Today we continued our expeditionary learning and started to find out about the Blitz and the impact it had. We looked at the areas affected by the Blitz and how British civilians responded. One of the activities allowed us to explore different pictures thinking about what we could see, what we thought was happening and what we wondered about the pictures. We showed some great collaborative working during this activity and all shared our ideas during our whip around.
Today we thought about the people we can ask for help and support if needed. We created an anchor chart of these people in school and thought about how they help us. We then listened to a song and thought about the lyrics and the meaning behind the words. We loved unpicking this together and discussing our thoughts. We then had a go at singing the song 🙂 There were so many happy faces as everyone joined in and had a go. There was even a few hugs happening which was so lovely to see. We then thought more about our families and the people that show us support day to day. We voiced what these people do for us and why they are special.
Our do now today allowed us to consolidate our learning when comparing numbers.
Our entry ticket allowed us to get into role as Lenny and write a short letter back home to either mum or dad. We wrote about all the things that had happened so far and this really allowed us to recap events from the story. We enjoyed reading our letters in mini crews and then to the whole crew. We even tried to read them in role. When reading the next part of the story, we used a chorus read, partner read and independent read. We discussed language as we read and thought about Lenny and Mick’s characters in more detail. We used the text during our demonstration comprehension, skimming and scanning for words to support our answers. We worked in mini crews to find evidence from the text, text marking then sharing with our partner. Our exit ticket allowed us to reflect on what we had read thinking about what Lenny and Mick may be saying to each other as they left the garden. We also thought about Lenny’s thoughts and how these had changed.
Today we built on our discussion last week, talking about the members in our family and creating our own family tree. We talked about how our family members support us and how we support our family. We worked in mini crews to create a family alphabet, using each letter to describe how we help our families.
Our expeditionary learning continued this afternoon where we tasted the wartime food that we made yesterday! We then moved onto thinking about the features needed to write a set of instructions. Our do now allowed us to read our recipe from yesterday, we read out-loud with our partner practising our fluency and pace of reading. We then voiced the steps needed to make the cauliflower pie and ensured our steps were in chronological order. We then started to think about the method in more detail, creating anchor charts for time words, conjunctions and imperative verbs. We then took part in a shared write using the steps and putting them into sentences with the features we had just discussed. We have made a good start and will continue with our instructions tomorrow.
Today we discussed the need for making rations spread further and creating meals from the foods people had available. We explored a range of recipes, looking at the ingredients needed and the method involved. We discussed that ingredients were limited and recipes were simple. We worked in mini crews to make a wartime food- cauliflower pie, using a set of ingredients and a method. Once we had created our wartime food we discussed how the dishes in world war 2 were different to our favourite meals today.
Today we consolidated our learning on being verbs. We were introduced to this on Friday with Mrs Ibbotson and we had a further lesson to ensure we really understood the concept. We started the lesson by recapping past and present tense. We then voiced how different sentences could be past or present by highlight the verb ‘to be’. We remembered that present tense verbs included am, are and is and past tense verbs use was and were. We then recapped singular and plural, thinking of our own examples and sharing these in mini crews before the whole crew. From here we moved onto pronouns replacing Mrs McClare with other pronouns and thinking about both males and females. We then thought about which pronouns can be singular and which are plural. We explored the ‘you’ pronoun in more detail as we realised that this pronoun can be both singular and plural! We looked at different examples and discussed if the sentences were singular or plural, past or present. Our next few activities allowed us to consolidate all these concepts we had worked on. A really great lesson today 🙂
Today we used the next two pictures from the story for our entry ticket. We thought about what was happening in the pictures, what time of day we thought it was and how we thought the characters were feeling. We used our inference skills well here to discuss different ideas. We then read the next part of the story with our partners. We discussed our initial ideas and how these linked to what we had read. We thought about the noises being described and explained what these meant. We then tried to act our part of the story, putting ourselves in Lenny’s shoes. From here we used the page we had just read to answer an APE question. We made sure we answered the question, then proved it by using evidence from the text. We then used an independent read and chorus read for the next part of the story, thinking about why rhetorical questions were used and the impressions we now get of Joyce, one of the characters. Our reasons to read allowed us to explore ideas in more detail thinking lots about feelings of characters. Our exit ticket allowed us to think more of Lenny’s feelings, our main character. We again used evidence from the text to support our ideas. A great reading lesson MI 🙂
In Scotties we had to work in pairs and individually as he tested our teamwork and fitness skills. We had to complete a variety of different actives such as piggy backs, frog jumps, wheelbarrow and then a range of running activities too.
