LO: To write with purpose (diary in role) - Day 5
Read this week’s text again.
Write a diary entry imagining that you were in a Victorian School. Describe some of the lessons you attend, and some of the punishments you see or even receive yourself!
LO: to calculate with fractions (multiplication)
Today we are going to look at multiplying fractions where there is a fraction and an integer (whole number).
Now that we have 2 fractions we are able to complete this calculation in our usual way.
Multiply the numerators together (2 x 3 =6)
Multiply the denominators together (7 x 1= 7)
We are then able to simplify our fraction if this is necessary.
Now have a go at these calculations:
Now have a go at these worded problems:
Grammar Fluency – determiners
Circle all the determiners in the sentence below.
Two apple trees screened the open windows on one side.
LO: To use a wide range of sentence structures.
Our writing task today is:
As writers you are going to write a range of sentences about treefolk that shows an understanding of different sentence structures.
Here is a Treefolk
Although all trees are magical and many are sacred to faeries, only a few trees are sentient. These are treemen and treewomen. Treefolk can take on a humanoid shape and move a short distance from their tree, or in extreme cases, uproot the entire tree and use the roots as a shuffling form of locomotion. In their humanoid form, treefolk are often described as resembling their tree, so that an apple treewoman might have green hair and brownish skin while an elder treeman might have eyes as purply black as berries.
Obvious expression on the tree, composed of knotholes and strange permutations of the bark, is a sign that the tree may contain a spirit. Also check around prominent trees for roots that are above the ground. Lastly look for loose dirt and overturned moss.
Treefolk are likely to grow at the center of a faerie ring, to be a lone tree on a hillside or the oldest tree in a grove, to grow beside a welling spring, or to be one of two intertwined.
Look at this sentence:
Treefolk will die if they are cut down, although some linger on as spirits to haunt those that caused their demise.
What do you notice?
Using this main clause, how could we alter this with the addition of a subordinate clause?
Most treefolk here are friendly.
Now we are going to construct different sentence structures based on the treefolk.
Ultimate Question: Are there different accounts on how the world started?
Today’s small question is:
How do Muslim believe the world was created.
Today we are going to look at the Islamic creation story and see if there are any comparisons with the Christian creation story.
Now read the creation story below:
The Islamic Creation Story
In the space before time
began, there was just Allah.
And when Allah wanted to
create something, all he had
to say was ‘be’ and it
Allah created the world and the heavens.
He made all the creatures, which walk, swim, crawl and fly on the face of the Earth.
He made the angels, and the sun, moon and stars to dwell in the universe.
Allah poured down the rain in torrents, and broke up the soil to bring forth the corn, the grapes and other vegetation; the olive and the palm, the fruits trees and the grass.
Allah ordered the angels to go to the Earth, and to bring seven handfuls of soil, all of different colours, from which he could model man. Allah took the seven kinds of earth and moulded them into a model of a man. He breathed life and power into it, and it immediately sprang to life.
Your task as Religiously Aware pupils is to:
Create a story map or storyboard to show the Islamic Creation story.
Think about the style of Story Maps we have created in English for texts that we have explored.
Now answer this question in your workbook:
Are there different accounts on how the world started?
Explain how you know.
Thinking about how the world was made - answer the following questions as best you can.
What do you believe?
What do Christians believe?
What do Muslims believe?
What do scientists believe?
LO: to explore spelling patterns
Sort these given words into headings:
Once you have completed this practise any of these you find particularly tricky in a fun way.
LO: to explore spelling patterns. (i before e except after c).
Today we are going to explore the well-known rule of:
‘i before e except after c’
As with all of our spelling rules this can be very useful to remember and can support us when spelling unfamiliar words but it does also come with exceptions to the rule.
A better and more accurate way to remember this is through a different mnemonic:
‘When an i and an e make the sound ‘ee’, use i before e except after c’.
Look at these words that use this rule:
Which of these words is the odd one out?
Why is this the odd one out?
Can you write each of these words in a sentence to demonstrate your understanding of the meaning?