Year 6 Week 12 Date: 15th June – 19th June 2020 Hello Year 6, We hope that you are continuing to find plenty to do – hopefully a balance of the work we are setting you and any exciting activities that you may be doing at home. We have really enjoyed reading the work that some of you have sent us via FROG – please continue to do this. Thank you to those of you who have sent us messages and asked us questions about the work – it’s been great to hear from you. We have sent you all a message on FROG and if you are able to access FROG, then please send us a message back – even if it’s just to let us know how you are doing. Remember to keep checking the school website for any new information.

Reading Comprehension Over the course of the next few weeks, we would like you to focus on the famous author, Anthony Horowitz. We would like you to create two pieces of writing: a story (fiction) and a persuasive piece of writing (non-fiction), so this week’s comprehension is going to focus on Anthony Horowitz’s novels. Monday:

Miss Jenney’s set – You should all be familiar with this activity; therefore, we would like you to come up with at least 4 pieces of evidence which support your prediction and we would like you to

explain your choices. If you have more ideas, then make sure to include them. 4 is only a minimum! Ms Dale’s set – We would like you to come up with at least 3 pieces of evidence which support your prediction and we would like you to explain your choices. If you have more ideas, then make sure to include them. 3 is only a minimum! Mr Bateman’s set – We would like you to come up with at least 2 pieces of evidence which support your prediction and we would like you to explain your choices. If you have more ideas, then make sure to include them. 2 is only a minimum! Tuesday Try to answer the following questions either on your own or with someone at home. You do not need to write anything down! Stormbreaker begins with the following sentence:

Look at the enlargement of the front cover (in the

resources). We would like you to use the front cover to

predict what the book is about using the following as types

of evidence:

▪ The words used

▪ Images

▪ Colours

It might be helpful to use the following structure:

Sentence 1: What do you think the book will be about?

Following sentences: What evidence from the front cover of the book have you used? (Words, images, colours) Why does the evidence make you think the book will be like this?

‘When the doorbell rings at three in the morning, it’s never good news.’

1. How does the sentence draw the reader in?

2. Does it create a feeling of mystery or adventure? How?

3. Which part of the sentence creates the most atmosphere?

4. Does the opening sentence make you feel that something important might

happen?

Look at the following extract from Stormbreaker:

What can you tell about Alex’s character from this extract? Think about what you can retrieve from the text and also what you can infer from the text. Mind map your ideas, using (R) for retrieval and (I) for inference. Example: Miss Jenney’s set – Come up with 5 things to add to the mind map. They must be a mixture of retrieval and inference. Ms Dale’s set – Come up with 4 things to add to the mind map. They must be a mixture of retrieval and inference. Mr Bateman’s set – Come up with 3 things to add to the mind map. One of them should be based on inference.

Alex Rider

Inquisitive because he gets out

of bed to see what is happening

(I).

He has short hair (R).

Wednesday This session, you are going to look at an action-packed chapter from Stormbreaker – Chapter 2 (Heaven for cars). If you are interested in reading Chapter 1, then there are plenty of extracts on the internet. To summarise chapter 1, Alex is awoken in the early hours of the morning by a knock on the door. The housekeeper answers it but Alex is looking out of his bedroom window. He sees police officers and it is revealed that his Uncle (who he lives with) has died in a car accident. As the chapter progresses, there is a funeral and Alex spots two very strange men lurking around. He notices a name on the van that they are in – Stryker and Son.

1. Read Chapter 2, which you will find at the end of this document. 2. As you are reading it, circle any words which you do not understand. 3. Use the strategies you have been taught in school to try and figure out their meanings.

Think about the following questions. You do not need to write anything down. How did it make you feel? Why do you think it made you feel like this? For the remainder of this session, you will be continuing to look at vocabulary.

Miss Jenney’s set –

Ms Dale’s set –

Mr Bateman’s set –

Look at page 23. The word ‘dismantlers’ is used. Use what you already know about the chapter to figure out what a car dismantler is. Look at page 30. Read the paragraph beginning ‘The wings began to move.’ Find and copy a word which means the same as never giving up. Look at page 30. Read the paragraph beginning ‘The wings began to move.’ Find and copy a word which means the same as moving suddenly and powerfully forward. Look at page 32. Read the paragraph beginning ‘He clambered down the side of the crusher....’ What do you think the words hostile frown mean? Read page 33. What do you think the word hulking means?

Look at page 23. The word ‘dismantlers’ is used. Use what you already know about the chapter to figure out what a car dismantler is. Look at page 24. Read the paragraph beginning ‘J.B. Stryker’s was a square of wasteland…’ Find and copy a word which means the same/similar to surrounded or closed off. Look at page 30. Read the paragraph beginning ‘The wings began to move.’ Find and copy a word which means the same as moving suddenly and powerfully forward. Look at page 32. Read the paragraph beginning ‘He clambered down the side of the crusher....’ What do you think the words hostile frown mean?

Look at page 21. Read the paragraph beginning ‘The first lesson of the day was maths.’ Find and copy a word which means the same/similar to going round and round. Look at page 24. Read the paragraph beginning ‘J.B. Stryker’s was a square of wasteland…’ Find and copy a word which means the same/similar to surrounded or closed off. Look at page 24. Read the paragraph beginning ‘J.B. Stryker’s was a square of wasteland…’ Find and copy a word which means the remains of something.

Thursday Read Chapter 2 again if you need to remind yourself of what happened. This session, you are going to use a range of comprehension skills to answer questions about the chapter. You will have a mixture of retrieval, inference and language-based questions.

Miss Jenney’s set –

Ms Dale’s set –

Mr Bateman’s set –

How did Ian Rider die? Why do you think that? Try to give to pieces of evidence from the text to support your answer. Explain what is meant by ‘Dust and diesel fumes punching into his nose and eyes’. Alex feels like ‘an insect under a microscope’. What does this mean? What might he be thinking and feeling? Which words and phrases are particularly effective at making J.B. Strykers sound unwelcoming? What evidence is there in Chapter 2 that Alex will make an excellent spy? Why has his uncle had him trained in karate?

How many years has Alex owned his bike? Why is it hot in the maths classroom? Why did the J.B. Stryker advert catch Alex’s attention over any other? How did Ian Rider die? Why do you think that? Use at least one piece of evidence from the text. What does the author mean at the end of the chapter when he uses the phrases: ‘He could have been looking a lot worse’? Explain what is meant by ‘Dust and diesel fumes punching into his nose and eyes’?

How many years has Alex owned his bike? Why is it hot in the maths classroom? Why did the J.B. Stryker advert catch Alex’s attention over any other? What is the crumpling BMW compared to? What was pressed against the crusher cabin glass? How did Ian Rider die? Why do you think that? Use at least one piece of evidence from the text. What does the author mean at the end of the chapter when he uses the phrases: ‘He could have been looking a lot worse’?

Friday This session, you will be focusing on your summarising skills. Chapter 2 is quite a long chapter so it would be useful if it could be summarised and made shorter.

Miss Jenney’s set –

Ms Dale’s set –

Mr Bateman’s set –

Summarise Chapter 2 in fewer than 100 words.

Summarise Chapter 2 in fewer than 125 words.

Summarise Chapter 2 in fewer than 150 words.

What is summarising?

It means to retell the major ideas or events in a text in your own words. It is much shorter than

the original.

How can you do this?

1. Read the text and make sure you understand the story.

2. Pick out the main points only.

3. Don’t include details.

4. Take the main points and write them in your own words.

Spelling This week, we would like you to focus on learning about words which end in -able/-ably and -ible/-ibly. adorable, applicable, considerable, changeable, forcible, horrible, incredible, enjoyable, dependable, comfortable. Monday: Look, cover, write and check. If there are any words which you do not know the meaning of, then please find out what they mean. Use the following link to find out when to use – able and when to use -ible. Make sure you read it carefully. https://www.spellzone.com/unit27/quest1/index.cfm Tuesday: Look, cover, write and check. Use your knowledge from yesterday to decide whether each of these words should end in -able or -ible. Comfort Sens Vis Obtain Transfer Terr Retain Leg Memor Ed Notice Aud Wednesday: Look, cover, write and check. Use each of your spellings in a sentence. Thursday: Look, cover, write and check. Word Challenge: Using each of your spellings, see how many different words can be made. e.g. changeable change, blanche, nag, gene etc. Friday: Ask a member of your family to give you a spelling test using the spelling list provided.

