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Building a Brighter Future

Week Four 22/06/20

Summer Term 2 - Week Four

 

Monday 22nd June - Friday 26th  June

 

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: Adverbials of place

 

Words:

nearby

everywhere

nowhere

inside

downstairs

outside

upstairs

underneath

behind

somewhere

 

Activities:

  • Use a dictionary to find out what the words mean. Can you use it in a sentence?
  • Once you know what the words mean, try the Crack The Code worksheet (pdf below)
  • Handwriting sheet (pdf below)
  • Word search (pdf below)
  • Complete a 'Look, Cover, Write, Check' activity to learn your spellings.
  • Create a word-art poster, using a repetition of your spelling words to form a shape or picture. 

Reading

 

Focus: Clarification

 

What is clarifying in reading?  

Sometimes when reading, you might have trouble understanding particular words or sentences. Clarifying means to make what you do not understand clear.

 

How do I clarify in reading?

  • Try to put it in context by using other words as clues. This could mean reading on or rereading a previous sentence/part of the text.
  • Try to put it in context by using other clues in the text e.g pictures or keyword. Non-fiction texts often have words in bold which are defined in a glossary at the back of the book.
  • Use grammatical knowledge e.g. I know the prefix bi means 2 so the word bilingual must have something to do with...
  • Get a dictionary and find out what a word means. 
  • Reread!

 

This week's reading:

Below is the front cover of the book The Girl Who Stole an Elephant by Nizrana Farook.

 

 

What do you think the book will be about?

What things can you see on the front cover?

Where do you think it is set?

What genre do you think it belongs to?

Based on the cover, who might you recommend it to? Why?

 

Now look at the blurb below.

 

 

Does this book sound like anything you have read before?

What connections can you make?

Or will it be something new and different?

Watch and listen to the author read the first chapter in this video:
 

Or if you prefer to listen to an audio version of the first chapter. Click here.

 

Below, you are will find the PDF file for chapters 1 and 2.

Activities

  • Read the first chapter and focus on clarifying. Make sure to stop when you don’t understand something and decide on a strategy. Scroll up to “How do I clarify?” to remind yourself of different strategies.  You may need to reread parts of the text. Here are some stems you can use:

 

 

  • Create a glossary of the new words you have learnt by clarifying
  • Answer the comprehension questions below 

 

Chapter One

  • What was the first thing Chaya did when she was stopped by a guard?
  • What was inside Chaya’s linen pouch? Do you think it belonged to her? Explain your answer.
  • Why was Chaya’s arm stinging as she left?
  • Why do you think Chaya’s feet were ‘scorched by the pebbles’? Explain your answer.
  • Why was the Royal Palace that Chaya escaped from described as a ‘pandemonium’ at the end of chapter one?
  • When did Chaya know she was safe?
  • How do you think Chaya felt about her robbery?
  • Why do you think she stole the jewels?

 

Chapter Two

  • What do you think Neel’s job is?
  • Why is Neel chiselling geometric patterns instead of the usual swirly patterns?
  • How do you think Chaya feels when she is described as ‘zoned out’?
  • If you were Neel, or a friend of Chaya, would you be mad at her for what she did or would you admire it? Why? What would you say to her?
  • Why might Chaya’s father be in danger?
  • Neel didn’t finish his sentence but Chaya knew what word he was about to say. What word do you think it is?
  • How do you think Chaya feels about that?
  • Make a prediction about what you think will happen in the rest of the story.

Offline Activities:

Read a book! An old book, a new book, any book! Just read! Use the clarifying stems as you need. Stop and check which strategy is best to clarify what you are reading. Create a glossary of new words you have learnt whilst clarifying. 

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Writing

 

Focus: Creative Writing (1st person)

 

Activity:Your task this week is linked to the text from the reading activity: The Girl Who Stole an Elephant - Chapter 1

 

The  Girl  Who Stole an Elephant is written in the third person which means the narrator is telling us the story. We know this because of the pronouns used: her and she. If it were written in the first person, we would see the pronoun ‘I’ being used.

