21/22 Class Newsletters
20 Sep 2021
Welcome New Giants!
12 Sep 2021


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Home-School Work (w.c. 27.4.20)

22 Apr 2020

Hello again Giants!

Well done on such a good start back to your school work last week. Your parents have been emailing me lots of your amazing work and I'm really enjoying seeing it all. I'm so glad to hear that people enjoyed getting into character for the class novel, and I LOVED how creative you were with your paper lanterns. Great job guys :)

This week, we are carrying on with our new topics and making our learning a bit deeper. Well done to everyone who is going and doing lots of extra research too, we are going to have some Florence Nightingale experts!

Have a lovely week and keep being superstars for your grown-ups!

Love Miss Daniel x

* UPDATE *
Mrs Bassitt has been in touch with Lucas and his family in Australia and he would love to hear from you all again! If you would like to write him a letter or a postcard, please ask your grown-ups to take a photo of it and email it to me, then we will pass them all onto Lucas for him to see. You could tell him all about the strange things that have been going on here, or all about what you've been up to, or just some general chit-chat with a friend - it's completely up to you. Let's say please send them to me by next Monday (4th May) if you'd like to do one!  :)



Literacy: Fantastic Mr Fox!

If you haven't already, please read the story up to the end of Chapter 9 as this is where we will begin from this week. If you do not have a copy, you can listen to the story here (the links at the side will take you to the next pages). 

1. Learning Objective: To us our knowledge of the story to predict what will happen next
Read Chapters 10 and 11. Mr Fox has sent some delicious food from Boggis's chicken house back to Mrs Fox, but now he wants to dig ANOTHER tunnel! Where do you think they will go next, and what are they trying to find? Think about what we already know from earlier in the story about the 3 farmers and what they keep on the farm. Then, choose one of these activities:

a) Draw a picture of the place where they will end up. Add lots of labels to your picture, using the best adjectives you can think of to describe the things that the foxes will see. Remember to use a comma between more than one adjective.

b) Write your own version of the next chapter, beginning with the foxes digging and ending with them taking something else delicious for their feast! It can be as long or as short as you like. Make sure you use lots of good descriptive language when they get to the place, so your reader knows what it looks like.



2. Learning Objective: To understand the thoughts of a character

Continue reading up to the end of Chapter 14 - Badger Has Doubts. In this chapter, Badger starts to feel a bit guilty about taking the food. Put yourself into Badger's shoes and help him to think of reasons for and against carrying on stealing from the farmers. The chapter will give you some ideas, then you can add some of your own, for example:

For - Well, I do quite fancy some delicious duck for my tea!     Against - We could get caught by the farmers!

Present your ideas in your book however you like. You could put them in a table with 'For' and 'Against', draw badger with thought bubbles around him, or write a list of ideas and colour code them for and against.


3. Learning Objective: To write a persuasive argument for a character
Choose whether you think Badger should or shouldn't continue to take the food with Mr Fox. Then, imagine you have the chance to talk to him, and write an argument to persuade him to do what you think. You can use all your ideas from the last activity to help you, but this time we'll be writing in full sentences in our best writing. It's just like we did for our Rosa Parks arguments - make sure you give your own reasons, but also argue back to reasons from the other side! I'm excited to see who can be the most persuasive!

Red/Amber/Green Writing Targets and Example


4. Extra Learning Tasks (optional)
- Draw your own map of the underground tunnels the animals have used. Add on things like: Badger's home, Mr Fox's hideout, the chicken house, the turkey storehouse, the tunnels.
- Complete the 'What Happens to Badger?' activity in the booklet: label the events on the graph in order.

We'll continue and finish from Chapter 15 next week 😊




Maths – Length and Problem Solving
For Maths, we are continuing to follow the White Rose home learning scheme. From next week, these should perfectly match up with the BBC Bitesize resources. This week, the Bitesize sessions will again provide a useful resource for Number revision to go alongside the Measure work offered by White Rose.
 

1. Learning Objective: To compare lengths     (applying old learning to new learning)
Video (Lesson 1)    Worksheet      Answers

Key Learning
- We compare the < and > symbols to crocodiles with their mouth open to eat the biggest number!
- Always compare in the same units. If one is in 'cm' and one is in 'm', convert so they are in the same unit (e.g. swap '1m' for '100cm')
- If there's a number sentence instead of a number to compare, find the answer to the number sentence before you decide which is bigger.
- When working with a picture (Q7) it is helpful to annotate the information we already know onto the picture to help us visualise what we need to do.


2. Learning Objective: To order lengths     (applying old learning to new learning)
Video (Lesson 2)      Worksheet      Answers

Key Learning
- When estimating, visualise something that you know the length of to help (e.g. your fingertip is about 1cm, or a school ruler is 30cm). Use them as a reference point, e.g. is your object longer or shorter than it? 
- When ordering, only worry about one side of your order and the other will sort itself, e.g. when ordering from shortest to longest, choose the shortest, then the next shortest, then the next shortest (and so on). The longest will be left at the end!
- For problem-solving (Q4), work out all of the information you need one part at a time before you try to answer the final problem.
- When problem-solving, children sometimes get caught up in the words/visualisation of the problem and find it tricky to link the maths required back to the methods they know. Remind them to use their methods like they would for any other number sentence! I normally prompt them by saying something like "if I wrote the number sentence 'half of 22' on the board in our fluency lesson, what would you do?"


