Ain Jaloot Primary School
Teachers:
Miss Rachel
Grade:
5A/B
Week:
Week 8 October 23rd 27th 2016
Learning Outcomes
English:
Writing:
5WWP1 Generate and expand ideas through a variety of sources during prewriting
5WWP2 Write a draft and revise it to communicate ideas and content effectively
Reading:
5RV3 Identify, read and write high frequency words with five or six letters (up to 500 HFW)
This outcome is always ongoing through daily reading and weekly spelling tests based on
HFW.
Speaking and Listening:
5SLT3 Speak with appropriate expression, tone and pitch to engage the listener
Math:
Fractions: 5NFD3 Compare and explain two fractions using manipulatives and visual representations
5NFD1 Model and describe the unit fractions 1/2, 1/3, , 1/5, 1/6, 1/8 and 1/10 and their multiples up to a
complete whole, of an object and a set.
5NFD4 Order and explain fractions using manipulatives and visual representations.
5NFD5 Combine and record unit fractions with the same denominator using manipulatives to make fractions up to
and including one whole and explain.
Science:
Earth & Space:
5ES3 Explain the causes of air and water pollution
5ES4 Explain the effects of air and water pollution on the environment and living things
English
Sunday
Lesson 1 & 2
Introduce weekly Spellings &
Discuss parent letter/homework
for the week
Spellings
Group A: what , all , were , we ,
when , your , can , said , there , use
Group B: much, Before, line, right,
too, means, old, any, same, tell
Group C: building, Ocean, class, note,
nothing, rest, carefully, scientist,
inside, wheels
Reading Folders
D.E.A.R. (10 minutes) Change
reading folder books.
Phonics: recap on igh sound
and discuss other ways the I
sound can be made.
I idol i_e life ie tie y sky
Centres:
1. Phonics: igh sound
Girls will work independently to
write at least 8 igh word
sentences.
2. Reading Time Book
Girls will work with
teacher to complete
different activity pages
depending on their
group.
3. I sound sort Girls will
sort words in a word bank
into I,
4. Pronoun Search Girls
will work through their
reading time book and
highlight pronouns.
Assessment
Can the students sort I sounds
correctly? Can students identify
pronouns?
Monday
Lesson 3 & 4
Review and check spellings &
homework
Reading Time Book:
Read chapter 5 to complete
the story, continuing to
highlight adjectives.
Centres:
1. Sorting adjectivesGirls will sort
adjectives into happy,
sad, frightening, big,
pretty and little words.
2. Reading Time Book
Girls will work with
teacher to complete
different activity pages
depending on their
group.
3. Sentence workImprove sentences by
adding interesting
adjectives.
4. Past tense verbs Girls
will work through the
story to find past tense
verbs. Complete table
showing present and
past tense.
Can students sort adjectives?
Can they use adjectives to make
sentences more interesting? Can
students identify past tense
verbs and give the present tense
aswell?
Tuesday
Lesson 4
Reading
Folders
D.E.A.R. (10
minutes)
Change
reading
folder
books.
Wednesday
Lesson 5
Check spellings &
homework
Parts of speech lesson:
Adjectives, nouns, verbs
Recap on these parts of
speech, we have working
on them through our
reading time books.
TopWill complete 4 tasks
on adjectives, nouns and
verbs.
MiddleWill have a short
story. They will underline
nouns, verbs and
adjectives in different
colours.
LowClassifying verbs,
nouns and adjectives. Girls
will sort a number of words
into their correct category.
Extension: Girls will
complete adjective
wordsearch and write
sentences using these
adjectives
Can students classify
verbs, nouns and
adjectives?
Thursday
Lesson 6
SPELLING AND MATH
TEST
Maths
Sunday
Monday
Tuesday
Lesson 1
Mental Maths
Speed challenge Girls
will use whiteboards
and markers to answer
10 timed questions on
fractions. We will start
with 1/2. E.g. Half of
14etc.
Lesson 2
Use a fraction wall to show the girls
how 1/2, 1/3, , 1/5, 1/6, 1/8 and
1/10 can make up a whole. How many
halves are in a whole? How many
sixths? Etc Have the girls come up
to try it themselves.
