Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 11.02

Maths: Perimeter of Rectilinear Shapes

This week, we are going to be looking at perimeter.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/477528259

Here is the work sheet: Perimeter of rectilinear shapes – 11.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 11.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 11.02

English

Today, you are going to continue your own non-chronological report from yesterday.

Class Read

Chapter 16 is quite long – so I have broken it up into 2 parts.

WCR

Today’s whole-class reading is another video-based story, which can be found here:
https://www.youtube.com/watch?v=U_u91SjrEOE

Your questions can be found here:

Science

This week in science, we are going be exploring what happens to particles when something is burnt: https://classroom.thenational.academy/lessons/what-happens-to-particles-during-burning-cctp2d

Please make sure you complete and send in any activities/questions asked of you in the video (and any notes you’ve made) as well as completing the quizzes.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 10.02

Maths: Perimeter of Rectangles

This week, we are going to be looking at perimeter.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/477527057

Here is the work sheet: Perimeter of rectangle – 10.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Wed 13th Nov 2019 Questions 1 and 2 without bars-merged

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 10.02

English

Over the next couple of days, you are going to write your own non-chronological report. You can use the one you have written about tigers to help structure this one.

I’m going to leave the topic of the report completely up to you: you could write one about another type of animal, an area we’ve been learning about over the past few weeks (e.g. ancient Greek gods, particles in physical and chemical changes, ancient Greek) or you could come up with your own idea completely. Whatever you choose, remember you have got to write a report on it, so you need to know the topic quite well.

The first thing you will need to do is plan (and research – if needed) your ideas. The best way to do this is like we did for the tiger report and plan your paragraphs first. You will need a introductory paragraph and a conclusion – and then some (at least 2) other paragraphs

Once you’ve have planned what each of your paragraphs will be about, you can then start writing it.

Remember, you have a couple of sessions to do this – so don’t try and rush it: it should be at least a page long! Also remember that once you have finished writing, it is really important you go through and check your writing.

Here is a whole example of the non-chronological report about tigers: Tiger Non-chronological report

Class Read

Spellings

Here’s your spellings for today: Challenge list 1 – (2)

Our next couple of spelling sessions contain words from a list of commonly misspelt words for year 5/6.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Music

In music, we are going to build on the work we have been doing on rhythm: https://classroom.thenational.academy/lessons/developing-reading-rhythm-cnj34c

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

P.E.

Today, in P.E., we are going to continue our work on triple jumping.

As always, we need to make sure we have a safe space and first warm up. Here is a Just Dance video you can use for your warm-up (or you can come up with your own warm-up): https://www.youtube.com/watch?v=4DcGBE-F9hk

Before we start our activity, here’s a (very) short video showing the triple jump in full: https://www.youtube.com/watch?v=FvutodRvNLA

Your task today is to first complete and measure the distance of 5 separate hops (take off from one foot and land on the same foot). Then, complete and measure the distance of 5 separate “step jumps” (take off one foot and land on the other). Then, complete and measure 5 separate standing long jumps (take off one or two feet and land on two feet). Finally, you need to complete and measure 5 complete triple jumps.

Once you have done those, you can then plot your measurements on line graph (like we did last week).

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 09.02

Maths: Perimeter on grids

This week, we are going to be looking at perimeter.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/477525533

Here is the work sheet: Perimeter on a grid – 09.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 09.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 09.02

English

Today, we are going to be writing our final paragraph of our non-chronological report.

This will be a conclusion. A conclusion sums up some the key points in a text and “closes up the text”. If you read the example conclusion, it will give you a better idea of how to write one.

Here is an example text and some questions for you think about before you start writing your own paragraph: Tiger Non-chronological report – Concluding paragraph and Qs

Class Read

Apologies for missing the last few of these:

WCR

Today’s whole-class reading is video-based story, which can be found here:
https://www.youtube.com/watch?v=pMdJxVjZMRI

Your questions can be found here: Pandora’s Box – TED – Q

History

In history, we are going to look at some significant ancient Greek philosophers and the long-term impact they had: https://classroom.thenational.academy/lessons/who-were-the-ancient-greek-philosophers-cthkac

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

As always, please make sure you have a safe space before starting.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning. I hope you all had a good weekend.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 08.02

Maths: Measuring Perimeter

This week, we are going to begin looking at perimeter.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/477523195

Here is the work sheet: Calculate Perimeter – 08.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 08.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 08.02

English

Today, we are going to be writing our third paragraph of our non-chronological report.

This will be about tigers’ diet. Don’t worry if you’ve already mentioned some things about tigers’ diet in your introductory paragraph; you will be going into more detail in this paragraph.

Here is an example text and some questions for you think about before you start writing your own paragraph: Tiger Non-chronological report – Diet paragraph and Qs

Spellings

Here’s your spellings for today: Statutory Spellings 1 – (1)

Our next couple of spelling sessions contain words from a list of commonly misspelt words for year 5/6.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Geography

In geography, we are going to build on the work we have been doing on geographical fieldwork: https://classroom.thenational.academy/lessons/tools-of-fieldwork-surveys-and-questionnaires-6gwk8

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

P.E.

Today, in P.E., we are going to begin looking at special type of jump – known as a “triple jump”.

Here is your video to follow along:

https://www.youtube.com/watch?v=F4H3EVcRd2Q

You will likely want to pause this video at different point to have a go at the activities. After about 8mins, the video moves on to a throwing activity – you do not have to do this (unless you want to, of course!)

As always, please make sure you have a safe space before starting.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

If you would like to join today’s live quiz, please email as soon as possible.

Handwriting

Find the last few pages you read of your reading book and practise your handwriting by copying it up for 20-30 minutes.

Maths: Recap quiz

Today, we are going to recap the learning we have done on statistics

If you need, you could look through the work you’ve done on this to help you.

Here is your quiz: Mini-Assessment-Block-3-Statistics

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (there’s an extra challenge question today).

Maths Extension – 05.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 05.02

Spellings

Your spelling activity for today is to practise the -tial and -cial patterns we have been learning about on Spelling Shed – the relevant lists should be in your assigned section.

TTRS/Spelling Shed

Today for Spelling Shed and TTRS, we are going to have some Hive Games and Arena matches.

TTRS arena games are going to be tricky, but if as many of you as possible plan to go on the Arena game mode at 11:00, then there should be enough to play games against each other.

I have also set up some Hive Games on Spelling Shed – we will start the first of these games at 11:40 and once finished, we will start the next game straight after.
Here are the codes for these games:
GAME 1: 115142
GAME 2: 193713
GAME 3: 354115
GAME 4: 987539

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Art

In art today, you are going to begin designing your actual piece of pottery (hopefully, when we’re back in school, you will then get to make these from clay).

What you need to today is first decide on what shape you want your pottery to be (yesterday’s WCR may be useful for this) – this would include whether you pottery needs a lid and/or handles. Then you need to decide on what image you want as your main design and finally any repeating patterns you want to add. Today, you are going to draw just the front view of your pottery – so take your time and make sure you draw it big enough to make out the details.

