аЯрЁБс>ўџ 79ўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №П‚bjbjUU l(7|7|‚џџџџџџl4LDDDDX4L_ц˜˜˜˜˜w w w орррррр$E e €w s w w w й ˜˜лй й й w ^˜˜ой w ой Tй -r4іВ˜Œ `’‚О#ГСLјDе Ф*В,/0_8zх ™ @х Вй LLйWeekly Plan Name of School: Class: Year Group 6 Term: 2 Week Beg: Teacher: Teaching objectives: T3. recognise how poets manipulate words: for their quality of sound, e.g. rhythm, rhyme etc 4. investigate humorous verse: how poets play with meanings; nonsense words and how meaning can be made of them; where the appeal lies; 5.analyse how messages, moods, feelings and attitudes are conveyed in poetry;6. read and interpret poems in which meanings are implied or multi-layered; to discuss, interpret challenging poems with others; 9.increase familiarity with significant poets and writers of the past; Revision from Y5 Term 2; S3. understand how writing can be adapted for different audiences and purposes, e.g. by changing vocabulary and sentence structures; 5. to use punctuation effectively to signpost meaning in longer and more complex sentences W11. to explore onomatopoeia. 12. investigate metaphorical expressions and figures of speech from everyday life. Curricular target: to use punctuation to create effects Text: The Apple Raid: ISBN 0-330-48291-2 Additional Resources: NLS Year 6 Planning Exemplification 2 Guidance: Ref DfES 0799/2001; Grammar for Writing materials: CD Rom Question promptsSpelling Whole class –shared reading and writingMonSpelling Bank P48 Obj 5: common letter strings; use poem Spelling Bank Revision P.46 Obj 4: adding ing. e.g. dancing, begging, aching  Introduce poem “My Mother Saw a Dancing Bear” by Charles Causley, page 34 of Apple Raid anthology. Discuss title. Link with discussion text from exemplification materials and text, Issues in the News (see week 3 plan) to predict theme. Read the poem; paired discussion for immediate response. Feedback; list responses and check with predictions for theme. Present text, using Textease, OHP or photocopies. Re-read, with children joining in to familiarise with pace, volume and rhythm. Point out rhyme pattern; text mark in different colours. Identify and clarify unfamiliar vocabulary. Highlight all punctuation used. Reinforce as aid to reading. Poem can be read fully together; then groups allocated to read verses to practise.TuesUse question prompts as last week (see resources) to discuss setting as familiar, yet not contemporary. Continue discussing poem to secure understanding of events. Check with responses from Monday for additional feelings, any changes. Paired activity: use storyboard sheet as last week, organised into 6 sections, children decide what would be depicted in each. Write some words from each verse in first five; add own choice of illustration to create the last section as an