Bentley kay primary curriculum box part 3

Postcards
Before class
understanding different
weather features and
landscapes

Photocopy

worksheet 5.2,

one per pupil.

Option Take some postcards showing different places to class.

drawing and writing a

In class

postcard

1 Finding out Ask pupils where they have been on holiday. Ask if it was hot, rainy or windy
and record answers on the board using a Venn diagram. Write the names of the places the

describing pictures

pupils visited in the correct circle. The three circles represent the weather conditions. The

writing information to a friend

overlaps represent two conditions

(hot and rainy / hot and windy / rainy and windy).

Point

to the centre of the diagram. Tell pupils that in rainforests it can be rainy, hot and windy.

Postcards start Dear/Hi ...
Postcards end From ...
Postcards use short
sentences and contracted
forms.

2

Give out worksheet 5.2 to each pupil. Tell them to look at the first postcard. Ask

Where is it?

(the beach), What's the weather like? (sunny), Do you like going to the beach?
(hot, sunny).
Who is it from? (Peta), Who is it for?

Tell the class to read the postcard and draw a circle around the weather words
Then ask questions to check their understanding e.g.

cloudy, cold, dry, hot,
rainy, snowy, sunny, windy

(Sam).
3

Tell pupils to look at the second postcard and fill in the gaps with the words in the box.
When they finish, ask two or three pupils to read their sentences aloud.

It's cold.
It's dry.
It's hot.

Key I'm in the mountains. It's cold and snowy. It's fun.
4

Tell pupils to look at the third postcard and draw a picture of a place they know. Next, tell
them to use the words in the box to help write a message to a friend. When they finish, put

It's hot and rainy.
It's hot and windy.
It's snowy.
It's sunny.

pupils in pairs and tell them to read their partner's postcard.

Optional activity Write I'm and I am or It's and It is on the board. Ask What's the

difference?

(I'm and

It's are

shorter). Explain that we use short forms on postcards.

It's windy and rainy.

Follow up
Copy another Venn diagram onto the board and write new weather categories

dry

or

snowy, sunny, cold.

conditions,

including places which have two or three of the conditions, e.g.

and cold in the mountains.

sunny, windy,

Ask pupils to think of a place for each of the different weather

It's snowy, sunny


Postcards
--------~w

_

I. )m cd the bea.ch.
I.t)s hot Gtnd. su.my.
I.t)s fu.n.

2

Read and complete the postcard.

fun

~I

H-i PefGt,
I.lm in the
I.t's
Gtnd.

_
_

I.tls

_

3 Draw a place you know. Write a postcard to a friend. Use the weather words
in the box.


A day out
Before class

CONTENT FOCUS
learning about buildings and
landscape features
deciding where to locate
buildings

5.3, one per pair of pupils, and bring a sheet of plain A4
Word box onto the board and draw a scene with a tree, river,

Photocopy worksheet

paper for

each pair. Copy the

pond, hill,

road and a bridge.

In class

drawing map features

COMMUNICAilllOiM

1 Finding out Elicit or teach the names of features of a landscape by pointing to them in the

What's this? (a tree), What's this? (a hi/~, Whot's this? (a river),
What's this? (a bridge) etc. Elicit or teach city and country by asking Where can we see lots

of houses, supermarkets and roads? (in the city), Where can we see lots of trees and hills?
(in the country).
picture on the board. Ask

describing pictures
suggesting

COGNITION
identifying

2

evaluating
creative thinking

Put pupils into pairs. Give out worksheet 5.3, one per pair. Ask questions to encourage
lower order thinking skills e.g. What is the name of the place? (Nortown), Are the farm
animals horses or cows? (cows), How many ducks are on the pond? (three), Where is the
bus? (near the bridge). Tell pupils to imagine they are on the bus. Ask What can you see?
(houses, a school, a pond, a farm, a river, a road, a bridge, trees, bus stops).

LEVEL 1
AGE RANGE

3

6-8

Tell pupils to read the words and draw lines matching them with the objects and places in
the picture.

TIME

4

45 minutes

looks out of the window? Ask pupils to tell their partner three places the bus driver sees, in
the order of the route.

LEARN ABOUT

S

LITlERACY

labels
symbols

Ask questions to encourage higher order thinking skills e.g.

picnic?, Why?

bus stop, cafe, cows, farm,
flowers, hospital, house,
pond, river, shops, street,
supermarket, tree

SENTENCE BOX
let's put the bus stop here.

The bridge is good.
There are two rivers.
There is a hospital.
We like the trees.

pupils to tell their partners, then check a few answers with the whole class.
6

0m

Which one? Tell pupils to
What can you see when you get off?, What can you hear? Ask

Tell pupils to imagine that they want to stop at a bus stop. Ask
circle the bus stop. Ask

Some features of maps
are:

WORD BOX

Tell pupils to imagine that the bus goes along the road. What can the driver see when he

7

Where is a good place for a

Ask a few pupils to tell the whole class.

