Date: Monday 21st Fiction Levels: Mixed Year: 2

October 2024
Topic: Story writing ( week 7)
WALT To demonstrate familiarity with the story “Horrid Henry”
To compare two different characters
WILF Chn. Understand the story and can compare two characters in terms of personality
using comparative adjectives
Key Words Horrid, snatched, shoved, pinched, despaired, avoided, whispered, radiator

Starter 10 min Show the children the pictures of horrid Henry and perfect Peter (DC-shared
activity folder) and tell them that these are the 2 main characters of the story that we are
going to read today. Ask them to have a look at the pictures and to describe the
personality of both of them.

Tell them that the story is called “Horrid Henry’s perfect day”. Ask them, which
one of the 2 pictures do you think is Henry? How do you know that?

Main Activity 30 min Start reading the story (Collins pupil book p. 4 and 5) with the children and ask
them comprehension questions as you read:

 Which bad things did Henry do?

 How did his parents feel? Why?
 What did his parents do when they walked him to school?
 What was his younger brother’s name?
 How were Henry and Peter different?
 How do you know that Peter was nice?
 What did Henry start to think at the end of the story?

Tell them that Henry thought: “What would happen if I was perfect?”
Ask pupils to imagine and discuss how Henry’s life would change if he started to
change his behaviour.

CW: In the CW copybook, they will write about Henry’s new life. Ask them to start
with: Suddenly, Henry woke up and he felt different…

Plenary Ask pupils to present their stories as a class.

Resources Collins pupil book pages 4-5, CW copybooks, pictures of Henry and Peter.
Date: Tuesday 22nd October 2024 Fiction
Topic: Story writing

WALT To understand the story “Horrid Henry”

WILF Chn show understanding of the story “Horrid Henry”

Key Words Horrid, snatched, shoved, pinched, despaired, avoided, whispered, radiator

Starter 10 min Ask pupils whether they are similar or different to their siblings. Ask them to
activity compare themselves to their brothers or sister using adjectives ending in –er and –
est.

Main Activity 30 min Recap over the story “Horrid Henry’s perfect day”

Role play: In groups of 4, pretend that Henry’s teacher has called Henry and his
parents in to school to discuss his horrid behaviour. Decide who will play each part.

Ask pupils to open p. 7 in the Collins pupil book and dive them in groups.
Each group will choose a set of characters and to describe them using comparative
adjectives (-er and –est).

Have each group share their descriptions orally with the rest of the class.

CW: Pupils will answer the reading comprehension questions of p. 5 (Collins Pupil
book).

Differentiated:

H.A. All the sections

M.A. Blue and green sections
L.A. Blue section

HW: Horrid Henry writing worksheet (In this worksheet they will have to describe
this character and will write if they would be friends with them or not and why).

Plenary Ask the children who is their favourite character of the story and why

Resources Collins pupil book, CW copybooks

Date: Day may vary SPAG Levels: Mixed Year: 2
according to schedule
Topic: SPAG
WALT To add –er and –est to words ending with -e and -y

WILF Chn can add –er and –est to words ending with -e and -y

Key Words Comparative adjectives, superlatives, comparing

Starter 10 min Recap over the use of –er and –est. Remind them that we use these suffixes at the
activity end of an adjective in order to compare people or things.

Go through the following video in order to revise the use of the comparative
adjectives:
Comparing Adjectives -er & -est - YouTube

Ask them, do you remember what happens when a word ends in -y? (we cross the -y,
we add i then -er or -est). For example: happy-happier, happiest.

Explain that when a word ends in -e and we add -er or -est we leave the -e and just
add -r or -st. For example: brave-braver, bravest
Main Activity 30 min Play a game. The teacher will write an adjective that ends in y on the board and then,
in groups, they will write on their mini whiteboards the comparative and the
superlative forms with –er and –est.

Play the following game with the children in which they will have to unscramble
some sentences with comparative adjectives in them:
Unscramble -er and -est - Unjumble (wordwall.net)

CW: P.30 and 31 (orange book)

HW: P.15 (orange book)

Plenary Go over answers as a class

Resources PPT, green book, videos and online games

Date: Sunday 20th Spelling Levels: Mixed Year: 2
October 2024
Topic Unit 6

Topic: Spelling
WALT To be familiar with words ending with –el, -al and -le
WILF Chn can spell words ending with –el, -al and –le correctly

Key Words Towel, signal, animal, candle, vowel, pedal, model, middle, ankle, simple, want,
little, must, many, could
Starter 10 min Chn will do the spelling test on unit 5.
activity
Show pupils a PPT to explain the new words.

Go through the meaning of the words and ask students to put the words into
sentences orally.
Main Activity 30 min Show the following video:

Words Ending in el al and le || Teachers || Diamond Education Hub - YouTube

Play the following game with them in which they are going to guess if the spelling of
each word is correct or not.

-le, -el, -al - True or false (wordwall.net)

Play the following words in order to form words ending with –el, -le and -al

Spelling -al, -el, and -le words - Anagram (wordwall.net)

CW: P. 21 (Green book)

HW: P. 19 (Green book)

Plenary Ask a child a random word from the new spelling unit and ask them to spell it for
you. Repeat this with different students until they have spelt all the words
Resources Spelling copybooks, spelling grid unit 6, video, online games and green book