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WritingReadingNumeracy and MathsL.I- To use a range of punctuation marks accurately to give sentences clear meaning.Success Criteria: Read the passage carefully to identify sensible pauses/breaksWhen adding punctuation, think carefully about effect createdReread work regularly to determine if it makes sense and your choices combine well together.L.I – To use strategies while reading and after reading to develop and demonstrate understanding of a text.Success Criteria:Use comprehension strategies to develop answersUse notetaking to gather information while readingProvide answers that clearly explain your thinking when required***********************************TRY THISHave a parent sign up for Sumdog to then create a FREE account for you. (There are spelling and grammar sections as well as maths)***********************************L.I- To be able to convert 12 hour time to 24 hour time and calculate time intervals in 12/24 hour time.Success Criteria:You are able to read 12 hour time using am and pm.You understand how to convert 12 hour time into 24 hour time.You understand how to convert 24 hour time into 12 hour time.You can calculate durations in both 12 and 24 hour time.Activity and ResourcesActivity and ResourcesActivity and ResourcesThis week, you are going to focus on your accuracy in using a range of punctuation you have already learned about in class.The first link below is to a Twinkl pack that is based on the ebook Code Cracking for Beginners – don’t worry if you are not reading the book, the task is not dependent on this. Just choose a level you feel confident with and complete the passage with accurate punctuation in your writing jotter. Use the answer sheet to check your work at the end. a broader challenge, use the link below for another Twinkl pack. Again, choose your level, work in your jotter and then use the answer sheet to check., for a really close look at all punctuation we have learned, try the task added to the end of this learning grid called Punctuation Program. There is no answer sheet, so make sure you are feeling confident! Again, complete the work in your jotter.Download the ebook Code Cracking for Beginners (if you haven’t already done so) from Twinkl using the link below. chapters 4 and 5 (pages 19 - 34) and complete the task map shared at the end of this document. Remember that starred tasks are for everyone to complete, and then you can choose your own tasks to complete after that.Task 1 – converting 12/24 hour timeTo start these activities, revise how to read/write times using 12 hour time - am and pm using these worksheets.twinkl.co.uk/resource/t2-m-4215-using-am-and-pm-differentiated-activity-sheetsLearn how to convert 12 hour time to 24 hour time using the powerpoint below. Key information - 24 hour time is written in a digital format and the minutes are always written as minutes past the hour – you never write minutes to the hour. included is the following mat to show how the hours are calculated in 24 hour time. the following pack of sheets to check that you understand what to do. Choose the sheet(s) that are at your level. games to practice. See below for ideas or make up your own. 2 – To calculate durations using 12/24 hour timeUse the following tasks to practice/consolidate calculating durations using both 12 and 24 hour time. The ruler below will help with am/pm durations. If you need it. to practice durations - look at online timetables in 24 hour time and calculate durations.SpellingTalking and ListeningSocial StudiesL.I- To identify and use common spelling patterns to accurately spell familiar words.Success Criteria:Identify number of phonic sounds in a wordIdentify number of syllables in a wordIdentify parts of word that do not sound as they appearL.I- In discussions, contribute relevant ideas, information and opinions and listen actively to others.Success Criteria:Your ideas, information and opinions are relevant to the subject you are discussing.You are able to offer your own viewpoint in a respectful manner.You ask relevant questions and respond appropriately to others in the discussion.You use eye contact and appropriate facial expressions.You show respect for the views of others.L.I- To understand why food rationing took place in WW2 and the effect it had on people’s diets during the war.Success Criteria: You know when and why food rationing took place in WW2 and beyond.You know what items of food were rationed and the amounts each person received on a weekly basis.You know what a ration book was and understand how it was used.You understand how people’s diets changed during this period and are able to compare it to your own diet.Activity and ResourcesActivity and ResourcesActivity and ResourcesThis week’s word list features soft ‘g’ sounds. The list can be found at