Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

English

Visit from an animal owner

In this lesson children will:

Listen and respond appropriately to the contributions of adults and peers.

By the end of this lesson children should know:

Types of response include speaking, moving and following simple instructions.

Sitting still and not talking to others can help you to listen.

Invite an animal owner into the classroom to talk about looking after their pet. Before the visit, ask the children to think of questions they might ask the owner about feeding, grooming, cleaning, playing, training and exercise. Display their planned questions as prompts during the visit and capture digital images to use as a stimulus for talk in the classroom. Alternatively, visit a zoo, wildlife park or local animal rescue centre to see a range of animals and speak to carers about their needs.

2

English

Remembering our memorable experience

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Use photographs taken during their memorable experience to talk about how the animals looked, moved, sounded and behaved. Tell others which is their favourite animal and why. Share experiences of their own pets, describing their needs and how they care for them.

Note: Encourage the children to bring some photographs of their pets from home for an ‘Our pets’ stimulus display.

3

English

Writing captions

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Choose a favourite photograph from the memorable experience and compose a short, single sentence caption. Use labelling software such as  Skitch to add the caption to their photograph. Share their captions with other children in the group, reading them aloud. Work together to make and share a big class book that includes all the photographs and captions.

Note: Bring the children together in small groups to present their sentences before writing and ask them to read their sentences aloud to each other. Ask the children what they think of each sentence and how they might make it better.

4

English

Animal tales

In this lesson children will:

Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart.

By the end of this lesson children should know:

A rhyme is a word that has the same last sound as another word.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A fairy story has magical and unrealistic elements.

A traditional tale is rooted in real-life events and has been retold for many years.

Stories can be retold by recalling all the main events in order.

Read, share and talk about a range of information books and stories on the theme of animals. Take part in the retelling of classic and memorable animal stories, joining in with predictable phrases and anticipating what happens next. Listen to, join in with and recite poems together as a whole class.

Note: Provide a good range of reading material, photographs and images for children to share with others and explore independently. Support children’s responses to the stories and poems by giving opportunities to draw, role play and write.

5

English

Animal treasures

In this lesson children will:

Use given subject-specific vocabulary to explain and describe.

By the end of this lesson children should know:

Topic words can be chosen during conversations to add precision to what you are saying.

Subject-specific vocabulary can be seen in various places, such as display boards, books and word mats.

Subject-specific vocabulary can be heard in various places, such as in the classroom and on videos.

Bring animal treasures from home to present and share with others. Items could include animal care equipment, a model or toy animal, favourite animal book or photograph of a loved pet. Explain what they have brought, a little bit of information about it and why they chose to bring it. Make labels from small tags and postcards for each item collected and make a class display.

Note: Encourage the children to practise good listening skills, taking an active role in the discussions and conversations with comments and relevant questions. Recap everything they have learned about animals and pets so far and which animals most interest them. Are there any animals they would like to know more about?

6

Art and Design

Line drawing

In this lesson children will:

Use soft and hard pencils to create different types of line and shape.

Use a range of drawing equipment, such as hard and soft pencils, to make line drawings of familiar animals. Use different types of lines to add special features, such as fur, feathers and scales. Encourage the children to experiment with different equipment to create the desired effects. Children could use a computer graphics package to draw pictures using various pens, brushes and the fill tool.

7

Art and Design

Animal art

In this lesson children will:

Say what they like about their own or others’ work using simple artistic vocabulary.

Explore and compare examples of art with an animal theme. Look at and compare different examples, discussing the subject (what is in the painting) and style (how the painting is made). Use a range of simple artistic vocabulary to help them describe their observations and make evaluations. Choose a favourite painting and use a range of drawing and painting materials to make their own version.

8

PE

Animal-like movements

In this lesson children will:

Copy, create and remember simple movement patterns, showing awareness of rhythm.

By the end of this lesson children should know:

Different parts of the body can be used to create movements, such as stepping, stretching, skipping or crouching. Two or more movements can be ordered to create a movement pattern.

Think about the ways that familiar animals move and explore them through movement and dance. Have fun with animal-like movements at rest and on the move by curling, stretching, climbing, jumping, balancing and rolling.

Note: Structure lessons to include the use of large and small apparatus, such as benches, balls and hoops as well as the floor.

