English Planning Spring Term 2.

1 SE KH MS

Year Group: 2 Unit of work: Traditional tales and stories from other cultures focus story, Handa’s Wk/Beg: 4th January 2021
Surprise by Eileen Browne
Weekly Outcome: To verbally retell a story with fluency and full understanding of its sequence. To become confident in the use of adjectives, noun phrases and
expanded noun phrases.
Phonics (recovery Learning Objective Main Teaching Differentiated Activities Plenary TA Resource
programme) support s
15/20 mins
Monday 4th Jan LO:To verbally retell Practice spellings in Sight Words Book. Children to make stick puppets to Pairs to retell TA to Power –
stories using story verbally retell the story. The puppets the story to support point of
Aim to create a language and organising consist of two pages give each partner an audience BA in the story
literacy board for the events in sequence. a page of characters to cut out and of friends. recalling Handa’s
children to refer to stick on straw. 12 pieces of straw the Surprise
throughout this unit. needed per pair. sequence
of the https://
All children to be partnered with the story. www.youtu
person sitting either behind them or be.com/
Show the children the front cover of the
watch?
story Handa’s Surprise. parallel to them to verbally retell the
v=XyIV_x
1. What might this story be about? story using their stick puppets. Yi0as
2. What can you see on the front
Read through story cover?
Make sure the children maintain social Character
3. Where do you think this story is
children note on their distancing when speaking to each sheet two
set?
whiteboard which other. pages per
4. Have they read a similar story
special friend sounds before? pair.
they can see. 5. What does culture mean? Weather permitting take the children
outside to retell the story with their 12 pieces
Billy Dogs Gruff Show the children the story of Handa’s of straw
partner. You could use iPad to record.
surprise through PPT analyse all the pages. per pair
(Children
Then watch the story being read ask the can take
children to retell the story to their partner. the stick
How much detail can they remember? puppets
https://www.youtube.com/watch? home)2e
v=XyIV_xYi0as

Discuss where story is set, drawing on

information in the illustrations. Encourage
chn to look beyond the characters and at
the actual setting.
 English Planning Spring Term 2.1 SE KH MS

Tuesday 5th Jan LO: To understand Watch the story being read, How much BA: Chn to match and stick pictures of Cross check TA to https://
cultural links. detail can you remember? animal & corresponding fruit on A3 your matching support BA www.youtu
Read through story with your when be.com/
Focus in the music being used, is it paper with a partner. partner from matching watch?
children note on their LO: To recall the
different to music we listen to? A: Chn to match and stick pictures of yesterday. animal to v=XyIV_x
whiteboard which sequence of happenings in fruit Yi0as
animal & corresponding fruit on A3
special friend sounds a story. https://www.youtube.com/watch? paper with a partner.
they can see. v=XyIV_xYi0as Matching
Explain to the children that they will need
AA: Chn to match and stick pictures of
worksheet
to make notes of the fruit each animal took animal & corresponding fruit on A3
Boris and Sid meet a from Handa’s basket. paper with a partner. A3
shark…
Children to do this on
their whiteboards.
Continue tomorrow
assess whether the
children are quicker
at identifying sounds

Wednesday 6th Jan LO: To use adjectives to Remind the children of what an BA: write at least two adjectives Share with the TA to Fruit
describe nouns. adjective is. Explain that they will be describing each fruit, use word mat for class some of support MA describing
Read through story looking at and tasting the fruits in the the super in finding worksheet
guidance.
adjectives chn adjectives
children note on their story and give adjectives to describe A: write at least four adjectives used to from their
whiteboard which them. describing each fruit, use word mat for describe the word mat
special friend sounds guidance. fruit
they can see. Give the children an adjective mat,
AA: write at least five adjectives
while their fruit is being brought to
describing each fruit, use word mat for
Boris and Sid meet a their table children read through the
guidance.
shark adjective list and try thinking about
which adjectives will describe which
fruit. Disinfect tables and hands
before the children taste the
different fruits.

Thursday 7th Jan LO: To use expanded noun Listen to the story again. While BA: Using your work from yesterday Proofread and TA to Fill in
phrases to describe listening fill in the expanded noun create your own expanded noun underline support the
Read through story nouns. phrases which have been used in the phrases to describe each fruit. Draw a adjectives. BA to blanks
children note on their story to describe the different types picture of the fruit next to your construct workshe
whiteboard which of fruits. their et
 English Planning Spring Term 2.1 SE KH MS

special friend sounds https://www.youtube.com/watch? sentence. sentences

they can see. v=XyIV_xYi0as and using
A: Using your work from yesterday
create your own expanded noun their plan
*Remember a noun phrase consists of from
phrases to describe each fruit. Draw a
Chickens bad dream one adjective followed by a noun. An yesterday.
picture of the fruit next to your
expanded noun phrases is when you
sentence.
have more than one adjective
AA: Using your work from yesterday
describing the noun. Usually there is a
create your own expanded noun
comma between two adjectives.
phrases to describe each fruit. Draw a
picture of the fruit next to your
sentence.
Friday 8th Jan LO: I can retell a story in Allow the children some time to use BA: Give children labels to match to Retell the TA to help Playdough
the correct sequence. their playdough to make Handa’s what they have made. story to children
Read through story basket, all the fruits and animals that A: Give children labels to match to yourself who Picture on
children note on their LO: I can recall relevant are included in the story. what they have made. using your struggle IWB of
whiteboard which vocabulary from a story. playdough to mould items to
AA: Give children labels to match to
special friend sounds Create Handa out of playdough too. creation. playdough. be made.
what they have made.
they can see. (Mehmet,
Use the labels provided to label each Erk and
** take a photograph and stick in LO
item you’ve made. Hasan)
and photo underneath
Chickens bad dream

