Key Question:How Are Buildings Around the World Similar and Different?

Key Question:How Are Buildings Around the World Similar and Different?

Created by Kerry Moody

Week Beginning: 18.3.2013 / PLC: Castles and Homes - What kind of buildings can we find around the world? / Week: PLC4

Key Question:How are buildings around the world similar and different?

Time / Monday / Tuesday / Wednesday / Thursday / Friday
8:50 / 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 / Physical Development : DW
Obj: (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)
Steve Else to deliver fundamental ball skills and kwik cricket / 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
TA
Setting up continuous Provision Indoor / Outdoor
KM assessing then individual readers / Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Re- visit doubles up to 5+ 5. Model using Noah’s Ark animals or alternative small world animals.Ask chn to recall doubles up to 5+5 using doubles song!! On favourites)
Main Teaching Session:
WALT: Take objects away from a larger group and count how many are left.
Show chn 10 frogs blu-tacked to 10 lily pads above a pond. Cover the lily pads with a large piece of paper, and move 2 frogs to the pond. These frogs have jumped into the pond? How many do you think are left on the lily pads? Use your fingers to help. Record 10 – 2 = 8, reading this as 10 take away 2 equals 8. There were 10 frogs, 2 jumped away, that leaves 8. Reveal the lily pads to check and point out the empty lily pads. Replace all the frogs and rpt moving other no.s of frogs.
/ Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Shuffle a set of 5-20 cards. Show one. Chn count back from this number to zero. Rpt counting back from other numbers.
WALT: Relates subtraction totaking away. begin to use the vocab involved in subtracting.
Show chn 10 toy lions and put them into a hoop and cover. Chn hold up 10 fingers to match the lions. Take one lion out. This lion is going hunting. How many are left in the cave?Chn fold down one finger to show 9. Remove the cover to check.
Record the subtraction 10 – 1 = 9. Rpt with other starting numbers of lions up to at least 20, subtracting 1 each time. Ext subtract 2 each time.
Model recording the no sentence then ask chn to demonstrate recording. / Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Roll a 1-6 dice. Show me this number on your fingers. What is one more than this? Show me. Rpt several times asking chn to show the number one more or one less. ext 1-10 dice.
Main Teaching Session:
WALT: Relates subtraction totaking away. begin to use the vocab involved in subtracting.
Shuffle a set of 1-10 cards. Take one, e.g. 5 and ask a chd to use this number of cubes to build a tower. How tall will it be if I take off 2 cubes? Chn show the 1st number with fingers & count back, saying 4, 3, folding down 2 fingers, one at a time. Write 5 - 2 = 3 on f/c and read it together. Subtract 2 cubes to the tower to check the number left. Rpt with different cards working with nos up to 20 and chn. / Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Sing a song which subtracts 2 each time, e.g. 10 fat sausages sizzling in a pan, one went pop and another went bang. 8 fat sausages… Chn use fingers to support subtractions.
Main Teaching Session:
WALT: Relates subtraction totaking away. begin to use the vocab involved in subtracting.
Ask a child to stand on number 5 on a large 1-20 floor no. track. Roll a large dice with 1, 2 or 3 spots on each side. What number will we land on if we jump back 1, 2 or 3? Ask chn to solve using fingers and show answer on number fans.
Model jumps on interactive number track. Record subtraction. Roll dice and rpt. Ext using 1-6 dice.
Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Show 5 pegs on a coat hanger. Chn close their eyes whilst you hide 1 or more pegs with a cloth. Chn open their eyes. How many are hiding? Use your fingers to help. Remove cloth to check. Rpt hiding other no.’s of pegs.
Main Teaching Session:
WALT: Find the total number of items in two groups by counting all. EXT Counting on from the largest group
Show 10 pegs on a coat hanger. Partition into 9 and 1. Turn the coat hanger round to show that 9 and 1 makes 10 and so does 1 and 9. Rpt for 8 and 2, 7 and 3, 6 and 4, then 5 and 5. Chn close their eyes whilst you hide 3 pegs with a cloth. Chn open their eyes. Show me 10 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! Record 7 + □ = 10. Agree 3 goes in the box. Remove cloth to check. Rpt hiding other no.’s of pegs.
CT/HLTA / Supply Teacher / Supply Teacher / Supply Teacher
10:00 / Adult Led Activity
Obj:N40-60k, n, o, p; ELGi, ii, iii
WALT: Select two groups of objects to make a given total
Chn find all the ways of splitting 10 pennies between 2 purses.
Children could record what they have done in their own way. This may be by drawing, making marks or using words and numbers. / Adult Led Activity
WALT: Relates subtraction totaking away. begin to use the vocab involved in subtracting.
Show chn a 1-20 track. Each chd puts a counter on 20. They take it in turns to roll a 1, 2, dice and say where they will be if they move 1 or 2 spaces back. If correct, they move their counter there. The first chd to reach 1 wins. / Adult Led Activity
WALT: Relates subtraction totaking away. begin to use the vocab involved in subtracting.
Each child make a tower of 10 cubes. They take it in turns to roll a 1, 2 dice and say how many cubes will be left if they take off 1 or 2. The first chd with no cubes left wins
Children:CT/HLTA Observations/ Identified Focus Groups from AFL / Children: HA Gruffalos
CT/HLTA/TA / Children: MA Hungry caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
  • Sing alphabet song.
  • Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z/ zz/qu/sh/ ch. th using PPT.
  • Segmenting for spelling: Phoneme frame p88: then, them, that, this, with.
  • Blending for reading: Sentence substitution p86 using sentences on p104 – Use interactive game
  • Demonstration writing p97 write the sentence: A moth can be fat but its wings are thin
/ Carpet session 3: L&S
  • Read through high frequency words learned so far : a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see
  • Teach ‘ng’ using phonics song and action
  • Segmenting for spelling:
  • Phoneme frame p88: long, sang, ping-pong, ring.
  • Blending for reading: Matching words and pictures p87 king, ring, sing.
  • Reading captions activity Drawing p95:Sing a song to me.
/ Carpet session 3: L&S
  • Recall all previously learned GPCs: s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z/ zz/qu/sh/ ch/ th/ ng
  • Sing alphabet song and point to letters on teaching board.
  • Read through high frequency words learned so far: a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see
  • Shared reading p97, alternatively use Phase 3 Caption games from wicker basket.
/ Carpet session 3: L&S
  • Sing alphabet song and point to letters on teaching board.
  • Segmentation for spelling:
  • Full circle p90 using the words: ship, chip, chin, thin, fin, pin, pip, pop, shop, ship.
  • Blending for reading:
  • Sorting p88 between farm animals and zoo animals: lion, sheep, yak, cow, camel, zebra, pig.
  • Shared reading p97, alternatively use pictures from Phase 3 captions – chn write caption said aloud on Ind W/b
/ Carpet session 3: L&S
  • Recall all previously learned GPCs: s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z/ zz/qu/sh/ ch/ th/ ng
  • Read through high frequency words learned so far: a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see
  • Shared reading p97, alternatively use pictures from Phase 3 captions – chn write caption said aloud on Ind W/b

