Believe ~ Learn ~ GrowLydiard Millicent CE Primary School – Weekly Plan

Day Session Teaching & Learning

MONDA

Y

1 Reading - Artemis Fowl by Owain Colfer pg64-65Use clues in the text to infer meaning INFERENCEChildren to read the text, following along with a ruler, independently.

Remind the Children of what inference is and how we infer things within our everyday life – body language, facial expressions, and people’s emotions. Explain to the Children that these will not be obvious in the text - we will need to ‘read between the lines’ to figure it out.

1. How do you know Artemis is the leader of the group? 2. How do you know Butler is embarrassed? Find 2 examples. 3. Do you think Butler should have explained what was going on to Juliet already? Explain.

Model to the Children how they found it out. Where in the text can they look? What specific phrases and words give you this impression?

Children at home to create 4 of their own inference questions following the structure of 'How do you know…' or 'Why…' Children in school to create inference questions as a class.

2 Spellings – investigate and explore the ness suffix. Creating nouns using –ness suffixCreate their own shape of the word activity

Cyclops-ness-suffix-phase-5-ou.docxPegasus-and-Medusa-ness-suffix.docx

3 Maths – Multiply 2d x 1d (recap)

Children build on their understanding of formal multiplication from Year 3 to move to the formal short multiplication method. Children use their knowledge of exchanging ten ones for one ten in addition and apply this to multiplication, including exchanging multiple groups of tens. They could draw place value counters to support their understanding.

Which column should we start with, the ones or the tens?

How are Ron and Whitney’s methods the same? How are they different?

Can we write a list of key things to remember when multiplying using the column method?

Task – White Rose Maths worksheet

4 English - Short burst writing – a character description. Look at the picture of Beowulf. What type of character do we think he is? Think of 5 adjectives to describe the warrior. These need to be well chosen and fit for a purpose.

Beowulf is a Viking. He is a strong and powerful fighter who comes to saves the people from a monster. He is part of a famous legend. This legend is called Beowulf and the Grendel.

* Use the sentence starters below to write a description of Beowulf. Make sure you are including a range of verbs to explain what he could be doing. Beowulf was a _____, _____ man. He was…He could see…He could hear…All around him, …

** Write a description of Beowulf using the skills given below in each sentence. 1. Must start with a verb (Sweating in anticipation, the hero stepped forward) 2. Short, simple sentence for effect3. Use a conjunction 4. Include an ENP 5. Describe what can he see and hear?

*** Write a description of Beowulf using the skills given below in each sentence. 1. Must start with a verb (Sweating in anticipation, the hero stepped forward) 2. Needs to include personification3. Embedded clause4. Short, simple sentence for effect5. Use a conjunction

5 PE – Gym Fit Learning objective: • To develop consistency in technique. Learning outcomes: • Explore reasons for improvement or lack of improvement. • Perform a fitness circuit with understanding, aiming to improve strength and stamina.Warm-up:Numbers gameAsk the children to move around the whole space, changing their action when the following numbers are called.1. Jog around the room.2. Star jumps.3. Burpees.4. Sit down.Ensure all children know the required moves. Vary the time between calling out the different numbers.Skills learning and development:With the children, recap on the skills learned in Lesson 1. Ask the children to model the technique to demonstrate understanding. Ask: What are you aiming to improve in this lesson?

Application and practice:The children should perform the circuit from Lesson 1 in pairs. However, this time, when one of the pair isactive at a station, the other runs around the hall for the minute. Place cones around the hall for the children to run around. All children must run in the same direction. Change roles after one minute.

TUESDA

Y

1 Spelling - investigate and explore the ness suffix. Creating nouns using –ness suffix

Word hunt – look through your reading books and see if you can find any words which follow our suffix spelling rule.

2 Maths - Multiply 3d x 1d (recap)

You are going to build on previous steps to represent a three-digit number multiplied by a one-digit number. Go careful when exchanging, this needs to go at the bottom of your answer question and will need to be added on too.

How is multiplying a three-digit number by one-digit similar to multiplying a two-digit number by one-digit?

Would you use counters to represent 84 multiplied by 8? Why?

Task - White Rose Maths worksheet3 Maths – arithmetic

Solve the calculations below in as quick a time as possible. If you can, complete it once at the start of the day,

time yourself and then complete it again at the end of the day. See if you can beat your time.

