Transcript Planning a unit of work

Planning a unit of work
Planning a unit of work
Principles:
• Each unit should develop Speaking, Listening, Reading
and Writing leading to a meaningful outcome;
• Challenging pace and high expectations;
• Follows the teaching sequence: Reading – Analysis –
Writing;
• Integrates ICT, AFL and cross-curricular links;
• Enjoyable, engaging and personalised;
• Flexible timing.
Process of planning
• Identify the main theme of the unit and
associated objectives;
• Decide upon the form of the unit outcome;
• Decide upon the learning outcome/s (‘child
speak’) for each phase;
• Using your chosen planning format, map the key
objectives against the three main teaching
phases.
Process of Planning continued
• Add initial thoughts on content for each phase
• Consider a range of teaching strategies and
approaches
• Assessment opportunities
• Incorporate use of speaking, listening, drama,
ICT and cross-curricular links
Mixed age planning
• Select the text form from one of the year groups
• Use the strand objectives from across the year
groups to meet the needs of the pupils (particularly
the sentence strand 11)
• Refer to the progression documents in the library on
the Website/DVD – see example
• Continue to use current planning and support with the
suggested teaching sequences where appropriate
Planning Circles
Reading
Shared reading:
• Decoding
• Understanding
• Text analysis
Phase 1
Phase 2
Gathering ideas and content:
•
Visual literacy, drama, speaking
and listening
•
Short writing opportunities
Writing
Phase 3
Shared writing
• Planning,
• Independent and guided writing:
• Creative outcomes
An example of short term planning
Year 4
Non-fiction
Explanations
Unit 3
Day 1 Activity
Day 1 Activities:
• Modelled explanation using an object
• Use technical and explanatory vocabulary
• Take one of the objects on your table and explain how
it works to your partner.
Day 1 Activity
Modelled explanation using a picture of
The Umbrella Machine
Activity
Look at the picture of Wacky Mousetrap and
explain how it works to your partner.
Day 2 Activity
Reading activity
• Read the text
• Decide on the stages in the life cycle
• Each table to make notes about one of the
stages
Butterflies and Moths
Eggs and caterpillars
Butterflies and moths lay their eggs on plants. Later the eggs hatch into
caterpillars. A caterpillar looks a bit like a worm. It has three pairs of legs
and four pairs of suckers which help the caterpillar to grip the leaves and
stems of plants.
Caterpillar food
The caterpillars only like certain kinds of leaves and so the butterflies lay
the eggs on these leaves. Caterpillars start eating as soon as they hatch and
eat all day long. As a result the caterpillar grows so large that its skin gets
tight. Then it has to shed the old skin and grow a larger one. Sometimes,
caterpillars can kill a plant by eating all its leaves.
What is a pupa?
Finally when a caterpillar is fully grown, it stops eating and sheds its skin for
the last time. Lying under the old skin is a pupa. A pupa is a hard case made
from the skin of the caterpillar.
Inside the pupa, the caterpillar slowly changes into an adult butterfly. This
is called metamorphosis. It means changing shape. Then the pupa splits open
and the new adult butterfly comes out.
Day 8 Activity - Scenario
School is unexpectedly closed for the day
• Talk partners – consider reasons for the
closure and the effects this will have.
• Share possible responses of the pupils,
parents and teachers.
Day 8 Activity
Incidental writing
Consider viewpoint, purpose and audience
•
•
•
•
•
•
Text message
Poster at school gates
Radio announcement
TV broadcast
Email
Announcement on website
Day 9 Activity – The Shirt Machine
• Watch (and re-watch)
the film
• Focus boxes
Likes
Dislikes
Questions
Day 10 Activity
Drama
• Each group to take a section of the
machine and act out the sounds and
movement
• Time allocated to practise
• Act out in sequence
Writing – Phase 3
• Use the photographs to generate technical
language that will be useful for writing their
explanation
• Oral rehearsal in pairs using speaking frame
of each part of the machine
Shared writing
Teacher demonstration
Teacher as scribe
Supported composition
IWB Resource
• See IWB resource and
refer to planning sheet