Unit: National Celebration – Two Queens Term: Summer 1 Year: 2

Transcription

Unit:
National Celebration – Two Queens
Term:
Summer 1
Year:
2
Contents
Page
Number
Page
Number
Page
Number
Subject Summaries
1
English Lesson 7/20
29
Geography Lesson Plans
Links
2
English Lesson 8/20
29
Geography Lead Lesson 1/4
44
Resources
3
English Lesson 9/20
30
Geography Lesson 2/4
44
4-10
English Lesson 10/20
31
Geography Lesson 3 & 4/4
45
Unit Overview
11
32
Music Lesson Plans
46-48
Week 1 Medium Term Planning
12
32
Music Lead Lesson 1/4
46-47
Week 1 English Medium Term Planning
13
33
Music Lesson 2 - 4/4
14
33
Art and Design Lesson Plans
49-52
15
34
Art and Design Lead Lesson 1/4
49
16
34
Art and Design Lesson 2/4
50
17
35
51
18
35
52
19
English Lesson 19 & 20/20
36
Unit Conclusion
53
Applied Computing
20
Mathematics Lesson Plans
Parent Support Activities
54
Other Ideas
21
Using and Applying linked Maths Lesson 1/4
37
Standalone Mathematics Overview
Unit Launch Lesson
22
38
Queen Elizabeth II Comprehension Questions
59
23-36
39
Queen Elizabeth II Fact Sheet
60
English Lead Lesson 1/20
23
40
Fairytale Cards
61
English Lesson 2/20
24
History Lesson Plans
41-43
English Lesson 3/20
25
History Lead Lesson 1/4
41
English Lesson 4/20
26
History Lesson 2/4
42
English Lesson 5/20
27
History Lesson 3/4
42
English Lesson 6/20
28
History Lesson 4/4
43
Programme of Study
English Lesson Plans
37-37
44-45
48
55-58
1
Summaries
Art and Design
• Learning about different kinds of
portraits made by artists.
• Looking critically at famous portraits of
Queen Elizabeth II.
• Create their own portraits using a
variety of media.
• Creating 3D embellished frames for
their portraits.
English
Applied Maths
• Exploring mathematics in the context
of bunting and flags.
• They solve number puzzles around
the Coronation dates of the queens
and write a schedule for the Queen's
day.
• Reading and exploring the story of
Cinderella. And the features of fairy
stories.
• Writing invitations to the palace ball
and the Unit conclusion street party.
• Writing biographical reports about
Queen Elizabeth II.
National
Celebration
Two Queens
Geography
Music
Applied Computing
•
•
•
•
•
•
•
•
•
•
•
Uploading video and audio to a computer
Combining video and audio
Adding transitions
Adding text
Using the internet to research pictures, textures, patterns
and fashion from the era
Combine these into a montage of images using a range of
software such as: MS Publisher, MS Word, MS PowerPoint
Moving and positioning an image
Changing the size of an image
Rotating an image
Changing the layers (Send Back - Bring to Front)
Cropping images
©Cornwall Learning Publications 2013
• Listening to recorded music
played/sung at the coronation of both
Queen Victoria and Queen Elizabeth II
and to music which has been
composed especially for royal
celebrations.
• Learning to sing a selection of patriotic
songs and will perform these at their
street party.
• Is the Queen just Queen of England?
• Locating on a map the countries of the United
Kingdom and naming their capital cities
• Understanding how the Union Jack was
created.
• Discovering the different countries that make up
the Commonwealth and how this was created
from what was the British Empire when Queen
Victoria was on the throne.
History
• Comparing the lives of Queen Victoria and Queen
Elizabeth II by looking at the how Britain changed
during their lifetimes including the important
inventions that came about during their reigns.
• Exploring how our country is run and how a
government is chosen.
• Looking at the similarities and differences
between the two queens’ Diamond Jubilee
celebrations.
2
Links
National Celebration – Two Queens
In this Unit pupils will look at the lives of
two very important British queens,
Victoria and Elizabeth II. They will
compare their lives and look at how this
country has changed in the years
between their reigns.
Pupils will find out about important
traditions associated with the monarchy
such as coronations, weddings and the
Trooping of the Colour. They will look at
the different countries that the queen
rules over and how these too have
changed over the years.
In English they will be studying the fairy
tale Cinderella and thinking about the
classic features of this genre. They will
write invitations to the ball and to the end
of Unit event. They will also write reports
on the life of one of the queens.
In art they will look at famous portraits of
the two queens and then create their own
portrait of Queen Elizabeth II using
collage. The Unit concludes with the
pupils staging a ‘street party’ in the school
grounds to celebrate Queen Elizabeth’s
official birthday.

Outdoor Links

National and International links
 Preparing for the outdoor celebration street party. Opportunities to play traditional games outside as part of
the celebrations
 Finding out about other countries that also have Queen Elizabeth II as their monarch
 Knowing which countries make up the Commonwealth
Links to the world of work

 Finding out about the huge amount of work that the Queen and other members of the Royal Family do for
charity
 What does it mean to be a volunteer?
 Looking at the role of the volunteer at the forthcoming Commonwealth Games

Links to learning and life skills
 Valuing others for their similarities and differences
 Talking, sharing and making decisions with others
3
National Celebration – 2 Queens
Resources
History
• Non-fiction books relating to Queen Victoria and Queen Elizabeth 2nd
Assorted video clips, photographs and text from http://www.queen-victoriasscrapbook.org/index.html and http://www.royal.gov.uk/hmthequeen/hmthequeen.aspx
• Video clips of Queen Victoria’s and Queen Elizabeth’s Diamond Jubilee celebrations
http://www.queen-victorias-scrapbook.org/contents/8-2.html
http://www.telegraph.co.uk/news/uknews/the_queens_diamond_jubilee/9311572/Millioncheer-Queens-Diamond-Jubilee-carriage-procession-through-London.html
English
• Suitable version of Cinderella
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/story_telling/ci
nderella/cinderella1.htm, http://www.speakaboos.com/full-text/cinderella )
• Invitation from launch lesson
• Video clips of a day in the life of a queen
http://www.royal.gov.uk/HMTheQueen/TheQueenvideogallery.aspx
• Queen Elizabeth 2nd comprehension exercise (supplied)
Suitable biography of Queen Victoria
http://www.ducksters.com/biography/women_leaders/queen_victoria.php)
• Non-fiction books relating to Queen Victoria and Queen Elizabeth 2nd
Geography
• Blank outline maps of the 4 countries that make up
the UK showing the borders and location of capital
cities.
• Pictures of the Union Jack and the flags of St.
Andrew, St George and St Patrick and St David
although not part of the Union Jack).
• Map of the British Empire under the reign of Queen
Victoria.
Art and Design
• Portrait introduction National Portrait Gallery
http://www.show.me.uk/hosted/faceit/index.html
• Ivan Lovatt Chicken wire portraits
http://www.ivanlovattsculpture.com/portraits-in-wire.html
• Picasso Abstract portrait
• http://www.pinterest.com/pin/16114511140401133/
• Copies or online images of famous portraits of Queen Elizabeth
2nd. See suggestions on attached sheet.
• Chinwe Chukwuogo-Roy painting
http://www.bbc.co.uk/suffolk/features/jubilee/portrait.shtml
• A2 & A3 cartridge paper
• Charcoal
• Graphite, pencils, oil pastels, felt pens
• Internet search for frames
• Patrick Woodroffe frame
http://www.falmouthartgallery.com/Collection/2009.3?show=frame
• Robert Bradford frame
http://www.falmouthartgallery.com/Collection/2008.52
• Vince Bevan Frame
http://www.falmouthartgallery.com/Collection/2008.38
• Gold/Silver/colour paints/brushes
• Thin card, small recycled objects, dried pasta
• PVA glue
Maths
• Timetable of a day in the life of
the Queen (links to English
lesson 8)
Applied Computing
• Video clips of Royal Jubilees
https://www.youtube.com/watch?v=8Md1J7yaESw
https://www.youtube.com/watch?v=jnip7RRc3Q4
Music
• Recordings of the following songs:
• God save the Queen
• Land of Hope and Glory
• Rule Britannia
• Jerusalem
• Sing – Gary Barlow
4
Programme of Study
Unit: National Celebration – Two Queens
Year: 2
Term: Summer 1
Key:
FT = First Teaching
OG = On Going
Please note that all appendices and guidelines referred to in the programme
of study are available to download at:
https://www.gov.uk/government/collections/national-curriculum
The POS codes replace the DfE bullets for ease of reference.
English
Spoken Language
SL1
listen and respond appropriately to adults and their peers
SL2
ask relevant questions to extend their understanding and knowledge
SL3
use relevant strategies to build their vocabulary
SL4
articulate and justify answers, arguments and opinions
SL5
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
SL6
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
SL7
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
SL8
speak audibly and fluently with an increasing command of Standard English
SL9
participate in discussions, presentations, performances, role play, improvisations and debates
SL10
gain, maintain and monitor the interest of the listener(s)
SL11
consider and evaluate different viewpoints, attending to and building on the contributions of others
SL12
select and use appropriate registers for effective communication
These statements apply to all Years. The content should be taught as a level appropriate to the age of the pupils (taken from notes and guidance [nonstatutory]). Speaking and listening activities throughout the Unit have been designed with these POS statements in mind. Specific speaking and listening
objectives are provided for some English lessons where appropriate.
