Skip to content ↓
Seal Church Of England Primary School

Seal Church Of England Primary School

Tuesday 19th May

Tuesday 19th 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

Read on for chapter 2! I have attached the pdf of the pages at the bottom as well as me reading it below. 

 

 

Questions

  1. On page 10 where Aunt Fanny is talking about George not being there, what do you think the children are thinking? Why? Can you explain your answer using the text for reference. 

  2. On page 11 where aunt Fanny says “So it is,” said her aunt. “But George…” Can you retrieve one word that tells you what George is like? Why do you think this word in particular tells you about George? 

  3. On page 12 when the Dad and Mum leave, can you infer why the children feel lonely? Is there anything in the text as to why they might feel this way? Think about what we read yesterday as well. 

  4. On page 13 the roses are nodding their heads. Can you infer what this means? How do you know? 

  5. On page 15 where Anne calls George a boy, can you find and retrieve the phrase that tells you about George’s reaction? What is her reaction? 

  6. On page 16, where George says “Well, you are a baby, that's all I can say.” It also says scornfully. Can you use what George says to infer what scornfully means? Can you explain and justify 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

Today I would like you to rewrite the story from George’s perspective, using fronted adverbials. I have attached the word mat and the video from yesterday to help you if you would like to recap the learning. 

 

 

I have also attached a checklist to help you with your writing and what you should include. I suggest you look at it as it will help you build your story. 

Underneath you can see the story I have written, you can magpie ideas if you would like. You will see that I have underlined my fronted adverbials, I would like you to do the same. 

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 – 12:15

Maths

Arithmetic

LO: To interpret information presented in bar charts

SC1: I can interrogate a bar chart

SC2: I can draw a br chart

SC3: I can solve problems and reason 

 

Here is the maths tutorial for today’s lesson

 

 

 

Fluency work 

Reasoning and problem solving Challenges

 

 

12:15- 1:15

Lunch

1:15 - 2:00 on

Challenge

LO: To create a mind map for a meal

SC1: I can come up with ideas for a meal

SC2: I can create a clear mind map

SC3: i can identify the food groups in my idea

 

Here is the link to the tutorial for today’s challenge work, which is creating a detailed mind map of what you have in your kitchen!

 

 

 

 

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.


 

Inspire FederationUnicef Rights Respecting Schoolswoodland trust awardChildlineCEOP