dormerswellsinfants.org.uk · Web viewL.I: To create a word bank and plan an informal letter. Reflect why did the crayons leave? How could we get them back? Today you will use what

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YEAR 2Learning for the week beginning: 18.05.20

MO Subject and time

Lesson detail Resources

9.00-9.30am

P. E

Joe Wicks

https://www.google.com/search?client=firefox-b-d&q=pe-with-joe

https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

9.30-10.15am

Reading

LI: To find meaning of key vocabulary words.

Read the text and identify tricky words. Have a go at figuring out the meanings by reading in context using clues from the text to figure it out. Next use a dictionary to check unfamiliar words. Complete in your writing book.

Reading text Lucky Rudi

https://drive.google.com/file/d/1pn1SD_knepWQVnO0sgQNbmHmOO5zeg7G/view?usp=sharing

Dictionary

10.15-10.30am Break time

10.30-11.30am

Maths

Arithmetic Test

Use the strategies and methods you remember to answer the questions e.g. count on, count back, place value, column method, use fingers, prior knowledge, multiples, images, etc

10 mins rock stars

PDF Arithmetic test 4

https://drive.google.com/file/d/1RXcssq3TTXnw7G7BmIF4QaAU37uRyF9F/view?usp=sharing

https://teachmewell.com/free-online-math-evaluation-grade-1.asp

11.30-12.30am

English

L.I: To create a word bank and plan an informal letter

Reflect why did the crayons leave? How could we get them back?

Today you will use what you have learnt about the crayons over the weeks to plan a letter to the crayons. How could you get the crayons to stay? Or write a letter to your favourite crayon to come back or stay. Or to the box of crayons encouraging them all to stay or come back. Complete the planning sheet with support.

PDF Differentiated planning sheet

https://drive.google.com/file/d/1Ff-GlVrmJjNz4OuJuq7ulx3UoVmUzhze/view?usp=sharing

Listen to the story The Day the Crayons Quit

https://www.youtube.com/watch?v=ZttMDho5HMw

12.30-1.30pm Lunchtime

Afternoon

RE Topic activity

Today we will be considering what makes someone a ‘good person’. Many religions have stories that stress the importance of doing the right thing and being a good person. Christians tell the story of the good Samaritan: https://www.bbc.co.uk/bitesize/clips/zcyr87h

Your task today is to think about what it means to be a ‘good person’. What can you do to show you are a ‘good person’? What do you think a good person looks like? Can you tell if someone is a ‘good person’ from their outside appearance? Does being religious make you a ‘good person’? You can ask some of these questions to your family members to see what they think.

Younger Children

Draw around your hand. In each of your fingers, write something you can do to be a ‘good person’. In the palm of your hand, draw an image of you doing one of these things.

Deeper thinking:

Who do you know that is a ‘good person’? What makes them a ‘good person’?

Older Children

Consider the following 3 situations. What would a ‘good person’ do?

1) Suppose your Mum or Dad has been telling you to do stuff all day. You’re tired of it. You want to say, “No” and “I don’t have to” and “Leave me alone.” You want to walk away and do what you want to do. What will you do?

2) You’re with friends when they start teasing an unpopular kid, taking his things and calling him names. If you stick up for him, the group could turn on you. You start to slip away, but someone throws you the boy’s backpack. What will you do?

3) You’re in the middle of an intense video game. Just a few more points and you’ll beat your high score. You hear Dad say it’s time to turn off the game. The game’s loud, so it would be easy to pretend you didn’t hear. That way, you could finish the game. What will you do?

Now write in your own words what you think it means to be a ‘good person’. What values are important? How should they behave?

Deeper thinking:

Can you be a ‘good person’ if sometimes you make the wrong choices?

Challenge

Coronavirus has led to all of us having to adapt to a new way of life. How can we be a ‘good person’ during this challenging time? What could we do for others? What can we do to help our families? What can we do to help the vulnerable people? How should we treat each other?

TU Subject and Lesson detail Resources

ESDAY

time

9.00-9.30am

P. E

Joe Wicks



9.30-10.15am

Reading

LI: To answer vocabulary-based questions.