5
English
Reading – word reading
WR1
continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and
reading is fluent
OG
WR2
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds
for graphemes
OG
WR3
read accurately words of two or more syllables that contain the same GPCs as above
OG
WR4
read words containing common suffixes
OG
WR5
read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
OG
WR6
read most words quickly and accurately without overt sounding and blending when they have been frequently encountered
OG
WR7
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and
without undue hesitation
OG
WR8
re-read these books to build up their fluency and confidence in word reading
OG
Reading - comprehension
RC1
develop pleasure in reading, motivation to read; vocabulary and understanding by:
RC1.1
listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level
beyond that at which they can read independently
OG
RC1.2
discussing the sequence of events in books and how items of information are related
OG
RC1.3
becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
OG
RC1.5
recognising simple recurring literary language in stories and poetry
OG
RC1.6
discussing and clarifying the meanings of words, linking new meanings to new vocabulary
OG
RC1.7
discussing their favourite words and phrases
OG
RC1.8
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make
the meaning clear
OG
RC2
understand both the books that they can already read accurately and fluently and those that they listen to by:
RC2.1
drawing on what they already know or on background information and vocabulary provided by the teacher
OG
RC2.2
checking that the text makes sense to them as they read and correcting inaccurate reading
OG
6
Reading – comprehension continued
RC2.3
making inferences on the basis of what is being said and done
OG
RC2.4
answering and asking questions
OG
RC2.5
predicting what might happen on the basis of what has been read so far
OG
RC3
participate in discussion about books, poems and other works that are read to them and those that they can read for themselves,
taking turns and listening to what others say
OG
English
Writing - transcription – spelling
WTS1
spell by:
WTS1.1
segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
OG
WTS1.2
learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each
spelling, including a few common homophones
FT
WTS1.3
learning to spell common exception words
OG
WTS1.4
learning to spell more words with contracted forms
FT
WTS1.5
Learning the possessive apostrophe (singular) [for example, the girl’s book]
OG
WTS2
add suffixes to spell longer words, e.g. –ment, –ness, –ful and –less, -ly
OG
WTS3
apply spelling rules and guidance, as listed in English Appendix 1 PHONICS PROGRAMME
OG
WTS4
write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and
punctuation taught so far
OG
Writing – handwriting
WH1
form lower-case letters of the correct size relative to one another
WH3
start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one
another, are best left unjoined
write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
WH4
use spacing between words that reflects the size of the letters
WH2
OG
OG
OG
OG
7
English
Writing – composition
WC1
develop positive attitudes towards and stamina for writing by:
WC1.1
writing narratives about personal experiences and those of others (real and fictional)
OG
WC1.2
writing about real events
OG
WC2
consider what they are going to write before beginning by:
WC2.1
planning or saying out loud what they are going to write about
OG
WC2.2
writing down ideas and/or key words, including new vocabulary
OG
WC2.3
encapsulating what they want to say, sentence by sentence
OG
WC3
make simple additions, revisions and corrections to their own writing by:
WC3.1
evaluating their writing with the teacher and other pupils
OG
WC3.2
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including
verbs in the continuous form
OG
WC3.3
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)
OG
WC4
read aloud what they have written with appropriate intonation to make the meaning clear
OG
Writing – vocabulary, grammar and punctuation
WVGP1
develop their understanding of the concepts set out in English Appendix 2 by:
WVGP1.1
learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters,
exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive singular
WVGP2
learn how to use:
WVGP2.2
expanded noun phrases to describe and specify, e.g. the blue butterfly
OG
WVGP2.3
the present and past tenses correctly and consistently including the progressive form
OG
WVGP2.4
subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
OG
OG
8
Number and place value
1
count in steps of 2, 3, and 5 from 0, and count in tens from any number, forward and backward
2
recognise the place value of each digit in a two-digit number (tens, ones)
3
identify, represent and estimate numbers using different representations, including the number line
4
compare and order numbers from 0 up to 100; use <, > and = signs
5
read and write numbers to at least 100 in numerals and in words
6
use place value and number facts to solve problems
Addition and subtraction
Maths
1
solve problems with addition and subtraction:
1.1
using concrete objects and pictorial representations, including those involving numbers, quantities and measures
1.2
applying their increasing knowledge of mental and written methods
2
recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
3
add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
3.1
a two-digit number and ones
3.2
a two-digit number and tens
3.3
two two-digit numbers
3.4
adding three one-digit numbers
4
show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
5
recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number
problems
Measurement
6
compare and sequence intervals of time
7
tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
8
know the number of minutes in an hour and the number of hours in a day
Art & Design
Music
Geography
History
9
3
The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used
to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William
Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence
Nightingale and Edith Cavell).
Location knowledge
1
name and locate the world’s seven continents and five oceans
2
name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
1
use their voices expressively by singing songs and speaking chants and rhymes
3
listen with concentration and understanding to a range of high-quality live and recorded music
2
to use drawing, painting and sculpture to share their ideas, experiences and imagination
3
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Applied Computing
10
4
use technology purposefully to create, organise, store, manipulate and retrieve digital content
6
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online technologies
11
Unit Overview
In this Unit pupils will look at the lives of two very important British queens, Victoria and Elizabeth II.
They will compare their lives and look at how this country has changed in the years between their reigns. Pupils will find out about important traditions associated with
the monarchy such as coronations, weddings and the Trooping of the Colour. They will look at the different countries that the queen rules over and how these too
have changed over the years.
In English they will be studying the fairy tale Cinderella and thinking about the classic features of this genre. They will write invitations to the ball and to the end of
Unit event. They will also write reports on the life of one of the queens.
In art they will look at famous portraits of the two queens and then create their own portrait of Queen Elizabeth using collage. The Unit concludes with the pupils
staging a ‘street party’ in the school grounds to celebrate Queen Elizabeth’s official birthday.
12
Medium Term Planning Week 1
Unit Narrative
N.B Please adapt and differentiate all objectives, outcomes and success criteria for your own class
Week 1
hr = approx time
• The launch of this Unit sees pupils receive an invitation to celebrate the Queen’s official birthday. The theme of invitations is continued in English, where pupils explore the story of Cinderella and create
story maps before writing their own versions of the invitations that Cinderella and her sisters received for the ball.
• In history, pupils compare the lives of Queen Victoria and Queen Elizabeth II and research the inventions that were made during their reigns.
• The focus for the geography lesson is the Union Jack and pupils identify key facts about the countries of the UK. Meanwhile in maths, pupils design their own flag before solving mathematical problems
relating to the flags.
• In music this week, pupils consider coronation ceremonies and the music and instruments that are associated with the event. Meanwhile in art, pupils consider and discuss the different portraits of Queen
Elizabeth II.
Please see over for English Medium Term Planning Week 1.
Unit Launch Lesson 1hr
Applied Mathematics
History 1hr
Geography 1hr
Music 1hr
Art and Design 1hr
1hr
Objectives:
I am learning to:
− compare the lives and reigns
of famous queens of the
British Isles
Objectives:
I am learning to:
− solve simple problems
involving addition
Objectives:
I am learning to:
− compare the lives of Queen
Victoria and Queen Elizabeth
II
− explain how everyday objects
changed and new inventions
were made during their
reigns
Objectives:
I am learning to:
− name and locate the four
countries that make up the
United Kingdom
− understand why the Union
Jack looks the way it does
Objectives:
I am learning to:
− consider the music and
instruments suitable for a
coronation ceremony
− listen carefully to coronation
music and consider its
features
Objectives:
I am learning to:
− understand what a portrait is
− think about different kinds of
portraits
− appreciate different portraits of
Queen Elizabeth II
Outcomes:
Pupils will:
− draw pictures and write
descriptions of Queen
Elizabeth II
Outcomes:
Pupils will:
− show or record their solution
− explain their answer
− use the correct operation
Outcomes:
Pupils will:
− order events on a timeline
− compare two events and
notice the similarities and
differences
Outcomes:
Pupils will:
− find the countries on a UK
map and name their
capital cities
Outcomes:
Pupils will:
− discuss coronation
ceremonies and the music
suitable for one
− consider the songs associated
with a coronation ceremony
Outcomes:
Pupils will:
− be introduced to what a portrait
is/can be
− look at various portraits of the
Queen
− discuss the types of portrait and
voice their own opinions
Success Criteria:
Remember to:
− think about all the times I
might have seen the Queen
on television or in
newspapers
Success Criteria:
Remember to:
− check if I have all the
solutions
− use a suitable method
− check if the answer is
sensible
Success Criteria:
Remember to:
− watch the video clips
carefully
Success Criteria:
Remember to:
− choose a different colour
for each country
− copy the flags carefully
Success Criteria:
Remember to:
− contribute ideas to
discussions about coronation
music
− consider how a procession
moves to coronation music
Success Criteria:
Remember to:
− find out what a portrait is or can
be
− know about some of the different
types of portraits there are
− discuss the kinds of portraits
with my group
Cornwall Learning Publications 2013
13
English Medium Term Planning Week 1
Unit Narrative
Day 1 1hr
Day 2 1hr
Day 3 1hr
Day 4 1hr
Day 5 1hr
Objectives:
I am learning to:
− listen to, discuss and say what I
think about stories I can’t yet read
for myself
Objectives:
I am learning to:
− recall and record events in a story in
sequence
Objectives:
I am learning to:
− recognise typical characters in
traditional tales and discuss
− work with a partner to complete a
discussion task
Objectives:
I am learning to:
− write a simple persuasive text
Objectives:
I am learning to:
− create a simple text that will persuade
someone to do something
Outcomes:
Pupils will:
− be able to recall the events of the
story in order
Outcomes:
Pupils will:
− produce a comic strip style story
map of the Cinderella traditional tale
in six panels
Outcomes:
Pupils will:
− categorise a range of character
types from traditional tales and
beyond
Outcomes:
Pupils will:
− contribute ideas to the toolkit
Outcomes:
Pupils will:
− write an invitation to the prince’s ball
that might have been received by
Cinderella and her sister
Success Criteria:
Remember to:
− keep the events of the story in the
right order as I retell it to my partner
Success Criteria:
Remember to:
− do the first and last panels before I
do the middle ones and stick to the
main events of the story
Success Criteria:
Remember to:
− discuss each character with my
partner and try to agree which
category – or categories - to put
them in
Success Criteria:
Remember to:
− offer my suggestions for the toolkit
in sentences, speaking loudly and
clearly enough to be heard
Success Criteria:
Remember to:
− use our toolkit to help me remember
everything I need to include in my
invitation
14
Unit Narrative
Week 2
hr = approx time
• In English pupils write a character description for the fairy tale queen before examining the different roles and life of Queen Elizabeth II.
• This is also the theme of the applied maths lesson this week, with pupils solving problems based on a timetable of a day in the life of the Queen.
• In history, pupils continue to identify the changes and inventions made during the reigns of the two queens and they then order events on a timeline.
• The focus for the geography lesson this week is the expansion of the British Empire during the reign of Queen Victoria, with pupils locating the countries of the Empire on a world map.
• In music, pupils consider the features of a piece of music chosen for an event before learning songs for the street party at the end of the Unit.
• Having examined different portraits of the Queen, the art lesson this week gives pupils the opportunity to draw portraits of each other.
