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 apply my understanding of statistics to solve problems

SC1: I can identify what the question is asking

SC2: I can apply the appropriate mathematic skill to solve the problem

SC3: I can use mathematical reasoning to explain my answers

Rainforest Bar Chart Reveal: On the Lesson Presentation is a bar chart showing Class 4’s favourite rainforest animals. There is also a hidden rainforest picture, which is revealed square by square by correctly answering questions about the bar chart.

Rainforest Rainfall: Discuss the table of data shown on the Lesson Presentation, which shows the average rainfall in millimetres for each month in the Borneo rainforest. Would you present this data as a graph? Explain your reasoning.

Write a question to answer about the bar chart shown on the Lesson Presentation, which shows the average rainfall in millimetres for each month in the Borneo rainforest.

Rainforest Temperatures: Discuss the table of data shown on the Lesson Presentation, which shows the average temperature in °C for each month in the Borneo rainforest. How would you present this data as a graph, explaining your reasoning.

Write a question to answer about the line graph shown in the Lesson Presentation, which shows the average temperature in °C for each month in the Borneo rainforest.

Rainforest Climate: consider how you would present both sets of data as a graph, explaining your reasoning. A climate graph can be used to show the two sets of data, drawing attention to how the graph displays the rainfall data as a bar chart using the left-hand axis and the temperature data as a line graph on the right-hand axis. Rehearse how to answer questions about the two sets of data by reading the climate graph correctly.

Activity:

First complete the rainforest 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 id orange and page 3 is red. The answers are on a separate sheet.

Extension: can you find out about the rainfall and temperature from one of the countries that Michael visited in Kensuke’s kingdom/. Try to find a different type of place that a rainforest so that the data set is a contrast. Can you create a data chart that represents both sets of information so that you can make comparisons between the temperature and the rainfall?

Finally, identify your SCs in your work.

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!

You 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

As I told you yesterday, 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.

As you will remember, 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. Yesterday you chose 4 places that you want to write about. You chose how you collated/presented this information with a picture of each place to accompany your notes as this helps you to visualise what you are describing.

Of the 4 places you have chosen, today you are going to finish researching the final 2 today. This afternoon you will be writing your descriptive paragraphs.

You should remember my example from yesterday but here it is again in case you have forgotten.

By the end of this lesson you should have all the necessary information to finish your descriptive writing this afternoon.

In case you are struggling there are some great guides to countries which will be really useful to help you collect the appropriate information:

https://www.lonelyplanet.com/

https://www.nomadicmatt.com/travel-guides/

https://www.roughguides.com/

https://kids.britannica.com/

Make sure you choose information for your research which is going to help you writing your descriptive paragraphs.

Let me know if you need any support.

12:00- 1:00

Lunch

1.00 – 1.15

Wellbeing

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

Remember from yesterday the steps we took before we started 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 alliterative phrase, a simile and a metaphor 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 from yesterday:

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

2.45 – 3.15

Guided reading

Chapter 7: All That Silence Said

Activity:

1.       Choose your favourite opener in this chapter and use it to write 3 different sentences e.g. ‘In the dying of the light...’

2.       Michael is overjoyed to see his football again at the end of the chapter. It means a lot to him. Which of your possessions would you be overjoyed to see again and why?

Comprehension:

Can you describe Kensuke’s cave?

How do you think Michael feels when he see his football?

Can you think of an alternative name for this chapter?

Which words tell the reader that Michael is in agony?

How does Michael Morpurgo show the change in Michael and Kensuke’s relationship during chapter 7?

Have you changed your mind about any of the characters?