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YEAR 5 HOME LEARNINGW/C 15.6.20
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 aiming to keep the days and times the same for consistency. However the times and links will be posted on the FJS website so please do check. To able to access these virtual chats you will need a Google Account (free). The teacher who will be hosting your classes chat will also send a Marvellous Me message with the link to the meeting and the date and time. 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!
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 12th):
READING
Please ensure you have read Chapters 3 and 4 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.CGP book – pages 18 and 19- Tracking Basking Sharks*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 15 and 18
HANDWRITINGYou have been given a poem, ‘Be the Best of What you are’ (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 Reasoning: Presents (see below)Maths Challenge Nrich (OPTIONAL): 21 Smarties (see below)Times Tables Rockstars –play your part by regularly playing TTR over the course of the week and look out for battles.
FOUNDATION Lockdown Diary focusThis week our school is focusing on Diary Writing and we are hoping to compile a school Lockdown Diary. See the tasks below and powerpoint on the website to
explain further.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 Inspired by J.K Rowling’s ‘The Ickabog’.
Year 5Read chapters 3 and 4 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. Read aloud and understand the meaning of new words Deduce characters feelings, thoughts and motives for actions.
V (Vocabulary) 1. In chapter 4, what does it mean when the king speaks ‘airily’.I (Inference) 2. Why do you think Mr Dovetail moved the King’s purple wreath.P (Prediction) 3. Read right to the end of chapter 4, do you think that moving the Dovetail’s will make the King feel better? Why or why not?E (Explain) 4. Why might some people have blamed King Fred for Mrs Dovetail’s death?R (Retrieve) 5. What colour was Major Beamish’s horse?S (Summarise) 6. Summarise how Fred felt when he passed the Dovetail cottage and what he did about it. Was it the right thing to do in your opinion?
Have a go at an illustration for one of these chapters- maybe a picture of Fred’s new clothes, what you imagine Bert and Daisy to look like or the scene of the funeral.Your writing task is to write a diary entry. You should imagine that you are either King Fred or Bert Beamish and your diary should summarise the recent events (so you could write it over several days or just one longer entry about the last couple of weeks).
It should include key events such as:Why Mrs Dovetail was chosen to make the Kings new clothesThe terrible event of the death.How you felt about it.The day of the funeral.The events that occurred after the funeral and how you felt.You should try to write in paragraphs and use some of the following conjunctions and adverbials:Several weeks ago / That day / Sadly / because / unfortunately / later / Soon after / a week later / the next day / hopefully
These are the objectives you’ll be successful with if you do this task well: Write a recount in the first person Use varied and rich vocabulary drawn from reading Express time, place and cause using conjunctions Use past tense verb forms accurately. Use joined handwriting throughout independent writing Proof read for spelling and punctuation errors, making changes to improve writing
Greater Depth Extension:If you want to make this writing task more challenging you could include another writing genre within it, such as letter that the King might have written to the Dovetails or a Newspaper headline that he might have read following the events.Spellings:
15th June Homophones isle aislealoud allowedsteal steel
1. Read the words and identify their differences in meaning (use a dic-tionary if needed).Children write out each word and draw a picture around/ beside each
herd heardpast passed
word to help them memorise which spelling is which. Further practise can then be made to learn each spelling using the pyramid method.
2. Dictate the following sentences to children for them to write down. Check spelling (and punctuation) afterwards)
a) In the past, people used to live in caves.b) Have you heard the news today?c) “The beans are in aisle 3,” said the shop keeper.d) What a huge herd of cows!e) I am not allowed to walk home by myself.f) The steel girders eventually turned rusty.g) “Please read your work aloud,” said the teacher.h) Have you passed your driving test?i) We visited the Isle of Skye in Scotland.j) It is illegal to steal things.
Challenge: Which other homophones can you think of or find? What do they mean? Can you use them in sentences?
Handwriting Poem
Be the Best of What You AreDouglas Malloch
If you can't be a pine on the top of the hill, Be a scrub in the valley — but be
The best little scrub by the side of the rill; Be a bush if you can't be a tree.
If you can't be a bush be a bit of the grass, And some highway happier make;
If you can't be a muskie then just be a bass — But the liveliest bass in the lake!
We can't all be captains, we've got to be crew, There's something for all of us here,
There's big work to do, and there's lesser to do, And the task you must do is the near.
If you can't be a highway then just be a trail, If you can't be the sun be a star;
It isn't by size that you win or you fail — Be the best of whatever you are!
Maths Challenges
Week 2
Topic: Lockdown Diary
Lockdown Diaries: ‘A day in the life of Lockdown 2020’
The focus for the following week for our afternoon teaching / home learning will be around children writing their own personal diaries – capturing this significant moment of our time for future historians.Extracts from children’s diaries will be selected for inclusion in a compilation of entries to be published in a book at a later date.Year 5 children will explore Anne Frank as a stimulus. *The purpose of your diary entries is to give people in the future an idea of what it was like as a child living through ‘Lockdown’Your taskTo capture a day in the life of our lockdown journey in the form of a diary.
Use the powerpoint (available on the school website) to help guide you through the following tasks before writing your own diary entry:
Anne Frank – discover more about her using https://www.bbc.co.uk/newsround/46987263 Create a timeline of events of your lockdown (example on the powerpoint) – include emojis to show your emotions at dif -
ferent events that happened Choose 2 or 3 events from your timeline. Add more detail about your thoughts and feelings. Write your diary entry and
aim for 2 to 3 paragraphs. Illustrate your diary Complete the Anne Frank Dos and Don’ts Task attached below.
Sharing Your Entries:Children can share their diary extracts with others in their pod – reading them out aloud or for home learners on twitter or email [email protected] (for feedback from your teacher)Remember – your entries might be chosen for inclusion in our special ‘Lockdown Diaries 2020’ published book.
Anne Frank Dos and Don’t Task: As Hitler tightened his grip on the lives of Jews in countries governed by the Nazis, he set out rules stating exactly what they were and were not allowed to do. Read the following extract from Anne Frank’s diary to see what life was like for Anne and other Jews under Nazi rule.
Saturday 20 June, 1942
After May 1940, the good times were few and far between: first there was the war, then the capitulation and then the arrival of the Germans, which is when the trouble started for the Jews. Our freedom was severely restricted by a series of anti-Jewish decrees: Jews were required to wear a yellow star; Jews were required to turn in their bicycles; Jews were forbidden to use trams; Jews were forbidden to ride in cars, even their own; Jews were required to do their shopping between 3.00 and 5.00pm; Jews were required to frequent only Jewish-owned barbershops and beauty salons; Jews were forbidden to be out on the streets between 8.00pm and 6.00am; Jews were forbidden to go to theatres, cinemas or any other forms of entertainment; Jews were forbidden to use swimming pools, tennis courts, hockey fields or any other athletic fields; Jews were forbidden to go rowing; Jews were forbidden to take part in any athletic activity in public; Jews were forbidden to sit in their gardens or those of their friends after 8.00pm; Jews were forbidden to visit Christians in their homes; Jews were required to attend Jewish schools, etc. You couldn’t do this and you couldn’t do that, but life went on.
Complete the table below by listing the things Anne was forbidden from doing. Then complete a list of rules that you’ve had to follow during lockdown, for example, I must keep a two metre distance from other people.
Rules for Anne Rules for me
Answers to last week’s Grammar work:
