Overview for Topic Week (Autumn wk 8)

Mrs Rowe, Mr Lewis and Miss Davison Class 17, 9, 8

Mon Tue Wed Thu Fri

PSHE / LIT
PSHE / LIT PSHE / LIT
what are your rights LIT
0900 watch YouTube trailer plan and perform own
introduce the convention plan for BIG WRITE
read No Room For Napoleon versions of Napoleon
are there any missed out? LIT / Big Write
retelling the story from
another characters PoV
CIRCLE TIME CIRCLE TIME CIRCLE TIME CIRCLE TIME
1000
tolerance is wool connections game chair on my lef who am I describing?

PSHE / LIT MUSIC / PSHE

PSHE / history
1110 read about Martin Luther
watch Dream speech
PSHE / history / LIT
read the Right To Play/Relax PSHE / Science pass the clap in small
read about Nelson Mandela
discuss smoking and health groups ch have to listen and
rewrite
plan copy a rhythm

and write a persuadive

1300 letter asking for extra play /
Golden Time in Yr3 PSHE / ART
PSHE / LIT PSHE / ART
ch discuss, draw / paint self-
children write about their children plan and make leaves Roadshow visit
portraits. (= you have control
perfect Benwell starting with for a Tolerance Tree perhaps (all south building)
over who you are!)
I have a dream linked to UN rights
1400
Lesson plans:

SESSION OBJECTIVE ACTIVITY incl differentiation and role of TA SUCCESS

CRITERIA &
EVALUATION

Mon 1 PSHE/LIT Ask ch if they can remember what a right is (refer back to Getting-to- ALL: can explain what
a right is
Know-You week). Introduce the Convention:
LOs: can explain
what the https://www.youtube.com/watch?v=y_2nA49p3yw then MOST: can explain
Convention is; can https://www.youtube.com/watch?v=V1BFLitBkco. Watch the second what the convention is;
can contribute to a
explain what a video twice - pausing after each right that it mentions to allow for
right is; can listen discussion
discussion.
and take turns in
SOME: explain why
discussion Ch fill in Give and Take worksheet (Developing Citizenship Yr 3, p42) - rights are important;
then discuss answers. Plenary: what rights have been missed out? give examples.

Mon 2 PSHE / circle Read Sarah-Jayne poem to circle (SEAL Say No to Bullying p18) and ask MOST: can can
contribute to a
time ch for contributions (anonymous!) (1) Do they know anyone like that? (2)
discussion; can take
What other things might make someone get picked on? (3) Have they
LOs: can listen turns/listen.
and take turns in ever joined in the ignoring/gossiping/bullying of someone like that? Have
SOME: will contribute
discussion; can they stood by and watched? It takes bravery to stand up! (4) What can
apt examples.
respect other we do if we see this sort of thing going on? Examples of when weve done
peoples points of
this? Draw up a list of strategies to help a victim.
view.
Mon 3 PSHE / history Read through powerpoint (on Staff Resources -- Yr 3) about Martin ALL: can say who
Martin Luther King Jr
Luther King Jr - incls link to speech, and to Stevie Wonder song (the
LOs: know who was.
Martin Luther song actually has Mandela in the background: link ahead to tomorrows
King is; lesson on Mandela.) MOST: can explain
understand a bit what his dream was;
about NB you might want to stop the speech after about 1:30 after hes can explain a bit of the
segregation; know mentioned his little kids. context (segregation).
what his dream
SOME: can make links
was. Ch write his story in their own words. EAL/LA have cloze procedure
to other famous rights
version; AV have word bank; MA indep.
VOCAB: campaigners weve
segregation, studied
racism

