This weeks learning is based on 'The wishgranter'
Without viewing the story, look at the characters and settings below.
Thin about how they are feeling and what they may be thinking within the pictures.
Which one is the wish granter and how do you know?
Write down any ideas of share them with an adult or sibling. Ask them for their opinion too. You could write your ideas down within thought bubbles to share.
Watch the video of the story below! You may need to watch a few times as this story is told using no dialogue (speech) or narration. Think carefully about the characters in the story and what they have wished for. Does this make them truly happy? What about the wishgranter? Does he find happiness and how?
Tell the story using your own words!
For this piece it would be great if you could write in 3rd person. So, this will not include 'I'.
You could refer to the characters by their names; The wishgranter, Colin (the money wisher), Luke and Amy (the love wishers) OR refer to them as he, she, the man, the lady, or they once they have been introduced.
Where is the story set? Think about 'starting wide' and then 'bringing the story in'.
'Within a quiet town, nestled in the middle of France there was a much loved fountain stood in the dusty, cobbled streets. The fountain......... Underneath the fountain, through long winding tubes you will find.....'
Describe the new setting. Describe the character, letting us know more about what they do or how they live. How are they feeling? What is happening? What does Colin wish for and how does this impact the wishgranter?
When does the problem occur in the story? Which characters does this involve?
How is the problem solved? Are there many ways in which the wishgranter tries to solve the problem using his tool box? How are he and the other characters feeling throughout? How is the problem finally solved and who by?
How does the story end? Think about each character and how they are left felling. Is it a happy ending for all?
How do we get to the problem in the story?
Don't forget! Great stories are never written in one sitting. Take time to gather words and ideas using pictures if you wish then begin to draft. Writing the story in rough is a great way for your story to change and evolve. Leave it a bit, then come back and read it again to yourself or a family member. Could you change any words? Add more description? Add in a missing detail? Use a conjunction to ensure there are a range of sentence structures? Could our Y3 children ensure to include verbs and adverbs, where appropriate to make their writing more engaging? (See previous weeks learning for support).
NOTE: One piece of writing will be selected to be read out by myself alongside the video or images. This video will then be posted on the class page and for all to listen to a share at the end of the week. Get busy, it could be you! Just send a picture of your final piece to the class email email@example.com
Expanded noun phrases.
'An expanded noun phrase is a phrase made up of a noun and at least one adjective. If one or more adjectives are listed to describe the noun, a comma should be added to separate the sentence.'
Y2: See Powerpoint below named 'What's in the suitcase.' Then see the added document 'What's in the suitcase writing template' for the sentence structure. You can either print this out to have a go at filling out the gaps in different ways or just rewrite it yourself using pen and paper. See the 'mind maps' document for some ideas of what could be inside or think of your own imaginative items!
Find the 'Under the sea expanded noun phrases activity sheet'. Read the information at the top carefully before beginning.
See if you can improve the sentences. You could do this by printing out, rewriting or by sayign them out loud to improve them.
Look closely at the word mat below. You will notice that some of the words have been changes when the -ing, -ed. -er and -est suffixes are added.
Have a look through the list and see if you can point out what has happened to each root word. Then ask your adult to read out some words for you to spell. Can you remember what to do to the root word?
Y3: Have a look through the 'Spelling mistakes' activity. Read the sentence then look carefully at the circled word. Does it look right? Think about the mistake they've made and correct it. The answers are at the end of the document should you need them.
The mats go in 'star ratings' showing their difficulty. Try the 1* then move up if you feel comfortable doing so. These cover a variety fo areas of SPaG. If there is anything your child really is not sure of email me and I can add support with other resources.
The answers are also at the end of the document if you'd like to check any answers.
White Rose Maths Flashback powerpoint.
Last week children loved the 'Flashback powerpoints' provided by White Rose Maths.
Work through at your own pace, recapping the previous learning already covered at school. To use the Flashback powerpoint, open it up on a laptop and press F5 to open full screen, then click the powerpoint to show answers as your work through.
Practice recalling all multiples.
1. Firstly in Y2 we need to be able to:
There are some great songs on YouTube to help you recall these if you are still unsure.
2. Then we need to recall simple multiplications
eg. 3x5=, 10x2=, 9x2=.
In class we use our fingers to help us. We need to be secure with these before being able to solve divisions.
Division is the inverse of multiplication. For example 6x5=30 and 5x6=30 so 30÷5=6 and 30÷6=5
3. Then we need to use these to solve and write own word problems.
For example 30÷6=5,
'There are 30 sweets and they are shared between 5 bags, how many in each bag?'
Can you think of your own word problems for the following divisions?
Think about how many items there are altogether and how many they are shared between You could do a drawing to work this or to help you to solve.
Back due to popular demand!
This week I have set a battle on Time Table Rockstars for the whole 2/3 class.
The battle will be open from 11am Monday to 11am Friday. This week will be boys against girls again. Last week was a victory for the boys so come on girls, this could be your week!
Simply log in and check out battles.
Mid week update! - Wednesday 3rd June
Mrs Naylor is really disappointed that we are not at school for this year's 30 days wild challenge as science leader. We would instead, like you and your families to take part in your own ways. The Wildlife Trusts have created a document with 101 Random Acts of Wildness to pick and choose from. Your challenge is to pick one every day throughout June and record it in any way you would like. It could be a scrap book, photo collage, powerpoint presentation, nature diary or even a video diary (I've heard '1 second everyday' is a great app for video diaries).
Please head to https://www.wildlifetrusts.org/30DaysWild/Downloads to the 'Families and Individuals' section and download '101 Random Acts of Wildness' to get started.
There are more ideas on the '30 days wild - school cards' document which are the ones we would normally do in school. They can be downloaded here - http://59272096998fe6b10897-960f348513c19177814ec4ab5a156a1c.r0.cf1.rackcdn.com/_2019/Packs/School/Flash_Cards_Schools_no_crops.pdf
Mrs F J Emotions challenge
In March, Ann Foxley-Johnson came into school to deliver the Emoji Joe session for all classes. We discussed emotions and feelings, different words for them and she set us a challenge – to write a poem. Most classes were unable to complete this so we’d like to set it now! See the links below
This week there is some French to recap. I have added the greetings song we use in lessons below. Then have a go at watching the French episode of Peppa pig. Can you pick up the family names? Can you hear any of the colours we have learnt?
Using YouTube, open the video and clcik the 'cog' at the bottom of the video, select subtitles and select 'English' to see the words translated underneath.