YEAR 5 HOME LEARNING W/C 22.6.20 It was so great to see some of your work last week, thankyou for the e-mails. Keep them coming! We appreciate your efforts to help your children with home learning and we know that many of you have your own work pressures, so as previously; the message is to do what you can, when you can. We would love to be able to give a little more feedback so we would encourage you to send pictures or documents of writing and foundation subject work to [email protected]in our school office who will then be pass it on to the year group leaders for feedback. We will be hosting another end of week catch up this week and we are hoping to enable your child’s own class teacher to be able to host the chat, however, bear with us as our IT firewall nneds to be adjusted to allow teachers to make these video calls from school and this could take some time. If it is not up and running in school by the end of the week then the teachers working from home will continue to host the chats. The chat time, date and link will be sent via Marvellous Me. To able to access these virtual chats you will need a Google Account (free). Please ensure that the username is the child’s name to enable us to take a register. You simply click on the link (or copy and paste it into Google) at the correct time and wait for the teacher to let you in the meeting. Meetings will take place on Thursdays or Fridays to give people a chance to have completed work and have something ready to share. The teacher might even test a few of the spellings you’ve been learning! There will also be a midweek ‘drop in’ session for each year group to allow you to ask any questions you may have about the week’s learning before the end of week session. This timetable shows the home learning tasks to be completed over the course of the week. Answers to the SPaG tasks will be sent along with next week’s timetable. Below are the tasks to be completed by the end of the week (Friday 29 th ): READING Please ensure you have read Chapters 5 and 6 of JK Rowling’s new, exciting online book ‘The Ickabog’. Visit https://www.theickabog.com/read-the-story/ Complete the work detailed below on ‘The Ickabog’ – VIPERS questions. Feedback tells us that children are enjoying the Ickabog and would like to read more. You can read as much as you like! Just focus on the relevant chapters to answer the questions. CGP book – pages 20 and 21 – Non-fiction text ‘A letter from E B White’. *Please continue to listen to your child read regularly* WRITING The writing tasks for the week will be linked to ‘The Ickabog’. For more information see below. You can complete this as it works best for you over the course of the week. All tasks should be completed by Friday. CGP book – Pages 16, 17- Trickier relative Clauses
Transcript
YEAR 5 HOME LEARNINGW/C 22.6.20
It was so great to see some of your work last week, thankyou for the e-mails. Keep them coming! We appreciate your efforts to help your children with home learning and we know that many of you have your own work pressures, so as previously; the message is to do what you can, when you can.We would love to be able to give a little more feedback so we would encourage you to send pictures or documents of writing and foundation subject work to [email protected] in our school office who will then be pass it on to the year group leaders for feedback.
We will be hosting another end of week catch up this week and we are hoping to enable your child’s own class teacher to be able to host the chat, however, bear with us as our IT firewall nneds to be adjusted to allow teachers to make these video calls from school and this could take some time. If it is not up and running in school by the end of the week then the teachers working from home will continue to host the chats. The chat time, date and link will be sent via Marvellous Me. To able to access these virtual chats you will need a Google Account (free). Please ensure that the username is the child’s name to enable us to take a register. You simply click on the link (or copy and paste it into Google) at the correct time and wait for the teacher to let you in the meeting. Meetings will take place on Thursdays or Fridays to give people a chance to have completed work and have something ready to share. The teacher might even test a few of the spellings you’ve been learning! There will also be a midweek ‘drop in’ session for each year group to allow you to ask any questions you may have about the week’s learning before the end of week session.
This timetable shows the home learning tasks to be completed over the course of the week.Answers to the SPaG tasks will be sent along with next week’s timetable.
Below are the tasks to be completed by the end of the week (Friday 29th):
READING
Please ensure you have read Chapters 5 and 6 of JK Rowling’s new, exciting online book ‘The Ickabog’. Visit https://www.theickabog.com/read-the-story/Complete the work detailed below on ‘The Ickabog’ – VIPERS questions. Feedback tells us that children are enjoying the Ickabog and would like to read more. You can read as much as you like! Just focus on the relevant chapters to answer the questions.CGP book – pages 20 and 21 – Non-fiction text ‘A letter from E B White’.*Please continue to listen to your child read regularly*
WRITING
The writing tasks for the week will be linked to ‘The Ickabog’.For more information see below.You can complete this as it works best for you over the course of the week. All tasks should be completed by Friday.CGP book – Pages 16, 17- Trickier relative Clauses
HANDWRITINGYou have been given a poem, ‘The Moon’ (see below), which you should write up in your very best handwriting in your exercise book.Remember to join your writing neatly and take your time. You may use pen if you wish.Your teacher may ask to see this at the end of the week on your class virtual call.
SPELLING You have ten spellings and linked spelling task that you must complete and learn (see below).MATHS My Maths: Five tasks (one per day or you can do them as you wish over the week. Please complete the lesson first and then do the homework task).
Tasks allocated on My Maths and will be available from Monday.Teachers are providing feedback for you on MyMaths tasks so please ensure you check this later in the week.**My Maths FeedbackLogin to your My Maths account. Click the ‘Scores’ tab at the top, then there is a smiling emoji face; click on this and in the bottom left corner there will be a comment/feedback. It might direct you to other games or suggest you try it again. Please ensure you are regularly checking this feedback.
Maths Challenge Nrich (OPTIONAL): Number of Boys and Girls (see below)Times Tables Rockstars –play your part by regularly playing TTR over the course of the week and look out for battles.
FOUNDATION
Black Lives Matter.'This week's topic focus is aimed at helping children to understand the meaning and significance of the global 'Black Lives Matter' movement, which they are hearing so much about in the news at the moment. As a school with a policy and ethos of zero tolerance of racism or discrimination of any sort, we believe this is a very important opportunity to have conversations with children which will help shape their understanding and empathy. The tasks / powerpoints are part of our PSHE curriculum and cover some of the following learning objectives:
To learn:
about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes
about discrimination: what it means and how to challenge about respecting the differences and similarities between people and recognising what they have in common with oth-
ers e.g. physically, in personality or background about the different groups that make up their community; what living in a community means
about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communit-ies
about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challen-ging stereotypes
about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experienced
Powerpoint presentations and a suggested reading list is also provided on the website to help guide your discussions at home.
You can also continue to complete the history, geography and science tasks that were initially set as many people haven’t sent us any completed work.
English- Reading and Writing and Art Year 5
Read chapters 5 and 6 of ‘The Ickabog’. There are some VIPERS questions for you to answer below which will help you to meet these objectives:
Draw inferences from reading and explain thinking, returning to the text to support opinions. Deduce characters feelings, thoughts and motives for actions.
V (Vocabulary) 1. Find three adjectives that tell you that Mrs Beamish thought that King Fred was a good man.I (Inference) 2. Why does Daisy wear a dress to take flowers to her mother’s grave. Give evidence from the text for your answer.P (Prediction) 3. Read right to the end of chapter 6, do you think that Daisy and Bert will continue to be friend after what has happened?E (Explain) 4. How do you think Daisy was feeling when it said ‘Daisy went hot and cold at once’?R (Retrieve) 5. Why didn’t Lord Spittleworth and Lord Flapoon like children?S (Summarise) 6. Why do you think that Daisy smacked Bert even though he is her best friend?
Have a go at an illustration for one of these chapters- maybe a picture of the courtyard behind the palace or the scene of the fight or King Fred waving to the children.
Your writing task is to write a balanced argument. In your argument you should present both sides of the argument of whether or not King Fred is to blame for Mrs Dovetail’s sudden death. You should use clues from the text and explain that the people of Cornucopia have been divided into two sides- those who blame him and those who don’t. You can use the story of Daisy Dovetail as evidence for the arguments of someone who blames him and Mrs Beamish as someone who doesn’t and give their reasons for their opinions. Try to use formal language and imagine you are addressing a formal audience, such as a group of adults.
These are the objectives you’ll be successful with if you do this task well: Plan, compose, edit and refine a balanced discussion. Present two sides of an argument. Write with a clear audience in mind with an appropriate level of formality Use joined handwriting throughout independent writing Proof read for spelling and punctuation errors, making changes to improve writing
Spellings:
22nd June Homophones led lead 1. Read the words and identify their differences in meaning (use a dic-
tionary if needed). Children write their own sentence for each word so that its meaning is clear. Further practise can then be made to learn each spelling using the pyramid or picture methods used previ-ously.
2. Pairs game: Children write each word onto a piece of paper to create word cards. Shuffle the cards and arrange on a table face down. Chil-dren select pairs of cards, if they find a pair of homophones they must define each one to be able to keep that pair.
Challenge: Which other homophones can you think of or find? What do they mean? Can you use them in sentences?
Handwriting Poem
The MoonRobert Louis Stephenson
The moon has a face like the clock in the hall;She shines on thieves on the garden wall,On streets and fields and harbour quays,
And birdies asleep in the forks of the trees.
The squalling cat and the squeaking mouse,The howling dog by the door of the house,
The bat that lies in bed at noon,All love to be out by the light of the moon.
But all of the things that belong to the dayCuddle to sleep to be out of her way;
And flowers and children close their eyesTill up in the morning the sun shall arise.
Maths Challenges
Week 3
Topic: Black Lives Matter
Home Learning Task Year 522/6/20 PSHCE Week – Martin Luther King Jr.
Read the information and watch the short video - https://www.bbc.co.uk/bitesize/topics/zjkj382/articles/zknmrj6Watch the Horrible Histories clip and song : https://www.bbc.co.uk/cbbc/watch/horrible-histories-songs-martin-luther-king-jr-they-were-the-heroes
Discuss the meaning of Civil Rights - the rights of citizens to freedom and equality and Segregation – setting someone apart from others.
How do you think Martin Luther King Jr. felt about the way Black people were segregated (separated) from others? In the quote above, what do you think he meant when he said he wanted his children to be judged by the ‘content of their charac-
ter’ not by the colour of their skin? (That he wanted them to be judged by their personality and what they did/how they behaved) Can you think of three words to describe Martin Luther King Jr.? Why did you choose these words? His funeral was attended by over 300,000 people. Why do you think there were so many people there? (e.g. because he inspired
people to stand up for what they believed in. His funeral was so well attended because his words and actions had a positive effect on people’s lives, and they wanted to pay their respects/thank him.)
Why do you think there is a public holiday (bank holiday) called Martin Luther King Jr. day in America? Why do you think it is import-ant he is remembered? (It gives people a chance to remember his words and actions and how they shaped the rights of the world we live in today)
Task: Create an ‘I have a dream’ cloud about your wishes for the future and/or create a poster about Martin Luther King Jr. and what he believed and dreamed of.
There are two reading lists (pdf documents) on the FJS website which were provided by The National Literacy Trust.
Powerpoint presentations which provide further information are also available on the website.
Last Week’s CPG answers- the sentence work tasks are quite open ended and only an example has been provided, if your sentence makes sense then it is probably correct!
