Week beginning: 16/1-23/1 Review of Unit 2 / Unit 6 CLASS: reception

Timing

Framework ref:

Learning objectives Success Activities Resources

achievement Evidence of
Criteria (see notes below re: differentiation details, etc)
W: whole class; G: group; I: individual.

Description W/G/I

Identify farm animals Unit 2 review: My Farm

Able to determine farm animals
Worksheet Q&A:
16/1 – 18/1 questio
n/
Flashcards
answer
 Cow
D:
 Horse discuss
 Donkey ion
 Goat O:
 Chicken observ
 Duck ation
M:
 Goose marked
 Sun work
 Bee
 Flower

- Review vocabulary from previous unit

- Read “Old McDonalds Farm”
- Read “Is it a Goose?”
- Complete activity book pages 39, 40, 44
 Unit 7: My Clothes
19/1-27/1

 Shirt Socks,
Determine different clothing  Socks shorts,
 Shorts trousers,
 Dress shoes,:
Identify different clothing  Skirt https://www.
 Hat youtube.com
 Jumper /watch?
 Pyjamas v=KBcJZO
 Shoes A3Cuk
 Trousers
guessing
game:
Introduce the clothes vocab https://www.
First with flashcards youtube.com
A few a day /watch?
Then do dress up: v=PKOVLK
No doubt the large pile of clothes in the classroom o3Z9M
will have attracted a great amount of attention, so
you'll have little difficulty in introducing the topic! 
Settle the class down and get everyone to sit down.
Ask for a volunteer and have him/her stand at the
front of the class with you. Tell the class the
volunteer is going to get dressed up – with as many
different types of clothes as possible! Pull out the
first clothing item (e.g. a t-shirt). Elicit / teach and
chorus the word for the item. Then help your
volunteer to put it on. Only put on each item of
clothing when you are satisfied that everyone has
chorused the word correctly. Then move onto the
next clothing item. As you select each item think
about the order – you’ll want your volunteer to be
putting the jacket, shoes and hat on last. Keep
adding clothes until your volunteer is really well
dressed up.

Practice the clothing vocab with flashcards

Help the volunteer undress and then get everyone to
look at the board. Make sure you have the
same clothing flashcards as the old clothes you are
using. Stick the first flashcard on the board and elicit
the vocab and write the word clearly below it. Do the
same for all of the other flashcards. Next tell
everyone to close their eyes and remove one of the
flashcards from the board. Now shout "Open your
eyes" – everyone must shout out the missing
flashcard. Play this until all the flashcards have been
elicited.

Worksheet
- Read “Let’s get Dressed”
Flashcard

As you go through each page, point to the pictures, elicit

each key word, and have your students try to guess which
item of clothing the character will put on next, for example:
 Able to answer questions

Determine different clothing

Teacher: What's this? (pointing at hat)

Students: It's a hat!Teacher: And what's this? (pointing at
shoes) Students: Shoes!etc.Teacher: Ok, so what do you
think Ken will put on first?Students: His socks?Teacher:
Well, let's see. (Turns page) ... Oh look, it's his shirt!etc.
Get the students really involved in the story by asking lots of
questions (e.g. eliciting colors) and getting them to point to
their clothes as well.
- After reading the story, give out a reader worksheet
to each student and read through the story one
more time (without stopping for questions, etc.) as
students mark on their sheets the order that Ken
puts his clothes on. Then go through the answers as
a class.
- Complete activity book pages 46, 37, 51, 52
- Complete classroom worksheet
- Discuss when to put on the appropriate clothes
when it’s cold or hot.

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