L Year:
4 /5
Code:
Less able, Lower Middle,
I Wk : 1
Upper Middle, More Able.
T
Whole Class
Whole Class
E
Shared Text
Phonics, Spelling,
R
Read/Write
Vocabulary,
A (Screen capture the text &
Grammar
C print out copes of the speech
prior to the lesson on Monday).
Y
M
O
N
T
U
E
W
E
D
T
H
U
F
R
I
Listen to Neville
Chamberlain’s speech. Why
was the speech made? What
reasons are given for going to
war? Which words are used to
persuade people?
Listen to radio announcement
again and look at paper copy of
the text. Identify why formal
language is used.
TEACHER/ Teaching
Assistant Focus Group
Learning Intentions
Learning Objectives:
Y4 T3- T18, T19, T25, S4, S3.
Y5 T3- T13, T14, T15, T16, S2, W13.
Renewed Framework Strands: 2, 4, 6.
Y4- Listen to a speaker & make notes on the talk.
Create roles showing how behaviour can be interpreted from
different viewpoints.
Deduce characters’ reasons for behaviour.
Y5-Analyse the use of Persuasive language.
Reflect on how working in role helps to explore complex issues.
Infer speaker’s perspectives from what is written & what is
implied.
Guided
Hot seat different people
living in Britain, (e.g. army
wife, factory worker). How do
they feel after hearing the
speech?
Make notes on how you feel after hearing Chamberlain’s speech in pairs/small groups. Imagine you are going
to be addressing Chamberlain about your thoughts about the war declaration:
LA: Soldiers, or army wives. LMID: City factory workers who may be called up to fight, GMID: Parents of
children who may be evacuated, MA: Members of Hitler’s government in Germany.
Collect new words from the
speech, e.g. ambassador to
begin to make in to a class
dictionary/glossary of WW2.
Language detective Card- Teacher Focus
group. Identify purpose, type of
language, edit text as a group to make it
even more persuasive.
Record headlines
that could appear in
the newspaper on 2nd
September 1939.
Ask children in 2 minutes to
write down as many different
persuasive text types that
Neville Chamberlain could use
to persuade people to support
the war effort.
Look at wartime and modern
recycling posters- Rethink
Rubbish. How do these posters
compare with posters in 2006?
Why might the GB government
have chose posters to do this?
Look at the 5 Persuading the
nation posters. What do they
all have in common? Which is
most effective?
What is rethink rubbish 1
persuading people to recycle.
Think how we recycle these
things today.
Teacher Focus Group: look at all 5
posters- Identify the purpose of each
one, why posters have slogans.
Write new
persuasive slogans
for each of the 5
posters.
(Both middle groups)
Revisit all posters on the
SMARTBOARD. How can use
of appropriate colours & good
artwork help to persuade
people?
Look at each other’s posters.
Is the poster effective in its
persuasion purpose?
Work in pairs- 1 child who is good at Art, the other who is good at Literacy.
Work together to use skills to improve each other’s poster/leaflet.
Opportunities
For:
Assessment
Teacher Focus groupDesign own leaflets to send out to
people based on theme of growing your
own vegetables- As a group design
characters, e.g. Colin Carrot. What is he
like? Include speech/ thought bubbles.
Can children recognise persuasive language?
Are children able to write a persuasive slogan for a
poster/leaflet?
ICT
Note making- In
pairs pick out the
main points from
the speech. Why
are there few
adjectives?
Write the opening
paragraph that you
think will appear on
the front page of
the Times newspaper
on 2nd September
1939. (LD card 3)
Compare 2 evacuation posters on a
Venn Diagram. Which is the most
effective of the 2 posters and why?
Decide in pairs. Use established
criteria and give a mark out of 25 for
each section- total /100.
Design posters persuading people to contribute to the war
effort:
1) evacuation,
2) recycling,
3) growing your own vegetables,
4) joining the RAF or army. (Remainder of the class).
PLENARY
Drama Activity:
Act out ideas to
Chamberlain, (who
is the class
teacher)
Conscience Alleyshould Britain go
to war?
Middle group to
share new slogans
with the class.
Are they better
than the original
ones?
Work with
partner to think
of a persuasive
slogan for each
other’s
poster/leaflet.
Add new words
from the posters
into the class
glossary, e.g.
munitions.
Use of SMARTBOARD to play Neville Chamberlain Speech, view Recycling
and persuading the Nation posters.