9

Science

Carnivore, herbivore or omnivore?

In this lesson children will:

Group and sort a variety of common animals based on the foods they eat.

Sort a collection of domestic small world animals into groups according to the type of food they eat. Sort into alternative groups, using their own classification criteria, and explain their reasons to others. Record their ideas with drawings and labels.

Note: Introduce and explain the terms carnivore, herbivore and omnivore. Provide different types of food or food pictures, such as meat, fish, leaves, fruit and grass, along with labels for making sets and subsets. Children could create a simple branching database using the animals.

10

English

Just so!

In this lesson children will:

Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart.

By the end of this lesson children should know:

A rhyme is a word that has the same last sound as another word.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A fairy story has magical and unrealistic elements.

A traditional tale is rooted in real-life events and has been retold for many years.

Stories can be retold by recalling all the main events in order.

Listen to How the Leopard Got His Spots, one of Rudyard Kipling’s  Just So Stories. Retell the story with picture cards and make mini zigzag books, recounting the story in their own words. Illustrate the book using a range of drawing materials.

Note: These fantastical origin stories are great for thinking imaginatively about the differences between animals. They are among Kipling’s best known works. Encourage the children to share their books with another adult or children from another class. Audio and video versions of the Just So Stories are  available online.

11

English

Special features

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Read another of the  Just So Stories, perhaps How the Elephant Got His Trunk, The Elephant’s Child or How the Rhinoceros Got His Skin. Think about and explain how these unique features help the animal to survive. Act out and retell these stories using small world animals or puppets.

Note: To extend children’s experience on the theme of origin stories, you could show an episode of  Tinga Tinga Tales, an animated children’s programme based on African folk tales, which explain how animals got their particular characteristics.

12

English

Class stories

In this lesson children will:

Say aloud what they are going to write about, making simple pictorial or written records where appropriate.

By the end of this lesson children should know:

You can say aloud what your next sentence is going to be.

You can draw pictures or write simple words to remind you what you are going to write about.

Choose a popular domestic or pet animal and create a class story explaining how it got one of its unique features. Perhaps ‘How the Rabbit Got Long Ears’ or ‘How the Dog Got His Bark’. Retell the class story in their own words using simple sentences.

Note: Encourage the children to think creatively, taking turns to make their suggestions. If undecided about certain aspects of the story, children could vote for the best solution.

How the rabbit got her ears

13

English

Writing stories

In this lesson children will:

Sequence sentences to form short texts using some sequencing words or formulaic phrases, including those to indicate the start or end of a text.

By the end of this lesson children should know:

Sequences of sentences follow on from each other in a logical order.

Sequencing words are words that describe the order of events in a text, such as time words.

Formulaic phrases are common phrases that are used in many texts, such as 'once upon a time' and 'happily ever after'.

Using their imaginary model animals made during the 'Imaginary pets' design and technology activity, think creatively about how they might have got their new patterns or colours. Write independently to tell a story about how their animal became ‘just so’. Work in pairs to practise reciting their sentences aloud before writing them. Help each other to express their ideas clearly in writing.

Note: Children may need help to write their ideas down. Encourage children to explain their ideas aloud before writing.

14

English

Sharing our stories

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Finish their stories and read them to a partner or small group. Make a poster to show how to care for their fantasy animal, explaining what it eats, where it likes to sleep, how to exercise it and how to keep it clean and safe.

Note: Display children’s stories and posters alongside the models of their imaginary animals.

15

Science

Similarities and differences

In this lesson children will:

Observe objects, materials, living things and changes over time, sorting and grouping them based on their features.

Look at some familiar animal species, such as spiders or dogs. Talk about the similarities and differences between animals of the same species, comparing their sizes, colouring, patterns and features.

Note: Ask a range of questions, such as ‘How are these spiders the same? How are these dogs different?’ Provide a wide range of picture cards and photographs for children to examine and sort. Include a picture of an animal that looks similar but isn’t of the same species, such as a crane fly (often known as a daddy long legs) with the spiders or a hyena with the dogs. Can they identify the odd one out based on physical appearance?

16

Science

Variation in classmates

In this lesson children will:

With support, gather and record simple data in a range of ways (data tables, diagrams, Venn diagrams).