Weekly Evaluation
 English Planning Spring Term 2.1 SE KH MS

Year Word Composition Vocabulary, grammar and Handwriting Terminolog

punctuation y
2 I can break down spoken words into their I can write a narrative about my own and others I can use capital letters, full stops, I can write lower- I can
sounds and write them mostly correctly experiences – with increasing length and stamina question marks and exclamation marks case letters that are understand
I can learn new spellings by using words I already I can write poetry to show where sentences start and end all the same size what these
know how to spell I can write for different purposes, writing long I can tell if a sentence is a question, I can use some of words mean
I can spell many common exception words and short pieces of work command, exclamation or a statement the diagonal and and use them
I can use apostrophes for some contraction I can plan my writing by writing down my ideas or I can use commas in a list horizontal strokes I appropriately
(eg. It is – it’s, we are – we’re) talking about them I can use an apostrophe to show need to join letters : noun, noun
I can use an apostrophe to show possession for I can plan my writing by writing down key words and possession for single nouns (eg. the girl's and know which phrase,
single nouns (eg. the girl's book ) new vocabulary book) letters are best left statement,
I can spell some near homophones (eg. buy bye by) I can plan my writing by orally composing each I can use apostrophes for some unjoined question,
I can form nouns using the suffixes -ment, - sentence contraction (eg. It is – it’s, we are – I can write capital exclamation,
ness, -ful, -less (eg. sadness, enjoyment, I can edit my work by reading it through to make we’re) letters and numbers command,
careful) sure it makes sense I can use subordinating conjunctions in the right way up, compound,
I can use the suffixes –er and –est for I can check that I have used the right verbs to my writing: when, if, that, because the correct size suffix, verb,
adjectives (eg. happier, happiest) indicate time I can use co-ordinating conjunctions in relative to each adjective,
I can form adverbs using -ly suffix (eg. I can proof read my work and check for spelling, my writing: or, but other and lower adverb, tense
gently, sadly) punctuation and grammar errors I can use an expanded noun phrase (eg. case letters (past,
I can form compound nouns (e.g sandpit, I can proof read my writing and make corrections the blue butterfly, plain flour, the man I can use spacing present),
superman) after I have spoken to a teacher or another child in the moon) between words that apostrophe
I can write the correct spellings and punctuation about it I can use present and past tense mostly fits with the size of and comma
in simple sentences I hear my teacher say I can read my work aloud with confidence using the correctly and consistently the letters
(dictation) tone of my voice to make the meaning clear I can use the progressive verb form to
See no nonsense spelling for all spelling rules indicate actions in progress in the present
that need to be taught time or in the in past (eg. she is drumming,
he was shouting)

Year Word Composition Vocabulary, grammar and punctuation Handwriting Terminology

 English Planning Spring Term 2.1 SE KH MS

3 I can use a range of prefixes including super-, I can use paragraphs to group related material I can use the determiners ‘a’ and ‘an’ I can use diagonal I understand
anti-, auto-. I can use headings and sub headings to group related correctly according to whether the next and horizontal what the
I can use the prefixes dis-, mis-, re-, pre-. material word begins with a consonant or a vowel strokes I need to following
I can spell words with endings which sound like I can plan my writing by discussing it (e.g. a rock, an open box) join letters and words mean
‘zhun’ e.g. division, decision. I can draw ideas from other writers I can use inverted commas for direct know which letters and use them
I can spell homophones (eg. grate/great, I can edit my writing to improve it for my audience speech (“Go home,” said the boy.) are best left correctly:
here/hear, brake/break) I can rewrite my work making improvements by saying I can express time, place and cause using unjoined adverb,
I can spell national curriculum spelling words for the work out loud improving vocabulary choices and conjunctions (e.g. when, before, after, I can form letters preposition,
year 3. checking grammar and punctuation while, so, because) consistently eg. down conjunction,
I can spell words containing the ‘i’ sound spelt ‘y’ I can write descriptively (settings, characters and I can express time, place and cause using strokes are parallel word family,
elsewhere than at the end of words e.g. myth, plots) conjunctions (e.g. then, next, soon, and equidistant, prefix, clause,
gym. I can read my work out to a group with confidence therefore) letters are spaced subordinate
I can spell words containing the ‘u’ sound spelt ‘ou’ and make sure it sounds interesting using the right I can express time, place and cause using sufficiently clause,
e.g. young, touch, double. volume and tone of voice. prepositions (e.g. before, after, during, in, direct
I can spell words with the ‘k’ sound spelt ‘ch’ e.g. because of) speech,
scheme, school, echo. . I can use the present perfect form of consonant,
I can spell words with the ‘sh’ sound spelt ‘ch’ e.g. verbs (e.g. He has gone out to play consonant
chef, machine. contrasted with He went out to play) letter vowel,
I can spell words with the ‘ay’ sound spelt ‘ei’, vowel letter,
‘eigh’ or ‘ey’ e.g. eight, they. inverted
I can use the first two or three letters of a word commas.
to check its spelling in a dictionary.
I can write from memory simple sentences,
dictated by the teacher, that include words and
punctuation I already know.
I can add suffixes beginning with vowel letters to
words of more than one syllable e.g. forgetting,
preferred, gardening, limited.
I can spell many common exception words
These have been moved to year 4:
I can identify word families based on root words
e.g. solve, solution, solver, dissolve, insoluble.
I can spell words with endings sounding like ‘zh’
and ‘ch’ e.g. treasure, measure, picture, nature.
See no nonsense spelling for all spelling rules
that need to be taught