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Year Six Learning from Home
Summer 2
Week 5
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Year Six Learning from Home – Weekly Overview Each week, the Learning from Home activities will include:
Daily English, Maths, Physical Activity and Reading for Pleasure
At least three Foundation Subject activities
A weekly Art/DT activity
Spelling focus – set on Spelling Shed
Week 5 Learning from Home Overview
Monday Suggested time of day
Subject Focus when
complete
AM English Suspense Story - Planning
AM Maths Arithmetic and Problem Solving – Measures: Area and perimeter
PM Geography Volcanoes – Pacific ‘Ring of Fire’
Your choice Reading Reading for Pleasure / Class Novel
Your choice Physical Activity Visit Joe Wicks YouTube Page and choose a session to complete: https://www.youtube.com/user/thebodycoach1/playlists
Tuesday Suggested time of day
Subject Focus when
complete
AM English Suspense Story – Begin to write
AM Maths Arithmetic and Problem Solving – Measures: Area of triangles
PM Year 6 Leavers KS2 Memory
Your choice Reading Reading for Pleasure / Class Novel
Your choice Physical Activity Can you complete any of the 60 second challenges? https://www.youthsporttrust.org/60-second-physical-activity-challenges
Wednesday Suggested time of day
Subject Focus when
complete
AM English Suspense Story - Assignments on Microsoft Teams
AM Maths Arithmetic and Problem Solving – Measures: Area of parallelograms
PM Science Healthy Lifestyle
Your choice Reading Reading for Pleasure / Class Novel
Your choice Physical Activity Daily mile
Thursday Suggested time of day
Subject Focus when
complete
AM English Reading Comprehension – Shakespeare
AM Maths Arithmetic and Problem Solving – Measures: Volume of cuboids
PM PSHE Pupil Profiles
Your choice Reading Reading for Pleasure / Class Novel
Your choice Physical Activity Cosmic Kids Yoga – you choose a video and join in and relax
Friday Suggested time of day
Subject Focus when
complete
AM English SPaG – Active and Passive
AM Maths Arithmetic and Review of Learning
PM Friday Challenge Sports Day!
Your choice Reading Reading for Pleasure / Class Novel
Your choice Physical Activity Sibling or family game of something (football, tennis, relay etc)
Video Tutorials
Video tutorials published by White Rose Maths will be available each day – the link for session tutorials will be included as part of the daily activities in this pack
Additional resources: TT Rockstars, My Maths, Prodigy, ReadTheory, Spelling Shed*
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Year Six Summer 2 Spellings
Please continue to use Spelling Shed to practise your spellings. Assignments will be available on Spelling Shed each Monday and will include the 5
words for that week (see table below). If you can, ask an adult to test you on these words at the end of each week.
This week’s spellings are:
Week Words to practise
Week 5
vegetable
yacht
familiarity
dependence
vehicle
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Class Novel Our recent class novel ‘Clockwork or All Wound Up’ by Phillip Pullman is on
Teams.
You will find them in Class Materials Class Novel – Clockwork
Reading Activity based on ‘Clockwork’:
Thinking about the whole story, look at the themes below (in the table). Which do
you feel are the most important to the story and why? Use evidence from the text
to support your theory.
Be careful what you wish for Technology has made us
weak and lazy
Girls can be just as
courageous and brave as
boys
To be successful, you must
work hard and be dedicated
We are masters of our own
destiny
Traditional fairy tales are
boring
New Class Novel – ‘Who Let the Gods Out’ by Maz Evans Although we have a book left on our bookshelf (Mr William Shakespeare’s Plays, which we will be using in English over the next few weeks) we are in need of another class novel that can be listened to for pleasure. So Who Let the Gods by Maz Evans was chosen. You will find it saved in Class Materials Class Novel – Who Let the Gods Out The first few chapters have already been added to the folder, and the rest of the chapters will be uploaded regularly over the remaining weeks. This book is actually featured on the Y4 Bookshelf in Spring term – but it is still a book that we think you will enjoy. A heart-warming story with family at the centre, with lots of humour and Greek Gods in the mix too! Reading Activity - Summarise each chapter as you go
As a way of keeping track of what is happening in the story, after each chapter why don’t you
summarise it on a post-it-note / piece of paper and then keep all of these together! You could
even draw little images to go with each one if it helps to remember.
Remember, when summarising you need just the key points – it shouldn’t be too long or too
detailed.
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Year Six Monday 29th June 2020 English – Suspense Story – Planning (1/4)
We are continuing to be inspired by Phillip Pullman’s ‘Clockwork or All Wound Up’. This week you will be writing your own short ‘spooky’ story full of suspense and tension.