Applied Mathematics 1hr
History 1hr
Geography 1hr
Music 1hr
Art and Design 1½hrs
Objectives:
I am learning to:
− tell and write time to the nearest 5
minutes
− calculate and compare intervals of
time
Objectives:
I am learning to:
− compare the lives of Queen Victoria
and Queen Elizabeth II
− explain how everyday objects
changed and new inventions were
made during their reigns
Objectives:
I am learning to:
− name and locate the world’s seven
continents and 5 oceans
− understand in simple terms what the
British Empire was
Objectives:
I am learning to:
− listen to a piece of music and consider
its features and why it was chosen for
an event
− learn songs for a street party
Objectives:
I am learning to:
− draw images of other people
− look at the person as I draw
− use different materials to draw
with
− try different techniques to draw
− draw from the front and from the
side
Outcomes:
Pupils will:
− read and record times
− work out intervals of time
Outcomes:
Pupils will:
− order new inventions and
developments in technology
Outcomes:
Pupils will:
− know which parts of the world used
to belong to the British empire
Outcomes:
Pupils will:
why it was chosen/composed for an
event
− learn to sing songs suitable for a
street party
− learn to sing and perform well as a
choir
Outcomes:
Pupils will:
− draw several portraits of each
other, some side, some front
− use a variety of materials for mark
making
− use different techniques to learn to
look and draw
− evaluate the outcomes of their
own and other’s drawings
Success Criteria:
Remember to:
− read and write times correctly
− use 60 minutes in an hour when
working out time
Success Criteria:
Remember to:
− think about the differences in the
videos and explain what had
changed
Success Criteria:
Remember to:
− look carefully at the list of countries
− tick off each country as I colour it in
Success Criteria:
Remember to:
− warm up my singing voice
− stand properly and use clear diction
when singing
− listen carefully to advice and make
improvements in my singing
Success Criteria:
Remember to:
− keep looking while I draw
− draw some from the side
− draw some from the front
− try the different tools
− try the different techniques
− be willing to ‘have a go’
15
Unit Narrative
Day 6 1hr
Day 7 1hr
Day 8 1hr
Day 9 1hr
Day 10 1hr
Objectives:
I am learning to:
− use new words to increase my
vocabulary
Objectives:
I am learning to:
− plan and say what I want to write
before writing it
Objectives:
I am learning to:
− talk and write about real events
Objectives:
I am learning to:
− scan a text to find specific
information
Objectives:
I am learning to:
− ask and answer questions
− use spoken language to develop my
understanding
Outcomes:
Pupils will:
− contribute whole sentences using
new vocabulary items to a shared
write
Outcomes:
Pupils will:
− write a character description of The
Queen, incorporating some of their
new vocabulary
Outcomes:
Pupils will:
− sequence images and sentences to
describe a day in the life of the
Queen
Outcomes:
Pupils will:
− scan read a text for specific
information to help them answer
questions
− work in a small group to devise
answers to the questions
Outcomes:
Pupils will:
− share answers to questions
− compose a sentence in response to
what they have learnt
− carry out further research on their
subject
Success Criteria:
Remember to:
− use some of the new words I have
learned
Success Criteria:
Remember to:
− use some of the new words I have
learned
− use words like rarely, sometimes,
seldom, often, to tell my reader how
often the Queen does certain things
Success Criteria:
Remember to:
− talk to my partner and decide
together where the pictures and
sentences go
Success Criteria:
Remember to:
− read the passage through together
first
− read the question carefully
− scan the text for particular word or
phrase to find the information I need
Success Criteria:
Remember to:
− use a sentence opener to help me
say what I think
− scan for the information I want to
find
16
Unit Narrative
Week 3
hr = approx time
• In English pupils write a short biographical report on the life of Queen Elizabeth II, whilst in history, pupils learn about the democratic system and the respective roles of the monarchy and parliament before
they conduct a ‘mock election’.
• In geography, pupils research information about countries in the Commonwealth.
• The focus for the music lesson this week is the songs pupils are learning for their street party.
• In art, pupils design and make a frame for their own portrait picture.
History 1hr
Geography 1hr
Music 1hr
Art and Design 2hrs
Objectives:
I am learning to:
− solve problems involving addition and
subtraction
Objectives:
I am learning to:
− understand who rules our country
Objectives:
I am learning to:
− research information about
Commonwealth countries
Objectives:
I am learning to:
its features and why it was chosen for
an event
Objectives:
I am learning to:
− think about the frames around
pictures
− know some of the different kinds
of frames possible
− design and make my own frame
Outcomes:
Pupils will:
− use the correct operations
Outcomes:
Pupils will:
− carry out mock elections
Outcomes:
Pupils will:
− find out 5 facts about other
Commonwealth countries that the
Queen also reigns over
Outcomes:
Pupils will:
why it was chosen/composed for an
event
− learn to sing songs suitable for a
street party
− learn to sing and perform well as a
choir
Outcomes:
Pupils will:
− learn about and consider the
frames used on pictures
− design and make a frame for
their own portrait picture
Success Criteria:
Remember to:
− check if I have as many solutions as
possible
− check my calculations are correct
Success Criteria:
Remember to:
− listen to what the candidates say
− make my choice sensibly
− keep my vote secret
Success Criteria:
Remember to:
− write down what I find out in a
numbered list
Success Criteria:
Remember to:
− stand properly and use clear diction
when singing
− listen carefully to advice and make
improvements in my singing
Success Criteria:
Remember to:
− notice how the frame changes a
picture
− design a frame that I think is
good for my portrait picture
17
Unit Narrative
Day 11 1hr
Day 12 1hr
Day 13 1hr
Day 14 1hr
Day 15 1hr
Objectives:
I am learning to:
− ask questions and use a non-fiction
book to find the answers
Objectives:
I am learning to:
− make notes to prepare for writing
Objectives:
I am learning to:
− write about real people and events
Objectives:
I am learning to:
Objectives:
I am learning to:
− identify key features of a text
− use connectives to hold my text
together
Outcomes:
Pupils will:
− carry out research on a subject
− write down important facts
Outcomes:
Pupils will:
− write a list plan for their writing
Outcomes:
Pupils will:
− write their own introduction
Outcomes:
Pupils will:
− research some unusual facts to
include in their writing
Outcomes:
Pupils will:
− contribute to a shared ‘toolkit’ of
features
− write their own information text
Success Criteria:
Remember to:
− scan the text to find answers to my
questions
− write down what I have learned in a
few words to help me remember
Success Criteria:
Remember to:
− write down what I have learned in a
few words to help me remember
Success Criteria:
Remember to:
− use my plan and my teacher’s
modelled text to help me write my
own
Success Criteria:
Remember to:
− use question and answer to write
down my special fact
Success Criteria:
Remember to:
− use time connectives to join my
writing up
− use my teacher’s model to help me
write my own
18
Unit Narrative
Week 4 hr = approx time
• In English pupils make their preparations for the Unit conclusion street party, including writing invitations to parents/other classes and then planning the games and activities they want at the party.
• The street party bunting is used as the problem solving focus for the applied maths lesson this week.
• Celebration and ceremony is also the theme for the history lesson this week with pupils writing imaginary diaries for a child in the crowd at a coronation or jubilee celebration.
• In music, pupils finish learning their songs ready for the street party and in art, pupils finish making their frame for their own portrait picture.
History 1hr
Geography 1hr
Music 1hr
Art and Design 1½hrs
Unit Conclusion
Objectives:
I am learning to:
− solve mathematical problems
Objectives:
I am learning to:
− understand the importance
of ceremonial events in a
countries history
Objectives:
I am learning to:
− research information
about Commonwealth
countries
Objectives:
I am learning to:
− listen to a piece of
music and consider its
features and why it was
chosen for an event
− learn songs for a street
party
Objectives:
I am learning to:
− think about the frames around
pictures
− know some of the different kinds
of frames possible
Objectives:
I am learning to:
− organise activities for, and
participate in, a street party
Outcomes:
Pupils will:
Outcomes:
Pupils will:
− write imaginary diaries for a
child in the crowd at a
coronation or jubilee
celebration
Outcomes:
Pupils will:
− find out 5 facts about other
Commonwealth countries
that the Queen also reigns
over
Outcomes:
Pupils will:
− listen to a piece of
music and consider why
it was
chosen/composed for
an event
− learn to sing songs
suitable for a street
party
− learn to sing and
perform well as a choir
Outcomes:
Pupils will:
− learn about and consider the
frames used on pictures
− complete a frame for their own
portrait picture
Outcomes:
Pupils will:
− participate in a street party
− play games they have planned
and wear hats and display flags
they have made
Success Criteria:
Remember to:
− check if my solution solves the
question asked
Success Criteria:
Remember to:
− use all my senses and
explain what I can see, hear,
smell
Success Criteria:
Remember to:
− write down what I find out
in a numbered list
Success Criteria:
Remember to:
− warm up my singing
voice
− stand properly and use
clear diction when
singing
− listen carefully to advice
and make
improvements in my
singing
Success Criteria:
Remember to:
− design a frame that I think is
good for my portrait picture
− paint my frame in a colour I have
chosen carefully
Success Criteria:
Remember to:
− participate in activities sensibly
− enjoy the celebration!
19
Unit Narrative
Day 16 1hr
Day 17 1hr
Day 18 1hr
Day 19 & 20 2hrs
Objectives:
I am learning to:
Objectives:
I am learning to:
− say what I want to write ahead of
writing it
− use my teacher’s demonstration to
help me create my own presentation
Objectives:
I am learning to:
− write simple instructions
independently
Objectives:
I am learning to:
− write simple persuasive and information texts
− participate in presentations
Outcomes:
Pupils will:
− write an invitation to a party
Outcomes:
Pupils will:
− choose a party game and explain
how it is played
Outcomes:
Pupils will:
− demonstrate what they know about
writing instructions by producing a
set unaided
Outcomes:
Pupils will:
− produce further invitations, posters or menus for the party
− prepare their non-fiction texts for presentation
Success Criteria:
Remember to:
− use everything I learned when we
wrote invitations to the Prince’s Ball
Success Criteria:
Remember to:
− work with my group, listening
carefully to others’ ideas and
suggesting my own
Success Criteria:
Remember to:
− use everything I know about
instructions to help me write my own
without help
− use the ideas from yesterday’s
discussion to help me write
instructions
Success Criteria:
Remember to:
− use enticing words to make the reader want to come to the party
20
Applied Computing
In this Unit, pupils could explore video of both Victoria's and Elizabeth's Diamond Jubilee.
• https://www.youtube.com/watch?v=8Md1J7yaESw
• https://www.youtube.com/watch?v=jnip7RRc3Q4
Pupils could draw similarities and differences between each of the Jubilees, using the videos as an opportunity to discuss the characters, styles and technology of the
era.
This could also be an opportunity to give pupils some experience of using video cameras, and copying video from devices to a computer. They could use cameras to
document their street party and develop a narration similar to what they have discovered in the jubilee videos.
You could also incorporate some basic video editing, getting pupils to combine clips to tell a story of their street party. They could practice the following skills:
• Uploading video and audio to a computer
• Combining video and audio
• Adding transitions
• Adding text
In addition, or as an alternative, you could get pupils to create a montage of images and themes from the jubilee.
• Use the internet to research pictures, textures, patterns and fashion from the era
• Combine these into a montage of images using a range of software such as:
o Publisher
o Word
o PowerPoint
Pupils could use the internet to practice saving images to their user area and inserting them into a document. They could then use these images to practice the
following skills:
• Moving and positioning
• Changing the size of an image
• Rotating an image
• Changing the layers (Send Back - Bring to Front)
• Cropping images
These montages could be printed and used as posters to help decorate their street party.
