Good morning Oak Class! Friday again!
Here’s the next chapter of The Explorer – Con. Enjoy!
LI – to write a descriptive, narrative scene.
Find out about Apollo 13 – the most famous space survival story by watching and reading these sources:
Now watch this clip, taken from the film based on the story, ‘Apollo 13’ (rated PG). The clip is taken from a scene towards the end of the film when the astronauts are on their journey back to earth. As you are watching, jot down how you think each of the people the clip focuses on (the families of the astronauts watching, the NASA workers and the astronauts themselves) are thinking and feeling.
You may wish to use a table, such as the one below, to write your ideas:
|People in clip||Thoughts/Feelings|
After completing your table, write a narrative piece retelling this scene. You may wish to write it in third person (the astronauts …, the families waited …) or first person (I sat there anxiously waiting, I held my breath).
If you do decide to write your narrative scene in first person, decide whose perspective you are going to write it from – a NASA worker, a family member on Earth, etc.
Remember to keep checking over your work for spelling and punctuation. Please send me your work so I can see what you’ve come up with.
LI – solve problems involving similar shapes where the scale factor is known or can be found.
Please start by watching today’s teaching input:
Below are two work sheets for you to have a go at. There is a Calculating Scale Factors sheet and a Reasoning and Problem Solving sheet. You don’t need to do both (unless you want to). Have a look at each and decide which would be the most useful for you to work on.
Both sheets have three levels of difficulty and the coloured star tells to which is which. D = Developing (the least challenging), E = Expected and GD = Greater Depth. You decide which to work on. You can always move on if you are ready for more of a challenge. The answers are at the end so you can mark your work as we would do in class.
For today’s Stilling Time, I like you to listen to this beautiful, prayerful song and really focus on the words. Think about the things you are grateful for; the things you want to say thank you for. Use this time of quiet reflection to say thank you to God for all you have. Amen
We are starting a new unit of work in RE that will take us up to Easter. The unit is called:
Who was Jesus? Who is Jesus?
The following table of I can and I know statements, shows you what we are hoping to achieve and learn in this unit and will give you an idea of what we will be focusing on in our RE lessons.
|use the right words to describe what Christians believe about Jesus.|
|ask good questions to improve my learning.|
|express my own opinion about ‘Who was Jesus?’|
|tell you about what others think in answer to the question ‘Who was Jesus?’|
|use the Bible to find evidence to answer the question ‘Who was Jesus?’|
|the names that are given to Jesus to describe his character and purpose|
|that we believe Jesus is the messiah and that he came to rescue all people|
|and can explain the connection between incarnation and salvation.|
LI – use the Bible to find evidence to answer the question ‘Who was Jesus?’
I want you to use the following Bible passages to help you answer the question – Who was Jesus?
Task 1 – Read the following Bible passages very carefully and as you read, make a list of names for Jesus in your home learning book, e.g. Prince of Peace, servant king etc.
Isaiah 9:6-7King James Version (KJV)
6 For unto us a child is born, unto us a son is given: and the government shall be upon his shoulder: and his name shall be called Wonderful, Counsellor, The mighty God, The everlasting Father, The Prince of Peace.
7 Of the increase of his government and peace there shall be no end, upon the throne of David, and upon his kingdom, to order it, and to establish it with judgment and with justice from henceforth even for ever. The zeal of the Lord of hosts will perform this.
Philippians 2:6-11 (NIV)
6 Who, being in very nature God,
did not consider equality with God something to be used to his own advantage;
7 rather, he made himself nothing
by taking the very nature of a servant,
being made in human likeness.
8 And being found in appearance as a man,
he humbled himself
by becoming obedient to death—
even death on a cross!
9 Therefore God exalted him to the highest place
and gave him the name that is above every name,
10 that at the name of Jesus every knee should bow,
in heaven and on earth and under the earth,
11 and every tongue acknowledge that Jesus Christ is Lord,
to the glory of God the Father.
Task 2 – Add to your list with any other names for Jesus that you, or members of your family, can think of. Consider what the different people who met him might have called him, e.g. the disciples – teacher, friend; someone healed by him – healer. Are all the names positive? Some people may well have called him things like trouble-maker, rebel, etc.
By now, you should have a significant list of names for Jesus.
Task 3 – Using these names, write a poem that answers the question, ‘Who was Jesus?’
Your poem can take any form you want, e.g. rhyming, free-verse, acrostic, etc.
Please remember to share your work with me.
Here’s the live lesson schedule for next week:
Monday – 9am with Mrs Poole
Tuesday – 9am with Mrs Poole
Wednesday – 1pm with Mrs Fitz
Thursday – 9am with Mrs Fitz
– 10am Emoji spellings with Mrs DK
– 10.15am Sunshine spellings with Mrs DK
– 10.30am Fishy spellings with Mrs DK
Friday – 1pm with Mrs Fitz
Well done for another fantastic week of work! Have a lovely, restful weekend. See you all soon! Mrs Fitz 🙂