The plan for this week is:
Monday: Text analysis and planning story
Tuesday: Begin to write story
Wednesday: Final story submitted on Microsoft Teams
A recording of ‘Clockwork’ is
available on Microsoft Teams
This may help with this
week’s writing task.
Activity One:
Watch this video of author Malorie Blackman
(author of Noughts and Crosses series, Cloud
Busting and Hacker to name a few) sharing
tips on how to create tension and suspense:
https://www.bbc.co.uk/programmes/p011mxd6
Activity Two:
In order to write a story full of suspense and
tension, you need to use certain features within
your writing. Read the Text Analysis on the
next page (Page 6) to get an idea for what
features should be used, and how and why they
should be used.
Activity Three: You need to start thinking and planning your story, to give you some ideas we
would like you to watch the video of ‘Francis’. This is similar to Clockwork as it starts with a narrator
telling a story about a girl called Francis and what happened to her.
Video: https://www.literacyshed.com/francis.html
Francis: A tense tale of the unexplained happenings on the lake in the middle of a nature reserve. One night on a family camping trip to Quetico park, the
reckless raven-haired Francis waits until her family have fallen asleep and takes a rowing boat out to the middle of the lake. Hoping to find a quiet spot
where the teenager can lay on her back, stare at the sky and write in her journal, her expectations of a peaceful night at one with nature are soon
shattered when an unexpected noise comes from the water below.
Activity Four: You need to plan your own story; you need to use the structure of Clockwork/Francis
but can write about whatever you choose.
For your story you can either:
retell Francis/use it as inspiration
or
you can be creative and write your own short, spooky story filled with suspense. This may be based
on stories, books or films you know.
There is some ‘Spooky Inspiration’ of sounds and pictures on this website:
https://www.literacyshed.com/spookyinspiration.html – which you may find useful if creating your
own story.
On the following pages (Page 7) there is an Example Planning Template for the ‘Francis’ film
along with how to structure the story. Then there is a Blank Planning Template (Page 8) help with
planning your story, there is an example planning template for the Francis film.
Take your time to think about what description you might include in your plan and how you will build
in the suspense and tension throughout your story. Your plan and story need to flow, and you need
to get us as your readers hooked and keep us on the edge of our seats!
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Year Six Monday 29th June 2020 English – Suspense Story – Planning (2/4) Text Analysis
Even though not much is happening to Alice, there is a lot of descriptive detail about the surroundings. This helps the reader to picture what the character is experiencing.
Even at the end of this extract – you still don’t know who is coming down the stairs, keeping some things hidden make the reader want to keep on reading to find out more.
Short, snappy sentences are read quickly, one after the other so that the pace of the story quickens. It can make the reader feel like they are panicking.
Adding extra information (subordinate and relative clauses) to sentences can also make the reader wait even longer.
Show, not tell adds to the atmosphere you are trying to create
Instead of writing ‘Alice is
scared’ described what
Alice’s body is doing,
Using the senses (sights, sounds and feelings) gives a more detailed point of view of a situation. It brings the reader into the story and feel as if they are there.
Ellipses shows a long pause, that something is coming next or sometimes that the end of the sentence is missing. Can be used as a cliff-hanger so the reader wonders ‘what happens next?’.
Powerful description has been used throughout – this helps paint a detailed picture in the reader’s mind
Adjectives/Verbs ‘murky gloom’, ‘enormous’, ‘rattling’, ‘agonising’, ‘hunched silhouette’
Metaphor ’turned her to stone’ – Alice hasn’t really turned to stone, this shows she was too afraid to move
Simile silent as the grave’ – compares the silence of the house to somewhere else that is silent
Exciting synonyms have been used throughout
Instead of walked
‘Descending down the stairs,
one careful agonising, creaking
step at a time’ and ‘shuffled’.
Building tension and suspense Tension is something that writers use to create
a problem in their stories. Tension means feeling worry, fear, nerves or pressure.
Suspense is something used in stories to make them mysterious or scary. Suspense means
waiting for something to happen or being uncertain about what will happen.
