Created by Kerry Moody

Week Beginning: 10.10.2011 PLC: What is the Weather like? / Week: PLC5
Key Question: What is a Harvest Festival?
Monday / Tuesday / Wednesday / Thursday / Friday
Carpet session 1: Register and news from the weekend / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register Wake & Shake – Take 10 / Carpet session 1: Register Wake & Shake – Take 10
Carpet session 2: PSRN
Obj: Order two or three items by weight. Read The Enormous Turnip. How would we describe the size of the turnip? How many people were needed to pull it up? Show chn a bag of vegetables, enc chn to identify them from clues E.g. it’s round and large, it’s heavy/light, bigger/smaller than etc. Talk about & sort the vegetables, chn to describe and compare them through responding to Q: Is this heavy/light? Does the… look heavier or lighter than the…? Are large objects always heavy? / Carpet session 2: PSRN
Obj: Order two or three items by weight Demonstrate use of balance scales. Chn to predict how much the pan will go down when diff objects are put into it. Which pan has the heaviest/lightest object? How do you know? Give pairs of chn an object and some pan scales to share, ask them to find something in the room which is lighter/ heavier than a given object. Can we find any objects which weight the same or about the same? How well can the children help you sort the heaviest from the lightest? / Carpet session 2: PSRN
Obj: Order two or three items by capacity.
Show chn 6 diff transparent containers (2 full, 2 empty, 2 half full) Ask Q: Which are full/ empty? What does full/ empty mean? What can we call the ones which are neither full nor empty? What could we do to make them all full? or empty? or half full? Show 2 new containers with diff capacities ask: How could we find out which holds the most. Demonstrate by filling the smaller container with the contents of the larger and then vice versa. What happens each time? / Carpet session 2: PSRN
Obj: Order two or three items by capacity.
6 diff transparent containers, filled to varying amounts. Discuss each one in turn and whether or not it is half full. Ask ind to adjust them one at a time to make them half full. Q: Is it more or less than half full? Do I need to add/ tip out/ remove water to make it half full? What does half full mean?
Show/ draw some containers on the IWB and ask the chn where the half line would go use both cylindrical and balloon bottomed containers. / Carpet session 2: PSRN
Obj: Sort objects, making choices and justifying decisions
Exploring problems – look at a variety of different objects, how well can the children help you sort the containers from least to most - how can we find out?
Model using one pot to fill diff sized containers. Can we estimate where the pot will fill this container to? Doe sit always come as high up in the container? Why not? How could we use this idea to help us sort the containers?
Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM
Adult led with: KM/DW
Obj: Use language such as greater, smaller, heavier or lighter to compare quantities
Activity: See Mathematical activities for the Foundation Stage page 50 (40-60mths)
Find objects that / Adult led with: KM/DW
Obj: Order two or three items by weight
Activity: See Mathematical activities for the Foundation Stage page 50 (30-50 mths secure) / Adult led with: KM/DW
Obj: Order two or three items by weight
Activity: See Mathematical activities for the Foundation Stage page 50 (30-50 mths secure) / Adult led with: KM/DW
Obj: Order two items by weight
Activity: See Mathematical activities for the Foundation Stage page 50 (22-36 mths secure) / Adult led with: KM
Obj
Children: HA Giraffes / Children: MA Crocodiles / Children: MA Pengiuns / Children: LA Pandas / Children:
Carpet session 3: CLL
Obj: Listen to and join in with stories. Begin to be aware of the way stories are structured Explore cover Q: What do you think the story will be about? What do you notice about the characters in the story? Who do you think is the main character? Picture walk through bk; use to explain any tricky vocabulary. Read the story through, encourage children to predict possible endings and events.
Q: How do you think the little red hen felt doing all of the work by herself? How do you think the LRH felt when all the animals wanted to eat the bread? Why do you think the hen said the other animals could not eat the bread? How do you think the animals felt when the LRH told them they could not help to eat the bread? / Carpet session 3: CLL
Obj: Join in with repeated refrains and anticipate key events / phrases in stories. In talk partners can chn recall event s? Explain that we are going to read the story twice and then see if we can work as a group and come up with some actions for the animals in the story. Practice actions till chn are confident. Shout out random animal, can chn remember action. Look at main story parts in text, introduce action for one day, who & not I)b Use story again, see if chn can retell story by including the actions. / Carpet session 3: CLL
Obj: Describe main story settings, events & principal characters Ask chn about sequence in the story – what did the hen do first etc.
Reread/ retell orally The Little Red Hen and generate a discussion about the events in the story. Q: How would you describe the pig, cat, rat? What words can you use to describe the little red hen? What lesson did the animals learn? Do you think they will be more willing to help out next time? Why or why not? How would the story be different if all the animals had agreed to help the little red hen with the work? / Carpet session 3: CLL
Obj: Describe main story settings, events & principal characters. Join in with repeated refrains. Use writing as a means of communicating and recording.
Remind chn of yesterday’s activity, who can remember the title of our story? What was it about? Who were the characters? Can we remember our actions for the animals, what did we do for the dog? Cat? Etc. Explain to chn that today we will be doing something very different. Instead of using the story, we are going to draw a story map to help us remember it. Chn to sit in semi circle. Large roll of paper placed in front of group. Look at first page of story: Take a picture walk through story. Mmm what might we draw for this page? (one day & red hen) T to draw symbols to represent parts of the story on ‘one day’ & red hen & demonstrate action. Who has got ideas for the next event in our story, listen to chn’s responses and draw the symbols. Repeat for next few pages. Allow chn to come up and draw a symbol to represent the story. See which chn would like to have a go doing a story walk along the large roll of paper, while rest of group retell the story.
Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW
Adult led with: KM/DW
Obj: Join in with repeated refrains and anticipate key events / phrases in stories.
Activity: Imaginary play retelling of the story with puppets and props. / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters.
Activity: Sequencing pictures for group book – CT scribing sentences to match / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters.
Activity: Sequencing pictures for group book – CT scribing sentences to match / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters.
Activity: Draw/paint a picture from the story, writing sentences to match pictures. / Adult led with: KM/DW
Obj:
Activity:
Children: LA Snowflakes / Children: MA Raindrops / Children: MA Rainbows / Children: HA Sunshine / Children:
Malleable Act: Making saltdough: name/ i letter / Water Act: Rice & containers/bags – capacity & weight / Malleable Act: Making saltdough: name/ i letter / Water Act: Rice & containers/bags – capacity & weight / Malleable Act: Saltdough fruit & veg / Water Act: Rice & containers/bags – capacity & weight / Malleable Act: Clay leaf printing / Water Act: Rice & containers/bags – capacity & weight / Malleable Act: Clay leaf printing / Water Act: Rice & containers/bags – capacity & weight
Writing Act: Draw/ write list of favourite foods link to Little Red Hen / Sand Act: Sieves/ plastic letters/ no’s / Writing Act: Recipes link to Little Red Hen / Sand Act: Sieves/ plastic letters/ no’s / Writing Act: Making own books link to Little Red Hen / Sand Act: Sieves/ plastic letters/ no’s / Writing Act link to Little Red Hen / Sand Act: Sieves/ sequins/ pasta/ counters etc / Writing Act link to Little Red Hen / Sand Act: Sieves/ sequins/ pasta/ counters etc
Maths Act: Fruit & veg shop labels / Construction Act Junk modelling harvest machines / Maths Act Fruit & veg shop labels / Construction Act Junk modelling harvest machines / Maths Act Fruit & veg shop buy & sell / Construction Act Junk modelling harvest machines / Maths Act Fruit & veg shop buy & sell / Construction Act Junk modelling harvest machines / Maths Act Fruit & veg shop buy and sell / Construction Act Junk modelling harvest machines
Snack Act: Fruit / Creative Act: Puppets and masks / Snack Act: Fruit / Creative Act: Puppets and masks / Snack Act: Fruit / Creative Act: LRH 3D story map / Snack Act: Diff shapes of bread / Creative Act: LRH 3D story map / Snack Act: Diff shapes of bread / Creative Act: Nat material montage/ weaving
Sml World/Tuff Spot
Natural mat- stones. cork, conkers, acorns. pine cones / Outdoor Act: See Day 5 Plans / Sml World/Tuff Spot
Natural mat- stones. cork, conkers, acorns. pine cones / Outdoor Act: See Day 5 Plans / Sml World/Tuff Spot
Natural mat- stones. cork, conkers, acorns. pine cones / Outdoor Act: See Day 5 Plans / Sml World/Tuff Spot
Natural mat- stones. cork, conkers, acorns. pine cones / Outdoor Act: See Day 5 Plans / Sml World/Tuff Spot
Natural mat- stones. cork, conkers, acorns. pine cones / Outdoor Act: See Day 5 Plans
Role Play Act: LRH/ The Enormous Turnip / ICT Act: Purple Mash/ Tes Iboard / Role Play Act: LRH/ The Enormous Turnip / ICT Act: Purple Mash/ Tes Iboard / Role Play Act: LRH/ The Enormous Turnip / ICT Act: Purple Mash/ Tes Iboard / Role Play Act: LRH/ The Enormous Turnip / ICT Act: Purple Mash/ Tes Iboard / Role Play Act: LRH/ The Enormous Turnip / ICT Act: Purple Mash/ Tes Iboard
E&I Act: Investigate leaves sort by size, type, texture & colour / Music: How many diff sounds can we make with the leaves? Song 5 little leaves / E&I Act: Investigate leaves sort by size, type, texture & colour / Music: How many diff sounds can we make with the leaves? Song 5 little leaves / E&I Act: Investigate leaves sort by size, type, texture & colour / Music: How many diff sounds can we make with the leaves? Song 5 little leaves: / E&I Act: Investigate leaves sort by size, type, texture & colour / Music: How many diff sounds can we make with the leaves? Song 5 little leaves / E&I Act: Investigate leaves sort by size, type, texture & colour / Music: How many diff sounds can we make with the leaves? Song 5 little leaves
Monday / Tuesday / Wednesday / Thursday / Friday
Adult led with: KM/DW
Obj: Use language such as greater, smaller, heavier or lighter to compare quantities / Adult led with: KM/DW
Obj: Order two or three items by weight / Adult led with: KM/DW
Obj: Order two or three items by weight / Adult led with: KM/DW
Obj: Order two items by weight / Adult led with: KM/DW
Obj:
Children: HA Giraffes / Children: MA Crocodiles / Children: MA Pengiuns / Children: LA Pandas / Children:
Notes: / Notes: / Notes: / Notes: / Notes:
Adult led with: KM/DW
Obj: Join in with repeated refrains and anticipate key events / phrases in stories. / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters. / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters. / Adult led with: KM/DW
Obj: Describe main story settings, events and principle characters. / Adult led with: KM/DW
Obj:
Children: LA Snowflakes / Children: MA Raindrops / Children: MA Rainbows / Children: HA Sunshine / Children:
Notes: / Notes: / Notes: / Notes: / Notes: