RE floorbook

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We went on a journey around the classroom following the journey that Muslims go on during the second day of Hajj.

At the end of the day, Muslims then travel to Muzdalifa where they collect stones for the next day.

Muslims leave Mina just after dawn and travel to&nbsp; a place called Arafat. &nbsp;

Muslims spend most of the day praying to Allah. Some Muslims stand to pray and some sit down.&nbsp; They pray prayers asking for forgiveness.

Today we read the story of Ibrahim using our reciprocal reading skills, and acted out some of the parts. Then we looked at some of the key parts of day 3 of the Hajj, and filled in some missing key vocabulary words. After that, we practised our fluency reading skills and read our passage aloud to the class!

Today we learnt about the word 'Hajj' and how Muslims take a special journey. We talked about some of our own special journeys that we've taken before. Then we drew our own postcards to demonstrate a special journey, and took turns presenting to the class where we've been.

Misconceptions

One child found it difficult to picture. We spent some time looking at Google images of the first day of the Hajj. Why do Muslims wear white clothes?

Today we learnt about what the Hajj is. We looked at some important artefacts that are important to the Hajj. Then we discussed what types of people would find taking part in the Hajj important. 

Today we learnt about the word 'Hajj' and how Muslims take a special journey. We talked about some of our own special journeys that we've taken before. Then we drew our own postcards to demonstrate a special journey, and took turns presenting to the class where we've been. We talked about who we might meet on our special journeys, what things we might do and what food we might eat.

A special journey has to include a plane or going far away- 'I haven't been anywhere special'. When we were looking at each others' post cards, we talked about what a special journey could include; whether it was a journey we make around Christmas time like to see an auntie or a grandparent, or a holiday to somewhere far away. We talked about what makes journeys special (different food, seeing people that are special to us) and different to our everyday journeys, like when we travel to school.

Then we thought about what type of things we'd ask forgiveness for.

Then we looked at where Mecca is on a map using Google Maps and then found it on an atlas. 

Today we read a diary entry from someone who's been on the Hajj. We talked about what type of clothes they would wear, what they were able to see, and how they spent their time. Then we wrote our own speech bubbles, pretending we were on the Hajj ourself. We performed these in front of the class.

We wrote speech bubbles in the role of someone who had been on day 1 of the Hajj.

After that, we labelled all the objects that someone going on the Hajj might use. 

Today we had a discussion about what completing Hajj means to Muslims. We talked about people who might not be able to go on the Hajj, and the reasons for this. Then we focused on some of our oracy skills to persuade each other to argue our side of the debate: Does completing Hajj make you a better Muslim?

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