Today we explored the term ‘loneliness’ and how we can support ourselves when we may be feeling a little lonely. We had some really meaningful discussions around the vocab ‘alone’, which was our word of the day and ‘lonely’ comparing how some people like to have some alone time and how this is different to feeling lonely. Here are the things that we like to do to ensure we don’t feel lonely.
Leo loves a family games night and Thomas loves to go out for his tea with his family 😊
Today we were scientists and explored simple food chains.
We learnt the definition of words such as producer, consumer, predator and prey.
The children worked in collaborative groups to put together there food chains and explain how energy was transferred through the food chain. It provoked some really interesting conversations around energy and how consumers and prey have different roles within the food chain.
Pupils enjoyed their first day back in class today – lots of activities and learning tasks, including some super engagement in writing.
Today we were scientists and explored simple food chains.
We learnt the definition of words such as producer, consumer, predator and prey.
The children worked in collaborative groups to put together there food chains and explain how energy was transferred through the food chain.
Today we were introduced to our next writing unit, a non chronological report on tigers. Our experience lesson allowed us to build background knowledge on tigers by watching a variety of clips. We verbally voiced the facts we had learnt as well as writing some down. After watching the clips, we all shared our facts with the whole crew. From here we started to group our facts into different areas e.g appearance, diet, habitat and threats. We then explored a non chronological report, finding the features and thinking about the facts within it.
Today for our experience lesson we made oranges because in the story Handa walks past a stripy zebra who steals the orange from her basket.
We then played a game called ‘Keeper of the fruit’ where we tried to steal the fruit off our partners head without them knowing. We had to be very quiet and sneaky which some children found very difficult!
The children in my comprehension group showed amazing Howls and resilience when tackling a practice sats paper in their reading lessons today. We all enjoyed learning lots about Ancient Greece and answering lots of difficult questions. Great work everyone!
We began our new music unit ‘The Doot Doot Song’ by joining in with a warm up called a stomp canon. This enabled us to warm up our voices as well as adding actions to warm up physically too.
We then looked at the structure of ‘The Doot Doot Song’, thinking about the fact that songs are built using different sections and structures.
We began to learn the song by focusing on the chorus. Although the lyrics are not tricky, they are syncopated (goes against the rhythm/beat) and some of the words need to be staccato (short and detached). We then discussed what chords and triads are before trying to identify the chords used in the song.
We then continued to learn how to play the recorder, this lesson we were introduced to the note ‘G’.
We have started a new unit of music called ‘Latin Dance’. We started by learning the basic steps of salsa dancing, making sure that we kept the rhythm so that we all did the correct steps at the same time.
We then discussed that different songs are structured in different ways. We listened to our song ‘Latin Dance’ and identified how the song is structured. Once we had recognised the structure, we began finding the beat of the bar, adding some basic footwork from the basic steps we looked at at the beginning of the lesson. We then added in a further action on beat 1 to represent a two quavers (jogging duration).
We finished off the lesson by beginning to learn the chorus.
We then continued to learn how to play the recorder, this lesson we were introduced to the note ‘G’.
During this lesson, we warmed up by recapping walk (crotchet) and ‘jog’ (quaver) durations before looking at 4-beat rhythms. We discussed rhythm grids and looked at the symbol for ‘rest’.
Once we had practised reading the rhythm grids, we then created our own 4-beat rhythms. We practised the rhythms we created with our partner using untuned percussion instruments before then swapping grids with another pair and having a go at playing their rhythm too.