Investigate variation amongst classmates. Explore the basic parts of the human body and how they vary from person to person. Think about the features common to everyone and how they vary. For example, all children have hair on their heads but the hair might be curly, straight, blonde, brown, black or red. Discuss which features we can choose to change. Encourage children to decide how to gather and record the data.

Note: Children could choose a feature to assess, such as hair colour, foot size, eye colour, height, distance from fingertip to fingertip, foot size, head size and hand span. Display the results on an IWB so that all children can share their ideas.

17

Science

Butterfly hunt!

In this lesson children will:

With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen.

Investigate camouflage by taking part in a ‘butterfly hunt’. Split into two groups: the first group must quickly collect one ‘butterfly’ each from the school field or yard, and bring them back to the teacher, and the second group then do the same. Look at the two groups of butterflies and decide how they are similar or different. Find out which group has more of the brightly-coloured butterflies. Imagine they are predators who like eating butterflies and decide which butterflies would get eaten first!

Note: Create 40 laminated butterflies, 20 from bright colours and 20 from camouflaged colours (matching the location where they will be placed). Spread them out on the field or yard. When the two groups of butterflies have been returned there should be more colourful butterflies in the first group and fewer in the second. Collect in the remaining butterflies from the field or yard: these should be the most effectively camouflaged butterflies and therefore the least likely to be eaten.

18

Art and Design

Animal patterns

In this lesson children will:

Use textural materials, including paper and fabric, to create a simple collage.

Use hard and soft pencils to draw lines, exploring animal skin patterns. Then use a range of collage materials to make textures and patterns based on their drawings and the natural markings of a range of animal skins and furs. Manipulate materials by using layering, tearing, cutting, rolling and gluing techniques to make their collages.

Note: Provide children with a range of images for inspiration. Encourage children to talk about patterns they can see using vocabulary such as spotty, spotted, speckled, scaly, stripy, stripes, dots, dotty and patchy.

19

Design and Technology

Imaginary pets

In this lesson children will:

Create a design to meet simple design criteria.

Create an imaginary version of a familiar pet. Plan and make a model of their new design, changing aspects such as its colour or markings.

Note: You could provide templates of familiar animals for children to plan their ideas. Offer a selection of animal markings and colours for inspiration and plenty of coloured drawing materials and junk

20

English

Tea with a tiger

In this lesson children will:

Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart.

By the end of this lesson children should know:

A rhyme is a word that has the same last sound as another word.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A fairy story has magical and unrealistic elements.

A traditional tale is rooted in real-life events and has been retold for many years.

Stories can be retold by recalling all the main events in order.

Listen to, join in with and read independently the classic story  The Tiger Who Came to Tea. Retell and sequence the story using sentence or picture cards. Talk about the main events in the story and peg them onto a washing line in order.

Note: Use key phrases and questions with pictures from the text to help children sequence the main events in the story.

21

English

Retelling a story

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Pretend to be Sophie or the tiger and recount the day’s events to Daddy when he comes home from work. Use their sequenced washing line to help them retell the story.

Note: Extend the children’s story play by creating a role play area in the classroom, providing props and resources to help them play and act out the story.

22

English

Making lists

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Talk about the things the tiger ate and drank from the cupboard and the fridge. Write a list of the food the tiger would find in their cupboard or fridge if he came to tea at their house.

Note: Help the children to turn their lists into a simple, whole class list poem, modelling how to compose this and using the children’s suggestions and ideas.

23

English

Tiger information

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Imagine that a tiger came to live at their house. Use a variety of non-fiction books to find out what tigers hunt and eat, how they behave, play and move. Describe how they would take care of their tiger. Make ‘Tiger care’ booklets, describing the most important things to remember when looking after a tiger.

Note: After modelling, scribe interesting, tiger-related words suggested by the children and encourage them to include the words in their sentences. Prompt the children to recall information gathered during their visits from cat owners, as well as using books and leaflets.

24

English

Booklets about tigers

Read their booklets aloud, making any necessary changes or additions. Use drawings and labelled diagrams to add interest and decoration. Give their book a title and front cover.

Note: Share the children’s booklets with them during one to one reading time, asking questions about what they have written. Find out what they know and what they would like to explore in more detail. Would they really like to entertain a tiger for tea?

25

Art and Design

Big cat artwork

In this lesson children will:

Design and make art to express ideas.

