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Suggested learning activities – Year 2 Week Beginning 29.06.20 Monday Tuesday Wednesday Thursday Friday

PE Joe Wicks https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ Cosmic Kids Yoga https://www.youtube.com/user/CosmicKidsYoga

Reading From a book

of your choice

I know, I wonder, I infer Write one fact you have found

out, one question you are wondering about and one thing

you can infer from the text. Infer - deduce something from evidence and reasoning rather than from being told directly in the writing.

Wonderful words Choose 3 words which are unfamiliar or new to you.

Work out their meaning using clues from the text, then check

with a partner, family member or dictionary.

Sumplify Summarise the text in no more

than 3 sentences.

Summarise - give a brief statement of the main points of the story / book

What happens next? Write the next part of this text. Making sure it makes sense and follows on from what you have

read.

Rate My Reading Read the book aloud to a family

member. Ask them to rate you out of 10 and give you 2 ways to improve

your reading. Read it aloud again using their ideas. Can you do the same to

them?

Maths https://whiterosemaths.com/homelearning/year-2/ Choose your year group, watch the video and complete the activity for Week 10, Day 1

https://whiterosemaths.com/homelearning/year-2/ Choose your year group, watch the video and complete the activity for Week 10, Day 2

hhttps://whiterosemaths.com/homelearning/year-2/ Choose your year group, watch the video and complete the activity for Week 10, Day 3

https://whiterosemaths.com/homelearning/year-2/ Choose your year group, watch the video and complete the activity for Week 10, Day 4

https://whiterosemaths.com/homelearning/year-2/ Choose your year group, watch the video and complete the activity for Week 10, Day 5

English Stories that make us think week. I’ve been reading a lot of books recently and I’ve rediscovered my love of tales that really make me think. I found some amazing animations that have a many different ideas

that made me think what is going on and what is the tale trying to tell me. I’d love to share them with you. Each day, there will be a different animation for you to watch and review using a set of questions. I wonder if you’ll love them as well as I did.

The Switch https://www.youtube.com/watc

h?v=ldSEbzpq5CI

See page 2

Dangle https://vimeo.com/46383515

See Page 3

The Black Hole https://www.youtube.com/watch

?v=P5_Msrdg3Hk

See Pages 4 and 5

For the Birds https://www.youtube.com/watch?

v=nYTrIcn4rjg

See Page 6

The Egyptian Pyramid https://www.youtube.com/watch?v=j6PbonHsqW0

See Pages 7 and 8

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The Switch Discuss what happens in the story. Do they know what the word curious mean? Using this, discuss the idiom 'Curiosity killed the cat.' Why do people say this? How is this related to the animation? From the animation, discuss what they think happened.

1. What do they think has happened before that character found the box? 2. Why are there so many boxes? 3. What does this tell us about other characters? 4. Predict what will happen next. Will it ever end?

Discus in general why is good that living things are curious? Does it benefit them? Always? Should we always allow our curiosity to get the best of us? When is it important to be cautious? Activity Next to a light switch in a room in the house, write a note telling what could happen if they pressed it. It could be as magical as they want (i.e. It teleports you to another world, it makes Skittles come out of the shower, it makes the person who switched it cluck like a chicken until the next person switches it). Will they put exactly what the switch does or keep it a mystery? Take a picture and email the note so we can pick the best one to go up in our classroom.

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Dangle Ask how this animation similar to “The Switch”. What is the idiom that they discussed in the previous days learning? Can they finish the saying, ‘Curiosity……” Ask what their opinion is about the animation. Did they like it? What is it trying to teach us? Talk about how choices that they make can have many different outcomes and relate it to the animation.

1. Ask whether or not they would pull it. 2. Is it dangerous turning the 'light' on and off? 3. What advice would they give to someone who is thinking about pulling it? 4. Would they pull a cord, knowing that something bad might happen somewhere? 5. What if the bad thing happened to someone they didn't know or if it happened to someone that was in prison? Would that matter?

Activity

Create a set of rules to stick to the rope hanging out of the sky. What warnings would they put on it? Use the sentence starter, “If you see a rope hanging from the sky, you should / should not…”

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The Black Hole After watching the video, ask if they think the Black Hole is a tool for good or a tool for evil? Does this link to any of the morals of the other two animations? Yes / no and what? Begin to directly address what happens in the story and ask what choices they would make.

1. What they would use the black hole for. 2. Can it only be used for 'bad' things? 3. Could it be used for good? 4. If this was produced in the school photocopier room would it be best to keep it or destroy it? 5. Can we justify keeping such a powerful invention?

Activity Draw a picture showing what happens in the next part of the story. Who finds the man in the safe? Does he get away with it? Use “Thought Bubbles” to explain what each character is thinking.

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For the Birds. Show children the film. What do they think the video tells us? Does it have a message? Discuss the differences between the birds and how they treat each other.

1. Who are the mean ones? 2. Why are they mean? 3. Are any of the small birds worse then others? 4. Is there a moral to the story? 5. Could we give it a new title?

If they were to change the ending, how would they change it and why? Activity Using the attached story board, draw extra scenes to give an alternative ending to the animation.

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The Egyptian Pyramids Ask how this animation similar to the other animations we’ve looked at this week? Ask what their opinion is about the animation. Did they like it? What is it trying to teach us? Thinking from the point of view of the camel, what do they think it is thinking?

1. Is the camel bored, excited, intrigued, irritated? How is it feeling and why? 2. Has it seen this before or is this a new event? 3. Why did it swallow the artefact? 4. How do you think it felt when the archaeologist came back? Did it want that? 5. Do you think the camel stayed at the archaeological dig site or left straight away? Why / why not?

Thinking about the artefact and what it could do, write an explanation of what the other buttons do to the pyramids. They can be as incredible or silly as you like. Try using some of the sentence starters below.

• When you press the… • Immediately after pressing… • If you hold down the ______ button… • By pressing gently, the _____ button will… • After you press the ________ button…

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Holding the power of the Pyramid in your hand. What do the other “buttons” do to the pyramids? Using labels, explain the different functions and the effects that they have on the pyramids when pressed.

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