Features that help create suspense and tension:
• Detailed descriptions of the surroundings • Clues to tantalise the reader (a hunched
silhouette) • Short, shocking sentences • Subordinate and relative clauses to make
the reader wait even longer • Ellipses (...) • Physical reactions from the character (her
heart was in her mouth) • Appealing to the reader’s senses • Exciting synonyms (shuffled) • Similes and metaphors
Nothing moved. Cogston House was as silent as the grave. Perhaps the only thing worse than hearing her best friend desperately calling her name was being alone in this endless quiet. Alice’s eyes searched through the darkness, scouring the corridor which faded into more murky gloom. She could make out the hallway right in front of her, the door opposite, and beyond it, the enormous winding staircase. As she looked, blinking through the tears which had begun to stream hopelessly down her face, she was met with a sight at the top of the staircase which all but turned her to stone... Something was moving. Alice watched numbly. Her heart was in her mouth and her breath came in sharp, rattling gasps. Descending the stairs one careful, agonising, creaking step at a time, a hunched silhouette shuffled out from the darkness...
Text Analysis – Example of features used ‘The Curse of Cogston Hall’
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Year Six Monday 29th June 2020 English – Suspense Story – Planning (3/4) Example Planning Template
Example Planning Template for Francis
Introduction paragraph
Introduce why you are telling the story – get the reader excited and hooked
First person narrator – I’m going to tell you a story
About a beautiful nature reserve
Many camping trips there with my family, but we no longer go, not since the disappearance of Francis
Opening paragraph Set the scene – introduce and describe the
character/s and setting and give a reason for why the character/s were there
Remember to create a spooky, sinister atmosphere
Include – detailed description (metaphors, similes) and use senses
Description of Francis
Description of nature reserve
Description of lake
Build up (this can be as many paragraphs as you need) Hint at the danger – drop clues for the reader
Take row boat out
Lay down on bench – watching
Knocking – thought it was a rock, but nothing was there, still in the centre of lake, lay back down
Knocking again – louder, crisp, now scared, wait until it happened again
Knocking again – even louder, tried to leave, didn’t move
Climax
(most exciting part)
Knocking again, lowered an oar, now no options, just sit and hope and wait for the morning
Resolution
What happened? Leave it on a cliff-hanger
Could go back to the narrator who leaves it on a cliff-hanger
Knocking went on throughout the night, Francis passes time by writing in journal
Because of this notebook why we know about what happened – she was never seen again
Wet page, four words ‘I did knock first’
How to write and structure your story:
You are the narrator telling the story about what has happened
Include one or two main characters (a single character in Francis or a couple of
friends maybe)
Write in the past tense – you are telling a story about something that has already
happened
Include:
o Introduction paragraph – written as first person. You the narrator are about to
tell the story
o Opening of the story paragraph
o Build up (as many paragraphs as needed to build up and create suspense)
o Climax
o Resolution – written as first person. You the narrator finish off the story.
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Year Six Monday 29th June 2020 English – Suspense Story – Planning (4/4) Blank Planning Template
Planning Template for your Spooky Story
Introduction paragraph
(Introduce why you are telling the story and get
the reader hooked)
Opening of the story paragraph
(describe character/s and setting – create a spooky
atmosphere)
Build up
(this can be as many paragraphs as you need –
hint at the danger and drop clues for the reader)
Climax
(most exciting part – what is the scary part? Try and
use a cliff-hanger!)
Resolution
(What happened? Reflect back on the story as the
narrator)
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Year Six Monday 29th June 2020 Maths Arithmetic and Flashback
Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
Have a go at the daily flashback:
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Year Six Monday 29th June 2020 Maths Problem Solving and Reasoning (1/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area and Perimeter
Perimeter = around edge (add up lengths) Area = width x height
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Year Six Monday 29th June 2020 Maths Problem Solving and Reasoning (2/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area and Perimeter
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Year Six Monday 29th June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!) These problems from NRICH are extra challenges and are entirely optional.
Area and Perimeter
What can you say about these two shapes?
What is the area of each one? What is the perimeter of each one? What can you say about the shapes below?
You can print out a set of shapes and cut them into separate cards. These cards have the coloured background. Can you draw a shape in which the area is numerically equal to its perimeter? And another? Can you draw a shape in which the perimeter is numerically twice the area? Can you draw a shape in which the area is numerically twice the perimeter? Can you make the area of your shape go up but the perimeter go down? Can you make the perimeter of your shape go up but the area go down? Can you draw some shapes that have the same area but different perimeters? Can you draw some shapes that have the same perimeter but different areas?
Solution: https://nrich.maths.org/7280/solution
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Year Six Monday 29th June 2020 Geography – Volcanoes – Pacific ‘Ring of Fire’ (1/2) Mount St. Helens, which you explored in Geography recently (Week 2 and 3), is part of the Pacific ‘Ring of Fire’:
The Ring of Fire is a large series of volcanoes (some active) encircling the Pacific Ocean, notorious
for frequent earthquakes and volcanic eruptions. It is situated at the edges of one of the world's
main tectonic plates and more than half of the world's active volcanoes are part of the ring.
