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Seal Church Of England Primary School

Seal Church Of England Primary School

Monday 18th May

Monday 18th May

Time

Learning

9-9:30

Joe Wicks virtual PE – bodycoachtv on youtube.com

9:30 – 9:50

LO: To be able to use inference
SC1: I can understand what inference
SC2: I can interpret the text to identify thoughts and feelings
SC3: I can use the text to support my answer

We are starting a new text this week called ‘Five on Treasure Island’ part of The Famous Five novels by Enid Blyton. We will be using these for our guided reading and our writing for the next couple of weeks. 

Questions

  1. From the front cover, what can you infer about the plot of the book. Have a look at the faces the children have. Does this tell you anything about what might happen? 

  2. At the top of page two what do you think the children will be thinking when their Dad tells them they can go on holiday by themselves? Use the text to support your answer. 

  3. On page 3, when the Dad is talking about Kirrin bay can you infer as to why he might say ‘I feel’? 

  4. On page 4 can you find the part that tells you that the children were going to Kirrin bay? Can you quote the text in a full sentence

  5. On page 5 at the bottom of the page the mother chimes in. Why does she do this? 

  6. On page 8 can you infer the thoughts and feelings of the children when they first see the sea? How do you know? Can you use the text to prove your answer. 

9:50-10:30

LO: To be able to use fronted adverbials
SC1: I can use the correct punctuation
SC2: I can identify different types of fronted adverbial
SC3: I can vary my use of fronted adverbials

For this lesson I would like you to re-write the story but from Dick’s point of view. 

The task is to write the story using fronted adverbials. To recap fronted adverbials if you are not sure, here is a video using them. 

 

 

As you are writing from Dick’s point of view, I would like you to include more information about him during the story. What reaction did he have to the events. 

I have attached a checklist to help you write the story from attached below. I have also written my own version of the story by hand and you can see it below. Of course, you can magpie ideas from mine, however, I do not want to see exactly the same. 

I have also underlined the fronted adverbials I have used, I would like you to do so also.

 

 

Spellings

Here is the link to the virtual spelling test on the prefix ‘auto;

 

 

Here is a link to the new spellings for the week after half term- words beginning ‘ex’. The learning objective and success criteria are within the video

 

 

 

10:30-11:00

Break time/snack time

11:00 – 11:30

TTRockstars.

Make sure you complete 2 studio sessions and 2 sound checks before going on the garage. Feel free to challenge me!

11:30 – of12:15

Maths

LO: To interpret graphs and charts

SC1: To reflect on what I know about charts and graphs

SC2: To interpret a bar chart

SC3 To compete a table and draw my own chart

 

Arithmetic starter

 

 

Here is the link to today’s maths tutorial

 

 

 

 

 

Reasoning challenges

 

12:15- 1:15

Lunch

1:15 - 2:00

Challenge 7-You are what you eat!

LO: To investigate the food groups.

SC1: I know what a balanced diet is

SC2: I can research safely the ‘eatwell’ plate

SC3: I can use creativity to design and draw my own eatwell plate

 

Welcome to the new challenge! Here is the link to this week’s challenge 

 

 

 

 

And here is the link to what I would like you to do today in your learning journals.

 

 

 

 

2:00- 2:30

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

2:30-3:15

We are continuing on with our class reader in the afternoons.I have attached the pdf of the book as well as the link to hear Mr Cook read. 

 

 

 

After, I would like you to spend time reading your own book. Do it in your bedroom, in the garden or even in the kitchen sink. So long as you are reading. 


 

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