Learning for week beginning 29th June 2020
This week we are continuing with our topic of healthy eating. We will be writing a recipe and then making it!
Complete the reading comprehension for the Greek salad recipe.
Before we write our recipe we need to remember what a good recipe contains. Have a look at the descriptive pictures below and read the recipe.
On the recipe, underline the following in different colours:
Make a key so it is clear which skill you have underlined. Here’s an example:
Can you think of any more language that will be helpful for your recipe? Write down a list of imperative verbs, adverbs and time connectives.
Now that we know what language we should include in our recipe, we can write it! Use the smoothie recipe as a guide to write your own and watch the video below.
Think about what fruit you would like to use and use the amounts from yesterday’s recipe to make sure you have the measurements just right. You will need to include:
Now you have written your recipe it is time to test it out - let's make the smoothie! Read your recipe carefully and follow the instructions to make your yummy smoothie. Make sure you are careful with sharp objects and an adult is with you to help you. Then enjoy!
In this lesson you will write a review of your smoothie. Watch the video to help you understand how to give your opinion.
You will need to include the following in your review of your recipe and smoothie:
Write in full sentences and be descriptive so the reader will get a good idea of what the smoothie was like and your English group will tell you what else you need to include.
Exciting adjectives and an extended noun phrase
Jupiter and Mars
Exciting adjectives, subordinate clause and a simile
Venus and Mercury
Exciting adjectives, subordinate clause, a simile and suffix words
Here is a reading comprehension about the Queen for you to enjoy.
The document is split into three parts -
One star - Saturn
Two stars - Jupiter and Mars
Three stars - Venus and Mercury
Oracy gives children the ability to articulate their ideas, develop their understanding and engage with others through spoken language.
Share the scenario together and discuss. Use the sentence stems provided to help start your conversation.
This week we will be learning how to interpret data. Remember data is information and can be displayed as tally charts, pictograms and bar charts or graphs. Do you remember the special maths words we use when we talk about data? We say the most, least, most popular, least popular, how many more, how many altogether. Make sure you use these words when you are talking about data this week.
In this lesson we are going to be looking at data about different children’s bed times.
Here are the different children’s bedtimes.
Number of children
Did most of the children in the class go to bed by 8 o’clock?
How many children went to bed at the same time as you?
How many more children went to bed at 7 than 8?
Which was the most popular bedtime?
Do you remember how to draw and display information in a bar graph? Watch the video to help you.
Using the data given for your maths group, draw a bar graph to show the data clearly.
Your grown up can then ask you some questions about it.
Circles - read the information "Getting up in the Morning" and fill in the bar chart accordingly on the template (the times have been added for you)
Triangles and Squares - represent given information about ‘Getting up in the morning’ in a bar chart. Use the ‘Bar Chart Checklist’ given to self check your work. Use the template provided.
Hexagons and Pentagons - represent given information about ‘Getting up in the morning’ in a bar graph. Use the ‘Bar graph Checklist’ given to self check your work. Can you use a different scale so 1 square = 2 children? Use the squared paper provided and use more than 1 square width for your blocks so they are big enough.
In this lesson you will looking at different data and answering questions about it. Read through the different questions, read the data carefully and then answer the questions. Try and explain to your grown up how you know the answers using your reasoning skills.
In this lesson you are going to think of your own questions about a given set of data. Remember you need to ask questions using mathematical language such as “which is more, which is less, how many more, how many fewer, how many altogether, which is the most popular, which is the least popular?” Once you’ve have written your questions, you could write the answers and test you family.
This lesson is all about solving problems about data using our reasoning skills. Talking about “how you know” is really important so make sure you talk about your answers with a grown up. It’s also important to talk about inaccurate answers and why you know that it can’t be the answer. This shows a good understanding. Remember you can try the others group’s work once you’ve finished your group’s work.
One way to practise and understand maths vocabulary and concepts is to use the Frayer model. It helps the children to pronounce, define, describe and create examples and non-examples of the target vocabulary, helping them to build a strong language foundation and form connections between word families and concepts. With your child first look at the completed Frayer model showing a half, then have a go at completing the blank Frayer Model, this week we're investigating subtraction.
When children are answering problem solving questions using this checklist can help them organise their thoughts and work out an answer.
How to Problem Solve
Understand - Read it twice/What's the operation?
Plan - Choose your strategy - column addition/draw it
Solve - What is the answer?
