f, k, j, n
Rolling a dice and finding that amount of compare bears/ cars/ sorting objects.
Each child has 3 rolls, count total to decide who has the most/ least/ who is the winner.
Assess: Which chn count all objects and which chn are beginning to use counting on as a strategy. / Adult Led Activity
Obj:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Adult Led Activity
Obj: N40-60e, f, k, j, n
Rolling a dice and finding that amount of compare bears/ cars/ sorting objects.
Each child has 3 rolls, count total to decide who has the most/ least/ who is the winner.
Assess: Which chn count all objects and which chn are beginning to use counting on as a strategy. / Adult Led Activity
Obj:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Adult Led Activity
Obj: N40-60e, f, k, j, n
Each child counts out ten beads. They see what ten beads look and feel like. They thread the beads onto string. Show children a handful of beads. How many beads? The child with the nearest estimate wins a bead and adds it to their string. How many now/altogether?
Roll a dice and add that amount to their string. Repeat. How many altogether now? Record pictorially and model writing as no sentence.
Children: MA Elmers/ H. Cat.
CT/HLTA/TA / Children: MA Hungry caterpillars
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ using PPT.
Revise ‘l’ and teach ‘ll’ as a word ending using phonics scheme
Play Phoneme frame p62 with bell, hell, till, fill, mill, full. Make sure they understand that the ll is one phoneme/sound and goes in one section of the frame. / Carpet session 3: L&S
Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll using flashcards.
Matching words and pictures p60 with: bell, full, till, lip, hill, log, leg.
Practise high frequency words of, dad, mum, up p64.
Demonstration writing p67. Write the following caption: The shell is full. / Carpet session 3: L&S
Teach ‘ss’ as a word ending using phonics scheme
Play Full circle p63 with miss, moss, boss, Bess, Tess, toss, loss, less, mess, miss.
Blending for reading: Sound buttons (and lines for digraphs) p58 as follows: Miss, kiss, toss, fill, less, Ross, led, lid.
Matching exercise p66 to read the following caption: I kiss Mum and Dad. / Carpet session 3: L&S
Carousel of activities:
- Speed sounds books green/purple
- Phase 2 matching captions game
- HFW – make and write magnetic letters.
- Guided: Show chn a picture to go with one of the captions on p71. Say the caption and ask the children to write it.
Carousel of activities:
- Speed sounds books green/purple
- Phase 2 matching captions game
- HFW – make and write magnetic letters.
- Guided: Show chn a picture to go with one of the captions on p71. Say the caption and ask the children to write it.
11:00 / Carpet Session 4: CLL
Obj:
Firefighter
visit
EYFS/KS1
Hall/Sapphire class / Carpet Session 4: CLL
Obj:(R30-50j, k, n, 40-60e, f, h; LA30-50a, 40-60a, b; S30-50a, f, g, h, 40-60a, c, d
WALT: Identify information from photographs.
Use the Emergency Services interactive poster to look for examples of print and logos. Talk about how they help us to identify appropriate people to approach when we need help, for example, ‘Police’, ‘RNLI lifeguard’ and ‘Coastguard rescue’. Point out the logos on the police officer’s and firefighter’s helmets and fire engine. Invite the children to sit in a circle, choose a poster image and take turns to say a comment about the person depicted, for example, ‘I am a paramedic’, ‘I help people who are ill or have had accidents’, ‘I wear a special uniform’, and ‘I travel in an ambulance’. When they have exhausted ideas, choose another image and continue around the circle. Model writing some of the chn’s ideas. / Carpet Session 4: CLL
Obj: Obj:S30-50d; 40-60a, c, d; W40-60b, g, h, o; ELGii, iii
WALT: Ask simple questions. Look at a picture and think of questions starting with Why, When, Where, Who; What, How.
Write the word firefighters on the board. Ask: Have you ever seen a fire engine or heard the sound of a siren as firefighters have gone to work protecting people?Encourage chn to share what they know about firefighters and the work they do with a t.p and as a grp.
Create a KWL chart on the board. Explain that K stands for things we know, W stands for questions we have and things we want to know, and L stands for the things we learned after reading. Model writing in the first column with some of the information chnshared about firefighters.
Thursday:Show front and back cover of n.f text and read the title. Ask chn to discuss what they see on the covers. Encourage them to offer ideas as to what type of book it is and what it might be about.Show chn the title page. Discuss the information on the page (title of book, author's name).
Ask chn whether they are familiar with the things firefighters do. Then ask them to think about anything they would like to know about the duties and responsibilities of a firefighter and the equipment they see in the photographs. Show and model how to use question words to ask simple questions. E.g What do firefighters wear? Where do firefighters work? How do firefighters get to emergencies? Model writing suggestions on the second column of the KWL grid. Explain that asking questions about a topic before and during reading, and then looking for the answers while reading, will help them understand and remember what they read. / Carpet Session 4: CLL
Obj: R30-50n, o, p; 40-60f, g, h
WALT: Identify a contents page and an index in an information text. Use these to find the right page to answer simple question.
Show the contents page, Remind them that the contents provides an overview of what the book is about. Each part provides an idea of what they will read about in the book.Model using the contents to think of questions about the topic – refer to questions chn asked in Tues session.
Show chn the Index and explain that an index usually comes at the end of a book. The index is an alphabetical list of places, people, or topics that includes the page numbers where the words can be found in the book.
Model using the contents to think of questions about the topic.