Next week, you are going to draw you pottery from a few other angles.

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 3 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. The amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 04.02

Maths: Timetables

This week, we are going to continue exploring statistics.
Today, we are going to look at reading and interpreting the information in a table.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/467109646

Here is the work sheet: Maths – Time tables – 04.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 04.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 04.02

English

Today, we are going to be writing our second paragraph of our non-chronological report.

This will be about tigers’ appearance. Don’t worry if you’ve already mentioned some things about tigers’ appearance in your introductory paragraph; you will be going into more detail in this paragraph.

Here is an example text and some questions for you think about before you start writing your own paragraph: Appearance Paragraphs – inc Qs

Class Read

WCR

Here’s your text: Grecian Pottery – T – p2

Here are the the questions: Grecian Pottery p2 – Q

Science

In science, we are going to be continuing our work on physical and chemical changes – specifically seeing how we can tell if a chemical change has taken place

https://classroom.thenational.academy/lessons/how-can-we-tell-a-chemical-reaction-has-taken-place-chjp8e

There is an experiment which you can take part with in today’s session. Please make sure you have a parent’s permission before you start this!

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 3 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning!

Here’s this week’s rough timetable of what this week would look like if we were in school. The amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 03.02

Maths: Two-way tables

This week, we are going to continue exploring statistics.
Today, we are going to look at two-way tables.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/466558990

Here is the work sheet: Maths – Two-way tables – 03.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 03.02

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 03.02

English

Today, we are going to begin writing our non-chronological reports. To start, we are just going to write our introductory paragraph. Our reports are obviously going to be about tigers, so all the knowledge we have been building over the last few days/weeks is going to be very useful.

Here is an example of introductory non-chronological text on tigers.

Before you start writing, here are some tasks for you to complete based on the text above: Introductory Paragraphs – inc Qs

Once you have completed these task, you can start writing your own introductory paragraph. Make sure you think about the things we have been learning about in English to help you. As well as writing your introductory paragraph, you will also need to think of a title for your piece of writing.

Class Read

Spellings

Here’s your spellings for today: -tial&-cial (2)

We are continuing with the -tial and -cial patterns.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Music

In music, we are going to continue building on the work we have been doing with rhythm and musical notation:

https://classroom.thenational.academy/lessons/reading-simple-rhythms-c5h3adhttps://classroom.thenational.academy/lessons/reading-simple-rhythms-c5h3ad

P.E.

Today, in P.E., we are going to continue the work we were doing on Monday.

First, we need to do a warm-up. If you would like, you could do this Just Dance as your warm-up or you can come up with your own warm-up activity.

Before we start, we need to recap an effective long jump technique again.

Hopefully, you should still have your graph from Monday. Don’t worry if you don’t; you could jump, record and plot your standing long jumps again.

What you are going to do today is vary the way in which you jump:

• First, you will need to record and plot 10 jumps where you take off from your right foot.
• Then, you will need to record and plot 10 jumps where you take off from your left foot.
• Finally, you will need to record and plot 10 jumps where you have a (short) run up.

It would be best if you could do each of these with a different colour and what you should end up with is a graph with 4 separate line (they may touch/cross) of your different jumps.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. The amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 02.02

Maths: Reading and interpreting tables

This week, we are going to continue exploring statistics.
Today, we are going to look at reading and interpreting the information in a table.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/466530531

Here is the work sheet: Maths – Read and interpret tables – 02.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Tues 5th Nov 2019 – without bars

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 02.02

English

Over the next couple of days, we are going to spend some time building some knowledge and specific vocabulary around tigers (in preparation for writing our own non-chronological reports on the topic).

Today, we are going to look at the diet and habitat of tigers.

Here is your lesson: https://classroom.thenational.academy/lessons/to-learn-about-tigers-diet-and-habitat-75j6ce?activity=video&step=1

Make sure you watch the video and submit any relevant work/notes/questions you complete. The work you complete today will be incredibly useful when you come to writing your report.

Class Read

WCR

Here’s your text: Grecian Pottery – T – p1

Here are the the questions: Grecian Pottery p1 – Q

History

In history, we are going to be learning about some of the beliefs of ancient Greeks – which would have a significant impact on their decision making and culture.

https://classroom.thenational.academy/lessons/what-did-the-greeks-believe-6wwp6d

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 3 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning. I hope you all had a good weekend.

Well done with the work you have been sending in – you’re doing a great job!

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 01.02

Maths: Using line graphs to solve problems

This week, we are going to continue exploring statistics.
Today, we are going to look further at how we can use the information in a line graph to solve problems.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/466529487

Here is the work sheet: Maths – Solving problems using line graphs – 01.02

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 01.02 – Q1 and 2
Maths Extension – 01.02 – Q3 and 4

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 01.02

English

Over the next couple of days, we are going to spend some time building some knowledge and specific vocabulary around tigers (in preparation for writing our own non-chronological reports on the topic).

Today, we are going to look at the appearance of tigers.

Here is your lesson: https://classroom.thenational.academy/lessons/to-learn-about-tigers-and-their-appearance-c5j3cc

Make sure you watch the video and submit any relevant work/notes/questions you complete. The work you complete today will be incredibly useful when you come to writing your report.

Class Read

Spellings

Here’s your spellings for today: -tial&-cial (1)

Our next few sessions will cover both the -tial and -cial patterns.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Geography

In geography, we are going to build on the work we were doing on maps last week.

https://classroom.thenational.academy/lessons/fieldwork-can-i-create-a-sketch-map-of-roads-in-my-community-75k3jr

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

P.E.

Today, in P.E., we are going to link the work we’ve been doing in P.E. on jumping with the work we have been doing in maths on statistics.

First, we need to do a warm-up. If you would like, you could do this Just Dance as your warm-up or you can come up with your own warm-up activity.

Before we start, we need to recap an effective long jump technique. Re-watch last week’s video to help:

As always, please make sure you have a safe surroundings. Spend about 5-10 minutes practising your jumping technique.

Once happy that you’re ready to start properly. You are going to to need to measure out the distance of your jumps. Don’t worry if you don’t have something to measure with; you can count out your distances using your own feet! You’re going to need to record the distance of 10 jumps – so you will need a pen/pencil and piece of paper to do this.

Once you have done your 10 jumps, I would like you to plot your data as a line graph (which isn’t necessarily the best form of graph for this data, but it will be useful with what we will be doing on Wednesday – so please keep this graph once you have finished). Your 10 jumps will need to go along the x-axis and a scaled distance will need to go along the y-axis.

Here’s what your graph could look like:

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

We currently only have a few people who have asked to join today’s live get-together session. If we don’t get more, then I will unfortunately have to cancel this.

Handwriting

Find the last page you read of your reading and practise your handwriting by copying it up for 20-30 minutes.

