CREATIVE CURRICULUM PLANNING
Year:
2014
Date: Autumn
Term
Theme: World War 2
Goodnight Mr Tom
Lead Subject:
History/Literacy
Outcome:Create a
book on World War II
Parental Involvement:Create a 3D
shelter
Learning Challenge:
Activity and Differentiation
Success Criteria and BLP
Can I locate and
countries and physical
features on a map of
the world and Europe?
Introduce to class on topics for this year.
Show on IWB outline map of the world, showing the continents, oceans and the Nile, Amazon.
Task 1:- children to annotate on a world map the continents, seas, oceans and the main rivers.
As a class look at map of Modern Europe on IWB and locate and discuss position of various
countries including Britain, France, Germany, Russia and Poland.
Task 2:
On Europe map – locate- label Germany, Poland, Greece, Britain and France and the major seas
around Europe.
I can find Britain, Poland,
Germany and France on
different scale maps.
Can I use primary and
secondary resources to
find out about key
events and people at
the beginning of World
War II?
Can I communicate my
learning in an
organised way using
appropriate
terminology?
Can I use dates and
vocabulary relating to
the passing of time?
Can I communicate my
knowledge and
understanding of WWII
in a variety of ways?
Can I find out about
Use http://www.woodlands-junior.kent.sch.uk/Homework/Britain.html And discuss the reasons for
WW2 and the key characters..
Use http://c3.ort.org.il/Apps/WW/page.aspx?ws=496fe4b2-4d9a-4c28-a845510b28b1e44b&page=c1133131-9b1b-469e-a08e-0ae9eb685f98&box=e4b8e529-3402-411d-bb4457b80f06af12&_pstate=item&_item=0e45a1be-144c-4dee-b919-4e2ba98c7aad
I can explain similarities and
differences between 2 maps of
Europe and give explanation of
the changes and why.
Page 1 of 17
And show how the Germans began to occupy different countries in Europe.
Study 2 maps of Europe dated 1939 and the other 1940- children to talk with RP and identify the
differences and similarities and try to explain what has happened between the years.
Task 1:
Children read different statements describing key events in WW2 and place in chronological order to
create a timeline.
Extension – add any extra information from what they have learnt.
Task 2- read information about Adolf Hitler and other General Fascist’s.
Children read sentences and decide whether from the information read the sentence is true/false or
the evidence is incomplete. Record on a table.
Watch DVD of the Blitz. Listen to sounds of the air raid sirens.
In RP discuss their own feelings about the children and families experiences during of the Blitz.
I can put key events from WWII
in chronological order.
I can consider interpretations of
facts and events and decide
whether the information is
complete and reliable.
I can put myself in someone
else’s shoes.
characteristic features
of life during the Blitz?
Can I describe what I
see, I think and what I
wonder from a
photograph?
Can I use different
medium to a compose
and picture of London
skyline during the Blitz?
(several sessions)
Role –play using the photograph of 2 women coming out of a shelter to find their home and their
neighbours home has been destroyed by a bomb, children to act out how they would behave on
seeing the destruction. Children to use gestures and facial expressions and when tapped on the
shoulder give one word telling how they feel.
I can express my feelings.
Look at photograph of Blitz – in groups children need to write what they can see,
what they think and what I wonder from a photograph.
I can write an informal letter
and/or a diary extract
describing the events, thoughts
and events about what
happened during the bombing.
Show photographs of the Blitz – children describe the scene using adjectives and verbs
(emotion/destruction) and deduce what they think has happened.
Model how to include speech bubbles showing people’s thoughts (Empathy/sympathy).
Task 1 :
Children to choose appropriate adjectives, verbs, etc to describe photos of the Blitz. Children
describe what they think has happened, what people might be thinking in that situation.
Task 2:
Children complete own speech bubbles showing people’s thoughts (Empathy/sympathy).
Task 3
Children write an informal letter/diary extract
Task 4:
Looking at painting of Blitz scene- children create own using different media.
Look at photographs of the Blitz. Discuss features eg. the darkness of the night but the light from the
burning buildings. The searchlights picking out the German planes.
Discuss – the need for a simple skyline. Searchlights which taper into the sky,
Discuss the different mediums they can use – water-colours, pastels and pencils
I can use relevant vocabulary to
describe a scene.
I can make deductions using a
photograph.
I can work collaboratively.
Imagining
Managing distractions
Collaboration
Questioning
Looking at painting of Blitz scene- children create own using different mediium.
Can I find out about
events, people and
changes studied from a
range of sources,
including ICT?
Can I ask and answer
questions and select
and record relevant to a
focus of enquiry?
At Whitgift School – staff will teach children to create a web site about WW2.
Create animations of spitfires flying across the screen.
Can I find out about life
in Croydon during
WW2?
Visit Croydon museum
Write a recount of visit to museum
Page 2 of 17
I can create web pages.