Rigby Dimensions:
Bombs Away- Neville Chamberlain Speech and Persuasive & Recycling Posters.
L Year:
4 /5
I Wk : 2
T
Whole Class
E
Shared Text
R
Read/Write
A
C
Y
M
Play Persuasion news item on
O evacuation then watch first 2
N minutes of Goodnight Mr Tom
Code:
on SMARTBOARD.
Less able, Lower Middle,
Upper Middle, More Able.
TEACHER/ Teaching
Assistant Focus Group
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Guided
Record in pairs 5 words/short
phrases to describe the urban
setting then the countryside
setting, e.g. dangerous- urban.
Look at the picture at the start of the
evacuation film clip on the screen.
Together as a small group, write some
sentences to describe the setting that
the children were being evacuated from.
Learning Intentions
Learning Objectives:
Y4 T3- T16, T19, T23, S4, S3.
Y5 T3- T13, T16, T19, S2, S7, W13.
Renewed Framework Strands: 1, 10.
Y4: respond appropriately in light of alternative viewpoints,
Use commas to mark clauses.
Y5: Present a spoken argument, sequencing points logically,
Adapt sentence structure to different purposes, e.g. for
persuasion.
NB-Goodnight Mr Tom is a PG so permission from parents
needs to be sought before children watch the film.
Write a paragraph to
describe London at
the outbreak of war.
Write paragraph to
describe the
countryside from
Goodnight Mr Tom at
the start of 1939.
Write either a
paragraph to
compare the 2
locationsurban/rural
setting.
PLENARY
Think about the
connectives
that compare
locations- e.g.
however, on the
other hand.
T
U
E
Set up an alley down the
classroom so that it is like
London street. Watch clip
again. Select adjectives to
describe the street.
Imagine we are all children
going to be evacuated. How do
we feel? What are our hopes
and fears?
First Steps Chain Writing Activity in mixed ability pairs.
Each pair will need a copy of page 19, mounted on A3 paper. (Children being evacuated)
Follow instructions on attached chain writing sheet for evacuation. Children record each stage below their
picture. Combine the words to make a sentence.
W
E
D
Look at 2 Evacuation posters
on SMARTBOARD and the
New Lives picture.
If you w ere a parent would
you have wanted your child to
have been evacuated? Record
2 opposing views on the board.
Set up room for debate.
Oral work: make an argument against the
motion All children over 5 should be
evacuated from London.
PARENTS group. (Use language
detective Card 4 as a prompt).
T
H
U
Look at pages 18 & 19 in Bombs
Away- write rhetorical question for
picture to persuade- e.g. Surely
the children are having a great
time? (pg 18)
Hot seat the children on page
18- how are they enjoying
their new life? What can they
do a their new home etc.
Using notes from yesterday’s debate construct an argument for or against evacuation. Keep same roles and
viewpoints as yesterday for continuity.
LA: Parents for evacuation, LMID: parents against evacuation, GMID: Gov for evacuation, MA: Country
children against the motion.
Who else might
have a view on
this? E.g.
farmers.
F
R
I
Watch the scene from Goodnight Mr Tom when a billeting
officer tells Tom that he must have an evacuee.
What are the arguments for and against him having an evacuee?
Record on whiteboards.
Drama in groups:
Set up scene in groups of 4- 1 person is Mr Tom, another the evacuee, another the Billeting Officer and
another the vicar. Present short scenes to the class persuading Tom Oakley to take in an evacuee.
Talk about role
of Billeting
offices- add to
class glossary on
WW2.
Oral work: make an
argument for the motion All
children over 5 should be
evacuated from London.
PARENTS group.
Oral work:
For the motion- the government.
Against the motion- Children
already living in the countryside.
Discuss where
punctuation would
come in our
sentences, such
as commas to
build up tension.
Introduce
rhetorical
questions. Look at
how they can be
used in persuasive
work.
Opportunities
For:
Assessment
Are children able to use persuasive phrases & rhetorical
questions:
a) orally and b) in their writing. E.g Surely not…
Rigby Dimensions:
ICT
Use of SMARTBOARD to display navigator evacuation clip, evacuation posters and video of
Goodnight Mr Tom.
Bombs Away Evacuation posters, Evacuation News Item
Other content: Extracts from Michelle Migorian’s Goodnight Mr Tom.
