Menu
Home Page

Friday

Today's learning is from BBC Bitesize. All of the learning, videos and activities can be found at www.bbc.co.uk/bitesize/tags/z7s22sg/year-2-and-p3-lessons.

 

English

Using the book Pippi Longstocking you will learn how to summarise information and write creatively. Start by reading through the 'Learn' section and watch the short videos.

 

Activity 1

Extract 1

Pippi was a very remarkable child. And the most remarkable thing about her was her strength.

She was so spectacularly strong that in the whole wide world there was no one as strong as she was, not even a policeman.

She could lift up a whole horse if she wanted to. And she did want to. She had her own horse that she had bought with one of her gold coins the very same day she came home to Villa Villekulla.

She had always longed for a horse of her own and now she had one, and he lived on the veranda. But when it was time for Pippi’s afternoon coffee she picked him up and put him in the garden with no problem at all.

Next to Villa Villekulla there was another garden and another house. In that house lived a dad and a mum with their two sweet little children, a boy and a girl. The boy was called Tommy and the girl was called Annika.

They were two very polite and well-behaved and obedient children. Tommy never bit his nails and he always did as his mum told him. Annika never argued when she couldn’t have her own way, and she was always very neat in her well-ironed cotton dresses, which she was careful not to get dirty.

Tommy and Annika played very nicely together in their garden but they often wished for a friend to play with, and while Pippi was still sailing around on the ocean with her dad they used to hang over the fence and say to each other:

‘It’s stupid that no one ever moves into that house! Someone should be living there. Someone with children.’

On that beautiful summer’s evening when Pippi walked through the door of Villa Villekulla for the first time, Tommy and Annika weren’t at home. They had gone to stay with their grandma for a week. That’s why they had no idea somebody had moved in next door. And the day after they came home and were standing at the gate looking into the street, they still didn’t know that actually there was someone to play with so close by.

 

 

  1. Read or watch both extracts again. Pippi Longstocking is the main character in this story and we can describe her in many ways.
  2. Think about how you would describe Pippi to somebody who has not read the book.

Here are some words that you might use:

  • determined
  • embarrassed
  • resilient
  • frightened
  • excited
  • brave
  • creative
  • proud

 

3. Choose two of the words, or think of your own, and find some evidence from the extracts that supports your choice.

You could organise your ideas in a table like this one:

What Do You Know About Pippi Longstocking? What Is Your Evidence From The Extract?
1.  
2.

 

 

Maths

This week’s problems are all designed to be easily solved using a bar model.

Bar modelling is something that lots of children are learning across schools in the UK at the moment. They help children visualise a mathematical problem and understand its structure.

Here is a handy guide to explain how they work. However, it’s not necessary to use a bar model to solve the problems if you have never seen them.

 

Challenge 1

Sam has some red and yellow cubes.

She has 20 cubes in total.

She has 8 more yellow cubes than red ones.

How many red cubes does she have?

 

 

Challenge 2

Jon thinks of a number. Half of his number is 12. What is one third of Jon's number?

 

Challenge 3

A cup contains some coffee.

Sasha drinks 2/5 of the coffee.

There is 120 ml of coffee left.

How much coffee was in the cup at the start?

 

Wider curriculum (music)

Today's focus is learning how to get creative, inspired by the music of Vivaldi. Start by reading through the 'Learn' section.

 

Activity 1

When we listen to music, we often see pictures in our imaginations - the music might make us think of a place, or a character or maybe each sound has its own shape.

Have a listen to the clips below and draw or paint whatever you see in your imagination:

  • What can you see?
  • What colours are you going to use?
  • What does the music make you think of?

Keep on listening to the clips while you create your masterpiece!

 

Activity 2

Now it’s time to get moving!

The pulse is the heartbeat of the music - the thing that makes you want to move your feet, clap your hands, jump up and down, and dance!

Listen to the music again (above) and move along to it:

  • Does the music make you move slowly?
  • Or are you moving very quickly?
  • Are you bouncing about like the bounciest rabbit?
  • Are you moving smoothly like falling snow?
  • Are you up high on your tiptoes or crouching low to the ground?

 

Activity 3

Let’s be sound detectives - a sound detective is someone who searches for sounds!

Think about all the things you can see in ‘Spring’ or ‘Winter’ - you could make a list of three or four things - then go searching around your home or your classroom for all these sounds.

Here are some examples of the sounds you might find:

  • Pattering your fingertips on a table might sound like raindrops
  • Filling a basin with some water and swishing it around might sound like a river
  • Filling some jars with different levels of water, and then tapping them with a metal spoon might sound like a song a bird would sing

Write down all of the sounds you find!

Get an adult to help you upload your work for a chance to feature in the Ten Pieces at Home online showcase.

 

Top