Put pupils into pairs. Give each pair a sheet of blank paper. Ask

the picture? Is it the city or the country?

What is in the next part of

Tell pupils to decide which side of the picture they

Where can we put a hospital / a
cafe / a supermarket / cars / a park / flowers? Elicit possible locations from the class (next
to a bus stop, near the farm etc). In pairs, ask pupils to draw and colour what they think is in

are going to continue (the left side or the right side). Ask

the next part of the picture. The pictures on the worksheet can be cut out and displayed next
to the pupils' pictures.

8 Round up Say Tellme somewhere you go when you have a day out. Why do you go there?

Follow up 1
Write

There is ... and There are ... on the board. Tell pupils
(e.g. There is a hospital, There are two roads).

drawings

Follow up 2
Write these speech bubbles on the board:
Ask the pairs to take turns to hold up their
pictures. Invite the rest of the class to tell

them two things they like about them.

to make two sentences about their


(D

A day_o_u_t
1 Match the words with the objects and places. Draw lines.

Nortown

pond

jlower

bridge

bus stop

farm

2

Now draw the next part of the picture.


Reading poems
CONTENT

FOCUS

recognising places in the
environment
reading and responding to a
poem

Before class
Photocopy worksheet

In class
1 Finding out Tell pupils to imagine they are in a car going on holiday. Ask What can

you see? Elicit more words for places by asking Where are we now? (schoo~, Where can
you play? (in parks), Where can we buy things? (in shops), Where can we see animals?
(at a farm). Pre-teach additional language from the poem (traffic lights, fields and hills)
by drawing them on the board. Ask pupils What kind of animals do you see on a farm?
(sheep, horses, goats). Tell pupils to imagine that this is a holiday to visit someone in their
family and ask Who do you think it is? Accept a variety of answers until the pupils suggest
grandmother or grandma. Explain that this is sometimes shortened to gran.

COMMUNICATMON
role playing characters in a
poem

(OGINlITmON
predicting
identifying

UVIEL 1

5.4, one per pupil.

2

Tell pupils they are going to listen to a poem. Read the poem slowly to the pupils, pausing to

AGE RANGE

mime actions as though travelling in a car (look left and right, stop for the traffic lights, fall

6-8

asleep, open eyes, shout

TIME
30 minutes

3
4

way - holiday

Ask pupils to stand up and imagine they are in a car. Read the poem again and tell pupils
to mime actions with you.
Read the poem a third time and stop before saying the second of the rhyming words at the
end of the lines

LEARN ABOUT
LITERACY

Many poems include
words that rhyme e.g.
sheep - asleep
town - brown

Hooray!).

(holiday, stop, brown, asleep, hooray, holiday).

Can pupils remember the

words? Pause, then say them.
S

Give out worksheet 5.4 to each pupil. Tell pupils to look at the poem and circle the correct
pictures.

Key la

20

3b

40

5b

6b

7b

80

6 Round up Draw a time line on the board and mark it with the small lines:

WORD BOX
farm, fields, goat, gran,
hills, hooray, horse, park,
school, sheep, shop, town,
traffic lights

Ask pupils to tell you the events in the poem and add them to the time line.

Key 1 we're off

2

6 leave the town

7 pass a farm

pass school 3 pass park
8 fall asleep

4 pass shop

5 stop at traffic lights

10 see Gran

9 Mum calls

Follow up
Ask pupils to role playa

dialogue between the members of the family in the poem. Put pupils

into pairs. Demonstrate with two pupils; one is Mum, the other is the child. Elicit sentences they
can say e.g., Mum:

We're here! You've slept all day!

Child:

There's Gran! Hooray!

Pupils can repeat the same dialogue or add other family members.

Going to Gran's
The car is packed,
we're on our way.
We're off to Gran's
on holiday.
We pass my school,
the park, the shop.
At traffic lights
we have to stop.
We travel on.

We leave the town.

Now fields are green
and hills are brown.
We pass a farm.
I see some sheep,
a horse, a goat ...
I fall asleep.
'We're here!' Mum calls.
'You've slept all day!'

I open eyes.
There's Gran! Hooray!
Away from town
we've come to stay
at myoid Gran's
on holiday.
Wes Magee


----<.

Reading---'_o_em_s

b

b~

[~~~
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.e::::;;,.

=::=;,

==

2

b

EEJEEEBEE

3

b
~

-

,/

~

4 a~

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..,?~

Going to Gran's
The 1 car LS pacRed,
we're on our wa~.

We're off to Gran's
on holLda~.
6 a
We pass m~ 2 school,
the parR, the 3 shop.
At trafflc lLghts
we have to stop.
b
We travel on.
We leave the town.
Now 4 flelds are green
and 5 hUls are brown.
We pass a farm.
I see some 6 sheep,
7
a horse, a goat ...
a~
I fall asleep.
'We're here!' Mum calls.
'You've slept all da~!'
b
I open 7 e~es.
~
There's Gran! Hoora~!
Awa~ from town
~
we've come to sta~
at m~ old 8 Gran's
8 a
on holLda~.

