CHESTNUTS PRIMARY SCHOOL

Year 2

Click Here for Maths Resources

Blended learning timetable

Year: 2

Week beginning: 19/10/20

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading/phonics

Retrieve:

Text on Google Classroom for Groups.

FICTION

 

Retrieve:

Text on Google Classroom for Groups.

FICTION

Sequence:

Text on Google Classroom for Groups.

FICTION

RE – Day

Buddhism

 

The Festival of Losar.

 

Good luck charms used in Buddhism and other religions- children to discuss if they believe in good luck and bad luck.

 

Tibetan Prayer Flags-  Children to make their very own flags and write their own important messages for the world, flags to be put on display to share their important messages with world.

 

To explore some Tibetan Cham dancing – can you make your own Cham dance up.

Mixed Skills

Text on Google Classroom for Groups.

NON -FICTION

Writing

To perform a poem.

 

Starter: Onomatopoeia in poetry ppt.

 

Children to generate onomatopoeic words.

(Onomatopoeia is a word that names a sound, but also sounds like that sound. For example: boom, honk, pop, crack, cuckoo, crack, splat, tweet, zoom, sizzle, whizz, buzz, hiss, rip)

 

 

Main task: Children to choose a poem and perform it, with expression and intonation.

 

Children to watch Michael Rosen perform ‘Chocolate Cake.’

 

https://www.youtube.com/watch?v=7BxQLITdOOc

 

Key Questions:  What can you see Michael Rosen do when he performs a poem? What makes his performance enjoyable to watch? What does he include to make his performance more interesting? (voices, gestures, expressions, tone of voice)

 

Watch his tips about performing poetry.

 

https://www.youtube.com/watch?v=RvV23xoZRkI

 

Children to perform a poem of their choice.

To know that different poems have different features.

 

Show children various poems and got through the different features.

Ask children to help you identify different features

Chn to choose a poem and to highlight and identify different features. For example – repetition, alliteration, onamatapia, shape poems, rhyme, verses.

To plan an alliterative poem.

 

What features of a poem can you recall?

 

Recap what is alliteration.

 

Look at various

alliterative poems. Chn in talk partners to

identify the key

features they can see

– alliteration,

repetition,

onomatopoeic words.

 

Chn to work with their partner and write alliterative

phrases (using their senses) around their island

picture.

 

 

 

To write an alliterative poem.

 

Recap features of an alliterative poem.

As a class share write an alliterative poem about an island.

Chn will use their

senses to write an alliterative poem called

“On My Island…”

Encourage chn to describe what they can see, hear, smell, taste, touch.

Chn to independently use the key features and

poetry plan to write an alliterative poem about an island.

Maths

Adding a 2-digit number and a 1-digit-number (1)

 

 

Adding a 2-digit number and a 1-digit-number (1)

 

Adding a 2-digit number and a 1-digit-number (2)

 

Adding a 2-digit number and a 1-digit-number (2)

Subtracting a 1-digit number from a 2-digit number (1)

 

 

White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/

Topic/other activities

Computing: - Who is in your online community.

 

Children to compare and contrast how they are connected to different people and places, in person and on the internet.

Computing:

How to STOP the meaness online.

Children to understand what online meanness can look like and how it can make people feel

Children to identify ways to respond to mean words online, using S-T-O-P.

Computing:

Let’s give credit

 

Explain to children how giving credit is a sign of respect for people's work and to learn how to give credit in their schoolwork for content they use from the internet.

PSHE: Listen to the story

‘I’ll do it – Taking responsibilities’ - https://www.youtube.com/watch?v=YpJKWcI6CL8

 

Discuss what are their responsibilities and to make a list of all their responsibilities, writing them in order of importance. 

PSHE: Listen to the story – Don’t feed the Coos - https://www.youtube.com/watch?v=u1qByAGdzZI

 

Discuss with children what are rewards and consequences. Have you ever received a reward/consequence for anything that you have done? Have you ever had a consequence/reward at school?

