Year 2 Remote Learning Grid Week Beginning 06.07.20 Please use this remote learning grid to direct your child’s learning while school is not open. Learning activities are listed by day, with each day consisting of an English, Maths and Topic / Science activity. Activities are designed to consolidate learning that has already taken place, while also allowing children to start to think about learning that will be taking place during the summer term. There are three activities set each day. Activities should be completed in the provided remote learning book. Within your child’s home school communication book, you will find your child’s user and name and passwords for specific online learning resources, which are provided by the school. These recourses can be used to support the learning. Regular Reading, Spelling and Timetables (At least 3 times per week) - You can also hear stories online (read by CRPS Teachers): https://cleveland-road-primary-school.primarysite.media/ https://stories.audible.com/discovery https://www.oliverjeffers.com/books#/abookaday/ Story Online: https://www.youtube.com/channel/UCnBdzaRy-Ky9Vh54XJlFz1Q https://www.storylineonline.net/ https://www.wizardingworld.com/collections/harry-potter-at-home https://www.bbc.co.uk/iplayer/episodes/b00jdlm2/cbeebies-bedtime-stories Free e-Book Library: https://home.oxfordowl.co.uk/reading/ Discover Children’s Story Centre: https://www.youtube.com/channel/UCqmr57NYripaZGyesSByEXA In addition to the daily learning activities, your child should continue to practice their reading, spelling and timetables at least three times per week.

• Year group spelling lists are also available on the school’s website. Your child should continue to learn words that they do not know. Please work through these lists. Advice on different ways to practice spellings is also available.

• Times tables should continue to be learnt. Your child should continue to practice the 2, 5 and 10 times tables. They may use times tables Rock Stars website to assist them with this. The login is the same as the one they use to access Numbots. Please click on ‘Garage’ after logging on to the times tables Rock Stars website

• Your child has been provided with a school reading book; please continue to read this or an appropriate book, which you may have at home, with them. Daily Learning Activities Continue daily reading: https://www.oxfordowl.co.uk/for-home/find-a-book/library-page Don’t forget to take part in this year’s digital Summer Reading Challenge: https://summerreadingchallenge.org.uk/ PE: https://www.thenational.academy/online-classroom/pe#subjects

Day English – You may use the following website to practise your spellings: (live lessons are at 2pm) https://www.youtube.com/channel/UC4lR2hfjjv_9oQMpmSFWiNw Please also visit: https://home.oxfordowl.co.uk/english/primary-spelling/

Maths: Watch the online videos and then complete the Qu’s: https://whiterosemaths.com/homelearning/year-2/ For additional activities, please visit: https://home.oxfordowl.co.uk/maths/primary-maths-age-6-7-year-2/

Topic / Science Learn new languages: https://www.duolingo.com/welcome If you would like to share your learning with school, please send a picture to: newsletter@clevelandroadpri.uk

Mon

Reading: Watch ‘The Power of Words’ advertisement: http://www.youtube.com/watch?v=Hzgzim5m7oU Speaking and listening: Talk to someone at home about it. Here are some questions that might help.

- Can you tell me what happened in the advertisement?

- What does it mean to be blind?

1.Lesson 1: Measure mass in grams: (Summer Term Week 10) https://whiterosemaths.com/homelearning/year-2/

Art: Today, you are going to make your own still life painting. Watch: Make and create: Construct your own still life. National Gallery: https://www.youtube.com/watch?v=Emj4XmIPlZQ&feature=share

- How do blind people figure out what something is like? (They use touch and other senses.)

- If you were blind, how would you know what colours were? How would you know what the colour red looked like?

- How would you read a book if you were blind?

- What are the two messages of the blind man’s sign?

- Why are they different? - How did changing the words, change the way

people responded? Why do you think that happened?

Writing: Write a personal reflection: How do you think the blind man felt in the beginning? Why? How do you think the blind man felt in the end? Why? Think about how you felt watching that? What did this video teach you? Do you think this is an important lesson? Why/Why not? Remember to include these as you write:

Personal pronouns (I, me)

Capitals

Feeling words Sentences that make sense

Different punctuation !? .

Conjunctions

Help with writing: You may want to start your reflection using some of these conjunctions or adverbs:

2. Lesson 2 – Measure mass in kilogram: (Summer Term Wk 10) https://whiterosemaths.com/homelearning/year-2/

Look at the painting, Still Life with Apples and a Pomegranate, by Gustave Coubert:

Gustave Coubert

Still Life with Apples and a Pomegranate

What do you like about the painting? Why? Do you think the fruit in the painting looks real? If yes, how do you think Coubert has achieved that? If not, why not? Now look at the painting below, Still Life with Oranges and Walnuts, by Luis Melendez (below): Do you think the fruit in the painting looks real? If yes, how do you think Melendez has achieved that? If not, why not? What 3-dimensional shapes can be seen in his painting? How has he used perspective? (Why do the objects seem above us?)

