English Plan – Term 2B Week 6

Year Group: 2 Term: 2 Subject: English SCF: Collaboration/team Unit/week Objective: Planning and writing Day Whole class learning Differentiated learning
work. Environmental a newspaper report about a real event. (review, teach, practise, apply, review and
Class: Marie Curie w/b: 18th Unit: awareness. National Curric Link : Writing reports about evaluate)
March 2018 Writing reports UAE Links: Dinsosaurs real events. Plan before writing. RESOURCES: iPads, pre-prepared questions Challenge: T
about real fossils found in the local Encapsulate ideas sentence by sentence. VOCAB: interview, reporter, quotes, verbatim, Group work
events. environment. Proof-read to check for errors. L2 HOTS: Why is it good to have quotes in TA
Day Whole class learning Differentiated learning newspaper reports? Why do reporters get into Using the iPads, chn listen to
(review, teach, practise, apply, review and evaluate) trouble if they make up what people have said? recording of interview and make Ind
RESOURCES: newspapers, pre-prepared newspaper reports, Challenge: Write at least 5 or 6 T What would make a good quote? notes on what was said. Choose
VOCAB: reporter, newspaper, report, chronological, quote, non- questions for the interview Lo – to use questioning techniques to gather quotes that can used in newspaper
L1 fiction using capital letters and TA information for a newspaper report and record Core: report and write word for word T
HOTS: What are newspapers used for? What other ways can we question marks. Chn need to the information in a meaningful way. what was said.
find out about what is going on in the world? What job does a think carefully about the Ind TA
reporter have? questions to ensure they get SC:
**1 hour lesson best information for their  ask questions that add context to a Ind
Lo – identify some features of a newspaper report and write questions newspaper report. For this newspaper report
using capital letters and question marks to obtain information for the Support: T
group, chn should be able to  take notes following an interview
report. be more specific about why  record a quote using speech marks
they are asking certain TA
SC Ind
questions and in what way
 know the purpose of a newspaper report
the information will be Using the questions chosen from L1, hold a Individual: T
 Discuss features of a newspaper report
 Ask questions that will give information that can be written into
useful for their report. T to short interview either with Mrs Mansbridge or
a newspaper report assess their understanding Mr Thomas. Put chn into groups of 4 or 5
during activity. before the interview and elect a team leader
Start by sending chn into small mixed ability groups to look at real Core: Write at least 3-4 questions T who will record the interview on an iPad to go
newspapers. After a few mins bring to carpet and ask them what do they for the interview using through when back in classroom so quotes can
notice about newspaper reports? How are they written? What features do capital letters and question TA be written.
they have? This week you are going to be reporters! marks. Chn need to think When back in class, demonstrate how speech
carefully about the questions Ind marks are used for quotes.
Explain that we will be writing a report about out Dinosaur fossil find and
to ensure they get best
we will interview a special guest – either Mrs Mansbridge or Mr Thomas.
information for their Mini plenary/plenary: (review, consolidate,
On the IWB have a pre-prepared newspaper report, Discuss the text type
with children; what do they notice about the layout? Discuss the headline; newspaper report. demonstrate, address mis-conceptions) TA
what is it for? What does it look like? Support: As a group, chn think of T Choose a “Quote of the day” – how could this
questions and TLA helps be displayed in your newspaper report? Ind
Shared reading; together, decode and read the news report. Use context them to build the sentence, TA Eg picture of Mr Thomas looking shocked and
and sounds for challenging words. hold the sentence and write Ind underneath in large bold writing “It was the
the sentence using capital biggest surprise of my life” says shocked and
Reading; in pairs or individually, children read (differentiated) newspaper letters and question marks. surprised Year Leader.
reports and decide which well-known story event it is reporting on.
Individual: Rafeeah Stu
Spot:
Encourage her offer ideas for ent
 Headline
questions and ensure she tea
 Punctuation
 What the story is about
keeps up with the rest of the che
 Witnesses (things people say who saw the event) group when writing out r
sentences.
Bring class back to carpet and discuss the witness reports. Why is it
important to have quotes in a newspaper report? What questions would
we ask Mrs Mansbridge or Mr Thomas about our epic fossil find?