21
Other Ideas
•
Pupils could either - watch as a class or be encouraged to watch at home - the TV news and check other media for news items about the royal family and
then discuss the types of events and activities that the Royal Family are involved in. Pupils could also create a scrapbook or produce a collage display.
•
Pupils could bring stamps into school that have the queen’s head on them – some, hopefully, might have access at home to Victorian stamps – this could
lead to a discussion about the images of the queen’s head and also about the postal service first introduced in Victoria’s reign. This could also be extended
to coin collections – which would be easier to illustrate the different images throughout their reigns.
•
Pupils are studying the story of Cinderella in English and they could also look at the role of princes and princesses in fairy tales – eg ‘The Princess and the
Pea’, ‘Snow White’, ‘Sleeping Beauty’ etc
•
You create a wall display to show the family tree of Queen Elizabeth and trace it back to Queen Victoria
•
Pupils could be shown pictures of royal jewels and if possible see them being worn– eg http://www.youtube.com/watch?v=TSyLLWZ5jp8 (shows the Imperial
State Crown – worn by Victoria and Elizabeth II) or http://www.telegraph.co.uk/news/uknews/queen-elizabeth-II/10091742/Queens-coronation-60thanniversary-watch-colour-highlights-of-1953-ceremony.html showing the coronation
They could then design and make some crowns or tiaras suitable for a queen or princess – or a crown for a king or prince
•
You could look at the royal homes and palaces and mark them on a map
22
60 mins
Unit Launch Lesson
N.B Remember to adapt and differentiate objectives, outcomes and success criteria for your own class!
Objectives:
I am learning to:
− compare the lives and reigns of famous queens of
the British Isles
Outcomes:
Pupils will:
− draw pictures and write descriptions of Queen
Elizabeth II
Success Criteria:
Remember to:
− think about all the times I might have seen the
Queen on television or in newspapers
Explain to pupils that there new topic is going to be finding out about 2 very famous queens. Show children some pictures of different queens (real and fictional, see
PowerPoint) and ask them if they know who they are. Who is our queen? How long has she been queen? Explain that the only other queen to ever reign for so long
was Queen Victoria who was queen from 1837 to 1901 (65 years).
A Royal Invitation
At this point it should be arranged for another pupil or member of staff to deliver a ‘Royal Invitation’. The messenger should dress up and come complete with
fanfares etc. so that the pupils are aware this is not an everyday event. The invitation could be in the form of a scroll and contain the following text.
th
“Her Majesty Queen Elizabeth the second formally invites the citizens of her countries and the Commonwealth to celebrate her Official Birthday on May 16 (change
dates as appropriate, the actual Trooping of the Colour is always on a Saturday in June). It is formally declared that the afternoon of this day will be a holiday for all
Year 2 children so that they may all partake in celebrating the Queen’s glorious reign of 61 years. God save the Queen”
Ask children if any of them know what is meant by the Queen’s ‘official’ birthday and explain that the she actually has 2 birthdays (her real birthday is on 21 April but
the celebrations are held in the summer in the hope of better weather.)
Some of the children may have attended celebrations in 2013 to mark the Queens Diamond Jubilee. Ask them how they celebrated and explain that people
sometimes mark royal celebrations by having a street party. Show pupils video clip http://www.streetparty.org.uk/history.aspx. Explain that you will be having a ‘street
party’ in the school grounds at the end of this Unit.
Ask pupils to draw some pictures of Queen Elizabeth and write some sentences to describe her or what they know about her already.
23
English Lesson Plans
60 mins
English Lesson 1/20
Objectives:
I am learning to:
− listen to, discuss and say what I think about
stories I can’t yet read for myself
Outcomes:
Pupils will:
− be able to recall the events of the story in order
Success Criteria:
Remember to:
− keep the events of the story in the right order as I retell it
to my partner
Read pupils The Invitation (doc 1) and ask them to spot the clues to which story it comes from. Ask them if they know what type of story Cinderella is and then read
pupils an appropriate version of the story (http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/story_telling/cinderella/cinderella1.htm,
http://www.speakaboos.com/full-text/cinderella) (pupils will have done some work on Jack and The Beanstalk in the previous Unit so will be familiar with another
Traditional tale).
Pupils could then spend some time reading each other or themselves different versions of Cinderella. Ask them to try and find answers to the following questions
and to see if the answers are always the same (NB At this stage in the teaching sequence these questions are very much about recall and test how well the pupils
remember not what they have understood).
Why did they call her Cinderella?
Did she have any friends?
What did she do all day?
What time did she have to be home from the ball?
What did Cinderella lose?
How did the prince find her?
At the end of the lesson share and record the pupils answers to use in later lessons as part of story mapping.
24
60 mins
English Lesson 2/20
Objectives:
I am learning to:
− recall and record events in a story in sequence
Outcomes:
Pupils will:
− produce a comic strip style story map of the
Cinderella traditional tale in six panels
Success Criteria:
Remember to:
− do the first and last panels before I do the middle ones
and stick to the main events of the story
Remind pupils about the story they read yesterday and the answers they gave to some of the questions. Explain that they are going to be creating story maps in
‘comic strip’ form for Cinderella to make sure they know all the important parts of the story (you may at this point want to re-read or listen to or watch another version
of the story). Model how to identify the key plot events by demonstrating with another traditional tale your pupils know well. Start with the first box in the panel of six,
then the last before filling in the middle section. This avoids the nightmare of a 37 box summary! Give pupils their own pieces of paper divided in to 6 squares and
explain that they are going to create their own story map with stick figure drawings and one or two sentences in each box to tell the story of Cinderella. Model
completing the first box perhaps with this sentence ‘Cinderella’s step mother and step-sisters were very mean to her and made her do all the housework’. Pictures
could already be provided to support less able pupils or they could reorder prewritten sentences.
NB: Be sure the pupils understand that the ‘artwork’ is not an important aspect but the writing is, so model ‘lightning sketches’ using simple stick figures for the
pictorial part. The purpose of the map is to remind us of the key events of the story, not to be beautiful or decorative.
25
60 mins
English Lesson 3/20
Objectives:
I am learning to:
− recognise typical characters in traditional tales and discuss
− work with a partner to complete a discussion task
Outcomes:
Pupils will:
− categorise a range of character types
from traditional tales and beyond
Success Criteria:
Remember to:
− discuss each character with my partner and try to agree
which category – or categories - to put them in
Discuss the story maps that the pupils created yesterday. Have pupils work in pairs and use their story maps to support an oral retelling of the story to each other.
Ask them to make a list of the characters that they included in them. Did anybody get left out? Ask the pupils to work in pairs to and categorise the Cinderella
characters into Good, Bad and Magical. They could have character name cards for this task. Ask them to think about other fairy stories that they know such as
Sleeping Beauty and Snow White; do they have any characters that fall in to the same categories? Give the pupils a list of character types (see below) and ask them
to sort them into the categories: Good, Bad Magical or Not a Fairy tale Character. Do they have any further categories to suggest? NB Some characters may belong
in more than one category, so deciding which categories and why and justifying their decision is a chance to practise and extend speaking and listening skills.
Fairy Godmother
Handsome Prince
Spaceman
Ogre
Beautiful Princess
Evil Witch
Cowboy
Wicked Wolf
Talking Cat
Pupils can then add to the lists with characters from other fairy stories that they know or have read in previous Units.
26
60 mins
English Lesson 4/20
Objectives:
I am learning to:
Outcomes:
Pupils will:
− contribute ideas to the toolkit
Success Criteria:
Remember to:
− offer my suggestions for the toolkit in sentences,
speaking loudly and clearly enough to be heard
Explain to pupils that now that they are all familiar with the story of Cinderella they are going to write the invitation that Cinderella and her sisters received for the ball.
Remind the pupils of the Invitation they received to the Street Party in the Unit launch lesson. Read it together, discuss what is included and draw up a list of the
important information it includes, e.g.:
Occasion (why)
Date of event (when)
Start and End Time (when)
Dress code (what to wear)
Venue (where)
Look at how it is organised on the paper and discuss why it looks the way it does.
Ask them to think about what type of language it uses and how it makes the reader want to come to the event.
Add these organisational and language features to the list.
This will become our ‘toolkit to help us write our own invitations.
Look at a range of other invitations to spot similarities and differences and have pupils nominate further elements to add to the toolkit.
You might re-read the class the relevant chunks of one or two versions of the story so they can gather the necessary detail for their invitations. They record the
details on a planning sheet to help them write their invitation tomorrow.
27
60 mins
English Lesson 5/20
Objectives:
I am learning to:
− create a simple text that will persuade
someone to do something
Outcomes:
Pupils will:
− write an invitation to the prince’s ball that might
have been received by Cinderella and her sister
Success Criteria:
Remember to:
− use our toolkit to help me remember everything I need to
include in my invitation
Model writing an invitation for a very different event using the agreed toolkit. You could choose a recent real event from your own life, e.g. a birthday party, wedding,
child’s baptism or naming ceremony, barbecue or house-warming. Be sure to use and refer to the toolkit frequently and talk your thoughts aloud, orally rehearsing
each chunk before you write, reading back and re-working. Have the pupils assess your writing against the toolkit and offer feedback which you then use to improve
your writing further. Resist their attempts to turn this demonstration into a shared write, asking pupils instead to hold onto their own ideas for their own invitation and
contribute only feedback, not content. This allows you to keep their focus on the process of writing, not the product.
Pupils now write their invitations to the ball. Remind pupils of all the things they have included on their planning sheet and try to include some exciting vocabulary to
tempt people receiving the invitation to attend.
Invitations can then be swapped, shared around the classroom and read. Pupils then work with a partner to evaluate each other’s invitations against the toolkit.
NB When evaluating each other’s work, pupils should not merely swap books and work in isolation, but work as a pair to evaluate each piece of writing in turn. So
each piece of work spends time ‘under four eyes’. The detailed discussion with its question, answer and challenge is where the learning will happen. The toolkit will
dictate the focus of the talk and the ‘response sandwich’ is a handy structure (see below).
Response sandwich for use when evaluating my partner’s writing using a toolkit:
I really like the way you….
It might have been better if….
I really like the way you….
All elements should relate to aspects of the toolkit.
Finally, pupils identify one aspect of their own work for improvement and make the necessary changes.
28
60 mins
English Lesson 6/20
Objectives:
I am learning to:
− use new words to increase my vocabulary
Outcomes:
Pupils will:
− contribute whole sentences using new vocabulary
items to a shared write
Success Criteria:
Remember to:
− use some of the new words I have learned
Explain to pupils that this week we are going to be thinking about queens: who they are; what they do and why we have them. Explain to pupils that we are going to
think about a fairy tale or imaginary queen first. Show pupils a picture of a classic fairy tale queen and ask them to think about the following questions:
Where does she live?
What are a queen’s children called?
What does she wear?
What does she travel in?
What sort of person is she? (The answer to this question will be dependent on the picture chosen!)
What words would we use to describe this queen’s life and qualities? To enrich their vocabulary, introduce a ‘zones of relevance’ paired activity where a dozen or so
adjectives (aim for half familiar words, half new to the pupils) on cards or on screen are shifted closer to or further from the bullseye of a simple target diagram
according to their relevance. You could start whole class with the words on-screen and then provide cards for pupils to work in pairs on the task. This activity gets
new words into the pupils’ mouths as they debate where to put them. You should hear these words in pupils’ conversations in the following days and ideally they will
emerge in pupils’ independent writing.
Suitable adjectives for this task might include: powerful, wise, regal, aloof, benevolent, dutiful, dedicated, remote, generous, wealthy, imperious, intimidating,
haughty
Shared write a description for the fairy tale queen, using some of the adjectives they have learned. They should include detail about her personality, appearance,
where she lives and what she likes and dislikes. Encourage pupils to contribute in complete sentences they have composed and orally rehearsed.
29
60 mins
English Lesson 7/20
Objectives:
I am learning to:
− plan and say what I want to write before writing it
Outcomes:
Pupils will:
− write a character description of the Queen,
incorporating some of their new vocabulary
Success Criteria:
Remember to:
− use some of the new words I have learned
− use words like rarely, sometimes, seldom, often to
tell my reader how often the Queen does certain
things
Revisit our description of the fictional queen from the previous day. Show pupils 2 pictures of Queen Elizabeth II, one of her in her royal regalia and one in normal
clothing. Explain to pupils that our Queen has two very different ‘jobs’, a ceremonial one and a more everyday one – she doesn’t wear a crown every day! Show
pupils 2 contrasting video clips from http://www.royal.gov.uk/HMTheQueen/TheQueenvideogallery.aspx (one showing the state opening of parliament, the other a
visit to Oxford) Ask the pupils the same questions they were asked yesterday and scribe their answers on the board. Ask them to think of some words to describe the
queen in different roles, drawing on yesterday’s work and the video clips, then have pupils write their own character description for this Queen. Pupils should be
encouraged to introduce words such as ‘sometimes’, ‘rarely’, and ‘seldom’ to describe some of the events in her life.
60 mins
English Lesson 8/20
Objectives:
I am learning to:
− talk and write about real events
Outcomes:
Pupils will:
− sequence images and sentences to describe a day
in the life of the Queen
Success Criteria:
Remember to:
− talk to my partner and decide together where the
pictures and sentences go
Ask pupils to think about what a day in the life of the Queen might be like. What sort of things does she do? Where does she go?
Read a description of the queens day from http://www.royal.gov.uk/HMTheQueen/DayInTheLife/Queensworkingday.aspx or watch
http://www.youtube.com/watch?v=wzYFnG0SszQ
(NB video quality is poor)
Pupils work in pairs to arrange a series of pictures and or sentences in the correct order to describe a typical day in the Queen’s life, then make fours to tell the story
of her day to another pair.
30
60 mins
English Lesson 9/20
Objectives:
I am learning to:
− scan a text to find specific information
Outcomes:
Pupils will:
− scan read a text for specific information to help
them answer questions
− work in a small group to devise answers to the
questions
Success Criteria:
Remember to:
− read the passage through together first
− read the question carefully
− scan the text for particular word or phrase to find
the information I need
Shared read ‘Who is Queen Elizabeth II?’ Use the first paragraph and sample questions onscreen as a whole class teaching example. Model how to scan through
chunk of text looking for a key word or phrase, explaining how you hold the word(s) in your head, imagining you are seeing it to make it ‘jump’ at you from the page.
Introduce other words or phrases for the pupils to scan for and see whether the word(s) jump out at them. Your better readers may be doing this already without
knowing that it has a name and is an important reading skill. Your weaker readers might be able to experience the ‘jump’ by scanning an onscreen class list for their
own name. Divide the class into mixed-ability threes, ensuring each group has at least one stronger reader. Give each group a copy of the text on paper and
distribute the questions around the groups. Have pupils record their best joint answer underneath the question.
31
60 mins
Objectives:
I am learning to:
− use spoken language to develop my understanding
Outcomes:
Pupils will:
− share answers to questions
− compose a sentence in response to what they have
learnt
− carry out further research on their subject
Success Criteria:
Remember to:
− use a sentence opener to help me say what I think
− scan for the information I want to find
Rotate the threes around the group work stations to read each others’ questions and answers from yesterday. This allows them to share all the work the class has
done without it being mediated through the teacher.
Ask pupils to consider which of the facts they learned from their own or others’ answers was the most impressive/unexpected/amusing. Have them orally compose
and share a sentence about it. Give them an oral sentence opener to build on, e.g.
‘I was impressed/amused/surprised to learn that the Queen….’
The pupils should by now have a good idea about who the queen is, where she lives and what she does (they will also have been gathering information about her life
in their History lessons), nest week they are going to begin writing their own biographies/reports on the life of Queen Elizabeth II and should spend the rest of this
lesson researching further detail.
32
60 mins
Objectives:
I am learning to:
− ask questions and use a non-fiction book to find the
answers
Outcomes:
Pupils will:
− carry out research on a subject
− write down important facts
Success Criteria:
Remember to:
− scan the text to find answers to my questions
− write down what I have learned in a few words to
help me remember
This week pupils are going to be writing a short biographical report on the life of Queen Elizabeth II. Explain to pupils that a biography is a factual account of a
person’s life written in chronological order. Read pupils a biography of Queen Victoria suitable for their age
rd
(try http://www.ducksters.com/biography/women_leaders/queen_victoria.php) and ask them to think about what they notice (time order, dates, 3 person).
Give pupils further suitable biographies to read in pairs.
60 mins
Objectives:
I am learning to:
− make notes to prepare for writing
Outcomes:
Pupils will:
− write a list plan for their writing
Success Criteria:
Remember to:
− write down what I have learned in a few words to
help me remember
Remind pupils of the biographies they read yesterday. Ask them to think about what we already know about Queen Elizabeth II (remind them to use the timeline and
their answers from the comprehension exercise.) They could also watch videos and read information from
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/elizabeth_ii/
Ask pupils to suggest some important events they should include in their reports. Compile a list ensuring that pupils understand the importance of keeping them in
time order. Explain to pupils that they do not have to include everything; just the most important things.(birth, marriage, coronation, family, jubilee). Pupils should then
compile their own lists with the relevant dates to be used as a plan for their biographies.
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60 mins
Objectives:
I am learning to:
− write about real people and events
Outcomes:
Pupils will:
− write their own introduction
Success Criteria:
Remember to:
− use my plan and my teacher’s modelled text to help
me write my own
Pupils should now have a list of events and dates that they are going to write about. Look again at the biography of Queen Victoria and ask pupils to think about the
language used. Ensure that all pupils understand that they should write in the third person. Model writing the opening paragraph to the toolkit, choosing a similar but
different subject; perhaps another contemporary or recent reigning female monarch, e.g. Queen Margarethe II of Denmark; Queen Beatrix of The Netherlands, which
should introduce the subject and explain who she is. Pupils should then begin to write their own opening paragraphs.
60 mins
Objectives:
I am learning to:
Outcomes:
Pupils will:
− research some unusual facts to include in their
writing
Success Criteria:
Remember to:
− use question and answer to write down my special
fact
Explain to pupils that something that can be included in biographies to make them more interesting are some ‘Did you know?’ questions that tell the readers some
interesting, funny or unusual facts. (for example before the Queen’s coronation she used to practise wearing her crown when giving her children a bath!)
http://www.anagrammy.com/misc/queen.html has some great information. Pupils should then chose and write some Did you know? Facts ensuring the correct use of
punctuation.
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60 mins
Objectives:
I am learning to:
− identify key features of a text
− use connectives to hold my text together
Outcomes:
Pupils will:
− contribute to a shared ‘toolkit’ of features
− write their own information text
Success Criteria:
Remember to:
− use time connectives to join my writing up
− use my teacher’s model to help me write my own
Explain to pupils that the information in their biographies should be linked together using time connectives. Ensure that all pupils know what these are hunting the
original or similar text onscreen as a shared read, highlighting the time connectives. These can pop up at the beginning, within or at the end of sentences and may be
single words or phrases, e.g. after the war; during her tour of Australia; before the coronation ceremony. Model how to use these to link the ideas within their writing
together. Compile a checklist of the features the pupils need to include.
Time order
Third person
Key dates
Time connectives
Pupils complete writing their own biographies of Queen Elizabeth II and peer assess them with partner using the toolkit and response sandwich
60 mins
Objectives:
I am learning to:
Outcomes:
Pupils will:
− write an invitation to a party
Success Criteria:
Remember to:
− use everything I learned when we wrote invitations
to the Prince’s Ball
This week the pupils will begin their preparations for the Unit conclusion street party. This will begin with writing invitations to parents/other classes asking them join
the party. This is a good at a distance assessment opportunity that will allow the teacher to see how much the pupils remember from earlier in the Unit. Therefore
give pupils minimum input into the writing task but ensure they are aware of the correct information to use about date time and venue.
35
60 mins
Objectives:
I am learning to:
− say what I want to write ahead of writing it
− use my teacher’s demonstration to help me create
my own presentation
Outcomes:
Pupils will:
− choose a party game and explain how it is played
Success Criteria:
Remember to:
− work with my group, listening carefully to others’
ideas and suggesting my own
Watch the video clip about street parties from the launch lesson again and ask pupils to think about which games or races they would like to play at their party.
Ensure pupils choose a traditional game or race and discuss with them how they can ensure that everybody know how to play them or what to do. Model describing
and giving instructions for playing one of the games. NB, the game you demonstrate with is then off-limits to the pupils, so ask them to nominate their preferred
game and choose a leftover one that you know well. Teacher demonstrations should always be ‘similar but different’, so pupils can learn from watching and
evaluating but cannot merely copy your demonstration. Pupils work in small groups preparing a short oral description of the game and instructions for playing it. Have
pupils listen to each other carefully and evaluate how successful they are, i.e. would someone who has never seen or played the game be able to join in confidently
when it was being played after hearing the description and explanation?
60 mins
Objectives:
I am learning to:
− write simple instructions independently
Outcomes:
Pupils will:
− demonstrate what they know about writing
instructions by producing a set unaided
Success Criteria:
Remember to:
− use everything I know about instructions to help me
write my own without help
− use the ideas from yesterday’s discussion to help
me write instructions
Over the last 2 terms pupils have had several opportunities to write instructions for various things. This lesson should be used as a distance assessment opportunity
to allow the children to build on the work they did yesterday by turning their verbal discussion in to written instructions. Limited direction should be given to the pupils
and no teaching input.
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60 mins
English Lesson 19 & 20
Objectives:
I am learning to:
− write simple persuasive and information texts
− participate in presentations
Outcomes:
Pupils will:
− produce further invitations, posters or menus for the
party
− prepare their non-fiction texts for presentation
Success Criteria:
Remember to:
− use enticing words to make the reader want to
come to the party
The next two lessons should be used to prepare for the street party. Pupils can make posters to advertise the event, personalised invitations to send, menus for the
party tea and prepare recitals of their biographies.
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Mathematics Lesson Plans
60 mins
Using and Applying linked Maths Lesson 1/4 (links to Geography lesson 1)
Objectives:
I am learning to:
− solve simple problems involving addition
Outcomes:
Pupils will:
− use the correct operation
Success Criteria:
Remember to:
− check if I have all the solutions
− use a suitable method
− check if the answer is sensible
You are going to design your own flag.
The flag has just 3 vertical sections of the same size.
You can only use the colours red, blue and yellow in your flag, but you can use the same colour more than once in a flag design.
How many different flags can you design? How will you record your answers?
(Possible answers:
RRR, RRB, RRY, RBB, RBY, RYY, RYB,
BBB, BBR, BBY, BRR, BRY, BYY, BYR
YYY, YYR, YYB, YRR, YRB, YBB, YBR = 18 different designs)
Red cloth costs £25 per section
Blue cloth costs £15 per section
Yellow cloth costs £8 per section
Work out the costs of each of your flag designs.
A flag with a red section, a blue section and a yellow section would cost
£25 + £15 + £8 = £48
Use equipment as needed to support with this.
Which of your flags is the cheapest?
Which is the most expensive?
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60 mins
Using and Applying linked Maths Lesson 2/4 (links to English lesson 8)
Objectives:
I am learning to:
− tell and write time to the nearest 5 minutes
− calculate and compare intervals of time
Outcomes:
Pupils will:
− read and record times
− work out intervals of time
Success Criteria:
Remember to:
− read and write times correctly
− use 60 minutes in an hour when working out time
Use your timetable of a day in the life of the Queen
What is the Queen doing at 10.30am?
What is she doing at quarter past 3?
What is she doing at quarter to 7 in the evening?
How long does the Queen spend at each item on the timetable?
What activities is she doing for longer than 1 hour?
Are there any activities that last for less than half an hour?
What does she spend longest doing?
What does she spend least time doing?
If you had to fit in 30 minutes for ‘tea with the Bishop of Canterbury’ and 45 minutes for ‘the opening of St Michael’s bridge’ where would add these to your timetable
for the day. Adjust your timetable times to allow for these two added events.
39
60 mins
Objectives:
I am learning to:
− solve problems involving addition and subtraction
Outcomes:
Pupils will:
− use the correct operations
Success Criteria:
Remember to:
− check if I have as many solutions as possible
− check my calculations are correct
Queen Victoria became the Queen of England in 1837.
Queen Elizabeth II became the Queen of England in 1953.
Using the eight numbers 1, 8, 3, 7, 1, 9, 5 and 3 what total will you make if you add all 8 of these digits together? (37)
Using just the eight numbers 1, 8, 3, 7, 1, 9, 5 and 3 what different totals can you make using just addition and subtraction? For example:
1=9–8
2=5–3
5=3+1+1
9=8+7-5
You can use 1 and 3 twice as you have two of each of these in the list of eight numbers. You can only use the other values once in each calculation.
Can you make all the values from 1 to 37?
Which numbers can you make in lots of different ways?
40
60 mins
Using and Applying linked Maths Lesson 4/4 (links to end of Unit celebration)
Objectives:
I am learning to:
− solve mathematical problems
Outcomes:
Pupils will:
There is bunting at the street party. It has red flags, blue flags and white flags on it.
There are a total of 15 flags.
There are two more red flags than blue flags.
There are four less white flags than red flags.
How many of each flag are there?
Show you working out and explain your answer clearly.
Can you make up your own problem like this?
Success Criteria:
Remember to:
− check if my solution solves the question asked
41
History Lesson Plans
60 mins
History Lead Lesson 1/4
Objectives:
I am learning to:
− compare the lives of Queen Victoria and Queen
Elizabeth II
− explain how everyday objects changed and new
inventions were made during their reigns
Outcomes:
Pupils will:
− compare two events and notice the similarities and
differences
Success Criteria:
Remember to:
− watch the video clips carefully
It would be helpful to have a time line already on the wall in the classroom so that children can add important dates to it during this topic
Show pupils a picture of Queen Victoria as the young queen and another of her at the end of her reign. Ask them to tell you who they think she was and what type of
person she was. How can they tell? Then show the pupils 2 pictures of Queen Elizabeth II at similar ages and ask the same questions. Explain that these are both
very famous queens of England who reigned for a very long time and that both celebrated their Diamond Jubilee (make sure all children know that this
commemorates 60 years). Some children may have attended celebrations for Queen Elizabeth’s Diamond Jubilee and could share their experiences. Queen
Elizabeth II is actually Queen Victoria’s great-great, grand-daughter.
On the time line add the following information
Date Queen Victoria was born (24.05.1819)
Date she became Queen (20.06.1837 coronation 28.06.1838)
Date of her Diamond Jubilee (22.06.1897)
Date that she died. (22.01.1901)
Date Queen Elizabeth was born (21.04.1927)
Date she became Queen (06.02.52 coronation on 02.06.53)
Date of her diamond jubilee 05.06.13
Show pupils a video clip from http://www.queen-victorias-scrapbook.org/contents/8-2.html of Queen Victoria’s diamond jubilee celebrations and another clip of Queen
Elizabeth’s from http://www.telegraph.co.uk/news/uknews/the_queens_diamond_jubilee/9311572/Million-cheer-Queens-Diamond-Jubilee-carriage-processionthrough-London.html
Ask them to watch closely and try to identify the things that are the same and different about the processions. Some children will talk about the differences between
the two films e.g. black and white, sound etc which is important but not at this point, so try and get them to think about the processions ( and the people watching
them) themselves.
Give pupils photographs of each procession and ask them to list the similarities and differences.
42
60 mins
History Lesson 2/4
Objectives:
I am learning to:
− compare the lives of Queen Victoria and Queen Elizabeth II
− explain how everyday objects changed and new inventions
were made during their reigns
Outcomes:
Pupils will:
− order new inventions and developments
in technology
Success Criteria:
Remember to:
− think about the differences in the videos and
explain what had changed
Both Queen Victoria and Queen Elizabeth have reigned for a very long time and seen some amazing changes through their life time. Show pupils some pictures of
everyday objects and ask them to guess if they had been invented in Queen Victoria’s time or Queen Elizabeth’s. Include items such as a computer, telephone,
mobile telephone, car, camera, aeroplane, train (steam and diesel), television. After they have guessed show pupils the dates the items were invented and ask them
to put them in the correct place on the time line.
60 mins
History Lesson 3/4
Objectives:
I am learning to:
− understand who rules our country
Outcomes:
Pupils will:
− carry out mock elections
Success Criteria:
Remember to:
− listen to what the candidates say
− make my choice sensibly
− keep my vote secret
Why do we have a queen? Although the Queen is ruler of this country she has very little real powers as she leaves the ruling of the country to something called the
parliament. Parliament is made up of 650 members led by the Prime Minister (some children may know the Prime Minister’s name). Citizens of the United Kingdom
aged over 18 can vote for who should make up the parliament. The parliament can then make or change the laws of the country and other important decisions.
The Queen and other members of the royal family still play an important part in our country including supporting many charities.
Ask pupils to think about how decisions are made in your school? Do you have a school council?
Get pupils to hold a class election. . Choose 1 child to be Queen and 1 child to be prime minister. Ask 2 or 3 pupils to pretend to be members of parliament who
want to be elected. Give each of them a realistic suggestion to offer the class that will improve pupils lives e.g. being able to sit with friends during lessons, having a
football out at playtime, etc then ask them to try and convince the other pupils that their idea is the best and they should vote for them. Explain that everybody has
one vote and that the ballot will be secret. After the votes have been counted the elected MP will have to take his idea to the Prime Minister who will then have to go
and tell the Queen.
43
60 mins
History Lesson 4/4
Objectives:
I am learning to:
− understand the importance of ceremonial events in
a country’s history
Outcomes:
Pupils will:
− write imaginary diaries for a child in the crowd at a
coronation or jubilee celebration
Success Criteria:
Remember to:
− use all my senses and explain what I can see, hear,
smell
One of the Queen’s most important roles is a ceremonial one. Lots of people all over the world like to watch the Royal Family when they carry out traditional
ceremonies such as The Trooping of The Colour which takes place every year on the Queen’s official birthday. The biggest celebrations that have taken place in the
Queens’ reigns are their coronations (when they were crowned) and their diamond jubilee celebrations. Using video clips and other resources from
http://www.queen-victorias-scrapbook.org/index.html and http://www.royal.gov.uk/hmthequeen/hmthequeen.aspx (this could also be supported by a teacher taking
the role of one or both of the queens and ‘hot-seating’ while the pupils ask questions about what each event was like.) ask children to write a short diary entry
imagining they were in the crowd at one of these events. What could they see? What could they hear? How did they feel?
44
Geography Lesson Plans
60 mins
Geography Lead Lesson 1/4
Objectives:
I am learning to:
− name and locate the four countries that make up the United
Kingdom
− understand why the Union Jack looks the way it does
Outcomes:
Pupils will:
− find the countries on a UK map and name
their capital cities
Success Criteria:
Remember to:
− choose a different colour for each country
− copy the flags carefully
Show the pupils a picture of (or real) Union Jack flag and ask them to say what they know about it. Explain to pupils that it is made up of 3 other flags (Scotland,
England and Northern Ireland) explain to pupils that although Wales is considered a country it is actually a principality so its flag is not included. Show pupils what the
individual flags look like and how they are blended together to make The Union Jack.
Show pupils a map of the UK and ask them to identify where the 4 countries are. Ask them if anybody can remember what the capital cities are. Give pupils blank
maps and ask them to colour the countries in different colours to represent their flags and to write on the names of the capital cities.
Pupils could also make the different flags and label them with their correct names.
60 mins
Geography Lesson 2/4
Objectives:
I am learning to:
− name and locate the world’s seven continents and 5 oceans
− understand in simple terms what the British Empire was
Outcomes:
Pupils will:
− know which parts of the world used to
belong to the British Empire
Success Criteria:
Remember to:
− look carefully at the list of countries
− tick off each country as I colour it in
When Queen Victoria was on the throne, Britain was part of a large empire made up of other countries that were ruled by Great Britain. Show children a map of the
world and show them the countries that made up the Empire. In pairs or small groups give pupils a list of the major countries that belonged to the Empire and ask
them to find them on labelled world map. Ask them to colour in each country so that they can see how big the British Empire was.
