Paulton Junior School – Year 5 Home Learning – week commencing 18.05.2020 Daily tasks

30 minutes reading/ reading comprehension

20 mins on www.ttrockstars.com Look out for a house battle this week!

15 mins on www.Nessy.com

Get active with this playlist of PE ideas – how many can you do this week? https://www.youtube.com/watch?v=ZtASj5d2Ryw&list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL

English 1. Warm Up Creativity Re-writing the problem

This week we will continue to explore the story ‘The Game’, by Maria Richards. As you will hopefully remember, this story follows a similar plot to the book/film ‘Jumanji’. Below you will find the tasks for the week that will lead you to writing your own ‘Jumanji’-style story. Stop when you see the ‘teacher’ and blue writing as you will have a job to do. First, warm up your creative side by playing ‘The Adjective Game’ – full details below but can you really up the tension with great adjective choices? Try improving the verb choices too. Is your new description scarier? Next, follow the instruction below to re-write the problem part of ‘The Game’. What other problems could the game cause? What else could come out of it? Write/draw your own plan before having a go. Follow the pattern of the story and write at least 2 paragraphs. Paragraph 1 should start: At that moment,______________. Paragraph 2 should start: In the blink of an eye, ____________________. Extension: Look at the 3rd paragraph in this section of ‘The Game’ – how could you continue this section?

2. Change the setting Re-read your problem from the first section. Where else could you set this story, other than school? Space? (watch Zathura – Jumanji in space), At the beach? On a mountain? Hospital? Football Stadium? Now write your new problem, set somewhere else. Does your threat make sense now it is not in a school? Change what comes out of the game if you do. Use the original ‘The Game’ story for inspiration and don’t forget those sentences you wrote last week; do any of them come in handy?

3. A brand new ‘finding’ tale Time to write your own ‘finding’/’Jumanji’ inspired tale. Plan out your ideas – think about the structure the story takes. Basic story structure Structure of a finding tale

Opening Introduce the main character/s (MC)

Build up MC goes somewhere and finds an unusual/amazing/important object

Problem Something goes wrong – it is the fault of the object

Resolution MC puts back/hides/throws away the object – the problem is solved

Ending All is well again and lessons have been learnt

Jot down/draw your plan so you know what you are going to be writing, then have a go. If you would like, there are also instruction on how to make a little booklet which you could write your story in and illustrate. Good luck and ENJOY!!!

Maths This week, there are extensive instructions (and answers) accompanying each learning activity in the resources below, so excuse the brevity in this part. Excitingly, at the end of the week you still have some challenges to reward you for all of your hard work. Have a go at as many activities as you can. Remember, we are only an email away if you need support. 1. Area of rectangles All the activities and instruction are provided if you scroll down this document.

2. Equivalent fractions All the activities and instruction are provided if you scroll down this document.

3. Improper to mixed number fractions

All the activities and instruction are provided if you scroll down this document.

4. Compare and order fractions less than one

All the activities and instruction are provided if you scroll down this document.

5. Baking challenge Caramel Passion Fruit Slice – The recipe is below – enjoy baking!

Foundation PE – Home Pentathlon Summer terms are normally Athletics focused in PE – so your task this week is to hold a ‘Home Pentathlon’. All the

instructions are below (video guides here https://www.youtube.com/playlist?list=PL6DK6xTdLkmwBkVBUkZZ2L_oTT6VXErNO) and you can even enter your family’s results into the leaderboard (instructions and spreadsheets for official scoring here http://www.sportshall.org/homepentathlon). Your choice: do it for fun or score officially and see how you do against other families on the leaderboard.

Computing - Algorithms There is a choice of 2 computing activities, or do them both if you would like to! Going Wild: Programme your homemade bee to move towards flowers by creating a short sequence of instructions (an algorithm). Dance Moves: Make up a dance routine and create the instructions for a partner to follow. Full instruction and accompanying worksheets are attached separately to the e-mail or available on our website. You could also try this game out: https://barefootgames.org/the-diamond?ref=https://www.barefootcomputing.org/

© Talk for Writing

The Game By Maria Richards

Year 5 Workbook Part 2

Welcome back to The Game workbook.

Inside, you will find lots of things to work through that will help you with your writing skills and build on the work you do at school.

© Talk for Writing

Write Away!

Now let’s concentrate on writing a story. Before we start, let’s do some warming up, so we’re ready

to be creative!

DAY 1 - The Adjective Game

Adjectives describe a noun, for example:

The red car drove down the misty lane.

You can change the mood of your writing by choosing your adjectives carefully. Read this description of the Tarantula.

The handsome Tarantula looked at the children. Its glistening, hazel eyes scanned the room. Delicate hairs covered its plump body and swayed like shimmering grass. Its solid legs, like thick branches, stood strong.

The spider sounds quite pleasant. However, if we change the adjectives, you can make it sound much more scary. Give it a try! Fill in the gaps with an adjective that will help to make the spider sound gruesome.

