Week 3 of the Summer Term

Hello everybody! Hope you have had another fantastic week at home and been getting on well with any home learning you have been doing! Did everybody join in with our #SchoolSing4Hope on Wednesday, giving their best rendition of Three Little Birds by Bob Marley? We did in our house and are looking forward to doing it again, this Wednesday at 6:30pm! Get any instruments you have, get your family and get singing and dancing on your doorstop everybody!

You will find the lyrics in the extras section of our pack this week! If you visit the website https://schoolsing4hope.org/ you can already see some videos from the public out on their streets last week!

As always, I have created lots of activities for all areas of learning this week for you! Do as much as you can, when

you can, but please don’t panic if you don’t complete everything! Remember, if anyone has any queries, pictures of their home learning or simply want to say

hello, please feel free to email us at: [email protected]

Take care everybody, missing you all!

Reading Comprehension: Cogheart by Peter Bunzl (Chapter 8) So whose prediction was right last week? And what did everybody think about Professor Silverfish? Do you think he is going to be someone that Lily can trust? I wonder who we will be following in this week’s chapter? Let’s find out!

Don’t forget, you can find the audio of myself reading the chapter on this week’s learning page on the website, as well as the copy of the text in the next few pages. If you haven’t read chapter 6 and 7 from the previous weeks yet, you might find it useful to go back and listen to them first. You will find them on our learning page (Week 1 and 2 of the Summer term).

Activity 1: Answer the questions above in your workbooks and make your predictions about Professor Silverfish. Once you have done this, have a look at some of the tricky vocabulary you might come across whilst reading or listening to the chapter. Do you know what some of these words mean already? Either before, during or after reading – whenever is best for you – write the definition of each word in your books.

Activity 2: Once you have listened or read the story, try and answer as many questions as you can from the VIPERS comprehension on the following page. You could do them all in one go or pick a few each day! Note that the prediction question asks you to read up to the point of the ‘silver skull handle’ and then stop to answer the question. If you can, that will be great, but don’t panic if you have already read further!

Activity 3: Can you create an alternative ending of the chapter from the moment that Mr Roach entered the shop? What if he didn’t leave? What if Malkin woke up and heard the man from the back room? What would he do? Run? Stay? You decide and write your own chapter!

Activity 2 – VIPERS questions

Fancy something Draw a picture extra? Here are a few Read the activity created by the of Mr Roach more ideas and author of Cogheart, Peter Bunzl, about from how he activities for you to technology and robots taking over has been enjoy! You can find humans. What is your opinion? Read described in the resources after the and answer the questions with your the book! Label copy of Chapter 7. views - if you send in your thoughts to your picture our email, I can create an online using quotes debate from your ideas! from the text.

Peter Bunzl, the author of Cogheart. Can you find out any interesting facts about him? What other books has he written? Cogheart ‘The Extra Mile’ activity Read the activity created by the author of Cogheart, Peter Bunzl, about technology and robots taking over humans. What is your opinion? Read and answer the questions with your views - if you send in your thoughts to our email, I can create an online debate from your ideas!

Cogheart – Chapter 8

Here is the second part of our African story. Once you have Read it, answer the questions in your workbook.

Stealing the Sun, part 2 A STORY FROM AFRICA

For days, Mokele paddled along the rivers through the forests until, at last, he came to the land of

Chief Mokulaka, who had hidden the sun! Mokele asked him, very politely, “Please may I buy the sun from you?” Chief Mokulaka didn’t want to sell the

sun, but when he saw a fierce leopard, a huge baboon, and all the other animals that were in the

canoe, he knew it would be difficult to keep it. 1) Why do you think Chief “Very well,” he said, “but I’ll have to talk to my son to decide on a fair price. Why not go and rest for Mokulaka agreed to sell

a while?” Mokele agreed, and sat down under a the sun if he didn’t really tree. Chief Mokulaka hurried to his daughter. want to?

“Molumba,” he whispered, “I want to kill this man. 2) How did Mokele know that Brew up some poison for him.” The Chief didn’t he was going to be killed? notice the wasp that was hovering near them. The 3) Why do you think Mokele wasp flew to Mokele, and warned him what the pretended that he didn’t Chief was planning. know the plan? When the Chief invited Mokele into Molumba’s hut, Mokele pretended he knew nothing of the poison. 4) What do you think might

He talked to Molumba, and she so liked this happen in part 3 next handsome young man, she secretly poured the week? poison away. 5) Draw a picture of Chief When they were talking, the tortoise found the Mokulaka talking to sun hidden in a cave. It dragged it out and held it Molumba. Include speech tightly. The kite gripped the tortoise in its claws, and lifted it up. For the first time, the sun rose up bubbles showing what they

say. in the sky.