Work together to make large scale paintings of various big cats on thick card to hide outdoors in trees, behind bushes and in other interesting locations. Make giant big cat paw prints using sponges or large brushes dipped in paint and lay a mystery trail.

Note: Provide pictures and photographs of big cats for children to observe and draw. Encourage them to experiment with pattern, texture and colour, taking digital images of their temporary installations for display.

26

Geography

Locating continents

In this lesson children will:

Name and locate the world's seven continents and five oceans on a world map.

Locate the world's seven continents on a world map and identify some countries and continents that are home to different species of big cat. Explore the characteristics of one location, including its climate and vegetation, and explore how these help or hinder the survival of the big cat that lives there. Mark the location of their chosen big cat on a world map and write a sentence about the characteristics of its habitat.

Note: Big cat species live in a variety of habitats ranging from savannahs and tropical rainforests to mangrove swamps and boreal forests. Other big cats, including the Siberian tiger, Bengal tiger and African lion, have more limited ranges and are adapted to fewer habitat types.

27

Design and Technology

Food packaging and labelling

In this lesson children will:

Create a design to meet simple design criteria.

Design and make a label for a can of tiger food. Explore labels from tin cans and other food packaging, looking at the information provided. Talk about how food companies use attractive packaging to tempt their customers to buy. Brainstorm ideas for images and packaging information before designing their labels and applying them to the tin. Sit back, take a look at their finished labels and decide what they think about them.

Note: Provide a range of food packaging for the children to handle and explore. Ask children to look at their classmates’ labelled tins. Which tiger food might the tiger be most eager to eat?

28

Science

Are we the same as cats?

In this lesson children will:

Label and describe the basic structures of a variety of common animals, including fish, amphibians, reptiles, birds and mammals.

Compare the basic body parts that humans have in common with big cats, identifying similarities and differences. Talk about why our body parts look different and explain why they think the different features are fit for purpose. Use appropriate computer software, such as  Skitch, to label the body parts in a photograph of a big cat or human.

Note: Children could compare hands with paws, hair with fur, ears and teeth. Encourage the children to think about how these features are fit for purpose. Make funny faces using picture cards of different creature features. Switch them to show humans with cat ears and cats with human ears.

29

English

Who am I?

In this lesson children will:

Listen and respond appropriately to the contributions of adults and peers.

By the end of this lesson children should know:

Types of response include speaking, moving and following simple instructions.

Sitting still and not talking to others can help you to listen.

Select items from a mystery bag and describe them. Set out the items on a table as they are selected, guessing who the bag might belong to and what they do as a job.

Note: The bag belongs to a zookeeper. It should contain lots of clues, such as a selection of small world zoo animals, a pair of wellies, a brush, some elephant feed, hay or straw, a peaked cap and a leaflet all about a local or national zoo (keep this clue until last, or you’ll give the game away). After the guessing game, read the storybook  Dear Zoo by Rod Campbell.

30

English

A day in the life of a zookeeper

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Watch film clips about a day in the life of a zookeeper. Talk about the jobs they have to do and the animals they look after. Write a list of all the jobs they think a zookeeper might have to do and talk about which of those jobs they think would be the most and least fun.

Note: Jobs might include cleaning up animal poo, feeding, washing, petting and exercising.

31

English

How to be a zookeeper

In this lesson children will:

Link what they read or hear read to their own experiences and understanding of a topic or events.

By the end of this lesson children should know:

Some stories tell you more about topics you are learning about.

Imagine they have been asked to look after the animals at the zoo for the day. Look at pictures showing a day in the life of a zookeeper and describe what they see. Look at a set of instructions for ‘How to be a good zookeeper’ and talk about whether they think the instructions would help them to do the job well.

Note: Point out some simple features of instructional writing including sequencing words (time adverbials), an explanatory title and numbered instructions.

32

English

Drafting our ideas

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Begin to write instructions for how to be a good zookeeper, using a simple instructions writing frame if needed. Speak their ideas out loud, first to a partner or adult to help them order and compose their sentences. Use the list of jobs as a reminder of all the things they need to do each day.

Note: Provide leaflets, books, pictures, posters and film clips to help children learn more about the world of the zoo.

33

English

Zookeeper instructions

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Write their instructions neatly onto a piece of paper, designing a decorative border showing all the different zoo animals. Label their zoo animals.

