Wednesday 25th November
Maths video: Click here
Watch this video clip trailer and make a timeline of the key points in the journey.
Imagine you are the magician in the clip. Write a diary entry to describe your day . . . . think about the verbs you choose and do they describe how you are moving.
Work through this PowerPoint all about cruise ships and what happens to them at the end of their life. Attempt the junior challenge at the end and send your ideas in using Class Dojo.
Tuesday 24th November
Today's maths recap video: Click here
Look at the mechanical toys in this picture from our book. What verbs do you think would best describe how the toys move?
Now use a thesaurus (most tablets or phones have this feature) to see if you can uplevel the words you have chosen.
Write a descriptive paragraph about the picture. Remember to use all your senses (what can you see, what might you be able to smell, hear etc). Don't forget to use your conjunctions to join clauses together (when, if, because, although)
Monday 23rd November
Today's recap lesson video: Click here
Watch this video about how to use an apostrophe: click here
Look at this picture of Leon and his friends stood outside the tent
Write a short description about the scene using possessive apostrophes where you can. Try and use a mix of singular and plural nouns to show you can use apostrophes correctly for both.
Friday 20th November
Today's maths video: Click here
Leon and his friends have stepped inside the circus tent.
List all the nouns that they would see in the tent: grass, lanterns, Tom, Pete, Mo, Leon crowd of people, curtains, gold braid. What else could there be?
Write a list of nouns and add adjectives to each one. For example:
Can our phrases be expanded? Have we added verbs?
An anxious crowd with excited faces. An excited, happy baby wiggling his toes. Highlight verbs used. Can they be changed?
Now think about using subordinating conjunctions including when, if, because, although, to make sentences using the phrases above.
Although the crowd were anxious about what might happen, their excitement showed on their faces. An excited, happy baby squealed with delight when the white lop-eared rabbit hopped out from behind the curtain.
Thursday 19th November
Don't forget to complete your Numbots (15 mins) and TTRS (10 studio games) today 👍🏻
Today's maths video: Click here
Today's maths sheet:
Read to the end of Chapter 3 (The Train to Impossible Places)
Complete the sheet below
Wednesday 18th November
Today's maths sheet
Look at this picture of a circus big-top.
Make a list of adjectives that you could use to describe the tent. Now use a thesaurus to improve any that you can.
Now look at this picture from our book 'Leon and the place between'.
What's the same about the tents and what's different ?
How do you think the children are feeling as they stand outside the tent ? Which child do you think is Leon ?
Tuesday 17th November
Today's lesson follows on from yesterday so there is no video today. Re-watch yesterday's if you need to remind yourself of anything.
Today we are looking at the effects of sugar on our teeth and how much is in everyday foods.
Worth through the Powerpoint then have a look in the kitchen cupboards (remember to ask your parents / carers first). Make a table to compare how much sugar is in different foods.
How much added sugar is recommended for you to eat a day?
Monday 16th November
Today's maths link: Click here
Friday 13th November
Today's maths video (click here)
Look back at the poem we read on Tuesday (A lost lost property office) and remind yourself of how Roger McGough used rhyming couplets to describe all the weird and wonderful things that people leave on London Transport.
Use the noun phrases you created on Wednesday to write your own version of the poem.
Why not ask an adult to video your performing your poem and send it to us on Class Dojo.
Go through the Powerpoint below and then attempt the challenge on the final page.
Thursday 12th November
Look at these sentences and predict what you think our new book might be about:
What about when you see the book cover . . . .
Read the first chapter:
Now answer these questions (remember to give evidence from the text):
Wednesday 11th November
Today's video link: https://vimeo.com/474994600
Watch the short clip of ‘Tales from the Lost-Property Office’ (Or read the linked article)
and inside TFLs lost property office
Using the picture below and the film clip, make a list of all the items you have spotted that you might like to include in your poem- think about who might have lost it and how. Encourage careful choice of nouns and adjectives, verbs and adverbs to make phrases. Use a thesaurus to improve noun choices and add imaginary items to extend their lists.
Tuesday 10th November
Today's maths video: https://vimeo.com/474994166
Read this poem:
The Lost Lost-Property Office
'On buses and trains you wouldn't believe
The crazy things that passengers leave:
A pair of crutches, I kid you not,
Hot-waterbottle, full but no longer hot
A bouncy castle deflating slowly
Glove discarded by a one-armed goalie
Pink chiffon tutu for a large ballerina
A can of worms and a concertina
A ventriloquist's dummy with nothing to say
An Egyptian mummy all dusty and grey
A scaffolder asleep in a Spider-Man suit
the tangled remains of a failed parachute
A Viking helmet and a broken lance
A pair of elephant's underpants
A file with Top Secret stamped in red
(Inside a card, April Fool it said)
An Alpine horn and a didgeridoo
A signed photo of Winnie-the-Pooh
A shot-putter's shot and a pole vaulter's pole
Two Yorkshire puddings and a toad-in-the-hole
Headphones and hearing aids by the score
A mountain of mobiles and a lavatory door.
