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Morland C of E

Primary School

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WB: Monday 20th April, 2020

English - I can write for different purposes, including real events.

  • Florence Nightingale

Listen to Florence Nightingale’s story by visiting:  

https://www.bbc.co.uk/teach/class-clips-video/history-ks1-ks2-florence-nightingale/z68fcqt

You could:

  • Write the story of Florence Nightingale.

  • Write a diary entry as Florence describing a day she would have experienced.

  • Sequence events using time words.

  • Draw Florence and surround with adjectives to describe her.

  • How does nursing then compare to nursing now?

  • Why are nurses so important?  Could you create a poster or write a letter of thanks?

Resources and further activities can be found on Twinkl or BBC

 

 

 

Spelling, Punctuation and Grammar -  I can identify verbs and adverbs

  • Can you remember what verbs and adverbs are?

‘A verb is the doing or being word in a sentence.’ ‘An adverb tells you how something is, or how it is done.’    

Don’t forget you can have more than one verb in a sentence. Example:  My dog barked loudly at the cheeky cat who crept silently up to the bird table, where a robin pecked busily at some bird food. The verbs are: barked, crept and pecked; the adverbs are loudly, silently and busily.

Dont forget not all adverbs end with ‘-ly’. Example:   Ben runs fast to catch his friend. He is quick. 

Also adverbs tell you more about an adjective. Example: That is a very pretty flower. 

...and this Twinkl powerpoint gives helpful examples of adverbs: https://www.twinkl.co.uk/resource/t-l-4872-adverbs-powerpoint 

 

 

Maths - I can tell the time including o’clock, quarter past and half past.

  • Some time games: 

https://www.topmarks.co.uk/maths-games/5-7-years/measures

http://www.ictgames.com/mobilePage/hickoryDickory/

http://www.ictgames.com/mobilePage/dateChart

http://www.ictgames.com/mobilePage/clock/

  • There are some time sheets for you to complete in your Home Learning Packs, which can be collected from school this week. 

  • Also use these games to practice your addition and subtraction, as these are very important skills.

https://www.topmarks.co.uk/maths-games/hit-the-button https://www.topmarks.co.uk/maths-games/daily10

http://www.ictgames.com/funkyMummy/index.html

Reading -  I can answer questions about a text.

Do you know the story of The Boy who cried Wolf?  It is a story about trust, and why it is important for people to be able to trust each other.   Read a version of the story in this link and answer the questions that come after the text. The answers are at the end.


Topic - I can explain that plants need water, light and a suitable temperature to grow well.

  • Use the sheet to explain what plants need to grow well. If you have seeds could you experiment? Plant one seed in the dark, another in a cold / hot place etc. Which was the most successful? 

https://www.twinkl.co.uk/resource/au-sc-2046-plants-need-activity-sheet


RE - I can talk about ‘Trust’ 

  • Our new theme in RE for the first half of the Summer Term is ‘Leaders and Teachers’.

  • Our RE question is:  ‘Why Do Christians Trust Jesus and Follow Him?’ so we start by talking about what Trust means to us.  Can you talk about this with someone in your family? 

  • There are lots of stories which show people trusting (or not!) each other. Have a read of ‘The Boy who cried Wolf’ which is our suggested Reading activity this week. 

  • Who do you trust?  Draw a picture or write a list. Think of a reason for each person. Examples: I trust my mum because she looks after me.   I trust my brother because he is kind to me. I trust my dog because he comes back when I call his name.   

  • Play a ‘Trust Game’.  If we were in class, we would get you playing Simon Says or Follow The Leader, and then ask you how it feels to trust your partner. 


PSHE - To understand about healthy sleeping habits.

  • Even though our routines are different at the moment, it is still important to get enough sleep. Children should get at least 10 hours a night. 

  • Look for the PSHE Sleep resources in the Home Learning pack we prepared for this week. Included are a list of some benefits of good sleep habits, notes about things that might prevent you sleeping well, and suggestions for ways to help you get better sleep. 

