W/C 14.09.15- Wk 2
Chestnuts Primary
English Weekly Plan
Year group: 3
PEA (Point, Evidence, Analysis)
Which aspect you will be working on
Date
SPaG starter
Recap prior
learning.
Class
brainstorm
bossy words.
(Working wall)
Genre: Non-fiction:
Instruction texts
Learning Objective and
Success Criteria
LO: To write instructions
using bossy words/
imperative verbs.
SC1: I can identify bossy
verbs.
Monday
SC2: I can use bossy verbs
to write a sentence.
SC3: I can use bossy verbs
with an adverb.
Vocab:
Instructions
Imperative verbs
Bossy words
Working wall outcomes
Tuesday
LO: To order instructions
and identify features of
instructions.
SC1: I can put instructions
into the correct order.
SC2: I can identify
imperative verbs (bossy
words)
SC3: I can identify time
Revising joins in a word: long
vowel phonemes
SEN children
More Able children
Whole class teaching
Group work
Look at instructions. Discuss the use of imperative verbs with the children.
Independent learning activity
Chd to work in close ability pairs from their group.
Blue-Highlight bossy verbs in the text. Ext: Make a sentence with each one.
Green and Yellow-Give these children the sentences from the text for them to put the
bossy verb into.
Orange- Give these children a bossy verb wordbank. Chd to use them to write full
sentences. Teacher to work with this group.
Red- Give these children a bossy verb wordbank. Chd to use them to write full
sentences and adding an adverb. TA to work with this group to brainstorm adverbs as a
group first.
Mastering/Exceeding
Chd to sort
imperative
verbs and time
words into 2
lists.
Handwriting Focus
Taken from Penpal scheme
Key features of instructions.
Instruction texts.
Time words (first,next, etc.)
Bossy words / Imperative verbs
Plenary and
key questions
(AFL)
Can you
identify the
bossy verb?
Can you
identify the
imperative
verbs in the
text?
Can you
suggest an
imperative
verb to go in a
sentence?
Can you think
of a sentence
to go with the
imperative
verbs?
Resources and
ICT
Power point
Bossy verbs
English books
L.O labels for
books
Below
Show children the mixed up instructions on the IWB. Ask some children to come up to
board one by one and order instructions.
Ask children to think of alternative verbs to imperative verbs such as “pour”, “shake”
etc.
Highlight time words (First, next, lastly, etc.)
Independent learning activity
BLUE
GREEN
YELLOW
Groups to swap
instructions
and write on a
post-it 2 stars
and a wish.
Feedback to
each other.
ORANGE
RED
Give children jumbled instructions. Children work in close ability groups of 3 to order
Powerpoint
5 large sheets
of paper
Glue
2 different
colour
highlighters
per group
words.
Vocab:
Imperative verbs
Bossy words
Time words (First, next, lastly,
etc.)
instructions by cutting them out and sticking onto a piece of A3 paper.
Teacher to support yellow and green groups. TA to float between Yellow, Orange and
Red groups.
Highlight time words in one colour and imperative verbs in another colour.
Mastering/Exceeding
Chn to write
down as many
bossy words as
possible on
their
whiteboards.
LO: To write using the key
features of instructions.
Wednesday
Can they add
an adverb?
Model how to write instructions as a class. Recap the key features of instructions that
they have learned in previous lessons.
Make snowflakes together as a class. TA to take photos of each step to help support
children where required.
Write instructions as a class on how to perform this task.
SC1: I can write clear
instructions.
SC2: I can use imperative
verbs. (Bossy words)
SC3: I can use time related
words and phrases.
SC4: I can use layout
features of instructions.
Key Vocab:
Instructions
Order
Evaluate
Imperative verbs
L.O labels for
books
Below
As a class make bossy verbs word bank on IWB.
Can they think
of sentences
which include
these words?
Camera (stick
pictures of
group work in
books)
Independent learning activity
BLUE
GREEN
Class teacher
Chn to work
to work with
with the
group to
support of an
encourage
LSA. To work
them to use
as a group to
time related
write the
work to
instructions on
sequence
how they are
their writing.
going to make a
(Word bank)
snowflake.
(Word bank)
Model- and
use a
Modelled by
template if
adult is
needed.
needed.
YELLOW
Chn to write
instructions on
how to make a
snowflakeindependent.
To use a bossy
verbs word
bank.
ORANGE
Chn to write
instructions on
how to make a
snowflake.
RED
Chn to write
instructions on
how to make a
snowflake.
Including bossy
verbs and time
words.
Including
bossy verbs,
time words and
layout
features
appropriate to
text.
Chn to read
out their
instructions.
Literacy books
In pairs
verbally- 2
stars and a
wish.
.
Paper (Scrap
A4)
Powerpoint
Scissors
Bossy verbs
word bank
(Blue, green,
yellow)
Camera
L.O labels for
books
Thursday
Mastering/Exceeding
Focus on using
adverbs to
improve the
quality of their
instructions.
Chn to be given
a sentence and
model how they
can change the
meaning of the
sentence by
using an
adverb.
LO: To use and evaluate
instructions.
Below
What is meant by the term evaluate?
Tell the chn that they are going to need to give instructions. Choose one child who is
going to give instructions to the teacher. Give the chn the task of drawing a house.
Show the chn a picture of a house that there’s should look like. Chn should give
instructions, at the end compare the two pictures. Recap on what they told you to do
and scribe.
SC1: I can read instructions.
Independent learning activity
BLUE
GREEN
SC2: I can use instructions
to produce an object.
Chn to swap instructions with someone from the previous lesson. Test how successful
the instructions are. They can offer suggestions and highlight any instructions that
they think should be redrafted.
SC3: I can evaluate
instructions.
Key Vocab:
Evaulate
Instructions
Adapt
Audience
Friday
LO: To write using the key
features of instructions.
Recap prior
learning.
SC1: I can use a range of
time related words and
phrases.
ORANGE
RED
Chn to offer
feedback to
each other as
well as self
reflect.
Literacy books
Powerpoint
L.O labels for
books
2 stars and a
wish template
Picture of a
house A3
Class Teacher to work with red group. Discuss how they can improve their own and
their partners instructions.
TA to work with yellow group.
Mastering/Exceeding
Independent
writing task.
YELLOW
Chn to share
their improved
instructions
with a partner.
Below
Chn to recap on all the work that they have done throughout the week. Discuss in their
talk partners all the key features that they will need to write their instructions. Chn to
be given a list of titles to choose from to write their instructions.
Independent learning activity
2 stars and a
wish with a
close ability
partner.
Independent
writing books
Picture
prompts
Powerpoint
SC2: I can use imperative
verbs.
L.O labels for
books
SC3: I can use adverbs to
increase the precision of
instructions.
SC3: I can use bullet points,
a title and sub-headings.
Key vocab:
Bullet points
Sequence
Chronological order
BLUE
GREEN
YELLOW
ORANGE
Chn to chose a title from the board and then write the instructions.
(Blue to write underneath a set of picture prompts.)
Sets of picture prompts to be used if required.
Teacher and TA to support across the class.
Mastering/Exceeding
Below
RED