Why not try one of these Wellbeing Wednesday activities?
Good morning Oak Class. Not long now until we are all back together in school.
Today we are going to continue with our new unit on War Horse.
LI – to understand how to paragraph an argument.
First we will re-read the end of Chapter 2 from end of p.12, ‘ The next morning both Albert and his father…’ to bottom of p.13 ‘I’ll shoot him first’. We will explore ideas for what could happen in either outcome. So if Joey learns to plough what will happen? Albert’s dad doesn’t lose the bet, they can stay on the farm, they have some where to live etc. If Joey does not learn to plough then Albert’s dad loses the bet, they have to pay the debt and that could mean they have to leave the farm, they would become homeless and have to sell all their animals including Joey.
Next we will explore What should Albert do? We will discuss the feelings Albert has – present arguments and counter arguments. Eg, ‘If he doesn’t plough your Dad will send him back’. ‘He’s a young thoroughbred – he’s not meant to pull carts’. Ch plan ideas in jotters first. Modelled writing: teacher to use connectives – eg ‘on the other hand’, ‘however’, ‘despite the fact’ – to organise information into paragraphs and to support presenting the arguments and counter arguments. Link here
Finally children will write a short passage of 2 paragraphs where they present a balanced argument for why it would be important for Albert to get Joey to plough the field and what would be the implications if he did not. Look at reasons associated with what it means to the family and for the long term if Joey helps them win the bet. If possible the children will type up their work and send it via email giving an argument and a counter argument.
Here is my example if you’re struggling: Chapter 2 Balanced argument for ploughing the field
Then we will read Chapter 3 Chapter 3
LI – To calculate in minutes the length of a task.
Today in maths we are looking at time. We will be looking at calculating how long it takes to do something in minutes, then we will be looking at ranking from first to last the time taken to complete the task.
If you have finished the activity quickly I have placed a 2do on Purple Mash for reading timetables and converting between different digital and analogue clocks.
LI – To understand the different groups of Allies in WW1.
I would like you to look at the different sides taken in WW1. When countries agree to support each other and help each other they are called ‘allies’. Countries still today form alliances with each other so that they have a friendly country they can call on if they ever get into trouble.
If you can print out the sheets provided look at which side each country was on and then colour the map according to which group the country belonged to. Please bring in your work on Friday so we can stick it in your Topic Book. If you can’t print out the sheets then complete some research into the different groups of Allies and bring it in with you on Friday – we can print out work at school if you email it to me.
At the time of WW1, Great Britain had a large empire and Commonwealth stretching all around the world including places such as India and Australia. These countries sent lots of their men to help Great Britain to fight in the war. Watch the following clip to hear about the true story of a soldier fighting in France who had come all the way from India https://www.bbc.co.uk/teach/class-clips-video/empire/zd676v4 This next clip gives some more information people who came from all around the world to fight. https://www.bbc.co.uk/teach/class-clips-video/history-gcse-multi-cultural-troops-on-the-western-front/zk4vrj6
I’ll see you tomorrow,