Thursday 13th November 2025
Grammar Warm Up
LC: to recognise when simile starters are accurate and effective
LC: to justify responses to the text using PE prompt and evidence from the text
Look at the character of Mr Irons.
What do we learn about him from chapter 7?
page 64/65
Mr Irons is one of the upper school teachers and is famous for being one of the strictest teachers in school and for never, ever smiling. He has a long face, a long nose, longs lips and a large brown bristly moustache that he carries a tiny comb for in the front pocket of his jacket. Everyone knows about the comb because when he thinks no on is looking he takes it out and combs his moustache with it in short, straight lines. And when he gets very angry, you can hear his nose whistling. If that happens, then you know you're going to get at least one detentions or be given a hundred lines to write.
I think Mr Irons is ......strict and serious with children
because it says in the text, '...is famous for being one of the strictest teachers in school and for never, ever smiling.'
Page 65
He's also the worst teacher you can have on break-duty because he hates noises - especially happy noises. Whenever he's in the playground, he walks around telling everyone off for laughing too loudly or for making fun sounds. Last year he made first-year boy who was playing 'tag' cry by telling him that only pigs squeal, and since the boy was squealing, he must come from a large family of pigs and should spend the rest of the break inside. And another time, Mrs Irons gave everyone cheering for Handstand Hannah a hundred lines to write for being so loud - even though she was about to beat the world record for the Longest Handstand in History!
I think this part shows Mr Irons is ...
because it says in the text '...
Page 66
'Please, Sir! Brendan's lying,' I cried out, running up behind the new boy.
'Yeah,' added Michael.
'And he's new,' I added. 'And he doesn't spea-'
'When I WANT your opinion, I'll ask for it! But until then, DON'T interrupt me again!' shouted Mr Irons. I felt my whole face go red and my tongue swell up in my mouth. I could see Brendan the Bully smirking again but this time at me.
This part of the text shows me that Mr Irons ...
because it says in the text '...
What happens in this chapter?
Take turns with your talk partner to discuss the statements below using the ABC prompts.
Statements
Ahmet was wrong to get into a fight.
Brendan deserved everything he got.
The narrator could have stopped the fight from happening.
Mrs Sanderson was not sympathetic to Ahmet.
Brendan the bully came out of this chapter the winner.
13/11/25
LC: To be able to divide 3-digit and 4-digit numbers by a single-digit number
Reading 1
LC: Infer characters' feelings, thoughts, and motives from their actions and justify inferences with evidence.
Inference means using clues from the text + what you already know to figure out something that isn’t directly said.
Look for clues in the text“Sam slammed the door and threw his bag on the floor.”
You can infer Sam is angry or upset, even though the text doesn’t say “Sam was angry.”
Pay attention to:
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What the character does (actions)
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What the character says (dialogue)
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How they say it (tone or punctuation)
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Their body language or facial expressions
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What other characters say about them
As we already know, this week is anti-bullying week. Bullying can make people feel and think differently.
We are going to read The Colour Monster Doctor book and infer character' feelings, thoughts and motives from their actions.
Let's take a look at the front cover and infer what the story might be about.
Talk Partners
Why do you think that the doctor is carrying an emotions toolkit rather than a first aid kit?
What might be inside the emotions toolkit that is different to a first aid kit?
Activity
Answer the below questions in your reading journals.
How is Nuna feeling?
Nuna is feeling...because...
Why is Nuna feeling this way?
Have you ever said yes to something that you do not want to do? How has it made you feel?
Can yoinferu infer what might be inside the doctors emotions toolkit?
Can you infer how the doctor might treat Nuna?
Reading 2
LC: Predict what might happen from information stated and implied.
In the previous reading lesson we inferred character' feelings, thoughts and motives from their actions. We are now going to read more of the story and make predictions!
Why did Nuna come to see the colour monster doctor?
Let's continue reading the story to the point where the doctor gives Nuna clay to squeeze.
Activity
Can you predict why the doctor has given Nuna clay to squeeze?
Can you predict any other activities that the doctor might ask Nuna to do to make her feel better?
Let's read the rest of the story.
Talk Partners
What would you add to your emotions toolkit?
LC: to identify the features and function of a glider and to use research to develop a design fit for purpose
1. What is a glider?
A glider is an aircraft that does not have
a. wings
b. a motor
2. Label the glider below with these words:
- fuselage (the body of the glider)
- wings
- tail
3. Complete the missing words:
As a glider’s speed a) i _ _ _ _ _ _ _ _, air flows over its
b) w _ _ _ _ at a faster and c) f _ _ _ _ _ rate. This produces an upward d) f _ _ _ _ , called lift, on the wings. When this force becomes greater than the downward force of e) g _ _ _ _ _ _ , the glider can stay up in the f) a _ _ .
4.
What flows over the wings of the glider? _________________
What does this fast air produce? __________________
What is this upward force called? _____________________
Which force has to be greater to help the glider stay up in the air? Gravity or lift?
Activity
Make your own paper areoplane and see if it flies!