Punctuation and Grammar: Your punctuation and grammar this week will focus on things that you can use in your English lessons when you complete your writing. You will have worked on these skills a few times over the course of this year; therefore, you will probably be getting quite familiar with them. Monday: Relative clauses. Remember this from a few weeks ago? Remind yourself of what a relative clause is and what a relative pronoun is.

Relative clauses are used as another way to add extra detail to a sentence.

Relative clauses MUST be about one of the nouns (person, place, object, idea) within the

sentence.

You can use brackets, dashes and commas to add relative clauses.

Make sure that they begin with a relative pronoun (the words to the left).

Task: Please answer the following questions courtesy of classroomsecrets.co.uk.

1. Circle the relative pronoun. the through that

2. Write in the relative pronoun that will fit into the sentence below.

The café, _________ is open, has no electricity.

3. Underline the relative clause in the sentence below. My friend, whose name is Kyle, is in my class.

4. Write a relative clause that will fit the sentence below. At 3pm, ____________________________________________________, it’s time to go home.

5. Rewrite the two sentences below as one sentence using WHEN as the relative pronoun. The game will finish after ninety minutes. The referee blows the whistle.

Tuesday: This lesson, you will be looking at antonyms and synonyms because you will be using synonyms in your English lesson. Watch the following video to ensure that you know what antonyms are and what synonyms are. Read the webpage too as it contains lots of important information.

https://www.bbc.co.uk/bitesize/articles/zk23c7h

e.g. Gripping the door handle like a vice, the tentacled beast slowly opened the door.

The relative clause must go after one of the nouns highlighted in green.

e.g. Gripping the door handle, which was cold and stiff, the tentacled beast slowly

opened the door.

e.g. Gripping the door handle, the tentacled beast – which had a menacing glare -

slowly opened the door.

e.g. Gripping the door handle, the tentacled beast slowly opened the door (which was

heavy and creaked).

Now answer the following questions. Courtesy of classroomsecrets.co.uk. Task:

1. Which of these words are antonyms or synonyms of the word excellent? outstanding superb dreadful poor

2. Write a synonym and antonym of the word tough.

3. Underline the pair of synonyms and their antonym in the paragraph below.

“I’m able to finish it,” gasped Will. “No. Your leg is incapable of getting you to the top!” said Doc. He was almost certain Will would be unable to walk.

4. Rough can only ever be an antonym of smooth. Is this correct? Prove it.

5. Rewrite the sentence below; once changing the underlined word for a synonym, and once for an antonym. Leon thinks it’s fun to embarrass me whenever we meet.

Wednesday: Parenthesis Remember this from a few weeks ago? Remind yourself of what parenthesis is. Task: Answer the following questions. Questions courtesy of classroomsecrets.co.uk

1. True or false? The sentences below use punctuation for parenthesis correctly. Explain your answers. The muscular athlete (Ben Hardy) won the race for the second year running, despite suffering from a knee injury. The Olympic swimmers who train every day – finally won a gold medal this year – as well as two silver ones. My pet rabbit, the same one I had three years ago, has a strange blemish on her left ear.

2. Which sentence has used dashes for parenthesis correctly?

Parenthesis marks additional/extra information within a sentence. It is information which can

be taken out without the sentences losing sense.

Katie (more tired than she had ever been in her life) struggled to stay awake.

The sentence makes sense with the extra information.

The sentence makes sense without the extra information.

Parenthesis can be marked in three different ways:

Katie (more tired than she had ever been in her life) struggled to stay awake.

Katie - more tired than she had ever been in her life - struggled to stay awake.

Katie, more tired than she had ever been in her life, struggled to stay awake.

I raced confidently – along the running track – which was an 800m track to try and win the competition. I raced confidently along the running track – which was an 800m track – to try and win the competition. I raced confidently along the running track which was an 800m trach – to try and win – the competition.

3. Steph is writing a sentence using brackets for parenthesis.

The newly refurbished classrooms decorated during the Christmas holidays (were a lovely surprise for the teachers and pupils) when they arrived in school for the beginning of the new term. Explain her mistake and then rewrite the sentence correctly.

Thursday: Using apostrophes.

https://www.bbc.co.uk/bitesize/articles/zrprkxs Watch the following videos and read the article with the videos to ensure that you can remember how to use apostrophes for contractions and apostrophes for possession. Task: Answer the following questions. Courtesy of classroomsecrets.co.uk.