Maths: Drawing Line Graphs

Today, we are going to start explore drawing line graphs.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/464197707

Here is the worksheet: Maths – Drawing line graphs – 29.01

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 29.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 29.01

Class Read

TTRS/Spelling Shed

Today for spelling shed and TTRS, we are going to have some Hive Games and Arena matches.

TTRS arena games are going to be tricky, but if as many of you as possible plan to go on the Arena game mode at 11:00, then there should be enough to play games against each other.

I have also set up some Hive Games on Spelling Shed – we will start the first of these games at 11:40 and once finished, we will start the next game straight after.
Here are the codes for these games:
GAME 1: 586037
GAME 2: 178735
GAME 3: 400575

Spellings

Here is your spelling activity for today: -tial (3)

It continues with our -tial pattern.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Art

In art today, we are going to explore typical designs on Grecian pottery. Typically, these will include images of people, gods or monsters. As you should have already noticed, Grecian pottery is usually black and orange – with the image being more of an outline with some simple detail and different shades to add perspective. Here is an example with a hydra as the main design:

Your task today in art is to draw your own design/image which could go onto a piece of Grecian pottery. To do this, you could either research and copy a design of an image that you find or you could come up with your own.

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 2 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Tomorrow, we will have a live session – which will start at 2pm. The session will be more of a social opportunity for whoever wishes to join to get together. It will involve an interactive quiz/task-based competition. If you wish to join, please let me know (class4@brownclee.shropshire.sch.uk), and I will send an email  with an invite tomorrow morning.

EBM

Here are today’s EBM questions: EBM – 28.01

Maths: Interpreting Line Graphs

Today, we are to build on the work we were doing yesterday on line graphs.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/464199069

Here is the work sheet: Maths – Interpreting line graphs – 28.01

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 28.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on – but please read it if you’re unsure.

Sentence, Fragment, Run-on – 28.01

English: Building subject-specific vocabulary

One the most important aspect on non-chronological reports is knowing our subject in which we are going to write our report in detail. You are going to be writing your report about tigers. So, today’s lesson is going to involve building some vocabulary around the subject of tigers.

https://classroom.thenational.academy/lessons/to-develop-and-generate-subject-specific-vocabulary-6mtp4e?step=1&activity=video

As always, please make sure you take the time to watch the video and think carefully about what you are learning and pause the video if you are asked to complete any tasks.

Class Read

WCR

Here is your WCR text: Theseus and the Minotaur p2 – T

Here are your questions:  Theseus and the Minotaur p2 – Q

Science

In science, we are going to begin exploring how we can separate mixtures. Here’s your lesson:

https://classroom.thenational.academy/lessons/how-can-mixtures-be-separated-70tkjc

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 2 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 27.01

Maths: Introducing Line Graphs

This week, we are going to begin looking at some different types of charts and graphs. Today, we are to start exploring line graphs.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/464199475 

Here is the worksheet: Maths – Introducing line graphs – 27.01

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 27.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

Sentence, Fragment, Run-on – 27.01

English: Relative Clause

Today, we are going to explore relative clauses – another feature of writing which may be useful when writing non-chronological reports.

Here is the link for this: https://classroom.thenational.academy/lessons/to-develop-knowledge-of-relative-clauses-6mu6ae

Please try and make sure you complete all the activities in the video for this as well as the quiz – but, more importantly, think really careful about what it is you are learning about.

Class Read

Spellings

Here is your spelling activity for today: -tial (2)

It continues with our -tial pattern.

Independent Reading

As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.

Music

In music, we are going to build on the work we did last week, on beat and rhythm, to explore basic musical notation in more depth.

https://classroom.thenational.academy/lessons/understanding-basic-notation-6rrkcr

As this is a practical session, you will need to join along with the video.

P.E.

Today, in P.E., we are going to build on what we looked at last session on maximising the distance of our vertical jumping to maxmising the distance of our standing long jump.

First, we need to do a warm-up. If you would like, you could do this Just Dance as your warm-up or you can come up with your own warm-up activity.

Before we staring looking at standing long jump, it would good if we could recap what we did last time with our vertical jumping. Have a watch of the video again and spend about 5 minutes practising your vertical jump technique.

Here is a video which discusses an effective standing long jump technique. Have a watch of it. Once you think you’ve got your head around the technique points involved, have a go at jumping yourself. You may want to go back and watch the video a few times in between your jumps. Please make sure you have a safe surroundings before you start!

Again, try and spend about 20-30 minutes doing this – and remember, even though it is very practical, P.E. is a subject like any other and you need to think carefully about what it is you are learning to do.

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 2 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 26.01

Maths: Comparing information in charts/graphs

This week, we are going to begin looking at some different types of charts and graphs. Today, we are to compare information in charts/graphs

Here is today’s video – which talks through this idea with some diagrams and calculations: Statistics – Comparison, sum and difference

Here is the work sheet: Maths – Comparison, sum and difference – 26.01

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.

Maths Extension – 26.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on – 26.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English: Parenthesis 

Another aspect which may be useful when writing non-chronological reports is parenthesis. The link will explain this in further detail. However, parenthesis is a way we can quickly include additional information about something. We punctuate it using commas, dashes or brackets.

Here is the link for this: Using parenthesis in your writing

Please try and make sure you complete all the activities for this – but, more importantly, think really careful about what it is you are learning about.

Class Read

WCR

Here is your WCR text: Theseus and the Minotaur p1

Here are your questions: Theseus and the Minotaur p1 Q

History

In history, we are going to continue our work on Ancient Greece. Today, we are going to explore democracy in more detail – particularly the role of Athens in its development and its importance

What was Athenian democracy?

Try to make sure you complete the tasks in the video and send them in (as well as completing the quiz).

Virtual School Library

As you all know, reading (and listening to stories) is one of the most important activity you can do. Here is virtual library. A new author is uploaded each week and one of their books is made available for FREE as a pdf and audiobook. So far, 2 authors have been included.

Virtual School Library | Oak Academy

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning. I hope you all had a good weekend.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

EBM

Here are today’s EBM questions: EBM – 25.01

Maths: Interpreting Charts

This week, we are going to begin looking at some different types of charts and graphs. Today, we are going to look at interpreting some basic forms of charts.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/462717846

Here is the work sheet: Maths – Interpret Charts – 25.01

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q4 is especially difficult today – as it includes some percentages)

Maths Extension – 25.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on – 25.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English

Another feature which may be useful when writing non-chronological report are bullet points. Bullet points are a useful way to present listed information very clearly.

Here are today’s activities for today: https://www.bbc.co.uk/bitesize/articles/zdmc47h

Spellings

Here’s your spellings for today: -tial (1)

We are moving on from the -cial pattern to look at -tial.

Geography

In geography, we are going to continue our work on geographical fieldwork – specifically looking at maps and using grid references.

https://classroom.thenational.academy/lessons/tools-of-fieldwork-maps-cnhp8t

Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).

