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Building a Brighter Future

Week 7 18/05/20

Week Seven

 

Monday 18th May - Friday 22nd May

 

Below are your home learning activities for this week. Some of the tasks may require you to leave the school website to access the resource. If you are unable to access these, don't worry -  complete the offline home activity instead. You can do both if you would like to.

 

If you would like to share your work on the blog, then please do so! Your grown up will have your login details. Don't forget to support each other through comments!

 

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Spelling

 

Focus: Assess and review

This week is about reviewing the words you have learnt this term. You will find the complete list below in a PDF file titled Spelling Overview.

 

Activities:

  • Identify some of the words you are still unsure of and look them up using a dictionary. Can you use it in a sentence?
  • Read the Mr Whoops' Mistakes Activity and identify the incorrect spellings. The second page will reveal the incorrect spellings for you to correct. Then check your answers on the final page.

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Reading

 

Focus: Evaluating

 

What does ‘evaluating’ in reading mean?

To evaluate is to comment on the quality of what you have read and why you felt that way.

We evaluate to deepen our understanding of texts and what the author wants us to think or feel.

We can use these ideas to make us understand more and help in our own writing.

 

How do I ’evaluate’ in reading?

Look for techniques the author has used e.g. layout of text, language, sentence structure; then saying why the author may have done this. Here are some stems you might use when evaluating:

 

Activity:

This is the cover and back of a book titled 'The Abominables' by Eva Ibbotson.

 

 

What do you think it might be about? 

 

Below is the PDF file for the first 2 chapters of this book.

Evaluate as you read – think carefully about what words/sentences had an effect on you and why. There are some questions on each chapter below. Use the evaluating stems to help you answer the questions.

 

Chapter One:

  • How effective is the opening line? What impact did it have on you?
  • Lady Agatha was woken by “a most strange and unearthy sound – an eerie and mournful noise like a train with indigestion”. What do you think about the way the author has described the sound here?
  • Lady Agatha is taken away by a “THING” on page 2. Why do you think the author uses the word “THING” first, before revealing it is The Abominable Snowman and yeti?
  • Lady Agatha was taken, “before she could even scream”. How does this make you feel? Why?
  • Did it surprise you when Lady Agatha was not feel frightened of the yeti? Explain your answer.
  • What do you think of the author building up suspense around the Yeti?
  • Think about 2 (or more) parts of chapter one that made an impact on you and explain what impact it had on you and why you felt that way. For example:

 

“On page 3, it made me sad that Agatha’s father only had one bed sock left to remember Agatha by.  The author mentioned the sock was “kicked off by a struggling girl” and this made me think of the physical struggle Lady Agatha must have felt trying to break free. ”

 

 “On page 3, I think the sentence “crunch up in one single bite” is really effective because it made me sick to think about a creature doing that to a human.”

 

Chapter Two

  • How would you describe Lady Agatha’s character? What words in the chapter make you think this?
  • What words do you like that describes the yeti babies?  Why?
  • Lady Agatha teaches the yeti’s to say sorry. Then they begin to apologise to everything - even the fruit they are eating. Do you agree that the author wrote this with a sense of humour?
  • In this chapter, the reader learns more about each yeti’s character. Which yeti baby is your favourite and why? Use an example from the text to support your answer.
  • On page 16, Dreadful Experience is written with capital letters. What effect does this have? Think about why we use capital letters.
  • Do you think Lady Agatha was right to be worried about the changes happening? Why?
  • Has the author made you think about the way we treat our modern world? What part?  Why?
  • Think about 2 (or more) parts of chapter two that made an impact on you and explain what impact it had on you and why you felt that way.

 

Offline Activity:

Read a book! A new book, an old book, any book! Just read! Choose 2 or more parts of the book that you have read and evaluate - think about what you think the author has done well. What impact did it have on you and why did you feel that way?

 

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Writing

Focus: Creative Writing - Twisted Fairy Tales

 

Fairy Tales are imaginary tales that are set in fantastical lands. They often start with the words “Once upon a time”. Many include a battle between good and evil and usually end with the characters living “happily ever after”.

 

Even though it’s called a Fairy Tale, fairies aren’t always included. You will probably be familiar with the traditional tales: Jack and The Beanstalk, Little Red Riding Hood, Cinderella and The Three Billy Goats Gruff. Only one of these fairy tales include a fairy. Do you know which one it is? What other fairy tales can you name?

