Cardinal Virtues Debate

In Jeremiah Class, we debated the question ‘Who demonstrated the Cardinal Virtues in their life more – John Southworth or The Good Samaritan?’ Both showed all the Cardinal Virtues (justice, prudence, restraint and courage) though their actions but who came out on top?

Jumping for Joy!

We have been looking at statistics in Numeracy this week and today we collected some of our own data. We recorded how many jumps our partner could do in 1 minute, recording the number of jumps at 10 second intervals. After, we created our own line graph to show our data. Here’s a look:

Conscience Alley

Today, Jeremiah looked at the story of ‘The Good Samaritan’ in RE. We retold the story and performed a ‘conscience alley’ for the people in the story. One side of the alley gave their reasons for why the Priest, Levite and the Samaritan should stop and the other side gave reasons why they shouldn’t. Here are some pictures!

A Quest for a 3,4,3,4 Poem!

To help memorise the plot of the story, the class was split up into groups and given the task of creating a 3,4,3,4 poem which told the story. Each group then performed their poem to the class whereby they were evaluated on what went well and given a next step. Here is the poem we created as a class:

Stanza 1: Small, tropical island,

Lots of juicy fruit,

Burning hot weather,

Working for no money!

Stanza 2:  The slaves rowed,

The people begged, falling,

Please don’t leave!

Be strong and tough!

Stanza 3: Searching high, low,

Very faint crackling sound.

They came back!

Let’s fight, fight, fight!

Stanza 4: Eventually after battling,

The slaves started singing.

Power overthrew him.

BANISHED! Never to return.

Stanza 5: Under the stars,

They danced with joy,

Sharing deserved money,

Malicious general, NO MORE!

That’s a Whoosh!

To help the children better understand the characters within the story, the class created a Story Whoosh. All the children were given the opportunity to step in the shoes of a character.  They displayed their understanding through altering their tone of voice, body language and improvising dialogue – which the characters might have used. We also used freeze frames to get the children to express how they thought a character was feeling. They also used evidence from the text to explain a character’s motives.