1. Underline the words in the sentences below that use an apostrophe for contraction. In each box, write out the full forms of each contracted word. “You shan’t have them!” Adam said playfully as he pulled his cats’ toys away. The audience’s refreshments were running out at the theatre. The boss shouted to his workers, “I won’t be able to get any more, so just sell what we’ve got!” Alice and James’s homework wasn’t quite finished, but they didn’t have any more time to get it done.

2. Nathan has written the sentence below. Nathan says, ‘I haven’t used an apostrophe for

singular possession and I have only used an apostrophe for contraction once.’ Is he correct? Explain your answer. Sarah and Becky’s shop wasn’t open yet but the girls’ excitement was building as the opening day came closer.

3. Georgia has written the sentences below but she has made some mistakes with apostrophes.

Lucas and Haleys party was coming closer but theyd not even started their preparations yet. The guests invitation’s would’nt get there in time and the food hadn’t been ordered. Lucas exclaimed nervously, “We’ll never be ready in time!” Explain and correct Georgia’s mistakes below.

Friday: Using commas in a list. Watch the following video to remind yourself about how to use commas within a list. https://www.bbc.co.uk/bitesize/topics/zmwqtfr/articles/zfk992p

Task: Answer the following questions. Courtesy of classroomsecrets.co.uk.

1. The commas have been used correctly in each sentence below. Write true or false next to each sentence. David bought a ham sandwich, a packet of salt and vinegar crisps, two chocolate bars and a pot of yoghurt for lunch. It was clear that Henry didn’t like him because he was extremely rude, obnoxious and completely inconsiderate of other people. The stationery shop had a new delivery that consisted of packs of pens, sealed notepads, small boxes, of paper clips and coloured pencils.

2. Underline the words in the sentences below which require a comma after them. The shopping centre has recently opened a new supermarket two clothing stores a stationery shop and three new Italian restaurants. Toni didn’t like living in cities because she thought they were far too crowded too expensive to be ale to live comfortably too dirty and that she would be at a higher risk of being burgled. The bakery in town had a fine selection of tasty treats including creamy scones savoury pasties moist cakes and home-made pies.

English Anthony Horowitz is currently celebrating 20 years since he published his first Alex Rider book – Alex Rider: Stormbreaker. As part of the celebrations, he is running a competition and we thought it might be nice for you to enter (with permission); therefore, your lessons will all lead up to you creating your own spy story. If you successfully complete the mission, then an adult can enter your story into the competition (instructions will follow).

Monday In your reading comprehension, you looked at the front cover of Stormbreaker and you began to think about what the front cover might have told you about the story. Look at the following front cover for the second novel in the Alex Rider series and think about the following questions:

▪ How does the front cover match the title of the book? ▪ Which part of the cover is the most effective in your opinion and why?

Task: Use what you have learned about the purpose and effect of front covers to design your own for another of the Alex Rider books. Do this on paper or you can even have a go on a computer if you want! You might wish to magpie some of the images you have already seen. Make sure to use: An image A title Author A short sentence which hooks the reader in and/or a testimonial.

The image links to the title of the

book. It shows the characters using

a snowboard and a snowmobile so

we know that the characters are in the mountains.

The image links to the genre of

the book. We know that the book

is about locating someone or

something as an image of a target

is used.

The title of the book makes

me think about mountains.

Mont Blanc is the highest

mountain in Europe. Point

makes me think of the peak

(top) of the mountain.

Testimonial/review.

Ensures the reader

knows that this is an

action story. Makes

the reader want to

read it.

Mr Bateman’s set

Skeleton Key Teaming up with the CIA, Alex must go to a remote Caribbean island called Skeleton Key.

OR Ark Angel Alex finds himself in the middle of an international crime hunt and meeting a

billionaire. The only connection in Ark Angel – A revolutionary space hotel. Miss Jenney’s set Ms Dale’s set You can use one of the books from the list above and you also have the choice to use ‘Snakehead’ and ‘Crocodile Tears’. You will have to think carefully about what these two books could be about because you haven’t been provided with a description. Tuesday: In reading comprehension, you looked at an extract from Stormbreaker and you decided what the extract told you about Alex Rider. In English, you will be continuing to look at character as you will be creating your own characters. Watch the following video of Anthony Horowitz explaining how he comes up with ideas for his characters.

