Week 7 Planning – Miss Chessell’s Class (w/b: 22.02.2021) Remember to email me at: lks2@oakfieldcepri.iow.sch.uk or submit your work on the Google Classroom

Monday Tuesday Wednesday Thursday Friday

Spe

llin

gs

Login to Spelling Shed and have a go at practicing this week’s spellings. If you can’t find or remember your login, please ask a parent or carer to email me using the following email address lks2@oakfieldcepri.iow.sch.uk and I will send you your login details.

This week’s spellings are as follows: Your child should know which spelling group they are in but if they have fogotten, contact me via the parent email address lks2@oakfieldcepri.iow.sch.uk

Foundation – they, once, made, came, saw, school, love, day, make and very.

Core – eye, Mr, Mrs, past, fast, last, who, whole, plant, after and both.

Enrich – ball/bawl, brake/break, fair/fare, grate/great, groan/grown

Sensory Spellings Using resources

from around your home can you write out your spellings?

You could use pasta, lego bricks or

anything else you can think of. Or you could use shaving foam, rice, salt, flour or glitter poured

onto a baking tray and write your spellings in it. The choice is yours!

Handwriting Practice your spellings in your best

joined up handwriting. See the attached ‘Cursive Letter Formation Mat (Tuesday)’ to help you with your letter

formation when joining or here’s a video link on letter formation -

https://www.youtube.com/watch?v=2NQ6uS8blwY

Pick 2-3 letters from either the video or ‘Cursive Letter Formation Mat’ to focus

on for the week during spellings.

Spelling Hunt Write each of your spellings in big handwriting on separate pieces of

paper. Then, chop/rip your spellings in half. Ask a grown up or sibling to hide your spellings. You then need to find

your spellings and join them back together.

Challenge – Time yourself and see if you can do it quicker a second time.

Sentence Writing

Write sentences including your spellings. If you’re not sure what one of

your spelling means, look up its meaning using a paper dictionary or for

an online dictionary follow this link – https://kids.wordsmyth.net/we/

Challenge – Can you include more than

one spelling in a sentence?

Quiz Day

Ask a grown up or sibling to quiz you on your spellings for the week. If you

get any spellings incorrect, use a different coloured pen and correct

them. Then, spend some time practicing them

using your favourite method of practice from

this week.

Engl

ish

Persuasive Writing At the end of next week, you will be writing your own persuasive leaflet! Your persuasive leaflet will be about

encouraging people to come and visit Appley beach on the Isle of Wight for a

day out.

What does it mean to persuade? When you persuade someone in your

writing, your aim is to get them to agree with your point of view.

I want to see what you already know about persuasive writing. Therefore, I

would like you to write to me to persuade me why I should give you 20

dojo points!

You will be able to look back at this piece of writing at the end of next

week and see the progression you have made in your persuasive writing.

Adjectives An adjective is a word that describes an

animal, person, thing, or thought. Adjectives include words that describe what something looks like and what it

feels like to touch, taste, or smell.

Write the words ‘nice’ and ‘big.’ Around each of the words mind map

other, better words that mean the same thing. Use a paper thesaurus or follow the link for an online thesaurus

to help you - https://kidthesaurus.com/

Use the attachment ‘Appley Beach Pictures (Tuesday and Friday)’ to mind map adjectives to describe what you

would be able to see, touch, taste and smell when at Appley beach. Then, use

a thesaurus to help you find more interesting adjectives for the adjectives you wrote. Write the adjectives found

using a thesaurus in a different coloured pen.

Expanded Noun Phrases Using the adjectives you mind mapped

yesterday, write expanded noun phrases to describe what you would be

able to see, touch, taste and smell at Appley beach.

For example – Shimmering, warm water.

Remember you need to persuade someone to want to go to Appley beach so you need to use positive

expanded noun phrases that make the beach sound inviting, not horrible.

See the attached ‘Expanded Noun Phrases (Wednesday)’ mat for support

on writing expanded noun phrases.