P.E.

Today, in P.E., we are going to move on from running and start looking at jumping. We are going to first look at the best way we can maximise our vertical jumping technique. Vertical jumping is when we jumping directly up in the air – trying to gain as much height as possible.

First, we need to do a warm-up. If you would like, you could do this Just Dance as your warm-up or you can come up with your own warm-up activity.

Before we look at some technique, your first task is to find a safe space with a wall next to. Have a go at jumping (about 10 times) as high as you can, reaching as high up the wall as you can.

Here’s a short video to watch on an effective vertical jumping technique:

Once you have watched the video (you may want to do this a few times between your jumps), see if you can improve your jumping height by trying some of the technique points above.

Try and spend about 20-30 minutes doing this – and remember, even though it is very practical, P.E. is a subject like any other and you need to think carefully about what it is you are learning to do.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Meeting Larry – Part 2

Today’s live session will start at 2:00pm today. I will send an invite to those that have let me know they want to join at 11am.

Handwriting

I remembered to include our handwriting today. Looking at some of the work sent in, I think this is something we need to make sure we practise.

For our handwriting session, I would like you to start at the very first page of your reading book and copy what it says. Spend 15-20minutes doing this. Make sure you don’t rush it, but at the same time make sure you spend your time writing – without getting distracted.

Maths: Reasoning from known facts

Today’s lesson will look at how we can use facts we already know (or have been given to us) to solve problem

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/466189554

Here is the work sheet: Reason from known facts (3)

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q3 and 4 are particularly difficult)

Maths Extension – 22.01

Class Read

Here is today’s chapter:

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 22.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

TTRS/Spelling Shed

Today for spelling shed and TTRS, we are going to have some Hive Games and Arena matches.

TTRS arena games are going to be tricky, but if as many of you as possible plan to go on the Arena game mode at 11:00, then there should be enough to play games against each other.

I have also set up some Hive Games on Spelling Shed – we will start the first of these games at 11:40 and once finished, we will start the next game straight after.
Here are the codes for these games:
GAME 1: 690518
GAME 2: 559455
GAME 3: 845312

Spellings

Here’s your spellings for today: -cial (2)

We’re continuing with the -cial pattern.

Art

Your task in art is to research “Greek patterns”. Have a look through what you find. They should look similar to this:

Your task is to choose your 5 favourite and try to draw them yourself.

If you’re feeling particularly creative, you could even try and do some extra ones of your own!

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Following on from Florence’s question during Friday’s live session, I thought it would be good to try doing a live session more regularly – like last week’s, these will be completely optional. We have another live session planned on Friday – this will hopefully be a lot shorter than last week’s. We will do another session with Larry – so that those that didn’t get a chance last week could do so this week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 21.01

Maths: Addition and subtraction (multi-step problems)

Today’s lesson explore multiple step problems and strategies on how best to break these down. Bar models may be useful to help visualise some of these questions.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/461416883

Here is the work sheet: Multi-step problems – add&subtract (3)

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q3 and 4 are particularly difficult)

Maths Extension – 20.01

Class Read

Here is today’s chapter:

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 21.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English – Writing

Given most of us don’t seem quite secure on apostrophes, we are going to continue some work on them.

Here is today’s task: Apostrophe proofread

What you need to do is proofread this piece of writing and correct the mistakes – they are all apostrophes mistakes. Some mistakes are where an apostrophe has been used incorrectly and some are where an apostrophe is missing.

Remember, apostrophes are needed to showing missing letters (omission) or to show that something belongs to something else (possession)

If you have found you are confident with the first task, here is an extension for you to try:
Apostrophe extension

Any questions, please ask.

WCR

Here’s the 2nd page of Percy Jackson and the Lightning Thief: Percy Jackson and the Lightning Thief p2

and your questions: Percy Jackson and the Lightning Thief p2 – questions

Science

In science, we are going to look at what happens to the particles when something “dissolves”.

I would like you to make try and make notes (along with answering the questions in the video) – in a similar way to the work I show you by Meryn and Ollie earlier in the week.

Here is your lesson: What happens to particles during dissolving? 

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Following on from Florence’s question during Friday’s live session, I thought it would be good to try doing a live session more regularly – like last week’s, these will be completely optional. We have another live session planned on Friday – this will hopefully be a lot shorter than last week’s. We will do another session with Larry – so that those that didn’t get a chance last week could do so this week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 20.01

Maths: Inverse (addition and subtraction)

Today’s concept builds/links to the work we did on Monday on using bar models. We are going to recap the “inverse relationship” between addition and subtraction.

Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/461352921

Here is the work sheet: Inverse – Addition & Subtraction (3)

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q3 and 4 are particularly difficult)

Maths Extension – 20.01

Class Read

Here is today’s chapter:

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on – 20.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English – Writing

Today, we are going to do some more work on apostrophes. Remember, to think careful about the rules for using them. You are going to group some sentences depending on how an apostrophe has been used (or not used).

Apostrophe sorting activity

Any questions, please ask.

Spellings

Today, we are going to move to a new spelling pattern: words ending in -cial and -tial – both of which make a “shul” sound. As a general rule, if there is vowel before the sound, a -cial is used – e.g. official. If there is a consonant, then -tial is usually used – e.g. substantial.

Here is today’s spelling task: -cial (1)

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Music

In music, we’re going to start looking at pulse and rhythm. The lesson also discusses some basic musical notation.

Here is your lesson:

https://classroom.thenational.academy/lessons/understanding-pulse-and-rhythm-c8up2t

This lesson has a main video of learning – as this is a music lesson, it mainly contains practical elements for you to join in with.

P.E.

In P.E. today, we are going to build on the work we were doing on sprinting. Today’s task is to try some sprinting drills which help to work on our spiriting form – as a warning, some of these are quite tricky to do, so give it your best shot. Here are your activities:

Watch each drill, pause the video and then spend about 10 minutes at trying it.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning.

Thank you for the work sent in yesterday. I thought I’d share a couple of fantastic examples of work that were sent in:

The first is Ollie’s English work:

and the second, Meryn’s geography:

What makes these such good pieces was the obvious amount of consideration and thought that has gone into their learning. Both have also taken the initiative to take additional notes on what they have been learning about – which is really fantastic to see. There have been other examples of work sent in by others of a similarly high quality!

Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Following on from Florence’s question during Friday’s live session, I thought it would be good to try doing a live session more regularly – like last week’s, these will be completely optional. We have another live session planned on Friday – this will hopefully be a lot shorter than last week’s. We will do another session with Larry – so that those that didn’t get a chance last week could do so this week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 19.01

Maths: Bar Models (multiplication and division)

We are going to temporarily stop with our work on fractions. We are going to have a lot a concept which we touched on last week in our EBM sessions – which is the relationship between addition/subtraction and multiplication/division.

Today, we are going to look at using bar models to help visualise multiplication and division. Remember, bar models won’t answer a question for us, but they do allow us to visualise problems – making them a very useful tool for word problems.