ending. Feedback and compare endings.Sketching on the storyboard as independent activity.WedDiscuss language used. Simple realistic; contrast with Jabberwocky. Introduce poet’s use of contrast, i.e. “children’s laughter, bear’s aching eyes.” Brainstorm verbs to describe a bear. List. Define choice of verb “caper” as unusual, usually associated with a light nimble animal. How hard would it be for a bear to caper? Discuss captivity and freedom, e.g. “chain and bar” “far distant forests.” Contrast the heat of summer and the cold of winter. Investigate use of adjectives, limited and specific; no alliteration etc.ThurRevisit punctuation; check against list started last week. Reread, emphasising the pauses. Discuss the effect of repetition, e.g. “They watched ….” Focus on the use of short sentences. See Unit 47 Page 132 Grammar for Writing to investigate the use of the semi colon; use of connectives, or no change. Evaluate the effect. Include on the checklist the use of commas within one line of verse. Use own examples, e.g. “The bear, eyes filled with despair, gazed over the school gates.” Model manipulating the subordinate clause.; link with page 133 Grammar for Writing; use the subordinate clauses from the CD Rom. Some of these clauses would lend themselves to writing haiku ( 5 or 7 syllables).FriRecap on features of poem, i.e. simple language, repetition, contrast. Teacher scribing: using the complex sentence presented on Thursday, work with the class to create a four line stanza, choosing a variety of punctuation from the checklist. Model editing and re-reading to evaluate. Supported composition: children use own ending from storyboard on Tuesday to write four lines. Focus on using punctuation for effect. (Literacy Matters 2002 Y6T2W6  ƒ„…їљƒЮЯOQ–ЏБ45Ž“­А789=byєі ( ) . “ їютлбЩЧПИПИЎЅ™Ѕ™ЅИПИИ‡ИПИ|ИyИq‡ЧП‡ПoЧq\5CJOJQJCJB*CJOJQJphџCJOJQJ\5CJOJQJ\5@ˆќџCJOJQJ\@ˆќџCJOJQJ5@ˆќџCJOJQJ CJOJQJ5CJOJQJ55OJQJ^J5CJOJQJ^J OJQJ^J5CJOJQJ\^JCJOJQJ^JCJOJQJ^J) „…8byуєѕі ѕщчнгЭПЭЭЭvдППI$$If–k4ж0Хf!>+Ё   `и   іі7іжџџжџџжџџжџџ4ж kaіљ„Є2Є2$If^„$If  & F$If „Є2Є2^„  Ц–9B„Є^„  & FdшўЄ ‚§ ( ) * . h П › œ  ёё€а oёёiёё$If$„•џЄ2Є2$If^„•џa$q$$If–k4”Aж\ŽХЎf!>+7щ  И   и   іііжџџџџжџџџџжџџџџжџџџџ4ж kaіљ„Є2Є2$If^„ “ – П › œ  Ѓ Є ЄкрLsIoюяіy‰—й­ДWZ[\‚єьчхсхьйвхйЧйЧйсхйЧйЧйхПхЕв jу№CJOJQJ5CJOJQJ6CJOJQJ\] CJOJQJCJOJQJ\5\5OJQJ5CJOJQJ56CJOJQJ] ž Ѓ Є Ѕкл}јl^XX^$If„Є2Є2$If^„$„•џЄ2Є2$If^„•џa$‚$$If–k4жrŽХЎf!`'>+€7   `щ  И   њ   о    іііжџџџџџжџџџџџжџџџџџжџџџџџ4ж kaіљлмрюя№}TlfXX„Є2Є2$If^„$If$„•џЄ2Є2$If^„•џa$‚$$If–k4жrŽХЎf!`'>+€7    щ  И   њ   о    іііжџџџџџжџџџџџжџџџџџжџџџџџ4ж kaіљ№ёі­ЎЏќ ykk„Є2Є2$If^„$If$„•џЄ2Є2$If^„•џa$o$$If–k4ж\ŽХf!`'>+€7   Ё   њ   о    іііжџџџџжџџџџжџџџџжџџџџ4ж kaіљЏАДWXYZ[‚Јqqqoo„Є2Є2$If^„$„•џЄ2Є2$If^„•џa$o$$If–k4ж\ŽХf!`'>+€7    Ё    њ    о    іііжџџџџжџџџџжџџџџжџџџџ4ж kaіљ &P А…. АТA!