L Year:
4 /5
I Wk : 3
T
Whole Class
E
Shared Text
R
Read/Write
A
C
Y
M
Read Start of The War Hero
O on the SMARTBOARD. (LA
N have Bombs Away books with
Code:
Less able, Lower Middle,
Upper Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
visuals in)
What kind of story opening is
this? Is it speech, action, or
description- use the text to
support your answer.
T
U
E
Identify with children learning
from yesterday and that the
setting also refers to a time
period, e.g WW2.
How far into the war do you
think it was when the author
was writing. Use text to
support answers.
W
E
D
Display War Hero text. As a
class complete shared writing
on SMARTBOARD where the
setting stays the same but it
becomes a speech opening.
T
H
U
Watch 15 minute opening on
Goodnight Mr Tom. What
evidence is there that the film
is set in WW2?
Discuss who could be in
conversation e.g. David. Keep
to 2 people. Model use of
speech marks and adverbs and
correct punctuation within it
e.g. ! ? ,
Identify the type of opening
that it is. How would you have
like to see the film started?
Identify powerful verbs &
other vocabulary we could use.
TEACHER/ Teaching
Assistant Focus Group
Guided
Learning Intentions
Y4 T1- T1, T4, S3, S4, W5, W6.
Y5 T1- T1, T3, T11, S4, S5, S7,S8, W7.
Renewed Framework Strands: 2, 8, 11.
PLENARY
Y4- Compare the contribution of music, words and images in a
short film extract to words & images in a text.
Use settings to engage a reader’s interest.
Distinguish the spelling and meaning of common homophones.
Y5- Experiment with different narrative forms to write fiction
texts. Vary pace and develop viewpoint through use of speech,
portrayal of action or selection of detail.
In pairs or small groups look at a range of stories that have been written on the theme of
WW2. Examples: Friend or Foe by Michael Morpurgo, The Blitz by Robert Westall (4 short
Discuss how every story will have
stories), Johnny’s Blitz, Rigby Star WW2 Off This is war set of Guided Reading books For
at least 1 location where the
Y4 (3 WW2 short stories) ,D Day by Dennis Hamley.
action takes place.
Sort the stories by their opening according to if they are speech, action or dialogue.
Do some of the stories combine elements of some of each?
Why do author’s
In pairs look at pictures of Peepo on pages 10-13.
provide pictures
1 child in each pair to be a scribe and 1 to be reporter feeding back to the class what they have found out
in the openings of
from both the pictures about life in Britain during WW2..
stories? Is it a
What kind of setting could the story opening for Peepo have? E.g. log fire in front room with wireless on etc.
good idea?
(MA- link to History- could discuss the reliability of this kind of evidence in telling us more about WW2)
Children to change
Teacher Focus gp: to change the setting
Children to change
Children to change
Share speech
War hero text
of the story to the same setting as in
War hero text
War hero text
openings. How
opening into speech.
Navigator Shared Writing Starter, (give
opening into speech.
opening into speech.
effective are
Aim to: have “ “ ! ? &
each child copy) of a train but so the
Aim: to have speech
Aim to: have “ “ !
they in engaging
commas used
opening is with speech. Include reported
marks used
and ? used
the reader’s
correctly.
and direct speech with very able.
correctly.
correctly.
interest?
Teacher Focus GroupWrite own story opening
Write own story opening
Write own story opening
Look at opening
write own story opening
for the film that begins
that combines
for Goodnight Mr Tom
from the bookfor the film that begins
with a description of
description and action
that begins in the
how does it
with a description of
village scene, (without
for Goodnight Mr Tom.
church- combine action
compare to the
village scene.
adult support).
and description.
film?
Use Shared Writing starter on Discuss with the children how
Use editing skills to go back through story openings that we have written to ensure that we have used the
War hero. (Edit words so that
the incorrect homophones
correct homophones in our work.
homophones such as new, sun,
change the meaning of
LA: Focus on common homophones, e.g. to, too, two. Both MID groups- more complex ones, e.g. hair/hare,
reign and wandered are the
sentences.
wondered/wandered. MA: focus ones with apostrophes in, e.g. you’re, they’re.
incorrect ones displayed).
Think up a title for this story.
Opportunities Can children analyse the features of a good story opening?
ICT Rigby Dimensions War hero Story displayed on SMARTBOARD,
Are children able to: a) use speech marks accurately, b) use
Dimensions Shared Writing Starter displayed and edited on SMARTBOARD,
For:
punctuation within speech effectively?