Here is a short video modelling the use of bar models for multiplication and division to solve different questions. There is not talking in these videos, so please watch really carefully to see if you can understand what is happening in them. At certain points in the video, it will tell you to pause the video and have a go at a certain part of the worksheet.

Here is today’s work sheet: Bar Models – multi&divide

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q3 and 4 are particularly difficult)

Maths Extension – 19.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 19.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English – Writing

One of the things you may need to use when writing a non-chronological report is apostrophes. Whilst you may not necessarily use them for contractions/omission (due to the formality of a report), you are likely to use them to show singular and plural possession.

We did apostrophes last term, so hopefully this should serve as a recap. Apostrophes are a simple punctuation – which possibly gets the most misused! Understanding when you may need to use an apostrophe is the most important part.

There are two times you need to use an apostrophe:

1. Omission: to replace missing letters – e.g. can’t, didn’t, ‘ey, talkin’ (these tend to only be used in more informal forms of writing, so you are unlikely to use these in a non-chronological report). Can’t and didn’t are examples of contractions (where two, or more, words are joined together and the apostrophe is used to replace the letters which are “omitted” (missing).
2. Possession: to show that something [usually a noun] belongs to something else [usually a noun]. How we use this depends on whether the thing possessing (owning) the other thing is singular (only one thing) or plural (more than one thing).I’ll try and explain that more clearly using some examples
   1. Singular possession: This is when a single something possesses/owns something else – e.g. the cat’s tail (the tail belonging to the cat), my sister’s friends (the friends belonging to my sister).
   2. Plural possession: This is when a plural something (more than one thing) possesses/owns something else – e.g. the boys’ changing room (the changing room belonging to more than one boy), the dogs’ tails (the tails belonging to more than one dog).

The rules for these are quite straightforward (but so often misused):

• For omission, the apostrophe will always replace any missing letters. If the letters are adjacent – e.g. cannot = can’t – only one apostrophe is needed. If the letters being omitted have other letters between them –
  • e.g. should not have = shouldn’t’ve – then more than one apostrophe is needed.
• For singular possession, you will almost always just add an apostrophe and an s (‘s) to the word doing the possessing – even if the word ends in an s!
  • e.g. Carl’s pen, The girl’s cat, Jess’s cousin.
  • There are some exceptions to this rule (which are mainly to do with particular usage in certain ancient/important texts, or in cases when the ‘s’ after the apostrophe is not pronounced).
    • e.g. Jesus’ cross, Moses’ people, Hades’ brother. These exceptions can be broken, and “”Jesus’s cross would be an acceptable use to show that the cross belongs to Jesus. However, “Jess’ cousin” would not  be an acceptable way to show that the cousin belongs to Jess.
• For plural possession, it depends on whether the plural word ends in an s already. If it does, then you simply add an apostrophe.
  • e.g. the cats’ room (a room belonging to the cats), his sisters’ friends (friends belonging to his sisters)
  • If it doesn’t, you need to add an apostrophe and an s – as you would to show singular possession.
    • e.g. the men’s horses (horses belonging to the men), those children’s dog (a dog belonging to those children)

Here is a flowchart which explain when to use an apostrophe (in a much clearer way): Apostrophe Flowchart

Here is today’s activity: Apostrophes worksheet

WCR

Here’s today’s text: Percy Jackson and the Lightning Thief p1

Here’s today’s questions: Percy Jackson and the Lightning Thief p1 – Questions

History 

In geography, we are continuing our work on Ancient Greece. Today, we are going to look at the Golden Age of Ancient Greece and some culturally significant contributions.

Here is your lesson:

https://classroom.thenational.academy/lessons/what-was-the-golden-age-of-greece-68vpad?step=2&activity=video

This lesson will have a recap quiz (based on last week’s lesson), the main video of learning and then a end-of-lesson quiz.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning – I hope you all had a good weekend.

Well done for all the work you sent in last week – I was really impressed with what was sent in! A few of you even sent in some work you’d done over the weekend – which is absolutely fine: I will try and feedback to it today.

Same as last week: here’s a rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

Following on from Florence’s question during Friday’s live session, I thought it would be good to try doing a live session more regularly – like last week’s, these will be completely optional. We have another live session planned on Friday – this will hopefully be a lot shorter than last week’s. We will do another session with Larry – so that those that didn’t get a chance last week could do so this week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 18.01

Maths: Bar Models (addition and subtract)

We are going to temporarily stop with our work on fractions. We are going to have a lot a concept which we touched on last week in our EBM sessions – which is the relationship between addition/subtraction and multiplication/division.

Today we are going to look at using bar models to help visualise this. Remember, bar models won’t answer a question for us, but they do allow us to visualise problems – making them a very useful tool for word problems.

Here is a short video modelling the use of bar models for addition to solve different questions. There is not talking in these videos, so please watch really carefully to see if you can understand what is happening in them. At certain points in the video, it will tell you to pause the video and have a go at a certain part of the worksheet.

Here is the work sheet: Bar Models – +/-

Maths: Extension

Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q3 and 4 are particularly difficult)

Maths Extension – 18.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 18.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English – Writing

In English over the next few weeks, we are going to be exploring a type of text called non-chronological reports. As usually, this is going to involve first understanding what a non-chronological report is (which we will be doing today) and then breaking up some of the different writing features that you may need to use.

Here is your lesson on the features of non-chronological reports: https://classroom.thenational.academy/lessons/to-identify-the-features-of-a-non-chronological-report-6cwket?activity=video&step=1

Spellings

Continuing with our pattern of -cious, here is today’s spelling task:

Spellings – -cious

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Geography

In geography, we are continuing our work on geographical fieldwork. Today, we are going to be looking at some real-life examples of studies and enquiries a geographical research is currently working on.

Here is your lesson:

https://classroom.thenational.academy/lessons/what-enquiries-are-geographers-currently-doing-74w32d

This lesson will have a recap quiz (based on last week’s lesson), the main video of learning and then a end-of-lesson quiz.

P.E.

In P.E., we are going to move on from the work we were doing last week on pacing and look at the difference of running technique for distance running vs sprinting. Here is a short video showing the difference:

Two things you really should have noticed with the sprinting running technique is that, as well as having a lot more overall power, the arms “drive” more and there a lot more force when the leg leaves the ground (after the foot has made contact with the ground, the knee is forced upwards with a lot more power).

Your task in P.E. today is to find a short area to practise sprinting. Make sure you are careful of your surroundings. Try and focus on driving your arms and forcing your legs through once your feet make contact with the floor (be especially careful with this if it is slippy). Aim to practise this for about 15 – 30 minutes.

If you want to take this one step further, you could get someone (or set up a camera yourself) to record yourself running. You can then watch yourself back and self-evaluate your sprint technique against the points above.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

Meet Larry Live Session

Our live session will take place at 2:00pm today. I will send an invite to those that have already asked to join. If you haven’t let me know you wish to join, then please do so as soon as possible.