  • For example, it is not a good idea to do vigorous exercise just before bed time - this is more likely to keep you awake, than make you tired and ready for sleep. However, good exercise during the morning or afternoon helps you sleep better at night. 

  • If you like, keep a sleep diary: What time do you go to bed? When do you wake up? How many hours a night do you sleep?   This links with our time work in maths.

 

Art - I can use a range of materials to design and make a collage or sculpture.

  • Can you create some springtime nature art? You might be able to collect things like stones, pine cones, leaves, daisies and twigs during your daily exercise or in your back garden. 

 

  • Dont forget to email us a picture!


PE - 

  • Can you learn a new sporting skill whilst you are at home like skipping, doing a forward roll, throwing a frisbee or hula hooping? 

  • Maybe you could set yourself a new sports challenge each day e.g. throw and catch a ball ten times, skip 30 times without stopping or bounce a ball on a tennis racket 10 times. 



 

Computing - I can learn how to type.  

  • Typing quickly and accurately is a useful skill. As last week, there are some fun games and typing lessons on this website that you might like to try. You will need to use a laptop or computer for these though. If you tried one game then try a different one. 

https://www.kidztype.com/browse-typing-games.html  

https://www.kidztype.com/typing-web/

  • Maybe you can use your new skills to type a letter or an email (with an adults help and permission) to a friend, family member or teacher. 

 

 

 

 

 

 

THE BOY WHO CRIED ‘WOLF!’ By Rob John

A young boy got a job with a shepherd. ‘Just keep your eyes open and look out for wolves,’ said the shepherd. ‘Wolves always try to eat my sheep. If you see one, ring this bell and shout out ‘Wolf..! Wolf..!’ Then we’ll come running with our guns. Can you do that, boy?’ ‘Don’t you worry Mr Shepherd,’ said the boy. ‘Your sheep are safe with me.’

The boy took the sheep up into the hills and sat down with his bell. ‘Don’t worry sheep,’ he said. ‘I’m here now. I’m in charge. You’ll be safe with me.’ All morning the boy sat in the grass looking for wolves. ‘I expect they’re hiding,’ he said to the sheep. That night the boy took the sheep back to the village. The shepherd counted his sheep and was very pleased. ‘Well done,’ he said. ‘All safe. Same again tomorrow?’ ‘Yes sir!’ said the boy.

The next day was exactly the same as the first day. The boy took the sheep to the hills and sat down with his bell looking for wolves. There weren’t any. The boy noticed that the day felt very long. There was no-one to talk to...except sheep...and the sheep never talked back...they just ate grass...all day... By the fifth day the boy was very bored with his job. He looked up at the mountains. Not a wolf in sight. He looked down at the bell and he thought: ‘Maybe I could just pretend there’s a wolf.’ So he picked up his bell...and rang it, shouting: ‘Wolf! Wolf! Hurry! Come quickly! There’s a big old wolf coming!’

Soon he could hear the sound of people running up the hill. ‘Where is it?’ said the shepherd. ‘Gone,’ said the boy. ‘He just ran off.’ ‘Well done boy,’ said the shepherd. ‘You saved my sheep.’ The others all patted the boy on the head and said how brave he’d been and what a good job he’d done. The boy felt so proud and pleased with himself that he almost forgot that he’d made the whole thing up.

A few days later he was bored again. ‘The only good day I had in this job was when I pretended there was a wolf,’ he told the sheep. ‘And I rang my bell and all the people came and told me what a good job I’d done. It was brilliant.’ He looked at his bell. And that’s when he decided to do it again. He rang, he shouted and again the people came running. ‘Where is it?’ said the shepherd. ‘Gone,’ said the boy. ‘Ran away.’ This time they didn’t say ‘well done’ and pat him on the head. This time they looked at the boy like they didn’t believe him. ‘There was a wolf, honest,’ he said.

