Planning Sheet for Food Glorious Food

Planning for Teachers

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Food Glorious Food . Example planning - one week

Class:		Term:	Teacher:		Teaching assistant(s)
Subject: Literacy one hour per session			Theme: Food Glorious Food		Curriculum Links: Music, Science
Week beg.	Focus	Learning objectives Children should:		Activity (see lesson plan for more detail)		Learning outcomes Children
4 and 5	Poetry Unit 3 silly Stuff	P1(i) encounter experiences P1(ii) give intermittent reactions P2(i) react to new activities P2(ii)remember learned responses P3(i) explore materials in more detail P3(ii) anticipate known events P4 respond to simple requests respond to familiar rhymes understand marks convey meaning P5 follow instructions – 2 key words select some words and derive meaning produce some meaningful print P6 ask questions to obtain information read a small number of words/symbols copywrite with support P7 answer questions about the topic understand the conventions of reading write one or two words from memory P8 take part in role play with confidence read a growing repertoire of words/symbols use words to communicate meaning		Start each session with a ‘hello’ song Listen to and make poems about food Find and think of rhyming words. Describing words. Match words, objects and symbols Make up ‘silly’ rhymes Using senses to explore items, substances etc in the poems. Carrying out actions as said in the poem. Follow lines and words Go through colours and colour of food poems Beats and syllables of words in poem. Cloze sentences Using poems instead of stories e.g. The Gingerbread Man Making some of the foods in the poems Individual work as shown in weekly plan.		P1(i) experience sensory objects through the poems P1(ii) becomes excited when clapping / drumming beats P2(i) briefly listen to unfamiliar rhymes P2(ii)sometimes clap when a rhyme is being said P3(i) feel the objects that go with the rhyme P3(ii) wait expectantly for the actions in / endings of some of the rhymes P4 know what to do for ‘find the picture of .. can indicate which objects are needed for the rhyme make marks under a picture that they have coloured P5 respond to ‘give a biscuit to (a child) can match correct object to words / symbols trace /overwrite words to label pictures P6 ask –word/sign- where is the popcorn read some of the words / symbols in a rhyme copy the name of a food underneath picture P7 respond to the question ‘which rhyme is this?’ hold words to the rhyme the correct way up write name, and a few words from memory P8 will act and say some of the rhymes without embarrassment can read words / symbols of some of the rhymes help make a list of words that rhyme with a given word
Resources: Cups, plates, vases, pictures of pots, how to make pots, clay, water, olives, bottle of olive oil, honey in a jar, a wine jar, grapes, plastic sheet, grape juice, goblets. (click on words underlined to go to that resource or lesson plan)						Points to note: speaking and listening, objectives in orange reading, objectives in green writing objectives in purple

Planning shown - two days out of the ten for two weeks lessons

Poetry Unit 3 – Silly stuff Core Learning (taken from Year 2 – Primary National Literacy Strategy 2006)
Speaking			Listening and responding		Group discussion and interaction			Drama
Say / sign some of the words in the poem clearly			Describe some of the foods in the poems		Discuss together r some of the rhyming words			Clap to the beats of the rhymes or beat the drum to the syllables of words
Word recognition			Word structure and spelling		Understanding and interpreting text			Engaging with/responding to texts
Recognise some of the words in the poems			Trace over /copywrite / write words for the pictures		Know some words that make a rhyming word			Smile when they think a poem is funny
Creating and shaping texts			Text structure and organisation		Sentence structure / punctuation			Presentation
Write words to go with the pictures			N/A		Finish the sentences on the worksheet			Hold an instrument to make marks / pencil to form letters
Organisation						See resources in medium term plans week four and five
Day	Introduction			Whole class skills work			Differentiated group activities		Plenary
Mon Week 4	Say /sing hello to everyone Explain that this week we are going to hear and make some poems about food. Say the poem ‘I like to eat.’			Talk about the different words that rhyme e.g. beans, jeans, tie, pie etc. Can the children think of other words that rhyme with words in the poem (not necessarily food words)?			1 - use the real clothes and as far as possible the foods – put the clothes on and taste some of the food which match that clothing item 2 – match the symbols to the words as the poem is read out 3 – sequence the symbols in the order of the poem and say the rhyming words.		Say the poem again and let the children say the rhyming word for each third line.
Tues Week 4	Say /sing hello to everyone Ask the children to say /sign the names of lots of foods. Adult write them on a board. Give one word to describe each piece of food – e.g. colour, texture etc.			Read out all the words again and can the children think of a word that sounds like that piece of foods – not necessarily foods but any word. Go through each word and then read the first part of the poem in ‘making up poems’ in resources. Let the children fill in the rhyme if poss.			1 – go through the foods, showing as many real ones as possible, beat the drum to the words as you say ??????? rhymes with ??????? 2 –look at the symbols of the foods and say / sign what they are. Read and copy the words in the rhyme (in resources) 3 – tell the children that they can make a rhyme anytime –Start by putting rhyming words together – shown in symbols in resources Tomorrow make the rhymes		Look at the words on the board that they called out in the introduction. Clap out the syllables of each piece of food. Put into 1, 2, 3, 4, claps groups

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