Maths: This week I thought we could really get stuck into our African topic by relating some of our maths work around it! There are activities linking to the African flags, currency, climate and rainfall, as well as different time zones around the world (okay, you got me - the last one isn’t just about Africa!) Instead of arithmetic questions this week, I have included some mixed maths questions and times tables for you to have a go at! Enjoy!

Resources for Maths Activity 1 – Time Zones:

Why do we have different times zones?

To understnd why different countries in the world have different time zones, we first need to understand how day and night is formed. We have day and night because the Earth spins on its axis, which is an imaginary line passing through the North and South Poles. The Earth spins slowly all of the time, but we don’t feel any movement because it turns smoothly and at the same speed. To spin round once on its axis it takes 24 hours – one day. At any time that half of the Earth is facing the Sun, it is daytime. On the half that is not facing the Sun, it will be night time. The Sun is a source of light for daytime. You might like to carry out some more research on why the time of sunrise and sunset changes.

Below is a map of the world showing the different time zones. You will see how far ahead or behind other countries are by looking at the time difference at the bottom. UTC means Coordintated Universal Time – this is the primary time standard which the world regulates clocks and times. To the East you will add time on from this, to the West you will take it off. On this map, the time zones are colour coded. Notice that not all time zones are in vertical lines.

The map below will be easier to use with your questions of the next page, as it shows you where each country is. After finding all the times, you might like to have a go at creating your own problems. For example: If I board a flight in England at 16:05 to travel to Paris, what time would it be in France when I land?

Resources for Maths Activity 2 – Climates and Rainfall: Each graph from the different parts of Africa, show you the total rainfall and average temperature for each month of the year. You will see these more clearly on the following pages. The map in the centre shows you where each of these countries are located.

For each part of Africa, can you use the information provided to find the answers to the following questions.  What is the total amount of rainfall for the whole year?  What is the coldest month?  What is the hottest month?  What is the average temperature for the whole year? (You can work this out by finding the mean – add up all the temperatures from each month, then divide it by how many months are in a year). Some answers may be a decimal therefore you will need to round it to the nearest whole number.  What is the range in temperature? (This means the difference between the hottest temperature and the coldest temperature.)  What is the range in rainfall? (This means the difference between the greatest amount of rainfall and the least.)  From looking at the temperatures, can you find the mode? (This means the temperature which appears the most amount of times).

Using the tables on the next page, can you work out what information the bar chart shows and what information the line graph shows? Answer can be found below after trying to work it out!

Celsius. degrees in month shows the average temperature of each each of temperature average the shows

graph line blue The millimetres. in rainfall the shows chart bar purple The Answer:

Resources for Maths Activity 3 – Symmetry in the African Flags: Resources for Maths Activity 4 – South African Currency:

ZAR is the currency code for South Africa (South African Rand) GBP is the currency code for the United Kingdom (Great British Pound).

R is the currency symbol in South Africa, just like £ is for us in the United Kingdom.

Other parts of Africa use a different type of currency. For example, Zimbabwe’s currency is the Zimbabwe Dollar (ZWD).

Can you find out what other types of currency are used in Africa?

Also, there are banknotes of 10, 20, 50, 100, 200 and 1,000 ZAR.

Is there anybody you recognise on the banknotes? If you are unsure, come back and answer this question after you have completed your topic activity on famous people from Africa.

Questions can be found on the following page.

You will see that it is very similar to our currency from completing this quick and easy activity first! Remember, to find a fraction of a number you need to divide by the denominator, then multiply by the numerator! Some fractions you will recognise easily and know of easier 1 1 methods to find the answer ( and ). 2 4

Example: 2 of R40. 5 We need to split the R40 between the five sections to find out what 1 fifth equals. To do this we divide 40 by the denominator. 40 ÷ 5 = 8 Now we know that each section is worth R8, we need to find what two lots would be (the numerator tells us this) 8 x 2 = 16 therefore the answer is R16.

Resources for the mixed practice activity:

English: A Water Crisis. Last week, we watched the short animation about Zahra, a girl from Africa who was suffering from the lack of water facilities near where she lives. This week, we will be learning more about this issue in order to create a persuasive speech that will persuade the public to donate a small amount of money each week to help solve the problem. Below are some of the activities that you could complete this week to help you write your speech. Over the next few pages, you will find all the resources you need to help you. Remember, just try your best and do the activities that you can or are able to!

