Recount Plan - Craiglockhart Primary School



WritingReadingNumeracy and MathsL.I: To make an effective plan for a given genre of writing.SC: I can create a plan that includes the main features of a recount.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 answers ? Use notetaking to gather information while reading ? Provide answers that clearly explain your thinking when requiredActivity and ResourcesActivity and ResourcesActivity and ResourcesYou are going to plan a recount of a personal experience. See the recount examples at the following link. Have a really close look at the WAGOLL example. This gives you details and examples of important features of a recount that you will be expected to include in yours. the instructions and fill out the planner below the grid.YOU ARE NOT WRITING THE RECOUNT THIS WEEK, ONLY PLANNING IT. So, use the time to make a very thorough plan. Also keep practising your quality short paragraphs – try to do 1 per day.Check the first learning grid for instructions.Try to vary your Openers, Connectives etcOn our TEAMS page, click the ‘files’ tab.Then go in to the Iron Man folder. You should find the text for the Iron Man.Read Chapter 1 (ONLY Chapter 1, as future tasks may rely on you NOT reading ahead).After you have read the chapter, use the task map below this Learning Grid to guide your study of the plete as many of the tasks as you can.After you have finished a task you can check the ‘Possible Answers’ in the Iron Man Chapter 1 folder in TEAMS.For maths, we want to be able to give you work more suited to your needs, just like we do at school. Therefore, moving forward, you will find work set from your maths set teacher under a special new tab on the School Closures' tab on the school website called 'P6/7 Maths Sets'. Just click on the name of your maths set teacher under this link. If you have any queries about the work, their email address is also within the document.Keep up the mental maths practice. Remember strategies are on the P6 page of the website.If you can use Sumdog regularly it will adapt to your learning needs automatically.Try to practise your single digit x single digit facts and single digit + single digit facts for a short time each day so you can getter quicker and quicker.Have a look at The Daily Rigour. and ListeningSocial StudiesL.I- To know and apply spelling rules for plurals. Success Criteria: I can spell words where the plural is made with s.I can spell words where the plural is made with es.I can apply spelling rules accurately.L.I. – As I listen, I am learning to identify the main ideas and supporting detail contained within the text, and use this information for different purposesSuccess criteria*listen carefully*identify the details and problems of the various jobsL.I. I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences I can use primary and secondary sources to research events from the pastSUCCESS CRITERIA*read carefully *in your diary extract, include specific facts and problems you have learned about*include feelings in your diary entryActivity and ResourcesActivity and ResourcesActivity and ResourcesCan you work out some rules that apply to the list? The answers are below the Learning plete Spelling Steps to Success (the guide is on the P6 page of the School Closure Info page of the school website).For further practice, use the spelling activities on the P6 class page (in the About Us section of the school website).Remember to think about the spelling rules that apply when carrying out the activities.Can you think of more words that fit each pattern?Can you find any words that don’t obey the rules?Can you find any words that have two of the sounds in the same word?How many new words can you make by adding suffixes to the list words? Did you have to change the list word in order to add a suffix? This week you are going to listen to some dramatised accounts of what life was like for young children working in Victorian times. These accounts will help you to complete your task for Social studies. Listen to the climbing boy’s story first. These 3 episodes explore what life was like for young boys working as chimney sweeps and also includes a little bit about Dr Barnardo, who you have already learned about Then, listen to more of the jobs that the children, Maddy, Jacko and Gyp did on the streets. These ones are particularly gruesome ? Last week, you were learning about children in Victorian times working down the mines in terrible conditions. This week, we are going to find out a bit more about the other jobs children were having to do.On the website below, titled ‘Working Children’, you will read through all the information about the various jobs then using what you have learned, write a short diary extract for one day. You can choose whether to write as a chimney sweep, mine, factory or street worker. Try and put yourself in their shoes, write about what you have been doing that day and how it felt. Perhaps something really bad happened? Remember to write in the first person (I) as you are the child worker. See below for the website: you have time, you could upload your diary writing on teams for us all to see ? Health and WellbeingExpressive Arts (Art/Music/Drama)RME, Science, Technology L.I-I have ways to look after