Wes Magee

~

JMMJw~L
b

\

,

-0,
, ,

b

<;> ~o.
",
/

------~

~~

@
t::::::::::.
~


Visit the sports centre

CONTENT FOCUS

Before class

recognising features of a
poster

Photocopy worksheet

paper for posters, one sheet per pupil.

reading a list of sports
facilities and equipment

In class

designing a poster

1 Finding out Mime a sport and ask pupils to guess what it is. Ask pupils to come to the

5.5,

one per pupil. Copy the

Word box

onto the board. Bring plain

front and mime another sport for the rest of the class.

COMMUNiCAl'iUiIOI"ii
persuading pupils to visit a
school sports centre

COGHIT ON
reasoning

What can
you see? (a poster). Ask more questions e.g. Which activity do you like best?, Which one is
high?, Which activities need special shoes?, Which can you do on your own?

2

Give out worksheet 5.5 to each pupil. Tell pupils to look at the worksheet and ask

3

Ask the pupils to think about what is important when they make a poster. Say

There are big

pictures on this poster. What else is on the poster?

evaluating work of others
Ask them to find examples of the following:

LEVEL 2

a list (the list of activities)

AGE RANGE
8-10

a heading
4

(new / high / exciting / the bes~

(Visit Play Away!)

Are these sentences true or false? Tell pupils

to wave one hand if it is true and to wave

both hands if it is false.

TIME

45

Ask

adjectives

The sports centre is called Play Away. (True)
There is only one swing in the sports centre. (False)
The slide is smaller than the climbing wall. (True)
The gym is the best in town. (True)
There are more children in the gym than on the climbing wall. (True)
You should drop your rubbish in the pool. (False)

It is closed on Sunday. (False)

minutes

lEARN ABOUT

LITERACY
Poster features:
use a heading
use lists
use short sentences
use language to persuade
include adjectives
include pictures

5 Put pupils into pairs. Ask them to tell their partner the first activity they would do, the second,
the third and the last.
6

Tell pupils they are going to design a poster for a new school sports centre. They should
think about the heading, the activities available at the sports centre, the times when the
centre is open and adjectives to describe the centre. Give pupils time to plan their poster in
pairs. Tell them to look at the list in the box and make notes.

7

Tell pupils to write sentences and draw their posters.

8 Round up In pairs, pupils take turns to recid out the information on their posters. How
persuasive do they sound? Ask the rest of the class to give them a score out of five.

Follow up
Create a wall display of the pupils' posters.

WORDBOX

0D

basketball, climbing wall,
gym, rubbish bin, slide,
sports centre, swimming
pool, swings
best, exciting, high, new
first, second, third, fourth,
fifth, last

SENTENCE BOX
Climb on the high climbing wall.
Have fun! Play basketball.
Open every day.
Remember! Putyour rubbish in the bins.
Swim in the big pool.
The best gym in town.
Try the new swings and slides.
Visit the exciting skateboard park.


Visit the sports centre
1 Look at the poster.

Climb on the high climbing wall.
The best gym in town.
Have fun! Play baslTry the new swings and slides.

Swim in the big pool.
Visit the exciting slOpen every day.
REMEMBER!Put your rubbish in the bins.

2 Design a poster.
Think about:
• The heading
• The activities
• The opening times
• Adjectives to
describe the centre
• The picture


Poems for maths
CONTlii:\fj'\lil1!l" fOCU$

Before class

recognising and ordering

Photocopy

shapes

pupil. Draw a large triangle and a large square on a piece of paper.

reading and responding to a
poem

In class

learning about features of a
poem

worksheet 5.6,

one per pupil. Provide red and blue coloured pencils for each

I Finding out Show pupils the paper with
Ask What shape is it? (triangle). Hold the

the triangle picture.
triangle point down (picture 1).

(O~I;iiThr$8 ~iJ:!ii\~
m(ATWll.';li\1!

Read the first two lines of the poem and stand on tip-toe. As you read the second

reading a verse of a poem

two lines, turn the picture of the triangle round (picture 2) and stand with your
feet flat on the ground.

COGr'i\!iiT~eN

Show pupils the square picture. Ask

identifying

What shape

is

it? (square).

Read the first two lines of the second verse standing on tip-toe. Hold the

ordering

square at an angle (picture 3).

OM·

As you read the final two lines of the poem, turn the square round (picture 4)

20 minutes

and stand with your feet flat on the ground.

ll!nf!iHb ~
AGiF. !ITg:1[%ll'~G,1Ii
8-10

2

Tell pupils to stand up. Ask them to copy your actions as you read the poem again.

3

Give out worksheet 5.6 to each pupil. Ask pupils to read the poem and put the shapes in the
right order.

·,nMII5

Key 1c 2a

20 minutes

4

triangles

triangles

and squares. Tell the pupils to read the poem

read the first verse and squares read the second verse.

