Short-term planning template

Week beginning: June 16th – June 21st UNIT: Celebrations CLASS: Grade 2 B
Learning objectives Success Activities Resources Evidence of
Criteria (see notes below re: differentiation details, etc) achievement
W: whole class; G: group; I: individual.

Description

• to talk about the purpose of
a text
• to decide whether a text is
fiction or non-fiction
• to begin to identify some
features of text types.
• to read and follow
instructions
• to identify fiction and non-
fiction texts
• to look at sequencing words
in instructions.
• to recognise the layout of
an invitation
• to understand how verbs
show tense
• to write an invitation using
ICT • to use capital letters
and full stops.
Spellings
Prefix, suffixes and
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Learners can: Session 1 & 2 Text Types and their features (Monday-
• follow instructions to make a Tuesday)
pop-up card
• identify a text as non-fiction Share LO “Topics: Text Types, Text Features and Q&A
and know its purpose sequencing words” provide some elaboration on each. Can learners
• recognise sequencing words
differentiate
(simple adverbs) at the Recapitulate (5m) between text
beginning of instructions. Recap last 2 text types learned i.e. informational and types and text
instructional through spider map on the board. Have learners features? With
• recognise that texts have write text features for each. examples?
audiences and purposes
• use the words fiction and Invitations (10m)
non-fiction accurately Introduce learners to author’s purpose, intended audience and
• understand the word features O: if learners
layout for invitation cards. are correctly
and identify some features of
different text types. identifying
Boardwork (5m) Anchor chart
features with
Ask learners if they know how instructions begin, what kind of for
text type
• recognise the layout of an words. Give an example then have learners call out sequencing informational
invitation words. text features
• know that verbs show tense • Have learners recap command verbs. and
use capital letters and full instructional
stops Independent Activity (20m) text features.
• follow instructions and use Learners will complete page 20-21 from their Activity Book, they Large layout of Q&A Can
ICT to write an invitation. will use images of a recipe and invitation card to answer invitation card. learners
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compound words questions on page 20. differentiate

● to know what Spellings between
suffixes, prefixes and Prefixes, suffixes and On p21 they will underline sequence words and circle command sequencing
compound words are. compound words verbs. words and
● to know and use commands
prefixes, suffixes and Assessment Opportunity: Observe learners who are able to verbs? Can they
compound words identify author’s purpose, intended audience, text type and use them in
few text features. appropriate
context?
● recognise the Closure
difference between the Learners will discuss the intended audience and author’s
contents page and index in purpose for the given images.
terms of layout, organisation
• to find information in non- and purpose Session 3 & 4 More Instructions
fiction texts using the ● understand that there
contents page and index are different types of nonfiction Recap (5m)
• to know which type of non- books and choose the Learners will recap what they remember about instructions ie
fiction book to look in appropriate type (e.g. recipe text features (how to, lists, steps, sequencing words and
• to find information in books book) command verbs)
and on the internet. ● search for recipes in O: Can learners
books and on the internet. follow
Modelled Reading (5m) Worksheet instructions or
Teacher will read out the worksheet text (PCM 5) and have from require support
learners read along in similar fashion. Cambridge in understanding
Teacher’s instructions? In
Independent Worksheet Activity (20m) Resource correct
Learners will complete PCM 5: understanding Instructions PCM 5 sequence?
independently.

Closure
Peer assessment (15m)
Learners will check each other’s work. And discuss where they
went wrong, and what they did well.

Session 5 & 6 Writing Instructions

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Recap (5m)
Recap last week’s activity where learners listed examples of
instructional texts by having learners call out examples and
teacher writes them on the board.

Independent Worksheet Activity (55m) Anchor chart

Learners will complete worksheet PCM 8 “How to write listing text
instructions”. This worksheet activity will provide struggling features/form
students with keywords to help them write their instructions. at for
struggling
Closure (15m) students
Learners will read out each other’s instructions, give
feedback and discuss how they can improve them

Session 8 Suffixes
Direct Instruction (10m)
Teacher will recap a list of verbs and transform them into
nouns (tion words). Learners will be asked how did the
teacher change them? By adding a suffix. Can you think of 3 different
different kinds of suffixes? Take example of ”ly” sized papers,
scissors and
Independent Classwork (20m) gluesticks,
Learners will turn to page 129 of their Learner’s book and colors
go through Exercise E less, ful, meant and ness, by
completing the two tables in their notebooks.

Worksheet Activity for low achievers where they cut and

paste the appropriate suffix to the root words.

Closure (10m)
Peer assessment

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Session 9 Spelling Compound Words (Wednesday)

Is the word
children a
Introduction
Learners will read aloud, taking turns through page 127
compound?
Compound Why or why
Learner’s Book. Teacher will talk through learners’ thought
process for comprehension where required.
word flash not? What
cards about repeat?
Scavenger Hunt
Learners will find spelling cards around the room and join them
together on the board to form compound words.