the bottom of this learning grid. Choose 20 words from the list that you find reasonably challenging. Try to find other common elements of spelling rules within the words, such as double consonants and magic e.Practise your words as we normally would in class using your jotter. Once you have copied and practiced the lists, get someone at home to quiz you on your list.Word building – choose ten words and create extensions of these words using common prefixes and suffixes. Check this list with someone else to make sure it is accurate.If you have signed up for Sumdog you can complete spelling games there. Additionally, you can use Doorway speller online from the link below: activities are to enable you to practice your discussion skills. Try to complete more than one of the task cards - choose from the activities/ideas provided.You can complete this in pairs/groups it depends who you have at home or you could use Skype/Zoom etc to have a discussion with people outside your home.Here are some pointers to help you in your discussions – Remember, one person talks the others listen in a discussion.Put forward your point(s) of view etc clearly and politely.Don’t talk over someone who is talking, wait until they have finished.Talk calmly and clearly – don’t shout.Listen to the views of others – then perhaps ask or answer questions their opinions raise. Don’t use a talking object – try to work out how enter the discussion/take turns but also how to allow others to enter the discussion too.Use eye contact and facial expressions to show that you are listening respectfully to people in the discussion. Remember in a discussion it is important that you listen to the views of others and ‘disagree agreeably’ (don’t be disrespectful if the person(s) have different views to you). You’ll find discussion ideas in the links below -twinkl.co.uk/resource/cfe2-e-225-cfe-second-level-discussion-prompt-cardstwinkl.co.uk/resource/cfe2-t-2548022-global-goals-climate-action-cfe-second-level-blether-stationsThis needs to be done first so that you can use it as a comparison later.Don’t fill it out every day over a week.Fill out the My Weekly Meal Plan shown below. Fill all of the grid in at the same time – it is to be rough guide of what you would eat in a week. To help you understand when, why and what Food Rationing was in WW2 use the following resources – Complete the Comprehension task shown at the bottom of the Learning Grid if you have problems with Twinkl. If you are able to access Twinkl then use the following link to access it – download; open resources folder/ read Information Sheet Rationing at the 2 or 3 star level; open - Activiity Sheet Rationing Comprehension and answer questions relevant to your star reading sheet. the following video to see what rationing was like in WW2 – to find out foods were rationed and how much of each item you were allowed each week. Look at what the differences were for adults and children. Also, research what foods weren’t rationed and find out how people were able to get these foods. The following websites may be helpful - sure you make notes about your research as you will need this in the next part of your work on rationing which will be on your next grid.Health and WellbeingExpressive Arts (Art/Music/Drama)RME, Science, TechnologyL.I- To show understanding of health and hygiene in food preparation by creating instructions for others.Success Criteria:Clearly explain why each step is importantMake each section of your poster clear and distinct (through colour-coding or other means)Go through the steps by helping to prepare a mealL.I – To use musical notation to read and create a piece of musicSuccess Criteria:Identify notation symbols and what their names areUnderstand how number of beats and rests workCreate a pleasant-sounding piece of musicL.I- To understand the messages, symbolism and celebration of the Easter story in Christianity.Success Criteria: Can explain why people remember the Easter storyCan identify symbols linked to the Easter storyCan explain where various symbols and traditions of Easter come fromActivity and ResourcesActivity and ResourcesActivity and ResourcesYou are going to brush up on your knowledge of safe food preparation in the kitchen and hopefully get to put your learning into practice at home. Using the first link below, learn some information about good steps to follow for food preparation in any setting. When you have a good understanding, try to create a poster that can be displayed in your kitchen showing steps for before, during and after food preparation. Try to think about how to make it eye-catching, but also easy to follow, by using clever images, different types/shapes of writing, info bubbles and colour.See an example below about the writing process (you can click on it or follow the link underneath to see a bigger