S Say toes and goes. Ask What's special about these words? (they rhyme). Tell pupils to use a
red coloured pencil to circle these rhyming words.

Common features of

poems include:

6

rhyme (toes - goes)
repetition (down it goes)
verses

G)m

sides, square, triangle
toes
turn

But when I gently turn it round, down it goes.
poem (twice). Explain that this is called repetition.
Say

Ask how many times this line is in the
Tell pupils to use a blue coloured pencil to

circle the repeating lines.
7

WORD BOX

Put pupils in pairs and label them
together -

L!!5AR~.Jl

ABOUT
U"fIEUCY

3b 4d

Explain that the poem has two parts, one about the triangle then one about the square.
These are called verses.

8 Round up

Ask pupils to say words they remember from the first verse of the poem.

Reconstruct the verse together on the board, adding the words pupils don't know at the end.

Shape
My triangle has three sides,
It stands up on its toes.
But when I gently turn it round,
Down it goes.
My shapely square has four sides,
It stands up on its toes.
But when I gently turn it round,
Down it goes.


1 Read and match the shapes.

G

Shape

M~ trLan.gle h.as th.ree sLdes,
It stan.ds up on. LtStoes.

10
But wh.en. I gen.tl~ turn. Lt roun.d,
Down. Ltgoes.
2

D

M~ sh.apel~ square h.as four sLdes,
It stan.ds up on. LtStoes.

3

D

But wh.en. I gen.tl~ turn. Lt roun.d,
Down. Ltgoes.

4

D

2 Circle the rhyming words in red.
3 Circle the repeating lines in blue.


Recipe for a healthy sandwich
Before class

reading a recipe and
identifying features

the

writing a recipe

Option Bring brown bread, butter or mayonnaise, cheese, a tomato and a knife to class.

worksheets 5.7{A)
Word box onto the board.

Photocopy

and

5.7{B),

one per pupil. Copy the sandwich recipe and

In class

describing favourite
sandwiches

1 Finding out Ask pupils to close their eyes. Tell them to imagine their favourite sandwich.
Ask

responding to questions

What kind of bread

is

it in? and What's in the middle? Tell them to imagine it is on
Put out your hands, pick it up, smell it, bite it. Eat it slowly.

the desk in front of them. Say

giving feedback

Delicious!

imagining
sequencing

2

Ask two or three pupils to describe their favourite sandwich.

3

Mime how to make a cheese sandwich as you say these instructions:

evaluating

First, cut the bread. Then cut the tomato into slices. Next, cut the cheese. Take one slice of
bread and spread a little butter or a small spoonful of mayonnaise on it. Put the cheese on
top. Place the tomato slices on top of the cheese. Press the second slice of bread on top. Cut
the sandwich in two. Then eat it. Mmmm!

4

Give out worksheet 5.7(A) to each pupil. Ask them to look at the pictures and say what is
happening

in each. Ask

How do

we

know this is a recipe?

food and amounts, and the instructions explaining

are instructions?

Point to the pictures, the list of

what to do. Ask

How do

we

know these

Explain that the words at the beginning of these sentences are actions.

Ask how many actions they can find

(cut, take, spread, put, place, press, eat).

Tell pupils to

copy as you mime them.
Recipes include:
a heading

S Tell pupils to put the instructions in order.
Key ld 2f 3h 4a 5e 6b 7c 8g

quantities
instructions

6

ingredients
a picture

Divide the class into two groups. Tell pupils to look at the blank recipe. One group is
going to write a yummy, healthy sandwich recipe, the other half is going to write a yukky
sandwich recipe. Ask the class ideas for yummy and yukky fillings. Remind pupils they need
to list food and amounts, use action words at the beginning of instructions, write a title and

0m
amount, butter, cheese,
filling, instructions,
mayonnaise, slice, title,
tomato

yukky, yummy
a little, a spoonful

draw a small picture.

7

Put pupils in pairs (one from each group). Give out worksheet 5.7(B) to each pupil. Tell
pupils to read their partner's recipe and complete the feedback. Ask two or three pupils to
read out their recipes and their partner's comments. Ask

Are they yummy

or

yukky?

8 Round up Ask pupils what other kinds of instructions they read (e.g. how to make a toy,
how to playa

game).

'1INTIENe:E BOX

Follow up

Cut the bread.
Cut the tomato into slices.
Take one slice of bread.
Spread a little butter on it.

Put the cheese on top.
Cut the sandwich in two.

Tell pupils to find out about, and write a recipe for, a sandwich from a different country. Discuss
different types of bread and sandwich fillings in different countries. Make a wall display of the
different recipes with the country names beside them.


for u heulthy_s_u_nd_w_ic_h

~e

_

1 Look at the cheese sandwich recipe. Order the instructions.

C~

a.nd toma. to sa.ndUJich

2 slices of brown bread
1 slice of cheese
1 tomato

b

Press the second slice
of bread on top.

a little butter or mayonnaise

o

2 Now you write a sandwich recipe.

D
D
D
IT]

e

Place the tomato slices
on top of the cheese.

f

Cut the tomato into slices.

h Take one slice of bread
and spread butter on top.