Water Crisis Appeal – Background information

What was the first thing that you did this morning when you woke up? Brush your teeth? Have a wash? Grab a d drink? I know I did! We take for granted something that is easily accessible to us, and can’t imagine it any other way. But, just stop for a moment. Take a minute to think about those people in the world that still do not have this luxury. 785 million people around the world still don’t have access to clean drinking water close to home. That is 1 in 10 people. The maps below show just where one charity is currently working in order to help solve this problem with the help of funding and support from the public, and where water scarcity (shortage) is in the world. As you can see, many areas that the charity work are within Africa, as well as other parts of the world. It is important to note however, that not all parts of Africa have a problem with access to clean water. Like many other countries and continents in the world, Africa is a continent that shows great diversity: there is extreme poverty and vast wealth; there are people who suffer from droughts (water shortage) and famine (food shortage), and people who have plentiful amounts of food and water; there are vast, magnificent nature reserves with an abundance of wildlife and there are highly built-up areas with major cities.

The blue areas on the right shows where there is sufficient water, and the others show where there is not. What do you notice about this?

Over the next couple of pages, you will find some extra information about why and how these charities are working to help all that they can, get access to clean drinking water.

Here is some background information consisting of: facts and figures, how people are suffering, why charities want to help and how they have been helping.

Drinking dirty water exposes people to traces of faeces and harmful bacteria. It puts people at risk of deadly diseases like cholera, dengue and diarrhoea.

Collecting water every day leaves little time for school, and drinking dirty water often makes children too ill to attend. Half of the world’s rivers and

lakes are badly polluted.

Many full containers used for water collection in Africa, weighs over 40 pounds. That is the equivalent of a 5 year- old child. Some women carry up to 70 pounds in a barrel 80% of all sicknesses in the world is carried on their back – that’s like carrying a baby hippo! attributable to unsafe water and sanitation.

Here are examples and stories from those whose lives have been changed because of the help of these charities. Read them carefully and think about what information might be important for you or good to use in your persuasive writing.

English – Activity 2: WAGOLL - Analysing a model text Although this persuasive speech is relating to another topic, it is a good model to use to show you a variety of language devices that help to persuade the audience. Can you find them in the text? Think back to how we text mark in school. You might like to make a key of all the devices you find (for example: alliteration, strong adjectives) and colour code them in the text. After you have tried finding good features of persuasive writing yourself, you can look on the table on the next page to see if you found all of the key features needed, using the acronym AFOREST to help you. A poster can be found on the help sheet at the back of this section to help you understand what these all are if you have forgotten. Remember, these are not that only persuasive devices you might find so don’t panic if you have found some different to those on here!

Think. A world without the stomp of an elephant; a world without the stripe of the tiger; a world without the stealth of a shark. Have you ever wondered how unnervingly still the planes of Africa or the depths of the ocean would seem without these breath-taking creatures? Or how our descendants would question those once common creatures as though they were a faded piece of history? This horrific vision of the future will become reality if we don't work together to stop it. Time could be running out for some of the worlds most cherished creatures.

The shrinking population of these innocent animals is caused by an abominable crime. Poaching. The act of villainous humans. A vicious and barbaric game of playing God. Slaughtering animals for a mere product like ivory, in order to gain wealth; eradicating thousands of years of evolution for the simplicity of a coin; ending the life of a faultless creation. In South Africa alone, poaching increased by 3346% from 2007 to 2011. On account of this loathsome act, our animals will soon only be found in a zoo, with their natural homes becoming a hunting zone for the predators.

We must unite and enforce laws of protection for animals in danger, as without us, they stand very little chance against malicious poachers. If we want man and animal to live harmoniously, we have to do what is right.

Stop. Think. Protect.

English – Activity 3: Developing persuasive language devices You only need to add one example found from the model text into the table. English – Activity 4: Persuasive Writing Planning Frame

Here is a suggested planning frame to help you organise all of your ideas for your own persuasive speech. Not only could you bullet point your main points under each heading, but you could note down any specific language you know you want to use somewhere or examples of the language devices (from AFOREST) you were practising from the previous activity. If you have another way you would like to plan, please feel free to use it! Remember, the more of your ideas you can get in here, the easier it will be when you come to writing it!