version): you have made your poster, use it as a guide to help prepare a meal at home and then evaluate the poster – should there be any additional information/does it work well for its purpose/is it clear? you’d like to learn more, and don’t mind learning about some unpleasant bacteria, follow the link below to a pack that will introduce you to some common bacteria that are easily dealt with by following proper food preparation guidance. on from work you were doing with Mrs Guinea in music, you will be using musical notation to make a short piece of music.Download the poster of musical notation from Twinkl in the first link below. Read it carefully (you can ignore ‘Accidentals’ and ‘Dynamics’ for now). Have someone quiz you on the types of notes by using your whiteboard to draw out named notes.Use the second link below to open the game that says ‘Compose your own music’. Have a go at choosing noted to create a few bars of music.Then, if you like, try your piano skills using the third link below. Have fun creating. the first PowerPoint file below to read the Easter story. Then use the second to learn about the symbols associated with celebrating Easter and their origins. Finally, use the third link to complete a short task about the story of Easter. LanguagesSomething FunMessage from my teacherTo achieve following Learning Intentions, you will need to know numbers to 60 in French. This was covered in the last grid. Make sure you have looked at/revised that work before completing this.L.I- To be able to say/read the time in French using 24 hour time and understand what time it is when someone says the time in French using 24 hour time.Success Criteria:I can say the time in French using 24 hour time.I can read the time in French using 24 hour time.I understand how to ask what time it is in French.I understand what someone is saying when they say the time in French using 24 hour time.Find a box or jar etc. When you think of something you would like to do once the lockdown if finished, write it on a piece of paper and put it in the jar. You can then look at them when we are back to normal and try to do some of them.Science – have a look at the following website. They have some fun ideas to do and you can access it free – down to Virtual Science Space and have a look at their experiment videos – try some of them yourself. There is a new one every day.Welcome back!Hope you had a good break and you and your families are all well and you haven’t eaten too many Easter eggs!!800 × 800We have grid 3 ready for you. If you have any issues let us know, our email addresses are below. Remember, if you want to, you can share any work you have done with us using Teams or email it to us. We loved seeing your Anderson Shelters – both in 3D and Minecraft. Some of you still haven’t appeared in Teams – can you try and join your Team as it is good to have discussions, see work etc there.Isabel.saunders@craiglockhart.edin.sch.ukStephen.digan@craiglockhart.edin.sch.ukActivity and ResourcesRemember to make sure you know numbers to 60 for this task. Also, if you are not sure about 24 hour time in English, complete your Maths work first as it is covering 24 hour time.TasksIn France, using 24 hour time is what a lot of people use when telling the time. They also use 12 hour time and we will learn that in the next grid.When you say the time in French, you say the hour first e.g. it is one o’clock – il est (it is) une heure (heure is for hour, there is no word for o’clock in French). Other examples - 4 am (04:00)/4pm (16:00) – il est quatre heures/il est seize heures.To add the minutes you say the hour then the minutes e.g. 3:25 am (03:25) – il est trois heures vingt cinq. To say this as 3:25 pm (15:25) – il est quinze heures vingt cinq. Another example - 05:40/17:40 – il est cinq heures quarante/il est dix-sept heures quarante.Watch the following video to help you understand the Learning Intention. Pause it to give you time when you are working out the time in the examples at the end. with a partner- ask what is the time? (Quelle heure et-il? – what hour is it?) They answer in French (spoken in 24 hour time) and you write it down on the white board using digital format. Swap. Make it as challenging as you like.Play the games in the links given or make up your own games to practice what you are learning. Again, make them as challenging as you like.twinkl.co.uk/resource/t3-fr-236-mixed-time-bingo-frenchtwinkl.co.uk/resource/t3-fr-233-telling-the-time-differentiated-board-game-frenchSend photos of your work and successes to kendal.gater@craiglockhart.edin.sch.uk to be loaded onto our school website. Daily tasks:Read for enjoyment for at least 20 minutesPractise your speed test facts and skills test questions for mental maths for at least 20 minutes.Take some daily exercise- Check out Joe Wicks Body Coach