Daily Timetable - Tuesday, 9 March 2021 for 2nd Level Students

The daily timetable for 2nd level students on Tuesday, 9th March 2021 includes activities such as Maths focusing on function machines, Mental Maths practice, Sentence Structure in Language, Reflective Reading of "Kidnapped" by Robert Louis Stevenson, Music tasks, PE challenge, and more. The schedule comprises tasks to enhance skills in Maths, Language, Reading, and Physical Education.

• Timetable
• 2nd Level
• Students
• Tuesday
• Activities

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1. 2nd Level Daily Timetable Tuesday 9 March 2021 Session Lesson/Activity Resources 1 Maths Function machines Mental Maths Stop! If you didn t do yesterday s maths, go back and do that first, today and tomorrow follow on. If you don t feel confident about yesterday s work then there is a single step function machine task attached today for more practice. Online Timer: https://www.online- stopwatch.com/classroom-timers/ Online Resources https://www.youtube.com/watch?v=akj9L0HaTY4 Corbett maths 2 step function machines LI: Use a two step function machine to work out missing numbers. SC: I can use the terms input, output and rule. I can calculate input and output when I know the rules. Mild rules are addition and subtraction Spicy rules are multiplication Hot rules can be any of the four operations ( + - x ) 1. Two step function machines work the same as one step except spoiler alert there s two steps! Watch the video for more explanation or look at the attached example. 2. Try the mild, spicy and hot tasks attached. 3.Check your answers. BREAK 2 Language Sentence Structure Online Resources LI: To be able to up-level sentences. - I can include adjectives. - I can include adverbs. - I can experiment with structure by starting with a relative clause (who). Check Teams for assignments https://forms.office.com/Pages/ResponsePage.aspx ?id=af6sSGo3tUKfacnke7- 5xKjHlXAdjFhGtghJXArGgotUNUlaMVkzRzNJSlg1SFZ HUThONjE1RFZHNy4u LUNCH 3 Topic: Reflective Reading Kidnapped by Robert Louis Stevenson - Remember to use the Graphic Novel on TEAMS to help you understand the story. Listen to us read the story. See Task map below. LI: understanding the use of plot, setting, characterisation and vocabulary in a Scottish story SC: I can develop my understanding of the different skills an author uses to create a story. - - Complete the task map on Chapter Start listening to Chapters

2. 4 Topic: Music See task mat attached to Monday's assignment. 5 Other PE challenge 10,000 steps (keep working up to this!) Complete any work you didn t finish for yesterday.

3. One step function machine revision.

4. 2 step function machines To find the output work left to right. To find the input work right to left doing the opposite (inverse operation). Check your answer by following the machine back the other way. Follow the arrows, not the BODMAS rule. (If you don t know what the BODMAS rule is don t worry, that s coming later!)

6. Answers to tasks: Mild 1 13 2 18 3 23 4 32 5 39 6 21 7 27 8 61 9 100 10 23 Hot 1 60 2 80 3 100 4 5 5 4 6 3 7 38 8 13 9 28 10 44 Spicy 1 100 2 150 3 200 4 5 5 4 6 300 7 120 8 150 9 30 10 9

7. MILD: Up-Levelling sentences. We can improve a sentence by adding adjectives and adverbs. Example The cat sat on the mat. Add adjective - The fluffy cat sat on the mat. Add adverb The fluffy cat defiantly sat on the mat. Add another adjective The fluffy cat defiantly sat on the soft mat. Task A Up-level these simple sentences using adjectives and adverbs. 1. The train left the station. Add adjective The _____________ train left the station. Add adverb The _____________ train ____________ left the station. Add adjective The ____________ train ____________ left the ____________ station. 2. The boy won the race. Add adjective The _____________ boy won the race. Add adverb The _____________ boy ____________ won the race. Add adjective The ____________ boy ____________ won the ____________ race. 3. Toby played his Xbox. Add adjective Toby played his _______________ Xbox. Add adverb Toby _______________ played his ______________ Xbox. Add adjective Toby ______________ and _____________ played his _______________ Xbox. Task B Up-level these simple sentences 3 times using adjectives and adverbs. 1. The girl cried in her room. 2. Sandra ate her lunch. 3. The dog chased the cat. Extension Pick an up-levelled sentence. Draw this scene.

8. SPICY: Up-Levelling sentences. We can improve a sentence by adding adjectives, adverbs and up-levelling verbs. Example The cat sat on the mat. Add adjective - The fluffy cat sat on the mat. Add adverb The fluffy cat defiantly sat on the mat. Add another adjective The fluffy cat defiantly sat on the soft mat. Change verb - The fluffy cat defiantly perched himself on the soft mat. Task A Up-level these simple sentences using adjectives and adverbs. 1. The train left the station. Add adjective The _____________ train left the station. Add adverb The _____________ train ____________ left the station. Add adjective The ____________ train ____________ left the ____________ station. Change verb - The ____________ train ____________ _____________ the ____________ station. 2. The boy ran for the bus. Add adjective The _____________ boy ran for the bus. Add adverb The _____________ boy ____________ ran for the bus Add adjective The ____________ boy ____________ ran for the ____________ bus. Change verb - The ____________ boy ____________ ______________ for the ____________ bus. 3. Toby played his Xbox. Add adjective Toby played his _______________ Xbox. Add adverb Toby _______________ played his ______________ Xbox. Add adjective Toby ______________ and _____________ played his _______________ Xbox. Change verb Toby ____________ and ___________ _____________ his _____________ Xbox. Task B Up-level these simple sentences 3 times using adjectives, adverbs and up-levelled verbs. 1. The girl cried in her room. 2. Sandra ate her lunch. 3. The dog ran after the cat. Extension Pick an up-levelled sentence. Draw this scene.

9. HOT: Up-Levelling sentences. We can improve a sentence by adding adjectives, adverbs and up-levelling verbs. Example The cat sat on the mat. Add adjective The fluffy cat sat on the mat. Start with an adverb (fronted adverbial) Defiantly, the fluffy cat sat on the mat. Add another adjective Defiantly, the fluffy cat sat on the soft mat. Change verb Defiantly, the fluffy cat was perched on the soft mat. Task Up-level these simple sentences using adjectives, fronted adverbials and by up- levelling verbs. 1. The train left the station. 2. The boy ran for the bus. 3. Toby played his Xbox. 4. The girl cried in her room. 5. Sandra ate her lunch. 6. The dog ran after the cat. Extension Pick an up-levelled sentence. Draw this scene.