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4. Continue to answer questions in Chapter 6 in your MNP WB. 2A or play: https://www.ictgames.com/mobilePage/mostlyPostie/index.html (select kg and half kg)

Luis Melendez Still Life with Oranges and Walnuts Now look at the painting, Still Life with Drinking-Horn of the Saint Sebastian Archers’ Guild, Lobster and Glasses, by Willem Kalf:

Willem Kalf Still Life with Drinking-Horn of the Saint Sebastian Archers’ Guild, Lobster and Glasses Do you think the fruit in the painting looks real? If yes, how do you think Kalf has achieved that? If not, why not? Why are things in this painting considered as being expensive and valuable? How was Kalf able to make the painting look 3-dimensional? Why do people like 3-dimensional paintings? If you could create a still life painting, what would you choose to paint? Look at the objects around your home. With permission from an adult, can you choose and collect some objects to draw for a still life drawing? Enjoy!

Tues Reading: Read the ‘The Black Book of Colours’ by Menena Cottin & Rosana Faria: https://www.youtube.com/watch?v=0sBPeJeSyPw Speaking and listening:

- Using our senses, how does it feel to be blind? - How would you understand and describe

colours if you had never seen them with your eyes?

- How does Thomas understand colours? - How does he describe colours? (uses his

other senses); - How does he know a baby chick is yellow

and that watermelon is red?

Grammar: Red is sour like unripe strawberries and as sweet as watermelon. It hurts when he finds it on his scraped knee. - Find three adjectives in the sentences above. Can you think of a better or sillier adjective to use in the sentence? - Find one simile in the sentences above. Can you think of a better or sillier adjective to use in the sentence to replace some of those words? Writing: Choose 3 of your favourite descriptions and create a new illustration for the book. If you want to change some of the words feel free to do that as well.

1.Lesson 2 – Measure mass in kilogram: (Summer Term Wk 10) https://whiterosemaths.com/homelearning/year-2/

2. Continue to answer questions in Chapter 6 in your MNP WB. 2A or play: https://www.ictgames.com/mobilePage/mostlyPostie/index.html (select answer in step of 100g)

Music: Continue practising your singing: https://www.bbc.co.uk/bitesize/articles/zr4nscw

Open the following link: https://www.bbc.co.uk/teach/ten-pieces/watch-this-do-this-weekly-activities/zjy3382 Scroll down to the bottom of the page to Week seven: Illustration inspired by Stravinsky’s ‘The Firebird’ Watch the first video: Watch Claudia Winkelman as she discovers the magical story that inspired Stravinsky’s soaring music.

Now watch the second video: See how illustrator James Mayhew uses Stravinsky’s dazzling music performed by BBC NOW to inspire him to draw – watch what he does and then create your own fantastic illustration. What illustration will you create? What art materials will you use? *(Please ensure that anything uploaded on the BBC Ten Pieces website is only carried out by an adult.)

Wed Reading: Watch the ‘The Black Book of Colours’ by Menena Cottin & Rosana Faria: https://www.youtube.com/watch?v=0sBPeJeSyPw Speaking and listening: Talk to someone at home about it. Here are some questions that might help:

- Why do you think the title is ‘The Black Book of Colours’? Black is not a colour, right?

- There is no colour on any page; it is just black. Do you think this is a good choice/bad choice? Why?

- How does the writer help you to imagine what yellow might look like? What do they say it is like?

- Do you have to see colourful pictures to imagine what the words mean?

Grammar: Miss Fourie was planning her own description for Thomas to describe green but she made a mistake. Can you find it? (Hint: plural spellings)

1.Lesson 3 – Compare volume (Summer Term Week 10) https://whiterosemaths.com/homelearning/year-2/

Explain your answer:

2.

DT: Recap: How do you label a wheel?

Last week, you designed your own Ferris wheel:

2. What adjectives (Note: adjectives are used to describe a noun) could you add to the nouns? i.e. smelly seaweed, healthy smoothies, etc. 3. What verbs (a doing word) could you add? i.e. rustling leaves, cut grass, etc. Planning: Pick three colours and thought-shower things that are typically this colour. Think about and discuss how each of these things feels, smells, tastes and sounds, using adjectives and comparisons:

Before writing grammar:

1. Write a simile for your colour. For example: Green is like leaves rustling high up a tree.

2. Write a sentence with two adjectives in your sentence. For example:

Green smells like freshly cut grass and feels like squishy moss under my feet.

Explain your answer:

3.