Activity 1: Watch this video about tectonic plates to learn more about them:
https://www.youtube.com/watch?v=yBr-D1cFmEs
Activity 2: There are several major plates around our planet. Use your own research to find the
names of these and complete the map labels on the next page.
Need help? Go to https://www.worldatlas.com/aatlas/infopage/tectonic.htm
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Year Six Monday 29th June 2020 Geography – Volcanoes – Pacific ‘Ring of Fire’ (2/2)
On the map on the previous page, three other significant volcanoes around the Pacific Ring of Fire
are shown: Mount Fuji in Japan, Mount Pinatubo in the Philippines and Mount Paricutin in
Mexico.
Using your own research can you complete the table below with some key information about each
of these? Some has been done for you as an example.
Mount Fuji Mount Pinatubo Mount Paricutin
Height (elevation in m)
2,800 m
Year of last eruption
1991
Active or dormant?
Type of volcano stratovolcano
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Year Six Tuesday 30th June 2020 English – Short Suspense Story – Writing (1/3)
We are continuing to be inspired by Phillip Pullman’s ‘Clockwork or All Wound Up’. This week you will be writing your own short ‘spooky’ story full of suspense and tension.
The plan for this week is:
Tuesday: Begin to write story
Wednesday: Final story submitted on Microsoft Teams
A recording of ‘Clockwork’ is
available on Microsoft Teams
This may help with this
week’s writing task.
Today we would like you to begin writing your story.
You can either:
hand write your story – and take a photo of the final piece for submission tomorrow
type up using Word or PowerPoint – and then upload the final piece for submission tomorrow
type up on the blank template on Microsoft Teams Assignment – and then finish off on there
tomorrow before clicking ‘hand in’
To write your story you will need:
Planning template from yesterday (Monday 29th June)
Maybe the text analysis from yesterday – this has examples of what features you need to
include
Support Slide (on the following pages today – Page:16 and 17)
Take your time to think about what description you might include in your writing and how you will
build in the suspense and tension throughout your story.
Your story needs to flow and make sense, but you also need to get us as your readers hooked
and keep us on the edge of our seats!
Francis Video: https://www.literacyshed.com/francis.html
Spooky Inspiration sounds and pictures: https://www.literacyshed.com/spookyinspiration.html
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Year Six Tuesday 30th June 2020 English – Short Suspense Story – Writing (2/3) Support Slide
Describe Feelings Describe Settings
anxious afraid calm creepy disgusting
apprehensive frightened noiseless eerie hideous
jittery panic-stricken peaceful frightening horrible
nervous petrified quiet scary ugly
tense scared witless silent sinister unappealing
uneasy terrified still spine-chilling unattractive
worried terror-stricken tranquil unnerving unsightly
Checklist – have I included?
Introduction paragraph
Opening of the story paragraph
Build up paragraph/s
Climax paragraph
Resolution paragraph
Have I used … to build in suspense?
Detailed descriptions
Use of senses
Similes and/or metaphors
Range of cohesive devices
Short, sharp sentences
Extended sentences (subordinate and relative clauses)
Ellipses
Synonyms
Clues/hints for the reader
I have checked:
That my writing makes sense
Basic punctuation is correct
For any spelling mistakes
Useful Vocabulary
Francis Lake Boat Knock
content bleak dependable aggressive
curious deserted humble concealed
determined eerie modest consecutive
disinterested elegant motionless deafening
dismissive hushed preserved foreboding
isolated serene reliable resonant
precarious silent simplistic sinister
rebellious sinister stranded successive
reckless sprawling timbered unfathomable
stranded tranquil trustworthy unnerving
tormented treacherous unembellished unrevealed
vulnerable vast unscathed vehement
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Year Six Tuesday 30th June 2020 English – Short Suspense Story – Writing (3/3) Support Slide
Fronted Adverbials
Time Frequency Place Manner Possibility
After a while, Again, Everywhere she
looked, As fast as he
could, Almost
unbelievably,
Afterwards, Every second, Far away, Frantically, Barely alive,
All of a sudden, Occasionally, In the distance, Nervously, Completely exhausted,
Before long, Often, Outside, Silently, Out of breath,
In the blink of an eye,
Once, Somewhere
nearby, Suddenly, Perhaps,
Just then, Rarely, Upstairs, Without a sound, Quite
understandably,
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Year Six Tuesday 30th June 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
Have a go at the daily flashback:
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Year Six Tuesday 30th June 2020 Maths Problem Solving and Reasoning (1/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area of triangles
Area of triangle = ½ x Base x Height (Use the vertical height)
(Multiplying by a ½ is same as dividing by 2)
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Year Six Tuesday 30th June 2020 Maths Problem Solving and Reasoning (2/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area of triangles
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Year Six Tuesday 30th June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!)