Аn"Аn# $ %А# 0&P А…. АТA!А "А # $–%А# 0&P А…. АТA!Аn"Аn# $ %А i0@ёџ0 Normal_HmH sH tH <A@ђџЁ< Default Paragraph FontNBђN Body Text$dмЄмa$@ˆћџOJQJmH sH utўOt Subhead/Bold/9.5/12.5pt„ndџЄ}Є}^„n5B*CJKH<OJQJphКўOК Table/bodyx & Fџ ЦРd8џЄ<>ЦTTfџCJOJQJmHnHsH uдўёџ"дTable/body/bullet| & Fџ„„фўd8џ>ЦTџЊЗ№Tfџ^„`„фў#CJOJQJ_HmHnHsH tH upў2p Section Figs/Regular/200pt„”d(ё^„”B*CJKHOJQJph:P@B: Body Text 2CJOJQJ^J:QR: Body Text 3CJOJQJ\4b4 Header  Ц9r CJaJ…[‚ (џџџџ "(џџџџ G(џџџџ „…8byуєѕі()*.hП›œžЃЄЅ к л м р ю я № ё і ­ЎЏАДWXYZ[„˜0€€˜0€€˜0€€˜`0€€Љ0€€Љ0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€Љ0€€Љ0€€Љ0€€Љ0€€™0€€˜`0€€š0€€“ ‚   л№Џ‚ ‚ №8№@ёџџџ€€€ї№’№№0№( № №№B №S №ПЫџ ?№‚­Б@C„‡“–љ9Aё ѕ „;C„˜™ПІНОпQ ~ ‰ ‹ А %к˜›­Длљ_hЇ„333333333Д  ІІЇV„џџ bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinEC:\WINDOWS\Desktop\andrea\Spring Weekly 2002\Weekly_ Plan_Y6T2 W6.doc bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinXC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Weekly_ Plan_Y6T2 W6.asd bernsteinEC:\WINDOWS\Desktop\andrea\Spring Weekly 2002\Weekly_ Plan_Y6T2 W6.doc bernstein(C:\My Documents\Weekly_ Plan_Y6T2 W6.docPreferred CustomernC:\Documents and Settings\Administrator\My Documents\literacymatters.com\docs\resources\Weekly_Plan_Y6T2W6.docўџџџџџџџџЇh•юƒќџџџџџџџџџъ1EиЅ§џџџџџџџџџADOxдdџџџџџџџџџ*h „§„˜ўЦ§^„§`„˜ўOJQJo(oh „Э„˜ўЦЭ^„Э`„˜ўOJQJo(oh „„˜ўЦ^„`„˜ўOJQJo(Ї№h „m „˜ўЦm ^„m `„˜ўOJQJo(З№h „=„˜ўЦ=^„=`„˜ўOJQJo(oh „ „˜ўЦ ^„ `„˜ўOJQJo(Ї№h „н„˜ўЦн^„н`„˜ўOJQJo(З№h „­„˜ўЦ­^„­`„˜ўOJQJo(oh „}„˜ўЦ}^„}`„˜ўOJQJo(Ї№ „8„0§Ц8^„8`„0§5o(.€„ „˜ўЦ ^„ `„˜ў.‚„p„LџЦp^„p`„Lџ.€„@ „˜ўЦ@ ^„@ `„˜ў.€„„˜ўЦ^„`„˜ў.‚„р„LџЦр^„р`„Lџ.€„А„˜ўЦА^„А`„˜ў.€„€„˜ўЦ€^„€`„˜ў.‚„P„LџЦP^„P`„Lџ.h„а„˜ўЦа^„а`„˜ў.h„ „˜ўЦ ^„ `„˜ў.’h„p„LџЦp^„p`„Lџ.h„@ „˜ўЦ@ ^„@ `„˜ў.h„„˜ўЦ^„`„˜ў.’h„р„LџЦр^„р`„Lџ.h„А„˜ўЦА^„А`„˜ў.h„€„˜ўЦ€^„€`„˜ў.’h„P„LџЦP^„P`„Lџ.ўџџџ8?ADOxЇh•ўџџџ ?ъ1EџџџџD? Рџџ@Њ„Њ„Vџ^„Њ`„VџCJOJQJo(З№џџџџџџџџџџџџЌ? Р@Њ„Њ„Vџ^„Њ`„VџCJOJQJo(З№џџџџџџџџ         2,и                 …8єѕі()*.П›œžЃЄЅ к л м р ю я № ё і ­ЎЏАДWXYZ„žžžžžž–џ@€,АП‚@џџUnknownџџџџџџџџџџџџG‡z €џTimes New Roman5€Symbol3& ‡z €џArialCF‡ŸComic Sans MS3‡z €џTimes;" Helvetica?5 ‡z €џCourier New;€Wingdings"qˆ№аhl\b&l\b&оLbЦˆo!№ЅРДД€20dЙ 2ƒQ№пџџ Weekly Plan Mike McCaldonPreferred Customerўџр…ŸђљOhЋ‘+'Гй0˜˜ ИФмшє , H T ` lx€ˆф Weekly Plan oeekMike McCaldonoikeikeNormalCPreferred Customer2efMicrosoft Word 9.0@вIk@Ќі) БС@0яЏ#ГС@0яЏ#ГСˆoўџеЭеœ.“—+,љЎ0ќ hp„Œ”œ ЄЌДМ Ф нф WebMattersЙэ  Weekly Plan Title ўџџџ !"#$%ўџџџ'()*+,-ўџџџ/012345ўџџџ§џџџ8ўџџџўџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџRoot Entryџџџџџџџџ РF„О#ГС:€1Tableџџџџџџџџџџџџх WordDocumentџџџџџџџџl(SummaryInformation(џџџџ&DocumentSummaryInformation8џџџџџџџџџџџџ.CompObjџџџџjObjectPoolџџџџџџџџџџџџ„О#ГС„О#ГСџџџџџџџџџџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9Вq