Also, you can follow this link and watch the second video to recap yourself on

writing expanded noun phrases - https://www.bbc.co.uk/bitesize/article

s/zhfgcqt

Rhetorical Questions A rhetorical question is a question that

does not need to be answered. It’s often used to make a point.

For example, in class I may say, “Why can I hear talking?” I don’t expect you

to answer this question. What I am trying to do is to persuade you to stop talking. Follow the link and watch the

video to find out more about rhetorical questions -

https://www.bbc.co.uk/bitesize/topics/z4jf6g8/articles/z6cj7nb

See the attachment ‘Rhetorical Questions (Thursday).’ First, turn the statements into rhetorical questions

using the rhetorical question starters at the bottom of the page. Then, write your own rhetorical questions which

you could use in your persuasive writing about Appley beach.

Remember to use the rhetorical question starters to help you.

Similes A simile is a way of describing something by comparing it to

something else using the words 'like' or 'as.'

Below are the start of some similes. Can you finish them? –

The fireworks are colourful like … The book is as exciting as …

Egypt is hot like … The night is as black as …

Looking at the pictures on the attachment ‘Appley Beach Pictures (Tuesday and Friday)’ can you write

your own similes?

For example – The sand is as soft as silk.

Remember you need to persuade someone to want to go to Appley beach so you need to use positive similes that make the beach sound

inviting not horrible.

Mat

hs

O’clock and Half Past Before half-term you looked at learning

to tell the time. Lots of you however found this quite tricky so I have broken

down the learning further.

Recap – Which hand is the minute hand and which hand is the hour hand?

O’clock and half past questions – What number is the minute hand on

when the time shows o’clock? What number is the minute hand on

when the time shows half past?

Follow the link below and watch the White Rose Maths lesson on o’clock

and half past – https://vimeo.com/434770979

What is the time? Complete the stem sentence to say what the time is.

Complete the table by either writing the time or drawing the time on the

clock.

Quarter Past and Quarter To Follow the link below and watch the White Rose Maths lesson on quarter

past and quarter to – https://vimeo.com/434771282

Quarter past and quarter to questions: * What number is the minute hand on when the time shows quarter to the

hour? * What number is the minute hand on when the time shows quarter past the

hour?

Complete the stem sentences to match the time shown on the clocks –

Write sentences like the ones above to describe the times shown on the clocks

below -

Draw the hands on the clocks below to show the correct times written

beneath -

Telling the Time to 5 minutes Past the Hour

Watch the videos below to learn how to tell the time to 5 minutes past the

hour – https://www.youtube.com/watch?v=h

xlWDSKRAXc&t=123s

Use the labels to fill in the gaps -

Complete the stem sentence for each of the clocks below –

______ past ______

Draw the hands on a clock to show the

times written below – 20 past 8 10 past 5

25 past 10 Twenty-five past eleven

Five past three

Telling the Time to 5 minutes To the Hour

Watch the videos below to learn how to tell the time to 5 minutes to the

hour – https://www.youtube.com/watch?v=tn

32gups11k&t=71s

Use the labels to fill in the gaps -

Complete the stem sentence for each of the clocks below –

______ to ______

Draw the hands on a clock to show the

times written below – 20 to 3 10 to 2

25 to 10 Twenty-five to six

Five to nine

Telling the Time to 5 Minutes Test what you have learnt this week by labelling the clock without anything to

help you!

Write down the times for each of the clocks below –

Draw the hands on a clock to show the

times written below – Quarter to 8

25 past 6 10 to 9

20 past 4 12 o’clock

25 past half past

5 past o’clock 10 past

quarter past 20 past

25 to half past

5 to o’clock 10 to

quarter to 20 to

Top

ic

RE In our last R.E lesson, we learned about

Noah and his ark. At the end of the story God made a covenant

(pact/promise) that he would never again flood the entire earth. He gave Noah the sign of the rainbow. We still use rainbows today as a sign of hope.