A bucket of toenails and a wooden plank
Two air-to-air missiles and a Russian tank
Lost any of these? Bad news I'm afraid,
The Lost-Property Office has been mislaid.'
(You can watch Roger McGough read his poem here: https://www.youtube.com/watch?v=Fd7E0pMUkoM&ab_channel=CLPE)
Answer the following questions about the poem:
Monday 9th November
Today's maths video: https://vimeo.com/470181789
Listen to this song from The Sound of Music called 'My Favourite Things' . . . .
Look at the lyrics carefully and consider which lines rhyme and how many syllables make up each line.
Raindrops on roses and whiskers on kittens
Bright copper kettles and warm woolen mittens
Brown paper packages tied up with strings
These are a few of my favorite things
Cream colored ponies and crisp apple strudels
Door bells and sleigh bells and schnitzel with noodles
Wild geese that fly with the moon on their wings
These are a few of my favorite things
Girls in white dresses with blue satin sashes
Snowflakes that stay on my nose and eyelashes
Silver white winters that melt into springs
These are a few of my favorite things
When the dog bites
When the bee stings
When I'm feeling sad
I simply remember my favorite things
And then I don't feel so bad
Each line is made up of two statements separated by 'and'. Each statement is made of 5 syllables. ables.
Write at least three lines of your own lyrics using the same idea. For example:
View from the window and brown wooden table.
Today's video link: https://vimeo.com/470607065
Recap the story 'Gorilla' using the Powerpoint below.
Write your own version of the story by changing the setting, the animal (what animal would you change the gorilla for) and where they go on their adventure when the toy comes to life.
Remember to use a variety of fronted adverbials and avoid using Hannah's name repeatedly by using different pronouns.
Today's maths link: https://vimeo.com/470606504
Read the story below and then have a go at answering the questions on the attached sheet.
Thursday 22nd October
Today's video link: https://vimeo.com/465337207
Read to the end of the story.
Did you like the ending? Any puzzles or questions? What was the theme of the story? How did Anthony Browne convey his theme/message to the reader?
Take the final image with Hannah and her dad and add thought bubbles to it or speech bubbles. Can you create a speech sandwich for Hannah and her dad?
Discuss what might have happened with her dad at the zoo and note down any ideas.
Answer the following and write a short paragraph for each:
What I liked about the book;
What themes I liked in the book;
What I didn’t like;
My favourite part of the book;
What I think happened at the zoo with Hannah and her dad.
Have you used g fronted adverbials and a range of conjunctions in your writing?
What I liked about the book
At the beginning, I didn’t really like the story because Hannah’s dad was unkind to her but then I really liked that the toy gorilla became a real gorilla and he did all the things her dad should have done with her. I also enjoyed Anthony Browne’s art work because he hides gorillas in the scenery and it’s fun to try and spot them.
Design and make an instrument to play as part of a celebration band. Consider how the instrument will be played and carried by the player and whether it will make its sound by blowing, plucking or beating. Select from a range of different materials and resources to construct their instrument, including a range of tools to join and decorate their designs.
Note: Children can choose from a huge variety of instruments, from box shakers, rainmakers, bamboo scrapers and drums, to paper and comb kazoos and rubber band guitars. The possibilities are endless.
Wednesday 21st October
Today's link: https://vimeo.com/465337176
Today we are going to use the emotion graph we created yesterday to write a diary about the Hannah's adventure so far.
Remember the key features of a diary (this link might help https://www.bbc.co.uk/bitesize/articles/zmmj7nb)
Try and start some of your sentences with fronted adverbials (https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zp937p3)
Video link: https://vimeo.com/463378320
Continue reading up to ‘Hannah had never been so happy.’
Identify the main events from the story so far and create a timeline.
Explore how Hannah has felt through the story and model plotting the first few points of an emotion graph or timeline for the key events in the book. Discuss a range of vocabulary to describe emotions beyond happy and sad. Try to include quotes from the book on the graph or timeline, or reasons for the choices of emotions.
Can you complete your own emotion graph for events read so far.
Work through this Powerpoint and then attempt the challenge at the end.
Recap lesson looking at numbers to 1000 on a number line.
Video Link: https://vimeo.com/452198131https://vimeo.com/452198131
Complete the Powerpoint below and then work through the activity sheet
Video Link: https://vimeo.com/456123596
Carefully read the following pages of text all about dolphins then answer the questions below:
Have a go at this Cosmic Yoga activity . . . it lasts about 30 minutes so make sure you have a drink ready for during the exercise.
