Week beginning 29/06/20
Warm up your SPaG knowledge
Complete this reading comprehension over a few days.
Day 1: Read this passage once. Then talk about what the story is about, who are the characters? where are they?
Now underline/circle the vocabulary Focus on the 'Bronze words'- What do these words mean?
Day 2: Read the text. Recap on what the 'Bronze' words. Answer questions in V, I, P,
Day 3: Read the text. Recap on what the 'Bronze' words. Answer questions in E, R, S
Watch this video and complete the activity below
- Draw a line that is 9cm and 4mm long
- Draw a vertical line that is between 4cm and 1mm and 5cm and 1mm
- Draw a horizontal line that is less than 12cm and 8mm
- Draw a line and measure it - write down the length _____cm and _____mm
- Now draw a square with lines that measure 7cm and 5mm
- Draw a equilateral triangle (All equal sides) Your sides should be 8cm and 9mm
Watch this video - https://www.bbc.co.uk/bitesize/articles/z64kvwx
Week beginning 23/06/2020
Identify the features on the non-chronological report below. You will need to include these in your report.
- Opening sentence
- Facts not opinions
Now its your turn to write a non-chronological report including the features you identified above.
- Choose an animal of your choice
- Write 3 or 4 subheadings of your choice (What does it look like? What does it eat?)
- Now use google to research your new animal. www.google.co.uk
- Type your sub-headings into google and collect the key words you want to use in your report from the information you find on google.
- Turn your information from the internet into complete sentences. Use conjunctions, sentence openers, apostrophes for possession, the correct tense (is)
- You can present your report by creating a poster or using Microsoft word on a computer.
Use this checklist to make sure you are using all the features.
What is the inverse of 2 x 3 = 6
The inverse is 6 / 3 = 2
Practice your 3 x table and write the inverse underneath each number sentence.
Use your fingers to count in 3's. Practice them until you know longer need to look for help!
Then try: (Make sure to write the inverse (divide) underneath each number sentence too!)
Click on 2do icon and find the coding tasks - click on 'start' button and complete activity using coding.
LO: We are learning about mystery stories
Activity 1: Listen to the ‘The Mystery of Harris Burdick’ on https://www.youtube.com/watch?v=U-xrTO8TVt0
Using pen and paper can you draw 6-9 circles and story map this story. Use drawings to help remember each part.
Now step and speak your story.
Make sure you can step and speak the story, The Mystery of Harris Burdick', before you move on. Re-watch the YouTube video and pause on your favourite picture. Now I want you to write what happens in this part of the story. Use your story map to help you.
Make sure you include:
Conjunctions (and, so, while, because, if, although)
Prepositions (above the tops of the trees, next to, behind the wall, under the branch)
Apostrophes (the dog's ball, can't)
prefixes (anti-, re-, un-)
suffixes (-ly, -ing, -ed)
Watch 'The Mystery of Harris Burdick' again. https://www.youtube.com/watch?v=U-xrTO8TVt0
Now its your turn to create and write your own Mystery story!
Write down what you are going to change, here some ideas to help you.
1. Draw a picture - you can use one from the story and change small parts of it if you want to.
2. Use this picture to help create a title and saying. (Helping to explain what the mystery is about)
3. Think about who your character is? is the mystery about him? or something he has seen? or owns? Where are they? What happens? Is the mystery solved? Or does the mystery get passed down to other people? How does it end? Is there a solution or an answer? or is it a cliff hanger?
Now we have our ideas about our own version of a mystery story, draw 6-9 circles on a piece of paper and draw pictures to help tell your story. Have a box of key vocabulary you might want to use that is specific to your story. items, places, adjectives, wow words.
Once your story map is complete, step and speak your story, maybe even tell it to an adult or family member.
Now we are ready to write our own mystery story.
Start with your title, capital letters, centre, you can even underline it!
Underneath write your saying that goes with your story. Skip a line and start writing your story.
Don't forget to use paragraphs for different events or places in the story.
Use adjectives and prepositional phrases to help set the scene. Describing your picture.
Include how the characters are feeling, throughout the story.
Here are some examples to help you:
Adjectives: beautiful, sparkly, silky, gloomy, bright, dull, vibrant, clear, dirty, rough,
Adverbs: quickly, slowly, in a flash, cautiously, gracefully,
Prepositional phrases: above the water, in the sky, behind the rock, under the rug
feelings: exhausted, terrified, excited, sulking, annoyed, shouted with fear, cried with laughter, frightened, anxious, shocked, amazed, curious
Want to write another story?
Listen to https://www.youtube.com/watch?v=46wCRq50Wwg and story map the story. Once you can retell the story in your own words, now listen to the story again, add details to areas you have missed.
Play the story again and write down any words you like or have not heard before.
Ill start you off: approached, scrumptious, jubilant
See if you can write down at least 10! These words will help you write your own stories.
