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Home-School Work (w.c. 22.6.20)

14 Jun 2020

Hello Giants!

Wow, I can't believe we're on the 4th week of this half term already! Hope everybody is still doing okay. Really pleased to hear that you enjoyed your learning again last week. I really enjoyed reading your poems - you guys are excellent at painting a picture with your words! Last week of The Lorax this week and our English is going to be a flashback to our fun letter-writing right at the start of Year 2. I can't wait to read them!!

Have a lovely week!

Love Miss Daniel  :) 

 

Literacy: The Lorax

Link to the story: The Lorax Read Aloud (YouTube)

1. Learning Objective: To make comparisons between authors
During lockdown, we have looked at books written by Roald Dahl and Dr Seuss. If you want to explore more of Dr Seuss's stories to get to know his style a bit better before doing this work, here are some really good ones:

The Cat In The Hat       Oh The Places You'll Go!          The Sneetches

Roald Dahl and Dr Seuss do some things very similarly, and some things very differently. Can you write a little paragraph to tell me what you think is similar and different between them? I don't want to give too many clues as I'd like it to be your own ideas, but the link below has a few questions that might be helpful if you get stuck...

Questions to Compare Authors


2. Learning Objective: To revise the different types of sentence

Our final task for The Lorax will be to write a letter to The Onceler, begging him to STOP chopping down the Truffula Trees! In our letter, we need to explain what the problem is, and also what we would like him to do about it. To make our letters really effective, we need to try and use all of the different sentence types:

- Statements: Sentences that say what is going on, e.g. Your factories are clogging up the air with Smogulous Smoke.
- Questions: Sentences that ask something and need an answer, e.g. Why don't you care about the poor animals?
Exclamations: Powerful sentences with lots of emotion and an exclamation mark, e.g. The land is filthy because of your actions!
'What a...' exclamations: Exclamation sentences that start with 'what a', e.g. What a mess you have made of the land!
Commands: Sentences starting with a 'bossy' verb that tell him what to do, e.g. Stop cutting down the trees before the land is ruined.

Can you plan one of each sentence type that you would like to use in your letter? 
 

3. Learning Objective: To write a letter using different types of sentence
Now have a go at writing your letter using the writing targets below. The purpose of your letter is to make him realise what his factories have done to the land (so be very descriptive!) and to persuade him to stop chopping down the trees (so be very persuasive!). Use an angry and upset tone, think about where your expression will go, and use lots of interesting words. Think back to when we did our Crayons Quit letters - just like that!! The idea of this piece is to put together everything we've learnt in this unit, so lots of things we've done in previous lessons will help with your writing targets for this piece:

Writing Targets     Example      Word Lists (from last week)
 

4. Extra Learning Tasks (optional)
- Think about someone in real life that might be doing things that are bad for the environment. Can you write a similar letter to them? (e.g. you could ask a restaurant to stop using plastic straws, or a school to stop using so much paper!) Think about how your tone might change - you would probably need to be a little more polite if you were writing to someone real instead of fictional!

- Watch The Lorax movie and think about what is the same and what is different between the book and the movie. Or, you could compare the new movie to the original movie.

- Consider how you would make a live-action (real life) movie of The Lorax. Where would you set it? What kind of animals would play the characters? Who's voices might you use for the characters? You could your own make a movie poster for it! 
 


Maths – Measure
If you would like any additional input or activities for these Maths sessions, the content on the BBC Bitesize home learning website now matches up perfectly with the White Rose learning objectives (Monday on Bitesize is Lesson 1, Tuesday is Lesson 2, etc). 

* PLEASE NOTE - This week, the BBC Bitesize work sessions don't match up to our learning for Lessons 1-3 as BBC are covering the Measure work that we have already done. For Lessons 1-3, please use the links provided below to find the videos you need (they are on different links to normal). Lesson 4 should still match up with Bitesize :) *

1.
 Learning Objective: To describe movement using mathematical vocabulary      (new learning)
Video    Worksheet      Answers

Key Learning/Tips
- Teach children to know left and right by making an 'L' shape with their thumb and first finger on each hand. The 'L' that's the correct way round is 'left'.
- Be careful with Q2: these things have faces so their directions depend which way they are facing.
- Q4 is a good discussion point. They both could be right, but the ant has a face so really we should describe its movement in relation to the way it's facing.


2. Learning Objective: To describe turns using mathematical vocabulary      (new learning)
Video     Worksheet      Answers

Key Learning/Tips
- Getting up and practising different turns with your body is a good way to get the hang of this!
- Get children in the habit of facing the same way as the object they are looking at before they try to visualise which way it has turned.
- If children are stuck on clockwise/anticlockwise, draw a circle and ask them to fill in the numbers of the clock, then trace the order of the numbers.
- A useful strategy for helping to describe turns is using your hand to mime physically grabbing the object and turning it. Or, imagine your finger is the hand on a clock - point the same way as the object then turn your finger to match its new direction. This makes it easier to see which way it has turned, and how far.
- You could also use real objects to turn, or cut out pictures of the object to work with physically.
 

