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Week 7 Summer Term

Dear children and parents,

Can this really be Week 7? I hope you are all well and happy, I have really enjoyed seeing all your work through dojo!

Well done, you ALL deserve a rest this weekend! wink

As you will know some children are returning to school after half term, I will still be here for you, - setting your activities and responding to all your questions as well as enjoying looking at your work.  I will be working at school, but will check-in often on dojo to see how you are doing.  I am still your teacher even though I am working with other children.smiley

This week - we've finished our Talk for Writing Unit - so I've gone for English on a theme...  As this is our last week before half term - I felt like we needed something different for 'topic' so I've tried to plan activities that I think you will especially enjoy and will encourage your creativity!  

 

I won't be setting any work over half term - let's all enjoy a break!

 

Best wishes,

Mrs Connon smiley

 

 

Our learning this week...

 

Timetable - Week 7

English:

At the moment, rainbows are everywhere - a symbol of hope in these challenging times. In fact, sighting a rainbow has long been believed to be a promise of good things to come. So this week's learning is all in celebration of this wonderful stimulus.

 

MONDAY: 

The idea is a simple but amazingly effective one:

  1. Write down the colours of the rainbow: red, orange, yellow, green, blue, indigo, violet

  2. Brainstorm ideas that you associate with each colour. Focus on concrete nouns (e.g. a red bus or an orange traffic cone, etc.)

  3. Then choose the three you like most and create a little Eye Spy poem, as modelled below. Encourage the children to use the poem pattern, which is teaching them how to use little patterns of three ideas with commas to separate.

 

Eye Spy

with my (insert colour) eye,

idea 1,

idea 2

and idea 3.

 

TUESDAY:

The second activity is inspired by the poem 'Thirteen Ways of Looking at a Blackbird' by Wallace Stevens. The concept is that you take an object and explore it in a number of different ways. 

 

Firstly, look at some abstract representations of rainbows to help you think creatively.

 

 

Then, make a list of all the different ways you could look at or explore a rainbow.

 

Here is a start...

  • Compare it to something using a simile (as / like).

  • Write an instruction for a rainbow (command).

  • Ask it a question.

  • Write a wish.

  • Write a lie.

  • Personify it (give it human qualities)

  • Alliterate it (same initial sound).

  • Explain how it is made (instruction).

 

Then - take each idea in turn, rehearse an idea, write your best one.. Here goes 

A rainbow is like a magical rollercoaster, arching across the brilliant sky. (Simile)

 

Rainbow, stretch yourself to eternity and fill the world with hope and happiness! (Instruction)

 

Rainbow, what do you taste like? (Question)

 

I wish I were a rainbow, gazed upon by all in awe and wonder. (Wish)

 

When a rainbow breathes, it exhales colour that depicts its mood. (Lie)

 

The rainbow painted the sky by numbers. (Personify)

 

Random rainbows ripple relentlessly round rampant, rocking rhinos. (Alliterate)

 

Just take a pot of sprinkles and cast them across an empty sky. (Instruct)

 

Now you try...

 

WEDNESDAY:

How are rainbows formed..?

Write an explanation of how a rainbow is formed...

Read and discuss the powerpoint (see below).

 

 

 

 

THURSDAY:

  At the end of the rainbow you can find...   Create your own acrostic poem                                                                                 Riches beyond your dreams

  A

  I

  N

  B 

  O 

 W   

 

             

 

 

FRIDAY:

Reading comprehension:

How to grow a rainbow...

 

RE:

RULES

 

 

 

Read the story and discuss these questions:

  • What new rules did Robin learn?
  • Why were they important?
  • What do you think of David?
  • What made Robin happy?
  • What would have happened if Robin had not followed the rules when he played with the others?
  • Are there good and bad rules, give examples? (e.g. it might be rules made up by one person who is being bossy about their game.)

 

Activity:

Choose some rules you have to keep, make links between the rules and how they effect your behaviour and that of other people.  Write or draw.

 

 

 

DT/Engineering DESIGN AND MAKE A BOAT

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