English Weekly Plan

Year Group: 2 Term: Spring 2B week 3 Unit: Dinosaurs Unit/week Objective: Narrative writing, evaluating their writing
with other pupils.
Class: Marie Curie w/b: 25/02/18
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: iPads, story maps Challenge: T
Record their new stories using iPads. The children
Day VOCAB: story map, actions, conjunctions, time connectives, verbs, key should create their own actions for each part of the TA
1 events, descriptive language story including time connectives, conjunctions, verbs
etc. to enable them to remember the story in greater Ind
HOTS: How can we make our story telling the best it can be? detail with strong vocabulary choices.

Lo – Following a story map to tell an original story using talk 4 writing

actions Core: Record their new stories using iPads and try to T
incorporate their own actions alongside the
SC: talk4writing actions used last week. TA
 I can follow my story map
 I know what each picture means
Ind
 I can remember the talk4writing actions I will use
 I can retell my whole story including actions Support: Work with the teacher to incorporate talk4writing T
 I can record using an iPad actions learnt last week into their own story and
record using iPads.
Recap the talk4writing actions introduced last week and remind them TA
how we use them when retelling a story. Demonstrate telling the Ind
beginning of Dinosaurs in my School using actions.

Introduce the possibility of creating their own actions to help them Individual: T
retell their own story in greater detail.

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)
Pick a few of the children’s videos to show to the class. What did they TA
do well?
Ind
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: Picture of a park setting, adjectives word mat Challenge: To use a variety of sentence openers and T
remembering to include a range of descriptive
Day VOCAB: setting, adjectives, powerful vocabulary, senses, weather, vocabulary relating to a park setting. Use detail such TA
2 season, time of day as weather, season or time of day as well as using
their senses to describe the surroundings. Include the Ind
HOTS: How were we successful today? VCOP skills they have been using in RWI.

Lo – To use powerful vocabulary to write opening sentences for my

story Core: To use a variety of sentence openers and T
remembering to include a range of descriptive
SC- vocabulary relating to a park setting. Use detail such TA
 To decide if I will describe the main character or the setting. as weather, season or time of day as well as using
 Choose some relevant descriptive words for my sentence. their senses to describe the surroundings. Share and
Ind
 Practise saying my sentence out loud Compare with their partner. Magpie strong vocabulary
 Write my sentence for own sentences.
 Read it back to myself
 Make any changes or improvements needed Support: Using an adjective word mat to select descriptive T
 Share my sentence with a friend language relating to a park. Verbally practise building
a sentence until they have a suitable opening
Ask children to bring in their reading books (fiction) and ask what the sentence/s for their story. Record the sentences in TA
very first sentence tells you. Majority will introduce setting or their work book. Ind
characters. Discuss different examples.
Individual: T
Firstly show possible ways to introduce a setting (on powerpoint)
reminding them about the importance of using senses, weather, season
or time of day for extra information. For each sentence starter give an
example of how it could be used and allow the children time to TTYP to
create their own. Start activity

If you have time following the children writing setting sentences

introduce the idea of opening your story by introducing the character.

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)
TA
How did we write a successful opening for our story? Let’s write a class
success criteria Ind
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: Story writing checklist, story maps Challenge: They should follow their story map to write their own T
version of ‘Dinosaurs at my school’ using the success
Day VOCAB: vocabulary, character, setting, adjectives, criteria written by the class. Check they have included TA
3 all of the features on the individual checklists. Think of
HOTS: How will we make sure we are successful today? opportunities to include VCOP Ind

Lo – To write an original story following the format of ‘Dinosaurs in my

School’ Core: They should follow their story map to write their own T
version of ‘Dinosaurs at my school’ using the success
SC: criteria written by the class. Check they have included TA
 Select a powerful opening sentence from yesterday all of the features on the individual checklists.
 Have I described the setting?
Ind
 Have I introduced the main character?
 To use my story map to write my story Support: They should follow their story map to write their own T
 Read my story version of ‘Dinosaurs at my school’ using the success
 Check my story for use of full stops and capital letters criteria written by the class. Check they have included
 Have I used exciting words? all of the features on the individual checklists. TA
Ind
Before the children start writing their story, allow them the opportunity
to retell their story to a partner using talk4writing actions to ensure
their ideas are fresh in their head before writing. Individual: T

Discuss the sentences we wrote yesterday and ask them how we were
successful? Write a class Success Criteria (similar to one above).

Remind children to use an opening sentence they wrote yesterday.

Discuss the importance of introducing our character and our setting (the
park) before the animals begin to be mischievous

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)
TA
Children to select their favourite part of their story and give them a
chance to share it with their friends. Choose some very strong examples Ind
to read to the class and discuss what they did well.
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: Story checklist, thesaurus, setting and character pictures, Challenge: T
adjectives word mat To read their partners work and complete checklist as
Day the teacher. Write two stars and a wish on their TA
4 VOCAB: Checklist, thesaurus, up level, improve, punctuation, vocabulary partner’s book (based on the ticks given on the
checklist). Ind
HOTS: How can you improve your own work? What resources could
help you do so? In their own book. Circle all of the verbs and adjectives
they have used and following the thesaurus activity
Lo – To evaluate other pupils’ writing using two stars and a wish they should try and up level their own vocabulary
Core: choices.
SC:
 To read my partner’s story
 To use the checklist to assess my partner’s story
 Decide on two stars and a wish
 Read my partner’s comments about my story
 Try to improve my story based on the wish Support: Children to work with TA to practise creating T
 Use a thesaurus to up level some of my vocabulary descriptive sentences for characters and settings.
Have a range of pictures and adjectives mats available.
Working with the Core and Challenge group. Review the checklists we The children should build a sentence orally before TA
completed yesterday for our own stories. Explain that today they will be writing it down. Ind
teachers.

How would a teacher mark your work? Discuss as a group and write a Individual:
class success criteria.

Following activity write a word on the whiteboard and use the thesaurus
to up level it. Do this with a verb and an adjective.

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)

Support and individual group to share the sentences they have written
with the rest of the class.