1. 7 x 8 = 2. 872 x 100 = 3. 9.6 x 10 = 4. Find ¼ of 36 = 5. Find ¾ of 36 = 6. 9854 + 484 = 7. 8 x ? = 64 8. 9000 – 4321 = 9. ¾ + ¾ = 10. 12² =

4 RE – Sikhism, The 5K’s.

Watch the clip https://www.bbc.co.uk/bitesize/clips/zcn34wx or complete your own research on The 5K’s. Your task is to create a poster or a non-chorological report to explain your understanding of the 5K’s. You could do this on Purple Mash or on a piece of paper and then forward it to me.

*** Can you explain why the 5K’s are so significant to Sikhism and their importance within this religion? 5 Geography – Where did the Vikings come from?

The Vikings came from Scandinavia. This is part of the world known as Denmark, Norway and Sweden. You task is to fill in the map to show the different places the Vikings came from and where they settled. You will need to complete some research to find where they settled first in Britain. Challenge – where was the first place they invaded in Britain? Why did they go here?

Task – Map worksheet

WEDNESDA

Y

1 Reading - Artemis Fowl by Owain Colfer pg64-65Make predictions based on the text PREDICT

Read the text again, following along with a ruler. What does it mean to make a prediction? Why do we need to use the text when we are making a prediction?

Point – physically find it Evidence – show that this is your point Explain – what are your reasons why?

You must back up your point with something from the text.

What do you think is going to happen to Artemis when they find the ancient oak? Why do you think they need to find leprechaun?

2 Maths - Multiply 4d x 1d

You are going to build on previous steps to represent (show) a 4-digit number multiplied by a 1-digit number. When you are exchanging, look carefully if this is happening in the ones column or if this is happening in other columns too. You will need to make sure these are added on and not forgotten about.

Why is it important to set out multiplication using columns?

Explain the value of each digit in your calculation.

How do we show there is nothing in a place value column?

What do we do if there are ten or more counters in a place value column?

Which part of the multiplication is the product?

Task - White Rose Maths worksheet3 Maths – Reasoning

Complete the 2 reasoning activities below. Why is it important to set out multiplication using columns? Explain the value of each digit in your calculation. How do we show there is nothing in a place value column? What do we do if there are ten or more counters in a place value column? Which part of the multiplication is the product?

4 English - Inverted Commas Read the example from part of the legend of Beowulf. Firstly, you need to decide which part is the narrative and which parts are speech. How do we know this as a reader? Pick 2 colours and highlight/underline to show the difference between the narrative and the speech.

My arms were aching and my skin was stinging. Dust and pollen clogged my throat and nose. I crawled through the weeds, dug down into the earth, slashed and pulled at the stems. I dreamed of the baby crawling out here. She was strong and she kept on giggling and pointing at the birds. Then I saw how close to the garage I had crawled and I thought of the man in there, how he just sat there, how he seemed to be just waiting to die. I stood up and went to the garage door. I stood listening. There was nothing but the usual scuttling and scratching.“You can’t just sit there!” I called. “You can’t just sit there like you’re waiting to die!”

There was no answer. I stood listening.“You can’t!” I said.No answer.

If you are feeling confident with speech and the use of inverted commas, try to write 4 examples of speech of what you think Beowulf might say.

5 PE - Gym Fit Learning objective: • To develop personal fitness in an obstacle-style circuit.Learning outcomes: • Use the correct technique for new stations that involve equipment.• Understand that circuits can take different forms and work on different fitness elements.

Warm-up:Chain tag – try and get your family to play a game of tag. This time, once a tagger has caught someone, the join the tagger by linking arms to form a chain. Then the chain of taggers work as a team to try and catch the rest of the people.

In this lesson, you are going to complete an obstacle-style course. If you are at home, just work with any resources you may have. You might have things in your house, shed or garage that could work as the equipment.

• Hurdles: Set out a number of hurdles. You should jump the hurdles, touch a cone, jog back to the start and repeat. This improves your stamina.

• Ladders: You should jump two feet to two feet in each square of the ladder to improve your leg strength.• Side jump: You should put your hands in the centre of a mat and jump from side to side, aiming to get right over the mat. This improves your stamina and arm strength.• Hoopla: Set out eight hoops, like tyres in an agility course. In turns, you should jog towards the hoops and put one foot in each hoop, lifting the knees high but maintaining a good fluent running action. Then jog back to the start and repeat. This aims to improve your stamina.• Bench jumps: You should perform jumping jacks on and off the bench, moving along the length of the bench as you go. You should jog back to the end of the bench and repeat. This improves strength in the legs and stamina.• Ball pass: In pairs (if you can), start lying on a mat with your feet flat on the floor, knees up and a ball held above the head. Pass the ball to a partner as you sit up. Your partner receives the ball and lies back down. Repeat. This improves abdominal strength.