3. Learning Objective: To use our four operations with length     (applying old learning to new learning)
Video (Lesson 3)      Worksheet      Answers

Key Learning
- Encourage children to pick out and underline "key numbers or key words that give you a clue which maths to do".
- Where they can, we encourage the children to record a number sentence to show what they have worked out from the key words. Then we say "after that, it's just like working out a normal number sentence!".
- We haven't done much on 'difference' yet - explain to children that difference means "the part that is left when you take away anything that's the same" and that we work it out by doing "the biggest number take away the smallest number".
- Remind children to draw pictures to help them visualise things that are hard to imagine (e.g. Q4). 
 


4. Learning Objective: To solve mixed problems    (CHALLENGING - don't worry if difficult, choose an Extra Learning Task instead)
Video (Lesson 4)      Worksheet      Answers

Key Learning (how to break it down for children)
- (Q1) Remind children that you don't have to figure these out in order! Ask "which one CAN we work out?" (the circle) and work from there. Each time you work one out, replace the shape with the number and ask which you can work out now.
- (Q2) Again, start by asking what you CAN figure out (the cost of a pear) then you can figure out bananas and apples.
- (Q3 and 4) Draw the lines! Write 'start' and 'end' and draw people in their places.


5. Extra Learning Tasks (optional)
- Revise your number skills by completing any of the Maths sessions on BBC Bitesize Home Learning. The Friday Maths Challenges are very tricky so head to those if you want to really work your brain!

- Complete a set of Fluency (arithmetic) questions from this PowerPoint (choose Red, Amber, Green or GO!). We do Fluency 2-3 times a week in school to help children keep revising and practising the methods they have learned for the 4 operations. The aim is to develop their speed and ability to quickly choose the correct method. They should know methods needed to complete the questions at the level they choose, but if they get stuck, I am currently in the process of finalising a Parents' Guide to our methods which I will upload as soon as it's complete :)
 




Science: Plants

Learning Objective: To know the names and jobs of the main parts of a plant
Watch this video to find out what the different parts of a plant do, then read this information to get more detail about each part. Draw or make a model of a plant. Add labels for roots, stem, leaves, flower, petal and anther and write a short description below each label of what the part of the plant does.
 



Theme (History): Key Figures

Learning Objective: To understand the impact that Florence Nightingale had on hospitals
Read one of these information sheets about Florence Nightingale and how she helped with the hospitals in Crimea. There are 3 different sheets (pages 1, 4 or 7) so choose the one at the reading level you are confident with. You don't have to answer the questions unless you want to. Now watch this video. Then, choose one of these activities (or more if you like) to complete:

a) Draw 2 pictures of hospitals - one before Florence Nightingale came and one after. Label the things you see in your pictures and underneath write a few sentences to say what she did to make them better.

b) Pretend to be Florence Nightingale and imagine you have just arrived at one of the filthy hospitals. Write a letter home to describe what you see and talk about what you are going to do to make it better. Remember to use lots of describing words and say how you feel about it.

c) Complete this Hospital Improvements worksheet. Match the problem to the solution then write a short paragraph about how she improved the hospitals.


There's lots more information about  what Florence did for the hospitals on this National Geographic webpage if you want more information (you might need a grown-up to help with some words).

Key Learning Points
- Florence Nightingale made sure that hospitals were clean, nurses were trained, and that everyone started being more hygienic.
- She worked many, many hours to help look after the soldiers, far more than she got paid for.
- Because she was so hard-working, she was awarded an Order of Merit medal and she was the first ever woman to get one.
- The new 'Nightingale' hospitals that have been set up to support with coronavirus are named after her! 


Optional Extra Activities: 

- Pretend to be Queen Victoria. Act or write a speech to say why you are giving Florence Nightingale the Order of Merit medal.
- Design a logo for the new Nightingale hospitals with symbols to represent Florence and her ideas.
- Design your own hospital or hospital room. How would you make it safe and nice for the patients?
 



Art and PSHE

Watch this video and have a conversation with your family about what makes you unique, what you're good at and what is special to you. Discuss your interests, talents, likes and dislikes, family, friends and more. Remember that we are all special and different to every other person in the world, which is an amazing thought, and even in these strange times we need to remember to feel good about ourselves and celebrate the things we love.

Now follow these instructions to make a piece of handprint art to represent yourself. Use anything you like to create your hand - paint, pencil, chalk, collage or anything else you choose. 




Music

Watch the next video and learn a new musical symbol. This time we have a longer note that stretchs over 2 beats. See if you can follow along with the notes. You could sing them, clap them, or use an instrument if you have one! If you like, you can try to write your own rhythm again!




PE

Complete at least 2 sessions from these resource areas or the ones of our ‘Useful Websites’ page:

Join in with Joe Wicks for PE lessons at 9am each morning on YouTube! Link: Joe Wicks PE Lessons

Choose a fun dance/movement video from Go Noodle! Go Noodle Good Energy!
 

 
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