| Name | A day in the life of an RSPCA inspector |
|---|---|
| Owner | janelouise2 |
| Level | 1 |
| Topic | Literacy |
| Unit | occupations |
| Description | additional unit 1 week 1 RSPCA |
| File 1 | 172_LITERACYst planning spring 2 week 1 additional unit 1.doc |
| File 2 |
☝️ Download Planning |
SHORT TERM LITERACYPLANNING
Additionaltext-based unit 1 A day in the life of an RSPCA inspector
Year 1 TERM:Spring 2 TEACHER: Mrs Fazackerley CLASS: Year 1
UNIT:Additionaltext-based unit 1 A day in the life of an RSPCAinspector | WEEKS: 1 and2 | WEEKS BEG: 25/02/08 |
PRIORLEARNING: Check that childrencan already: listen attentivelyto recounts and are able to recall some details including thecorrect ordering of events Ask relevantquestions and are confident to speak about their ownexperiences. | ||
OBJECTIVES: Speaking Tell stories anddescribe incidents from their own experience in an audiblevoice Group discussion andinteraction Explain their viewsto others in a small group, decide how to report the group's viewsto the class 5. Wordrecognition: decoding (reading) and encoding (spelling) Recognise and usealternative ways of pronouncing the graphemes already taught Recognise and usealternative ways of spelling the graphemes already taught Identify theconstituent parts of two-syllable and three-syllable words tosupport the application of phonic knowledge and skills Recogniseautomatically an increasing number of familiar high-frequencywords Apply phonicknowledge and skills as the prime approach to reading and spellingunfamiliar words that are not completely decodable Read more challengingtexts which can be decoded using their acquired phonic knowledgeand skills, along with automatic recognition of high frequencywords Read and spellphonically decodable two-syllable and three-syllable words 6. Wordstructure and spelling Spell new words usingphonics as the prime approach Segment sounds intotheir constituent phonemes in order to spell them correctly Recognise and usealternative ways of spelling the graphemes already taught Use knowledge ofcommon inflections in spelling, such as plurals, -ly, -er Read and spellphonically decodable two-syllable and three-syllable words 7.Understanding and interpreting texts Identify the mainevents and characters in stories, and find specific information insimple texts Recognise the mainelements that shape different texts 9.Creating andshaping texts Convey informationand ideas in simple non-narrative forms Create short simpletexts, on paper and on screen, that combine words with images (andsounds) 10.Text structureand organisation Write chronologicaland non-chronological texts using simple structures 11. Sentencestructure and punctuation Compose and writesimple sentences independently to communicate meaning 12.Presentation Use the space bar andkeyboard to type their name and simple texts | ||
OUTCOMES: Children can listento a recount and ask questions to support theirunderstanding. Children are able toprepare questions which focus on the reasons for characters'actions. The children'sresponses show an understanding of the characters' thoughts andfeelings. | ||
Text: A day inthe life of a RSPCA inspector | ||
Monday | Main activity | OBJ:Speaking Tell stories anddescribe incidents from their own experience in an audiblevoice Group discussionand interaction Explain their viewsto others in a small group, decide how to report the group's viewsto the class Compose and writesimple sentences independently to communicate meaning Recognise the mainelements that shape different texts Convey informationand ideas in simple non-narrative forms Create short simpletexts, on paper Phase 1 Engagement with the context, response to information (2days) In shared reading,discuss children's understanding of the RSPCA. What do they know?What can they tell you about the organisation? Make links to AnimalHospital and Pet Rescue TV programmes with which they should befamiliar. Look at the website what can we find out about theRSPCA? Discuss the role ofthe RSPCA and wide role and responsibility, including the fivefreedoms. Ensure the meaning of the word 'prevention' is exploredand discussed stress 'prevention', not 'protection'. Discuss thedifference between the two concepts. Introduce the filmclip 'A day in the life of an RSPCA inspector'. Share the film withthe class, allow them to discuss responses in general terms, andthen watch the clip again. Discuss the role ofthe RSPCA inspector; record the children's responses on theinteractive whiteboard (IWB) above the image of Brian, theinspector. Link back to prevention role, using the dog Tyson as anexample. The dog was given to the RSPCA because the five freedomsare not met. Group work -Children to write what the five freedoms are. Illustrate it in theform of a poster. | |||
