Time

Learning

9:00-9:30

Arithmetic: Please complete challenge 1 or challenge 2. Remember to use the efficient strategies you have been taught in class. Once completed check your answers on the answer sheet provided.

Extension: To play the game on the class webpage https://mathsframe.co.uk/en/resources/resource/563/Snowball-Smash

Select the maths skill you wish, for example addition, subtraction, multiplication

or division, select your year group and then play

9:30-10:30

 Maths

L.O: To understand how to simplify expressions (know: understanding)

Success criteria:

1. I can identify like terms
2. I can collect like terms
3. I can explain to others how to collect like terms

Tasks:

1. Watch the tutorial on collecting like terms
2. Read through the PowerPoint on collecting like terms and answer the 10 differentiated questions on collecting like terms (challenge c is the hardest.)

Top tip:

Remember only group things together if they are the same

Look carefully to see if the operation is adding or subtracting

Read through the misconceptions sheet on the class webpage to help you

The answers are included so you can self-mark.

10:30-11:00

Break time/snack time

11:00-

12: 30

English

L.O: To show my understanding of building tension and pace

(show: applying)

success criteria:

1. I can use short sentences
2. I can use deliberate vocabulary choices
3. I can integrate dialogue to advance the action

Tasks:

1. Read ‘The Giant’s Necklace’ by Michael Morpurgo pages 10 from ‘She was cut off’ to top of page 14 to ‘Cherry determined not to look down but to concentrate on the climb.’ Please don’t read any further.

Questions:

1. Can you explain why the author has used ‘writhing grey monster breathing
2. its fury on the rocks with every pounding wave’ and also ‘…but she struggled on…?’ (Page 10) What affect do these have on the reader?
3. Even when in a dangerous situation, Cherry took great care of her shells. Do you agree or disagree with this statement? Explain your answer with evidence from the text (pages 10 and 11)
4. If you had been in Cherry’s situation, what would you have done? Explain your reasoning.
5. Find examples of how Michael Morpurgo builds tension on pages 10-13.

2. Main task: To continue the story in the style of the author-please use the checklist on the class webpage to help you. Aim for a page of quality writing. I am happy for you to type your story if you prefer.

3. Write an evaluative comment linked to the success criteria

12:30- 1:30

Lunch

1:30- 2:30

L.O: To understand the life and work of Mary Anning (know: understanding)

Success criteria:

1. I can select relevant information
2. I can make notes in my own words
3. I can explain the contribution Mary Anning made

Tasks:

1. Watch the video clips on Mary Anning on the class web page (also see the

Mary Anning information on the tab on the left.)

2. Watch the video clips again and make notes in your own words

Extension: To carry out your own research on Mary Anning

Keep your notes-you will need them for later in the week.

2:30-

2:40

Well-being session from Mrs Smith

Break 2:40-3:00

3:00-3:30 

Story time