The __________ Tarantula looked at the children. Its

_________ , ________ eyes scanned the room.

_________ hairs covered its _________ body and

swayed like _________ _.

Its ______ legs, like ____________, stood strong.

You could also change the verbs (underlined in bright blue), to make it sound even scarier! Write a new verb underneath the original one.

© Talk for Writing

It’s now your turn to be an author. Let’s look at the problem section of The Game. We’re going to re-write it with new ideas.

The problem:

At that moment, the table began to shake, then the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent.

“EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight bulging eyes scanned the room and then…

It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Sally, “We have to stop it!”

What other problems could the game cause? What else could come out of the game and what would it do?

© Talk for Writing

Keep the classroom setting the same for now and plan a new idea below. You can make notes or draw what will come out of the game and what it will do once it’s released.

Instead of: Your ideas:

… crushing the tables

… smashing the windows

… flinging children round the room

… grabbing the teacher

… extra ideas

© Talk for Writing

Using the ideas & sentences from the problem section of The Game, on a separate piece of paper, try out your new plans.

Follow this pattern:

Start with the first strange events as a sentence of three and then show how the children react:

At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent.

At that moment, …

Next, introduce the new threat. Tell us where it came from and what it looked like:

In a blink of an eye, an enormous spider, as big as a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight bulging eyes scanned the room and then …

In the blink of an eye, …

© Talk for Writing

Day 2 - Where else could this happen?

Try a new setting for The Game. Change the classroom setting to somewhere else. Where could this happen? Plan a new idea below. You can make notes or draw. What will come out of the game in the new setting and what will it do once it’s released?

Instead of: Your ideas:

… what comes out of the game?

… what will it do?

… extra ideas

Now write your new problem, set somewhere else: start with the first strange event, then introduce the new threat and finally describe what the threat does. Do this on a separate piece of paper.

© Talk for Writing

Day 3 - Get Plotting Again!

Now let’s write a brand new finding tale. It doesn't have to be set in school or involve a game. I have put a few of my ideas below to help your thinking. You could even write the sequel of the story about what happens when Billy investigates the game the next time it’s wet play!

Think about: Your ideas

Where could the story take place? e.g. a field, a football match, a restaurant, at home – where else?

What could the object be? e.g. a book, shoes, wand, a phone, a bucket, a pen - what else?

What happens when the object is found?

e.g. events in the book come to life, shoes turn you into different people, wands cast disastrous spel ls, phones turn people into robots – what else?

© Talk for Writing

Now add your ideas to the boxed-up planner, based on The Game, so you can plan your whole story:

Introduce the main characters (MCs) and where they are

MCs find something they have not seen before

The object that has been found causes strange things to happen

MCs work out how to stop the strange things

Everything normal

is back to

© Talk for Writing

Are you ready? Then

write it, read it and check it! See you at the end!

Well done! Now that you have a new story, why not publish it? Below are some simple instructions for making a mini book from a piece of A4 paper.

If you have access to the Internet, type this into Google:

https://cutt.ly/QtvAkwq

Here, you can watch a mini-book being made and follow the instructions.

Or try this:

© 2012 Book-making Activity for Tell Me About Your Day Today created by Lauren Stringer, www.laurenstringer.com

Make your book and illustrate it – enjoy! We’ve reached the end of our journey. I hope you’ve had fun!

Caramel Passion Fruit Slice – BBC Good Food

https://www.bbcgoodfood.com/recipes/caramel-passion-fruit-slice

Ingredients

For the shortbread:

• 150g plain flour • 100g desiccated coconut • 170g cold butter, cubed, plus a little for the tin • 75g golden caster sugar

For the caramel:

• 90g butter • 397g can of condensed milk • 2 tbsp golden syrup • 2 tbsp dark brown sugar • 3 passion fruits, pulp only

For the topping:

• 200g dark chocolate • 30g coconut shavings, toasted

Method

1. Heat oven to 180C/160C fan/gas 4 and butter a 23 x 23cm brownie tin. First, make the shortbread by stirring the flour and coconut together in a bowl, then rub in the butter with your fingers until the mixture looks like breadcrumbs. Stir through the sugar, then bring the dough together with your hands. Pat into the tin, pricking the top all over with a fork. Bake for 15-18 mins until lightly golden and crisp.

2. For the caramel, put the butter, condensed milk, sugar and syrup in a pan with a large pinch of salt. Heat gently until simmering, then whisk for 6 mins until thick and fudgy. Take off the heat and stir in the passion fruit pulp. Pour over the shortbread, smooth over with a palette knife and leave to set.

3. Once set, melt the chocolate in the microwave in 30-second bursts until glossy and smooth. Smooth over the caramel shortbread, then scatter over the coconut shavings. Leave to set, then cut into 16 squares. Will keep for five days in an airtight container.