WEEKLY ENGLISH PLANNING

TEACHER: CLASS:
WEEK BEGINNING: SUPPORT:
NC links: EN1: 1a, 1b, 1c, 1e, 1f, 2a, 2b, 2d, 2e, 3b, 4a, 4c, 4d, 6a, 6c, 8b, 8c, 9c, 10b, 10c, 11a, 11c. EN2: 1d, 2a, 3a, 3b, 3c, 3d, 3e, 4b, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 6, 9b, EN3: 1a, 1b, 1c, 1e, 2a,
2c, 2e, 3, 4g, 5b, 6a, 7c, 9b, 9d, 10, 11, 12 Unit:

Main class Objectives Speaking/Listening objectives Word/sentence level objectives

1) Identify some of the key concepts in an explanation text 3) Develop speech for a specific audience 5) Identify what is meant by verb tenses
2) Begin to use some of the concepts in their work 4) Summarise key points verbally
6) Identify how to add –s and –ing suffix to present tense
verbs (cook, cooks, cooking; save, saves, saving)

Starter Main Class Activity –including differentiation Plenary Resources Assessment

M Children at tables. Input – Key features of an explanation text. Children underline 3 SMART file M: Be able to
O They have to come up with 7 Work through SMART pages. Children on carpet with wipe boards. Give children features of an Sheets for LA, MA, identify at least 2
N verbs. time to discuss and answer questions. Record key answers on assessment sheet. explanation text which HA features of an
They have to write the verb they have used in their Pictures of places explanation text.
in the past tense and present Read through the explanation text given. Identify the key points: writing. around the school S: Be able to
tense. Give examples. Time connecting (words or phrases) (to be taken and identify and give
Discuss. Present tense (other than when explaining past events) Discuss their writing. printed in morning). examples of 3
Detailed descriptions How have they features of
Formal (define for children) explained different explanation texts
Varied sentence structure parts of the school? which they have
Scientific vocabulary Focus on HOW and used
Third person WHY. C: Give detailed
Reasons to explain why or how explanations using a
logical structure in
their explanation
Independent/ Group Work writing
Go through the explanation of how children get up and ready for school.
Discuss the tick-list for an explanation text.
Explain that children will be writing to explain ‘How a child learns at school’. Explain
they should be using all of the points in the tick list.
LA MA HA
Children to be given Same as LA. Sheet with less Children use the tick-list
pictures of items and guidance on. to help them construct
places around the their writing.
school. They should
write an explanation
for each of them.
Expected 3 completed.
Use sheet for help
setting out.
T ICT/PSHE/MUSIC
U
E Independent/ Group Work
LA MA HA
W Show children the extract
E from the Vesuvius book.
D Read it to them.
Ask children to explain to one
another the different aspects
of an explanation text that
they are familiar with or they
have used in their work on
Monday. Discuss the different
parts of the text. Outline that
some of the text is written in
the past tense. Question
children as to why they think
that is.
T Recap on what the children
H are doing.
U Recap on what the key parts
of an explanation text is.
Show the tick-list for an
explanation text. Are children
Input – introduce the idea of a book zip (we can see the front and back cover of the Hot seating different SMART file M: Be able to
book but we can’t look inside). pairs. This might be a Book zip – how dogs identify how their
Show them the book ‘How Dogs Really Work!’ very short plenary as really work! chosen part of the
What genre is this book? Fiction/non-fiction (hopefully explanation text!) the children should Paper for notes for dog works giving
Examine in detail and front and back cover of the book. have plenty of time to children to record on ideas and a simple
Question the children about what they can see and whether they think it is going practise and verbalise explanation
to be a ‘factual’ non-fiction book, or a humorous non-fiction book. how their part of the S: Be able to explain
As a class we are going to write explanation texts for the different parts of a dog. dog works. in more detail using
Brain and central nervous system The plenary might be time connectives
Food, smells and power short because this C: Be able to explain
Communication drama work could in more detail using
Legs and getting about continue onto the time and causal
Dogs and their owners following day. connectives
The Vee-Eee-Tee
General maintenance
Dogs and their environment
Independent/ Group Work
Children to be verbally explaining to each other the different ways dogs work.
Children split into pairs or threes. Children to be experts on the different parts of
the dog. They must come up with and be able to explain exactly how there part of
the dog works. They can use simple diagrams and pictures to help them but must
be able to improvise in their area of ‘expertise’.
LA MA HA
Children to be in mixed Children to become Children to be told that at
ability groups possibly ‘experts in their field’ of the end of the session
chosen by teacher in the dog. They need to pairs will be ‘hot-seated’
some cases! imagine exactly how their and asked to talk a little
part of the dog might bit about how their part
LA children’s groups to work based on what they of the dog works.
be given support from can see on the front/back They will be told they
TA and CT. cover of the book and should be prepared to
what they can deduce answer questions and
about it. improvise on the spot!
They should come up with
exactly how the different If children think they are
parts work, and WHY. ‘finished’ then ask them
some difficult questions
about how their part of
the dog works. If they
can’t answer tell them
they need to think about
it more!
If children need more time from yesterday continue with this. Longer hot-seating Notes from children M: Be able to
session. Children to go from yesterday identify how their
Input – show children the diagrams from the text. Print these out for them to use into lots of depth about SMART file chosen part of the
in the explanation. how the dog really Book zip – how dogs dog works giving
Make sure children are using why and how. works. Questions, really work! ideas and a simple
praise and wishes from Diagrams from the explanation
Independent/ Group Work the class. book
 meeting all the ticks in their
work?
F Recap the key parts of an
R explanation. Children to give
I quick imagined explanations
for the different complex
machines they can see on the
board. They choose which
one.
Use of ICT
SMART files to share reading of text
LA MA HA S: Be able to explain
Children continuing Children continuing work Children continuing work in more detail using
work from yesterday. from yesterday. Today from yesterday. time connectives
they will have the C: Be able to explain
diagrams from the book in more detail using
to help them with their time and causal
explanations. connectives
Input – Children to be using their drama and oral work to write explanations for Read the children’s Notes from children M: Be able to use
different parts of the dog. We are going to attempt to make a class book about the collected explanation Sheets for children some of the key
different parts of a dog. text information. Is to work on parts of an
there anything missing Diagrams from the explanation text to
Independent/ Group Work or anything we could book explain in writing
Children working individually, they will be writing down their work in an organised add? their part of a dog
way. Children can use the diagrams from the book or draw their own simple ones S: Be able to use
(when the writing is done!). most of the key
LA MA HA conventions of an
Children to be given Children to be writing on Same as MA. Children explanation text to
guidelines on how to paper. They will have encouraged to write more present an
write. Their sheet will different parts outlined detailed explanations explanation
have lines and boxes for for them e.g. title and a thinking about the flowing C: Be able to
them to use. There will layout with a central points. This happens, then develop
be diagrams for them to diagram. this, then this because... explanations using
cut out and stick onto detailed sentences
the boxes if they need and correct
to use a diagram. They sentence structure
will have sheets with
the words ‘because,
then, next, this means
that, later’ on their
table.
Cross Curricular Links