Independent Work (20m)

Activity Book p 26

Session 10 Follow Instructions in Activity (Thursday)

Modelled Reading (10m)
Teacher will read text on pages 26-27 with students reading
along. Students will take turns to reread pages 26-27.

Tell learners they will be making an invitation card. Choose a

celebration or party they want to send an invitation for. Share the
LO that they should be able to follow the instructions
independently and recognize the text features being used.
Audience and purpose.

Command Verbs (5m)

Discuss differences between normal verbs and command verbs.. Papers
Are Instructions given in present or past tenses? Have learners
call out examples.
Q&A
How to make a pop-up card. (25m) Ask learners
Learners will follow instructions in their learners book page 26 to what kind of text
make a pop-up card. Have learners make their pop-up cards type did they
catchy. use to make

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their pop-up
Closure: (5m) cards?
Have learners call out a list of sequencing words and command
verbs they found on page 26 in their notebooks.

Session 11 Write an invitation

Q&A Session (recap) (5m)
Read out the following questions from the Learner’s Book (page
27) which refer to the invitation on page 25: 1 Whose party is it?
2 Has it happened yet? Which words tell you? Verbs
flashcards
Verb Tenses (Discussion & Board work) (5m) (showing
Discuss the answers and draw learners’ attention to the present and
Language focus box. Remind them that the form of the verb past tense)
shows the tense, i.e. when in time the event happens.

So an invitation may use the future tense to tell you when or

where to go for the event. But invitations will also use command
verbs – Come dressed to impress.

Class Discussion (5m)

Refer learners to the invitation on page 25 (text 3) and ask them
to discuss their answers with the teacher for questions 1,2,3 on
p27.

Invitation Cards (20m)

(2C) Learners will make their Invitation cards on paper.’ (2A 25
completed) A5 size sheets
Can learner
ICT LINK: (2A) identify and use
Learners will type their invitation cards on MS Word in ICT lab. It prefix and
Computers suffixes?
will be printed and pasted on their notebooks. (upon
availability)
Session 12 More Invitations (45m)

Recap: (5m)
Teacher will call a volunteer to draw a layout of an invitation
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card. Can learners

form correct
Independent Classwork (30m) compound
Learners will follow instructions on the board for the following: words?
Exercise A: read the passage on p24 and fill in the invitation
card with the required information.

Exercise B: underline the verbs in the sentences and rewrite the

sentences in past tense.

Closure
Peer assessment: Check Ex. B of their peers.

Recipes : Session 13 & Session 14

At least 6
Have learners turn to page 30-31 Learners Book, Exercise A
recipe books
(10m)

Teacher will ask for suggestions for where to look for recipes.
Show learners the range of non-fiction books you have. Which of
them do they think will be useful as sources of ideas for food at a
party?

Learners will go through recipe books in groups of 4 (5m)

Check that learners know about recipe books. Ask for volunteers
who have used recipe books before to explain to the class what
they are.

Talk about where you would find recipe books in your school
library. Would they be with non-fiction books? Why?

Independent Classwork (20m) O: teacher will

Learners will create their own recipe. Including: observe if
● “you will need” children are
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● a “how to” listing the method using

● steps should be numbered appropriate
text features
Closure (10m)
Learners will go through their peer’s recipe and provide positive
feedback. Encourage learners to say something they liked about
it, and if there is anything they can change for improvement or
better instructions. Prompts: are there sequencing words? what
about command verbs? are the tenses used correct?

Organisation: details of differentiation / groups / adult role (linked to activities) Notes / extension opportunities / homework

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Teacher support to students struggling with comprehension during activity Homework (allow 2 days for submission)
book page 20-21.
Hodders page 15
Give sentence frames for struggling writers. (wherever required including ex B
p 25 Activity Book). Spelling Lists: Practice writing each word 3x each. Drill at
home.
Support students with weak comprehension skills with teacher support.
Spelling Lists: Make sentences with current spelling list
Provide scaffolding while doing activity book p26-27 to low achievers
Cambridge Primary English Activity Book p28 (Alphabetical
order and create sentences)

Cambridge Primary English Activity Book p22 (after pop up

card activity)

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Notes:

● The plan can be formatted to view a week at a time and not every lesson – this is important to support manageability.
● Most of the plan is self-explanatory. It seeks to include most of the desirable elements. The format can be expanded to A3 but remember the detail
required will often be brief.
● Class organisation is crucial to the plan working properly including differentiation and the role of additional adults. Plans can be shared to make
expectations clear.
● Success criteria:
o These are an essential part of planning and should be clear and manageable.
o These may be part of active assessment activities where students determine the criteria. In planning, teachers need to write a broad outline of
anticipated suggestions.

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