I can use animation software.
Listening
Absorption
Imitation
Empathy & listening
To continue to use
photographs to make
deductions what
happened to evacuees
during World War Two
- Sympathise people in
photographs and write
a diary extract to reflect
the picture.
Watch DVD extract on evacuees. Use BBC key stage 2 history - evacuees
Discuss as a class what happened to children when they were evacuated?
Were all children evacuated? Why/Why not?
Where were they evacuated? Look at PowerPoint – Evacuees.
Look at photograph of children being evacuated – in RP discuss thoughts and feelings of the children
in the photographs.
Share as a class and create thought bubbles for each photograph.
Read a letter written, from an evacuee and discuss the feelings and thoughts included.
Task 1:
Children to describe thoughts and feelings of children being evacuated.
Task 2
What would they put in their suitcase. Children have to choose 10 objects they would take if they had
to be evacuated during World War II.
Task 3
Write a postcard home as an evacuee about the journey and their first night in their new home
Task 4: write their own diary entry as an evacuee.
Task 5 : Us and Them
I can make deductions from
photograph.
I am show my understanding of
how these people might feel.
In many places, evacuees and village children didn’t get on well at all, and fierce rivalries broke out Between them. --‐
Walk around the room like you belong there again. Remember how comfortable and at home you feel. Think about how
this makes you walk differently. Once again, imagine streets and houses near your home, which are familiar to you. --‐
Suddenly, you realise that you are somewhere that is unfamiliar. You don’t recognise any of the people nearby, or any of
the houses and streets. You are alone in an unfamiliar place. Walk around the room like you don’t belong there.
--‐ Get into pairs. One partner is ‘A’, the other ‘B’. ‘A’s walk around like they belong, ‘B’s like they don’t belong. How
do you react to one another? How does it make you feel to be somewhere so unfamiliar, or to have loads of strangers
invading your space? --‐ The teacher now explains that ‘A’ lives in the countryside and ‘B’ is an evacuee. With your
partner,
discuss what made these two groups of children different from one another . Why do you think they may not have liked
each other? --‐ In your pairs, sit back to back. Imagine that an evacuee and a local child are meeting for the first time
outside the gates of the village school. The local child has been told by their parents to be welcoming to any evacuees. The
evacuee doesn’t know anyone. What would they say to each other? What would they have in common? Improvise a brief
conversation, still facing away from one another. Once you have done this, work on it in your pairs; start to act out the
conversation, as well as just speaking it.
To analyse documents
for their information and
reliability
Complete task from previous week. Write letter home from evacuee about their experiences.
Recap what happened to children during World War II – evacuation. Discuss as a class what
happened to children when they were evacuated?
Introduce today’s lesson is looking at documents which were written during World War II and
extracting the facts and whether the evidence is reliable.
Page 3 of 17
I can make deductions from
documents
Can I write a
playscript?
Teacher to model how to look at text for information and reliability.
Task 1:
Children to record who they think has sent the letter and why?
What facts does it tell them about life in World War 2.
What kind of document was it? Personal or official?
Whether the information contained was reliable?
Task 2: write a play script between an evacuee and his/her mother or between 2 evacuees
Task 3: what would you take in your suitcase
To develop an
understanding of
abstract artwork.
To create own abstract
composition
As a class look at abstract picture of Miro
In RP discuss the different shapes and colours they can identify.
What images do you recognise? Share responses as a class.
Discuss that pictures/paintings have names – discuss in RP the name they would give this picture.
Discuss the use of different shades of colour
Discuss the use of both curved and straight lines, different thickness of the lines
Task 1: - in sketchbooks, practice different shapes they could use in their composition.
Task 2: using coloured pencils on 3 by 3 grid what different shades can they achieve from one
colour (light and dark blending).
Repeat for a variety of colours.
As a class – share their ideas from sketchbooks. Re- cap the different shapes formed in the picture.
Task 3: In sketch book design and compose their own abstract picture using their ideas from their
sketchbooks.
Can I tell about some of
the major events during
the war?
Read the story of the Little Ships and watch cartoon of major events.
http://www.youtube.com/watch?v=l44hY0Sf_3M
Discuss how brave the people of the south coast who sailed over to France on little ships to pick up
the British soldiers who had been surrounded on land by the Germans. Battle of Dunkirk
Although we lost , it was a moral victory.
Discuss and show pictures of Bayeux tapestry which showed the Battle of Hastings and Overlord
tapestry from World War 2.
http://www.bayeuxtapestry.org.uk/Bayeux1.htm =
http://www.ddaymuseum.co.uk/d-day/d-day-and-the-overlord-embroidery
Page 4 of 17
I can explain the purpose of
playscript.
I can explain the features of
a playscript.
I can draw different shapes and
use different tones to create an
abstract painting.
Can I present and write
a non-chronological
report?
Can I explain what life
was like in Croydon
during the war?
