English Weekly Plan

Year Group: 2 Term: Spring 2B week 3 Unit: Dinosaurs Unit/week Objective: Develop pleasure in reading, motivation to
read, vocabulary and understanding by:
Class: Marie Curie w/b: 25/02/18  Being introduced to non fiction books that are structured
in different ways.
 Explain and discuss their understanding of books, both
those that they listen to and those that they read for
themselves.
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: Dinosaur text for IWB, books, pencils. Challenge: Write 4 questions in their books. Once they are Ind.
finished, swap books and give time to read other
Day VOCAB: question, question mark, dinosaur, facts, nonfiction. people’s questions. If you think you’d like to change a
1 question then do it!
HOTS: In red.
Lo – To be able to write questions to research about a dinosaur.
Core: Write 4 questions in their books. TA

SC:
 Can I use question marks appropriately?
 Can I write questions that will help me find the information I
need?
Support: As a group model the first question together and then T
(10/12mins) Introduce the idea of a Dinosaur quiz at the end of the the children will write independently.
week and there may be prizes! We are going to make fact cards and
then write a quiz to go with them.
Teacher modelling ‘I want to find out about _____? What questions do
you think I could write to help me?”
Generate 4 questions about a particular dinosaur. All the time thinking
aloud and allowing the children to understand the thought process. Individual: Rafeeah working with Nawar to think of 2 questions.
Once you have your questions written on the board, allow the children
to turn to their partner and discuss 4 questions they would like to write
to help them find out information.
Leave a space under each question for the answers.
Mini plenary/plenary: (review, consolidate, demonstrate, address mis-
 conceptions)
Compare questions with a friend. Are there any questions that your
friend has that you wish you had used.
Day Whole class learning Differentiated learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: books with yesterday’s questions, levelled texts, pencils. Challenge: Children will have their questions from yesterday and TA
the text associated with that dinosaur.
Day VOCAB: underline, key words, scanning, skimming, questions, answer. Give them little post its or highlighters to pick out the
2 key words in their questions and then look through
HOTS: the text.
Lo – To be able to retrieve information through scanning and Once this group have finished they can act as
skimming. teachers to support the core group.
Core: Children will have their questions from yesterday and Ind.
SC- the text associated with that dinosaur.
 Can I underline the key words in my questions? Give them little post its or highlighters to pick out the
 Do the keywords help me to find the information I need? key words in their questions and then look through
the text.
Skimming and scanning
(10 mins max.) A piece of text on the IWB about the dinosaur. Have the Support: Look at the questions from yesterday and with an T
teacher questions that were generated yesterday written on large piece enlarged copy of the text model again with the
of sugar paper for the children to read with you. Explain that you are children what was done on the carpet. Then for
not going to read the full text but look for key words. Model by looking question 2 allow the children to look through and find
at the first question and underline key words. Then look at the text and key words.
pick out the key words and read the information. Repeat for question 2
and then allow the children to try underling key words in the questions
and scanning the text. Individual: Rafeeah will be with Ms Thompson.

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)
Everyone swap books with a partner. Does the question and answer
make sense.

Day Whole class learning Differentiated learning

(review, teach, practise, apply, review and evaluate)
RESOURCES: pieces of card cut for each child, topmarks Eng game Challenge: Children will use the question and answers generated Ind.
online, in their books to create their dinosaur fact card. Then
Day read each other’s fact cards and edit where
3 VOCAB: capital letters, full stops, past tense, present tense appropriate.
 When they have finished they can act as advisors to
HOTS: the other groups.
Lo – To be able to edit a piece of writing checking spelling and
grammar. Core: Children will use the question and answers generated T
in their books to create their dinosaur fact card.
SC:
 I know where full stops, capital letters go.
 I can correct any spelling mistakes.
 I can correct grammatical errors.
Support: As a group they can pool the information they have TA
written in their books to create a group fact card.
10min Mental SPAG lesson.
Have a piece of dinosaur nonfiction text with mistakes and go through it
with the children. Discuss what is wrong with the text etc.

Then use the information in the text to create a fact card. Title? What
comes first? Next etc. Individual:
Mini plenary/plenary: (review, consolidate, demonstrate, address mis-
conceptions)

https://www.topmarks.co.uk/english-games/7-11-years/spelling-and-
grammar

Day Whole class learning Differentiated learning

(review, teach, practise, apply, review and evaluate)
RESOURCES: quiz questions. Challenge: TA
Both groups will create quiz based on their dinosaur
Day VOCAB: retrieval of information, questions, answers, fact card.
4
HOTS:

Lo – To be able to transfer knowledge and experience to write a quiz

for a partner or group. Core:

SC:
 I can write questions.
  I know how and where to retrieve the answers. Support: Children to work in pair with adult support to create a T
quiz card.

Use examples of different quizzes(answers on the back, answers upside

on the same page) and while talking to a partner get the children to
decide how they want to display the answers.
Children will create a quiz from their fact card.
Individual:
Mini plenary/plenary: (review, consolidate, demonstrate, address mis-
conceptions)

Prepare for the quiz.