Task 1: Come up with a basic idea for your main character (the spy). Example:

What is your character’s name?

What is your character’s background?

What is your character’s goal?

What do they look like and what is their personality like?

https://www.bbc.co.uk/

cbbc/joinin/bp-anthony-

horowitz-spy-story-

writing-masterclass

Ryan Judd

Lives in a tower

block.

Good at parkour

To save the

world.

Brave

Curious

Tall

Short hair

What is your character’s name?

What is your character’s background?

What is your character’s goal?

What do they look like and what is their personality like?

Task 2: Look at the appearance and personality column. Your next job is to up-level the vocabulary that you have chosen because you will need this to create a character description in the next lesson. You can use an online thesaurus to help you with this. You might even think of some sentences or phrases as well as more ambitious vocabulary! Example: Miss Jenney’s set - Choose at least 6 of the words you chose to describe your character. Find 4 more ambitious words or phrases and create a mini mind map for each word that you are improving (like the example above). Ms Dale’s set - Choose at least 5 of the words you chose to describe your character. Find 4 more ambitious words or phrases and create a mini mind map for each word that you are improving (like the example above). Mr Bateman’s set – Choose at least 4 of the words you chose to describe your character. Find 2 or 3 more ambitious words or phrases and create a mini mind map for each word that you are improving (like the example above).

Tall

lanky

high in stature

towering

Wednesday: Yesterday, you thought very carefully about your main character, but a spy story wouldn’t work without you coming up with some sort of villain. Watch the following video, making sure to listen carefully to the hints and tips provided by Anthony Horowitz.

Be as creative and as unique as you can. Remember, you could be entering this story into Horowitz’s competition. Task 1: Come up with some ideas for a villain. Record your ideas in a similar way to this sheet.

https://www.bbc.co.uk/

cbbc/joinin/bp-

anthony-horowitz-spy-

story-writing-

masterclass

Task 2 As the second part of this lesson, you are going to begin to have a look at a technique called ‘show not tell’. You may remember looking at this in previous home learning tasks. Look at the following examples. The example in red TELLS us about the character but the examples in blue SHOW us about the character.

Old Wrinkled skin Walking with a hobble Stooped over Says ‘back in my day’

Young Unblemished skin Taught skin Wide-eyed

Scary Stomps around. No body approaches them Always shouting

Bossy Shouting instructions Doesn’t listen to others. Unhappy when they don’t get their own way

Pretty Sea-blue eyes Long, wavy hair Pink, rose-bud lips Big smile

Task 2: Mr Bateman’s set These are some common traits for villains. Can you find some ways to show rather than tell? Write about your villain and think of two ways to show that they are each of the following things.

1. Ugly 2. Greedy 3. Selfish

What does ‘Show not tell’ mean?

Show means that we use description to create clear

pictures and mental images for the reader without

actually telling the reader a specific characteristic.

Examples:

Tell Show

The old man entered the room. It was an unusual cat. David was in a furious temper.

A man, whose face was weathered and wrinkled, entered the old-fashioned living room. With yellow eyes glowing, long, black fur that stood on end and a mouth full of sharp, pointed teeth, I knew that the small animal was no ordinary cat. David stomped to his desk spilling coffee as he went. Pushing past a group of people, he threw himself into his chair. With one sweep of his hand, he cleared his desk and growled at the nearest secretary.

Ms Dale’s set These are some common traits for villains. Can you find some ways to show rather than tell? Write about your villain and think of two or three ways to show that they are each of the following things.

1. Ugly 2. Greedy 3. Selfish

CHALLENGE: Pick one of your descriptive words from designing your villain and write a sentence to show that they are that thing. Miss Jenney’s set These are some common traits for villains. Can you find some ways to show rather than tell? Write about your villain and think of three ways to show that they are each of the following things.

1. Ugly 2. Greedy 3. Selfish

CHALLENGE: Pick one of your descriptive words from designing your villain and write a sentence to show that they are that thing. Thursday: Today, you will be applying everything you have learned and done so far this week. We would like you to write a description using some show not tell and based on your invented characters. Before you have a go, have a look at some examples and the way that other authors have managed to use show not tell.

