Monday 8th March
Welcome back everyone!
We are so pleased to see you all.
Today there will be lots of return to school activities!!
Tuesday 9th March
Forest School 9-10.45 - don't forget to come to school warmly dressed!
The Lost Words activities for the rest of the day
Robert McFarlane (Lost Words author) on Newsnight - why this book is important.
Wednesday 10th March
Find the difference
Teaching video Pages 46 and 47 of red booklet Answers
Divide by 5
Teaching video Pages 63 and 64 of green booklet Answers
Have a go at writing out your new spellings using lots of different colours. can you use colours in a pattern or a variety of shades to make your spellings stand out.
Do you know the name Florence Nightingale? Who was she? Discuss any facts you may know with a partner.
Watch the clip below and find out all about Florence's life. After the video make some notes about her life, it will be useful in tomorrow's English lesson.
This afternoon we are going to make Mothers Day cards. We are going to make a fingerprint flower bouquet.
Thursday 11th March
Teaching video Pages 48 and 49 of red booklet Answers
Divide by 5 (2)
Teaching video Pages 65 and 66 of green booklet Answers
Same video as yesterday, consolidating your learning
Choose 2-3 of your spellings to practise. How many times can you spell each one in 30 seconds? What is your record? Which spellings are easier? Harder? Why do you think this?
Watch the clip and think about what a gathering of crowds would be like.
Discuss when celebrities arrive at events or book signings how the crowd react - screaming, reaching out, touching the celebrity, jumping up and down with excitement, trying to get their attention etc. Think about how the celebrity feels and reacts - proud, shy, embarrassed, overwhelmed etc.
Make a list of times when a crowd gathers together, agree that crowds tend to gather for an important person, either a public or private (family) figure, with a common interest, - concerts, weddings, funerals, conferences, sporting events.
Show the children the palm cross and the wooden crucifix. Ask them if they have seen these before, where they would find them, the symbolism attached to them and what they remind people of. After discussion explain that these are used to remind people of events of the Easter story. For Christians, Easter is the most important time of the year and we will be finding out about the Easter story over the next few weeks.
Explain that there is a story about a crowd that greeted an important person, and that it comes from the Bible. Read the first part of the Easter story - Palm Sunday where Jesus rode into Jerusalem.
Try to imagine how people felt who were waving their palms. Why had they gathered to see Jesus? What would they tell their friends? How would Jesus feel?
Play this cartoon video of Palm Sunday
Have several pieces of green sugar paper or newspaper will be just as good. Have a go at making a palm - place the sheets of paper on top of each other, roll up into a tube and stick, cut slits down the tube about half way down, pull up the sections of paper inside the tube, carefully twisting to make a palm. Children can use these palms or palm crosses to act out the events of Palm Sunday.
Let different children experience being Jesus and ask them to discuss how they felt as they walked down past their class?
Friday 12th March
Compare statements (2)
Teaching video Pages 50 and 51 of red booklet Answers
Divide by 10
Have one last look at your spellings and you are ready for the test, good luck everyone!
We will be practising using 'ing' in our spellings. Watch the clip below and have a go! How many words using 'ing' can you think of and spell.
PE Kits to be worn in to school today please.
The Seaside- Shells, Waves, Under the Sea Sea Shells:
Today we are thinking about the season of Summer!
Look and study a variety of sea shells and explore language used to describe them.
How do they feel, what can you see, what do they smell like. E.g. select words to describe texture and shape- spiky, rough, smooth, curved, spiral, jagged, twisted, long, round, pitted.
Make a list of these words. What animals may have lived in the shells? How do the shells make you feel?
What thoughts do you think of when you are looking at the shells? What are the shells like on the inside? Can you hear anything? Use the words, thoughts and feelings to create your movements.
2) Use the whole body and parts of the body to create still shapes. E.g. Explore the word spiky. Create a spiky shape. Can you hold your shape, so it is controlled? Try your shape with different body parts or on different levels. Explore different words.
3) Explore the words again through travel, turn and jump. Can you travel with your spiky shape? How could you move in a jagged, spiral, curved way? Change the level, direction and speed of the movements and give contrast by moving heavy, light, delicate, stiff
Create a short phrase of movement.
Pick two still shapes and two movements. Link them together. Practise and perform so the dance is the same each time.
Discuss the capital letters and full stops of dance.
Include a starting position and finishing position in your dance phrase. Discuss the mood and feeling within the dance. How can we show this in our dance phrase? Discuss open or closed movements
End by having children perform their sequence of movements to their peers.