Short-term Planning

Teacher: Ms Stephanie Cross

Year: 6
Subject: English

Unit 9: Suspense (Unit 2A)

Week Beginning: Week 2, Term 2 (14-17/01/2020) Class: Year 6
Activities (see notes below re:
differentiation details, etc.)
Learning Success W: whole class; G: group;
Timing Resources: Evidence of:
Objectives: Criteria: I: individual
Framework
Ref: Description W/G/I
Tuesday 6Rw3 Analyse the success I know what is 1 Students will start off the W https://www.twinkl.com/resource/t2-e-
of an author in suspense class with Spelling test. 3465-writing-paragraphs-with-a-dash-
14/01/2020 6Rw4 writing.
evoking suspense. creating-tension-suspense-and-
2 Ask students to list out atmosphere-in-paragraphs-resource-
1 reading Use short stories to I know how to some suspense movies. W pack
period 6Ri2 extend ability to use DASH Students will also share what
make inferences techniques to elements they find suspense
2 periods and use explicit and write suspense in the movie mentioned.
of lesson implicit writing.
information. 3 Students will be introduced
6Rw8 to DASH. They will be
Consider how equipped with notes from
paragraphs are TWINKL. T
structured and
linked. 4 Explain the steps of DASH
to the students.
T
5 Lesson to be continued.
Organisation: details of differentiation/groups/adult role (linked Notes/extension opportunities/homework
to activities)
Activity Q&A Q&A: Question
English Observation and Answer
D: Discussion
O: Observation
M: Marked
work
Reflections

The students gave their 100%. I did tell them this topic might be out for their exam. I am not sure if that was the reason, but what is important is, they were able to explain
DASH without looking at their notes. I also did the "skeleton" technique with the students. It was very effective. Overall, the lesson was awesome.