“Children, let us not love with words or speech but with actions and in truth.”
1 John 3:18
Be generous with your time, help someone out or make something for someone.
LO: Inverse operations (addition and subtraction)
This week we will be recapping some previous learning from the Autumn term.
The video can be found here: https://vimeo.com/425575598
The worksheets can be found at the bottom of this page with an additional set of questions to work through if you want a change or an additional challenge.
Writing in Role
When children have explored a fictional situation through talk or role-play, they may be ready to write in role as a character in the story. Taking the role of a particular character enables young writers to see events from a different view point and involves them writing in a different voice. In role, children can often access feelings and language that are not available to them when they write as themselves.
- Read the next page and think about the way in which the text and characters are positioned and what this might suggest about the dynamic of the group. How does the arrival of the fox affect Dog and Magpie as individuals and as a pair? How do the author and illustrator convey this? Note their observations.
- Look at the illustration of fox’s eyes on the next page.
- How do the eyes of the fox make you feel? What do his eyes tell us about how he feels? What is thinking? What are his intentions? Write down your ideas.
- Read the text on the page and speculate why the fox might be harbouring such feelings.
- In what ways does the first sentence on this page contrast with the last sentence? What do rage, envy and loneliness smell like? How would you describe the scent in terms of its shape, weight, size and the feelings it evokes?
- Look at the next illustration of the cave, imagine that the cave is a symbol of the depths of fox’s mind.
- Think about how being in the darkness and claustrophobic cave would be like.
- In role as Fox, write how you are feeling and why. Allow time for drafting, editing and refining.
Have a go at this investigation from the Primary Science Teaching Trust website.
Watch the video first:
The activity is in the resources section below.
- What is making the flower open?
- Which flower opened first? Why might that have happened?
- Does water travel more quickly through paper than card?
- Does different coloured paper/card make a difference?
- Do all liquids travel in the same way?
- Does the viscosity of the liquid make a difference to how quickly the flower opens?