Handwriting - Begin to Join

Handwriting – Beginning to join – lesson plans:
Objective:
To know use the first basic handwriting joins with confidence, and use these in independent writing.

Students practise basic joins then have the opportunity to use weekly letters to practise other types of writing: bubble, graffiti, paint, computer…. Design a page of that join and letter.
(Referenced from Nelson Handwriting Book)

The first joins:
Activites : TERM1
The first join, ae, ce, de, ee, he, ie, ke.
The first join, le, me, ne, se, te, ue.
The first join, hen, men, ten,
The first join, bake, bite, dance, hide.
The first join, tie, sleep, mend.
The first join, ay, day, hay, lay, may
The first join, ar, car, tar, jar, bar
The first join, we can go far in a car. .
The first join sa, sc, se, si, sm, sn,
The first join, so, sp, sq, su, sw, sy
TERM 2
The first join, sing, snap, spin, sad
The first join, pans, lids, names.
The first join, as, ds, es, is,
The first join, ks, ls, ms, ns
The first join, one pen, six pens, one pan, six pans,
The second join, ill, Jack and Jill went up the hill.
The second join, back, hack, lack, pack
The second join, packet, jack, jacket, Jack has a sack on his back.
The second join, ick, pick, kick, tick, lick
TERM 3
The second join, ch, chap, chat, chip, chin, chick.
The second join, sh, she, shed, shell, sheep, shin
The second join at, et, it, lt, nt, ut, ct.
The second join bat, cat, hat, mat, sat
The third join fa, fi, fo, fu, fan, found, fig, fun.
The third join ra, ri, ro, ru, run, ran, round, rig.
The third join va, vi, vo, vu, a vole in a vase, a van on a volcano.
The third join wa, wi, wo, wu, a worm in a wig, a wasp on a wall.
The third join, we, weak, web, wed, went, wept, were, well.
The third join, fe, oe, re, ve, cave, wave, toe, doe, fire, tired, wife, knife.


TERM 4 - Review

Melbourne Infant School - Art / Literacy - Year 1 - Pictre This

Lesson Objectives Activities Resources
1 To record from first hand, visual experiences and to use imagination in developing ideas.To work together.To understand the need for group planning. TI: Introduce the topic with the ‘Topic Assessment Sheet’. Explain that we are going to be making our own books that could be published. As well as writing the story we will be developing the illustrations using a variety of techniques, including ICT. Watch the DVD clip – ‘Otherwise’ – Look at the key questions. Discuss the story.Model Activity.Activity: As a mixed ability group, the children plan the story / pages for the book they will make, including ideas for illustrations. Where can they get the images from / create images.Plenary: Each group to present their ideas. Two stars and a wish. Finalise plans for next lesson. Starting Stories DVDKey QuestionsA3 planning sheet
2 To try out tools, materials and techniques and to link art with other activities.To record from first hand, visual experiences and to use imagination in developing ideas.To work together.To understand the need for group planning. TI: Discuss stars and wishes from last lesson.Activity 1: Children update their plans and recall what images they need to collect – who is going to collect what sort of image for the story.TI: Discuss collecting images – what tools, materials, techniques could be used (including digital camera).Activity 2: Children collect a range of images from around school (including wildlife garden) and then use paint etc in the classroom.Plenary: Back in classroom, children share their images as a group. PaperRange of materials, tools.Cameras
3 To extend experiences of cutting, arranging and sticking exploring scale and shape.To transfer an image by changing the scale, mixing colours.To work together.To understand the need for group planning.To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Model beginning to make a finalised book. Writing the text, cutting, sticking, changing scale of picture etc. (Discuss scale and ensure all children understand what this means).Emphasise the importance of working together, in order to produce a good finished product.Activity: Children begin to produce their books.Plenary: Children present their work so far and give each other two stars and a wish. ImagesBooksScissorsGlueComputerCamera
4 To extend experiences of cutting, arranging and sticking exploring scale and shape.To transfer an image by changing the scale, mixing colours.To work together.To understand the need for group planning. TI: Discuss improvements and model any necessary activities for improving quality of the books.Activity: Children continue making their books in mixed ability groups.Plenary: Share the books. What is the book missing? ImagesBooksScissorsGlueComputerCamera
5 To develop knowledge about decorative letter forms and the skill of using different methods of working on the same task.To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Look at a range of styles of forming lettering. Explain today they are going to be creating their front cover; blurbs etc by using ‘decorative lettering’ Model some ideas.Activity - children work in mixed ability groups on the front cover of their books using decorative lettering and images.Continue finishing books – laminating (with adult), binding etc.Plenary: Share the book as a class. Lettering examplesPages for coversLaminatorBinding machineOther materials required
6 To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Explain today they will be presenting their books as Authors to the rest of the year group. Model planning their presentation.Activity: Children plan their presentations.Plenary: Story time – Authors present and share their stories as a year group.Two stars and a Wish. Books