D
D
D
D


___________

R_e~cipefor a healthy sandwich

The sandwich recipe has:

-~

A heading

Yes / No

Food words

Yes / No

A list of what I need

Yes / No

A list of what I do

Yes / No

A picture

Yes / No

------------------------------------------------------------

Friend feedback

The sandwich recipe has:
A heading

Yes / No

Food words

Yes / No

A list of what I need

Yes / No

A list of what I do

Yes / No

A picture

Yes / No


Art facts and opinions
COr-~TIEN! :'OCUS

Before class

describing features and
patterns in paintings using
appropriate adjectives

Photocopy
Copy the

worksheet 5.8, one per pupil. Bring plain paper to class,
Word box onto the board and draw the following patterns:

reading and identifying facts

~
~
~

and opinions
writing descriptions

-

~
~
~

~0Gl

~

COh'1U',,'UFNli~Ar~ON
describing paintings

one sheet per pupil.

straight lines

diagonal

lines

curved lines

swirls

zigzags

answering questions

In class

comparing opinions

1 Finding out Ask Who has been to an art gallery or museum? What did you see there?

~ COGt.,J ':'ION

Explain that these are facts. Ask the class to tell you another fact (e.g. where the gallery/

observing

museum was). Then ask

analysing

What did you like there? What did you not like?

Explain that these

are opinions. Ask the class to tell you another opinion.

comparing

2

Point to the patterns on the board and say

straight lines, diagonal lines, curved lines,

zigzag lines, key pattern, swirls.

lIllVi!lli\,.2/3

3

AGi! RA~GIiE

Give out worksheet 5.8 to each pupil. Tell pupils to match the sentences to the pictures.

Key

8-12

Ask

TIME

4

45 minutes

la

2a

3b

Are these facts

4b
or

5a

6b

opinions? (facts).

Ask pupils to write one more fact about the vase (e.g.

S Tell pupils to look at the Egyptian mask. Ask Do

UAR ~BOu'!f
UT~lrKACY

It has leaves on it).

you like it? Tell pupils

to read the opinions

and circle the ones they agree with.

Descriptions usually
include facts and opinions.

6

Ask pupils to write another opinion about the mask.

7 Round up Put pupils into pairs. Tell them to swap their worksheets with a partner and
compare facts and opinions. Ask

Are any the same? Are they different?

Ask some pupils to

share their facts and opinions with the class.

Follow up 1
Give pupils a sheet of paper each and tell them to design a vase and write a description of it.
Display the pictures and their descriptions around the classroom.

Follow up 2

Put pupils into pairs and give each pair a sheet of paper. Tell them to draw a mask with patterns
on it. Pupils can then label the names of the patterns they have used.

WORD BOX

0D

flower, leaf, line, pattern,
swirl, zigzag
curved, diagonal, straight

SENTENCE BOX
This object has many patterns on it.
There are leaves, zigzags and flowers.
There are curved and straight lines.
There isn't an animal picture on this object.
There are no swirls.
I like the mask but he looks sad.
I don't like the mask, it's scary.
I think he looks like a king.
I think he looks strong.
It's lovely but I dont like his eyes.


Art facts and opinions

Egyptian mask
1 Match the facts with the objects.
1 This object has man~ patterns

on it. It also has some people.

2 This object has man~ patterns
and ]lowers.

on it. There are leaves, zigzags

3

Most of the patterns

on this object are curved lines and straight

4

There isn't an animal picture on this object.

5

In the picture on this object there are two animals with legs.

0
D
lines.

6 There are no swirls on this object.

D
D
D

D

2 Write another fact about the vase.

3 Circle the opinions you agree with.
1 I liRe the masR but he looRs sad.
2 I don't liRe the masR. It's scar~.

3 It's good. I thinR he looRs liRe
a Ring.

D
D

4 I thinR he looRs strong.

5 It's lovel~ but I don't
liRe his e~es.

D

4 Write another opinion about the mask.

6 I thinR he looRs ~oung.

D
D
D

Making a spider's web

••

CONTENT fOCUS

Before class

understanding a process

Photocopy

reading and sequencing steps
in a process

In class

writing about a process

1

Finding out Playa guessing game. Say It's small. Itgrows and it can move. It isn't a
mammal, it isn't a reptile and it isn't an insect. It's an invertebrate. It has eight legs. What is
it? (a spider). Ask pupils if they know what kind of animal spiders are (arachnids).