Check - Explain your answer
These problem solving sentence starters can help your child explain their answers. Discuss possible sentence starters with your child and support them to use them independently.
Answering Maths Questions
Encouraging our children to answer Maths questions in a way which extends their knowledge and helps us to assess their understanding is very important to us. Using stem sentences helps children communicate their ideas clearly and with a structure. Here is a variety of stem sentences you can use with your child, first of all demonstrate how to use them by modelling a sentence then let your child have a go!
The Royal family
Lesson one - Royal timeline
In England we have a Queen who rules us and we have had a King or Queen for many years.
Do you know who the Royal family are? Why are they important? Who is the head of the Royal family?
Yes, it is Queen Elizabeth II. She is the longest reigning Monarch in England.
Here is a video explaining the Queen's life so far and a video clip of the Queen's coronation - the day she became Queen.
Using the videos, pictures and powerpoint research how long Queen Elizabeth II has been the Queen and the different events that have happened during that time.
Can you make a timeline of all the events that have happened in the Queen's reigns?
Saturn - Cut and stick the photos of 4 events in the correct place in a timeline sheet in chronological order and add the correct label to each picture. Can you teach someone in your family about the Queen’s reign?
Jupiter and Mars - Cut and stick 6 different events in the timeline template in chronological order and write descriptions for each one and the year that each event happened.
Venus and Mercury – Research the Queen’s reigns and draw a timeline including 8 significant events. Draw and write about each one in detail including key facts.
Lesson two - Jubilee poster
Yesterday we learnt about the celebrations of the Jubilee and how important they are to the Queen. Queen Elizabeth II chose for them to be celebrated to commemorate her time as the Queen and it helps to remind people of how long she’s been the Queen.
Today we are going to look at how people have celebrated Jubilee’s over the years in the Royal family and at home.
Look at the pictures and think about how the Jubilee celebrations are similar or different to the celebrations you might have.
Look at the previous Jubilees. If Queen Elizabeth II continues to reign as the Queen, she will be celebrating her platinum Jubilee in 2022 – only 2 years away!
Now let's watch the video of the Golden Jubilee :-)
Today you are going to create a poster advertising the next jubilee in 2022.
Can you include how it will be celebrated?
Why it is important?
How many years it is celebrating?
People could celebrate by having a street party, watching the Queen on the TV, going for a visit to London, or waving to the Queen on the balcony at Buckingham palace.
Lesson three - Diary entry
What do we know about the Royal family? How is their life different?
Today you are going to use your imaginations and to use what they know about the Royal
family to imagine they are the Queen or King of England.
What would your life be like?
Where would you live?
What would you do every day?
Imagine you were the Queen on the day she found out she was going to be Queen and be in charge of England, how would that feel? What would you think? Would it change your life?
What about the day of the Coronation with all those people waiting to see you and cheering your name when they saw you?
Use role play to act out and imagine how the you would feel as King or Queen.
What might you do or think?
How are your lives similar/different to the Queen?
Saturn – Use the template to write a diary entry – which words would you uses as a King or Queen? Where would you live? What would you eat? What would your daily jobs and responsibilities be?
Jupiter and Mars – Can you write a diary entry in the role of a King or Queen?
Write a recount of a day in the life of a royal – where they would live, the jobs they would do within the day, who they might visit or who might be visiting them?
Venus and Mercury – Can you write a diary entry in the role of a King or Queen? You could include what they have learnt about events from the past in their writing e.g. write on the day of her longest reign, the day of her coronation, the day she became queen and consider how she would be feeling/doing.
Read your diary entries to your families so they can imagine the life as a member of the Royal family.
In this week's music lesson we'd like you to listen to / watch a piece of music called "Short Ride in a Fast Machine" by John Adams. The first link is the music introduced by Khalil Madovi.
Once you've watched this, watch it again via the second link where you can see a large orchestra playing it. On this video it starts 10 minutes in (but feel free to watch any of the other pieces too).
It's part of the BBC Ten Pieces Project and is played here at the CBBC Ten Pieces Prom. As you listen the second time why don't you join in with your own percussion instrument? Tell your grown up if you like the music or not and why. How does it make you feel? Can you imagine being in your own fast machine?
I hope you enjoy it. I think it's full of energy and excitement.
Can you imagine the machine whizzing along? Close your eyes as you listen. What does YOUR machine look like? Perhaps you could draw it and send it to Mrs. Churchill or to your class teacher?
Keep active and have some fun!