Think about the promises/ pacts/ covenants/ agreements that people

make today. For example: *Drivers driving on the correct side of

the road. *Shopkeepers giving customers goods

they have paid for. *Playing with somebody in the playground because you have

promised to do so. *Keeping to the rules in sport.

*The government providing hospitals because people pay taxes.

What other agreements do people make? (list at least 3)

What happens if people break any of these agreements?

(What are the consequences?)

In the Noah story, God was trying to do away with evil in the world and make it

a better place.

What do you think we could do without from today’s world in order to

make it a better place? Write a list of all your ideas. Split

your list into two categories: ‘Things we could stop’ and ‘Things we

can’t stop’. Choose one or two things from your

‘Things we could stop’ list and suggest what we could do to stop it.

History

The Romans in Britain –

Today we will be learning about how the Romans changed Britain after it

was conquered. Some of the changes the Romans made are still visible

today, such as roads. First watch this video about the roads the Romans built

in Britain. https://www.bbc.co.uk/teach/class-clips-video/history-ks1--ks2-explain-

this-roman-roads/z7c8wty

Next, have a read through this page about how the Romans changed

Britain. https://www.bbc.co.uk/bitesize/topics

/zqtf34j/articles/z2dr4wx

Finally, have a go at completing the attached ‘Roman Towns and Roads

(Tuesday)’ activity sheet.

Remember to check your work, and use the internet for help if you need it!

PSHE Rights and Responsibilities –

https://www.coramlifeeducation.org.uk/scarf-at-home-unit-4-rights-and-

responsibilities If you are able to, use the link above to

take you to our new topic. Click on Activities for 5- 7 year olds or you can

do Activities for 7-9 year olds if you want more challenging activities.

There is a section for your parents or carer to read to tell them what we will

be learning about.

Either work through the activities on lesson one, or if you cannot use the

internet for this lesson, think about and try to answer these questions –

* Why do we need money? * Where does money come from?

* What do people need to think about if they see something that they want to

buy? * How can people earn money?

* What can people do if they don’t have enough money to buy something

that they would like? * Have you ever really wanted

something and then changed your mind?

* What different jobs do people do in our home to look after ourselves and

our home?

There is a further activity attached for you to do - PSHE- Wednesday.

Spanish Los Colores y Cosas en mi Estuche.

Things in my pencil case.

1) Watch this very short YouTube

video to learn how to say 6 things in

your pencil case -

https://www.youtube.com/watch?v=m

l2yPSvXpU0&feature=emb_logo

Or see the attachment ‘Spanish Word

Mats (Thursday)’ and look at the first

word mat on objects found in your

pencil case. You will need this mat for

the rest of this terms Spanish lessons.

2) Then, see the attachment ‘Spanish

Activities (Thursday)’ and complete the

activities. Use the attached ‘Spanish

Word Mats (Thursday)’ to help you

complete the activities. Remember you

looked at Spanish colours last term!

Geography Earthquakes –

How does an earthquake occur? Go to this link to find out more about

earthquakes. https://classroom.thenational.academy

/lessons/how-does-an-earthquake-occur-6dk3gt

Create a poster about how

earthquakes occur!

Remember to draw pictures and use colour to make your poster more

attractive.

And/or complete the attached ‘Earthquakes Reading Comprehension

(Friday)’

Remember to read a little every day!

Roman Towns and Roads (Tuesday) – Look at the map showing ancient Roman towns. Use a map, or the video you watched earlier, to find out the modern names of the

ancient Roman towns.

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

Eboracum Lindum Deva Aquae Sulis Venonis Verulamium Londinium Dubris Durnovaria Isca

Use the map to find out which roads the Roman’s would’ve used to get from:

Lindum → Hadrian’s Wall = ______________________________ _____________________________________________________ Londinium → Dubris = __________________________________ _____________________________________________________ Deva → Aquae Sulis = ___________________________________ _____________________________________________________ Aquae Sulis → Eboracum = _______________________________ _____________________________________________________

Appley Beach Pictures (Tuesday and Friday) –

Earthquakes Reading Comprehension (Friday)