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Timetable 2nd April March 2020

|Reading Mission: |Children to read or support them to read this short text: |

|30 minutes | |

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| |After they can answer these questions, these can be verbal answers or they could be written down or |

| |typed. Children could even draw their responses. Suggested answers are in italics. |

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| |What is a blouse? Can you think of a synonym? |

| |A blouse is a girls shirt. Another word could be, shirt, top, t-shirt. |

| |What did the monster ‘taste’ and ‘chew’? |

| |It tasted the tale and chewed on the bed. |

| |How might the grandfather have felt when the monster ate his hat? |

| |He may have been surprised, upset, angry or confused because he did not want to lose his hat or did not|

| |expect it to be taken by a monster. |

| |What does ingested mean? |

| |Ingested means ‘take into the body’ so he has eaten or drank something. |

| |Can you find all the verbs (doing words) used to describe the monster eating? Are there any you have |

| |not used in your writing before? |

| |Ingested, swallowed, chewed, dined, munched, snacked, sampled, tasted. |

| |Why is the monster dead from eating the mothers cooking? |

| |Maybe because the boy thinks the mum is not very good at cooking or because mum will be really angry |

| |and kill the monster for eating her cooking. |

| |What do you notice about this poem? |

| |It is a rhyming poem. |

| |Did you like or dislike the poem? Explain your answer. |

| |This is an opinion based question. Children will need to use the word because to give a reason why they|

| |liked or disliked the poem. |

|Writing Mission: |Your mission today is to create a monster poem of your own. It needs to start with ‘A monster broke |

|30 minutes |into my house’. This could be a poem that rhymes or it could be a poem that does not rhyme. You may |

| |want to think of your own monster to write a poem about or there are some pictures below you could |

| |choose from. It will need to be at least 8 lines long or more. (There is a adjectives mat and a lined |

| |sheet at the bottom of today’s timetable if needed) |

| |[pic] |

| |Example: |

| |A tiny pink monster broke into my house, |

| |She was pink and as small as a mouse. |

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| |Her eyes were enormous, shiny and round, |

| |Her two ears always twitching listening for a sound. |

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| |She had a tuft of pink fluffy hair on top of her head. |

| |I offered her some biscuits, chocolate and bread. |

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| |I thought she was hungry and would gobble them up, |

| |Instead she jumped on my lap for a hug. |

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| |Make sure you try to use expanded noun phrases (two or more adjectives using a comma), suffixes (such |

| |as words using ‘ing’ ‘est’ ‘er’ and ‘ed’), conjunctions, (and, so, if, but, because) and exclamation |

| |sentence (has to start with what or how and end with an exclamation mark such as ‘What a crazy monster |

| |he is!’) |

|Maths Mission: |Todays mission is for you to see if you can match the multiplicaion questions to the monster answers. |

|30 minutes |They have got all mixed up! Work out the answers to the multiplications below and find the monster that|

| |matches that answer. You may want to time yourself and see how quickly you can work the answers out. |

| |(There is a support sheet with times tables on if needed below) |

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| |Multiplications to match to the monsters: |

| |2 x 5 = 7 x 3 = |

| |9 x 5 = 2 x 6 = |

| |2 x 12 = 11 x 3 = |

| |4 x 5 = 8 x 4 = |

| |7 x 5 = 3 x 5 = |

| |10 x 3 = 2 x 7 = |

| |11 x 2 = 8 x 5 = |

| |3 x 9 = 6 x 3 = |

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| |Challenge: If you fancy a challenge see if you can find another multiplication equation for the same |

| |monster answer, for example you can make the answer 20 using lots of multiplication equations such as 4|

| |x 5 = 20, 2 x 10 = 20, 10 x 2 = 20. Or 3 x 4 = 12 and 2 x 6 = 12. |

|Topic Mission: | [pic][pic][pic][pic] |

|Day 4 | |

| |By the end of this mission, children will have made their own worry monster. Worry monsters are |

| |friendly monsters that nibble up worries and make them go away! |

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| |Part 3: Today the children need to try out their worry monsters before they evaluate them tomorrow. |

| |Children will need to use a piece of paper (could be any kind of paper, scrap or notebooks) to write a |

| |worry or feeling and put it into the worry monster. This might be within the worry monster (if it is a |

| |box) or through its mouth and lay behind it (if it is a picture). Get children to really think about |

| |this, how are they feeling today, is there anything they are worried about or particularly happy about,|

| |are they thinking about something every night when they go to bed? How does this worry make them feel? |

| |How can it be made better? They may not have any worries, which is fantastic, instead they may want to |

| |write to the monster about their day. |

| |An example of a worry entry is below, both a worry and a day entry whatever is applicable: |

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| |Example 1: |

| |Dear Worry Monster, |

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| |Today I am a little bit worried about being at home all the time. It makes me feel nervous and I get a |

| |bad feeling in my tummy. I think this worry could go away if I talked to someone about it and if |

| |someone explained what is happening to me. Maybe I could play a game or read a book too. |

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| |Please eat up my worry! |

| |Love Miss Brooks |

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| |Example 2: |

| |Dear Worry Monster, |

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| |I am feeling happy today, the sun is shining and that always makes me feel positive. I have read some |

| |of my book which is really interesting and I painted a picture today, something I have not done in a |

| |long time! I hope this happy feeling continues, it makes me feel safe and comfortable. |

| |Thank you for listening Worry Monster. |

| |Miss Brooks |

These Missions have been designed to be accessible, using little resources and most importantly fun for your children to complete. Please use what you can, any resources you do not have could be substituted for something else and suggestions have been made for this where possible.

Sheets if needed:

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