Re-read the text then have a go at answering the vocabulary-based questions. Write the correct answer only in a page in your book.

Reading extract –Poem and today task

Hot and Medium

Three vocabulary-based questions, two being a multiple choice to test the children’s understanding of the text.

https://drive.google.com/file/d/14-GWC5ocZAHIsjLFzqkKnxs48fMzxAlA/view?usp=sharing

Mild

Three vocabulary-based questions, two being a multiple choice to test the children’s understanding of the text with clues from the text.

https://drive.google.com/file/d/120d0oV_06jcq3aFZmB8tDtbgEERuoiXt/view?usp=sharing

Very Mild

Three vocabulary-based questions, two being a multiple choice to test the children’s understanding of the text with clues from the text and picture clues.

https://drive.google.com/file/d/1UUoQRDGokwfSjo8R8pLTQ1XDCF5SXyC1/view?usp=sharing


10.30-11.30am

Maths

Lesson 1 - Adding and Subtracting Tens

Practice: practice counting forwards and backwards in tens.

Times Tables Rock stars – 10-15 mins

link 1 Activity 1 watch the video

https://whiterosemaths.com/homelearning/year-2/

pdf worksheet with answers

https://drive.google.com/file/d/1ZOX5Co2CmDQElvW7UHkKbx6YS927M96N/view?usp=sharing

mild/very mild- move up and down 100 square to help you:

http://www.preshute.wilts.sch.uk/pdf/

https://www.timestables.co.uk/ resources/100%20Square.pdf

11.30-12.30am

English

L.I: To use a plan to write an informal letter

What key skills will you need to write an informal persuasive letter? In your writing book use the word bank and plan to write a persuasive letter. E.g.

How could you get the crayons to stay? Or write a letter to your favourite crayon to come back or stay. Or to the box of crayons encouraging them all to stay or come back.

Success criteria to Include persuasive language, rhetorical questions, adjectives, adverbs, subordinating conjunctions, first person.

Mild and Very Mild in your writing book write the letter using the support sheet filling in the missing words.

PDF Word bank

https://drive.google.com/file/d/1u_ryqkchsIWNj2QpVpYmVylg6Zma4pZy/view?usp=sharing

Mild and Very Mild missing letter

https://drive.google.com/file/d/10Y5psz-VuXq-T6VCU-qXahcc9kDJCYsY/view?usp=sharing


Afternoon

PSHE Topic activity

LI:

1.What we mean by feelings

2. How to recognise different feelings

3. Techniques to help us cope with our feelings

Activity:

Ask pupils if they have shown any grit or determination over the past week. Invite pupils to talk about how they are progressing with their gritty goals. Introduce the following words

Feelings, cope, expressing, thinking, positive, actions, thoughts,

negative, emotions, managing, reaction, beliefs and ideas.

What do they mean to the children?

Challenge: How can you help? answer the scenario question.

Younger Children

Talk through the images and what being positive means. Explain that we are not always happy and positive and that sometimes we have other feelings which is okay. The main thing is to try and be positive even when we don’t feel happy and to get through times when we feel sad by being positive.

Ask children to give examples of when they have been positive in the last week. Eg. By doing something nice for someone, smiling, saying thank you or by trying at something which they find hard.

● When do you find it hard to be positive?

● When you find something difficult, how do you feel?

● What do you think about yourself when you find something hard?

● How could you be or what could you do to be more positive when you feel like this?

● If a friend was feeling sad what positive actions / words could you say or do?

● When you are feeling upset, sad or angry, how could you be positive using words or

actions?

● On a piece of paper children can write some strategies for helping them stay positive.

Older Children

What if you just won £1000, how would you feel?

Discuss the answers. Ask each person to write down a situation and a feeling to go with it. E.g. walking my dog in the park makes me feel happy. Each person can place their paper folded up in a pile. They take it in turns to pick a strip of paper and act. The rest of the family have to try and guess the situation and the feeling.