Note: Create a zookeeper’s hut containing all the things that a zookeeper needs to do their job. Allow the children to play freely: feeding, washing, cleaning and petting the animals and showing visitors around their zoo.

34

Geography

Imaginary zoo

In this lesson children will:

Draw or read a simple picture map.

Make a picture map of an imaginary zoo or wildlife park using simple symbols and a key. Use symbols to show which animals live where and include other features such as roads, woodland, water sources and buildings.

Note: Provide aerial photographs, maps or plans of real zoos and parks online to give the children inspiration and ideas.

35

Design and Technology

Animal enclosures

Create a design to meet simple design criteria.

Work alone, in pairs or small groups to design and make an enclosure for a particular zoo animal. Start by considering how it moves, how big it is, and all that it needs. Make their enclosures using junk items, adding texture, colours and special features.

Note: Provide a range of junk materials for modelling the enclosures. Grass, water, twigs and greenery will add realistic detail. Give the children a small world model of the animal to place in the enclosure, then ask them to present their model to the class. Create a class model zoo by placing all the enclosures together, encouraging children to think carefully which animals might or might not like to live next to one another. Invite other children and adults to come and see the zoo.

36

Computing and RHE

Zoo animal search

In this lesson children will:

Recognise the ways digital technology can be used in the classroom, home and community.

By the end of this lesson children should know:

Technology is used in many ways to do different jobs, such as using an interactive whiteboard in the classroom, using a tablet to do online shopping at home or using scanners in a shop in the community.

Use digital devices to find images of a range of zoo animals. Copy and paste their chosen pictures into appropriate software for presentation to others.

Note: Children could choose and search for their favourite animal in a shared folder or online, with supervision. Encourage them to explain why it is their favourite animal.

37

Science

Step 1

In this lesson children will:

Label and describe the basic structures of a variety of common animals, including fish, amphibians, reptiles, birds and mammals.

Take a good look at your animal. Can you draw it, labelling its body parts?

38

Science

Step 2

In this lesson children will:

Group and sort a variety of common animals based on the foods they eat.

Is your animal a herbivore, a carnivore or an omnivore? Make a list of the things it likes to eat.

39

English

Step 3

In this lesson children will:

Spell words containing the 40+ taught phonemes.

By the end of this lesson children should know:

There are 40+ phonemes in total: some are consonant phonemes and some are vowel phonemes. A phoneme is the smallest unit of sound in a language. Many phonemes have more than one grapheme or way of writing them.

The most common consonant phoneme to grapheme correspondences, or GPCs, are:

/b/ = b, bb (bud, gobble)

/d/ = d, dd, ed (dog, puddle, played)

/f/ = f, ff, ph (fit, cliff, photo)

/g/ = g, gg (go, egg)

/h/ = h (hot)

/dʒ/ = j, ge, g, dge (jug, age, germ, hedge)

/k/ = k, c, ck, ch (kite, cot, stick, school)

/l/ = l, ll (line, full)

/m/ = m, mm (mine, summer)

/n/ = n, nn (nice, winner)

/p/ = p, pp (pet, pepper)

/r/ = r, rr (rat, sorry)

/s/ = s, ss, c (sun, messy, cell)

/t/ = t, tt (time, dotty)

/v/ = v, ve (van, cave)

/w/ = w, wh (wet, what)

/z/ = z, zz, s (zoo, buzz, hens)

/tʃ/ = ch, tch (chase, match)

/ʃ/ = sh, ch (ship, chef)

/θ/ = th (thing)

/ð/ = th (then)

/ŋ/ = ng (sing)

/j/ = y (yes)

/k//w/ = qu (quiet)

/k//s/ = x (box)

The /b/, /d/, /f/, /g/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/ and /z/ phonemes are usually spelt as bb, dd, ff, gg, ck, ll, mm, nn, pp, rr, ss, tt and zz if they immediately follow a single vowel in a short word.

The /f/ phoneme is not usually spelt as ph in short words.

The /k/ phoneme is spelt as k immediately before the letters e, i and y.

The /tʃ/ phoneme is usually spelt as tch if it immediately follows a single vowel.

If a word ends with the /v/ phoneme, this is usually spelt ve.