Introduction – Why are you writing this speech? What do you want to happen? What could happen if people don’t help?

Paragraph 1 – Explain what is happening for people who can’t access clean water. Use facts and statistics to support your argument and think carefully about your use of emotive language here.

Paragraph 2 – How does the charity help? How does it make life better? Are there any facts, statistics or examples from real life stories you could use to back this up?

Paragraph 3 – Explain what the public can do to help. Address the audience with personal pronouns – think about how you could use repetition and your use of ‘triples’ in here.

Conclusion – This is your last attempt to persuade people to help you – make it short and snappy, to the point addressing they changes they could make by helping. You might like to end using one of your language devices like the WAGOLL. Here is a word mat a persuasive device poster to help you with your writing.

English – Extra Activity (but only if you want to!): Create a persuasive poster Now that you have gathered lots of information about the water crisis in Africa and other parts of the world, you might like to create your own poster to persuade the public to donate to one of the charities working to provide clean and accessible water. Here are a couple of different examples to help you. Remember, although you don’t need to write as much on your poster, what you do write needs to be eye-catching and persuasive. Think about which language devices you might like to appear on your poster.

Spelling, Punctuation and Grammar (SPAG) How are you finding the spelling words so far? Remember, if there are spellings from previous weeks you have struggled on, keep on practicing them when you can! Below you will find this week's spelling words and some spelling activities for you to choose from. There are some extra bits and pieces relating to SPAG for you choose from if you wish.

Why not give ask somebody in your family to test you on these words. How many can you get right? Did you

get more than last week? Which words have you been finding tricky? Maybe you could come up with a rhyme

or mnemonic to help you remember!

Spelling Wordsearch and Word Jumble Puzzle: Extra SPAG practice:

Topic – AFRICA This week we will be continuing with our Africa topic with an opportunity to complete act ivities in a range of subjects, from Science to History and music to languages! Pick the activitites you would like to complete as and when you can! Remember, any home learning that you do, please feel free to send in to the homelearning email: [email protected]

Science To help use understand where water comes from and why water might be scarce in some parts of the world, we need to learn about the water cycle. Use the information provided to help you label the diagram (or draw your own) of how the water cycle works. After, write a brief explanantion of how it works using the key vocabulary. PSHE Now we have learnt about the water cycle in Science and about those who are in need of accessing clean and safe water in English, can you invent a way of collecting unpolluted water from a river or from rainwater, that could provide those in need with a solution. You will find in the resources, a couple of examples that some charities are using. Create you own diagram, label and give a brief explanation of how it works! Languages This week, the African language we will be looking at is Swahili. Swahili has official language status in Tanzania and Kenya, but also widely spoken in Uganda, the democratic Replublic of Cong and the Comoros Islands (along with some other areas to). Can you find these on your map from last week? On the activity sheet you will find some of the most common phrases for you to learn! One I am sure you have all heard before, ‘Hakuna Matata’! You could use Google translate to help you if you want to hear how to pronounce some words and even begin to see if you can find some other useful words or phrases! Music This week our song comes from The Gambia and is called ‘Awa Yombei’ – a fun and lively nonsensical song that will get you all on your feet! Can you find where about The Gambia is in Africa? Look at a map to help you. On the activity sheet you will find links to listen to the music and watch people singing and dancing the song. This week, why not have a go at following the rhythm to create your own verses to the song? You could even play the rhythm on a drum (or tapping on a table) and get your family to dance! Enjoy! History: Each week we will look at a famous person of Africa. This week we Important will be learning about Nelson Mandela – an inspirational man who people of went from beinga prisoner to the first black South African Africa President. You can find more information about him on the resource sheet provided. Like last week, create you own fact file with important information about him! You can they put it together to start your book with your work on Wangari Maathai. At the back of this pack this week (as an optional extra), you will find some traditional strategy African games that you could enjoy learning and playing with your family! Mancala is a game that I have played before and enjoyed, and I am looking forward to giving the others a go too! Let me know how you get on! Topic – AFRICA: Science Activity

Can you use this information to label the diagram below (or draw your own), then right a brief explanation of the diagram using the key words learnt above?

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Topic – AFRICA: PSHE Activity Here are some examples of ways to make clean water more accessible to those in need, used by the charity WaterAid. Using everything that you have learnt so far, can you invent your own system? Draw, label and give a brief explanation below. Topic - AFRICA: Languages – Swahili

If you can, why not see if you can learn some other words in Swahili? Maybe the colours of the rainbow?