Use of film.
F
R
I
Assessment
What type of
openings do we
like best for
stories set in
WW2?
Can children write a story opening that engages a reader
to want to read on?
Rigby Dimensions: Bombs Away War Hero
Other content: Goodnight Mr Tom film
L Year:
4 /5
I Wk : 4
T
Whole Class
E
Shared Text
R
Read/Write
A
C
Y
M Read first & second verse of
O the Evacuee on page 9. How
does the person writing the
N poem feel? Compare to news
clip on evacuation.
Code:
Less able, Middle, More
Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
What rhyming pattern is
there? Pick put words on the
theme of WW2.
T
U
E
Read the rest of the poem
Identify that the poem is a
Narrative Poem because it also
tells a story.
If you as an evacuee could
take 5 things in the suitcase
what would they be and why?
E.g. photo of your mum.
W
E
D
Shared Writing- edit the first
verses of the Evacuee adding
in adventurous vocabulary- e.g.
Clutching a suitcase in my
hand.
Read poem as a class again, in
sombre mood imagining that we
are evacuees who are very
lonely like the author of this.
Does the poem have a beat?
Pick put words that rhyme, e.g.
hand/stand. Sort words into
which have same spelling
pattern and those, which do
not.
How would the vocabulary and
mood alter if the evacuee had
been excited about being
evacuated?
T
H
U
TEACHER/ Teaching
Assistant Focus Group
Guided
Teacher Focus Group- work on
performing the first 2 verses of the
poem. Dress 1 of the group up as an
evacuee. Nominate others to be readers
or editors of the poem’s rhyming words.
Teacher Focus GroupComplete character rating sheet -The
Evacuee where all adjectives are given.
Look at where the evidence from the
poem is to support our answer.
Teacher Focus Group- Issue words from
poem that don’t rhyme in the poem, e.g
train, feeling. List words that rhyme
with them, then sort into spelling
pattern groups.
Teacher Focus group- work with
children to begin Narrative Poem in
same mood and style on different war
theme, e.g. rationing.
Learning Intentions
Y4 T2- T6, T7, T14, S3, W3.
Y5 T2- T4, T5, S8, W3
Renewed Framework Strands: 6, 8, 11.
Y4- Use knowledge of different organisational features of texts to find,
infer and deduce information effectively.
Develop & refine ideas in writing, choosing and combining words to create a
particular effect.
Spell unfamiliar words using range of strategies.
Y5- Infer writer’s perspectives from what is inferred & what is implied.
Reflect critically & independently on own writing to edit and improve it.
Group and classify words with regular spelling patterns.
Write down
alternative
rhyming words
for hand, me,
and blazer for
the poem.
Complete character rating sheet with
suitcase on. Children need to think of 2
more pairs of appropriated opposite
adjectives to put on the sheet then
comment upon.
Word Sort- page 2 as word sort 1 but
with the more complex words, e.g. razor,
blazer.
In pairs experiment with changing the lines or
word order around, e.g. Across me, my gas
mark slung- can you think of words that could
rhyme with blazer or slung to fit the poem?
Complete character
rating sheet with all
adjectives given with
no adult support.
Word Sort page 1- in
pairs sort words into
rhyming gps-, which
have the same
spelling pattern?
Use original poem to
write own version of
the sad evacuee,
keeping the rhyming
pattern the same,
different words.
Start own version of The Evacuee where
the evacuee is excited about being
evacuate. Choose how your poem will
rhyme, e.g. could be in rhyming couplets
style.
PLENARY
Teacher focus
group to
perform the
first two verses
of the poem.
Hot seat people
mentioned in
the poem- Billy
Brown twins,
mum.
Add new words
to our WW2
glossary, e.g.
gas mask,
blazer.
Hot seat the
excited
evacuees- what
are they
expecting?
F
R
I
Look at lay out of a poem. How
should a Narrative Poem be
laid out? E.g in verses.
Opportunities
For:
Assessment
Set up success criteria as a
class for writing s poem- e.g.
Capital letter at start of each
line, commas to end each line,
full stop at end of each verse.
Finish poem from yesterday.
Work with response partners to ensure that vocabulary is suitable & that class success criteria is being
followed.
LA to be supported by teacher/ teaching assistant with this.
Are children able to lay out a poem correctly?
Do children understand what a Narrative Poem is and are
they able to write part of one?
ICT
Share new poems
with the class.