my mental health MUSIC L.I- I am developing an understanding of appropriate terminology in music and exploring rhythmL.I- Success Criteria: See STEM activity below the grid.Activity and ResourcesActivity and ResourcesActivity and ResourcesOn Thursday, Mr Law’s assembly was all about our new topic for Building Resilience, called, Expect the Unexpected. If you haven’t seen it, it would be good to catch up with it on our school website before you work on these tasks.The main idea is that some changes that happen in our life can be unexpected and bring disappointment, difficulty or loss but that we can help ourselves manage this.1. Read the story, ‘The Parable of the Butterfly’. It’s not a nice story but it illustrates an important point. . It says that, like the butterfly, we need struggles in our lives. Can you think about this statement and come up with reasons why we might benefit from having struggles in our life?3. Speak to an adult you know well and ask if they can share their ideas of how an unexpected change which has been difficult for them has benefited them in any way.4. Think of any unexpected, difficult changes you have been through. Can you think about what you did to help yourself cope? Was there anything you may have gained or benefited from, having been through the difficult experience? (Remember how Skipper’s boat is no longer usable, how does he cope with this and what does he gain from the difficult experience?)This week, we have a lesson from our music teacher? I have also uploaded this work to your TEAMS page, it will be available from Monday 11th MayVictorian Street Cries were the travelling vendors calling out what they were selling, to arouse attention. Look at the Victorian Street Cries sheet and the ‘Turkey Rhubarb,’ a traditional Victorian Song Cry. . See if you can clap the rhythm of the words, watch out for the rests! 2. Can you say the words and clap the rhythm at the same time? 3. If you play an instrument, and have one at home, perhaps you could try to play the tune. If so, watch out for the F#s! 4. There are more street cries written underneath. See if you can work out a rhythm to fit the words. 5. Can you write the rhythm down?6. Now tap / clap your composed rhythm.14471659525007. If you play an instrument, try to work out a short phrase of music to fit your rhythm. Is the phrase easy to remember? This helps it to stay in peoples’ heads. You want them to remember what your product is!See STEM activity below the grid.BBC?Dance Mat?Don’t forget?to keep working?on your typing skills when you can. Daily practice?will make a huge?difference,?and this is a perfect time to get practising.??? LanguagesSomething FunMessage from my teacherFrenchL.I – To know some places around town in another language.Success Criteria – I can understand and say some places around town in French.MandarinL.I- To introduce family members in another language.To say some family members in another language. Success Criteria: I can say ‘He/She is my...’ in Mandarin.I can say some family members in Mandarin.Make a Victorian toy – the cup and ballOne of the earliest games played by children was the cup and ball toy. Cups and balls came to England from France where it was called bilbocquet. The object of the game is to swing the ball, attached to string, into a cup. It is an excellent game for the training of hand and eye coordination. Why not have a go making one and see what your record is? How many times did you ‘score’, get the ball in the cup, in a minute? Below is an idea for how to make one: Dear primary 6,Hope you all had a lovely, shorter ‘school’ week and enjoyed the beautiful weather we have been getting. It certainly makes lockdown easier and our walks, cycling and outdoor time much more enjoyable.A few people noted our learning grid was just as full last week, even though it was a shorter week. Sorry, we forgot about the holidays! Regarding the learning grids generally, we know some people have been feeling pressured to get everything done. Please don’t get stressed about this, we know that many of you are doing other valuable activities as well as sharing computers and fitting in with your parents/siblings’ timetables too. Just do what you can. ?Now that we are getting to grips with TEAMS, you will be able to find many of the resources for the Learning Grids by selecting the ‘file’ tab and going in to ‘class materials’. This might save you time searching below the grid for resources. Hope the maths has been easier for everyone to manage, now that we are organising work for our sets again. As always, get in touch if you need some help.Have a lovely week and hope it’s another sunny one. Take care, Ms Hart and Mr Sweet ? Denise.Hart@craiglockhart.edin.sch.ukEuan.Sweet@craiglockhart.edin.sch.ukActivity and ResourcesFrenchPractise the personal information conversation (see below Learning Grid) and review last week’s vocabulary.Watch the following clip – stop at 2:00. the following clip and concentrate on ‘turn left, turn right, go straight’. the following lesson and try to remember as many of the places as you can. the personal information conversation again (see below Learning Grid). With last week’s sentence added. (Check previous Learning Grids for help).Practise the new family