These problems from NRICH are extra challenges and are entirely optional.
Twice as Big?
If we double each side of a small square we get a new enlarged square:
The new enlarged square is the size of four of the smaller squares.
This also happens when we enlarge other shapes. Some, like the squares, can be filled with
the same smaller shape.
Look at these:
Can you work out how the four shapes fit to make the enlarged shape each time? You need to rotate or reflect the smaller shapes to fit them in. (This means that if you make
them from squared paper you will need to turn them round or turn them over.)
Solution: https://nrich.maths.org/5561/solution
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Year Six Tuesday 30th June 2020 Year 6 Leavers – KS2 Memory
This week we would like you to:
Share with us your favourite KS2 memory!
We would like you to think about one of your favourite memories from KS2 and share it with us.
You can share this memory however you wish – be creative
Some suggestions below:
Write your memory (or type) and
decorate the page you’ve written on
Record a video of yourself telling us
your memory
Share a photo of your memory (with
an explanation around it)
Draw your memory (with an
explanation around it)
Extra request – upload any photos you have from your time during KS2 – we would love to see them, so please share these too if you can!
Please share your memory with us. You can do this via:
Upload as an extra assignment on Microsoft Teams ‘Summer 2 Week 5 Leavers KS2
Memory’ read them all (make sure you’ve signed in using your own individual login - P13)
Save on One Drive in ‘Y6 Leavers Week 5 – KS2 Memory’
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Year Six Wednesday 1st July English – Short Suspense Story (Assignment on Teams)
Short Suspense Story Hello Year 6, Thank you for your continued efforts with the work set for you in the Learning from Home packs. Our English learning continues to be inspired by our recent class novel ‘Clockwork or All Wound Up’ by Phillip Pullman, as well as the video ‘Francis’ which we shared with you on Monday. For today, we would like you to finish writing your short suspense filled ‘spooky story, which may be based on the ‘Francis’ video or inspired by your own ideas. This story is a short story, but does need to follow the structure outlined in your LfH packs this week. It needs to start off as first person; you are a narrator telling the story, but then go into third person and past tense. The structure of your story should be:
Introduction paragraph – narrator (you) introduce why you are telling the story
Opening paragraph of the story – set the scene and introduction character/s and setting
Build up – this may be a few paragraphs where you hint at the danger and drop clues
Climax – the most exciting part – what actually happens, you may wish to leave it on a cliff-hanger
Resolution – back to you as a narrator to explain what happened This story should be full of suspense and tension, so make sure you include the different features which help to do this. The text analysis and Support Slides (included this week in your LfH) are also available under ‘Reference Materials’ below your assignment instructions on Teams) will support you in the writing process. You may type your work on the template document provided (Word document) or upload it as a picture or file from the device you are working on (this may include a photograph of your handwritten work). Before submitting, make sure you re-read your whole story to check it makes sense and that all basics (punctuation and spelling) are correct. As you are re-reading and checking your work, use the checklist (included on Support Slide) to ensure you have included everything needed for this piece of writing. You want us to be hooked and on the edge of our seats reading your stories! Mrs Thompson and Mr Johnson
Supporting Resources from your Learning from Home Pack this week:
Text Analysis (Monday) – examples of features to help build suspense
Support Slide (Tuesday) – including structure, checklist and suggested vocabulary
An assignment has been set on Microsoft Teams
Please login to Microsoft teams using your individual login (P13) to submit your
writing for feedback.
You may complete your writing online using the template document provided.
Alternatively, you may wish to take a photograph of a handwritten piece of work and
upload this for feedback. Please make sure you click ‘Hand in’ once finished.
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Year Six Wednesday 1st July 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
Have a go at the daily flashback:
25
Year Six Wednesday 1st July 2020 Maths Problem Solving and Reasoning (1/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area of Parallelograms
Area of Parallelogram = base x height
26
Year Six Wednesday 17h June 2020 Maths Problem Solving and Reasoning (2/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Area of Parallelograms
27
Year Six Wednesday 1st July 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!)
These problems from NRICH are extra challenges and are entirely optional.
Through the Window
The store in my town which sells windows calculates the price of windows
according to the area of glass used and the length of frame needed.
Can you work out how they arrived at the prices of the windows below?
Solution: https://nrich.maths.org/10344/solution
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Year Six
Wednesday 17th June 2020
Science – Healthy Lifestyle (1/5)
Activity 1: Watch the below Bitesize videos about balanced diet and healthy lifestyle.
Activity 2: Read the below information carefully and make some notes (a template for your notes is included on the next pack of this LfH
pack – Page: 30).
What is a balanced diet?
https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/zppvv4j
Why is a healthy lifestyle important?
https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/ztsqfcw
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Year Six
Wednesday 17th June 2020
Science – Healthy Lifestyle (2/5)
Activity 3: Using your notes, and any extra research you may
wish to carry out, please create a poster, information text or
leaflet about the importance of a healthy lifestyle.
(A template for a leaflet has been included in this LfH pack
Page:31 and 32)
30
Year Six
Wednesday 17th June 2020
Science – Healthy Lifestyle (3/5)
Notes
Write down notes for each of the headings
Healthy Diet: (you may wish to refer to the
different food types)
Impact of a Healthy Diet:
Exercise:
Impact of Exercise:
31
Year Six
Wednesday 17th June 2020
Science – Healthy Lifestyle (4/5) – Leaflet Template
32
Year Six
Wednesday 17th June 2020
Science – Healthy Lifestyle (5/5) – Leaflet Template
33
Year Six Thursday 2nd July 2020 Reading Comprehension – Text to read (1/3)
Over the next few weeks we will begin to look at Shakespeare and some of his most famous plays. This Reading Comprehension will give you some background information about the man himself.
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Year Six Thursday 2nd July 2020 Reading Comprehension – Text to read (2/3)
35
Year Six Thursday 2nd July 2020 Reading Comprehension – Questions to answer (3/3) Please read the whole extract carefully, then answer the questions below, remember some questions may need you to justify your answers and/or use evidence from the text. 1. How have historians worked out when Shakespeare’s birthday is likely to have been?
2. Look at the second paragraph. Identify two facts we are told about Shakespeare and his family.
3. What word tells us that the cause of Hamnet’s death is unclear?
4. True or False? Read these sentences and rewrite any false sentences so that they are true.
Sentence True or False? Rewritten sentence
Around 1585, Shakespeare
moved to London.
Anne and the children stayed in
Stratford.
Shakespeare became a historian
in the capital.
Shakespeare made money as a
playwright.
5. Explain who The King’s Men were.
6. Look at the paragraph beginning ‘By now…’ to the paragraph ending ‘theatres were closed.’
What impressions about Shakespeare, the family man, do you get from these two paragraphs?
7. What other word could the author have used instead of ‘hearttrending’?
8. Use the table to sort the names of some of Shakepeare’s plays.
Tragedies Comedies
9. Why do you think Shakespeare wrote plays about themes that people could relate to?
10. What opinion do you have about Shakespeare? Explain your thoughts.
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Year Six Thursday 2nd July 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We would
like to complete at least 10 questions, but of course you may do more if you wish!
Have a go at the daily flashback:
37
Year Six Thursday 2nd July 2020 Maths Problem Solving and Reasoning (1/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Volume of Cuboids
Volume of cuboid = length x width x height
38
Year Six Thursday 2nd July 2020 Maths Problem Solving and Reasoning (2/2)
White Rose Maths have provided a video tutorial to support you in your Learning from Home: Volume of Cuboids
39
Year Six Thursday 2nd July 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!) These problems from NRICH are extra challenges and are entirely optional.
Making Boxes
In this problem you start with some sheets of squared paper measuring 15×15 and use
them to make little boxes without lids.
You do this by cutting out squares at the corners and then folding up the sides. (The folds are indicated by the dotted lines in the diagram.)
Begin by cutting one square out of each corner. Fold up the sides. What is the size of the base? How high are the sides? So what is its volume?
Now cut a 2×2 square out of each corner and fold up the sides.
Does it look as if it holds more than the first box, less than the first box or just the same amount? What is the size of the base now? How high are the sides now? So what is its volume?
Now cut a 3×3 square out of each corner and fold up the sides.
Does it look as if it holds more than the other boxes, less than the other boxes or just the same amount? What is the size of the base now? How high is it now? So what is its volume?
If you keep on doing this, taking larger and larger squares from the corners, which box will have the largest volume?
Solution: https://nrich.maths.org/89/solution
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Year Six
Thursday 2nd July 2020
Pupil Profiles
At the end of each year we ask you to complete the Pupil Profile (see next page).