Mini plenary/plenary: (review, consolidate, demonstrate, address mis-

conceptions)
Go through some of the questions and as a class, decide on the best
questions to ask our special guest.
Day Whole class learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: report skeleton on FC
VOCAB: reporter, newspaper, report, chronological,
L3 quote, non-fiction, alliteration
HOTS: Why should our newspaper report be exciting?
Why have big headlines? What other event in Brighton
College would make a good newspaper report?
Lo – To plan a newspaper report focussing on exciting
events and creating a headline that grabs the reader’s
attention.
SC:
 Plan a newspaper report using a skeleton
 Include most features of a newspaper report in
a plan
 Create a headline that grabs attention
Explain that Miss Parry will choose some of the
newspaper reports to put in the Falcon.
Show children a planning skeleton: Headline, What is the
exciting event (your opening sentence)? Where did it
happen? When did it happen? What happened? Why did
it happen? What did the witnesses say (Kelly or Sam).
Teacher models how to complete the planning skeleton.
Discuss headline – can chn use alliteration?
Mini plenary/plenary: (review, consolidate,
demonstrate, address mis-conceptions)
Refer to Challenge group’s ideas for layout of the final
report. Discuss what makes a good layout for a report.
Differentiated learning
Challenge: Children will use skeleton plan idea
(leave blank skeleton on board) to
create their own plan for
newspaper report. Once finished
they can plan their ideas for the
layout of their final report on A4
paper using real newspapers and
the example reports from L1.
Core: Children will use skeleton plan idea
(leave blank skeleton on board) to
create their own plan for
newspaper report. Supported by
TLA – ensure Haya, Tahnoon and
Freddie understand activity and
maintain focus.
Support: Supported by T, chn will create a
plan for a newspaper report as a
group on sugar paper. They can
write each stage onto post-it notes
and stick them onto the
appropriate bubble.
Individual:
Sofia M working with LSA. MTYT –
ask Sofia for her ideas and scribe
first one in bubble, then ask her to
write her next one and so on.
Day Whole class learning
(review, teach, practise, apply, review and
T evaluate)
RESOURCES: graphic organiser for LA, pre-cut
TA organisers for MA
L4 VOCAB: reporter, newspaper, report, deadline,
Ind chronological, quote, non-fiction
HOTS: Why should reporters stick to a deadline?
Lo – Write a newspaper report about an exciting
event that grabs the reader’s attention.
T level choice of words used.
SC:
TA  re-read my work making sure that it
makes sense.
Ind  use capital letters and question marks
 use my RWInc sounds to help spelling
 use neatest handwriting.
T them). Write newspaper report
Explain that today we need to write our news
TA reports for the fossil discovery – tomorrow is the
Ind deadline! That means by ***day, your report
needs to be sent to the editor of the Falcon (Miss
Parry) ready to be put in.
T plan created in the previous lesson,
TTYP what do you remember about how to write
a news report? Share ideas as a class. Draw out
the facts that we begin with an exciting event,
then write facts about what happened. Do we
need any story language? No! You are reporters,
reporting the facts.
Shared writing – using the plan we created
TA yesterday as a class, write a short news report
about the fossil find. Encourage children to think
Ind
of the sentences and help to sound out/write
words. Could we use a connective to make our
sentence longer? What punctuation do we need?
How could we make it sound really exciting for
the readers?
Mini plenary/plenary: (review, consolidate,
demonstrate, address mis-conceptions)
Share your report with a buddy and peer assess
using green and pink coloured pencils.
Differentiated learning
Challenge: Using their plan, children write their T
newspaper report, setting out their
report on a sheet of A4 paper. Use TA
ideas for layout from yesterday’s
lesson. Encourage use of vocabulary Ind
that grabs the reader’s attention.
Make thesauruses available to up-
Core: Chn will be given pre-cut text boxes T
with lines, heading boxes and
picture holders to paste onto a TA
blank sheet of A4 (so they can
layout the page the way they want Ind
it but with some graphics to guide
using their plan. Can they use
adjectives to build excitement in
the report?
Support: Chn will be given a graphic T
organiser to guide them. Using the
TA
chn will write their own sentences Ind
describing the exciting event.
Individual: T
TLA to help Sofia M “build a
sentence and hold the sentence”
before writing.
TA
Ind