Key Stage Two Supply Plans

KEY STAGE TWO

LITERACY

Discuss that adjectives are describing words. Put the word ‘nice’ on the board. See how many other adjective you can think of as a class to replace nice. Write out a simple paragraph on the board only using the adjective nice to describe everything! Pupils to copy out and replace every ‘nice’ with various adjectives from the list.

Write a long word on to the board (school name/words from their current topic). Ask pupils to find as many words as possible within the word.

Pronouns. Practice using pronouns. Ask pupils to rewrite sentences changing the nouns to pronouns.

Sophie walked to school. Sophie came in to the classroom. Sophie put her bag on her hook

Ask pupils to add missing pronoun Sophie went for a ride on …. bicycle

Objectives: to write an acrostic poem. To understand that adjectives describe nouns

Acrostic poems. These can be seasonal e.g. summer seaside, winter snow/blizzard.

Example: Autumn poem

As a class, list on the board all the things that remind them of Autumn: leaves, football, Halloween etc… these can be written on to individual white boards. Introduce adjectives and then ask pupils to add an adjective (describing word) to each of the nouns they have come up with.

Show them the example acrostic poem for summer. Explain that they are going to use their ideas to create a new poem using their nouns and adjectives to create a poem about Autumn.

Draft ideas on white boards/ paper and then pupils to copy on to plain paper and add pictures and decoration.

These can be suitable for any year group, just use easier or harder words depending on the age of the children.

Acrostic example poem

Write on the board, or type out and put on Interactive white board a section of text with missing words, punctuation, pupils to complete it. Year 2-4
Submitted by Daisy Jones

Choose a well known story or traditional tale and turn it into a play script, reminding pupils of the conventions of play script writing.
Year 5-6. National Literacy playscript info sheet.doc
Submitted by Daisy Jones

Practice adding connectives in to sentences. Focus on and, but, because. before, after Put various unconnected sentences on the board and ask pupils to connect them E.g. I fell over. My shoelace was undone. Ask pupils to work in pairs. One writes the first half of a sentence and the connective and the other finishes it off. E.g. My dog was limping because….

Discuss evil characters from familiar stories and films. Put key features on to the board. Pupils to develop an evil character for an adventure story. Draw a picture of the character and then write a short character description or key words. In pairs discuss and introduce evil characters to each other. Ask them to report back to class whose character they think is most evil/scary/interesting and why.

Discuss writing letters. When have the pupils written letters before – (thank you/friends). Guided writing - on the board write a simple letter together. Pupils independently write a letter to their teacher or a family member about a relevant topic (their week at school / holiday / a special day). Draft on whiteboards and then write up with focus on handwriting and presentation.

Read the pupils a description of a setting (forest, beach, haunted house etc…) Discuss descriptive language and adjectives. Pupils to draw a picture of the setting you have described and annotate with adjectives. Give pupils a picture of a setting. Pupils to write a detailed description using adjectives and simple sentences.

Create a set of rules for living on a desert island/jungle

PE ACTIVITIES AND GAMES

DOMES & DISHES

Objective: to work in teams

Resources: floor markers (you should find these in the PE cupboard)

Lay the floor markers across the hall, some facing down and some facing up so they look like domes or dishes! Split the children in to 2 teams give them names e,g domes and dishes/fishes or sharks. The teams have 3 minutes to changes all the markers to face down or up. Of course the game will continue as they are constantly causing the other team to continue turning over the markers.

At the end of the three minutes everyone to stop and move to the sides. Teacher to count up the domes and dishes the most wins.

Extension: you can continue the game by swapping team members or playing a tag team where pupils play in teams of two for 30 seconds and when the whistle blows the next two players in the team continue. If at any point the two players manage to turn all markers over their whole team is the winner
submitted by Daisy Jones

BENCH BALL
Objective: to work in teams

Resources: coloured bands/bibs, 2 benches, 2 mats, 1 volleyball

Split the class in to 4 teams and give coloured bands/bibs to distinguish them.

Set up the hall with a bench and mat at each end. Teams need to stand either side of the centre line with one member of their team on the opposite bench. The object of the game is to pass the ball to their team member stood on the bench. This scores a goal. The winning team is the one with the most goals after 5 minutes

Rules:

The games begins with a throw up between a player from each team
No running with the ball
The goalie is allowed to move around on the bench but must not put his/her feet on the floor, even once they have caught the ball
No one is allowed to stand on the mats
After each goal a new goalie must go on to the bench

The game can be played as a tournament of 6 games lasting 5 minutes each which, including introduction and warm up, should fit perfectly in to an hours PE lesson. This will also give pupils a chance to sit and watch between games (they are pretty fast moving!)

BENCH BALL LAYOUT

TORNAMENT

1 v 2
3 v 4
3 v 1
4 v 2
3 v 2
4 v 1

Put various unconnected sentences on the board and ask pupils to connect them E.g. I fell over. My shoelace was undone. Ask pupils to work in pairs. One writes the first half of a sentence and the connective and the other finishes it off. E.g. My dog was limping because…

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