The most common vowel phoneme to grapheme correspondences are:

/æ/ = a (hat)

/eɪ/ = a, ai, ay, a–e (April, rain, May, made)

/ɛ/ = e, ea (bed, bread)

/i:/ = e, ee, ea, e–e, ie (me, bee, please, these, chief)

/ɪ/ = i, y (kit, happy)

/aɪ/ = i, y, ie, i–e, igh (find, July, pie, kite, night)

/ɒ/ = o (pot)

/əʊ/ = o, oa, ow, o–e, oe, ou (old, coat, snow, home, toe, mould)

/ʌ/ = u, oo (Sunday, book)

/u:/ = oo, ue, u–e (moon, clue, rule)

/j//u:/ = u–e, ew, ue, ou, u (tube, new, Tuesday, you, unit)

/ɔɪ/ = oi, oy (coin, toy)

/aʊ/ = ow, ou (town, mouth)

/ə/ = er (ladder)

/ɜ:/ = er, ir, ur (her, bird, Thursday)

/ɛə/ = air, ear, are (chair, wear, care)

/ɑ:/ = ar, a (March, father)

/ɔ:/ = aw, au, or, ore (paw, August, corn, shore)

/ɪə/ = ear, eer (year, cheer)

/ʊə/ = our, ure (tour, cure)

The phonemes /eɪ/ and /ɔɪ/ are spelt ay and oy at the end of words.

The grapheme oa is rare at the end of a word.

The phoneme /u:/ is more commonly spelt ue or ew at the end of a word.

What is your animal’s name? Can you make it a pet tag?

40

Design Technology

Step 4

In this lesson children will:

Select and use a range of materials, beginning to explain their choices.

What kind of home does your animal need? Can you make it a comfy bed?

41

Science

Step 5

In this lesson children will:

Describe how to care for plants and animals, including pets.

Look after your creature for the day. Take it with you and make sure you allow time to feed it and let it sleep.

42

Computing

Step 6

In this lesson children will:

Use a range of computing hardware for different purposes.

By the end of this lesson children should know:

Hardware is the parts of a computer that you can touch, such as a mouse, tablet or floor robot.

Take photographs of your pet doing different things during the day.

43

English

Step 7

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Write sentences to go with your photographs to tell the story of your animal's day.

44

English

Step 8

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Make a poster to tell customers at the pet shop all about looking after your pet. Use your best presentation so customers can read your writing easily.

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English

Step 9

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

You must return your pet to the pet shop so that they can find a forever home. Let’s write some instructions on how to look after it!

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English

Step 10

In this lesson children will:

Apply phonic knowledge and skills as the route to decode words.

By the end of this lesson children should know:

Decoding means looking at a word and separating its letters into known graphemes.

A grapheme is a written letter or letters that represent a single sound in a word. Linking the graphemes to their corresponding phonemes enables the word to be read.

A phoneme is the smallest unit of sound in a language. Recognising the consonant and vowel structure of a word can help you to decode it.

There are four main orthographical representations of CV words: C V (me) C VV (day) C VVV (bear) CC VVV (chair)

There are six main orthographical representations of CVC words: C V C (mat) C VV C (boat) C V C V (game) CC V C (chop) CC V C V (share) C V CC (moth)

There are five main orthographical representations of CCVC words: C C V C (drop) C C V C V (drive) C C VV C (cloak) C C V CC (brush) CC C V CC (thrush)

There are three main orthographical representations of CVCC words: C V C C (jump) C VV C C (mould) CC V C C (think)

There are three main orthographical representations of CCVCC words: C C V C C (stand) C C VV C C (treads) CC C V C C (shrink)

There is one main orthographical representation of CCCV words: C C C VV (straw)

There are two main orthographical representations of CCCVC words: C C C V C (strap) C C C V C V (scrape)

There is one main orthographical representation of CCCVCC words: C C C V C C (sprint)

The pet shop owner has sent you a lovely letter all about your animal’s new home. Can you read your letter aloud to the class or a friend?

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English

Step 11

In this lesson children will:

Speak in a way that is clear and easy to understand, beginning to stay on topic.

By the end of this lesson children should know:

To speak clearly, it is important to use an appropriate volume so that people can hear you. For example, you might need to speak more loudly to be heard in the playground than in the classroom.

Slowing down your speech slightly often makes it easier for other people to understand what you are saying.