vocabulary (see below the grid).Notice that there are different words for grandparent depending on what side of the family they are on.There are different words for brother /sister depending on whether they are older or younger that you.Put yourself in every position in the family tree and then say your relationship to everyone else in the grid that that you can, using the sentence:‘He/She is my …’Send photos of your work and successes to kendal.gater@craiglockhart.edin.sch.uk to be loaded onto our school website. Euan.Sweet@craiglockhart.edin.sch.ukDenise.Hart@craiglockhart.edin.sch.ukDaily tasks:Read for at least 15 minutesTake some daily exercise- Check out Joe Wicks Body Coach for kids at WordssandwichescarwashesbicyclesholidayssummariesprincessesfoxesaddressessquashesmonarchscircuseswaltzesdecorationsassembliesjourneysSpelling RulesYou can add s to most nouns to make them plural.If the noun ends with ch sound (as in chair), sh, ss, s, x or z, addes to make the plural.If the noun ends in vowel + y, just add s.If the noun ends in consonant + y, change the y to an i and add es.Recount PlanIt is vital that you have a very good idea of what your recount is going to look like before you start writing. This means you can concentrate on how you express yourself and how you construct quality sentences/paragraphs without having to think too much about content and ideas.Write a title for your recount.Write your full orientation (introduction) in to the planner.The body of your recount will have 4 paragraphs. Briefly write what each paragraph is going to be about in your planner. Remember they should go in chronological (time) order.Write your full conclusion in to the planner. You will have to have a very good idea about what the rest of your recount is going to look like to be able to write your conclusion before you have written out the body of the recount.Write down some feelings/emotions words that you are going to include.Write down 3 good words, 3 good Connectives and 3 types of Openers that you plan to include.RecountPlannerLI: To plan a recount about a personal experience. TitleOrientation (introduction)(Who, when, where, why)Event 1Event 2Event 3Event 4ConclusionFeelings/emotionswords3 examples of…VCOLanguage device: THE IRON MANTed Hughes1The Coming of the Iron ManThe Iron Man came to the top of the cliff.How far had he walked? Nobody knows. Where did he come from? Nobody knows. How was he made? Nobody knows.Taller than a house, the Iron Man stood at the top of the cliff, on the verybrink, in the darkness.The wind sang through his iron fingers. His great iron head, shaped like a dustbin but as big as a bedroom, slowly turned to the right, slowly turned to the left. His iron ears turned, this way, that way. He was hearing the sea. His eyes, like headlamps, glowed white, then red, then infrared, searching the sea. Never before hadthe Iron Man seen the sea.He swayed in the strong wind that pressed against his back. He swayed forward, on the brink of the high cliff. And his right foot, his enormous iron right foot, lifted - up, out into space, and the Iron Man stepped forward, off the cliff, into nothingness.CRRRAAAASSSSSSH! Down the cliff the Iron Man came toppling, head over heels. CRASH! CRASH! CRASH! From rock to rock, snag to snag, tumbling slowly. And as he crashed and crashed and crashed. His iron legs fell off. His iron arms broke off, and the hands broke off the arms. His great iron ears fell off and his eyes fell out. His great iron head fell off. All the separate pieces tumbled, scattered, crashing, bumping, clanging, down on to the rocky beach far below. A few rocks tumbled with him. Then Silence. Only the sound of the sea, chewing away at the edge of the rocky beach, where the bits and pieces of the Iron Man lay scattered far and wide, silent and unmoving.Only one of the iron hands, lying beside an old, sand-logged washed-up seaman’s boot, waved its fingers for a minute, like a crab on its back. Then it lay still. While the stars went on wheeling through the sky and the wind went on tugging at the grass on the cliff top and the sea went on boiling and booming.Nobody knew the Iron Man had fallen. Night passed.Just before dawn, as the darkness grew blue and the shapes of the rocks separated from each other, two seagulls flew crying over the rocks. They landed on a patch of sand. They had two chicks in a nest on the cliff. Now they were searching for food.One of the seagulls flew up - Aaaaaark! He had seen something. He glidedlow over the sharp rocks. He landed and picked something up. Something shiny, round and hard. It was one of the Iron Man’s eyes. He brought it back to his mate. They both looked at this strange thing. And the eye looked at them. It rolled from side to side looking first at one gull, then at the other. The gulls, peering at it, thought it was a strange kind of clam, peeping at them from its shell. Then the other gull flew up, wheeled around and landed and picked something up. Some awkward, heavy thing. The gull flew low and slowly, dragging the heavy thing. Finally, the gull dropped it beside the eye. This new thing had five legs. It moved. The gull thought it was a strange kind of crab. They thought they had found a strange crab and a strange clam. They did