Now focus in on main parts of the story - starting with Mrs Grimling sending off Mr Grimling's lunch. Here's the beginning to help you get started:
One afternoon, Mrs Grimling was concocting a scrumptious, delicious lunch. After she finished, she sent the lunch down the long wire that swayed side to side. Suddenly, the pesky, scavenging ___________ were circling the brown, weaved basket. One by one, they swooped down into the basket and devoured the ingredients of Mr Grimling’s lunch.
Now it's your turn to get creative and write your own version of this story.
Things to change:
Who are your characters? / What was in the lunch? / What was stealing the lunch? / What 3 ideas did the characters come up with to stop the lunch from getting eaten? / Which plan worked? / What happened at the end?
Story map your ideas 6-9 circles and re-tell it using step and speak. Magpie words from the story that you wrote down and use them in this piece of writing.
When you write include:
Apostrophes for possession - Sarah's lunch
Apostrophes for contraction - don't didn't
Adverbials of time - One afternoon, / place - Upon the rocks, / manner Suddenly,
a or an? vowel or consonant - an amazing lunch / a greedy seagull
speech marks (seagulls talking to each other) "yummy, i'll be back tomorrow for some more!" exclaimed Bert the seagull. (New speaker, new line)
Adjectives to describe the food, the seagulls, the basket - petrified, pesky, greedy, starving, hungry, bright, gloomy,
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Activity 1: Practice possessive apostrophes - https://www.purplemash.com/#app/texttoolkit/activities/text_tool_kit_lilys_dog
Activity 2: Knowing your sentence -
Activity 3: What is an adverb? https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zgsgxfr
Activity 4: Using a fronted adverbial https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zp937p3
Activity 5: What are paragraghs? https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/z9n73k7
Landscapes by David Hockney
Activity 1: Watch this YouTube video https://www.youtube.com/watch?v=-B_Zlv10uEw
Like the artist in the video, create your own paper of lines you see used in David Hockney’s artwork.
Now use a landscape photo from google images and recreate this using David Hockney’s style. Thinking of colours, different shades of colours and different lines for each area of the landscape. Use paints, colouring pencils, crayons, felt tips, try and make your own shades of colours.
Activity 2: Open up document one - What lines, patterns and marks can you use for each feature in the picture. Now choose at least 1 landscape picture in document 2 and recreate using David Hockney's style.
LO: We will be learning about coding on Scratch.
Open https://scratch.mit.edu/ - Click on Start creating
Use https://scratch.mit.edu/explore/projects/stories/ to look at how coding has been used to move characters around the screen and talk to each other.
Activity 1: I can create two characters on Scratch.
Start by opening up Scratch and clicking on start creating. Create 2 sprites using paint or selecting a premade character. This should be our Roman characters we had already created. (Soldier/Boudicca/Celt) These should be titled the name of your character.
Activity 2: I can create a backdrop for my characters.
Once both characters are created, create a background for the characters to be in. Click on tutorials – then stories – these short videos will teach you how to create everything we need for our Roman story. These will show you how to add movement and a back drop.
Activity 3: I can use costumes to show a conversation between my characters.
Next, you will need to add your conversation. Each sentence the character says will be its own costume on your sprite. You need to use code to help it appear and disappear on the screen at the right times stating costume 1 appear, disappear and then Sprinte 2 costume 1 appear, disappear. Your characters will not be saying the words they will be shown in a speech bubble that you will create using its costume.
Activity 4: I can add animation to be characters using coding.
CHALLENGE: can they move around the screen or become animated.
Unfortunately we see ourselves in a time of school closures: Please find below a list of websites that will help support home-schooling your children.
In Goldcrests, the children next week would have been learning about:
Science: Healthy eating and a varied diet.
History: Hadrian's Wall - The Romans
Maths: adding and subtracting using the formal written expanded column method
Computing: Open 'Scratch desktop' and create 2 Sprites and a background. Can they move around the screen using code?
Click on start creating.
Accelerated reader: Children can still access AR. Please use the website below and continue to read and quiz yourself after finishing their book. I advise that if children are reading a book from home then to check it is on AR first. Chn will know how to do this.
Also, listen online to David Williams sharing his stories. Every day at 11. It’s brilliant!
Stay fit with Joe Wicks at 9am every morning - he is running YouTube videos to keep us all active during these times.
Welcome to Goldcrests
Class teacher: Miss Pitt
Teaching Assistants: Mrs Ross, Miss Johnson, Mrs Hele
PE kits need to be in school Monday, Tuesday and Wednesday.
On Monday, all of Key Stage 2 will run 1 mile together.
Tuesday afternoon is PE.
Wednesday morning's are gymnastics or dance in the hall.
New spellings will be introduced on Friday, these will go home with your child every Friday and be part of their homework task.
Homework is given every Friday and is due the following Friday.
Children need to be reading at home at least 3 times a week. Children will take a quiz on their book and are expected to finish a book a week.