 

------------------------------------------------------------------------------------------------------

Blended learning timetable

Year: 2

Week beginning: 12/10/20

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading/phonics

Predict:

Text on Google Classroom for Groups.

FICTION

 

Predict:

Text on Google Classroom for Groups.

FICTION

Explain:

Text on Google Classroom for Groups.

FICTION

Explain:

Text on Google Classroom for Groups.

NON-FICTION

Mixed Skills

Text on Google Classroom for Groups.

NON -FICTION

Writing

To plan a story and create a story map.

 

Children to plan a story (inspired by the innovated story they have created in the previous week’s learning) and create a story map.

 

Children to plan the beginning, middle and end of the story (including the problem the main character faces and its resolution).

 

Children to add connectives, adjectives and expanded noun phrases (about characters and setting) to the story map.

 

HOT WRITE: To write a story.

 

Children to write a story, including new characters and setting.

 

Children to write a beginning, middle and ending of their story.

 

Children to include adjectives, expanded noun phrases and similes to describe the characters and setting for their story.

 

Children to re-read story and edit to check for capital letters and full-stops and use of descriptive vocabulary.

 

COLD WRITE: To write a poem.

 

Children to write a poem about being on a tropical island.

 

“On My Island…”

 

Children to use their senses to write what they could see, hear smell, taste or touch.

 

Children to include animals, scenery, food etc.

To explore a range of poetry.

 

Starter: Children to generate rhyming strings (e.g. cat, bat, mat)

 

Main task: Children to discuss and identify what a poem is. Discuss what they know about poems previously.

 

Children watch video and discuss what genre it might be.

 

https://www.youtube.com/watch?v=p2OOYL5Rkqg&safe=active

 

Watch Benjamin Zephaniah ‘Clever Trevor.’

 

https://www.bbc.co.uk/bitesize/clips/zcftsbk

 

Key Questions: What kind of text did we just listen to? Was it a story, an information text, a report, a poem or a newspaper article? What special features do you notice? (It’s written in shorter sentences, it rhymes, it uses interesting vocabulary).

 

Introduce the poems to children. Discuss that we will be looking at poems in more detail, as there are many different kinds of poems.

 

Children to explore a range of different poems (shape, acrostic, rhyming, free verse) and discuss some of their features (rhyming, repetition, alliteration, onomatopoeia).

 

To perform a poem.

 

Starter: Onomatopoeia in poetry ppt.

 

Children to generate onomatopoeic words.

(Onomatopoeia is a word that names a sound, but also sounds like that sound. For example: boom, honk, pop, crack, cuckoo, crack, splat, tweet, zoom, sizzle, whizz, buzz, hiss, rip)

 

 

Main task: Children to choose a poem and perform it, with expression and intonation.

 

Children to watch Michael Rosen perform ‘Chocolate Cake.’

 

https://www.youtube.com/watch?v=7BxQLITdOOc

 

Key Questions:  What can you see Michael Rosen do when he performs a poem? What makes his performance enjoyable to watch? What does he include to make his performance more interesting? (voices, gestures, expressions, tone of voice)

 

Watch his tips about performing poetry.

 

https://www.youtube.com/watch?v=RvV23xoZRkI

 

Children to perform a poem of their choice.

Maths

End of Unit Check.

 

 

Adding a 2-digit number and a 1-digit-number (1)

 

Adding a 2-digit number and a 1-digit-number (2)

 

Subtracting a 1-digit number from a 2-digit number (1)

 

Subtracting a 1-digit number from a 2-digit number (2)

 

 

White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/

Topic/other activities

Computing: Learn that the information they share online leaves a digital footprint or "trail" and

explore what information is suitable or appropriate to be shared online.

Go through Slideshow – Digital Trails.

 

Children to complete sheet –

 

Draw a picture of something that is suitable to share about yourself on the internet and write one thing that is not suitable to share on the internet.