45
60 mins x 2
Geography Lesson 3 & 4/4
Objectives:
I am learning to:
− research information about Commonwealth
countries
Outcomes:
Pupils will:
− find out 5 facts about other Commonwealth
countries that the Queen also reigns over
Success Criteria:
Remember to:
− write down what I find out in a numbered list
Explain to pupils that some people were not happy about being part of the Empire and wanted to govern their own country. These countries were granted something
called Independence and formed their own government. However the Queen is not just the Queen of the United Kingdom but also something called the
Commonwealth which is made up of some former Empire countries.
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/commonwealth/newsid_1834000/1834438.stm
In pairs or small groups ask pupils to find out 5 geographical facts about one of the major Commonwealth countries.
46
Music Lesson Plans
In this Unit pupils will listen to recorded music played/sung at the coronation of both Queen Victoria and Queen Elizabeth II and to music which has been composed
especially for royal celebrations. They will learn to sing a selection of patriotic songs and will perform these at their street party.
Resources required:
Recordings of music which has been played at coronations and on special occasions such as the Diamond Jubilee e.g.
• ‘Zadok the priest’ – Handel (this featured at both coronation ceremonies)
• ‘I was glad’ – Simon de Baat (this was also performed at both ceremonies)
• ‘Elgar – ‘Pomp and Circumstance no.1’
• ‘Imperial March’ – Elgar (composed for Queen Victoria’s diamond jubilee)
• Songs from the big Diamond Jubilee concert (there is lots of footage of this on the internet too)
You may also want to use recordings of the patriotic songs suggested below, especially with orchestral accompaniments if possible.
60 mins
Music Lead Lesson 1/4
Objectives:
I am learning to:
− consider the music and instruments suitable for a
coronation ceremony
− listen carefully to coronation music and consider its
features
Outcomes:
Pupils will:
− discuss coronation ceremonies and the music
suitable for one
− consider the songs associated with a coronation
ceremony
Success Criteria:
Remember to:
− contribute ideas to discussions about coronation
music
− consider how a procession moves to coronation
music
Discuss what a coronation ceremony is with pupils. Enhance the learning with photographs and footage to be found on the internet if possible.
Consider the sort of music pupils might expect to be performed at such an event.
Questions to consider:
Where did the coronations take place?
What sort of music would be chosen for the Abbey?
How would the procession move down the aisle- slowly / quickly?
What sort of instruments would be used to announce the arrival of someone as important as the Queen? Why would we choose these instruments?
Once lots of ideas have been suggested play pupils one of the coronation recordings you have found. Handel’s ‘Zadok the priest’ This piece of music was played at
both the coronation ceremonies of Queen Victoria and Queen Elizabeth II. Does the music feature any of the suggestions from the children as to what they expected
to hear at the ceremony? Look at the chosen instruments, the words, and the size of the choir.
Ask a group of pupils to be the procession and to walk as the music plays. How do they move- slowly/ stately / elegantly etc?
47
Explain that occasions like the coronation are often very patriotic – when we feel proud to be here in Britain. Do the children know any songs which are very much
associated with such occasions? Some suggestions may include:
God save the Queen
Land of Hope and Glory
Rule Britannia
Jerusalem
Sing – Gary Barlow
Explain that as part of the street party celebration pupils will be learning and performing a selection of songs from the list that has been created. These can be old
and new!
48
60 x 3mins
Music Lesson 2 - 4/4
Objectives:
I am learning to:
− listen to a piece of music and consider its features
and why it was chosen for an event
Outcomes:
Pupils will:
− listen to a piece of music and consider why it was
chosen/composed for an event
− learn to sing songs suitable for a street party
− learn to sing and perform well as a choir
Success Criteria:
Remember to:
− stand properly and use clear diction when singing
− listen carefully to advice and make improvements in
my singing
At the start of each lesson begin with a recorded piece of music from your selection for pupils to listen to. Consider why the piece was chosen/composed for the
event. If you are listening to pop songs think about why that artist may have been invited to perform. Think about instruments used, voices, when it was written etc.
Try to vary between old and new / orchestral, electronic etc.
With pupils, choose which recorded music they would like to have at their own street party. It may be from the list or may be new ideas from them to add to the
celebratory and patriotic atmosphere.
Focus on learning the songs to be performed at the street party.
As always, encourage good singing and always warm up first!
Points to work on:
• Good posture – standing tall but relaxed with shoulders down
• Take a good breath in well before starting to sing – work on the beginning a few times to ensure this is happening
• Singing as a choir – no-one louder than the rest – but really blending together.
• Try out some solo spots
• Clear diction – can all the words be heard? Are all the word endings there? Ask a pupil to be a spotter by sitting/standing with their back to the group and
spotting which words need to be clearer.
• Record the class in rehearsal and discuss things that sound good / things that need improving
• Watching the conductor or leader – pupils can be the leaders / conductors
• Bring the words to life with actions
• Are pupils’ faces reflecting the mood of the song? Again invite a pupil to be a spotter for this
As well as performing at the street party film and record pupils singing the songs they have learned. Compare the recordings made in rehearsal and discuss what
improvements have been made.
49
Art and Design Lesson Plans
60 mins
Art and Design Lead Lesson 1/4
Objectives:
I am learning to:
− understand what a portrait is
− think about different kinds of portraits
− appreciate different portraits of Queen Elizabeth II
Outcomes:
Pupils will:
− be introduced to what a portrait is/can be
− look at various portraits of the Queen
− discuss the types of portrait and voice their own
opinions
Success Criteria:
Remember to:
− find out what a portrait is or can be
− know about some of the different types of portraits
there are
− discuss the kinds of portraits with my group
Resources required:
• National Portrait Gallery Portraits for children web page-see resources
• Images of chicken wire portraits-see resources
• Large printed images of images of portraits of Queen Elizabeth II for each group(see attached sheet)
Whole class
Introduction to portraits- show the National Gallery website recommended and go through the animation with the pupils.
Afterwards ask them to explain to each other what a portrait is in small groups.
Next show the images of 3D chicken wire portraits- do portraits always have to be 2D?
Show the Picasso portrait of ‘Girl with Red Beret.’ Identify he has painted her both from the front and the side and put them together.
In groups
Ask the pupils to look at the famous portraits of Queen Elizabeth II from the recommended list.
How do they think are the portraits were made?
What materials/equipment did the artist use?
Look at the person in the picture:
Where are they?
What mood are they in?
What objects are there?
What sort of person are they?
How old are they?
Which ones do they like and why?
Do we all have to agree with each other?
Acknowledge different tastes and interests
What are they wearing?
Where are they?
Identify that there are paintings, prints, photos, 3D recycled materials.
Discuss why the Ralph Heimans portrait was damaged by someone spray painting on it
Explain the pupils will be making portraits of each other next time.
How are they feeling?
How do they make you feel?
Why do we make portraits?
Which ones do they not like and why?
50
90 mins
Objectives:
I am learning to:
− draw images of other people
− look at the person as I draw
− use different materials to draw with
− try different techniques to draw
− draw from the front and from the side
Outcomes:
Pupils will:
− draw several portraits of each other, some side,
some front
− use a variety of materials for mark making
− use different techniques to learn to look and draw
− evaluate the outcomes of their own and other’s
drawings
Success Criteria:
Remember to:
− keep looking while I draw
− draw some from the side
− draw some from the front
− try the different tools
− try the different techniques
− be willing to ‘have a go’
Resources required:
• A3 paper -several for each pupil
• Scrap paper
• Graphite, pencils, felt pens, oil pastels, charcoal
• Objects children can hold as they pose (large ball, umbrella, scarf, broom, hat, sit on chair, etc.)
• Work on a large tarpaulin on the floor (hall or classroom as appropriate)
Whole class
Explain they are going to draw each other trying out different techniques and learning to look carefully.
Ask children to take it in turns to pose for 2-4 minutes – two at a time works well to avoid feeling alone up there.
The artists have to work quickly!
Pupils work on the floor and draw one of the pupils posing.
1. Look up at the model and draw them in graphite or soft pencil without looking at the paper- ask them to notice whether they are drawing the person from the front,
side or back
2. Draw a model without taking the felt pen off the paper- continuous line drawing
3. Show pupils how to make a charcoal palette by rubbing charcoal onto a scrap of paper until it is dense and dark. Then use a finger to ‘paint’ with. Fingers are
sensitive to pressure and making marks. Show how to make darker and lighter tones. Pupils sit opposite a partner and draw each other’s face with the charcoal on
their finger
4. Use oil pastels to draw a model- watch that their heads keep looking up to look and down to draw
Plenary
Ask pupils to lay out their pictures beside each other and then walk around the room looking at what everyone has achieved.
Ask pupils to give positive comments or friendly criticism about another pupil’s work-they can’t comment on a pupil who has already had comments-must be someone
new.
51
120 mins
Objectives:
I am learning to:
− think about the frames around pictures
− know some of the different kinds of frames possible
Resources required:
• Sketch books/pencils
• Internet search for ‘picture frames’ images
• Pictures with frames that you have in school
• Patrick Woodroffe frame
• Robert Bradford frame
Outcomes:
Pupils will:
− learn about and consider the frames used on
pictures
− design and make a frame for their own portrait
picture
Success Criteria:
Remember to:
− notice how the frame changes a picture
− design a frame that I think is good for my portrait
picture
• Vince Bevan Frame
• Gold/Silver/colour paints/brushes
• Strong card larger than A3 for each pupil 20 cm larger in each direction to create a 10cm frame when the
picture is placed on it.
• Small recycled objects, dried pasta
• PVA glue
Whole class
‘The frames chosen and in some cases designed by many of the great masters are an integral and essential part of the artwork.’ Brian Stewart, Falmouth Art Gallery
The pupils are going to create their own frame for one of their portraits. Ask pupils to make visual notes in their sketch books of any ideas they have while you are
showing them different kinds of frames.
Show the internet search for picture frames and discuss what different types they can see.
What are they made of?
Are they large or small?
Is the frame for pictures important?
Should it be fun? Boring? Dull? Exciting? Small, large?
Look at the unusual frames made by Patrick Woodroffe Robert Bradford & Vince Bevan.
How would you like to frame one of your portrait pictures? Ask pupils to choose one of the portraits they drew last time, so they can frame it.
Show the pupils how to lay their chosen portrait onto the card and draw around it with a ruler (the picture can be stuck straight on, but could be damaged while the
frame is decorated).
Show how the frames can be decorated with lots of objects by sticking them on with PVA
Ask the children to lay out objects on their frame to create the shapes/patterns they want. Remind them to use any ideas they want to use from looking at the frames
you showed them.
When they have planned it all they should use PVA to stick the objects onto the card.
Leave to dry for next time.
52
90 mins
Objectives:
I am learning to:
− think about the frames around pictures
− know some of the different kinds of frames possible
Outcomes:
Pupils will:
− learn about and consider the frames used on
pictures
− complete a frame for their own portrait picture
Resources required:
• Gold/silver/colour paints
• Brushes
• Examples of a pencil drawing and an oil pastel drawing
• Several painted card frames to place over the drawings – (eg gold, silver, red, pale brown)
Whole class
Ask pupils to think about the colour/s that they might paint their frame.