Explain your answer:

Pods Why do the pods need to rotate? What materials would be good to make them? What shape? For example, tubs, yoghurt pots or, small milk or water bottles. How will people riding the wheel stay dry but comfortable? Wheel What properties are needed for your wheel? For example, it needs to be strong, rigid, etc. How will you create the wheel? How will it attach it to the axle and how will the frame support it, in turn? Frame What materials and equipment will you need to be able to build your structure so that it stands freely and can support the axle and the weight of the wheel? Recap: Simple Machines: Wheel and Axle: https://www.teachertube.com/videos/simple-machines-wheel-axle-2229 Let’s Get Rolling! Physics for Kids: https://safeyoutube.net/w/IEoe

Here are different examples of wheels and axles?

3. Write a sentence and then extend it. For example:

Green smells like freshly cut grass that my grandpa mowed in the hot sun. Writing: Write and illustrate your own three pages for the book, using the format and language structure used in the book. Here is an example.

4. Lesson 4 – Milliletres (Summer Term Week 10) https://whiterosemaths.com/homelearning/year-2/

4. Continue to answer questions in Chapter 6 in your MNP WB. 2A or play:

Can you draw and write notes about how you would create a Ferris wheel from recycled materials

https://www.transum.org/Maths/Activity/Reading_Scales/Default.asp?Level=1

Thurs Grammar: Spot and underline the conjunctions in the following sentences:

- It is soft as silk when his mother hugs him and her hair falls in his face.

- Thomas likes all the colours because he can hear them and smell them and touch them and taste them.

- It hurts when he finds it on his scraped knee.

Reading: Watch the ‘The Black Book of Colours’ by Menena Cottin & Rosana Faria https://www.youtube.com/watch?v=0sBPeJeSyPw Speaking and listening:

- In the book Thomas says that black is the king of the colours. What do you think he means by this?

- Can colours have a king? Do you think that black should be the king?

- If a person is not able to see colour, are they blind?

- Do you think that you experience colour the same way as Thomas?

- Does colour really exist? - How would you show a blind person a new

colour? - Do we all see colour the same way?

1.Lesson 5 – Litres (Summer Term Week 10)

2.

History: Recap your learning about The Great Fire of London. Watch: https://www.bbc.co.uk/newsround/37222884

What happened in 1666? Who was king at that time? What were most houses made out of? What kind of clothes were people wearing? What caused the fire? What types of buildings were destroyed? What disease were people suffering from at that time? How many people died? Scroll down, read the facts on the same webpage and then watch the other videos:

Planning for writing:

Create a KWL chart about blindness.

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At what time of the day did the fire start? Why do people think that the fire was good for London? Why are we not sure about how many people died in total? Now watch: https://www.bbc.co.uk/bitesize/topics/z7d7gwx/articles/zhgxcqt

Who was Samuel Pepys? Why do know so much about him? Why were there fewer people in London already at the time of the fire? Why did he stop writing in his diary? Now scroll down and complete the activity below:

Writing: Research and create an information leaflet, poster, presentation or speech to inform your family about blindness. You might want to use: https://kids.kiddle.co/Blindness Questions you must answer:

- What is blindness? - What causes blindness? - Why might life be hard for someone with

blindness? - How do people who are blind read and write? - How can people who are blind be helped?

5.

Can you arrange the cards in order? Now play: http://www.fireoflondon.org.uk/game/

Can you continue to research more facts about The Great Fire of London? Can you present your facts in a poster? For example:

For example, you may wish to start like this:

What is blindness? Blindness is when you cannot see anything although some people are called blind, even though they can see a little bit. Remember to include:

Heading Sub-headings Picture Questions Bullet points Clear sentences Conjunctions Variety of punctuation

Tomorrow, you may wish to write a book review for The Black Book of Colours, focusing on how this book helps you to “see” from someone else’s perspective.

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7. Continue to answer questions in Chapter 6 in your MNP WB. 2A or play: http://www.ictgames.com/mobilePage/capacity/index.html (select litres and half-litres)

You may wish to continue to enjoy musical activities about The Great Fire of London here: https://www.bbc.co.uk/teach/school-radio/history-ks2-the-great-fire-of-london/z4bft39

Fri Book Review:

Did you like it? Why? What did you like about it? Why? What was the best part? Why? Who was your favourite character? Why? Was there someone you did you not like? Why? Would you recommend this book to someone else? Why and who?

Was the book fiction or non-fiction? How did you know? Did you like it? Why? What did you like about it? Why? What was the best part? Why? Was there something you did you not like? Why? Would you recommend this book to someone else? Why and who? Can you invent a character that would have worked well in this book? How would your character fit into the story? Redesign the front cover. What would you put on the front cover? Can you draw a new version?

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Science: Watch the following video about plants: https://www.bbc.co.uk/bitesize/clips/zthxpv4

There are many different types of beautiful plants. Can you research and create a poster of the different types of plants there are?

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5. Continue to answer questions in Chapter 6 in your MNP WB. 2A or play:: https://www.ictgames.com/mobilePage/mostlyPostie/index.html (select answers in steps of 50g and then 10g)

What are the different names? Where are they found? Which ones are your favourite and why?