2

Give out worksheet 5.9 to each pupil. Use the visuals on the worksheet to teach

COMMUNICATION

explaining a process

_COGNITION
•-

worksheet 5.9,

one per pupil. Copy the

thread, hangs, branches, edge, spin, sticky, insect

sequencing
3

AGE RANGE
10-12

Word box

and

What's happening in the pictures? (a spider is spinning
to catch an insect). Tell pupils to look at the pictures and put
Key 1b 2e 3d 4a 5c
How do you know the order

of

the sentences?

web,

catch .

Ask

Ask

onto the board.

(We use

a

web), Why? (to catch food /

the sentences in order.

first, then, after that, finally).

Tell pupils to circle these words. Explain that we use the present tense to describe a process

!IME

which is always true.

45 minutes

4

Tell pupils to look at the pictures of how a bird builds a nest. Use the visuals to teach

feather,

roll, twigs weave.

LEARN ABOUT
LITERACY

S Using the writing frame on the worksheet, the Word box and the words circled in 1, on the

Explaining a process:
use the present tense
put the events in time order
Use sequence words:
first, then, next, after that,
finally

board ask pupils to complete the description of building a nest.

Key First, the bird finds a feather and starts to build a nest. Next, it puts twigs in the nest.
After that, it rolls around in the nest. Then it sits in the centre. Finally, it lays an egg and sits
on it.
6

Round up

Ask half the class to give you four facts about spiders, then the other half to give

you four facts about birds. Ask

Would you rather be

a

spider

or a

bird? Why?

Follow up
Put pupils into pairs, one

spider

and one

bird

in each pair. Explain that the pupils who are

spiders tell the birds how to make a web, and then the pupils who are birds tell the spiders how
to make a nest.

WORD BOX

0DJ

branch, catch, centre,

circle, edge, eggs, feather,
nest, thread, twigs, web
hang, roll, weave
sticky

SENTENCE BOX
The spider makes a thread between two branches.
It moves from the centre to the edge.
It moves round in a circle.
The threads are sticky.
It hangs down from the thread.
It catches an insect.
First, the bird finds a feather and starts to build a nest.
Next, it puts twigs in the nest.
After that, it rolls around in the nest.
Then it sits in the centre.
Finally, it lays an egg and sits on it.


~

M_a_k_i_ng~ider's web

How to spin a web

1 Look at the pictures. Order the sentences.

a

Next, the spider goes back to the centre of the web. The spider then waits

for an insect.

b

First, the spider makes a thread between two branches. The spider makes
another thread and hangs down from it.

c

Finall~, the insect comes into the web and the spider jumps on it.

d Then the spider starts making the circles of the web. It starts at the
outside and slowl~ goes round and round. The threads of the web are
stick~.
e

After that, the spider makes a new thread in a cross shape. It moves from
the centre of the web to the outside.

2 Complete the description.
First, the bird fmds a feo..th(2r o..nd.sto..rts to bu.ild. 0.. n(2st
___

it puts

_______
Then it sits
Finall~, it la~s

in the nest.

, it rolls around in

_
_
and sits on it.


Writing acrostic poems
CONTENT IFOClIS

Before class

learning about acrostic poems

Photocopy

reading and responding to a
poem

In class
,

writing an acrostic poem

worksheet 5.10,

one per pupil.

Finding out Write kangaroos on the board and ask Where do they live? (Australia).
Ask pupils to tell you words associated with kangaroos and write them on the board

COMMUNiCATiON

(e.g. jump, kick, big, long ears, pouch).

sharing ideas
2

suggesting

Give out worksheet 5.1 0 to each pupil. Read the poem aloud and ask the pupils to read
and listen. Ask

COGNiTION

3

analysing

Are any of the words on the board in the poem?

Check understanding

of new vocabulary

by asking pupils to find a word in the poem that

means:

making decisions

very big

LEVEl 3

(ground)
one long jump (leap)
very quick (fast)
jump up quickly (spring)

(giant)

what we stand on

AGE RANGE
10-12
'lfU'\iill!e
45 minutes

4

Ask

What is special about the poem? (kangaroos is written down the middle).
acrostic poem.

Explain that

this type of poem is called an

UTEUCY

S

Ask pupils which words they like in the poem.

6

Draw pupils' attention to the adjective

(to emphasise they

Acrostic poems have letters
which make another word
down the centre of the

7

go

very fas~.

fast.

Ask

Why do you think it is written twice?

Explain that poets often use repetition.

Divide the class into four groups. Explain that group 1 reads the poem to the class quietly,
group

2

reads it loudly, group

3

reads it slowly and group

4

reads it quickly.

poem.
8

WORD BOX

striped, jungle, dangerous).

0D

ground, rocks, runners,
sand
jump, kick, leap, spring
fast, giant

Ask pupils to suggest words they could use in an acrostic poem about tigers (e.g.

9

fast,

Write them on the board.

Put pupils into pairs. Tell them to work together to complete the acrostic poem about tigers
on the worksheet.

'0

Put the class into small groups. Ask them to write the acrostic poem about pandas on the
worksheet. Explain that they should think about which words they want to use first.