not know they had found the Iron Man’s eye and the Iron Man’s right hand.But as soon as the eye and the hand got together, the eye looked at the hand. Its light glowed blue. The hand stood up on three fingers and its thumb, and craned its forefinger like a long nose. It felt around. It touched the eye. Gleefully it picked up the eye, and tucked it under its middle finger. The eye peered out, between the forefinger and thumb. Now the hand could see. It looked around. Then it darted and jabbed one of the gulls with its stiffly held finger, then darted at the other and jabbed him. The two gulls flew up into the wind with a frightened cry.Slowly then the hand crept over the stones, searching. It ran forward suddenly, grabbed something and tugged. But the thing was stuck between two rocks. The thing was one of the Iron Man’s arms. At last the hand left the arm and went scuttling hither and thither among the rocks, till it stopped, and touched something gently. This thing was the other hand. This new hand stood up and hooked its finger round the little finger of the hand with the eye, and let itself be led. Now the two hands, the seeing one leading the blind one, walking on their fingertips, went back together to the arm, and together they tugged it free. The hand with the eye fastened itself on to the wrist of the arm. The arm stood up and walked on its hand. The other hand clung on behind as before, and this strange trio went on searching. An eye! There it was, blinking at them speechlessly beside a black and white pebble. The seeing hand fitted the eye to the blind hand and now both hands could see. They went running among the rocks. Soon they found a leg. They jumped on top of the leg and the leg went hopping over the rocks with the arm swinging from the hand that clung to the top of the leg. The other hand clung on top of that hand. The two hands, with their eyes, guided their leg, twisting it this way and that, as a rider guides a horse. Soon they found another leg and another arm. Now each hand, with an eye under its palm and an arm dangling from its wrist, rode on a leg separately about the beach. Hop, hop, hop , hop they went, peering among the rocks. One found an ear and at the same moment the other found the giant torso. Then the busy hands fitted the legs to the torso, then they fitted the arms, each fitting the other, and the torso stood up with legs and arms but no head. It walked about the beach, holding its eyes up in its hands, searching for its lost head. At last, there was the head - eyeless, earless, nested in a heap of read seaweed. Now in no time the Iron Man had fitted his head back, and his eyes were in place, and everything in place except for one ear. He strode about the beach searching for his lost ear, as the sun rose over the sea and the daycame.The two gulls sat on their ledge, high on the cliff. They watched the immense man striding to and fro over the rocks below. Between them, on the nesting ledge, lay a great iron ear. The gulls could not eat it. The baby gulls could not eat it. There it lay on the high ledge.Far below, the Iron Man searched. At last he stopped, and looked at the sea. Was he thinking the sea had stolen his ear? Perhaps he was thinking the sea had come up, while he lay scattered, and had gone down again with his ear. He walked towards the sea. He walked into the breakers, and there he stood for a while, the breakers bursting around his knees. Then he walked in deeper, deeper, deeper.The gulls took off and glided down low over the great iron head that was now moving slowly out through the swell. The eyes blazed red, level with the wavetops, till a big wave covered them and foam spouted over the top of the head. The head still moved out under water. The eyes and the top of the head appeared for a moment in a hollow of the swell. Now the eyes were green. Then the sea covered them and the head.The gulls circled low over the line of bubbles that went on moving slowly out of the deep sea.478663010160004733925635000left139700 -26670040068500465772427114510048863255969000-276860290068000Iron Man Chapter 1 – Task Map possible answersWhat do you notice about the second paragraph of the novel?It is made up of questions with no answers.Why do you think the author has done this?To make you interested so that you read on to find out.-----------------------------------------------------------------------------------------------------------------------------------------------------------Look at the sentence highlighted in orange.What do you notice about it?How is it constructed?It starts with a comparative adjective Opener – ‘Taller…’It uses 3 different prepositions as Connectives – ‘at’ - ‘on’ – ‘in’ It slots in an extra piece of information (clause) using commas - ,on the very brink, - If you removed the words surrounded by the commas, the sentence would still make sense but would not have as much detail-----------------------------------------------------------------------------------------------------------------------------------------------------------What figurative language can you find?