Shows us that he is

getting older/he isn’t

young.

Reveals that he isn’t very

hygienic and perhaps he

is unclean.

Shows us that he could be quite poor

or that he perhaps doesn’t care about

his appearance. Also shows us that

he is skinny.

Shows us that he could be

quite poor or that he doesn’t

care about his appearance.

Sinewy, wispy auburn hair was glued to his

misshaped egg head like a poorly manufactured

wig. Through the wisps, you could see

increasingly wrinkled skin, often covered in

sweat beads (due to the risky nature of his

‘trade’). Dirt and grime gathered in the wrinkled

lines and occasionally joined the path of the

river of sweat that cascaded down his cheeks:

some of it caught by his large, bushy eyebrows

that mirrored the colour of his hair. His eyes

were dark and full of secrets. A long, witch-like,

nose protruded from his face and was followed

by extensive strands of wiry hair -entwined

together- that tried to stray from his pointy chin. The once emerald green coat (now battered and

worn) hung off his skeletal frame. Stolen

scarves-once owned by wealthy, respectable

men- danced around his legs whilst crying for

forgiveness whenever he moved. Onyx winkle

pickers grasped tightly to his aged feet scared

that they may disintegrate any minute in the

sludge filled streets that lead up to his lodgings.

Shows us that he doesn’t

care about his

appearance.

Use the resource above to help you with your descriptive writing. Think carefully about your word choices and what impact they will have on the reader. What will your words show the reader about the character? If you are writing about your hero/spy, then you are likely to want to use positive vocabulary and phrases; however, when writing about the villain, you will need to use vocabulary and phrases which are more negative. Miss Jenney’s set Write a descriptive paragraph which describes your hero entering a room (make sure it is appropriate to the character e.g. classroom, office, bedroom, bank etc.) Then, within the same paragraph, your hero meets your villain so you must also describe the villain! Ms Dale’s set Write a descriptive paragraph using show not tell about your hero. Write a descriptive paragraph using show not tell about your villain. Mr Bateman’s set Write a descriptive paragraph using show not tell about one of your characters – you pick! Friday: Next week, you will be looking at setting and dialogue; therefore, it is important that you have a clear idea and direction for your writing. This lesson, you will be thinking about the plot for your story. Watch the following video of Anthony Horowitz giving some useful hints and tips.

https://www.bbc.co.

uk/cbbc/joinin/bp-

anthony-horowitz-

spy-story-writing-

masterclass

First, have a think about some ideas and then summarise your idea using one or two sentences. This will help you to really focus on the main ideas for your story. Have a look at some of the ideas that other children have already come up with – you might want to magpie if you see a good idea or you might want to be as inventive as you can be!

Dwayne Melia intends to steal the Endorious diamond. It is take your child to work day and Felix goes to work with his dad – little does he know that he dad is part of MI6 and he is about to embark on the deadliest mission yet.

Villain was bullied at school and he wants to take revenge. Finds a diamond which will destroy a whole country if put in front of the Sun so it is up to MC to save the day.

Dylan (MC) discovers a hidden village with a mean leader. Villagers ask Dylan for help and he uses his spy powers to defeat the evil leader.

John Dorner was banned from Tech as a child and so he was teased. He plots to take over the world with tech so MC must stop him.

Task 1: IMPORTANT!!!! TO ENTER THE COMPETITION, YOUR STORY MUST BEGIN WITH THIS AS YOUR FIRST SENTENCE: ‘When the doorbell rings at three in the morning, it’s never good news.’ Now, you need to add detail to your idea. Think carefully about the following questions. You do not need to write anything down. If you want to, you could discuss them with someone that you live with because they might have some brilliant ideas too.

Now that you’ve had the opportunity to think through your idea in a bit more detail, use the following sheet/headings to plan your story. Don’t worry if you cannot print it, you can just use the 8 headings and set out your planning on a piece of paper.

WHAT IS YOUR PLOT (IN ONE OR TWO SENTENCES)?

1. Who is your main character – are you sticking with the character you have

developed over the last couple of days?

2. Do you have a clear idea of who the villain in your story is?

3. What will the opening setting be like?

4. Do they stay in the same place or will there be other locations in the story?

5. Does someone else support your character in your story or does your character

complete the mission on their own?