Explain why.

Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene.

 

Recap the benefits of undertaking exercise.

Mind map these benefits.

 

Include

physical activities such as running, walking, jumping, dancing.

 

Make a poster or leaflet promoting the benefits of exercise for school children. Include suggestions of sports that others might enjoy playing and what equipment they might need.

 

Art: Press objects into a malleable material to make textures, patterns and imprints.

 

Inspire children’s’ ideas with various images and garden ornaments.

Roll clay balls of different sizes, then add interest by pressing objects into the clay's surface, thinking about creating patterns and textures that would be intriguing and interesting for the viewer. Once dried, select and use brightly coloured glazes to decorate. Create an indoor or outdoor installation of their decorative balls.

 

Practical  resources:

 

Clay/salt dough

Brightly coloured glazes

Images or works of art or garden ornaments.

Science/Computing:

Children to use media equipment e.g camera, phone, tablet to create a short advert about the benefits of exercise for school aged children.

Science: End of unit assessment. – Animals Including Humans Quiz.

 

Assessment on Google classroom.

 

------------------------------------------------------------------------------------------------------

Blended learning timetable

Year: 2

Week beginning: 5/10/20

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading/phonics

To identify the meaning of specific vocabulary within a non-fiction text .about foxes

To identify the meaning of specific vocabulary within a non-fiction text about pirates.

To infer information from a picture.

To infer information from a non-fiction text about pirates.

To answer mixed VIPERS question based on a non – fiction text about Velociraptors.

Writing

To identify the meaning of specific vocabulary within a non-fiction text.

 

Children to be given a list of simple sentences. The children need to add a connective and a simple clause.

Children to write the beginning part of the story, using their story plan.

 

To write the middle of a story.

 

Show

Sentences. Children to identify errors and highlight (using colours) adjectives, conjunctions and expanded noun phrases.

 

Children to use word banks and their plan to write the middle paragraphs of their story.

 

 

To write the ending of a story.

 

Identifying adjectives in various sentences.

 

Children to use word banks and their plan to write the ending paragraphs of their story.

 

To edit their work using a checklist to ensure that they have included all the relevant features.

To write a final draft of my story.

 

Children use their edited version of their story to write a final draft.

 

Maths

Adding and

subtracting 1’s

 

In this lesson children will need to identify the number of tens and ones in a number, and to add and subtract an additional number of ones without exchange and notice that only the digit in the ones column changes. Children will need to verbalise the changes that occur and use known number bonds to calculate the answer, rather than counting on or back in ones.

Finding 10 more and 10 less.

 

In this lesson children will need to mentally add or subtract 10 to or from a 2-digit number (staying within 100) and be able to identify that only the digit in the tens column changes during this process. Children will need to show this visually on a variety of different representations and explain what each shows.

Adding and subtracting 10’s.

 

In this lesson children will need to make links to previous learning and identify that only the digit in the tens column changes when they add or subtract a multiple of 10. Children will need to recognise that the method they use and visualise is similar to the method for adding ones to a 2-digit number.

 

Adding a 2-digit number and a 1-digit number (1).

 

In this lesson children will need make links to previous lessons and concepts and recognise that 10 ones is the same as one ten. Children will need to understand how this is represented when writing numbers in digits and when using resources to make different numbers.

Subtracting a 1-digit number from a 2-digit number (2).

 

In this lesson children will need to subtract ones from a 2-digit number, making links to previous learning and applying number bonds to bridge 10. Children will need to choose the appropriate way to partition the 1-digit number.

 

 

White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/

Topic/other activities

Science:

To notice that animals, including humans, have offspring which grow into adults, by describing the changes to animals as they grow.

 

Introduce the children to a range of baby mammals, birds, amphibians and reptiles, asking the children to identify them where they can.

 

Children to draw an animal of their choice as a baby and as an adult, and writing a description of how the animal grows.

Science:

To notice that animals, including humans, have offspring which grow into adults, by learning about how humans grow and change.

 

Children to discuss some of the ways that they have changed as they have grown. Ask children to identify and name the different stages of a human timeline.

 

 

 

Science:

To find out about and describe the basic needs of animals, including humans, for survival (water, food and air), by identifying the ways that different animals meet their basic needs.

 

Children to consider what they would need to take with them on a journey to outer space. Ask children to choose three things that they would like to take. Discuss the items the children have chosen, asking them to consider if these are things that they would like or things that they really need to survive. Explain that there are only three things that humans and all animals need to stay alive.

 

Children to identify what do different animals need (mammals, reptiles, amphibians, birds and fish).

ICT:

E-safety

 

Children to understand that being a good digital citizen means being safe and responsible online.

Children to explore the amazing possibilities that come with using technology. Technology use isn't always a distraction, but there are definitely times when it's best to keep devices away. Help students learn when it's appropriate to use technology and when it's not -- and practice making family rules for device-free time at home.

 

Children will be thinking about their responsibilities when online such as:

Why is it important to ask for permission before going online?

Why is it a good idea to set a time limit when using technology?

Why shouldn't you share your username or password with other people?

Why should you only talk to people you know online?

There are times when it hurts other people's feelings if you are distracted and not paying attention to

them.

There are quiet times, like when we are going to sleep, when devices should be put away.

ICT:

E-Safety

 

Staying safe online is a lot like staying safe in the real world. By helping a Digital Citizen sign up for a new app, students learn

about the kinds of information they should keep to themselves when they use the internet -- just as they would with a stranger in person.

 

Children to understand that when online they do not share any of their personal information with anyone.

 

------------------------------------------------------------------------------------------------------

Blended learning timetable

Year: 2

Week beginning: 28/09/20

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading/phonics

To retrieve information from images and answer questions.

 

To retrieve information from a fiction text (The Tunnel by Anthony Browne pp. 9-16) and answer questions.

To look at images and answer questions about the sequence of events.

To sequence the events of a story (The Tunnel) in chronological order.

The Tunnel comprehension.

To answer a range of VIPERS.

Writing

To create a new setting for a story.

 

Children to generate adjectives, expanded noun phrases and similes to describe settings suitable for their new characters.

 

Children use their senses to describe what they can see, hear, smell or touch in a jungle setting.

 

To use descriptive vocabulary to write a setting description.

 

Children to use adjectives, expanded noun phrases and similes to describe the setting for their story.

Children to use prepositions (under, over, beneath, etc.) and their senses to describe the setting.

 

To plan a story and create a story map.

 

Children to plan a story (inspired by Why Anansi Has Eight Legs) and create a story map.

To write the beginning of the story.

 

Children to write the beginning of their innovated story. Children to use their story map to write sentences (using adjectives and expanded noun phrases) to introduce and describe their character and his/her actions and personality.

To complete a chrome book quiz on ‘The Tortoise and the Hare.’

Maths

Related facts – addition and subtraction.

 

In this lesson, children will focus on bonds within 20, using the part-whole diagram to help them see these visually. The focus is not on addition and subtraction, but on recording known facts in different ways within addition and subtraction calculations.

 

Children can write down fact families from a part-whole model and identify what each number within a calculation represents.

 

 

Using number facts to check calculations.

 

In this lesson, children build on what they learned in the previous lesson to determine whether number sentences are correct or incorrect.

Children understand that they can do a subtraction calculation to check addition and vice versa.

 

Provide children with completed fact families relevant to the questions. Children can then use these to find and check answers, rather than counting on or back in ones using their fingers.

 

 

Comparing number sentences.

 

In this lesson, children make links between numbers in sets of number sentences and compare addition and subtraction facts within 20.

Provide children with a visual showing the < and > signs and the terms ‘less than’ and ‘greater than’. Encourage children to represent numbers using different coloured counters to help them see which numbers appear on both sides of the number sentences and therefore which numbers they need to compare.

 

Finding related facts.

 

In this lesson, children use known facts to determine other facts.

 

Ask children to make the numbers using concrete manipulatives alongside the abstract calculations. They should explain the parts that they have made and describe how the known fact relates to the unknown fact (for example, 2 ones + 3 ones = 5 ones so 2 tens + 3 tens = 5 tens).

 

Making number bonds to 100.

 

In this lesson, children make number bonds to 100 using a 100 square to help them visualise.

 

Give children a list of number bonds to 10 and multiples of 10 that make 100. This will encourage them to use these known facts rather than simply counting the number of squares to 100 each time.

 

 

White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/

Topic/other activities

D&T: Use a range of mechanisms (levers, sliders, wheels and axles) in models or products.

Make a balloon-powered car to race. Use recycled household materials, such as drinks cartons or bottles, to form the chassis, drinking straws for the axles and bobbins for the wheels. Attach a balloon by pushing it through a hole in the chassis. Inflate just before the race. As the balloon deflates the air provides the power to propel it along.

Practical resources:

Recycled household materials

Plastic or cardboard drinks containers

Drinking straws

Bobbins

Balloons

Dowels

Elastic bands

Sticky tape

 

2-wheel balloon car:

https://pbskids.org/designsquad/build/2-wheel-balloon-car/ 

Balloon powered car:

https://www.youtube.com/watch?v=zcHLdCI3Ygw

Science: Use simple equipment to measure and make observations.

Measure how far they can throw or roll a ball in metres and centimetres. Practise using rulers, tape measures and trundle wheels accurately.

Different types of ball games:

https://funandgames.org/?s=ball+and+catch+games

Chn to explain their findings.

Note: Children could throw or roll different types of balls to compare distances travelled. Encourage children to think about their throwing or rolling technique. Can they work together to find the best technique, or modify the one they are currently using to get their ball to travel further?

Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene.

 

Investigate how their bodies are affected by exercise, comparing how their bodies feel before and after.

 

10 min shake up exercises:

https://www.nhs.uk/10-minute-shake-up/shake-ups#wUDozCtihAbWDgBQ.97

 

Take pictures of themselves doing a range of physical activities such as running, walking, jumping, dancing. Group the activities according to how strenuous the exercise was, such as high, low or moderate.

Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene.

Take part in a relaxation session and monitor how their breathing feels or changes. How many breaths are they taking per minute? Learn how to measure their pulse using two fingers on their wrist or neck. How many beats in fifteen seconds? Multiply this by four to work out beats per minute.

Chn to record their findings.

Finish of previous lesson and create a whole class installation using models.

 

------------------------------------------------------------------------------------------------------

Blended learning timetable

Year: 2

Week beginning: 21/09/20

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading/phonics

To make predictions from a Fiction text.

To make predictions from a Fiction text.

To explain your thoughts and opinions about a text.

To explain your thoughts and opinions about a text.

‘The Town Mouse and Country Mouse’ comprehension.

To answer a range of VIPERS.

Writing

To write a familiar story.

To write a familiar story. (continued)

To describe a character.

To create a character.

To use descriptive vocabulary to describe a new character.

Maths

To count in 2’s, 5’s and 10’s.

Counting in 3s.

End of unit check.

Related facts – addition and subtraction

Using number facts to check calculations

 

White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/

Topic/other activities

Science experiment- Which material is the bounciest?

Art: To create giant artworks using soft sponge balls dipped in paint. Explore what happens when the paint covered balls are dropped, bounced and rolled across a paper surface.

Science: To carry out a science investigation (fair test) - plan and carry out their own science investigations using balls.

Art: To create a class installation - Inspire children’s creative thinking by looking at images of art installations such as Michael Kalish’s portrait of Muhammad Ali using punch bags or Pinball Wizz by Pierre Diamantopoulo. Design your own ball decorate it using different materials.

Finish of previous lesson and create a whole class installation using models.