How do they
compare to the
original?
Use of SMARTBOARD to show evacuation news clip & to complete shared writing.
Rigby Dimensions: Bombs Away Narrative Poem- The Evacuee
L Year:
4 /5
I Wk : 5
T
Whole Class
E
Shared Text
R
Read/Write
A
C
Y
M Play the video clip of Night
Mail. Listen to rhythm of the
O poem What evidence is there
N about when the poem is
T
U
E
W
E
D
T
H
U
written in eth clip?
Read & listen to the poem
being read. What is the
narrative in the poem really all
about?
Read Shared Writing Starter
Faster then Fairies….. then
From a Railway carriage in
Bombs Away book. Compare
the 2 on a Venn Diagram.
Type in one of the children’s
work into the SMARTBOARD.
As a class look at the rhythm
that it has. What do we like
about the poem so far
Code:
Less able, Lower Middle,
Upper Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Give out paper copies of the
poem. Ask children to clap or
tap the rhythm of the poem as
each child in the class reads a
rhyming couplet.
Make list of all the different
people that received letters.
What vocabulary tells us that
they are set during WW2.
Where is each of them set?
What is the rhyming pattern
of each?
How can we change the poem
so that the vocabulary and
beat of the poem are
improved? Chn make
suggestions on whiteboards.
TEACHER/ Teaching
Assistant Focus Group
Guided
Learning Intentions
Y4 T2- T4, T5, T11,
Y5 T2- T4, T5, T7.
Renewed Framework Strands: 3, 7.
Y4- Take different role in groups and use the language
appropriate to them, including the roles of reporter, scribe,
mentor, leader*(Substituted with editor on plan).
Explore why and how authors write in a specific genre.
Y5- Understand different ways to take the lead & support others
in groups, understand the process of decision-making.
Compare how a common theme is presented in poetry.
Performance Poetry- Children have access to woodblocks, triangles & other percussion instruments that they
may require in order to rehearse and perform their verse of the poem, groups of 4s. have 2 readers and 2
instrument players in a group. LA: verse 1, LM: verse 2, GMID- verse 3, MA: verse 4.
PLENARY
The polished
performance of
the Night Mail!
What is Night Mail all about? What story is it trying to convey to the reader?
Work in mixed ability groups in 4s.
In each group there is a) reporter who reports back the group’s findings to the class, b) scribe who records
all the ideas, c) mentor to help smooth out disagreements and encourage people to make democratic decisions,
d) editor- who re reads the group’s notes and works with the group to make changes where necessary.
Reporters to
feed back to
the class what
their group
thinks Night
Mail is about.
Teacher Focus group: Work with
Write own version of first verse of
Write own version of
children to write own opening verses of
From a Railway Carriage, giving your
poem but in different
From a railway carriage. Use two opening
poem its own title.
mood, beginning Slower
lines as a starter- keep mood of evacuee
Keep to same rhythm of poem with own
than……..
buoyant as in original poem.
rhyming couplets. (Both MID gps)
Children to continue their ‘From a Railway Carriage’ poems.
Aim to complete both verses by the end of the independent sessions.
Continue to work on editing poems with response partners. Read/perform them to each other
Read first verse
to partner. How is
the rhythm of our
poems developing?
Language
Detective card
2- Rhymes for
unusual words
F
R
I
Look again at the 3 Narrative
Poems studied. Which do we
like best and why? E.g Night
Mail because of the impact of
the sound.
Opportunities
For:
Assessment
Look a t how each of the
poems used rhyme, e.g rhyming
couplets increased the speed
of the poem.
Complete Night Mail Review Sheet independently.
(While this is happening teacher/teaching assistant could be putting children’s poems into a class anthology
entitled From a Railway Carriage…..2 children could design a front cover on the computer for this class
book)
Are children able to read expressively and keep a
rhythmic and correct beat in order to perform a
Narrative poem?
ICT
Look at finished
class anthologywhat do we like
about it?
Use of SMARTBOARD to play Night Mail poem, display shared writing text Faster than
Fairies and design front cover for class poetry anthology.
Rigby Dimensions: Bombs Away Narrative Poems- Night Mail & From a Railway Carriage.
L Year:
4 /5
Code:
Less able, Lower Middle,
I Wk : 6
Upper Middle, More Able.