Mon 4 PSHE / LIT Children write about their perfect Benwell, starting with I have a ALL: can think three
things they would like
dream.
LOs: can write in to improve in Benwell.
the style of MLK
Discuss ideas (including lack of smoking?) and write some of them on the
Jr; can use MOST: can mention
WB for ch to use; EAL/LA have speech template and word bank to help something abstract to
persuasive
language; can them. Encourage MA to put this into themed paragraphs. improve; can mimic the
think of/express speech eg repetition
ideas (including of I have a dream.
abstract ones).
SOME: can structure
their ideas clearly.
Tue 1 PSHE / LIT Watch YouTube trailer https://www.youtube.com/watch? ALL: can remember
some parts of the
v=MmE9idLSNrQ. What do the children think the story is about?
NB class LOs: can make story.
predictions; can
8 out all Read No Room For Napoleon either from hard copy or from homemade
give reasons for MOST: can remember
day for eBook version. all of the story; can
their views; can
Conflux listen to a story; explain the difference
Ch do the Desert Island Dozen worksheet (Developing Citizenship Yr 3,
Theatre can explain the between a need and a
p40) to think about needs/wants. Afterwards, lead discussion about how want.
productio difference
between needs this links to the book.
n SOME: can link the
and wants.
storys themes to real
life experiences and
examples.

Tue 2 PSHE / circle Sitting in a circle, ch pass a ball of wool to someone they have a MOST: can can
contribute to a
time connection with (this could be anything serious eg skin colour, religion;
discussion; can take
or light-hearted eg both have glasses on). Lead discussion at end about
LOs: can listen turns/listen.
and take turns in whether these differences are important (yes: to be celebrated; but no:
SOME: will contribute
discussion; can not to lead to discrimination!)
apt examples.
respect other
peoples points of
view.
Tue 3 PSHE / history Read pwpt pres about Nelson Mandela (Yr 3 folder on Staff Resources). ALL: know who
Mandela is; can
/ LIT Discuss. Link back to work on Martin Luther King Jr, and Stevie
remember some things
Wonders song.
LOs: know who about his life and
Mandela was; context.
Ch rewrite the story in their own words.
understand about
MOST: can remember
Apartheid EAL/LA have cloze procedure version; AV have word bank; MA indep.
most of his life and
VOCAB: context; can explain
Plenary: why did Stevie Wonder sing the MLK Jr song in honour of
apartheid, what
Mandela? Why are they similar? Which one do the ch think was more
discrimination, Apartheid/segregation
racism impressive? mean.

SOME: can link this

lesson to Martin
Luther King Jr.

Tue 4 PSHE / ART Refer back to Monday and our quick look through the Convention rights. ALL: can explain one of
their rights.
(Depending on memories, show video again!) Ask ch to pick one of their
LO: I understand
what a right is; I rights and think about how they can put it into their own words. MOST: know the
can express an difference between a
EAL/LA working in small groups on one shared UN right, with adult right and a need/want
opinion (about
which right is support.
SOME can compare
most important to
Children write down the right (in their own words) on a leaf template, rights and express
me).
(relative) opinions
which is then stuck on a tree shape on a wall display.
VOCAB: rights,
needs, wants, UN
Wed 1 PSHE / LIT Orally recap story of No Room for Napoleon. Divide ch into groups who ALL: can work in a
group; can remember
(drama) then plan and perform their own drama version of the story.
bits of the story.
LOs: can work in a Targeted adult support; differentiation also by peer support and
MOST: can remember
group; can recount
outcome most of the story
a story; can plan
and perform a SOME: can act with
play based on a some expression.
story

VOCAB:
character, play,
drama,
performance

Wed 2 PSHE / circle Play chair on my left: Theres a chair on my left and I would like ____ MOST: can can
contribute to a
time to sit here. People cant be picked more than once.
discussion; can take
LOs: can listen Use activity to lead discussion about inclusion, friendship cliques, turns/listen.
and take turns in
positivity, etc. SOME: will contribute
discussion; can
apt examples.
respect other
peoples points of
view.
Wed 3/4 PSHE / LIT Read the Convention bit about the Right To Play/Relax etc. Discuss. ALL: can write at least
one argument; can use
LOs: use Talk about persuasive letter format, using IWB presentation in Yr 3 some features of a
persuasive letter.
folder, and linking back to Literacy work earlier in the term. Ch plan
writing; write a
persuasive letter MOST: can use most
then (session 4) write a persuasive letter asking for extra play or
features of a letter;
VOCAB: persuade, Golden Time.
can write three or
paragraph, more arguments.
address, signature
SOME: can use
Convention language in
their arguments, in a
clear letter format.