This is done to reflect back and celebrate the year you have had, and to look forward to the next year
ahead. It has formed part of the Learning Review Meetings we have previously held with parents, and
also formed part of the handover conversation and meetings we (your current class teacher) have with
your new class/form teacher/transition team.
How to fill it out
English/Maths Strengths and Next Steps – Think carefully about the specific areas and try to be
precise with your strengths/next steps (don’t be too vague). You could think about the Parents’ Evening
Strengths/Targets that were shared with parents in March. Your parents may even have the subect
overviews which you could use.
For example:
English Strengths – using descriptive language across different genres
English Next Steps – to use a range of cohesive devices across paragraphs
Maths Strengths – solve addition and subtraction multi-step problems in different contexts
Maths Next Steps – to understand equivalence between fractions, decimals and percentages
Other subjects Strengths and Next Steps – this may be any other subject, but again try to be specific
with your strengths/next steps
Three things I want my new teacher to know about me – what makes you – you? This may be
anything – likes, hobbies, family, interests etc.
Myself
o Personal achievements – what are you proud of this year?
o Motivated by – what motivates you? What makes you want to work and try your best?
o Happiest in School when - what makes you happy in school?
Next year looking forward to – what are you looking forward to about Year 7?
A question about next year – any questions about high school/Year 7.
We would like to see these once completed so, we are going to set this as an assignment for this
week (in addition to the English task).
It will be called ‘Summer 2 Week 5 Pupil Profile’
You can either print and write on the blank template (on the next page in this LfH pack) and then
upload it as a photograph. Or you can type onto the template which will be saved as a resource
under the instructions for your assignment.
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Year Six Friday 3rd July 2020 English – SPaG – Active and Passive Voice (1/3)
Active and Passive Voice
Reminder: Subject, Object and Verb
Subject – the subject in a sentence is the ‘do-er’ or the ‘be-er’. It can be a noun, noun phrase or pronoun. It is the person or thing that is creating an action, state or occurrence.
Verb – the verb describes the action, state or occurrence in the sentence.
Object – the object of a sentence is the person or thing that is affected by the verb. The bunny appeared from the hat.
Active sentences
In active sentences, the subject performs the action (the verb) to the object. E.g. Dad washed the car.
Passive sentences
In passive sentences, the thing that would normally be the object is turned into the subject through the use of the passive form of the verb. So the subject receives the action and the object is
performing it. They often include a prepositional phrase starting with ‘by’
E.g. The plane was boarded by the family.
Passive sentences use the past participle verb form. These verb forms cannot be used on their own; they are linked to another verb in the sentence, e.g. be, was, will, were, is get, got.
E.g. The BMW was driven by the chauffeur. ‘driven’ cannot stand on its own, it needs ‘was’ as well.
Tricky Passive Sentences
Some passive sentences don’t say who or what is doing the action of the verb to the subject. The object is missing, but the sentence still makes sense.
E.g. The motorcycle was ridden The subject is the motorcycle The verb was done to the subject,
but we don’t know by whom or what
E.g. It was stolen. The subject is ‘it’ – a pronoun The verb was done to the subject,
but we don’t know by whom or what
Turning Active to Passive
Active sentence: The boy screamed at the girl. Passive sentence: The girl was screamed at by the boy.
The thing that would normally be the object in an active sentence becomes the subject – the girl. They contain passive versions of active verbs. ‘was screamed’ is the passive form of the active verb
‘screamed’.
The plane is now the subject
receiving the action.
The verb ‘boarded’ now comes after a past tense form of the
auxiliary verb ‘to be’ E.g. was or were
The family are still performing the verb, but the preposition word ‘by’ is added
to show this
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Year Six Friday 3rd July 2020 English – SPaG – Active and Passive Voice (2/3)
Opportunity to practise
1. Circle the subject and underline the object in each of these sentences. a) The fox crosses the road. b) Hannah speaks to Samuel calmly. c) The cat chases the squirrel. d) Fletcher chomped greedily on the toffee-apple. e) The children threw the bottles into the bin.
2. Read the sentences below and write whether they are active or passive sentences.
Sentences Active or Passive
a) The balloon was filled with air.
b) Amy wore a red dress.
c) My dad was awarded a medal.
d) Helen practised her recorder every day.
e) The room was tidied by Tim.
f) Nick was pushed by Cameron.
g) The damage was caused by the storm.
h) Isaac threw a ball at the window.
3. Which sentence is written in the active voice? a) The damage was caused by the hurricane. b) The cubs were protected by the lioness. c) The sports car was driven by the World Champion. d) Joseph practised his shot before the final game.