T
Whole Class
Whole Class
E
Shared Text
Phonics, Spelling,
R
Read/Write
Vocabulary,
A
Grammar
C
Y
M Look at Instructions for having As a class on the
SMARTBOARD rearrange the
O a relaxing bath. Why would
these instructions be difficult
instructions so that they are in
N to follow?
chronological order.
TEACHER/ Teaching
Assistant Focus Group
Guided
Add in time connectives to sequence the
instruction after the numbers and
before the verb. Introduce word pen
ultimately.
T
U
E
Look at Emergency Procedures
Clip. (5 ½ mins) Chn record
verbs heard, e.g drop, pull,
place). Why are verbs such an
important part of instructions?
Pick out vocabulary, (nouns)
specific to the plane
instructions, e.g oxygen masks,
slide, red handle, operation of
doors, seat belt, TV monitors.
Work in small group round the
computers with teacher. Listen to
Emergency Procedures clip- add in
adverbs at appropriate points. Record
ideas on whiteboards- e.g firmly, tightly.
W
E
D
Look at safety card on page 67. Look at how diagrams as well
as words are important in
instructions.
What do you think the words
in the foreign language actually
say? Share ideas with partner,
then groups, then class
Design a safety card to put in plane
seats. Use Safety on Board Airbus A340
as a writing frame.
Learning Intentions
Y4 T1- T16, T17, T22, S23, S4.
T5 T1- T25, S4, S8, S9.
Renewed Framework Strands: 2, 8, 12.
Y4- Listen to a speaker and make notes on a talk, (Video clip).
Summarise, shape material and ideas from sources to write
information texts.
Y5-Identify some aspects of talk and evaluate impact on
audience.
Adapt non-narrative forms & styles to write non- fiction texts.
Use range of ICT programmes to present texts.
PLENARY
Look at the use of
Look at the use of
Look at use of
adjectives in the
verbs in the text-,
adverbs in the
instruction- remove
which could be
instructions-which
all adjectives from
improved upon? E.g.
are necessary?
the text.
get, take
Work in mixed ability to compile list of other types of
safety/emergency instructions, that we may see/hear. E.g fire
exit instructions in school.
What are the purposes of these instructions?
Who is the audience in each of these instructions?
What do
instructions
need to be?
Clear, concise,
in sequence.
Drama- act out
giving plane
emergency
instructions as
air hosts or
hostesses.
Complete safety
card for a pilot &
crew in WW2 for
their plane. (Both
Mid gps)
Look at last 30
seconds of the
clip. Why does it
try to be
persuasive at the
end?
Design safety card for a cruise liner.
Think how it would have similar design &
lay out but different headings, e.g
lifeboats.
Display Learning Intentions on screen Dimensions for Writing Instructions.
Look at use of
LA: Write list of 5 short instructions and diagrams for top 5 things to do or gather together if an emergency
symbols &
happens at home. (Not in case of fire/ or other emergency services being involved)
numbers on
LM: As LA but include time connectives to prioritise what you could/should do and adverbs. e.g Take quickly….
instructionsGM: Write instructions for an emergency for children in WW2- what to do if an air raid siren goes off. (Use
e.g 999, 
knowledge from history & Literacy & DT). MA: Include time connectives and present instructions as a flow
chart.
Look at WW2
What other types of instructions will we find around us?
Cross Curricular link to History & WW2- Look at selection of wartime recipes (these could be got from the
F
imperial units of
Examples: Rules for games, directions, school rules, recipes, DIY
Internet).
measure- e.g
R assembly instructions, road maps and AA Route finders.
Look at similarities and differences between the instructions studied this week, e.g. similarity is that they
pints, calculate
contain verbs, time connectives and adverbs and are sequenced in chronological order. Differences may
I
metric ones. *
include ingredients section
Opportunities Can children write in the correct style of instructions:
ICT
 Write in present tense,  use verbs and adverbs not adjectives,
Use of SMARTBOARD to play The Emergency clip, display Learning Intention for
For:
use time connectives appropriately,  number or bullet point
instructions.
instructions,  appreciate the value of diagrams in instructions?
T
H
U
Look at Emergency 2004 on
page 4, 5. Which of these
instructions are
essential/desirable? (Link to
PSHE unit of work).
Do they need to be in a
particular sequence? What
things do you think you should
gather together if you are at
home & an emergency happens?
Assessment
Rigby Dimensions:
Bombs Away Emergency 2004 & Emergency in the Air.
*Cross curricular link to Numeracy.