for kids at list:ggiant giraffegymnasiumpagegeneralmenagerieagegeometrymeteorologistginemergencyfragilitygingerengineernegligentgeniusintelligentnostalgiagentlemessengerallegiancegestureagencyoutrageousgypsyadvantageapologeticdangernewsagentarchaeologyangelencouragementpilgrimagedigestgeneraliseprestigiousenergyapologygeraniumimagineapologisegesticulatelegendarrangementgorgeousmagicastrologerchronologicalregisterpercentagecongestionstrangergenuinecontagioustragicgiganticcontingencybandagerefugeecourageousideologicalReading Task MapMy Weekly Meal Plan Think carefully about the foods you eat each day. Create a meal plan to show what you typically eat over the course of one week.MondayTuesdayWednesdayThursdayFridaySaturdaySundayBreakfastLunchDinnerSupperSnacksRationingFood rationing began in Britain in January 1940, starting with limitations on butter, bacon and sugar. Over the course of the war, other items were added to the rationing list and quantities available varied depending on availability. Ration Books In order to ensure that everybody got their fair share of available foods, ration books were issued to everybody. There were three types of ration books that each had slightly different allowances: a buff book for adults; a blue book for children aged five to sixteen – children got extra eggs and milk but half the allowance of meat; a green book for children under five and pregnant or nursing mothers, who also got extra eggs and milk and the first pick of any fruit. Coupons in the ration books showed people how much of each item they were allowed and the shopkeepers would remove or stamp the coupons when they were used. Everybody had to register with certain shops where they could go each week to purchase their allowance. As there were no large supermarkets in Britain during the war, people had to travel to different shops to purchase their goods, e.g. the baker for bread and greengrocer for vegetables. Often long queues formed outside the shops when stocks of certain foods became available and shopkeepers would put up signs when they had run out of things, e.g. ‘no tomatoes today’. Having a ration book was not a guarantee that you could get the items but it was a fair way to ensure that everybody had equal access to available goods. History | UKS2 | World War II | Rationing | Lesson 3 The Ministry of Food During the war, the government appointed a Minister of Food to help control and regulate the food supplies available. From April 1940 until November 1943, the Minister of Food was Frederick Marquis, the Lord Woolton. Lord Woolton was responsible for organising the rationing system and encouraging people to make the most of what they had. He worked closely with the Ministry of Agriculture, who established the ‘Dig for Victory’ propaganda campaign. This initiative had great success in encouraging people to grow their own food. Lord Woolton also worked hard to promote a simpler, healthy diet and encouraged people to be creative with the foods they had and to try new things like whale meat. A meat-less pie was developed by the head chef at the Savoy Hotel in London in Woolton’s name. The Woolton Pie and Lord Woolton helped to advertise it. Eating Out For those who could afford it, eating out at restaurants meant they could save a lot of their rations. Restaurants were not rationed at the beginning of the war and people were able to buy a good meal. However, over time, some people started to complain that it was unfair that people who could afford to eat out regularly were able to eat better. From 1942, the government ensured that restaurants could not charge more than five shillings for a meal, which meant they were more accessible to everybody. People who worked were usually able to eat a good meal fairly cheaply during their working day and Lord Woolton ensured that children attending school got a free lunch each day and extra milk. Other Rationing Food was not the only thing rationed during the war. Petrol, soap, clothing and timber were also only available in limited supply. Clothing ration books were issued and people were encouraged to ‘make do and mend’. History | UKS2 | World War II | Rationing | Lesson 3Rationing Rationing – Comprehension Questions When did food rationing begin and why? How and why did ration books vary? Who was Lord Woolton and did people like him? Why/ why not? What do you think was likely to be in Woolton Pie? Why do you think people were healthier during the war? How were people encouraged to help during food shortages? Explain what other items were rationed during the war and why you think this was the case. Explain what you think is meant by the term ‘make do and mend’. Why do you think children got extra clothing coupons? Why did rationing continue after the war? ................
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