Topic – AFRICA: Music (Awa Yombei) Awa Yombei is a rather nonsensical yet catchy “African play song” from The Gambia in West Africa in which the children (and adults!) clap, sing and mimic each other while dancing. “Awa Yombei” is the name of girl who, in the course of the song, we follow in her marching, jumping and flying around. You can find the song by following the link below, or just typing the title into YouTube (make sure you check that this is ok with an adult first though!). This website has a couple of videos for you two watch, one of just the song and the other of children in Africa singing and dancing to it. You can also find just the track to play without a video if you scroll down the page! https://www.allaroundthisworld.com/listen/african-songs-for-kids/african-play- song/#.XqQUi25FzIV

Below are the lyrics to the song and the translation to English. Learn the words and have fun singing it and dancing to it with your family! Maybe you could alternate who shouts out the next action for you all to copy!

Awa Yombei! English translation:

Awa Yombei = name of the girl Awa Yombei, Yombei Yo! Yombei Yo! = Hey, Yombei! Awa Yombei, Yombei Yo! (Jump around now!)  This line changes throughout the song. Another example is: Fly around now!

Awa Yombei, Yombei Yo! Awa Yombei, Yombei Yo!

Now let’s look at the rhythm like last week!

RHYTHM A bit of a trickier rhythm this week! Can you 1 2 3 4 think why it could be a bit trickier? Have a go of Awa Yombei Yombei Yo! clapping along with the rhythm of the song (the long and short notes in the song). You will see an example 1 2 3 4 in the table to the right to help you! Can you complete for the rest? Notice when you need to clap twice and when you need to clap once! 1 2 3 4

Once you have had a go at the original song, why not invent your own verses with new actions and carry on the rhythm by clapping your hands or tapping on a table! You could take in turns with your family who claps the rhythm and who sings and dances to your new words.

Example: Awa Yombei, Yombei yo! Awa Yombei, Yombei yo! Stamp your feet now! Awa Yombei, Yombei yo! Awa Yombei, Yombei yo!

Topic – AFRICA: Famous People History: Each week we will look at a famous person of Africa. This week we Important will be learning about Nelson Mandela – a man who went from being people of a prisoner to the first black South African President. Africa You can find more information about him on the resource sheet provided. Like last week, create you own fact file with important information about him! You can they put it together to start your book with your work on Wangari Maathai.

ALERT! ALERT! New video and song added this

week! Miss Yeo and the lovely children who have been working with her in school last week, have been singing the latest maths problem for you to the

song ‘Rewrite the Stars’. Have a go of solving and send your answers in to see if you were right! Don’t forget, if you are feeling inspired and want to make one of your own, please do so! You could Daily dose of exercise! ask a grown up to film you and send it in to us! Why not try out Yoga this week We can then put it on our website for everybody to by visiting the Cosmic Kids website have a go! The teachers have been working hard on to follow online yoga classes especially their own song and video for you this week so keep for children (you can also find this on your eyes peeled! YouTube too!) Yoga focuses on strength, flexibility and breathing to boost physical and mental wellbeing! Visit the website https://www.cosmickids.com/ to find out more!

Why not try some of the traditional strategy

games from Africa this

week with your family?

Many will involve you to think carefully and outwit your opponent. Over the next few pages you will see instructions on how you can play each game!

Don’t forget to check out Mrs Walter’s

page under the ‘Learning’ tab on the

website, or take a look at work for other

classes if you would like some more activities to complete! Are you ready for a super cool 3 in a row game from Northwest Africa? In the version that we know, the game ends when a player makes a row with 3 of his token. But Dara, a game played in Nigeria by the Dakakari people, as well as in Niger and Mali, does not end with the first 3 in a row! Because of this, the rules take a bit longer to learn (but not much), however, these differences are what makes it much more exciting, especially for older kids. You could HOW TO PLAY DARA even play it What you need: outside!  12 tokens in two colours (you can use tokens from other games, buttons, coins or any other small object you can find)  Game board set out in a 6x5 grid (you can find a grid below or draw out your own)  2 players, eager to become champions! Objective: To capture your opponent’s tokens so that they can no longer make three in a row. In other words, until they only have 2 tokens left! There are two phases during the game: the “drop phase”, which comes first, then the “move phase”.

Drop phase: Move phase:  Decide who goes first  Players take turns moving their tokens, one at a time, in an attempt to make 3 in  Players alternate placing their tokens on a row. the game board.  Once a player has made three in a row,  Once all tokens have been placed, the he can remove one of his opponent’s move phase begins. tokens from the board.