Here are some instructions on join a Teams meeting:

Guidance on Microsoft Teams – Children

Here is a link to download the Teams app in preparation: https://www.microsoft.com/en-gb/microsoft-teams/download-app

You can use Teams on web browser (e.g. internet explorer, chrome) if you would prefer.

“Rules” –
these are just some important things that we need to make sure we do to make sure the session runs as smoothly as possible and that everyone is kept safe whilst doing so:

Safety:

• Please make sure you are dressed appropriately – e.g. not still in pyjamas (hopefully not still at 2pm…)
• Please make sure you do not take any photos, videos or record the session in any way
• Please do not share the link or information on joining the session with anyone (even those in our class – if anyone needs the information, they need to ask me directly)
• Although parents do not need to be present during this live session, it is important that they know that you will be taking part.

Taking part in the session:

• When you join the session, it would be good if you can have your cameras and microphones on. However, it is important that you do not call out during the session as it will get very hectic with everyone speaking at once. Once you join, we will talk through how this will work.

EBM

Here are some EBM questions for you to have a go at before maths:

EBM – 15.01

Maths

Please make sure you take the time to watch the video and listen carefully to what is being said. If you need to, you can re-watch it.

This lesson is a very similar concept to what we were doing yesterday.

Here is the video link: https://vimeo.com/500361688

Here is the worksheet: Number Sequences (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task. Questions 3 and 4 are particularly difficult!

Maths Extension – 15.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 15.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

TTRS and Spelling Shed

Today for spelling shed and TTRS we are going to have some Hive Games and Arena matches – a brilliant suggestion from Hugo!

TTRS arena games are going to be tricky, but if as many of you as possible plan to go on the Arena game mode at 11:00, then there should be enough to play games against each other. If I am free (depending on things at school), I will try to join some games too.

I have also set up some Hive Games on Spelling Shed – we will start the first of these games at 11:40 and once finished, we will start the next game straight after.
Here are the codes for these games:
GAME 1:178935
GAME 2: 308210 
GAME 3: 737789 

Spellings

Here’s today’s spelling activity: Spellings – -cious (2)

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Art

In art this term, when we are back in school, we are going to be making our own miniature pots – following the Grecian style.

Your task today is to research the different shapes of Grecian/Greek pottery, and to sketch some of your favourite shapes – aim for at least (feel free to do more) 5 different shapes. You don’t have to copy the patterns and pictures that are on the pots (just their shape/style).

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

Here is a rough timetable of this week again. If you’d rather structure your day a different way, please feel free.

Meet Larry Live Session

Lots of you have been asking about the live session on Friday. This is completely optional (you can join if you want to or not). If you do join, we will be meeting as a class virtually (in other words, you will be able to see and hear each other).  It will be an informal session (however there will be some rules) and you will get to see Larry (the axolotl in his tank) and see him being fed. The session will start at 2:00pm and will be about 30-60 minutes long.

If you do wish to join on Friday, can you please email me to let me know – so that I can send an invite to only those that wish to. Can you also let me know which email you would like to join on. It will probably work better on your student email accounts; however, for whatever reason, I can send invites to a different email if you would prefer.

You may find it useful to download the Teams app/program beforehand in preparation (you can access Teams without the app/program if you would prefer). Teams can be downloaded on apple, windows and android devices (as well as others).

https://www.microsoft.com/en-gb/microsoft-teams/download-app

For those that email me indicating they wish to join, I will send the information on how to join tomorrow.

EBM

Here are some EBM questions for you to have a go at before maths:

EBM – 14.01

Maths

Please make sure you take the time to watch the video and listen carefully to what is being said. If you need to, you can re-watch it.

Today’s lesson in putting fractions onto a number line. It will require some knowledge on mixed numbers and improper fractions from last week and a bit of knowledge on equivalent fractions from this week.

Here is the video link: https://vimeo.com/468943588

Here is the worksheet: Fractions on a Number Line (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task. Questions 3 and 4 are particularly difficult!

Maths Extension – 14.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 14.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

English

Today, in English we are going to recap some of the work we did on word types from last term. As this was quite a long time ago, here is a recap of the different word types we have covered this year.

The first page of this explains each word type, so please take the time to read it carefully, and remember this is recapping things you have already learnt so think carefully about what you can remember.

Word types

Class Read

WCR

Here’s today’s text: Vi Spy – Maz Evans (p2) – Text

Here’s today’s questions: Vi Spy – Maz Evans (p2) – Questions

R.E.

In R.E., we often look at the bigger picture of the bible. In class, we have the art work that depicts this. You can see it here: Understanding_Christianity_Frieze_Panels2

These panels, once pieced together, create an image that looks like this:

As a recap, these panels show:
– Panel 1: Creation
– Panel 2: Fall
– Panel 3 and 4: People of God
– Panel 5: Incarnation
– Panel 6: Gospel
– Panel 7: Salvation
– Panel 8: Kingdom of God

Your task today is to see what elements from the bible you can find in these images.

Here are some ideas of things you could look for (there are loads more):
– Adam and Eve
– The lost sheep
– The Nativity
– Feeding of the 5,000
– Jesus’ cross
– David and Golaith
– Gates of heaven
– Peter healing the lame beggar
– Any words relating to stories or ideas from the bible

Here is a table to help you set this out:

Table – Big picture of Bible panels

P.E.

In P.E., we are going to build on what have been learning about on pacing (from Tuesday) to trying to keep to a pace over a longer period of time.

You can use the same space as you did on Tuesday for this task:

• What you need to do first is to time how long it takes you to run just one lap of whatever you have made to be a lap as quickly as you can.
• Once you have got a time, I would like you to double it – e.g. if you ran one of your laps in 30 seconds, your new time is 60 seconds.
• You’re then going to try and run as many laps of your “course”; however, you are going to try and run at a speed so that it takes your doubled time to complete one lap – e.g. if you ran your quickest and your time was 30 seconds, then when you run this time, you are going to have to run slower so that it takes you 60 seconds to complete each lap (or as close as you can to it).
• What you should find as you are running your laps is that you may need to speed up (if your time is over) or slow down if your time is under.
• It would be useful if you could have another person help you with this – as they would be able to tell you your time as complete each lap (and whether you need to do the next lap quicker or slower).
• You will run as many laps as you can until you are too tired to continue. If you are finding it hard to do one lap after another, you could rest in between your laps (but only if you really need to).

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

Thank you for taking on board the feedback from yesterday. It was clear how many of you were trying your best to try to understand what you were learning – rather than rushing through. Well done!

Here is a rough timetable of this week again. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry (he almost always is…), get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths:

EBM – 13.01

Maths: Simplifying fractions

Please make sure you take the time to watch the video and listen carefully to what is being said. If you need to, you can re-watch it.

We are going to be moving on to simplifying fractions. This is very similar to work we were doing on equivalent fractions yesterday – only that we will always be dividing our numerators and denominators. We also need to use some knowledge on factors and multiples.