 

Your writing task this week is to rewrite the chapter from Chaya’s perspective, in the first person. You are going to write as if you are Chaya. Imagine that you have just narrowly escaped the guards and are hiding in the Jambu tree when a friend of yours, Neel, finds you. Tell him what has just happened.

 

Remember your aim is to rewrite the chapter so avoid changing the events. You should include vivid descriptions of both the setting and how you are feeling as Chaya.

 

Below is a suggestion of how you could complete your task this week. Following a plan will ensure you do not rush your work and will keep you organised, but remember that this is just a suggestion. Do what works best for you!

 

 

Monday: Planning

 

Re-read chapter one, bu take breaks to make notes on how you would feel as Chaya throughout the main events of this chapter. Here are some questions to consider:

  • What is the first thing you feel when you realise you have been spotted?
  • You are very aware that you have the jewels in your pocket the whole time you are speaking to your guide, how does this make you feel?
  • The King’s parade and feast begins in the background as you are getting caught, what sounds can you hear?
  • What emotions arise as you start to run away from the guards. Remember, you are not sure if you closed the drawer when you stole the jewels – but there is nothing you can do now. You are certain they know it was you.
  • How could you describe the beauty of the enormous elephants around you when you are boxed in them? Remember the title of this book – later, Chaya does steal an Elephant. 

 

Tuesday

Revise nouns and pronouns with Bitesize by clicking here.  Complete the activities at the bottom of the Bitesize page. Make sure to click on the image of the Twinkl activity sheet on the same page to access the worksheet you will need.  

 

Wednesday

Begin writing. Below are some resources you might find helpful. When you finish, remember to check your work.

 

Thursday

Continue and finish writing. Here is a checklist you might find useful:

 

Checklist

  • Written in first person
  • Written in past tense
  • Written in paragraphs
  • Conjunctions
  • Fronted adverbials
  • 5 senses to desribe setting
  • Speech correctly punctuated

 

Friday

Put yourself in teacher mode and re-read your whole piece of work, deciding what improvements can be made. Look carefully - have you used a range of sentence openers, descriptive language and devices? Use today to rewrite your draft into a final piece of writing. Share it with a member of your family. What do they think?  Don’t forget you can also share your work on the blog!

 

Helpful Resources:

Offline Activities:

Your task is to write a story in the first person with the title – The Girl/Boy who stole an Elephant. Think about the setting - where was the Elephant stolen and why did you steal it? You will need to use pronouns such as Iyouhesheitwetheymehimherus, and them.

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Maths

 

 

Click here to access the White Rose Maths Home Learning page where you will find your daily tasks for this week. This week you will need: Summer Term – Week 2 (w/c 22 June). 

 

Just follow these five easy steps…

 

  1. Visit the White Rose Website here
  2. Click on the set of lessons for your child’s year group.
  3. Watch the video (either on your own or with your child).
  4. Find a calm space where your child can work for about 20-30 minutes.
  5. Use the video guidance to support your child as they work through a lesson.

There is a video with a teacher giving you instructions and then an activity to download. You can download all the activities for this week below.

 

Lesson 1 - Subtracting decimals with the same number of decimal places

Lesson 2 - Subtracting decimals with a different number of decimal places 

Lesson 3 - Multiply decimals by 10, 100, 1000

Lesson 4 - Divide decimals by 10, 100 and 1,000

Offline Activities:

Explore decimal numbers on some old receipts. Work out the different amounts of change you would receive if you used a £50.00 note to spend, or two £50.00 notes.

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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:

Practise your times tables and do a speed test and seeing how many you can write sums in one minute. You will need to write out your questions before starting. Like so:

1 x 9 = 

2 x 9 = 

3 x 9 = 

and so on. You can mix up the sums instead of doing it in order - the choice is yours! Try to improve your time each day.

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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.

 

 

 

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

 

Offline Activities:

  • Warm up with a light jog around your home or on the spot for 5 minutes. Then try the moves below for a minute each, with a 30 second rest in-between.
  • star jumps
  • forward lunges (left leg)
  • forward lunges (right leg) 
  • push ups
  • squats
  • plank

 

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