Reading-

Remember to do at least 20 minutes of reading at home today. Then you can listen to the next chapter of The Witches.

https://youtu.be/ZmwsDYdxJkY

English-

If you have not done so already, please complete your Great Fire of London sequencing activity. Remember to add sequencing vocabulary- you can watch Mr M’s learning video to support you if you need.

https://youtu.be/gNprv7BXkmA

Now we are going to turn our attention to placing The Great Fire of London into Chronological context. Start watching Mr M’s learning video to find out what he means by this.

https://youtu.be/Ve_6F8jK7vw

Stop the video when instructed and complete a Chronology activity. Choose between:

-Clothes

-Communication

-Houses

-Transport

Create a long timeline using a piece of string or a pen and large piece of paper. Mark a point on the timeline and label it as 1666 (the year of the Great Fire of London) and another point marking 2020 (the present day).

Using your existing knowledge of the Great Fire of London, pick a picture that, in your opinion, best represents the clothing, communication, houses or transport from this period in history. From the remaining pictures, decide which pictures should appear later in history and which pictures belong further back in history. Take time to inspect each item carefully and do your best to place them in what you believe to be chronological order. Once you have done this, view the rest of the learning video and see how your ideas compare to Mr M’s.

 

Spelling-

We have set you some spelling words to which use the letters ge, dge and j to make the same sound. Go to purple mash and look for the ‘Week 2 Quiz’ 2Do.

We have also attached a Look, Say, Cover, Write, Check sheet to this post so you can practise these spellings.

EXTENSION: Can you find any other words that use –ge, -dge or –j to make this sound? 

 

Maths-

Watch the learning video on Making Arrays:

Aut2.12.5 - Make arrays on Vimeo

Now complete the Make Arrays worksheet.

Now I want you to go on an array hunt around your house. Can you find any arrays and record them? You could either draw an accurate picture of them or take a photograph of them. When you have found and recorded some of the arrays in your house, please can you send them in to me so I can add them to the blog and also use them to make our activity for Monday!

TOP TIP: If you can’t find many arrays in your house, you can always make them by arranging objects into rows and columns. 

Number Fluency-

Today we are going to practise counting in 10s. Watch Mr M’s counting in 10s learning video.

https://youtu.be/ZRr8TjhY4hw

Print out or make your own 50 grid like the one used in Mr M’s video. We have attached one to this post. Use small objects to cover all the multiples of 10. What do you notice? What patterns can you spot? Write an Always-Sometimes-Never statement which explains what you found out:

e.g. Multiples of 10 ____________________ have a ________________ in the 1s column.

Use the understanding from your Always-Sometimes-Never statement as well as the 50 grid that you made to help you play some ‘Counting in 10s Ping-Pong’ with a member of your family.

EXTENSION: Can you ping-pong all the way to 100? Can you ping-pong beyond 100?

 

Art and Design-

Friday afternoon is our Design and Art session. Today we are going to make some 2D printed patterns. You could use these prints to make a bookmark, cover for a book, a framed picture as a gift, birthday wrapping paper or one of your own fabulous ideas.

Here's what you need:

-Kitchen sponges (new)

-White computer paper

-Acrylic or poster paint

-Plastic lid or plate to be used as paint palette

-Construction paper or other paper to stamp

-Paper towels

-Scrap paper for testing stamps and paint brushes (optional)

 

Step 1: Create Pattern for Sponge Stamp

Choose a shape and draw it into a piece of paper.

Step 2: Trace Pattern

Cut out your shape and trace it onto an unused kitchen sponge.

Step 3: Cut out the shape on the sponge.

Draw around the shape onto the sponge and cut the shape out of the sponge.

Step 4: Pour the paint into a paper plate.

Carefully pour some of the paint you want to use onto a paper plate.

Step 5: Make Sponge Art

Wet the sponge stamps with water and wring them out as much as you can—the sponge just needs to be damp. Dab the stamp up and down in the paint to spread the paint out in the plastic plate. Spread the paint to the size of the stamp. With the stamp loaded with paint, but not dripping wet, press the stamp on the paper with even pressure. You can use the stamp multiple times without reloading it with paint.

TOP TIP: Instead of dabbing the stamps into paint, brush paint directly onto your sponge stamp. You can paint different parts of the stamp with different colours! This is a good technique to use when making a small number of impressions with your stamp, or when using multiple colours on one stamp.

TOP TIP: It's a good idea to test your stamp on scrap paper before using it. If the stamped image is missing parts of the stamp, it might not have been fully loaded with paint. Or, if the shape isn't quite right, you can wash the sponge stamp out with water and make cuts to correct the problems.

When you have created a piece of sponge art, take a picture and send it into use so we can add it to the blog!

As always, if you have any problems or need help with any of these activities please do not hesitate to contact us.

Bella, we love the way you drew out your own pictures and sequenced them. 

Here are some of the information sentences that we having been writing in school this morning. 

Beech Class- we are so impressed with all the home learning you are doing. The standard of your work has been amazing. 

Just in case you were wondering, we are doing the same work as you here at school. Here is Rafi making historical discoveries about houses in 1666. 

What fantastic information sentences comparing and contrasting fire fighting techniques from today with 1666. We especially loved the way that you use the -and-but-however conjunctions to make compound and complex sentences. Well done!

Rosie- we love the way that you made two unequal groups.

What would Rosy have to do to make her groups equal?