Video Link: https://vimeo.com/458106101
Investigate a model non-chronological report/biography fact-file about Usain Bolt.
Look at the fact-file describing Usain Bolt’s life (see below) and the modern-day Olympic Games.
Pupils highlight mastery keys which have been addressed in the unit.
Once pupils have completed this, look at the feature keys and unpick elements which can be found in the fact-file:
Make notes on how the Feature keys have been used.
Work through the powerpoint and answer the questions included
Video Link: https://vimeo.com/457785786
Create a timeline of Katherine’s life by going through the book again and deciding on the pivotal moments (e.g. date born, starting school, moving to a new house age 10, leaving high school, first job, job at Langley, etc). Retrieve key information from the text and infer other facts (e.g. born 1918, moved to a new house age ten which must be 1928). Align these with the dates of the Space Race where possible to show how her life was impacted by this point in history.
Consider what Katherine needed to succeed. Suggestions could include:
support from her family
a dream/ clear goal
a positive attitude
the right skills
belief in herself
Could anyone achieve what she achieved? What does it mean to be ‘a star’?
Imagine you are Katherine Johnson herself.
What would your message be to young children with a dream, particularly those facing barriers such as race, class, financial hardship or gender?
Write an open letter from Katherine Johnson to give a message to youngsters with a dream.
Here's an example to help you:
Dear inspired one,
I am writing to you to let you know nothing is impossible. Once upon a time I looked up at the stars and dared to dream. Few people like me took the path I took in life. If you keep believing I want you to know that any dream can be yours.
Firstly, believe that education should be for everyone. Fight for it. Value it. If someone tries to take it from you demand to keep hold of it. Your education is your greatest tool because what it teaches you can take you anywhere.
Secondly take support from people who love you. There will be times you will need their love like water. Accept their help and appreciate it.
Finally, don’t be afraid to push doors open when they are closed. Sometimes people say you can’t do things or it isn’t normal. Is it because it is wrong or is it because it has never been done before? You too can be the first...and be great at what you do.
Be true to yourself. Only you can make the most of your life. I wish you a long and happy one.
Take care, Katherine Johnson
Choose your favourite piece of music.
Video link: https://vimeo.com/457429670
Look at this picture of the exploding rocket and ask them to describe what they can see. Pupils then write their ideas on post it notes and expand upon them using prepositions and adverbs.
...scattered debris flew in all directions
Ask pupils to do the same again but now focusing on what the astronauts could hear and feel.
suddenly lurched forwards...
Now try to turn these ideas into a description of the exploding rocket. Draw attention to the way the description should be in the past tense. Encourage pupils to use the Y3/4 word list and words from the developing vocabulary bank in their own writing.
Pupils write a description of the explosion including prepositions and adverbs.
We are going to investigate pitch using elastic bands. Firstly, complete these sentences:
Now using elastic bands that you can find at home, experiment how the pitch changes when you use different thicknesses, different lengths and when you stretch them tighter.
Were your predictions correct ?
Video Link: https://vimeo.com/456123805
Can you match the vocabulary to the definition (resource 1 below)
Read the newspaper article (see resource 2 below) about Apollo 11 walking on the moon. You may wish to show a short clip of the momentous occasion.
Discuss how news reports give us the answer to the 5w questions: Who? What? When? Where? Why? Pupils use a highlighter to pull this key information from the text. Pupils may also highlight other key facts the newspaper reveals.
In a different colour, pupils should underline prepositions, conjunctions and adverbs that express time, place and cause within the text.
Pupils decide on the facts that are most interesting to the public. Can you turn these facts into a Did you know...? style question and write them as bullet points. Recap with pupils how to use question marks and capital letters for proper nouns.
Pupil create a Man on the Moon Did You Know...? fact-file about the moon landings using the information in the text.
Watch this video about how we hear using our ears:
Draw a diagram to explain what you have learnt. Name each part of the ear and write about what it's purpose is.
Click here and watch a short BBC video clip.
Read the next four pages from ‘Here’s why...’ to ‘Glenn became a national hero.” Pupils read the key facts about astronaut John Glenn, the first American in space (resource below)
Focus on the line ‘Katherine was known for asking plenty of questions’ and those on the previous page. Highlight the use of the question mark.
Return to the key facts from earlier in the session and recap how to add detail to sentences using adverbs, prepositions and conjunctions. Turn phrases into full sentences varying the position of conjunctions.
Use the notes about John Glenn’s life and his part in
the Space Race to write a paragraph about the famous astronaut.
Pupils write a paragraph about John Glenn and his part in the Space Race using the information drawn from the key facts. Pupils should incorporate prepositions, conjunctions and adverbs to express time, place and cause as appropriate.
Play a range of recorded sound effects for children to identify. Work in teams to recognise and describe the sounds as accurately as possible. Make sounds using their voices for others to guess.
