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. REFER TO PLANNING ACROSS THE LITERACY STRANDS Each unit does not cover all the objectives in each strands Timing should be long enough to achieve the meaningful outcome and cover the objectives thoroughly and enjoyably.

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. Unit outcome is a speaking and listening activity or an ICT outcome or a piece of writing presented for an audience. Learning outcomes are what the children have learned/can do at the end of each phase. Refer the teachers to the remaining points on the handout REFER TO PLANNING ACROSS THE LITERACY STRANDS PAGE 4.

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 Range of teaching strategies and approaches includes speaking, listening, group discussion, drama, reading, writing, pairings. Groupings, range of interactive strategies Key aspects of learning could be considered in planning Assessment opportunities include – prior learning, day to day assessment, AFL, responding to pupil needs as the units progress considering key skills

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 Application Analysis Immersion Phase 1 Phase 2 Reading Shared reading: Decoding Understanding Text analysis Phase 1 Gathering ideas and content: Visual literacy, drama, speaking and listening Short writing opportunities Application Analysis Immersion Phase 2 Writing Shared writing Planning, Independent and guided writing: Creative outcomes Re – emphasise the sequence Refer to handout of phases of the planning model – give chance to look over Phase 3

An example of short term planning Year 4 Non-fiction Explanations Unit 3 Refer to unit plan from the website – teaching sequences and objectives and our planning This is an example of a unit plan which is to exemplify the planning process. Consider this as a Subject Leader – could be used in school to support/train staff in the process. This plan is very detailed and is not necessarily representative of what may be produced by staff. It has been produced to exemplify the process and the teaching sequence. Overview page This is copied and pasted from the website/DVD. Give 2/3 minutes to look over – look at objectives, outcomes and phases. Grey boxes – five session spelling – advocated approach for Y2-6 using Spelling Bank Objectives are referenced for each session – advisable to have a clear focus on 1 or 2 per day to share with the children in child-friendly language Structure of literacy sessions The boxes represent the content not the structure, e.g. shared sessions, guided, independent, plenary. Flexible according to content, needs of pupils, phases Success criteria to be shared with pupils and referred to throughut

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. Model an explanation of how a peg, stapler, hole punch etc Display laminated connectives

Modelled explanation using a picture of The Umbrella Machine Day 1 Activity Modelled explanation using a picture of The Umbrella Machine Could be a plenary

Firstly the men have a candle holder and candle strapped to their head Firstly the men have a candle holder and candle strapped to their head. Next they collect an umbrella and move onto the candle lighter. The candle lighter lights the candle, after which the man opens the umbrella and raises it above his head. The man then walks into a shower cubicle. He pulls a cord which causes the shower to be activated. The water pours down onto the man’s head which is protected by the umbrella. Providing the umbrella is functioning correctly, the candle will remain alight. When the man leaves the shower area, he reports to the main examiner. If his candle is still alight the umbrella is placed on the pile to be sold to a customer and the man snuffs out his candle and continues back into the store room to collect the next umbrella.

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. Read the text Agree 5 stages Lay eggs on plant Caterpillar hatches and eats Caterpillar grows and sheds skin Turns into a pupa Hatches into a butterfly Each table to make notes about each stage Use whiteboards and pens to make notes Use 5 hoops and ask 1 participant from each table to stand in a hoop. Oral explanation of each stage in sequence.

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. Mention that there are different types of explanations e.g. causal, process, reversal etc. This is an everyday example. Activity may be conducted in role when done in class Allocate each table either pupils, parents, teachers

Day 8 Activity Text message Poster at school gates Radio announcement Incidental writing Consider viewpoint, purpose and audience Text message Poster at school gates Radio announcement TV broadcast Email Announcement on website One for each table or allow to choose Whiteboards Feedback

Day 9 Activity – The Shirt Machine Watch (and re-watch) the film Focus boxes Likes Dislikes Questions Re-watch would be with the pupils Film length - 5 minutes and 43 seconds Focus boxes modified from original – our judgement (original was likes, dislikes, patterns and puzzles)

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 2 ways in Allocate a different part of the machine to each table – create movement and sound Or Each table to be the whole machine and create a sequence using movement and sound

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 Teacher demonstration The first thing that happens is the electricity is switched on by pushing a switch on the wall. Next the operator pulls the lever down to start the machine. Teacher as scribe Using 2nd picture beginning with ‘This means that…..’ – discuss next sentence in pairs – take feedback (This means that the power surges through the machine and starts the cogs whirring and clanging) Supported composition Use picture 3 to compose next sentence on small whiteboards beginning with ‘After that…….’

IWB Resource See IWB resource and refer to planning sheet IWB – smartboard and promethean versions available