In our writing lesson, we focussed on identifying the features that are needed for a no chronological report. We found lots of features such as: title, subheadings, facts, third person and pictures with captions. We can’t wait to start writing our non chronological report about the Mayans.
During this case study we are learning about the Egyptians. We have learnt about who they were and recalled key dates. When we were being historians, in our research we soon discovered that the River Nile was extremely important to the Egyptians as they used it for so many different things: helping to grow crops, fresh water, fishing and transporting goods. Because of the River Nile, the Egyptians were successful farmers and were able to grow a variety of foods which they ate to keep themselves healthy. We then compared childhood today to that of Ancient Egypt and experienced what they did for fun; below are some pictures of board games we created inspired my the Egyptians. We further learnt that the Egyptians believed that if they led a healthy lifestyle in this life, this would then mean they would also live a healthy and a good life in the afterlife. Hence, why the Egyptians placed such an importance on having a healthy lifestyle. Despite the Ancient Egyptians living over 5000 years ago, they were also the first to really look into medicine and began to investigate how bodies worked and how best to look after them. They created medicines, gave massages, performed surgery and used honey for its healing properties and even made toothpaste. We also learnt about the process of mummification and how they took great care in preparing bodies for the afterlife.
This afternoon, we have done some whiteboard word on some gaps in our arithmetic which are few and far between. We’ve been revisiting ones where we have made a minor error in the calculation rather than not knowing how to do it. We will continue revising different questions types until we’ve completed our assessments in week 3.
Over the last two weeks, Crew Hamill has focused on poetry for their reading lessons. We have looked at two poems that are linked to our expedition learning – Chocolate Cake by Michael Rosen and the Augustus Gloop song from Charlie and The Chocolate Factory. We have done a lot of discussion on what a poem is and identified the different features. We have then had a heavy focus on inference, really testing our skills of pulling information out of a text and using clues within it to answer questions about thoughts and feelings. We have then worked in pairs to answer inference questions about the characters. We cannot wait to apply these skills to our demonstration comprehension questions and written comprehension next week.
In our final statistics lesson, Crew Hamill worked on reading data from tables and inputting missing data. We looked at a range of different questions in mini crews in which we had to use tables of data to identify values. These questions involved addition and subtraction too so we were able to recap our written methods.
To complete our statistics unit in maths, Crew Hamill began by learning how to interpret bar charts. We looked at what a bar chart was and worked as a crew to discuss what different bar charts were illustrating. We then worked in mini crews to answer questions on what the bar charts were showing us. After this, we used the information we gathered when completing pictograms and this time illustrated the data in our own bar charts.
We did PP1 today, where we started to look at our non chronological report. We have started with a subheading and a little introduction about Maya
Children were so excited to visit our local park to celebrate their excellent HoWLs. These children are always kind, going above and beyond to help their peers whilst also working hard and getting smart. It was such a lovely treat!
This week in Scottie’s we had some tricky challenges to complete. Not only did we have to work in small crews in which we were blindfolded, we had to rely on our crew mates to give us specific instructions. It was tricky however we found that clear and concise instructions were the best way to solve the challenges.
Today we explored emotive language and rhetorical questions, two key features we need to use when writing our persuasive letters. First we watched a clip exploring emotive language. We were given a range of pictures where we showed the emotion we felt. There was many laughs and giggles for some of these! We then discussed why writers use emotive language and the impact on the reader. Next we were given a range of language, we had to group the words under 4 headings- happy, excited, sad and angry. We worked in mini crews to discuss each word finding the synonyms. We then shared these back with the whole crew. Next we explored different scenarios where we discussed how the scenarios made us feel and which words were emotive.
We then moved onto rhetorical questions where we thought about the sections of our letter and where rhetorical questions could go. We used a range of sentence starters to help us build our own rhetorical questions in mini crews then shared these back with the whole crew. Our debrief allowed us to discuss how the rhetorical questions make us feel and the impact they will have on Mrs Atherton when she reads our persuasive letters!