THURSDAY

1 Spelling - investigate and explore the ness suffix. Creating nouns using –ness suffix

Finding the origins of the words – use a dictionary or your computer/laptop/iPad to research where these words originated from. You will need to use the root words for this before we add the –ness suffix on? What do you notice? Do they originate from the English language?

2 Maths - Multiply 2d using the area modelWhat are we multiplying? How can we partition these numbers? Where can we see 20 × 20? What does the 40 represent? What’s the same and what’s different between the three representations (Base 10, place value counters, grid)?

Task - White Rose Maths worksheet3 English- Text marking – finding the features in a modelled text.

Read the model text of the Legend of Beowulf. What do you think? Why is it a legend? Find and highlight these features in the modelled text. Way to start a legend to tell the reader it happened a long time agoExpanded Noun PhrasesFronted adverbials Adverbs Setting description – show not tell

4 French – Bon Appétit. Have you heard of the phrase bon appétitit before? In French speaking countries it is polite, before eating, to wish everyone a nice meal by using this phrase. The French for ‘cheers’ when sharing a drink is bonne santé.

Use the website https://www.french-games.net/frenchvocabulary?topic=Food%20-%20drinks%20and%20snacks&level=primary to listen and say different foods and drinks which could be in your lunch box. If you scroll to the bottom of the website page, there are more tabs/options to click on for more food and drink

options. Task – draw your lunchbox and label 5-6 food items in French.

5 Computing – what makes a good blog?

Use Purple Mash to create your own blog about The Vikings. This could be something about their way of life, why they came to Britain or their Gods and Goddesses. https://static.purplemash.com/manuals/2blog/index.html Use this link to help you with getting started and what needs to be involved in a blog post. Save your blog in your work folder on Purple Mash.

FRIDAY

1 Reading - Artemis Fowl by Owain Colfer pg64-65Make summaries based on the text SUMMARISE

You need to read the text, following along with a ruler. Can you explain what a summary is? It is making a quick statement about each part of the text. Put the events below in the order they appeared in the text.

1. Butler squirmed because he felt uncomfortable2. Butler wanted to go on the stakeout3. Juliet questioned that Leprechauns are not real 4. Artemis explained the location using weather satellites 5. Butler and Juliet were nodding but were still confused

If we could give each paragraph a title what would it be?

Tell a partner, or someone at home, 3 key events from the story and 1 made up one – can they figure out the made up event

2 Spelling - investigate and explore the ness suffix. Creating nouns using –ness suffix

Spelling test – what have you learnt. Send in scores to Miss Herbert. 3 English - Shared writing – setting description. Miss Herbert will model this on the zoom call.

Success Criteria for your writing today.

● I can think of adjectives for the word bank

● I can think of verbs for the word bank

● I can think of ways to keep the reader interested in my writing

● ***I can start my sentences with verbs

We are going to write a detailed setting description together using the trailer from ‘Into the Woods.’ https://www.youtube.com/watch?v=2Byk9Is3TjY

We need to think about how do we want to make the reader feel? Happy? Sad? Scared? Nervous? Excited?

Here is how I am going to start the writing. Stretching up towards the dark sky, the gnarled branches became a canopy over the girl in red.

How can we continue describing the setting?

4 Maths – Multiply 2d x 2d

We are looking at more formal multiplication methods today. You will start by exploring the role of the zero in the column method and understand its importance.

Can you explain your understanding of what is happening within each step of the calculation process?

Why is the zero important? What numbers are being multiplied in the first line and in the second line?When do we need to make an exchange? What can we exchange if the product is 42 ones? If we know what 38 × 12 is equal to, how else could we work out 39 × 12?

White Rose Worksheet

5 Art – Viking Printing

Have a look at the Viking print on the right.

Look closely at the intricate detail and patters. This one is based on the image of Valhalla (heaven). If you can, create a block print of your design and then paint it onto a piece of paper. Rotate or change the angle of your block print and repeat the design but using a different colour.

Upload your finished artwork to me on Purple Mash.