Constraints:  You may not have more than 3 tokens in a row. (No 4 in a row, for example.)  Optional: You are not allowed to make 3 in a row during the drop phase; you may not remove your opponent’s token during the drop phase.  You may not capture an opponent’s token when it is part of a 3 in row he made.  Row of three may only be orthogonally (not diagonally!).  No diagonal moves are allowed.

Help: You can watch a video to help you by typing ‘Dara African Game’ into YouTube! You can watch the game being played here: Shisima – A Cool Math Game from Kenya https://www.youtube.com/watch?v=oY VoBtI-rMk Shisima is a game that comes from Kenya, a country in East Africa. It is called Shisima (which means “body of water,”) because the centre of the game board is the “water” and they call the game pieces impalavali (which means “water bugs”). The reason for this is that water bugs move very quickly, and it’s hard to keep track of where they are. Likewise, Shisima players move their pieces so quickly, it’s hard to keep up! Once you learn the rules and practice, maybe you will be able to move your impalavali as fast as the kids in Kenya!

Often kids in Kenya will simply draw a game board (which is in the shape of an octagon) in the dirt to play (much like we draw Tic-Tac-Toe boards anywhere), and use rocks or bottle caps as game pieces, but you can make a game board out of paper, and even glue to cardboard to make it more durable! You can find a copy of the game board below - all you need to do is draw a water to go in the centre to look like the lake! HOW TO PLAY SHISIMA What you need:  Three game pieces for each player (each player needs a different colour – you could use counters, lego – whatever you can find!)  The octagonal game board (you can find this below or draw your own larger version – don’t forget to add the lake in the middle – the Shisima!)  2 players, ready to play!

The game pieces need to be set on three consecutive points of the octagon, across from each other, as seen in the picture.

To Play: Players take turns To Play Shisima: moving their game pieces one space at a time. A move must be to an adjacent corner (a corner of a triangles next to the corner you are already on), or to the centre (Shisima). Jumping pieces is not allowed and there cannot be two pieces on the same space.

To Win: To win the game, a player must get three of their pieces in a row, including one piece on the Shisima.

Mancala (home)

Mancala Mancala, also called the ‘sowing game’, is a 4000-year-old game tracing back to Ancient Egypt (Egypt is a transcontinental country spanning the northeast corner of Africa and the south west corner of Asia). Legends say that the workers of Pits those times played the game during their free time while building the pyramids! You don’t need any fancy boards for this game; you can literally make your own using paper and rocks or counters, or even from old egg cartons! There are lots of variations of how to play this game, but my preferred way is explained below. It might seem a bit tricky at first, but once you start playing, you will get the hang of it! Watch a video here to help: https://www.youtube.com/watch?v=iSJk6CYsf6c

HOW TO PLAY MANCALA What you need:  A 6 x 2 grid with an extra ‘pit’ on either side (you can find a grid on the right for you to use or you could draw your own a bit bigger)  48 small pebbles, stones, counters, buttons – whatever you can find (place 4 stones in each of the pits like shown in the picture at the top of this page)

 2 players

To Play:

 Each player needs to sit opposite each other with their row of ‘pits’ in front of them. You play in an anti-clockwise direction, which means your home is the long mancala on your right (at the end of the board).  Player 1 starts by picking up all the pieces in one of their pits on their side of the board. Going anti- clockwise, the player drops one piece in each pit until they are all used up.  If you come to your mancala (your home) you can drop one piece in, but make sure you skip over your opponent’s if you come to it!  If roundthe last the piece board. you drop is in your mancala (home), you have another go, picking another pit on your side to take stones from and pass round.  If your last piece falls in an empty pit on your side, then you can capture all the pieces in the pit opposite (your opponent’s) and put them in your mancala (home).  If your last piece falls into a pit, either on your side or your opponents, then it is their turn.  The game finishes when all six pits on one side of the board are empty. If a player still has any pieces on

their side when the game finishes, they can put them

in their mancala. Small Mancala grid you could use!  The winner is the person who has the most pieces in their mancala! Here are the lyrics to Three Little Birds by Bob Marley. On the next page you can find the lyrics with chords in case anybody wanted or could play an instrument too. Follow the link below to play the song on YouTube. https://www.youtube.com/watch?time_continue=11&v=ind7BEZgWJU&feature=emb_logo