This week, I will be in school on Tuesday and Wednesday.
This week we will focus on consolidating prior knowledge and applying it with fun activities. We will revisit 2D shapes, and look at making our own maths games. In class, we would spend the week having out an many different types of math games as possible so please do use the opportunity to play whenever possible. By math games, I am not including on-line games but games that are played with multi-players. The first few days will be games linked to our current topic of castles but these are designed to give the children ideas and exposure to lots of different types of games they could ultimately create. Creating a board game is an objective in lower keystage two however, I think it is a fabulous skill to begin to develop and I have found that they are always very enthusiastic.
In line with our studies of Paul Klee, please use the resources to print off the picture. In class, I would create a little view-finder (cutting out a frame - smaller than A5). The children put this frame over a part of the picture (see Paul Klee spotting resources). They then complete the sheet writing down how many triangles, squares, rectangles they find. They can do this several times. Where a shape is only partly revealed at the edge of their view finder, we often discuss what it could be depending on its characteristics. In class, I would then ask them to write how many corners would they have if they counted all the triangles in their window to reinforce how to draw arrays etc.
To further support this lesson, we would link to art. The children would use shapes and similar colours Klee used, to recreate their own castles picture. I appreciate that you may not have shapes readily to hand so printing with any everyday objects you can find would be equally successful.
Task Two and Three
You will probably have a range of math related board games eg snakes and ladders, shut the box, dominos, 21/pontoon with cards (no gambling) etc. Collect some up and choose to play some. I have also included some we will be using at school (see board games). There is also a great range of free printable games at:
Once you have played a game, talk about how you could change it. It could be as simple as starting at the end and working backwards. You could subtract two die rather than adding them. You could roll one dice and subtract that from 10 to find out how many spaces you could move. Spend two sessions playing a range of games and then seeing how they could be changed. Which version do they prefer? Why?
Task Four and Five
Look at the different board layouts. Discuss differences and similarities. Which games did they really enjoy? Talk about making their own board. Will it snake around or just be grid-like? Will it require one or two die? Will they add, subtract or make an array with the die? Will each space they land on have a question on it? Will they have chance or danger question cards? Is it an addition, subtraction, multiplication, time, shape or strategy game? Keeping it no larger than A3, get the children to begin to make their own. Think of questions they could use to extend their numeracy skills.
This week we will revisit information texts. The children will create their own pages using the specific features of information texts understanding the terms glossary, index, contents, headings, sub-headings, diagrams, tables etc. In class, we have a huge range of castle books which we would use to support this task. However, I appreciate that you will not have these at home. To this end, I will list the objective for the lesson and am very happy for you to research about anything that you have relevant books to support and does not need to be about castles. I would like the children to (obviously with support) learn how to find answers to questions on line but would prefer to predominantly focus on handling books and becoming familiar with where to find the relevant sections. It is all too instant and easy on-line.
Talk about what non-fiction means (hopefully they will remember!) Discuss what is similar and different to a fiction / story book. Go on a hunt and collect a selection from home. These could also include adult books / manuals / encyclopaedias. Spend the session looking at them identifying the contents page, glossary and index. Identify words that are specific to that topic eg volcano words include eruption, lava, ash, vent etc and understand that these will be used for a glossary. Share a few of the pages that interest them. What caught their attention? Was it a title or a picture? Discuss that non-fiction books have lots of catchy headings and images to interest the reader. Use this session to think about something they would like to create an information page about. Come up with some questions which interest them and use one of these as the title for their page.
Use the sheet “My information page”. The aim is not to just copy a page from a non-fiction book but to create their own one based on their question. Their information page has to contain:
· A heading * at least 3 sub-headings * a labelled diagram
· fun / interesting facts (in shape bubbles) * specific vocabulary
Tasks Three and Four
Spend time creating their information page. It can be done on a double page spread in their writing books or on it may be easier on an A3 sheet so they can place images and writing whereever they wish. If using plain paper, please do draw lines for them to write on. The children have created a simple information page in 2’s / 3’s in class when we looked at our Solar System so hopefully they will remember to use these skills.
Tasks Five – The Big Write
Rather than using a video today, we will look at the picture of George and the dragon. Explain that many pictures are painted of famous stories but sometimes a picture can inspire a story. If you wish you can share the story, although sometimes it restricts their imagination so the choice is yours.
Discuss what they think is happening. Why? What is in the strange cloud at the back? Is the dragon dangerous or are the people being mean? Is it a princess or an evil witch? Is the dragon protecting her babies in the cave or was it going to eat the lady? Get them to make up their own story about what is happening. The image could be the start or the end of the story but it has to feature somewhere. As last week, this will be a Big Write task and so each child’s work will be totally led by them. They watch the clip and then can write their own thing. It could be as straightforward as retelling the story, or they could go off in any direction they wish. They might want to write about how she came to be in the clock, an adventure she goes on. Underneath the video are links and ideas to help you but ultimately, a Big Write task is all about them owning and doing whatever they want. With this in mind, it does still need to be productive and a fair amount of writing produced, so no sitting there for an hour to get a few lines done. As a rule, the most able children can write 2 A4 sides, the least ¾ of a page. They do these tasks entirely independently with no help at all. Only at the end, when they read it back will it occasionally be necessary to scribe down what it was they had written. Encourage them to keep re-reading it for sense and give time at the end to check full-stops.
William the Conqueror was also very important as he was the person who introduced the first “real” castles to the UK. When he conquered England, he gave areas of land to his nobles to help maintain his hold. However, many of the natives wanted to kill these French invaders and so he needed somewhere that his supporters could live safely. Hence, began the building of the first real castles. William turned out to be a fair and kind king to the English and, as he gained popularity, so the castles got bigger and began to welcome in the surrounding villages. Castles continued being built for many centuries after, as they were useful in protecting against future invasion. Share the ppt Motte and Bailey. Then complete the Castle Timeline. Using the first sheet to guide them, look at the photos of real castles and decide where they think they should go on the timeline.
In line with our study of the Bayeaux Tapestry, we would learn how to sew using binka and tapestry threads. The children would have a small rectangle and we would practise a variety of stitches, including running stitch, back stitch and cross-stitch. The children would then over the next few weeks produce their own little sampler, like the image below. If there is space in the middle the children would stitch their initials. Obviously, I appreciate that most of you will not have these resources at home however, if you have large needles and thread or just hole-punching through a cereal box will allow them to experiment threading and the different effects they can produce. Indeed, even weaving natural materials, like bark or leaves can help develop these skills. This task will take a few weeks (especially if you have the binka) as it requires a long time and a huge amount of patience! Be warned!!
Art – Remains as last weeks
Continuing with Paul Klee, see the Task 1 maths lesson above.
We are continuing learning the colours. Use the youtube song les voitures alain le lait and then complete the colouring sheet.
See attached plan