Think-aloud: Thispage in the book is titled "What firefighters wear." I'm not sure what they wear, so I'll write that question on my KWL chart: What do firefighters wear? I'll have to read the section to find out.Model using the information to label a picture of a firefighter.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj
CT Observations/ Identified Focus Groups from AFL / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj:S30-50d; 40-60a, c, d; W40-60b, g, h, o; ELGii, iii
Support chn uploading a picture of themselves into Purple Mash Fire fighter web cam. Talk to the chn about the role of a fire fighter, where they work, what they wear, what they do. Support chn in writing a caption for their own firefighter picture. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj:S30-50d; 40-60a, c, d; W40-60b, g, h, o; ELGii, iii
Show chn a variety of photographs depicting different people who help us. Can chn name the different people shown? How might each of them help us? Ask chn to choose one of the picture e.g. firefighter/ crossing patrol.Ask the children what sort of book we might find this picture in? What types of books give us facts?Ask chn to recreate the picture chosen using self chosen media.
Model and support children to ask and write a what, why, when and who question about their picture.
CT Observations/ Identified Focus Groups from AFL / Children: MA Elmers
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA / HLTA: Spellings and
Handwriting Focus
11:50-12:00 /
- PSED/ Singing: Enjoy putting actions and percussion to songs and poems which feature people who help to keep us safe e.g. 5 Little fireman standing in a row, The fireman in Apusskido songs and London’s Burning. (EMM30-50b, e, f; 40-60a, b; ELGi)
1:00 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 6:
Obj:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Carpet Session 6:
Obj: (EMM30-50j, k, l, m; 40-60g, h, i, j; ELGii)
Resources:Lollypop sticks, cardboard tubes, straws, balsa wood, red, green and amber cotton reels/paper circles/cellophane; plastic pots; Plasticene; glue; images of people using pelican crossing
Show chn a photograph of a police officer directing traffic and one of people using lights to cross a road. Ask chn to make lights to help people cross the road safely.
AIA: Talk to the chn about crossing the road. Where are the safest places to cross? Look at the images of both pelican and puffin crossings and ask what the different lights mean. When can people cross the road? When must they not cross and why? Invite chn to make a pelican crossing. Show the chn the resources and ask them close their eyes and imagine what they are going to make. Ask chn to put their thumb in the air once they have an idea. Ask ind to explain what they are going to make and what resources they plan to use. Encourage chn to share their ideas, model your own thinking process before modelling the construction process. As chn work, ask them to help each other to solve problems they encounter as part of the construction activities. When the lights have been completed, use them for small world activities with people and vehicles. Enhance the activity further by using them for numbering activities
teacherzone-activities/teacherzone-activities-pc1.htm / Physical Development :DW
See separate planning sheet Val Sabin Gymnastics 4-5 Years N/R Reception Introductory Unit Lesson 5
WALT: Use space safely; recognise directions and travel with control; identify and use different parts of the body and work co-operatively to move simple apparatus.
(MH30-50a, d; 40-60a, c, d, ELGi, ii, iii; HSc30-50f; 40-60c, d, e,f; ELGi, ii; links with C&L U30-50c; 40-60a, d; PSED SCSA30-50d; 40-60b; ELGi, iii)
Lesson 5: Tracks 23 & 1, cones, benches / Carpet session 6: L&S
Carousel of activities:
- Speed sounds books green/purple
- Phase 2 matching captions game
- HFW – make and write magnetic letters.
- Guided: Show chn a picture to go with one of the captions on p71. Say the caption and ask the children to write it.
Physical Development/Creative Development (Music): –
Rotate on a carousel basis:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props
1:45 / Adult Led Activity
Obj:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Adult Led Activity
Obj:
CT AIA:Peg-people puppets – using a selection of materials
(felt, paper, card), children to dress a wooden peg to
make a road safety character (lollipop lady, traffic
policeman, child wearing reflective/fluorescent clothing).
TA: Observing/ Ind Readers / See MTP Spring 4 RE/ SEAL Plans: Getting On and Falling Out
Obj: (MR 30-50c,d; 40-60a; ELG; SCSA 40-60b; MFB ELG work as part of a group/class – links with CLL LA 40-60a)
TA: AIA Remind children of circle time skills
Resources:hedgehog puppet
Circle time– See also blue book for games & rounds.
- Pass hedgehog around circle and ask children to tell the puppet something that makes them feel cross
- Remind children about Squeak and Snappy story. Ask them to try and remember how Squeak felt (angry / cross / upset) How did Snappy feel?
- Ask children to make an angry face.
- Sing “If you’re angry and you know it count to ten”
Rotate on a carousel basis:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props
2:05 / Whole School Assembly
2:20 / PLAYTIME
2:30 / Adult Led Activity
Obj:
EYFS/KS1
Christmas Performance
Rehearsal
TA: Ind Readers/ Backdrops and props / Adult Led Activity
Obj: N(30-50a, b, c, d, h, I, 40-60c, e, f, j, k, n)
Large sheet of paper draw a block of flats with 6 floors. On each floor draw 2 windows
CT AIA:On a large sheet of paper draw a block of flats with 6 floors. On each floor draw 2 windows and place a small world person in each window. Play a game in which chn pretend to be a fire-fighter rescuing people. In order to rescue a person, throw a die and a person is collected from the corresponding floor. As the game is played, encourage chn to count the floors, empty windows, no of people rescued and how many more people need to be rescued in order to empty the building.