4. Which sentence is written in the passive voice? a) Keira played for the netball team. b) The tasty meal was cooked by my mum. c) My little brother always wakes early. d) I am lucky to be going on holiday to France with my best friend.
5. Unscramble the words in each box to write a passive sentence.
a)
_______________________________________________________________________
_______________________________________________________________________
b)
_______________________________________________________________________
_______________________________________________________________________
David letter by the signed was
men the delivered was the by sofa
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Year Six Friday 3rd July 2020 English – SPaG – Active and Passive Voice (3/3)
6. Rewrite these sentences from active to passive.
a) Gina visited the library regularly. _______________________________________________________________________
_______________________________________________________________________
b) My family always eat turkey for Christmas dinner.
_______________________________________________________________________
_______________________________________________________________________
c) The lazy girl ignored her alarm clock.
_______________________________________________________________________
_______________________________________________________________________
7. Rewrite these sentences from passive to active.
a) The first match was won by Lonsdale Lions. _______________________________________________________________________
_______________________________________________________________________
b) The Lions were defeated by the Tigers in the second game.
_______________________________________________________________________
_______________________________________________________________________
c) During the party, the trophy was stolen by a magpie. _______________________________________________________________________
_______________________________________________________________________
8. Rewrite the active sentence below as passive sentences. But don’t include the person doing the action. The first one has been done for you.
a) The chef stirred the sauce The sauce was stirred.
b) The mayor welcomed the visitors. _______________________________________________________________________
_______________________________________________________________________
c) Marilyn chased the dog down the road. _______________________________________________________________________
_______________________________________________________________________
d) Mr Grey banned fizzy drinks at school. _______________________________________________________________________
_______________________________________________________________________
Opportunity to apply
Please logon to SPaG.com and complete the
‘Passive and Active (A)’ test that has been set for you. There
are 10 questions to complete.
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Year Six Friday 3rd July 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
Have a go at the daily flashback:
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Year Six Friday 3rd July 2020 Maths Review of Learning – Perimeter, Area and Volume (1/2)
Perimeter = around edge (add up lengths)
Area = width x height
Area of triangle = ½ x Base x Height (Use the vertical height) (Multiplying by a ½ is same as dividing by 2)
Area of Parallelogram = base x height
Volume of cuboid = length x width x height
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Year Six Friday 3rd July 2020 Maths Review of Learning – Perimeter, Area and Volume (2/2)
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Year Six Friday 3rd July 2020 Friday Challenge – Sports Day at Home!
As we are unable to hold our annual Sports Day Celebration- we would like you to host your own Family Fun mini Sporting Event
We do hope you have fun! Please do share with us the things you do by emailing photos/videos to [email protected] or by Tweeting
@GorseyBank or @GorseyY6 and using the hashtags #gorseyfromhome and #gorseype
Friday Challenge 3 - Sports Day at home!
Challenge 2- Individual Event: Think of an individual event that will challenge yourself. E.G. Long jump, speed bounce, shuttle runs, distance throwing. Step 1: Do your challenge Step 2: Record your score E.G. distance/time/amount Step 3: Repeat this event as many times as you wish to see if you can improve… (You may need to google your event to perfect your technique).
Challenge 1- Family Fun: Create a Sports Day event for the whole family to enjoy. E.G. Egg & Spoon, Welly Wanging, Obstacle race.
How can you ensure your event runs fairly? Can you record the results?
Challenge 3- The Olympics Every four years the Olympics is held and the best sports men and women from around the world compete against each other to be crowned champion. Unfortunately, the 2020 Tokyo Olympics has had to be cancelled.
As a family either Create an A-Z based around what you know or find out about the Olympics Or Draw the five Olympic rings and find out
what they stand for. Challenge 4- Who inspires you?
What sports interest you? Is there a sports person that inspires you to want to take part in that sport and be as good as them? Can you find a picture of that person, or maybe jot down a few interesting facts about them? If you are feeling brave, maybe ask someone to film you talking about your chosen person. If your famous sports man/woman is active on Twitter, why not tweet them to tell them why they inspire you? Here are some of our past pupils who now have successful sporting carers. One day it might be you! Why not use the internet to find out more about them?
Sam and
Luke James
Rugby
Millie Turner
Ladies
Football
Jake Turner
Football
Seren Bundy-Davis
Athletics
Challenge 5 - Share with us
We hope you have fun completing the activities but you’re not done yet! We would like you to share your photos and videos with us on Twitter. You might like to create a pic college of photos you have taken or maybe a mini film showing/telling us what you have been up to.
