Friday 26th June
LC: To discuss and record ideas for planning.
Yesterday, we completed the plans for our first four verses.
Today, we will do the remainder of the plan.
We will first begin with Verse 5. Let's take a look back at what's happening in the poem for Verse 5 and take some ideas:
The spider turned him round about, and went into his den,
For well he knew the silly fly would soon be back again:
So he wove a subtle web, in a little corner sly,
And set his table ready to dine upon the fly.
Then he came out to his door again, and merrily did sing,
"Come hither, hither, pretty fly, with the pearl and silver wing:
Your robes are green and purple; there's a crest upon your head;
Your eyes are like the diamond bright, but mine are dull as lead.
Take a look at the words highlighted in pink. You might want to change these words.
Write down your new ideas into your plan in the first box only.
Verse 6:
Alas, alas! How very soon this silly little fly,
Hearing his wily flattering words, came slowly flitting by.
With buzzing wings she hung aloft, then near and nearer drew,
Thinking only of her crested head - POOR FOOLISH THING! At last,
Up jumped the cunning spider, and fiercely held her fast.
He dragged her up his winding stair, into his dismal den,
Within his little parlour; but she ne'er came out again.
Select the words that you would like to change and add them in to the next box on your planning sheet.
Verse 7:
And now, dear little children, who may this story read,
To idle, silly, flattering words, I pray you ne'er give heed;
Unto an evil counsellor close heart, and ear, and eye,
And take a lesson from this tale of the Spider and the Fly.
Select the words that you would like to change and add them to your final box.
26.06.26
LC: To be able to measure the perimeter of 2D shapes.
RIC
The snow was deeper now and Ivan’s feet sank far beneath the surface with every step. He began to feel tired and to wonder if he would ever see his home again. He was thinking longingly about his chair by the big, hot stove, when there came a sound that felt like an icicle in his heart. It was the long, thin cry a hungry wolf makes when it scents its prey. The cry was answered by another, and soon the pinewood echoed with the howls of the hunting pack.
R - Where is Ivan?
I - Why is Ivan missing home?
C- Why has the author used the word icicle to describe the sound that came?
LC: To infer characters thoughts from their actions.
Previously in Reading, we have learnt about inferring characters feelings from their actions. Can anybody remember what inference means?
Inferring is a bit like being a detective. You have to find the clues to work out the hidden information.
Today, we are focusing on characters thoughts from their actions.
We are not looking at feelings.
For example:
Let's take a look at some scenarios together:
The police are investigating a bank robbery. I walk past them and hundreds of bank notes fall from my bag. They ask me where the money has come from. What am I thinking?
I will be thinking...
Now, let's take a look at a short clip together...
We will only watch it up to 1 minute.
/i/video/Itrat_Ali/Summer_2/Reading/Week_4/Wednesday/Catch_It_-_ESMA_2015.mp4
Now, let's collectively think, what the meerkats are thinking...
I think the meerkats are thinking...
because...
Now continue watching the clip to 1.34 seconds.
Speak to your talk partners and discuss what you think the Vulture is thinking.
Let's create a sentence together:
I think the vulture is thinking...
because...
Now continue watching the clip to 1:45 seconds.
On your white boards write down what you think the meerkats are now thinking.
I think the meerkats are now thinking that...
because...
Watch the remainder of the clip.
Independent
You are now going to watch a short clip called The Light House.
Your teacher will play it for you up to 0.45 seconds.
/i/video/Itrat_Ali/Summer_2/Reading/Week_4/Wednesday/Lighthouse__Animation_.mp4
What do you think the old man is thinking?
I think that the old man is thinking....
I know this because...
Your teacher will now continue the clip up to 1.05 seconds.
Now what do you think the old man is thinking?
I think that the old man is thinking...
because...
Now enjoy the rest of the clip!
Friday 26th June 2026
LC: To explain the danger of direct sunlight and describe how to keep protected.
When you are out in the sun for a long period of time, how do you start feeling? Discuss with your talk partners.
Can you usually see any changes on your skin?
Today, we are going to learn about the dangers of direct sunlight and how we can keep protected.
Your teacher will play you the video:
There are many keywords that we need to focus on. Watch the video again and see if you can hear some of these keywords:
- Ultra violet Radiation - UV
Where does it come from?
- Risk
Are we at risk when UV levels are high or low?
- Sunburn
What happens to our skin?
You are now going to create a poster on sketch book about the dangers of UV.
The title of your poster will be: Safe in the Sun.
- You have to include the three main keywords highlighted in yellow above.
- You have to explain ways that you could protect yourself from the sun.
Here is an example of a poster:
