Friday 11th September 2026

 

St George Spelling Correction

Task: Read the sentences about St George and the dragon. Find and correct the spelling mistakes using mark up.

1. Saint George was a brave nite who travelled to a faraway kingdum.
2. The people were frightend of a fierce dragon.
3. The dragon lived near a villige and caused great dangur.
4. George showed great corage when he faced the dragon.
5. The princess was very gratefull when George saved her.
6. The people celebrated their victory and remembered George's bravery.

Challenge: Write a sentence using the words courage, knight and kingdom.

Friday 11th September 2026

LC: to predict what might happen from information stated or implied.

 Grammar Warm Up

LC:  to know how to build noun phrases 

 

 

This is a noun tower.

It helps us  to build effective noun phrases.

 

The crumbling old castle hidden behind the trees.

You start with the noun
 

Then add a determiner (which exact noun)

Then add the adjectives (describing words)

Then add the prepositional phrase (where is it?)

 

Use the noun tower to build an effective noun phrase using the noun....

 Prince

 

Let's read the next part of the story and see if your

predictions were correct.

 Adapted: 

Using colourful semantics and the story write the story of Gelert.

 

RIC

R - Who was standing behind Mrs Sanders when she came back into the classroom?

I - How might the new boy feel? Find evidence in the text.

C - Can you find a noun phrase?

 

Main

Friday 11th September 2026

LC: To use active reading strategies to develop understanding of texts.

As they read, good readers make predictions, ask questions (and watch out for answers) ..and sometimes think… “I wonder if…” 

 

As they were reading the text below, lots of thoughts were going through their heads...

 

Let's read the below text and make some predictions:

The wind howled as Maya pulled her coat tighter around her shoulders. She glanced at the dark clouds rolling across the sky and quickened her steps toward the old library. Everyone in town said the library was haunted, but Maya didn’t believe in ghosts. Still, when she reached the tall wooden doors, she paused. A faint flickering light glowed through the cracks, as though someone—or something—was moving inside.

Maya pushed the door open slowly. The hinges creaked, and the smell of old paper filled the air. “Hello?” she called, her voice echoing down the long corridor. There was no reply, but the light bobbed further into the shadows, drawing her deeper into the building.

Questions

What do you think Maya might discover in the library?

Who—or what—do you think made the flickering light?

How do you think Maya will feel as she follows the light further inside?

What could happen next if the library really is haunted?

Do you think Maya will leave the library quickly, or stay to find out more? Why?

 

Activity

Read the below text and answer the questions in your books.

Ethan crouched low in the long grass, holding his breath. Just beyond the fence stood a strange wooden crate, half-buried in the mud. It hadn’t been there the day before. He glanced around the empty field—no farmers, no animals, just silence.

Carefully, he crept closer. The crate was marked with bold black letters he didn’t recognise, and the lid rattled as though something inside had moved. Ethan froze. Should he run back to the village and tell someone, or should he lift the lid and find out for himself?

Questions

What do you think is inside the crate?

I predict... is inside the crate.

Why do you think the crate suddenly appeared in the field?

I think the crate suddenly appeared in field because...

What choice do you think Ethan will make next—run away or open the crate? Why?

I predict Ethan will...

Do you think the crate holds something dangerous, exciting, or surprising? Explain your prediction.

I think the crate holds... because...

Adapted: 

LC: Listening to and discuss stories at a level beyond that at which they can read independently.

11.09.26

LC: To be able to compare numbers to 1 000 000 using place value.

Adapted

LC: Counting 100. 

 

LC: To know what gravity is and its impact on our lives.

Key Question:
How can we plan a fair test to investigate the effects of gravity?

What is Gravity?

What do you already know about gravity?

Think – Pair – Share

• What is gravity?
• What does gravity do?
• What would happen if we did not have gravity?

Let's Watch

Watch the video about gravity.

 

Gravity

While you are watching, think about:

What is gravity and what does it do?

After watching, be ready to share one thing you have learnt.

 

What is Gravity?

Gravity is a force that pulls objects towards the Earth.

Gravity:

• keeps us on the ground
• makes objects fall towards Earth
• affects everything that has mass

Can you think of an example of gravity in your everyday life?

 

Let's Investigate

Which object will hit the ground first?

A pencil  or a rubber?

Make your prediction.

Why do you think this?

What force will pull both objects towards the ground?

What Forces Can You See?

Look carefully at the picture

Discuss with your partner:

• What forces can you identify?
• Which direction is the force acting?
• Where should the force arrow point?

Draw an arrow to show the direction of the force.

Label the force.

Check Your Understanding

Which direction does Earth's gravity pull objects?

1. ⬆️ Away from Earth
   B. ➡️ Sideways
   C. ⬇️ Towards Earth

Challenge:
If you throw a ball into the air, does gravity stop acting on it?

Explain your answer.

 

Our Investigation

How can we investigate gravity?

Investigation Question:

How does the height we drop a ball from affect the time it takes to reach the ground?

We are going to plan and carry out a fair test.

 

Make a Prediction

What do you think will happen?

Complete the sentence:

I predict that when the drop height increases, the ball will __________ because __________.

Remember: A good scientific prediction explains what you think will happen and why.

What is a Fair Test?

For our investigation, we need to think about:

CHANGE
What will we change?

MEASURE
What will we measure?

KEEP THE SAME
What must stay the same?

Discuss your ideas with your partner.

 

Check Your Plan

Change:
The height the ball is dropped from.

Measure:
The time the ball takes to reach the floor.

Keep the same:

• the ball
• the way we drop it
• the person dropping it

Why is it important to keep these things the same?

 

Our Drop Heights

We will drop the ball from:

50 cm

100 cm

150 cm

We will test each height 3 times.

Why do scientists repeat their tests?

Method

What will we do?

1. Measure the correct height.
2. Hold the ball at that height.
3. Drop the ball without pushing it.
4. Time how long it takes to reach the floor.
5. Record the result.
6. Repeat each height three times.

Adapted:

 

 

 Think, Pair, Share: Belonging

Think: Imagine a new child joins our class. How might they feel on their first day?

Pair: Tell your partner one thing you could do to help the new child feel welcome.

Share: Share your idea with the class. Can we choose three ways to make sure everyone feels they belong?

Key message: Belonging means feeling accepted, included and part of a group.