Pausing after a sentence will help people to understand your meaning.

Orally rehearsing a speech can help you to stay on topic and speak clearly.

Tell an adult everything you found out about your creature and what it was like to look after it.

CONGRATULATIONS! You have completed your Innovate Challenge.

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English

Animal nursery rhymes

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Listen to and take part in a range of nursery rhymes about different types of animal. Join in with repetitive and predictable phrases, adding animal noises and actions for extra reading fun. Practise reading aloud clearly, confidently, and, if reading together, at the same pace.

Note: Rhymes could include Five Little Ducks, Baa Baa Black Sheep, The Bear Went Over the Mountain, This Little Piggy Went to Market, Old MacDonald Had a Farm and Three Blind Mice.

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English

Old MacDonald

In this lesson children will:

Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart.

By the end of this lesson children should know:

A rhyme is a word that has the same last sound as another word.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A fairy story has magical and unrealistic elements.

A traditional tale is rooted in real-life events and has been retold for many years.

Stories can be retold by recalling all the main events in order.

Work together as a class to learn the nursery rhyme, Old MacDonald Had a Farm. Suggest some unusual animals that he might have on his farm. Add new sounds or actions to match each animal and practise their new ideas aloud.

Note: Examples might include ‘Old MacDonald had a farm, e-i-e-i-o, and on that farm he had a lion… With a ROAR! ROAR! here and a ROAR! ROAR! there…’ Children will think of some exciting possibilities. Can they add an action or a noise for each new verse?

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English

Writing a verse

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Choose the animal that most interests them and write a single sentence verse about it for the nursery rhyme. Recite their sentence aloud before writing to make sure it makes sense.

Note: Provide the children with a list of helpful words to encourage their independent writing. Children could have a simple writing frame to help them to structure their sentences.

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English

The Cow

In this lesson children will:

Discuss the meanings of new words in their reading, drawing on known meanings.

By the end of this lesson children should know:

Word families can help you to work out the meaning of new words, such as 'run' and 'runner'.

Listen to and join in with the classic poem, The Cow, by Robert Louis Stevenson, reading it aloud with expression and in time with others in the group. Identify words they don’t recognise and discuss their meaning.

Note: Display the poem on an IWB and play ‘Hunt the rhyming words’ with the children.

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English

Do not…

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Read the poem  Please do not feed the animals by Robert Hull. Choose an animal from the poem and make a poster for what not to feed it. Download a picture of their chosen animal, then print it out and stick it on a piece of poster paper. Write their ‘Do not…’ warning underneath. Think about other information they can add about their animal.

Note: Children could practise reading parts of the poem aloud for a group performance. Children could search the web for images of the animals and foods in the poem.

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Music

Animal songs and rhymes

In this lesson children will:

Play and sing pieces of music, starting and finishing together.

By the end of this lesson children should know:

A piece of music played by a group of musicians should be played at the same time. Musicians should finish together to make the piece of music sound pleasing and ensure that the audience can hear the tune. Listening to others, watching a conductor and counting beats accurately can help musicians to play or sing at the same time as each other.

Perform animal songs and rhymes to an audience. Use percussion and voices to add extra interest and excitement.

Note: Encourage the children to experiment with using their voices to create animal sounds that grow louder and softer. Talk about dynamics and changes in tempo.

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Science

I know...

In this lesson children will:

Identify, compare, group and sort a variety of common animals, including fish, amphibians, reptiles, birds, invertebrates and mammals, based on observable features.

Play a game of ‘I know…’, choosing a picture card of an animal and completing a sentence about it. Take turns to choose different animals and make a class list of all their animal facts.

Note: You will need plenty of animal picture cards, each showing a different animal. Turn the cards over, so that children can’t see which animal they are picking until they turn over their card.

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Art and Design

Favourite animals

In this lesson children will:

Identify and use paints in the primary and secondary colours.

Paint a picture of their favourite animal, adding details, such as fur, feathers, paws, claws, scales or whiskers. When painting, explore mixing and matching colours beforehand using ready mixed and powder paints. Talk about their work using colour-related vocabulary. Use pencils to add finer textural details when the paint is dry.

Note: Make a colourful animal display showcasing all the children’s artwork. Individual pieces could be photographed and placed onto presentation slides, such as PowerPoint or Keynote, as a rolling