(if you need help with figurative language, see the guide)Simile – ‘as big as a bedroom’Personification – ‘The wind sang through his iron fingers’Onomatopoeia – CRASHThere are more – can you find them? -----------------------------------------------------------------------------------------------------------------------------------------------------------Strategies for ‘Understanding Words’ – Find the word.Read the sentence and look for clues.Read the paragraph and look for clues.Read even more, if required.Look at the different parts of the word – do they give you clues?BRINK – on the edge. The context and key word ‘cliff’ help to work it out.SCUTTLING – run with short, fast steps. The description of it moving like a crab helps you work it out.SPEECHLESSLY – without speech or noise. Break the word up – speech (as in speak) – less (suffix meaning ‘without’) – ly (suffix turning the word into an adverb).TORSO – the context of joining the arms and legs to the torso helps you work it out.-----------------------------------------------------------------------------------------------------------------------------------------------------------SummaryOne night, there was a man standing on a cliff. He jumped off the cliff, landed on the beach with a crash, and broke into pieces. Then a pair of seagulls found an eye and hand and put them together. The eye and hand worked together to find the other pieces and put them back together. When he was finished, the man walked out to sea.-----------------------------------------------------------------------------------------------------------------------------------------------------------Why do you think the Iron Man walked into the sea?Why do you think his eyes were shining different colours?The questions are about what you think so, as long as it makes sense in the context of what we know so far, then it is a good answer.-----------------------------------------------------------------------------------------------------------------------------------------------------------What creature does the author compare the Iron Man’s hand to?The author compares the Iron Man’s hand to a crab.What examples, in the text, can you find to show this?‘The gulls thought it was a strange kind of crab.’ Are there more examples?Where was the Iron Man’s missing ear?The Iron Man’s missing ear was on a high ledge on the cliff.‘Between them, on the nesting ledge, lay a great iron ear.’-----------------------------------------------------------------------------------------------------------------------------------------------------------MandarinHe/She is my _________他/她是我的________Tā shì wǒ de ________ Ta---shi (as in ship)--- woa---di (as in dirt)Grandfather (father’s father) Grandfather (mother’s father) 爷爷奶奶 Yéyé – (yeah-yeah)Nǎinai (n-eye, n-eye) Grandfather (mother’s father) Grandfather (mother’s mother)外公外婆Wàigōng (w-eye, gong)Wàipó (w-eye, po (as in port)Son Daughter 儿子 女儿?rzi (R-zi (as in zip) Nǚ'ér (noo-R)7339330260985Mother’s motherMother’s mother50006259525Mother’s fatherMother’s father487680024193490062103002914650933450290512534956752905125left3190875Brother14 years oldBrother14 years old25622253190875Sister12 years oldSister12 years old20859742409824008762991076325002085975106680100775335021812252076450215265020764501095375315277579057586677580962511620501352550FatherFather22002750Father’s motherFather’s motherleft0Father’s father00Father’s father8277225215900596265026352559626512533650073152002247900073247258255638175014605MotherMother9239261905000085344002159005238750231140Sister10 years oldSister10 years old7510780240665Brother8 years oldBrother8 years oldMandarin ConversationHelloHelloHow are you?I’m fine, thank you, and you?I’m fine, thank you.What is your name?My name is _______, and you?My name is _______.I have a (colour) (number). You have a (colour number).I have a (colour) (number). You have a (colour number).Where do you want to go?I want to go to _____.How are you going to get there?I am going to get there by ________. Where do you want to go?I want to go to _____.How are you going to get there?I am going to get there by ________.How many people are there in your family?There are _____ people in my family, and you?There are ______ people in my familyGoodbyeGoodbyeFrench ConversationHelloHelloHow are you?I’m fine, thank you, and you?I’m fine, thank you.What is your name?My name is _______, and you?My name is _______.How old are you?I am ____ years old, and you?I am _____years old.Where do you live?I live in _____, and you?I live in _____.GoodbyeGoodbye.P6 Science– WB 11th MayEnterpriseLI – I understand how a wind turbine works and why they are a sustainable form of energy production.Steps to success.I understand how wind is generated.I know what a wind turbine is and how they are used to generate electricity.I know why wind power is so important in Scotland.I can follow instructions to create my own windmill.Activities and ResourcesFollow the link below and do Activity 2. you can, make the windmill. If you want, do the colouring.If you want a challenge, follow the link at the bottom to the Sustainable Learning booklet.STEM ChallengeThis week’s STEM challenge is make a walking horse! Follow this instructions from the link below. fun!If you want to you can email me your results or post them on your Class 365 Team.Fiona.latimer@craiglockhart.edin.sch.uk ................
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