To use our
understanding of
propaganda posters to
design our own poster.
Discuss some of the topics within world war 2 they would like to learn about.
Introduce the task – that they are going to present first and oral and then a written presentation about
a topic of their choice.
Discuss with children why the government used propaganda posters during world war 2.
Look at children different posters and discuss the images and the slogans. With RP, what did the
messages mean? Who was the audience? What were they telling the people to do?
I can explain the purpose of
different propaganda
posters.
I can create my own
propaganda poster.
Question children on what makes a good – propaganada poster?
Create SC for their own posters.
Look at the WMG checklist and highlight the features that it includes.
Discuss as a class the things that could be included when designing their own posters
Task- Create their own poster to encourage mothers to send their children to the countryside– linked
to WMG.
Children then create their own full version of a propaganda poster.
Can I empathise with
the evacuees when
they arrived at Little
Weirwold (particularly
Willie at Tom’s house)?
Introduce book/read blurb - Discuss with the children that the books tackles lots of issues that need
to be handled with sensitivity and maturity.
Read opening chapter. In small groups talk about what happened on Tom’s doorstep – Tom, Willie
and the billeting officer?
How might the evacuees felt as they waited anxiously at the gate?
What would they be experiencing, and what would they be thinking?
I can express my thoughts and
feelings.
Freeze frame a moment from the scene – a householder, evacuees, some alone like Willie, others
will be a brother or sister.
Imagining
Questioning
Collaboration
Empathy and listening
CT in role as the billeting officer, choose 1 child or brothers/sisters from each group to be placed,
and them hand them over to the householder. Children to organise and freeze frame a moment.
Children to tell each other one thing that was going through their heads while they were in role. Go
round groups and ask children to voice these thoughts.
Page 5 of 17
I can empathise with evacuees
and begin to understand how
Willie felt.
Can I visualise and
write about a
character?
Read to chapter 5. On working wall - model how to describe Tom’s character from what we have
read in the book – his appearance, his personality, characteristics… Quoting characteristics sayings
and express their view of the character.
In RP discuss what they know about Mr Tom – take responses and record on table of facts about Mr
Tom at start of book.
In RP discuss their first impressions about Mr Tom- can they find evidence from the book to support
ideas.
I can use the text and inference
to describe a character.
Reasoning
Imagining
Noticing
Collaboration
How does the village of Weirwold differ from the place Willie is used to? How would this affect how
he behaves and interacts with people? Discuss with children Willie’s vulnerableness and sense of
insecurity – how is this shown in his actions and thoughts. Who has installed these feelings in him?
What does Tom do to try and relieve these? Demonstrate to children Willie’s feelings of insecurity
and friendlessness.
Can I visualise and
describe a setting?
Children to plan key words and phrases about Willie and them write a description of Willie. Draw
Willie or Tom.
Model to children how we use these words to sketch and paint a portrait of Tom to show every
aspect of his personality.
Model to children how to use various words from appearance to structure the sketching of short, old
man with grey, straggly hair.
(2 lessons)
Using the opening chapters – discuss the type of words that help the reader to visualise the scene.
Re- read paragraphs describing Willie’s bedroom.
Discuss key phrases and other useful phrases( such as prepositions – In the far corner, Beside the
wardrobe, Under the bed…) that can help the children describe their bedroom
Model opening of a bedroom description.
Children write a description of their own bedroom.
Children draw their visualisation of the cottage, churchyard and the church
Can I write as Willie a
recount of his first day
Tom’s house in Little
Weirwold?
In pairs – retell the story to each other so far. List the main events from Willie’s point of view.
Represent Willie’s story graphically, by making a story map.
Children to compile a list of questions to ask Willie to find out more about his experiences, thoughts
and feelings.
Hot seating – Willie
Revise features of a diary.
Model an opening of a diary written by Willie about his arrival in Little Weirwold.
Children write a diary extract as Willie for the day he arrived and the day after
Can I understand what
is meant by dialect
Look at different sections of dialogue – looking particularly at dialect speech.
Discuss the differences between how Willie and Tom speak and how they speak.
Page 6 of 17
I can write a variety of sentence
types using adjectives and
prepositions and similes.
Imagining
Revising
Empathy & Listening
I can write in first person and
write the events, thoughts and
feelings for a character.
I can use adjectives, adverbs
and a variety of sentence
starters.
Imagining Perseverance
Absorption
Planning
I can explain Tom’s dialect and
the way he speaks affects how
speech?
CT revise how to use dialogue in a story.
Children write a short piece of dialogue in style of Willie and Tom.
Can I empathise with
Tom, Willie and the
villagers at the
announcement that
Britain was now at war?
Can I write a diary
extract from one of the
character’s view?
Read through Chapter 5 again. How did people react to Chamberlain’s announcement that Britain
was at war with Germany?
http://www.bbc.co.uk/history/multimedia_zone/audio_video/audio/report_index.shtml.
In RP after the 1st listening - discuss how they themselves felt when listening to the announcement
of a war that changed the world- share responses and feelings.
Listen 2nd time and then discuss in RP how they think Tom and Willie would have reacted to the
announcement – drawing on their knowledge of characters behaviour and reactions.
Use headings on FC and record the children’s ideas about the villagers reactions.
What would their thoughts and feelings be if they had been sitting in the church listening to
Chamberlain?
Children record their ideas in speech bubbles. Then convert into sentences.
In RP discuss what they think will happen in the book from the opening paragraph – do they have
any evidence from the text so far.
Read chapter 6 – Zach. Discuss in RP the main events from the chapter – record ideas onto FC.
Discuss with children Zach’s personality – how is it different to Willie’s. Question children on their
feelings about Zach. How does Willie react when Zach asks to come over tomorrow – what does this
show about Willie’s character and personality?
Model to children how the two boys although in same situation of being evacuees – have reacted
very differently and interact with others differently.
Model to children how to use information of the meeting to write a diary entry as one of the boys.
In RP – choose one of the characters and discuss the feelings/thoughts they would have during this
interaction. Share their responses and record in table for each boy.
Model how to choose one of the boys and develop the thoughts shared into a diary entry – focus on
opening, person, tense and inclusion of feelings/thoughts for each event. Model how to draw on
previous events in the book as well e.g. feelings of homesick for each boy.
Children to write their own diary entry as either Zach or Willie about their first meeting.
Can I create a
Page 7 of 17
Look at some newspaper reports on the declaration of war in 1939. Annotate what the purpose and
other characters and the reader
view him.
I can continue to write in dialect
when using direct speech.
Noticing
Making links
I can explain the importance of
Chamberlain’s announcement
and its impact on the people of
Britain.
I can write
sentences/paragraph(s) using
direct speech.
Noticing
Imagining
Imitation
I can write a diary extract which
includes the character’s
thoughts and feelings.
I can use my knowledge of
Willie and Zach’s reactions to
write a diary entry describing
their feelings about their first
meeting.
Imagining
Empathy
Noticing
I can write a newspaper article.
newspaper report of
Britain declaring war on
Germany?
features of a newspaper report are.
Headline, orientation – who, where, when, what, why, main body of text – how, eye witness or
observer and reorientation.
3 sessions
Using GMT – children hear the news of declaration of war on the radio in the church in Little
Weirwold. They are going to write a newspaper article for the local Weirwoldl News.
I can write in columns.
I can write a headline,
orientation, body of text, eyewitness account
I can edit and revise.
CT model how to make notes under the correct headings.
Task:
Children make notes under each of the above headings.
2nd day children draft a newspaper report. 3rd day edit and revise and uplevel.
Can I identify the
similarities and
differences between
the book and the
opening of the film
‘GMT’?
If time is available:
Can I identify how the
author uses different
techniques to change
the reader’s opinion of
Willie and Tom?
Can I understand how
Page 8 of 17
In pairs, recap story and the characters of Willie and Tom.
Watch the opening of GMT – in pairs discuss what is the same/different?
Thinking about the differences based on character, plot development, order of events, how it opens.
Focus on the categories of: Characters – how they look, act etc.
Setting – how was it described, Tom’s cottage – was it the same inside with everything?
Was there anything different in the setting, characters?
What was the same? What is different?
Show FC – table of book and film and headings –
How it opens
Order of events
Character’s appearance
Clues given about how the plot will develop.
Setting
Discuss as a class their feelings about the openings scenes.
How did the film start – what was missing, added?
CT to model how to record points under each heading for the book and the film.
Record their thoughts onto a table.
Question the children on how the author portrays Tom and Willie at the beginning of the story?
Why and how does he change the picture that the reader has as the story develops? E.g how the
relationship develops and how the characters are portrayed
Read the next chapter – Birthday Boy. IN RP discuss the events from the chapter.
Discuss how the Tom’s feelings change and are shown in the chapter.
Discuss what Tom is beginning to feel towards Willie. Discuss Tom’s feelings towards Zach and
reasons for them.
I can identify what is the same
and different. I can explain
which I prefer and why?
Noticing
Absorption
Capitalising
Listening
I can explain how the author
uses different techniques to
show how the relationship
between Tom and Willie
changes.
I can write a diary entry as
Tom, Willie or Zach describing
the characters react
and feel during different
events in the book?
Can I use the correct
techniques and writing
style for a diary entry?
Question children on Willie sickness after the party.
Discuss in RP the thoughts that each of the main characters may have had about the party.
Record ideas into a table to use in diary entry.
Introduce task of writing a diary entry as Willie, Tom or Zach on the evening after the party.
CT to model how to used simple notes to develop into clear descriptive recount of the events and
focus on describing the feelings the character has at each point.
CT to highlight use of tense, person.
my thoughts and feelings at the
birthday party.
Empathy
Listening
Noticing
Revising
Children to write their own diary entry as one of the main characters at the birthday party.
Can I understand the
different terms used to
give clear camera
instructions ?
Can I recognise how
the camera is used as
the narrator to show the
setting, character’s
feelings and
relationship?
Show the children the list from yesterday, which demonstrated the differences and similarities from
the book and TV version.
Can the children add any more to this that was perhaps left off?
Discuss with the children what in the book allowed them build up a picture of the characters and
setting from the book. What was used in the book to do this?
Discuss with the children what is used on the film version to describe the setting explain the
characters feelings and atmosphere that is created.
Introduce how the camera is used in films/TV version as the narrator and is a vital tool for viewers.
The camera movement shows all the aspects that the narrator describes sin the book.
Discuss with the children how when presenting a film, TV adaptation the camera crew need clear
instructions of what to do to show the settings, character’s feelings and relationships between them.
Introduce the words – Zoom, cut, pan, long shot, medium shot, close up- discuss the meaning of
each word and add to working wall.
Introduce task of re-watching the 3rd scene of GMT and focus on how the camera moves to capture
the setting, characters and plot development.
After watching the 3 scenes again – in RP discuss how the camera was used to show setting,
character’s feelings and relationships between
Introduce task of recording camera instructions for the last scene views.
Class activity
On WB – children watch the last of the previous scenes, using pause buttons.
Discuss with the children at each point which of the camera directions should be used to tell the
cameraman what to do to show that scene.
Record instructions in chronological order.
Page 9 of 17
I can record the appropriate
camera instructions to show
how the camera is used to
show the setting, character’s
feelings and relationships.
Children then record their own camera instructions for each part of the scene.
Review –
Discuss as a class the role of the cameraman and the importance it has in playing role of narrator.
Discuss the impact of the placement and close up to allow the viewer to understand character’s
feelings and relationships.
Can I write a review of
films made in the
1930s?
Can I compare comics
of the War Years ?
(2 sessions)
Read chapters 7- 10; building the air raid shelter, his first day at school, the café, discussing films
with Fred Astaire. Watch extract of a Fred Astaire, Laurel and Hardy film. Children to discuss what
they like and dislike about the films and the 1930s musicals and slapstick comedy.
Watch a few other extracts from films in the 1930s –e.g. Laurel and Hardy – Flying /Dueces /Wizard
of Oz, Gone with the Wind, Snow White and Seven Dwarves, Stagecoach
1939. Record ideas into table.
Look at a couple of comic strips from the war years. How is Korky and Koko different from Desperate
Dan and Pa Perkins? How can you tell what the story is about?
Which comic strip did you prefer? Why? What are the settings/themes of all the comics?
http://www.readwritethink.org/files/resources/interactives/comic/comicdefinitionstext.pdf - features of a comic
Choose one of the characters from the strips and do a 3 -5 frame cartoon sketch on persuading
people to cover their windows (blackout), or to carry their gas masks, to build their air raid shelter
http://donnayoung.org/art/comics.htm comic strip panes
http://resources.woodlands-junior.kent.sch.uk/homework/war/blackout.htm &
http://www.bbc.co.uk/schools/primaryhistory/world_war2/wartime_homes/
use google = blackout poster
Can I write instructions
on how to play a
popular 1930s children
game – Beetle
Page 10 of 17
I can review a film explaining
what I like and dislike?
Questioning
Absorption
Noticing
Meta-learning
Listening
Imagining, imitation. Making
links
I can explain what a comic is.
I can use one of the characters
from a comic and use it in my
comic.
I can explain a couple of comic
features.
I can use speech bubbles in my
comic.
(I can write captions under the
frame. ) if applic
Through the week – read Chapters 11 – 13
Read pages126-127 give synopsis of rest of chapter then read p132 -136
Discuss with the children what their favourite games are. Ask – what was Willie’s favourite pastime?
http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/
Why do you think what many of the games involved only paper and pencil?
Imagining, imitation, making
links,
Planning and revising
http://www.iwm.org.uk/history/children-during-the-second-world-war
I can explain the purpose and
Introduce the game Beetle – to children. Children play the game several times until they are sure of
the game.
Introduce activity – children are going to create their own beetle type game. Brainstorm different
animals and minibeasts they could use.
Discuss purpose and features of instructional text. Discuss audience for instructions.
With RP- children create their own instructions and card for their game.
features of instructional writing.
I can write instructions giving
the aim, equipment and
material needed, use numbered
steps, bullet points, and create
a board game to go with the
instructions.
Read story of Otto – P4c
http://www.bbc.co.uk/schoolradio/subjects/history/ww2clips/songs/stops_for_tea
Can I write a radio
script?
(2/3 sessions)
In RP- how did the villagers find out that Britain had declared war on Germany.
Look at some photographs of what a radio looked like in the 1930s
Discuss – what else could villagers hear from the radio – news, plays, music.
Listen to old excerpts from the radio
Introduce radio play. Discuss what the purpose of a play is. What are the features?
Look at part of a script – identify the different features of a script.
Create class poster of what you need to be a successful script writer
Introduce story – children are going to transform from a narrative story to a radio script.
Imitating, distilling, collaboration
Reviewing, planning
I can separate the characters
names and dialogue.
I can use a colon after the
characters names.
I can use a variety of
punctuation
I can write in sound effects for
my play.
Notes – non chron report
Anne Frank and Judaism
Can I
If time is available:
Can I identify how the
author uses different
techniques to change
the reader’s opinion of
Willie and Tom?
Can I understand how
the characters react
and feel during different
events in the book?
Page 11 of 17
songs
Question the children on how the author portrays Tom and Willie at the beginning of the story?
Why and how does he change the picture that the reader has as the story develops? E.g how the
relationship develops and how the characters are portrayed
Read the next chapter – Birthday Boy. IN RP discuss the events from the chapter.
Discuss how the Tom’s feelings change and are shown in the chapter.
Discuss what Tom is beginning to feel towards Willie. Discuss Tom’s feelings towards Zach and
reasons for them.
Question children on Willie sickness after the party.
Discuss in RP the thoughts that each of the main characters may have had about the party.
Record ideas into a table to use in diary entry.
I can explain how the author
uses different techniques to
show how the relationship
between Tom and Willie
changes.
I can write a diary entry as
Tom, Willie or Zach describing
my thoughts and feelings at the
birthday party.
Can I use the correct
techniques and writing
style for a diary entry?
Introduce task of writing a diary entry as Willie, Tom or Zach on the evening after the party.
CT to model how to used simple notes to develop into clear descriptive recount of the events and
focus on describing the feelings the character has at each point.
CT to highlight use of tense, person.
Empathy
Listening
Noticing
Revising
Children to write their own diary entry as one of the main characters at the birthday party.
Read chapters 11 to 14. In reading journals children begin to draw a map of the village, showing all of the places that Willie is getting to know. Annotating the maps to show some of the village
characters and where events took place.
Can I empathise with
Willlie’s confused and
ambiguous feelings and
understand his fears?
Can I recognise how
differently Tom and
Willie react to Willie’s
return to his mum?
Can I understand the
different adjectives that
can be used to
describe Tom, Willie
and Mrs Beech’s
feelings about Willie’s
return home?
Read the first half of chapter 15. Use technique – ‘Conscience alley’ – in 2 different alleys. One child
is Willie, walking to the train, through a line of whispering voices; one side voicing his anxieties and
the other side reassuring him that it will be alright. Repeat several times with different children taking
the role of Willie. Afterwards, discuss children’s responses to what they were hearing.
In pairs – think about their own reasons why Willie should or shouldn’t go to London and record.
Read the end of chapter 15
I can empathise with a
character. I can say what a
character might be thinking and
feeling.
Discuss as a class the feelings that Tom and Willie have developed for each other. How have they
changed from the start of Willie’s stay? How has Tom’s social interaction changed? What has Willie
taught Tom? What has Tom taught Willie?
I can explain my thoughts and
feelings about each character’s
reaction to Willie returning
home.
In RP discuss their feelings about the book and the film. Which version do they prefer? Which
version gives them a clear picture of events?
Introduce the task of watching the next few chapters from the book as the film version and discuss
the impact this has on our images and understanding of the events and characters.
Watch scenes – Goodbye Mr Tom, up to the point when Willie is met at the train station by Mum and
returns to his home.
Discuss the DVD: setting, sounds, dialogue, clothes, character
In RP discuss their feelings about the scenes viewed.
What techniques did the director us to create more atmosphere and tension?
In RP discuss what their expectations/image of Mrs Beech before you saw her?
Question children on how the character’s reacted and would have different feelings about these main
events.
In RP discuss the different feelings that Tom, Willie, Mrs Beech would have at the news of Willie’s
return. Saying goodbye and returning back home.
Share their ideas to the whole of the class and discuss the different adjectives that could be used to
describe each character’s feelings.
Page 12 of 17
Empathy and listening
Imagining
Questioning
I can choose the appropriate
adjectives to show the feelings
of Tom, Willie
I can draw a clear picture
showing a character’s feelings
and thoughts.
I can explain which media I
prefer and why.
Noticing
Absorption
Making links
Reasoning
CT to show feelings’ grid and model how to include powerful adjectives that the characters would feel
at this point.
CT to then choose one of the character’s and their feeling and create a picture showing their feelings’
through facial expression, body position and thought bubbles including the powerful adjectives
discussed.
Children to choose one of the characters and create a character profile showing their feelings and
thoughts at that point in the story.
Read chapters 16 and 17. Children to talk about their responses, questions and concerns, in groups and as a class. Facilitate the discussion with open questions.
Children to write their responses to this part of the story.
Can I write my own
Identify features of historical genre record on poster.
I can plan a story.
version of Goodnight
CT model planning of story
I can write a story in
Mr Tom?
Plan their story using story mountain/ladder.
paragraphs.
Model opening of story
I can use a variety of sentence
Children write a historical story including historical events of WWII.
starters.
I can write using short,
compound and complex
sentences.
I can use adjectives and
adverbs.
Making links
Meta-Learning
Planning
Absorption
Can I understand the
different techniques a
director uses to create
atmosphere and
tension?
Can I recognise how
character’s feelings,
expectations,
judgements change
due to new
experiences?
Can I write a letter as
Willie to Tom
describing his
Page 13 of 17
Remind children of the previous events from the book/film – Willie’s return home.
Discuss in RP Mrs Beech’s reaction to seeing Willie and her treatment of him.
I can explain my thoughts about
Mrs Beech’s treatment of Willie.
Show the next part of the film- Surprise for William.
In RP discuss her reaction to his paints and his change of attitude. Question children on why they
think she reacts that way. What is she frightened of?
I can use the correct writing
style to write a letter as Willie to
Tom recounts my homecoming.
Discuss in RP Willie’s innocence – what does he think about her reactions?
Question children on what they think Willie may feel about his mother’s views and belief’s after
spending time with Tom.
Discuss with children how Tom had asked him to write a letter – question children on whether Mrs
Beech would allow him to. Why does Mrs Beech not like the fact that Willie can now write? Why may
Willie have changed his mind about his mother?
Empathy
Listening
Imagining
Collaboration
homecoming.
In RP discuss powerful adjectives and adverbial phrase to describe Willie’s thoughts and feelings
about his return to his house and Mrs Beech’s reaction to his comments and gifts he now has.
Share ideas and CT to record on FC.
Introduce task of writing a letter back to Tom to tell him how his first few days back home have been.
Discuss with the children, whether Willie would openly tell Tom about his mother’s reactions. Why
would Willie not want to tell Tom everything?
Discuss how Willie may imply his mood and feelings through the tone of the letter, structure and
choice of vocabulary.
CT to model how to start the opening of the letter from Willie – children to share ideas and add to the
class structure.
Children to write their own letter as Willie, describing his homecoming- focusing in on trying to hide
the actual experiences he is having so that Tom does not worry.
Review - In Writing RP share their letter and discuss the style used. Does it meet the purpose of the
letter – to communicate his news but hide his true feelings of neglect?
Read Chapters 18 to 22 (the end). Discuss the ending. Discuss their likes and dislikes. Children to review book GMT.
Discuss how (and who)
the songs of WW1
were used for i.e. to
improve morale.
Identify themes and
language used.
Listen to the selected songs. In response partners compare the similarities and differences. Focus
on instruments, tone, pitch and tempo (not lyrics).
Show the lyrics to ‘Tipperary’ or ‘Kit Bag’. Discuss any language misconceptions. Practise reading
through then sing a long to the music. Children can march to support timekeeping.
To describe the
emotions expressed in
the songs of WW2.
Ext: Divide into groups and sing as a round.
Can the chn answer questions? Can the chn make links to how we use songs/anthems for morale
now (football matches etc).
Lyrics to Tipperary/Kit Bag.
Selected WW1 songs.
Discuss the musical background of WW2.
Reference the merging of British and American culture Listen to the selected songs.
Focus song: ‘We’ll meet again’.
Repeat the song while reading the lyrics.
Do the music texture, tone and pitch match the lyrics?
Children complete the music picture worksheet.
To compare the songs
Ext: On post-its collect adjectives to describe the selected songs.
Children share their opinion of ‘We’ll meet again’. Can they make connections to their own life – is
the song still relevant? Selected WW2 songs. Lyrics to ‘We’ll meet again.’
Revise the musical background of WW2.
To evaluate the songs
of WW2.
Page 14 of 17
Responding and reviewing: 3a
and 3c.
Listening, and applying
knowledge and understanding:
Responding and reviewing: 3a
of WW2.
To describe the
emotions expressed in
the songs of WW2.
Understand that there
are many different
types of shelters built
for a variety of
purposes.
-Identify which parts
support and strengthen
simple structures
Compare what they have already learnt (what was music used for?)Listen to the selected songs.
Focus song: ‘Run rabbit run’
Read the lyrics without hearing the melody. What do the children expect the music to be like?
Check understanding of lyrics do they recognize double meanings?
Listen to ‘Run rabbit run.’
Children complete the music picture worksheet. Compare to the previous week’s work.
Ext: Collect and compare adjectives to ‘We’ll meet again.’
Review the last two weeks. Make sure the children keep their notes for future lessons.
Selected WW2 songs. Lyrics to ‘Run rabbit run’.
Teaching: Introduce to children the DT project for this term – to research shelters and design and
make a shelter of our own.
Question children on what are shelters? – create spider gram in pairs.
Who needs a shelter? Why do we need a shelter? What different types of shelter are there?discuss in RP.
http://www.ngfl-cymru.org.uk/vtc/shelter_for_humans/eng/Introduction/default.htm
and 3c.
Listening, and applying
knowledge and understanding:
4a – d.
I can know all living things need
some form of shelter and these
take many different forms –
both man made and natural.
I can identify the key features of
a given shelter and the
materials it is made from and
the reasons why it takes its
given shape.
Show children the different examples of the shelters given and answer questions about who it is
designed for, its purpose, the materials used, the number of joins and discuss how well living things
could be protected from rain and strong winds.
Model how to record the features presented through the discussion to create evaluation of a given
shelter.
Can I understand how
materials can be
combined and mixed to
create more useful
properties?
Can I recognise how
the working
characteristics of
materials affect the
ways they are used?
Can I investigate Air
Page 15 of 17
Task – using sheet showing different shelters child select one of the shelters viewed as class and
identify and annotate the different features, materials, purpose etc of their chosen shelter.
Focus practical task – on fixed joints and strengthening
Discuss with children how different materials can be joined and combined.
I can combine straws so that
they have fixed joints.
Using http://www.sln.org.uk/d&t/Datafile/
Focus on the use of straws and cardboard to do this.
Model the different joins form poster 89/90.
Children create their own examples of each join and present on card with annotating explaining
process.
Recap on investigating structural features of shelters. Revise purpose of shelters, how they are
I can describe the structure
raid Shelters thinking
about they were built,
how efficient and stable
they were in saving
lives and the views of
people that used them?
made and materials used etc.
Explain today’s task of looking at 2 different air raid shelters- Anderson and Morrison.
Show http://www.woodlands-junior.kent.sch.uk/Homework/war/shelters.htm
Look at Anderson Shelter to start and discuss reasons for being built, what were they were made of.
Model using similar questions from analysis of general shelters: -
of an Anderson and
Morrison shelter and how
they were built.
I can draw and annotate a
drawing of an Anderson shelter
from a front and side
perspective.
How many pieces are in the structure? How are the pieces joined together? What is the
purpose of the shelter? Who/what is it designed for? What is it made of?
- What alternative materials could the structure be made of?
- How well could people be protected from German Bombs.
Task 1: - Children answer structure analysis questions for the Anderson and Morrison shelter.
-
To produce a group
design meeting set
criteria
To evaluate own
designs and improve
To produce an
improved and updated
final plan for their
model, including
materials needed.
to know the main
events of the life of
Anne Frank
(several sessions)
Task 2: Draw Anderson Shelter from front and side viewpoints (using photograph’s as support) and
annotated the materials used and properties of the chosen materials.
Task 3: Plan and sketch the shelter they will make tomorrow.
Record material and equipment they will need and instructions/order they will do it in.
To select appropriate material for their own model
(DT Day to complete all objectives)
To be able to join the materials effectively/accurately
To use materials to produce the supporting structure.
To continue to make their own model using material to build outer layers
To ensure that materials are effectively joined and strengthened
To evaluate final model
Illicit children’s knowledge about life during the Second World War if you were a Jew living in
mainland Europe. Find out if they know anything about Anne Frank . Log onto website;http://www.annefrank.org/content.asp?pid=2&lid=2&flashid=2
I can discuss the different
emotions and difficulties she
faced in her life.
Using photographs and diary extracts – discuss Ann Frank’s life. Why her family moved from
Germany to Holland? Why her family had to go into hiding. In groups, children act outAnne’sas a
class, discuss what emotions Ann and her family would feel? Then in groups act out how difficult life
would be living in an attic were they can make no noise.
Illicit children’s knowledge about life during the Second World War if you were a Jew living in
mainland Europe.
Watch excerpt from BBC dramatisation on Anne Frank
Children to plan and write a non-chronological report.
to continue to know
Page 16 of 17
I can appreciate that
about Anne Frank
and her diary
To empathise with
people in conflict
situations.
To prioritise their
personal belongings
and consider their
importance.
to know about Anne
Frank and her diary
To empathise with
people in conflict
situations.
To prioritise their
personal belongings
and consider their
importance.
Judaism
To find out about
Jesse Owens (black
historymonth)
Page 17 of 17
Ask pupils to imagine they are in danger – great danger like Anne Frank.
They don’t know where they are going or how long they are going for.
They have 10 items to pack a in a bag –
Children choose their 10 items and draw a picture of each.
Make a list 10 things that are important to them but they will have to leave behind e.g.
friends (non-material items)
Children compare the lists they have made.
Did the class agree that the same things were important?
Did they find it difficult to make such choices in such a small space of time?
What feelings did they have when making the choices?
refugees have little or no
personal belongings.