English Plan – Term 2B Week 1

Year Group: 2 Term: 2 Subject: English SCF: Unit/week Objective:

National Curriculum
Day Whole class learning Differentiated learning
Class: Marie Curie w/b: 18th Unit: UAE Links: Consider what they are going to write
(review, teach, practise, apply, review and evaluate)
February before beginning by:
Writing-
2018 RESOURCES: Story maps in books, ipads. Challenge: Working with a partner they will T
Composition  Planning or saying out loud
record their story on the Ipad.
what they are going to write. VOCAB: Connectives, actions, character, setting. TA
 Writing down ideas and/or key Children to include any extra
Day HOTS:
words, including new vocab. actions they introduced in Day 1
2
plenary.
Day Whole class learning Differentiated learning
Ind
(review, teach, practise, apply, review and evaluate)
Lo – I can retell the story using actions
RESOURCES: Dinosaurs in My School, variety of Challenge: Encourage the children to use the T (talk4writing).
connectives on word cards, pics from the book to actions to think about the Core: Working with a partner they will TA
sequence, large piece of paper. different parts if the story. SC: I can retell the story using actions. record their story on the Ipad.
Day T I can record it on the Ipad.
VOCAB: connectives, actions, retelling the story aloud, Children will create story map for
1 A
story map, ‘Dinosaurs in my school’. Remind the children about our story this week. TTYP
I what is it called? Who are the main characters?
HOTS: How can Talk4Writing improve our writing?
n What happens in the story? Ind
Lo – To know what connectives are and use them d
As a group retell the story using the actions from Support: Working in a group the children
appropriately when retelling the story.
Core: When they sit at their table, T yesterday. can retell the story again with the
teacher will go through the story actions.
again using the actions. Explain that the children will be working in pairs to
SC: I can use connectives appropriately. T
retell the story using their story maps. Then in pairs retell the story while
T a third friend records.
Children will create story map for
I can use actions to retell the story. A Split children into pairs. Everyone practice with their
‘Dinosaurs in my school’.
I can make a story map of the story. partner before recording.
I
n Individual: T
Intro
d
 Read the story ‘Dinosaurs in My School’. Mini plenary/plenary: (review, consolidate,
Support: Using pictures from the book, the T demonstrate, address mis-conceptions)
 Discuss the connectives used in the story.
 Are there any from our word cards that could be children will sequence the story as TA
a group. Then they will do the Watch the recordings.
used in the story? Write them on a post it and
put them in the appropriate place. actions. T Ind
 Then using/learn actions retell the story. Children will create story map for
A
 Explain that you are going to be writing a story
‘Dinosaurs in my school’. I
map in your books. Encourage the children to
think about the sequence/correct order etc. n
 Open large piece of paper and scribe most d
significant events in the story.
Individual: Rafeeah can use the pics from the T
story to sequence and talk about
Briefly use 5/6 pics from the story to make a map on the each pic. Encourage her to use the
floor. actions.

Then children work in their books.

Mini plenary/plenary: (review, consolidate,

demonstrate, address mis-conceptions)
T
In their groups the children can use their actions to retell A
 the story. Can they introduce a new action? If there’s
time teacher to choose a group to perform for the class.
Day Whole class learning
(review, teach, practise, apply, review
and evaluate)
RESOURCES: books, Challenge:
VOCAB: characters, setting,
Day HOTS:
3 4
Lo To create new character for their
own story.
- Lo –To be able to produce story map
SC: I can create a character and
setting for my own story.
Core:
Depending on the children’s grasp of
the story. Retell it briefly and with the
actions so they are embedded when
the children write their own story.
Then explain to the children that they
are going to create a new character
instead of the dinosaur and a new Support:
setting. Give them some examples.
Eg. Denis the dog in Brighton College.
Individual:
Mini plenary/plenary: (review,
consolidate, demonstrate, address
mis-conceptions)
Share new ideas for your own story
with a friend.
Differentiated learning
This group can have a quick discussion on
the different characters they are going to
use in their own story.
Working independently the children will
draw a table in their books. Two columns
old title/New title; Old character/New
Character; Old setting/New setting.
This group will TTYP and talk about
character and setting possibilities. Then
feed back to the group.
Then working independently they can
draw the table in their books with old
and new.
When the core group are working
independently, this group will work
together to create a character and
setting. Encourage each child to think of
their own and draw a picture of it in their
book.
I
n
d
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review
and evaluate)
RESOURCES: large piece of paper, Challenge: In their books, the children will work
markers, A4 scrap paper, markers, independently to change their story map
post its. writing the new character, setting etc on
TA
Day a post it and sticking it to the map
VOCAB: story map, sequence, order,
already in their books.
changes.
Ext: Use new vocabulary/connectives.
HOTS:
for my story.
Core: In their books, the children will work TA
- independently to change their story map
T writing the new character, setting etc on
SC: I can use ideas from another
a post it and sticking it to the map
story to plan my story.
already in their books.
I can use a story map to plan my
story.
Support: In their books, the children will work T
independently to change their story map
writing the new character, setting etc on
Recap on the previous learning of the a post it and sticking it to the map
week. How did we start the week? As already in their books.
much as possible the children can do
take over the talking, explaining what (Some children may work in a group
happened each day. depending on how much they were able
to get done earlier in the week.)
Open a large piece of paper of story
map from Day 1 on the floor and Individual:
review what is on it. Then using A4
sheets cover the old character with a
new character, old setting with a new
one. (Could use one of the children’s
ideas from Day 3).
Link to previous lesson’s learning by
saying they will use the story maps in
their books and ideas from yesterday
to map out new story. Use post it
notes in books.
Mini plenary/plenary: (review,
 consolidate, demonstrate, address
mis-conceptions)

Share new ideas for your own story

with a friend.

Notes: Observations