6. Can you outline any key events?

7. What setbacks does your character encounter? What obstacles are put in their

way?

8. What are the main threats/dangers? 9. How does the MC complete the mission?

Keep your plan in a safe place because you will need it for next week!

Maths This week, if you are in Mr Bateman’s set and Ms Dale’s set, you will be working on algebra. If you are in Miss Jenney’s set, then you are going to be working on extending your understanding of decimal numbers. You will need to use the following links: Mr Bateman Miss Jenney

Ms Dale

https://whiterosemaths.com/homelearning/year-6/ Summer Term – Week 7 Lesson 1 – Find a rule Lesson 2 – Forming expressions Lesson 3 – Substitution Lesson 4 – Solve simple one-step equations Lesson 5 – Maths challenge For each lesson, there is a video clip that you will need to watch. Feel free to pause it whenever needed and remember to ask your adults for help if it is needed or if you need something explaining in a different way. After each video, there is an activity for you to complete. These are located on FROG or the school website. Aim to complete as much as possible. If you need help, then please do message using FROG.

https://whiterosemaths.com/homelearning/year-5/ Summer Term – Week 7 Lesson 1 – Decimals as fractions Lesson 2 – Understanding thousandths Lesson 3 – Rounding decimals Lesson 4 – Order and compare decimals Lesson 5 – Maths challenge For each lesson, there is a video clip that you will need to watch. Feel free to pause it whenever needed and remember to ask your adults for help if it is needed or if you need something explaining in a different way. After each video, there is an activity for you to complete. These are located on FROG or the school website. Aim to complete as much as possible. If you need help, then please do message using FROG.

Maths challenge!

Additional tasks for maths 1. TT Rockstars – a competition will be set up. 2. Manga High – including the games. 3. Other online maths games.

Science/Theme Last week, you started to have a look at the food plate and you were asked to keep a food diary. This week, you will be having a closer look at healthy eating and what eating healthily actually means. But…before you start any work, have a look at these interesting facts.

Learning objectives: To understand how to make small changes to improve a diet. Success Criteria: I can name and explain the functions of the five food groups. I can remember how much of each food group I should be eating in each meal. I can change meals to make them healthier. I can design a healthy breakfast, lunch and tea for myself.

What are meals made out of?

Task 1: Make changes to these meals to make them healthier. Use everything you have learned so far. Task 2: Design a healthy breakfast, lunch and tea for yourself. Think carefully about which food groups you are using and how much of each food group you are using. You might even be able to make one of these meals – we would love to see some photographs if you manage to make one of them!

PSHE/Mindfulness We would like you to continue to work on your jars/containers. Each time you wish you could do something, go somewhere, treat yourselves, see someone you love, visit a new place, invite people to visit you, write it down on a piece of paper and put it into a jar/container. When all of this is over, you can work your way through your wishes and be more grateful than ever for the little and lovely things in your lives. Until then, you can enjoy watching the jar fill up with magical things to look forward to! Some further ideas:

Keeping fit and staying active Here you will find a range of PE and wellbeing activities. These are for you to choose from. You do not need to complete them all in one day and you can repeat any that you enjoy. Try to get the whole family involved! PE with Joe Wicks, The Body Coach: https://www.thebodycoach.com/blog/pe-with-joe-1254.html Go Noodle (movement and mindfulness): https://www.gonoodle.com/ Supermovers (dance videos linked to the curriculum): https://www.bbc.co.uk/teach/supermovers

Additional information • If you are able to, upload your work to FROG so we can have a look at what you have been doing. • Make sure to ask us questions if you are finding an aspect of your work to be challenging. • Please continue to follow the Governments recommendations and stay indoors. • Please continue to check the school website for any new information. • Remember to make time to do different activities too – ones which you don’t always get time

to do. Bake a cake, draw or paint a picture, make a dance up, play I spy, play hide and seek, help make lunch, sing some songs, use junk to make a model etc. You can even send us pictures of what you have been doing!

Reading comprehension resources

Extract taken from Alex Rider: Stormbreaker by

Anthony Horowitz.

We are grateful to White Rose Hub for allowing us to use the following resources.

Year 6

Finding a rule

Forming expressions

Substitution

Solve simple one-step equations

Year 5

Decimals as fractions

Understanding thousandths

Rounding decimals

Order and compare decimals