Here is the video link: https://vimeo.com/467396285

Here is the worksheet: Simplify Fractions (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task. Questions 3 and 4 are particularly difficult!

Maths Extension – 13.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 13.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

English

Here are my explanation of the words and phrases from yesterday. You can compare them with yours.

My explanations of yesterday’s vocabulary

Today we are going to answer some comprehension questions on this song. You should have a pretty good understanding of it now. Here are the lyrics again: Hero to Zero – Original, and here is the video https://www.youtube.com/watch?v=yOL-EJZjmp0 – if you need to familiarise yourself with it. You can use both to help throughout today’s task.

Here are your questions:

Comprehension questions on Zero to Hero

Class Read

Spellings

Here is today’s spelling activity: Spellings – -cious (1)

It is a very similar pattern to the one we were doing last week!

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Science

Today’s science lesson continues from last week’s (on particles in solids, liquids and gases). Today, we’re going to look at what particles will look like in “pure” and “impure” substances. Impure substances is another way of saying “a mixture”.

https://classroom.thenational.academy/lessons/what-do-particles-in-pure-substances-and-mixtures-look-like-6wup6c

As this is the second lesson in this sequence, there is an introductory and end-of-lesson quiz – as well as the main video.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

IMPORTANT MESSAGE:
It’s really great how much work is being sent in, and I’m really please with how you are all doing. One thing which I think would help some of you even further is a reminder that the purpose of learning is not just completing the activities; learning is about taking the time to really understand what you are learning about. What some of you have been doing (and I know it is very tempting to do!) is rushing through all of your working, trying to complete it all as quick as possible. If you do this, there is a chance that you won’t fully understand what you’re learning to do, so please take your time to try to understand your learning. If you’re not sure on anything, please send me an email to ask for help.

As a rough estimate (based on the Government’s recommendation of 4 hours of work a day for KS2), this is about how long each activity should take (some of you might take a little shorter time to understand it; some might take a little longer to understand):

• Maths (including EBM and extension) = ~1 hour
• English (including S/F/RO) = ~1 hour
• Extras (e.g. class read – will start tomorrow; spellings, WCR) = ~1 hour
• Afternoon lessons = ~ 1 hour

So, just remember, it’s not about completing everything and getting it done quickly – it’s about making sure you understand what it is you are learning about. Some of you may well complete the work the quickly – but if you do, it should be because you have a very good understanding of it.

Don’t feel this is a criticism as you are all doing really well – especially considering we only started remote learning last week, but it was just something I have noticed happening. It’s also been really great how some of you are asking for more work after successfully completing the work set! If you do think you have a good understanding of the work set, and you have completed it quickly, please do ask for more!

Here is a rough timetable of this week again. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry (he almost always is…), get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths. All of these questions are all about your understanding of equals sign. Think carefully about what is happening in each question.

EBM – 12.01

Maths: Equivalent Fractions (Part 2)

Please make sure you take the time to watch the video and listen carefully to what is being said.

We are continuing to look at equivalent fractions – as it such an important skill when working with fractions.

Here is the video link: https://vimeo.com/498327611

Here is the worksheet: Equivalent Fractions – 2 (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task.

Maths Extension – 12.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 12.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

English

In hindsight, we probably could have done both of today’s and yesterday’s sessions in one. It’s really difficult to gauge how much to set remotely. However, here are my explanation of the words and phrases from yesterday. You can compare them with yours.

Z2H Explanations 1

Here are the second half of the vocabulary words. The second page of this includes some summary questions about the song and video for you to also to have a go at:

Vocabulary words and summary questions – Z2H

Class Read

I will begin putting a recording of a daily chapter of Who Let the God Out on here for you to listen to – starting from tomorrow. Please do listen to this as when we return to school, we will be carrying from wherever we get up to.

Whole-class Reading

Here is today’s WCR text: Vi Spy – Maz Evans – text

Here are the questions: Vi Spy – Maz Evans – questions

This text is another book written by Maz Evans (the author of Who Let the Gods out, our class text for this term).

Geography

In geography, we are going to start looking at geographical fieldwork.

Here is your 1st lesson on this (you’ll have more lessons on this in the coming weeks):

https://classroom.thenational.academy/lessons/why-do-geographers-do-fieldwork-64tkec

This lesson follows the same format as usual: A video (with some activities) and an end-of-lesson quiz. As it’s the first lesson in this sequence, there won’t be an introductory quiz.

P.E.

For today’s P.E. session, we are going to be looking at keeping/matching a pace when running longer distances.

Like last week, you are going to need a safe space to run in (preferably outdoors, but indoors is also okay). What you will need to do is decide on what one lap of your space is. If you are lucky enough to have a garden that you can run in, this could be once around the outside of this. If you have a smaller space, then running between 2 markers could be your lap.

You will then run for 10 minutes (without stopping). Make sure you time this and that you also count how many laps you do.

When you finish, record the number of laps you have done and have a break for around 5 – 10 minutes.

Once you feel like you can go again, start your timer again (but this time so that you can’t see it. You are going to run the same number of laps as that you recorded earlier and once you have finished, you are going to stop the timer and see how close you are to 10 minutes. The closer you are the better!

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning – I hope you all had a good weekend.

Well done for all the work you sent in last week – I was really impressed with what was sent in! A few of you even sent in some work you’d done over the weekend – which is absolutely fine: I will try and feedback to it today.

Same as last week: here’s a rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry, get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 11.01

Maths: Equivalent Fractions (Part 1)

Like last week, there is a video for today’s maths lessons. It is really important you watch this as it explains your learning.

Last week, you were looking at converting between improper fractions to mixed numbers. Today, you will be looking at equivalent fractions

Here is the video link: https://vimeo.com/498327458

Here is the worksheet: Equivalent Fractions – 1 (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Last week, a few of you were getting through the maths work very quickly and some of you asked for some extra work. Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q1 and 2 on these are more of a warm-up!)

Maths Extension – 11.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on – 11.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English

This week, in English, we are going to be continuing with our work on the song we were looking at last week. From last week, you should have noticed that the song had a rhyming pattern (with some forced rhymes – e.g. face and vase [American pronunciation]). You also should have noticed that when you looked at the lyrics themselves, there was a lot that didn’t really make much sense.

Today’s task is to use the video (I’ve put it below) to try and work out what some of the words and phrases actually mean. Don’t worry if you’re not sure with these – just put what you think it means. If you’re really not sure, then take an educated guess! The video may give you a better idea, so watch it lots along side doing this.

Here is a table for you to fill in (the first two have been done as examples). The words/phrases are in order in terms of where they occur in the song).

Vocabulary words – Z2H (1)

Note: This is only half of the song. Tomorrow, you will be going through the rest.

