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Four Elms Primary School

Four Elms Primary School

Tuesday 12th January 2021

If you need any help or support today email Mrs Chandler: rchandler-persaud@four-elms.kent.sch.uk

Hope it all goes well! :)

Time

Learning

9-9:30

TT Rockstars – 2 studio sessions and 2 sound checks before you go onto garage. Don’t forget you can challenge me and I will be challenging you too!

If you are a Lexia pupil, please use this time to complete your Lexia for the day. I will be checking and sending out certificates as you achieve them.

9:30 – 10.30

Maths

 

 

LO: to know what a time graph is, how to draw one accurately and understand the data that can be represented using one

SC1: I can say if data is discrete or continuous.

SC2: I can decide if data should be presented in a bar chart or time graph

SC3: I can interpret and answer questions about data presented in bar charts and time graphs.

Sunflower Heights: Using the sunflowers displayed on the Lesson Presentation, rehearse reading a partially numbered scale to complete a table of data showing the height of each sunflower. Think about what the best way is to present the table of data from the previous activity graphically. Identify that the height of each sunflower is continuous data but we are only collecting one piece of information about each sunflower which is discrete. Due to the fact that each sunflower’s height is unrelated, the best way to visually compare each height is as a bar chart. Use the displayed bar chart of the data to answer the given questions. 

Growing Runner Beans: think about what the best way is to graphically represent the table of data shown on the Lesson Presentation, which shows the height of a bean plant measured every day for two weeks. First identify that the height of the bean plant is continuous data. It is continuous data because we are measuring the height of one plant and seeing how it grows. The height has been measured over time. Therefore the data should be presented as a time graph so that the change in height over time can be shown.

Time Graphs: Use the step-by-step instructions and animated diagrams shown on the Lesson Presentation to work through with me how to draw a time graph of the data. Then answer the questions shown on the Lesson Presentation about the time graph from the previous activity.

Strawberry Plant Challenge: have a look at the table of data shown on the Lesson Presentation, which shows the height of two strawberry plants measured every day for one week and what a time graph showing the data would look like. The time graph has two lines of data: one for each plant. Look at the time graph of the data on the next slide and the use of a key/legend to identify the different sets of data. Let’s look at how to answer a question comparing the two sets of data by reading the graph correctly.

Activity:

First complete the activity sheet for your challenge level.

Choose your challenge and complete the questions given. Make sure you think carefully about which challenge is most appropriate for you. If you are finding it too easy then move onto the next challenge.

Then complete the reasoning questions about the graphs (these are on a separate sheet). Think carefully about your answers and explaining why you think something. Again, the questions are differentiated to you chilli challenge levels so page 1 is green, page 2 is orange and page 3 is red. The answers are on a separate sheet.

Finally identify your SCs in your work and let me know if there is anything you found challenging or that you didn’t understand.

10:30-11:00

Break time/snack time

Exercise – e.g. mindfulness yoga, fresh air in the garden, run up and down the stairs seeing if you can get faster every time!

Yu need to keep your body active so that your brain can keep active too.

11:00 – 12.00

Geography Project

 

 

LO: to understand what geographical information is important to find for a descriptive passage about a country

SC1: I can choose 4 countries that are differing in location, climate and physical geography

SC2: I can research the weather patterns and climate of the countries

SC3: I can find our key information to inform a description about a country

We have swapped around geography and English for the next few days as our geography lesson will be used to research the information we will need to be able to do our descriptive writing.

Our outcome for this learning experience is to write descriptive paragraphs about the places Michael visits using literary devices. In order for us to be able to do this we need to have accurate geographical information to inform our writing. For example, if we are describing Cape Verde and start talking about cold and snow people are going to be very confused.

There are too many places that Michael visited for us to be able to describe all of them in the time we have (including editing and revising our work to make it the best it can be). Therefore I want you to choose 4 places that you want to write about. Try to choose places that you haven’t been to so that the information you research is teaching you something new. Try to make the places be in different parts of the world too to try and create some variety.

You can choose how you collate/present this information but it needs to be easily accessible and be useful to your writing. Make sure you find a picture of each place to accompany your notes as this will help you to visualise what you are describing.

Of the 4 places you have chosen you are going to research 2 today and 2 tomorrow. In the afternoons you will be writing your descriptive paragraphs. On Thursday you will have a go at editing and improving you writing, hopefully with the help of someone at home but if not I have some tips to be able to help you. Finally, on Friday you will doing your final outcome, publishing it and sending me photos to put up on the website.

Have a look at one of my examples of the research to help you if you are struggling to get started.