 

Activities

Choose your favourite fairy tale story and rewrite it with a twist! There are lots of different ways you could twist a fairy tale. You could…

  • Rewrite it from the perspective of the villain
  • Rewrite it with an alternative ending

 

You might even want to do both. It is really up to you. Below is a suggestion of how you could complete the task this week. The first two days are about reading for inspiration and to get familiar around fairy tales again. The third day of the week is for planning and the final two days are for writing up your masterpiece. Following a plan like this will ensure you do not rush through your task and will keep your organised, but remember that this is just a suggestion. You may want to create your own plan. Do what works best for you!

 

Monday: Alternative endings

Read the traditional tale of Little Red Riding Hood in the PDF file below. It is titled Tales of Little Red Riding Hood. Then have a think about:

  • What might have happened if Little Red Riding Hood had reached Granny’s cottage before the wolf?
  • Why the woodcutter was at the granny’s house in the first place?
  • What if the wolf got to complain about little girls like Red Riding Hood for once?

 

Then read the alternative tale. What are the similarities and differences? What is your opinion on the texts? There is also a comparison sheet you may find useful.

Tuesday: A different perspective

What if the wolf got to complain about little girls like Red for once? What might the wolf say?

Open up the eBook and read the letter written from the wolf’s perspective. Evaluate what you have read by using the evaluating stems from the reading task above.

  • What do you think of these versions?
  • How does it compare to what you read yesterday? What do you like about it?
  • What would you do if you wrote in the wolf’s perspective?

 

Wednesday: Planning

Decide on the Fairy Tale you are going to 'twist' for your writing task and think about how you are going to twist it. Create a mind map of ideas and then use the planning sheet below to create a final plan to work from. You can make your own planning sheet if you like. Reread your ideas out to yourself and/or a family member and make sure you are happy with it!

Thursday: Write

Begin writing your story. You can use the word banks below to help you make exciting word choices. Remember to stick to your plan, write in paragraphs and use descriptive detail to make your story amazing! 

Friday: Write

Finish writing your story. Reread it when you are done and check for any up-levelling opportunities. Then share your masterpiece with a member of your family! 

 

 

Offline Activities:

What is your favourite Fairy Tale? Who is the villain in that story? Think about the villain’s perspective and the reasons behind their actions. Discuss your ideas with a family member and play a game of hot-seating. To play this, you'll have to pretend you are the villain, answering questions as if you are being interviewed! Stay in role! Then write up with a story from the perspective of the villain.

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Mathematics

 

 

 

 

Click here to access the Year 5 White Rose Maths Home Learning page where you will find your daily tasks for this week. This week you will need: Summer Term – Week 5 (w/c 18th May)

 

Then follow these 3 easy steps:

 

  1. Watch the video (either on your own or with your child).
  2. Find a calm space where your child can work for about 20-30 minutes.
  3. Use the video guidance to support your child as they work through a lesson.

 

 

Monday: Add and subtract fractions

Tuesday: Add fractions

Wednesday: Add mixed numbers

Thursday: Subtract mixed numbers

Friday: Maths Challenge!

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TT Rockstars

 

 

Log in to TT Rockstars and see if you can improve your time. Don’t forget to take part in the battle for your class or year group. 

 

Offline Activities:

  • Create a times tables rap or song!
  • Play a game of times tables bingo!
  • Cut up some card or paper into equal sized pieces and write a times table question on half of them and the corresponding answers on the other half. Then play one or both of the games:

Pairs

Mix them up, put them face down on the floor or a table and play a game of pairs.  Turn over 2 cards at a time to find matching questions and answers.  How quickly can you match all the pairs?

 

Memory

Turn over 2 cards at a time and try to find the matching pair. Time yourself for a challenge! 

 

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P.E

 

If you have a safe outdoor space, please ensure you get some fresh air and exercise regularly this week.

 

Join the nation and take part in Joe Wicks Live P.E session. Click here to access his YouTube page which will be broadcasting the videos every day this week at 9:00AM. Remember if you can't take part, Joe uploads the session on his YouTube account to complete at a later time.

 

If you fancy something different, check out the physical activity games on the    indoor activity page by clicking here

 

Offline Activities:

Create your own workout with the moves below. Decide on how long each move should take and how long your rest should be. One to two minutes is best. Don't forget to warm up with a light jog around your home or on the spot for 3 minutes. 

  • star jumps
  • forward lunges (left leg)
  • forward lunges (right leg) 
  • push ups
  • squats
  • plank
  • burpees

 

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Brent Music Service - fabulous music learning

 

Parents - watch this video to see what the BMS Music'sCool website is like, and click on this link to register for access to it.

BMS Showcase for Anson

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