"

Round up Ask pupils to think of three things that kangaroos, tigers and pandas have in
common (e.g. they are mammals, they have four legs, sometimes they live in zoos). Then
tell the class to think of three things that are different (e.g. their habitats, their colour, their
food).

Kangaroos
Kangaroos
CAn jump high.
They spriNg and kick
With Giant leaps
Along Australian
gRound.
Over rocks,

Over sand
They're faSt, fast runners.


~

w_ri_t_ing acrostic poems

1 Read the poem.
Kangaroos
Kangaroos
CAn jump high
The~ spriNg and kick
With Giant leaps
Along Australlan
gRound.
Over rocks,
Over sand
The~)re faSt, fast runners.

2 Now complete the acrostic poem about tigers.
Ti.gers

The~l

_

In the

_

3 Write your own acrostic poem about pandas.
Pandas

P
A
N

o
A

S


Alternative energy fact files
CONTENT FOCUS

Before class

learning about alternative
energy

Photocopy worksheet

5.11, one per pupil. Provide plain paper for each group of four

pupils. Draw two mind maps on the board.

making notes using a fact file

••

COMMUNICATION
speaking from notes
comparing notes

•

COGNITION

.-

ordering
interpreting

In class

LEVEL 3

1 Finding out Ask pupils to say words they know connected with the sun and wind (e.g hot,

sunshine, day, air, windy, blow). Write them on the mind
the link between them? (both can be forms of energy).

AGE RANGE
10-12
2

maps on the board. Ask

What is

Tell pupils that our planet has the power to give us everything we need: water, air, energy

TUVUE

and food. Put pupils in groups of four and give each group a sheet of paper. Tell them they

45 minutes

have five minutes to write or draw good things that our planet gives us. Monitor and help if
pupils need translations from L1. After five minutes ask

LEARN ABOUT

are they?

LITERACY
Factfiles usually contain

3

0D

electricity, energy, light,
solar panels, solar power,
turbine, wind farms, wind
power
cheap, clean, electrical

Give out worksheet 5.11 to each pupil. Elicit or teach the following vocabulary using the
visuals on the worksheet:

key words. They use
present tenses. They are
non-chronological

WORD BOX

Which group has five things? What

heat, electrIcity, solar panels, turbine, wind farm. Tell pupils
sun and wind.

to draw

matching lines to connect the pictures with the energy sources:

Key a sun b wind

4

Ask

c sun d wind

What's the opposite of 'dirty'? (clean), What's the opposite of 'expensive'? (cheap).

Put

pupils into pairs, A and B. Explain that they are going to read the information about solar
power. Pupil A reads the questions and Pupil B reads the answers.

5

Tell pupils to look at fact file 1 about solar power. Ask

short sentences).
6

Why is this easy to read? (key words,

Explain that fact files are useful for taking notes.

In their pairs, tell pupils to read about wind power. Now Pupil B reads the questions, and
Pupil A reads the answers.

SENTENCE BOX
You can see solar panels
on roofs.
Sun and wind power are
clean and cheap.
The sun produces light.
The sun provides electrical
energy.
The sun's energy is called
solar power.
The wind's energy is called
wind power.
The wind's energy

provides electricity.
There are many wind
farms near the sea.

7

Tell pupils to make notes for fact file

2

on wind power. They can compare their notes with

their partners. Circulate and monitor as pupils write their notes.

8

Round up Ask pupils to tell you two facts about sun and wind power.

Follow up
Ask pupils to design leaflets about alternative energy by hand or using computers. Explain that
the title of the leaflet is

Our powerful planet.

Curriculum link Read the story The North Wind and the Sun (lesson 5.12, page 132).


Alternative energ}' fact files
1 Match the pictures with the energy sources. Draw lines.

G

\ \A;

-:;;'t:( \1-1--

~O~I
-'ij{~~l\
- sun _
2

I

-~~

~)\

~'.)"

Read about solar power.

Where LSLtfrom?
How does Lt work?

Where can we
see Lt?
WLll the power
run out?
Wh~ LSLt good?
Are there problems?

3

Wind

I
----

The sun.
Solar panels change
the Ught from the sun
Lnto electrLdt~.
Solar panels on the
roofs of houses and
above parkLng metres.

N o.

Good point: It's cheap.
Problem: It can't be used at
night.
Fascinating fact 1: The
sun's light is used to make
electricity.
Fascinating fact 2: It's used
for parking metres.

It LSver~ clean and cheap.
It cannot be used at nLght
or when Lt LScloud~.

Read about wind power and complete the fact file.

Where LSLtfrom?
How does Lt work?
Where can we
see Lt?
WUl the power
run out?
Wh~ LSLt good?
Are there problems?

ALr.
TurbLnes change wLnd
power Lnto electrLdt~.
WLnd turbLnes on
wLnd farms on the
land and Lnthe sea.

No.
It LSver~ clean.
The~ cannot be used
when Lt LSnot wLnd~.