The people just walked back to the village without speaking. Now the boy felt really sorry for himself. ‘They know I rang my bell when there was no wolf.’ Then out of the corner of his eye he saw a movement - a big grey thing was coming down the hillside heading straight for the sheep. The boy rang his bell and he shouted. ‘Wolf! Wolf! Come quickly! There’s a wolf!’

Down in the village they heard the bell ring and just carried on working. ‘Little fool,’ said the shepherd. ‘Does he really think we’ll fall for that again?’ The boy kept ringing his bell. There were tears in his eyes as he watched the wolf make a meal of one of the shepherd’s fattest sheep. ‘I rang my bell but nobody came,’ the boy told the shepherd that evening. The shepherd nodded. ‘Nobody believes a liar...even when he’s speaking the truth.’

Questions:

  1. What was the boy’s job with the sheep? What was he supposed to do? 

  2. Why did the boy pretend that a wolf was attacking? 

  3. How did the shepherd and the villagers react the first time the boy does this trick? Why did the boy feel proud? 

  4. How did the shepherd and the villagers react the second time the boy played this trick? Why did they ‘walk back to the village without speaking’? 

  5. Why didn’t the shepherd and the villagers come when the wolf really appeared?

  6. Do you think the boy could show he was sorry for not being truthful?  What could he do, to get their trust back? 

Vocabulary Questions:

  1. 3rd paragraph   ‘The boy noticed that the day felt very long.’       

In this sentence, ‘noticed’ means:  pick one verb   watched    observed cried  

  1. 3rd paragraph   Which word tells us that the boy was fed up with just watching sheep all day? 

Pick one:    sheep      grass bored  

  1. 6th paragraph  ‘a big grey thing was coming down the hillside’ 

Find the two adjectives in this sentence.  (remember - adjectives tell us about a noun; ‘thing’ is a noun) Can you swap them for much better adjectives to describe the wolf?

  1. Last paragraph  1)  In the sentence  ‘Does he really think we’ll fall for that again?’ ‘we’ll’ is the contracted form of:    pick one   we are         we can we will                        

 2)   ‘one of the shepherd’s fattest sheep’  Why is there an apostrophe in shepherd’s?   

Pick one answer:     there is more than one shepherd           the sheep belongs to the shepherd there are lots of sheep

 

Answers

  1.  The boy’s job was to protect the sheep. He was meant to keep his eyes open for wolves, and to warn the villagers if there was danger.

  2. He’d been on the hillside on his own, with only sheep for company, for 5 days…. and he was bored. He wanted some excitement!

  3. The villagers thought he’d done the right thing, so they praised him. He felt pleased to be the centre of attention and to receive their thanks.

  4. This time, they suspected the boy was playing a trick. They weren’t sure, but there was enough doubt to make them feel uncomfortable. They may have felt embarrassed. They probably didn’t like admitting to each other that the boy might not be being truthful.

  5. When the boy called for them again so soon after the 2nd time they decided he must be playing his trick again. It was a long way to the hills and they didn’t want to waste their time again. So, they ignored him….

  6. This answer is up to you. If you were the shepherd, would you trust the boy again?  What would you say to him? Maybe you could give him a job in the village, where you could watch him, and if he did that well he might earn your trust again. 

Vocabulary Answers

  1.  ‘observed’ means the same as ‘noticed’ in this sentence

  2. ‘bored’ means fed up.

  3. The adjectives here are ‘big’ and ‘grey’, but you can think of lots more to describe a wolf:  huge/hairy/fearful/terrifying/monstrous/…..

  4. 1) The contracted form of ‘we will’ is we’ll   2) The fat sheep belongs to the shepherd, so we write ‘the shepherd’s …. sheep’ with an apostrophe before the s. If it was just a plural, there would be no apostrophe (example:  Lots of shepherds looked after the sheep.)   https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zx9ydxs can help.  

 





 
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