Using the 'hand templates' (drawing around your hands on a piece of paper) ask children to write down positive feelings on one hand and negative

feelings on the other hand. This will help them identify between them. They can draw pictures to help differentiate their positive and negative hands.

Children can fill out the 'feelings chart' and come up with ways to help manage some different feelings which they may face. Children can create a coping skills card.

Challenge

Answer the scenario questions:

What advice would you give this child to help him with his nerves?

WE Subject and time


9.00-9.30am

P. E

Joe Wicks



9.30-10.15am

Reading

LI: identify key aspects in the poem.

Re-read the text. You will be identifying key aspects from the text by answering the questions on the sheet. Remember you can always go back and reread the text if you forget any of the answers. Write the correct answer only in a page in your book.

Hot and Medium

Three retrieval questions.

Mild

Two questions with clues from the text.

Very Mild

Two questions with clues from the text and picture clues.

SEE LINKS In Tuesday lesson


10.30-11.30am

Maths

Lesson 2 - Add 2-digit numbers

After the lesson ongoing task: Challenge yourself and learn your times tables online https://www.timestables.co.uk/



complete worksheet, answers at the bottom.

https://drive.google.com/file/d/1PRhu1X9qufAewTpxLRrUBWjKfCLOqfag/view?usp=sharing

Challenge: use the inverse to check your answers.

11.30-12.30am

English

L.I: To check and up-level my writing letter

Use a dictionary, thesaurus to check and edit your letter. Why is it important to proof read and edit and redraft our work?

Look back at success criteria – did you include everything and considered paragraphs and range of punctuation?

Thinking about your handwriting copy up your letter in best up levelling each time on to the template.

Letter writing frame

https://drive.google.com/file/d/19HuKFczXIN2sD265eDuQzGNlzN5oeH4X/view?usp=sharing


Afternoon

Topic activity

Design and science.

Design and science.

Make bird feeder and see and research which birds you may get eating the seeds

Older and younger children can work together to create bird feeder

Resources you could use:

Yogurt pots string seeds, bread crumbs raisins coconut oil

Don’t forget to ask your adults permission for items you can use.

Make a hole at the bottom of the yoghurt pot get an adult to help you.

Mix the seeds, bread crumbs and raisins with the coconut oil

Put the mixture into the yoghurt pot.

Younger Children

Ask the children to talk about and draw any birds they might see.

What would make your bird feeder even better?

Older Children

Ask the children to research any birds they have seen.

They can research their favourite bird why has this bird been o the bird feeder?

Why has it not been on the bird feeder?

What does your favourite bird eat?

Where does your favourite bird live

Challenge

Keep a tally of the different birds you see?

What could be affecting your results? Etc. keep seeing the same bird.

TH Subject and time


9.00-9.30am

P. E

Joe Wicks



9.30-10.15am

Reading

LI: To answer simple inference questions and sequence and make predictions about a text.

Re-read the text then have a go at answering the inference-based questions. In order to be able to answer those correctly you must make sure you understand the text, and

Hot and Medium

Two inference-based questions.

Mild and Very Mild

Continue to develop vocabulary and retrieval questions with clues from the text.

understand the context. Read around the text and hunt for clues. Write the correct answer only in a page in your book.



10.30-11.30am

Maths

Lesson 3 - Subtract 2-digit numbers

After the lesson ongoing task: Challenge yourself and learn your times tables onlinehttps://www.timestables.co.uk/



PDF Chilli Differentiated subtractions

subtracting 2-digit numbers from 2-digit numbers.

Take deeper challenge

https://drive.google.com/file/d/1IyygyG0c9mq0zBqImOVXYCzt25hkPwDP/view?usp=sharing

11.30-12.30am

English

Listen to the story again and reflect upon what you have done to help to get the crayons to either stay or to come back. How are the crayons now feeling? What did you do to help them? Are they now willing to colour in your pictures? What colour would you use for an image? E.g. crocodile, heart, water etc

Today celebrate the return of the crayons to finish off the story.

