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NLS planning: Sea woman
Gorsemoor Primary School, Staffordshire                                                                       Collected NLS Weekly Planning Sheets
Click here for the complete study unit
 

Class 5

Term 2

Text: 'Sea Woman' in Favourite Irish

Tale by Soinbhe Lally


Homework

To write sea woman poems using

the writing frame (T10)

Spelling patterns

Top

Middle

Bottom

sea woman         descendant

empathy             submarine

marine                aqueous

mermaid             sub aqua

depend

 
Lesson 1

Learning objectives

 

Whole Class

Shared text work

Whole Class

Word/Sentc work

• Oral/written story telling (T1)
• To identify/consolidate spelling patterns linked to verbs - spelling conventions, word ending with short vowel, eg, sit/sitting (W4)
• To understand consistence of tense and subject (S2)

• Read the story of the Sea woman. Stop at appropriate points to raise issues/questions, such as magic cap/potato pit/ she could not speak

 

 

 

• To identify the verbs in the test. Make a list of those ending in ‘ing’ and ‘ed’. Discuss spelling patterns in terms of when you double consonant (sit/sitting) and ‘d’ and ‘ed’ endings (ceased/screamed)
• What evidence is there to say she is/is not a mermaid?

Independent work

Guided Group

Reading/writing (Y3/4) Plenary (Y5/6)

• Class discussion on moral issues/key questions:
Was it right the man trapped her?
Do you think he loved her?
Her mixed feelings to stay with children/return to the sea
Why didn’t she look back?
Why didn’t they eat fish again?

• To explore the children’s feelings about the story (PSHE link)
• To relate to children’s own feelings of happy/sad times in their lives

 

 

 

Lesson 2

Learning objectives

Whole Class

Shared text work

Whole Class

Word/Sentc work

• Adjectives/antonyms (W10)
• To identify pictures in the

text (T1)
• To identify the point of view

from which the story is told

and how it affects readers’ responses (Term 3 T2; T1 patterns of relationships etc.)

• Reread the story but this time the children, not the teacher, read it, with

emphasis on appropriate expressions and the use of punctuation

 

 

 

• To consolidate ‘adjectives’ - brainstorm adjectives that describe the emotions of sea woman to assist in mood graph
(Extension for higher group: dad; children)

 

 

 

 

Independent work

 

Guided Group

Reading/writing (Y3/4) Plenary (Y5/6)

• To devise mood graphs (see attached writing frame)
• Reflecting on the previous day’s discussion, ask the children to empathise with sea woman’s mood

 

 

 

• Children to read out their mood graphs, encouraging children to reflect on personal emotions/bad language, especially the boys)

 

 

 

 

 

 

Lesson 3

Learning objectives                     

Whole Class

Shared text work

Whole Class

Word/Sentc work

• Children to write clear nsentences (S6, S7)

that express a child’s point ofview (W12), using metaphorical expressions/everyday

life
• Poetry writing - structure of a poem/review editing

T12, T13)

• Read ‘emotions; poems

to stimulate feelings: ‘Who’s been sleeping in my porridge’ by Colin McNaughton
‘The bogey man’ by Jack Prelutsky

 

 

• Dependent theory. Explain what we are looking for in poems ‘I need you like ...’
‘... a mother needs a child’, ‘... a boat needs a lake’ etc.
Think of examples.
Discuss in class

I need you like a dog needs a cat

like a man needs a hat

like a tree needs a leaf

like an Indian needs a chief

I need you

I need you like water needs a boat

like a child needs a coat

like a pen needs a nib

like a mother needs a kid

I need you

Independent work

 

 

Guided Group

Reading/writing (Y3/4)

Plenary (Y5/6)

• ‘I need you work’ - see

attached writing frame
• Children to write about the

importance of ‘needing’ someone/thing, linking the need to people/tangible objects

 

 

 

 

 

• Children to read out their poems to the class as an audience

 

 

 

 

 

 

 

 

 

Lesson 4 (* indicates opportunties for Speaking & Listening)

Learning objectives

 

  Whole Class

  Shared text work

                          

No direct NLS strand                  
• Drama work/empathy
(Term 3, T 2; term 2 T3)
and speaking and listening skills

 

 

 

  Using objects/pictures as stimuli for drama
  • Children in groups recreate in ‘freeze frame’ various scenes of the story, paying special attention to facial expressions

 

 

 

 

 

Whole Class

Word/Sentc work

Guided Group

Reading/writing (Y3/4) Plenary (Y5/6)

 

• Thought tapping from the freeze frame. Teacher to tap one of the children and ask a key question and children answer in role, eg,
(Child) ‘How did it feel when you saw your mum run to the sea?’
(Sea woman) ‘Are you sad at leaving your children?’
(Dad) ‘Why did you trick your wife?’

• To summarise the drama lesson and as a class discuss how each character felt in the story