11:00 / Carpet Session 4: CLL
Obj: LA40-60a; ELGi, ii, iii; U40-60; ELGii . WALT: To re-tell a story from another culture in our own words.
Introduce the story “Handa’s surprise”. Talk about the front cover. What might this book be about? Read the blurb. Explain that this story is about a little girl who lives in Africa. What do you know about Africa? What animals might they find in this story? Read the story to the children. What do they like about the story? Which is their favourite bit? Explore what the word surprise means: Why was it a surprise to Akeyo and Handa, what had happened?
Discuss the events that occur. Have some images of animals and fruit and ask the children to match up the pictures to re-tell the story in their own words. / Carpet Session 4: CLL
Obj: R30-50f, i, n; ELGiii
WALT: Say what happens in the beginning, middle and end of a story from another culture.
Recap events watch DVD. Show and read the headings (beginning, middle and end) on the IWB. With the children’s help write notes to fit into each category. Show images using the visualiser to support recall/ response to questions. What happened at the beginning of the story? Where was Handa going? Why? Who did she meet in the middle of the story? Can the chn remember the order of the characters? Did Handa know what was happening? What happened at the end of the story? Why was it a surprise? How did Handa and Akeyo feel when they saw all the tangerines? How do we know? / Carpet Session 4: CLL
W40-60b, d, e, g, h, i, ELGi, ii, iii, iiii
WALT: Research alternative characters for our own story from another culture.
Write a list of the animals that Handa met in the story. Would we find these animals in the wild in our country? Talk about the setting of the story. Where is it set? Why might these characters be in this setting? (They live there). What other characters might be in the story? Ask the children to consider other animals that are found in Africa/ jungle. Write some of these on the board. Model using Tag galaxy/google/ photographic images to search for images of African animals – add these to the list created, encouraging and modelling use of descriptive language for each.
Model writing : I can see a huge, hairy lion. I can see a grey elephant with an enormous trunk etc for chn’s ideas. / Carpet Session 4: CLL
W40-60b, d, e, g, h, i, ELGi, ii, iii, iiii
WALT: Plan a middle for our own story from another culture.
Explain that they are going to be writing their own “Handa’s Surprise” stories by creating their own middle and endings. Review the work that the children carried out yesterday. What animals did they find out about? What were their favourite animals?
What animals might they meet in their story? What fruits might these animals steal?
Model planning own versions of the story through using interactive story map as a scaffold for HA writing activity. / Carpet Session 4: CLL
W40-60b, d, e, g, h, i, ELGi, ii, iii, iiii
WALT: Plan an ending for our own story from another culture.
Show the children the last part of the DVD to remind them of what happens at the end of the story.
Discuss the following points and make notes on the board. Chn to talk to LP to generate ideas.
What animal could they have in their story to create the ending?
What other fruits might they have in the basket at the end of the story? Spend a short while looking at some images of different fruits that the children might use in their stories. What else could happen to make the fruit fall into the basket? Model drawing an example ending onto the story map created yesterday e.g. A lion roars so loudly it makes the pineapples fall of the tree and bounce into the basket. Model using the story map to orally retell version of Mrs Moody’s Surprise.
Supply Teacher
Adult Led Activity: G. Reading/ G. Writing/ G. Talk
WILF: I can use a story map to plan a story based on Handa’s Surprise.
Children to work with a LP to decide on the 3 types of fruit + describing word/phrase that they will have in their stories. Children to independently use the story map modelled in the main session to plan out their stories by drawing 3 images to show which animals will be in their stories. Work with a LP to use their story map to retell their own version orally.
CT/HLTA / CT/HLTA / Supply Teacher / Supply Teacher
11:30 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
WILF: I can use role play to act out a story. I can use some of language from the story when retelling it.
Children to use the story sack (masks, fruit and text) to support them sequencing and retelling the story. Enc chn to take turns to be the narrator to re-tell story events. Choose a camera person to record the story using tuff camera – watch performance during plenary session. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
WILF: I can consider and use adjectives to describe different fruits.
Ask chn to use objects from the story sack to support recall of events. Can they remember any of the characters, birds or animals from the story?What fruits appeared in the story? Which fruit would you have chosen from the basket and why?Show chn an image of Handa and an empty speech bubble – What does Handa say as she sets off for Akeyo’s village? Model writing: I wonder which fruit she’ll like best?
Ask chn to recall words used in the story to describe the fruits. Show the children the fruit that you have bought in. Take turns to touch, smell, look and taste some examples of the fruits – Can you think of any other words to describe the fruit? CT scribe chn’s suggestions onto large outlines of the fruits. Chn work ind using the word banks to write a shopping list for Handa in a cut out basket. / Adult Led Activity
Obj:
WILF: I can work as a group to make decisions for the ending of a story based on Handa’s Surprise.
Children to use their story map to plan out their ending. Children to have question prompts to help in their thinking e.g. What animal is in your ending? What appears in your basket? What does Akeyo/???? say? CT support chn Children to use the zig-zag books and story map frameworks to write up their own stories.
Children: LA Rainbow Fish
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: HA Gruffalos
Supply Teacher / Children: HA Gruffalos
Supply Teacher
11:50-12:00 / PSED/ Singing: Teach chn the Handa’s Surprise song. Continue to learn Castles are Big & There was a Princess Long Ago
Handwashing & Lunchtime
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: (W30-50a, e; 40-60a; ELGi, ii)
WALT: Understand that buildings can look differently because of their use.
Show the chn the shapes in Buildings poster – display on IWB alongside web link see opposite. Explore different images of homes from around the world and explore building materials. Encourage children to reflect upon why homes are different – resources available, terrain, weather and so on. Then show chn the poster depicting tall buildings. Explain simply to the children why buildings such as those shown in the pictures need to be tall, for example, for protection, communication, visibility or due to lack of ground space.Look at the modern building with two towers and explain that it is the tallest building in the world. How do they think people get to the top?What do you think they can see when they reach the top of the building? / Carpet Session 6: