Unit of work:Non Fiction Unit 2 Explanations
Resources: Howdoes a battery make a bulb light up? (CDROM in literacy folder ondesktop y2 scholastic)
TheGreat Fire of London
Guided Reading:use non fiction texts
Focus on featuresof non fiction texts /using a glossary/index/find facts/layout
Week 2:Photocopytext from electricity book; assess whether chn can speak fro 1minute about electricity) e.g about a classroom appliance andexplain the associated dangers)
H/FWords/Phonics/Spellings: (aw au) ( are ear)
Whole class shared reading and writing
Whole class phonics, spelling, vocab and grammar
AfL: check alphaorder
Readpassage to chn. Ask to identify sound of the week.
Practise spellingwords with aw au phonemes.
T:Sort words into aw au and use in sentences
M:highlight and sort aw au words
L :aw words
Check spellings onwhiteboards
Select a historybook with info about the great fire of London. Do not show the chnthe book. Remind the chn of this history work. Ask the chn How Icould tell (without reading the whole book) it had the great Fireof London in it. Discuss ideas with their partners and shareanswers with the class. Agree on titles page preliminaryimportance. Look at the series/publishers/illustration.
Askchn to brainstorm some of the key events/words from TGFL and demohow to look these up in the index. How is index organised?
Discuss with chnhow to sort words into alphabetical order.
(sheets from lastyear)
Letthe chn check each others work. Are the lists in alphabeticalorder?
Playrepeat game using this weeks sound and some from last halfterm.
Practise spellingHFW. Look for the tricky parts of each word.
Recap onelectricity words from science topic and circuit lesson. Highlightan important one, for example connection. Ask what does itmean? Agree on a short definition and write it next to theword.
Using electricityvocab let the children compose definitions for their threewords.
Workout definitions with a partner for two words and write onindividual whiteboards. Play a game where a selected child readsout a definition. Whoever guesses the words has the next turn. Theagreed definition is then written next to the word.
Collect and givemeanings for the new vocab and use this appropriately
Understand thepurpose of a glossary and can use one.
Tellchn about the big write tomorrow.
VCOPfast activities for warm up
The night the toyscame to life
Remind chn of thestory we read in autumn termthe toyshop and the play we read inguided readingwhat could happen if the toys came to life.
5mins planning time
Children writeletters. Star targets on tables. Help chn quietly.
Reminders throughlesson every 10 minutes about openers/vocab/connectives/punctuation
4parts to story
Copyspelling lists from board. Underline phonemes for this weekssounds.
Display and readaloud How does a battery make a bulb light up? (Textversion) ask the chn what des the text explain? Why are some wordshighlighted?
Underline becauseso but
Allow the chn todiscuss with their partners the role of the underlined words. Whattype of words are they? (conjunctions) Com together and analyse theeffect of these conjunctions. Agree that they explain either causeor effect.
Activity:work in pairsfinishing sentences using the conjunctions
Thebulb will not light up so
Thebulb will light because
Read passage tochn. Ask to identify sound of the week.
Remind chn of workcovered on ay earlier in term.
Lookat flow charts and identify key features
UseHow to Use a locker.
Inpairs discuss the flow chart and decide whether it gives enoughinformation.
Segment and blendwords with are ear
Speaking andListening: (science link)
Inpairs work out how to put a torch together and turn it on. Thenrepeat process with one child putting the torch together on theexplanations of their partner. Talk about all the differentparts.(handle, switch, bulb, batteries)
Draw a torch andlabel it.
T and M: Write afew sentences underneath explaining what each part is an dhow itworks.
L: Cloze procedureThe _____gives the torch power. The ------is the light. You holdthe torch by the------. The ______ makes the torch go on andoff
Playrepeat game with sounds from this term and last.
Reread How does a battery make a bulb light up? (text version)from the CD ROM with the chn. Draw out key features of writtenexplanations. What word begins the title? What is special about thetitle? What type of sentences starts the explanation? What it itspurpose? (Its a general statement of intro) is the information ina particular order? What else would be helpful? ( A diagram)
talkabout the need for explanations to make sense
Showflowchart version. Which presentation do the chn prefer?
Activity: Start toplan an explanation for What is a circuit?
Plan whatinformation, diagrams, key words they would need to include and theneed for a glossary.
Plan anexplanation including pictures and diagrams
List key wordsthat will be needed for writing
Shared write:demonstrate how to use the plan to write explanation. Write theheading and remind chn of key features from the other day.
Flowchart to explain What is a Circuit?
Useplans from yesterday to write an explanation and add diagrams,labels and a glossary to their work.
Spellings from theboard.
Check flowchartsfrom yesterday. Spot good things about each others writing.
Play I went to thesupermarket and I bought ...
Put up list onwhiteboard. Use bluetac to put in 3D commas.
T&M: Writingsentences putting in commas in lists of items
L: HFW spellingpractice
Can use commas inlist
Separates last twoitems in list with and