Use the crayons that you have persuaded to return to colour in the picture that you will create. Use the link to learn how to draw different characters, or it could simply be a picture to say thank you or put a smile on someone

https://www.youtube.com/playlist?list=PLflf8xbnbx65Z2oa2F9uqKZxJJn-4Nynr


Afternoon

Geography Topic activity

A map is a drawing of part of the earth’s surface that shows what is on the ground, for example, roads, houses, churches, rivers, mountains, countries.

Maps are drawn from above, in 2D not 3D.

Watch what is a map and how to draw one - https://www.youtube.com/watch?v=DSnVCV4uGGQ

Younger Children

Stand on your front door step and look up and down

Older Children

Draw a map to show a familiar walk you take from

Challenge

Compare the map you have drawn to a Google map of

your street.

What can you see?

What might your street look like to a bird who was flying overhead and looking down?

Draw a simple map of your street showing the shape of your road and the buildings you can see. Label your house.

your house. Draw the shape of the roads first and then mark on any significant buildings or landmarks. Provide your map with a key and remember to label your own house.

your area. How accurate is your map? How could you improve it?

FRI Subject and time


9.00-9.30am

P. E

Joe Wicks



9.30-10.15am

Reading

Re-read the text then have a go at answering the sequence and predict questions. Write the correct answer only in a page in your book. Once completed use a pen to mark (answers at the bottom of page). Please do not cheat as this will not benefit you.

Hot and Medium

Sequencing events from the text then making a prediction.

Mild and Very Mild

Sequencing task only with the first one done for you.


Extra reading It was a Cold, Dark Night

https://connect.collins.co.uk/CLPPrimary/BigCat_full_courseView.html?id=1


10.30-11.30am

Maths

Lesson 4 - Bonds to 100 (tens and ones)



After the lesson ongoing task: Challenge yourself and learn your times tables onlinehttps://www.timestables.co.uk/

Number bonds to 100 work-sheet.

https://drive.google.com/file/d/1QlRbW4SD5awb7YGcLuhKgZHw2PoU54hH/view?usp=sharing

Mild- use splat square to help you.

https://www.topmarks.co.uk/learning-to-count/paint-the-squares

11.30-12.30am

English

Activity 1: complete Mat 4

Activity 2: online work looking at article and use of bullet points

Write 3 sentences in your book to show

Activity 3-word search

Search for words with the given meaning.

It can be read in any direction

Activity 1: PDF SPaG mat 4

https://drive.google.com/file/d/1UInzOu0UbSmoTYBAlGF1EVVWCOhUg7Jt/view?usp=sharing

Activity 2:

http://grammar.lgfl.org.uk/year2.html

article and use of Bullet points

Activity 3: Word search

https://www.learninggamesforkids.com/word_games/spelling-games/spelling-word-search.html

extra reading Living Dinosaurs

https://connect.collins.co.uk/CLPPrimary/BigCat_full_courseView.html?id=3


Afternoon

ART activity

LI: To experiment with material to create a mosaic.

https://www.youtube.com/watch?v=3yQ4yQOyPrk

Older and younger children can work together to create a mosaic

Resources you could use: look at what different materials you have at home that you could use to create your own mosaic e.g. old magazines, coloured paper, cardboard, egg shells, peelings etc

Choose a reference drawing or picture that you will be using.

https://www.wikihow.com/Make-a-Paper-Mosaic

You can make squares, rectangles, triangles, or even thin strips. Avoid shapes of the same size

Younger children – draw a simple picture or trace around their hand, make a foot print, fruit, different shapes, sun, heart, initials or name etc

Older children

Use a range of different materials to create a large mosaic picture linked to a theme e.g. to say thank you, friendship, family life, environment, school life or badge etc

Challenge

Make a 3D mosaic model

other ideas

http://chippewavalleyfamily.org/news/2016/01/06/12172_2_colorful_creations_i_to_brighten_winter_days__

Documents

dormerswellsinfants.org.uk · Web viewL.I: To create a word bank and plan an informal letter. Reflect why did the crayons leave? How could we get them back? Today you will use what