Thu 1 PSHE / LIT Refer ch back to drama work yesterday, and if appropriate recap story ALL: can make some
plans for a story
of Napoleon.
LOs/VOCAB -
MOST can make
see Friday 1 Use IWB presentation to talk through ordering / paragraphs. Take
suggestions for how to
suggestions for how to split up the story - and write a brief template order a story; can
plan on the WB. make plans for a story

Ch make their own plans for the story (which will become the Big Write) SOME can make clear
and note-form plans
Thu 2 PSHE / circle Play Who am I describing? Refer back to Circle Time yesterday - and ALL can take
turns/listen.
time discussion on positivity. Discuss rules of game with ch (i.e. positivity)
and if appropriate TA writes some of these up on main WB. MOST: can contribute
LOs: can listen
to a discussion.
and take turns in
Game involves everyone closing their eyes, and then one person describes
discussion; can SOME: make higher-
someone else. Anyone who thinks they know who it is should put their
respect other level descriptions of
peoples points of hand up before shouting out the answer.
people.
view.

Thu 3 PSHE / Independently, ch fill in quiz about smoking (taken from ALL know that
cigarettes are really
Science http://news.bbc.co.uk/cbbcnews/hi/quiz/newsid_1869000/1869300.stm
bad for you
) and then swap sheets and mark each others - fill in the online version
LOs: know some
of the chemicals as you give the answers. MOST know that
cigarettes are
in cigarettes, the
Read http://kidshealth.org/kid/watch/house/smoking.html together addictive; know some
effects of
with class. of the effects and
smoking, and some
statistics
of the statistics
Ch suggest ideas for an awareness poster on cigarettes. If time, ch draw
around smoking SOME can remember
and health. Also their poster.
and explain many
seven steps. effects and stats
around smoking and
VOCAB: nicotine,
health.
cyanide (etc), tar,
addictive, drug,
peer pressure
Thu 4/5 PSHE / ART Carrousel: Group 1 discussion, Group 2 self-portraits, Group 3 ALL can remember the
anti-victimhood mantra
worksheets
LOs: can draw a
self-portrait; can MOST can listen and
Discussion with T - talk to the ch about who they are and how they (to a
make decisions take part in a
certain extent!) have control over their sense of self, self-esteem and discussion
about how to alter
this; express happiness. Talk ch through the self-esteem mantra (move away from the
SOME can explain and
opinions about perpetrator saying Im great, I dont care what ___ thinks, because Im
use vocab around self-
oneself; use wonderful/funny/beautiful etc) that will help them feel better if they esteem
drawing as a
feel victimised/picked on in the playground. Discuss how this doesnt give
medium for this.
the perpetrator the right to act like this! Its just a method of the
VOCAB: victim, victim taking back control.
victimisation,
self-motivation, Self-portraits - ch draw / paint while simultaneously discussing about
self-esteem, self- how they have control over who they are, and what they want people to
belief
see in them. Encourage ch to draw themselves in new colours/shapes etc.

Worksheets - indep - ch do wsheets Gran At School, Fair Enough, and

Unfair-y Story (all from Developing Citizenship Yr 3)

Fri 1 LIT / Big Using plan from yesterday, ch retell the story (either retelling the book ALL can remember
most of the story
Write version, or telling it from a different characters PoV)
MOST arrange into
LOs: can use
sections; try speech
paragraphs, can
use speech SOME parags/speech
Fri 2 PSHE / MUSIC Gather in a circle and explain the rules. Play Pass the Rhythm where ch ALL can take
turns/listen.
/ circle time have to listen carefully and copy a simple rhythm. Increase the difficulty
of this by passing a silent tapping noise, in a Chinese Whispers way. MOST: can remember
LOs: can listen
a simple rhythm when
and take turns in
its clapped.
discussion; can
respect other SOME: can remember
peoples points of a rhythm when its
view. tapped; can remember
and repeat more
complicated rhythms.

Fri 3/4 Little Green Riding Hood theatre production (KS1 / all south building)