What will a bright colour be like?
What will gold or silver do to the picture?
Would a dull colour be right?
Show the example frames and try each one on the pictures. Which do they think works best? Why?
Individually
Each pupil will choose a colour to paint their frame with. One or two might use more than one colour.
When the frames are painted and dry the drawings can be placed back in the frames and stuck down.
The class should then have an exhibition of their work and celebrate their achievements.
Success Criteria:
Remember to:
− design a frame that I think is good for my portrait
picture
− paint my frame in a colour I have chosen carefully
53
Unit Conclusion
Objectives:
I am learning to:
− organise activities for, and participate in, a street
party
Outcomes:
Pupils will:
− participate in a street party
− play games they have planned and wear hats and
display flags they have made
Success Criteria:
Remember to:
− participate in activities sensibly
− enjoy the celebration!
Street Party!
The pupils conclude this Unit by having a street party style celebration for a real or imaginary royal event. If the weather allows tables should be set up outside and
decorated with red white and blue. Pupils can play the games they have described in their English lessons, wear the hats they made in art and wave the flags they
created in geography.
54
Parent Support Activities
• Encourage your child to watch TV news or look at newspapers if there are any items about the Royal Family
• Discuss the role and activities of the Royal Family
• Discuss the changes that have taken place during the reign of Elizabeth II and the inventions that have been made
• You could discuss what home life was like for children (and the age at which children were sent out to work) in the Victorian era and compare that with home life
today.
• To help your child prepare for the end of Unit celebration you could discuss what a street party is and the types of events they celebrate and activities that might
take place
55
Standalone Mathematics
Within this Unit the following programme of study (PoS) statements are addressed:
Pupils should be taught to:
• count in steps of 2, 3, and 5 from 0, and count in tens from any number, forward or backward
• recognise the place value of each digit in a two-digit number (tens, ones)
• identify, represent and estimate numbers using different representations, including the number line
• compare and order numbers from 0 up to 100; use <, > and = signs
• read and write numbers to at least 100 in numerals and in words
• use place value and number facts to solve problems
• solve simple one-step problems with addition and subtraction:
o using concrete objects and pictorial representations, including those involving numbers, quantities and measures
o applying their increasing knowledge of mental and written methods
• recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
• add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
o a two-digit number and ones
o a two-digit number and tens
o two two-digit numbers
o adding three one-digit numbers
• show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
• recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems
Measurement (time)
• compare and sequence intervals of time
• tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
• know the number of minutes in an hour and the number of hours in a day
56
Children can read and write numbers to at least 100 in numerals and word. They understand place value of tens and ones in two digit numbers. They understand
the use of 0 as a place holder in multiples of ten.
Children count a set of objects by grouping them into twos, fives or tens. They build on this experience to make sensible estimates of sets of objects, explaining
their decisions. They compare numbers up to 100 using < , > and = symbols. Children order a set of two-digit numbers, such as 52, 25, 5, 22, 2, 55. They explain
their decisions. They partition two-digit numbers in different ways.
Children continue to extend their knowledge and use of number facts, and use partitioning and number bonds to add and subtract numbers mentally to answer
questions such as 60 –  = 52 or 35 = 20 + . They make jottings where appropriate to support their thinking
Children describe patterns in the sequences they generate when they count on or back from any two- or three-digit number in steps of 1, 2, 3, 5 and 10. For
example, they recognise that when they count in twos the numbers are all odd or all even, whereas when they count in fives the numbers are odd, even, odd etc.
They find missing numbers in simple sequences, for example:
, 48, 51, 54, , 60,
Link to Inspire Unit ‘National Celebration’ – Two Queens’ 4/4
There is bunting at the street party. It has red flags, blue flags and white flags on it.
There are a total of 15 flags.
There are two more red flags than blue flags.
There are four less white flags than red flags.
How many of each flag are there?
Show you working out and explain your answer clearly.
Can you make up your own problem like this?
Children use addition and subtraction facts to 20 fluently. They use these to derive and use related facts to 100.
9 + 11 = 20, so 19 + 11 = 30, 29 + 11 = 40.
4 + 5 = 9, so 14 + 5 = 19 and 40 + 50 = 90.
They use known addition facts to check subtraction calculations and vice versa.
They can add and subtract use objects, representations or mental methods a two digit number and ones, a two digit number and ones, two two-digit numbers, three one
digit numbers. Children apply their knowledge to solve problems using addition or subtraction such as:
Amit spent 24p. He spent 8p more than Amy. How much did Amy spend?
Class 2 has 30 children. If there are 17 boys how many girls are there?
Emma went into a shop at 10:30. She came out at 11:15. How long was she in the shop?
57
Link to Inspire Unit ‘National Celebration’ – Two Queens’ 3/4
Using the eight numbers 1, 8, 3, 7, 1, 9, 5 and 3 what total will you make if you add all 8 of these digits together? (37)
Using just the eight numbers 1, 8, 3, 7, 1, 9, 5 and 3 what different totals can you make using just addition and subtraction? For example:
1=9–8
2=5–3
5=3+1+1
7=9+3-5
You can use 1 and 3 twice as you have two of each of these in the list of eight numbers. You can only use the other values once in each calculation.
Can you make all the values from 1 to 37?
Which numbers can you make in lots of different ways?
Children identify appropriate operations and explain and record their calculations in number sentences. They write their own word problems to match a given
calculation such as 72 – 45. They work individually and in pairs to solve problems and puzzles involving understanding of numbers and operations, for example:
Use 1, 4, 5 and +, –, =.
How many different answers can you make?
Pupils explore practically to find out that addition of two numbers can be done in any other, nut subtraction cannot.
Link to Inspire Unit ‘National Celebration’ – Two Queens’ 1/4 (links to geography lesson 1)
You are going to design your own flag. The flag has just 3 vertical sections of the same size.
You can only use the colours red, blue and yellow in your flag, but you can use the same colour more than once in a flag design.
How many different flags can you design? How will you record your answers?
(Possible answers:
RRR, RRB, RRY, RBB, RBY, RYY, RYB,
BBB, BBR, BBY, BRR, BRY, BYY, BYR
YYY, YYR, YYB, YRR, YRB, YBB, YBR = 18 different designs)
Red cloth costs £25 per section
Blue cloth costs £15 per section
Yellow cloth costs £8 per section
Work out the costs of each of your flag designs.
A flag with a red section, a blue section and a yellow section would cost
£25 + £15 + £8 = £48
Use equipment as needed to support with this.
Which of your flags is the cheapest?
Which is the most expensive?
58
Measurement of time
Children read time to five minutes, including quarter past/to on an analogue clock. They draw the hands on a clock to show significant times such as quarter past
5, five past 9, 10 to 12. They know what they are doing at key times in the day, and find time intervals. For example, they find how long they have been out at play
using a clock face to help them to count in steps of 5 minutes. They use the clock face to explain how they work out time intervals. They order times and compare or
sequence time intervals.
Children recall that there are 60 minutes in an hour and 24 hours in a day. They solve problems like:
It is 10 past three, how long until 4 o’clock? John sleeps for 10 hours of the day, how many hours is he awake?
Link to Inspire Unit ‘National Celebration’ – Two Queens’ 2/4 (links to English lesson 8)
Use at your timetable of a day in the life of the Queen.
What is the Queen doing at 10.30am?
What is she doing at quarter past 3?
What is she doing at quarter to 7 in the evening?
How long does the Queen spend at each item on the timetable?
What activities is she doing for longer than 1 hour?
Are there any activities that last for less than half an hour?
What does she spend longest doing?
What does she spend least time doing?
If you had to fit in 30 minutes for ‘tea with the Bishop of Canterbury’ and 45 minutes for ‘the opening of St Michael’s bridge’ where would add these to your timetable
for the day. Adjust your timetable times to allow for these two added events.
59
Queen Elizabeth II Comprehension Questions
(Please differentiate as appropriate)
1.
What were the Queen’s parents called?
2.
When and where was she born?
3.
The Queen did not go to school. Who taught her instead?
4.
What sort of things did she learn when she was a girl?
5.
How many children does the Queen have and what are their names?
6.
Find two words from the text that describe the Queen’s coronation.
7.
Something special happened for the first time at the Queens’s coronation that allowed lots of people to watch the
ceremony. What was it?
8.
Who is the Queen’s heir? And what does this mean?
9.
How many years had the Queen been on the throne when she celebrated her Diamond Jubilee?
10. Name 2 ways that people celebrated her jubilee.
60
Queen Elizabeth II
The Queen is Head of State of the UK and fifteen other Commonwealth realms. The
elder daughter of King George VI and Queen Elizabeth, she was born in 1926 and
became Queen at the age of 25.
The Queen was born at 2.40am on 21 April 1926 in London. She was the first child of
The Duke and Duchess of York, who later became King George VI and Queen Elizabeth.
Princess Elizabeth didn’t go to school, she was taught at home with Princess Margaret,
her younger sister. She was given lessons by a governess, by her father and other
important people who helped to understand what she needed to do to be Queen.
Princess Elizabeth also studied art and music, learned to ride, and became a strong
swimmer.
The Queen is married to Prince Philip, Duke of Edinburgh and has four children and
eight grandchildren. The Queen and The Duke of Edinburgh celebrated their 64th
wedding anniversary on 20 November 2011.
Prince Charles, now The Prince of Wales, is their eldest son and heir to the throne,
which means he will be the next King. He was born in 1948, and his sister, Princess
Anne, now The Princess Royal, two years later. After Princess Elizabeth became Queen,
their third child, Prince Andrew, arrived in 1960 and the fourth, Prince Edward, in 1964.
On Wednesday, 6 February 1952, Princess Elizabeth’s father died and she became
Queen. The Coronation took place in Westminster Abbey on 2 June 1953. It was a very
serious and important occasion and lots of very important people from all over the world
were there. Crowds of people viewed the procession all along the route, despite heavy
rain. The ceremony was also broadcast on radio around the world and for the first time
on television.
Queen Elizabeth has been Queen for a long time now.
There were lots of celebrations all over the country to mark the Queen’s Diamond Jubilee
in June 2012. People held street parties, concerts and fetes to celebrate her 60 years on
the throne.
Fairy Tale Cards
Good
Bad
Magical
Not a fairy tale character
©Cornwall Learning Publications 2013 © Cornwall Learning
T: 01872 327900
[email protected]
Carew House, Beacon Technology Park, Dunmere Road, Bodmin, Cornwall, PL31 2QN
www.cornwalllearning.org

Unit: National Celebration – Two Queens Term: Summer 1 Year: 2

Transcription

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