Note: Provide a wide selection of sounds, including mechanical and natural, soft and loud, extracts of theme tunes or music from adverts. Compare and discuss results using descriptive vocabulary. Vocabulary can be collected on word cards for later use.
Video Link: https://vimeo.com/455474568
Study the picture and imagine what it would feel like to be Katherine walking into that office for the first time. Consider her reaction as well as the reaction of the other women in the room.
Form contractions from two words using an apostrophe to make a speech bubble for the characters.
Create a dialogue between Katherine and her new colleagues incorporating adverbs to express time and place. Also include contractions where appropriate.
Work with someone at home to find out about one of the Bible writers using your Bible Author Fact Sheet. Make notes about your author using the key questions on the whiteboard.
Then put yourself in your Bible writer’s shoes. Ask someone at home to interview you. They might ask which book of the Bible you wrote, or when you wrote it, or how you knew what to write. Can you answer all their questions?
*Can name at least three different authors in the Bible?
**Who is your favourite author? What inspires them?
***How are the Bible writers different?
Video Link: https://vimeo.com/455438217
Use the powerpoint below to up-level your diary entry from Friday
Listen to examples of a range of western classical music, finding a piece that they like.
Think of ways that the piece chosen could be used as background music for a reading of The Sound Collector.
A stranger called this morning
Dressed all in black and grey
Put every sound into a bag
And carried them away
The whistling of the kettle
The turning of the lock
The purring of the kitten
The ticking of the clock
The popping of the toaster
The crunching of the flakes
When you spread the marmalade
The scraping noise it makes
The hissing of the frying pan
The ticking of the grill
The bubbling of the bathtub
As it starts to fill
The drumming of the raindrops
On the windowpane
When you do the washing-up
The gurgle of the drain
The crying of the baby
The squeaking of the chair
The swishing of the curtain
The creaking of the stair
A stranger called this morning
He didn't leave his name
Left us only silence
Life will never be the same
Listen together for key moments in the music that would help to emphasise particular words and phrases in the poem. Discuss the effect of the music on the way that they read the poem.
Watch this video up to 1min 38seconds
Consider the statement:
Her dad was right to move her to another town where there was a black high school. Explore ideas from pupils about whether they agree or disagree. Formulate some statements using because.
He was right because he wanted her to go to school.
He was right because she was very bright and needed an education.
He was wrong because all their friends would be in the town they had moved from.
Discuss how to group related ideas into paragraphs by creating a brief plan together. Use ideas from the previous discussion. Pupils should build in conjunctions and try to vary their position in a sentence.
Explain the dilemma-how he is feeling
Reasons to go
Reasons to stay
His decision and feelings
-lay awake worrying last night
-Katherine is a bright girl
-a new school will be welcoming
-all Katherine’s friends are here
-Katherine will make new friends
I haven’t slept a wink. I have been so worried about Katherine lately. What am I to do? She is a gifted child and she has grown up in a place that hasn’t allowed her to shine. When I moved here I didn’t consider how hard it would be. I believe now we need to move to a different town and find a school that will welcome us. Finding such a place will be difficult though because I have heard so many places separate whites and blacks.
Pupils complete a diary entry for Katherine’s father, centred on him trying to make the right decision for his family. You may wish to give the modelled start (above) and pupils continue and finish the diary.
Video Link: https://vimeo.com/455438217
Carry out a five minute warm up session to make sure all your muscles are ready and your heart is beating a bit faster . . . ready to do some exercise.
Today's PE lesson is an introduction to Football and looking at the skill of dribbling.
With a ball (if you don't have a football, any size ball will do), practice dribbling around cones or obstacles that you set up in your garden. Remember to use the inside and outside of your foot.
Can you do the same course using your other foot instead ? How fast can you go before you start to lose control of the ball?
Explore the character of Katherine with the class.
On the outside, place what we know about her.
Model how to turn some of the facts into sentences, linking phrases with conjunctions. Also emphasise the use of expanded noun phrases and the use of the past tense.
Katherine Johnson skipped three years of school because she was so bright. Her knowledge and interest in the universe fired her imagination so she wanted to learn as much as possible. She burned with fury when she discovered she couldn’t go to high school.
Pupils continue the description of Katherine. Ensure that conjunctions and the past tense are used.
Counting in 1000s
Listen to a piece of jazz music, making marks and shapes to represent the different sounds heard. Take inspiration from other jazz influenced works, such as those by artists Paul Klee and Wassily Kandinsky. Use their ideas to create a piece of drawing work, using a range of drawing materials, that represents ideas about a piece of music they like.
Note: Children could explore how their marks change as they listen to a range of different musical genres and sounds. Examples might include classical, contemporary or rock. Strong rhythmical pieces such as traditional African drumming should produce some interesting, strong lines and shapes.