3. Learning Objective: To describe turns and movement     (new learning)
Video    Worksheet    Answers

Key Learning/Tips
- Remember when it says 'turns right' this is describing the way she turns on the spot, not moving in that direction.
- Always face the same way as the character when describing a turn. 
- Question 5 is a good chance to discuss how we all have different opinions of 'forwards'. Some may move up, some may move right. That's why it's important to know which way something is facing before describing movement.


4. Learning Objective: To compare mass      (new learning)
Video (Lesson 4)      Worksheet      Answers

Key Learning/Tips
- We aim to get children used to using the phrase 'equal to' to help them describe when the scales are balanced.
- For example, "the cylinder is equal to 6 cubes, the cone is equal to 5 cubes"
- Using the amount of cubes can help children to compare which is heavier on Q3 and 4. 
- Be careful with Q7! It's asking you to compare what EACH block weighs, so they are not the same. You may want to use fractions to help... choose a number that can be divided by 2 and 3 (e.g. 6 or 12) and imagine that's the total mass on each side. Divide it by 2 (find half) to find the mass of a red block and by 3 (find a third) to find the mass of a blue block. 

 

5. Extra Learning Tasks (optional)
- Test youself with some interactive questions on BBC Bitesize 'Movement'.

- Extend your learning about position and direction with a problem-solving activity from NRich (I would recommend Coloured Squares, Turning and Walking Round a Triangle).

- Solve a set of questions from our Fluency list (choose Red, Amber, Green or GO - or more if you want!)

Fluency 22.6.20 (2 new slides)         Parents' Guide to Methods  


 


Science: Making Links

Learning Objective: To come up with our own theories based on materials
Explore some of these 'What If' questions based upon materials. Choose one question to have a go at, and feel free to do more if you're enjoying it! Think about the questions listed below your 'What If' and use them to come up with some interesting ideas about what you think would happen. There's no right or wrong answer so just try to think outside the box - you might want to chat to your family about what they think too! You can present your ideas any way you like so have fun with it, some ideas:

- Write a short paragraph about what might happen.
- Draw and label a picture illustrating the various things that could happen. 
- Write a short story or diary set in the world where the 'What If' happens.
- Split your page into sections to show what different members of your family think would happen.
- Take some photos of yourself acting out what might happen!

 


Theme (Geography): Local Area/Mapping

Learning Objective: To compare two maps to say how an area has changed
Have a look at these two maps of Killinghall* - one is from around 1900 and one is from today. It would be useful to also view the maps online so that you can zoom in for more details:

Historical Map of Killinghall                Google Maps - Killinghall Today

* = you may wish to do this for your own area instead if you don't live in Killinghall :)

Your aim for this session is to compare the two maps to see how the area has changed in the past 120 years. Have a think about these things:

- What is the same and what is different?
- Has the layout of the roads changed much? Can you see any new ones?
- Which buildings are still there from 1900? Are you surprised that some have been around so long?
- Which buildings are newer?
- Are there the same amount of houses or has Killinghall expanded? Why do you think this is?
- Have you noticed the extra school on the old map? What is this now?


You can present your ideas however you like, e.g. you may wish to write a short paragraph about what you've found out, make a 'Similar v Different' table or print and annotate the maps. 
 

Optional Extra Activities: 
- Use the NLS Side By Side Mapping tool to explore different areas and how they have changed. It is interesting to do this for big cities like Leeds or London to see how much bigger they've got!
- Explore historical maps of where you live. Was your house always there? Which places near you have changed?
- Draw a picture of what you think Killinghall might have looked like in 1900. 
- Draw a map of what you think Killinghall might look like in another 100 years! Will it be bigger? More services for more people?

 


Art/DT

Learning Objective: To create a self-portrait in the style of Paul Klee
Have a look through this PowerPoint about self-portraits and Paul Klee. Self-portraits can be done in lots of different ways and there's lots of things that you can change to show how you're feeling or develop your own style. Paul Klee has an unusual style - he breaks his self portrait up into sections, does his facial features in stranges sizes and positions, and uses only one set of colours to colour it in. 

Your challenge is to create your own self-portrait in the style of Paul Klee. You can choose to do it your own way or follow the instructions at the end of the PowerPoint. Remember to limit the amount of colours you use - the idea is to explore shading and colour, not to be realistic. Enjoy :) 

 

Computing

Learning Objective: To understand what computer 'code' is and know some items that can be coded
We have already learnt that computers don't have brains so they need an algorithm (a set of instructions) given to them by a person to tell them how to do things. Computer code is another name for these instructions - you teach the computer that certain letters, words or numbers mean that they need to do different things. It's a bit like those games in PE where the teacher shouts intructions and you are trained what to do for each word, e.g. in the Traffic Lights game when "red" means stop and "roundabout!" means spin. There are different coding languages that computers use and you must write your instructions in the correct one so the computer can understand and follow your instructions.

Read and watch this BBC Bitesize Introduction to Coding and have a go at the game at the bottom to see if you can work out which different items in your house can be programmed with computer code.



PE
Complete 2 activities from any of the following resource areas:

Youth Sport Trust - PE games and activities

Go Noodle Good Energy - Fun videos to exercise and dance along with

PE Planning: PE at Home - Lots of fun PE activities to do at home

Joe Wicks YouTube - A new 'PE With Joe' session added every day!

Harrogate School Sports Partnership - Lots of resources for home mindfulness and keeping active

 

 
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