Reading drama
CONTENT FOCUS

Before class

understanding the effects of

Photocopy worksheet 5.12, one per pupil. Draw a picture of the sun and simple compass

our behaviour on others

directions on the board. Provide two different coloured pens or pencils for each pupil.

reading a play script

tt COA"lMUNICATION
speaking with expression

COGNITiON
interpreting feelings
analysing
making decisions

In class

evaluating

1 Finding out Point to the compass illustration on the board and ask pupils Where can

UVIrlI. 3

you see

AGIlE RANGlli
10-12

a

diagram like this? (on maps), What

it used

for?

(directions), What

is

it called?

Winds can be hot or cold. Explain that the class is going to read a story set in Europe. Ask

In Europe, which wind

TIMf.
2

45 minutes

is

hot? (from the south), Which wind

UARNABOUT

UTEUCY

Drama texts usually include
stage directions which
explain the characters'
feelings and help actors
know how to perform.

0D

the sun, the north wind
argue, blow, button up,
shine
smiling, strong, surprised
angrily, confidently, gently,
loudly, quietly

is

cold? (from the north).

play). Ask pupils
the wind, the sun and a man).

Give out worksheet 5.12 to each pupil and ask what kind of text it is (a
how many characters are in the play (four:

WORDBOX

is

(accept L1 and translate). Explain that winds come from the north, south, east and west.

the

narrator,

3

Read the play, using different voices for the different parts, while pupils read and listen.

4

Ask pupils

Which words show how the characters feel? (loudly, quietly, gently, confidently,
angrily, surprised, smiling). Ask Where are the words? (after the names of the characters, in
brackets). Tell pupils to underline them using a colour and to complete the words in question
1. Ask Which words tell us what the characters do? (puts on coat, buttons up coat, puts
hands in pockets, unbuttons coat). Tell pupils to underline them using a different colour.
Explain that these are called stage directions. Next, ask pupils to write two more actions,

one for the wind and one for the sun. Explain that they should draw arrows to mark in the
play where the actions happen. Examples:
(end line 6),

Stretches and stands up

very

With hands on hips
straight (end ine 11).

(end line 2),

Points to man

5 Put pupils in groups of four and tell them to decide their roles in the play. (If you have some
groups of five, groups can have two narrators.) Tell pupils to practise in their groups before
performing the play in front of the class. Write on the board:

We liked the ...

SENTENCE BOX

The ... was fantastic.

The man buttoned up his
coat.

Encourage other groups to use this structure to comment on their classmates' performance.

The North Wind and Sun
started to argue.
The North Wind blew.
The North Wind is
stronger.
The North Wind was
surprised.
The Sun shone.
The Sun was smiling.

6 Round up Encourage pupils to talk about times when they have been angry and too
forceful. Ask

Why

is

it better to be kind and gentle?

Follow up
Pupils think of situations when they feel like the characters in the play (e.g confident, angry,
surprised). Ask volunteers to mime them for the class to guess.


________________

Narrator:
North Wind:

Sun:
Narrator:

Sun:
North Wind:
Narrator:
Man:

Sun:
North Wind:

Sun:
Narrator:

R_e_a_d_i_ng drama

One day the North Wind and the Sun started arguing.
(loudly) Of course I am much stronger than you.
(quietly) I don't think so. I am strong but I am gentle.
They argued for a long time but they could not agree.
(gently) Show me that you are stronger than me.
That's easy! Can you see that man over there?
The Sun looked down and saw a man walking along a road.
It's very cold and windy. I think I'll put on my coat. (puts on coat)
I can see him.
(confidently) Let's see who can make that man take off his
coat. Watch me! I am so strong I can do it.
{/
OK, you go first.
~
The North Wind blew and blew and blew. He was so strong the
~i,:drSe:I~;c~~~~·mustbutton up my coat and put my hands in

-7

I

u:

"\

J

/4\\

my pockets. (buttons up coat and puts hands in pockets)
('
]
The North Wind saw the man button up his coat, so he blew \..-1
~
MUCH harder but the man pulled his coat round him tightly.
G
(angrily) It's no good, he won't take off his coat. If I can't do it,

\)

'lI~ ~

Sun:
Narrator:
Man:
Narrator:
North Wind:

Sun:

you can't do it!
Watch me!
The sun came out from behind a cloud and shone gently. The
~
man took his hands out of his pockets and unbuttoned his coat. <::i

~!& ~
W
/]

Phew! I'm hot now. (unbuttons coat)
The sun began to shine more brightly. The man then
took off his coat and sat down under a tree.
(surprised) How did you do that?
(smiling) It was easy. I was gentle.

1 Complete the words from the play which show feelings.

1

IOlAd.

l~

5

il~

2

l~

6

ed

3

l~

7

ing

4

l~

2 Write two stage directions for the wind and the sun. Draw two arrows (---+)
to show where the actions happen in the play.

1 North Wind:

_

2 Sun:

_


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_________________

H_e_x_agons game