Thursday 4th Feb
This week we are focusing on chapters 7 and 8. Today, we'd like you to retrieve information from the text and answer the questions below. Remember to use the text to help you, give detail in your answer and use the question to form your answer.
Before having a go at the questions, here's a short video that explains a little more about the what we mean by the reading skill retrieval.
READING SKILL FOCUS RETRIEVE.mp4
1) Who tells Wilbur the bad news that the farmers are planning to kill and eat him?
2) What does Wilbur say he wants to do if he stays alive?
3) Charlotte says “I can’t stand hysterics.” Pick the definition that explains the meaning of hysterics in this case.
very upset and emotional calm and peaceful confused
4) Mrs Arable worries about how “queerly” Fern is acting after spending so much time at the farm. What do you think it means to act queerly? (This is an example of an archaic word- a word which is old fashioned and no longer in use.)
5) Fern can understand and talk to the animals. Why do the adults find this so strange and difficult to believe?
6) Why do you think Charlotte has decided to save Wilbur?
7) What could Charlotte’s plan to save Wilbur be?
In English today, we will be continuing our new writing sequence... MARY POPPINS!
This will all lead up to writing a diary entry as though you have spent the week with Mary Poppins herself!
This week, we will continue the sequence like we always do, by developing and learning all of the grammar techniques we will be using in our piece of writing.
Today, our focus will be on EXPANDED NOUN PHRASES! These are used to make sentences more detailed and entertaining. Follow the slides first and then complete the task on the sheet.
TALKING TEACHER SLIDES!
If you want to hear the teacher talk through the slides in more detail, watch the two videos below.
Mary Poppins Grammar Slides- Thursday VIDEO 1.mp4
For the next few weeks or so we will be focusing on 'Fractions'.
This morning we would like you to look at: What is a fraction?
Watch the video first. You will need to keep pausing this to have a go at the tasks.
There are slides too (same as the video) if you need to look at this more slowly and carefully.
Then, complete the worksheet. Look at the questions on a screen and write your answers on paper. Remember, the later questions are normally problem solving and reasoning questions so give these your best shot. You may need a little bit of adult explanation for these.
LEARNING INTENTION: investigate gases and explain their properties.
Stater: Look at, or imagine, a bottle fizzy pop that you have in your kitchen cupboards. What states of matter (solids, liquids and gases) can you see? You should be able to see examples of all three states of matter and some more than once. CHALLENGE: Can you use the correct name for the gas? (Don't worry if you can't - that's what the lesson in about today!
Open the PowerPoint to view the slides. How many did you get right from the starter activity?
Read through and discuss, if possible, the slides up to Slide 12.
Experiment 1: Have you got a balloon at home? If not watch the video on the link below. If so, carry out an experiment where you weigh the balloon first without any air in. Then, blow up the balloon, tie the end and see if the weight changes? Does the gas inside the balloon weigh anything?
Experiment 2: If you have different types of fizzy drinks in the house you will be able to complete this experiment. Follow slides 13-15 and complete the experiment sheet below. There are three versions of the sheet with the complexity increasing each time. Choose the sheet appropriate to you and complete.
If you don't have any fizzy drinks in the house, watch the video below which is of a slightly different experiment but again demonstrates the amount of carbon dioxide found in fizzy drinks.