Lesson 3 & 4
Practical with
whiteboards
Comparing Fractions:
Demonstrate comparing
fractions using visual
aids via IWB. Then
students will write
number sentences to
demonstrate which
fraction is
bigger/smaller/ equal
using < > and =
Give each group a set of fraction tiles
and have them make a fraction wall
together. When they have completed
itcan they answer the following
questions on whiteboards:
If I have 2/6, how many more sixths
do I need to make a whole?
4/8 is the same as which fraction?
How many tenths do you need to
make a whole?
What is 3/8 + 2/8? Etc
Girls will each be given their own
fraction wall accompanied by an
instruction/ question sheet. The
instruction sheet will tell them what to
colour, followed by a question.
e.g. colour 2/8 blue. What fraction is
this the same as?
(This is also enforcing equivalent
fraction even though fractions look
different, they can be the same)
Mental Maths
Speed challenge Girls will use
whiteboards and markers to
answer 10 timed questions on
fractions. We will start with 1/2.
E.g. Half of 14etc.
Fraction review What is a
fraction? A fraction is a part of a
whole. It is less than a whole. A
fraction is an equal part. What
does the top number tell us?
What is the top number called?
(numerator) What does the
bottom number tell us? What is
the bottom number called?
(denominator)
Ordering fractions:
Top This group will use their own
fraction strips to compare
fractions using < > = and order
fractions from smallest to
greatest etc.
Middle This group will use
fraction strips to compare
fractions using < > and =.
Low This group will use fraction
tile manipulatives to compare a
number of fractions. They will
record their number sentences on
template provided. Teacher will
support.
Assessment
Can students use symbols
correctly to compare
Can students complete the fraction
wall?
Can students compare fractions
using < > and =? Can students work
Wednes
day
Thursday
Lesson 5
Mental Maths
Warmup Activity
Ordering Numbers card
game
Math Centers:
1. Multiplication/Div
ision Board game
2. Dice games
(Multiplication
problems)
3. Projector
whiteboard
fractions
4. Fast facts
worksheet
(paper)
*Based on
baseline results
need extra
support/practice*
fractions?
Do students understand fractions can
be combined to make a whole?
Can students choose equivalent
fractions using the fraction wall?
independently using fraction
strips/manipulatives to compare and
order fractions?
Notes about lesson
http://www.topmarks.co.uk/Flas
h.aspx?f=Fractionsv7
Science
Sunday
Mond
ay
Tuesday
Lesson 1
Critical Thinking odd one out. I will show girls
pictures related to pollution. They will write on their
whiteboard which one is the odd one out and 1,2,3
show me. I will choose a student to explain their
reasoning (510 minutes).
What are the causes of air pollution? Brainstorm
template. Girls will work in their groups to come up
with ideas (5 minutes) Table captain will feedback
their ideas.
Most students will probably come up with cars/
buses etc. This will be our focus today. How many
children come to school by car? How many come by
bus? Does anyone walk to school? I will give each
student a rectangular piece of paper. They will draw
their method of transport to school (10minutes).
Group by group the students will come up to the
board and stick their card in the appropriate
position (Bar chart). When the whole class has put
their card, we will look at the completed bar chart
and discuss what we notice.

Are we polluting the air?
How?
Which method of transport causes the most
pollution? Why?
Which method does not contribute to
pollution?
Wednesday
Thursday
Lesson 2 & 3
Lesson 4
I will display pictures of water pollution on the
interactive whiteboard. In groups, girls will
discuss the causes of water pollution. Table
captain will feedback to class.
Effects of air and water
pollution.
Garbage
Sewage
Watch brain pop videos
Industrial waste
result of air and water
Oil spills
Today we are going to carry out an experiment
to see if water pollution is reversible. In class
we will complete the first few sections of
science experiment worksheet. What we want to
find out, equipment we need, predictions of what
students think will happen etc.
Experiment: Students will work in groups of 4/5.
They will need;
 a cup of clean water
 food colouring
plastic spoon
 Paper towel
 Tin foil
After they put the food colouring into the
water, students can take turns to use a
Discuss what happens as a
pollution. How can we
minimize these kinds of
pollution?
Girls create posters to
advertise environments free
from air and water pollution.
Is there anything we could do to minimise
pollution?
Watch the below link and answer the interactive
questions as we are watching it.http://www.crucialcrew.org/interactivesafetygame/airquality.cfm
different utensil/ material to try and remove
the food colouring from the water.
Once they have tried all the materials, what
conclusion will the students come to?