Spellings

For today’s spellings, you need to complete 5 (or more – if you wish!) games on Spelling Shed on the list called “Words ending in -ious”. It has been assigned, so you should be able to scrolled down your assigned lists to find it. These words are the same as we were doing last week.

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

History

In history, we are going to continue our work on Ancient Greece. Today, we are going to be looking at how it is we know so much about Ancient Greece

Here is your lesson:

https://classroom.thenational.academy/lessons/why-do-we-know-so-much-about-ancient-greece-75h6ce

This lesson is slightly different to the previous ones you have been doing like this – as it has a recap quiz before the video. These questions are based on last week’s history lesson.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

Well done for yesterday’s work.

A few things from yesterday which might be useful in further improving what we are doing:

• Lots of have been putting a balance number next to your work, like we do in school – which is a fantastic idea and incredibly useful! Remember, our balance number is a number from 1-9 – and shows how you feel about that particular piece of learning. 1 meaning you really aren’t sure about what you are doing. 9 meaning you feel you are really secure with what you are doing
• If you are sending emails (which is great), please send them to class4@brownclee.shropshire.sch.uk
• A few of you are rushing through your work (which I know is very tempting when it is all available at once), but please try to take your time/care with your work.
• With the maths, don’t worry if you are struggling to answer the later questions – but please still try and give them a go. I’d much prefer you understand the first page and half well than for you to have answered everything but not understood it.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 08.01

Maths: Mixed Numbers to Improper Fractions

Like yesterday, there is a video for today’s maths lessons. It is really important you watch this as it explains your learning.

Yesterday, you were looking at converting improper fractions to mixed numbers. Today, you will be looking at the other way around: converting mixed numbers to improper fraction.

Here is the video link: https://vimeo.com/468942374

Here is the worksheet: MN to IF – W1

If you have any issues with the video, please let me know.

Spelling Shed / Times Tables Rockstars

As we usually do on Friday, you are going to spend some time practising your times tables and spellings on TTRS and Spelling Shed. If you could aim for about 30 minutes of each, that would be great – you could spread it out throughout the day if you prefer.

Remember, with Spelling Shed, once you have achieved Soldier or Royal Bee status, you can move on to the next list.

If anyone needs their Username and/or password sending, please let me know.

Spellings

Here is your spelling activity for today – which is continuing with the “ious” pattern. All you have to do is write the correct word into each sentence. You can look up the meaning of any of the words if you need to.

Words end in ious – Lesson 2

Science

In science this term, we are going to look at the properties and changes of materials. To start off, we are going to recap (and build on) some learning you will have done in Class 3 on the states of matter – e.g. solids, liquids and gases.

Here is your lesson:

https://classroom.thenational.academy/lessons/how-do-particles-in-solids-liquids-and-gases-behave-cnj38t

which explains the difference between these states.

As with yesterday’s history lesson, once you click on the link, you just need to follow the instructions. There is a video to watch – which has some questions within it. Once you have watched the video, you can press “next” and there is a quiz at the end.

If you could send me a picture or a screenshot of what you have done for this, that would be perfect!

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning!

Before I start with today’s activities, I just wanted to say how impressed I was with all the work that was sent in yesterday! It definitely kept me busy, but it was so good to see so much being done.

A few things which may be useful from yesterday:

• A lot of people said yesterday that Seesaw was a much easier way to submit work, with lots of you completing and sending in your working independently – which is brilliant. It also has the facility where I can actually mark your work and send it back! Don’t worry if you’re struggling to use it, and would still rather email work in, but it’s just something to bear in mind that may make things easier at home.
• I don’t mind how you set your work out: we had loads of different ways yesterday. The key thing is that it’s clear and I can work out what is what.
• Please let me know if there any issues you are finding – whatever they may be – and I will do my best to try and solve them!

Please note: if you are using Seesaw, I have put the relevant sheets as templates (which will hopefully make thing easier for you). This just means when you press “add response”, the relevant sheet will come up automatically.

If you wish to take a picture of your written work instead, you should still be able to just place it over the top of the sheet.

If there are any problems with this, let me know and I can change it!

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 07.01

Maths: Improper fractions to Mixed numbers

From now on, most of your maths lessons will come with a video. It is really important that you take the time to watch the video, pausing it where you need to. The information in the video will help you with the questions. It does ask you to pause the video and have a go at some of the question on the worksheet a few times.

Here is the video link: https://vimeo.com/467394996

Here is the relevant worksheet: IF to MN – W1

If you have any issues with the video, please let me know.

English

In the next few English sessions, we are going to be looking a piece of music, as a close form to poetry. We are going to look at a particular song – which links to our topic Ancient Greece – and comes from the Disney Film, Hercules.

As bit of background, Heracles was hero from Greek mythology, who was believed to be the son of Zeus (and human mother – called Alcmene). According to the myth, he had incredible strength and courage. During his life, Heracles took part 12 impossible labours (challenges).

YOUR TASKS:

First, you need to read through the lyrics (can be found here: Hero to Zero). Once you have read it through, identify any words or phrases which don’t make sense to you – you could either write them down OR underline them. Don’t worry: there are likely to be loads!! You’ll also need this list for next week – so make sure you can get to it again

Once you have done that, your second task is to identify the sets of rhyming (or near rhyming) words. For example, HERO and ZERO – you do this by writing them down – or you could highlight them on the sheet in different colours.

Finally, you can listen to the song:

We will return to this again next week.

Whole-class reading

This will be exactly the same as we do in class.

Here is the text for the WCR: Varjak Paw

and here are the questions: Varjak Paw – Qs

History

In history, we are going to look at how Ancient Greece was organised. Here is a lesson on it.

https://classroom.thenational.academy/lessons/how-was-ancient-greece-organised-6mv3jr

Once you click on the link, you just need to follow the instructions. There is a video to watch – which has some questions within it. It also has a quiz at the end – you could send in a picture of your result from this quiz.

P.E.

In P.E. this term, we were going to starting looking at athletics.

Athletics can be broken up into running, jumping and throwing.

We are going to first look at running – which can be thought of as long and short distance.

For today’s activity, you will need:
– 2 markers (you can use anything for these – can be 2 jumpers if you want)
– Some way to record the time (could be stopwatch, phone, tablet, laptop, someone counting)

What you are going to do:
– Taking into account space (some of you may have to be creative with this one!), you will need to set up a distance with two markers . Ideally, this distance would be about 10 metres and done outside; however, I’m aware that with space, this may be difficult – so if you have not got the space to do this safely, you can adapt it as you need.
– You are then going to time how long it takes you to run between the two markers 10 times – you are aiming to do this as fast as you can.
– Write you time down and catch your breath.
– Once you are ready to go again, you are going to do so again: this time you going to slightly change your running technique (you can choose how: it could be by moving your arms quicker, leaning forward more, standing more upright whilst you run etc.) and you are going to record the time it takes to run between your markers again.
– Repeat this a few times and keep recording your time. Once, you have about 5-10 different times, you can send them over.

The same as yesterday: please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.