Plenary | Look at thechildrens posters | ||||
Resources: literacybooks , Video clip Five freedomsreminder | Vocabulary:non-fiction Video poster layoutbullet point | ||||
Tuesday | Main activity | OBJ: Speaking Tell stories anddescribe incidents from their own experience in an audiblevoice Group discussionand interaction Explain their viewsto others in a small group, decide how to report the group's viewsto the class Rewatch the sectionof the film from the call to the RSPCA inspector until Tyson isready for re-homing. Scribe the different activities that takeplace, drawing from the children's ideas from talk partners. Usethe photos to sequence the correct order. The sequence is:
This could then bere-enacted, using drama techniques or small-world play to embed thesequence. Digital photographs could be taken of the groups actingout the sequence and used to sequence the process on IWB or onpaper. | |||
Plenary | Groups share theirown versions of the sequence andothers comment. | ||||
Resources videophotos to sequence camera | Vocabulary: actplay sequence order events | ||||
Wednesday | Main activity | OBJ:Speaking Tell stories anddescribe incidents from their own experience in an audiblevoice Group discussionand interaction Explain their viewsto others in a small group, decide how to report the group's viewsto the class In a shared session,get the children to hot-seat both the RSPCA inspector and Tyson'sowner. Encourage the children to ask 'why' questions. Tyson's owner
RSPCAinspector
Try to encourage twodifferent attitudes for Tyson's owner: a positive model from thechildren, then perhaps teacher models a more negative response toshow two different perspectives. Groupwork splitinto groups of Mixed Ability. The children will take it in turns tohot seat using the questions on the board to help promptthem. | |||
Plenary | Role-play, withTyson in role and hot-seated by the rest of the class using keyquestions. Discuss the fact that Tyson cannot really talk and sohis voice has to be represented by people, including the RSPCA,demonstrating the need for the organisation. | ||||
Resources keyquestions role play costumes so that the children feel in role.Masks for those who would like to wear them. | Vocabulary questionhot-seat pretend act feel | ||||
Thursday | Main activity | OBJ:Speaking Tell stories anddescribe incidents from their own experience in an audiblevoice Group discussionand interaction Explain their viewsto others in a small group, decide how to report the group's viewsto the class Compose and writesimple sentences independently to communicate meaning Use the space barand keyboard to type their name and simple texts Put up a picture ofTyson on IWB. Introduce theconcept of what Tyson would say if he could talk and put his pointof view. Ask the children to suggest some key questions they wouldlike to ask Tyson if he could talk. Teacher scribes on the IWB arange of questions from the children for Tyson. In groups, childrenwrite a response to specific questions from Tyson's viewpoint. Thiscould form the basis of a display if responses were recorded inspeech bubbles. Children will use the computer word processingpackage to type up their answers that they think Tyson would give.They will do this in a speech bubble. | |||
Plenary | Read through someof the children responses to the questions we thought of in themain session. | ||||
Resources: IWB indvcomputers per child. Computer suite | Vocabulary: feelspeech bubble questions response imagine | ||||
Friday | Mainactivity | OBJ: 9.Creating andshaping texts Convey informationand ideas in simple non-narrative forms Create short simpletexts, on paper and on screen, that combine words with images (andsounds) 10.Text structureand organisation Write chronologicaland non-chronological texts using simple structures 11. Sentencestructure and punctuation Compose and writesimple sentences independently to communicate meaning 12.Presentation Use the space bar andkeyboard to type their name and simple texts BIGWRITING The children willimagine that they are Tyson. They will write down how they arefeeling as Tyson and why they are feeling sad. They should telltheir new owner what they could do to help them feel better andlook after them better. The five freedoms. | |||
Plenary | Discuss the successcriteria that we thought of as a class and what they could havedone to make their writing better. Read through a partners andtell them 1 thing they could have done to make their writingbetter. | ||||
Resources:picture of Tyson picture of a new owner big writing books andpencils | Vocabulary feelingsimagine prevention | ||||