 

Rio de Janeiro – Brazil

 

Sydney - Australia

 

Cape Verde

  • in the mid-Atlantic Ocean off the west coast of the continent of Africa
  • in north west hemisphere
  • dry plains and high active volcanoes with cliffs rising steeply from the ocean
  • the climate is arid
  • deepwater harbour accommodates sizable vessels
  • golden sandy beaches sinking into azure water
  • eastern part is heavily eroded by the wind over time and are very sandy and flat
  • western parts are very rocky, jagged, and mountainous
  • mountains, beaches and peaceful seaside villages
  • craggy peaks hide piercing green valleys of flowers and sugar cane
  • dunes merge with indigo-blue seas on unspoilt beaches of powdery white sand

 

Southampton - England

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12:00- 1:00

Lunch

1.00 – 1.15

Wellbeing

Year 3:

Dear Year 3,
We are still focused on our self awareness module.
Please look at the 6 statements, "something about me" attached on the bottom of the webpage.
Complete the 6 sentences in your note book.
Remember to keep your answers safe because I will be sticking them in your wellbeing books once you return to school.
Have fun!
Warm Regards
Mrs Brocker

Year 4:

Dear Year 4,
Please take a look at the statements attached to the bottom of the webpage.
Please read through each statement and answer either yes or no. You don't have to write your answers down in your note book.
Discuss your answers with your parents or cares and consider if you are an active listener or not.
I hope you enjoy the exercise.
Warm Regards
Mrs Brocker

1:15- 2.15

English

 

 

LO: to understand how to effectively use literary devices together to create an effective description

SC1: I can use expanded noun phrases and adverbial phrases effectively

SC2: I can use emotive language and the 5 senses to create imagery

SC3: I can use similes, onomatopoeia and personification

SC4: I can use a range of literary devices effectively to create powerful imagery for the reader

There are a few things I want you to do before you start writing.

  1. Decide which place you are going to describe first.
  2. Find the picture you chose.
  3. Familiarise yourself with the notes you made.
  4. Remind yourself of the literary devices we have covered.
  5. Finally, find a you tube clip for the place you are writing about. This will help you to visualise what you are describing.

Imagine you are in your particular setting. Close your eyes and move around your setting as if you were there. Plan a paragraph to describe your setting. Make a list of what you see, hear and smell in your setting. Think of an adjectival phrase, a simile and some personification to describe your setting or the things in your setting. Think of something in your setting you could give human characteristics to (personify) and something you could exaggerate for effect. Using your ideas, write your own descriptive piece. Write in complete sentences. Try to use varied and expressive vocabulary: lots of descriptive adjectives, interesting verbs and adverbs to describe how things are being done. Perhaps you could even use onomatopoeia and emotive language to really draw your reader in.

My example:

 

Rio de Janeiro – Brazil

 

 

 

Expanded noun phrases

Beautify, glowing city

Cloudy sky

Midnight sky

Adverbial phrases

Beyond the city

In the distance

Spread out as far as the eye could see

Similes

Like a magical pink flame

Lit up like a Christmas tree

Dazzled like diamonds in the sky

Personification

Protecting it (the city)

The city was sleepless

Emotive language

was a truly magnificent sight to behold as I drew closer and closer

Onomatopoeia

Honking traffic

5 senses

Hear the honking traffic and chanting people

Sea looked gentle and peaceful

Cold hard ground beneath my feet

Taste herbs and spices

Exotic smells

As I came to the edge of the golden sand-lined coast, stretching out above me was a beautiful, glowing city. I disembarked from our boat and felt the cold hard ground beneath my feet and its stability was reassuring. The city’s lights lit up the cloudy sky, like a magical pink flame. Beyond the city, in the distance, were the mountains and the sea. The sea looked gentle and peaceful and it spread as far as the eye could see. The mountains bordered the city, protecting it. There were towering skyscrapers which shimmered in the midnight sky; they were lit up like Christmas trees. People’s homes looked tiny in comparison! The lights went on for miles. The main building that stood out was the Olympic stadium; its lights dazzled like diamonds in the sky. The city was sleepless. The gigantic stone man that seemed to reach the sky, was a truly magnificent sight to behold as I drew closer and closer.  I could hear the honking of the traffic and the chanting of the people. I could taste the herbs and spices floating through the air from the street food vendors who lined every inch of the market place. The exotic smells danced through the air and ignited my senses. I couldn’t wait to be a part of the bustling excitement in the city.

See how you get on and email if you need any help or you are struggling. You can always catch up tomorrow if you don’t get 2 places completed in this session.

2.15 – 2.30

Assembly

 

 

 

2.30 – 2.45

Story Time – Kensuke’s Kingdom (next chapter for guided reading)

 

 

 

2:45 – 3.15

Guided reading

Chapter 6: Abunai!

Activity:

1.       How many time connectives can you find in this chapter? Make a list and then choose 3 to use in sentences of your own.

2.       Can you think of 5 ways to help Michael keep his spirit up when he starts to feel lonely and homesick on the island?

Comprehension:

Where did Michael build his Beacon?

How did Michael feel when the tanker disappeared from sight?

What is the main problem in this chapter?

Can you find 3 good words to describe Michael’s attitude?

How does the last sentence make you feel?

How do you think Kensuke ended up on the island?

 

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