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Week 3 - 04/05/20

Year 5 - Week 5 Monday 4th May 2020


I really enjoyed hearing how you are all getting on at home. This week I have planned four days of learning. We have a Bank Holiday on Friday (VE Day). I have taken this into account and linked some of your topic work to this too.


Please work through the examples below. There are activities to complete each day. Your timetable may look a little like this:




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity

VE Day



Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity

VE Day


Please upload all of your great learning to the website on our blogging page!


Remember, stay safe online! Report anything you see which makes you feel uncomfortable to your parents and also report it using the CEOP tool on the school’s website, found on the homepage.


Our topic this term is EXPLORERS.



Day 1

WRITING: Having read 'Peggy Sue', please compete the activity below. We have now been introduced the characters of this narrative and also the main theme of the story. Which character did you relate to the most? It's great to have a dream, isn't it? Think carefully about Michael's father during this chapter.


ACTIVITY : Create an emotion graph which plots the changes in his emotions during the chapter. Look carefully at the language the author has used to show changes in his emotions. Create a short diary, written from the perspective of Michael's father, and use the information from the text. There are some obvious changes of how he feels when being made redundant and then going onto his new adventure.


What adventure would you like to go on if you had the chance?


READING: Begin to read Chapter 1 of Kensuke's Kingdom. How has the author started the narrative? Did they set the scene, describe the characters, begin with character dialogue or go straight into the action?  Answer the comprehension questions below, found in the PDF document, and make sure that you remember to provide evidence to support your answer. If you've finished, create some of your own questions and share them with a parent at home or even when you chat to your friends from the class.


Day 2 

WRITING: Having read Water, Water, Everywhere. Choose one of the activities below. One of these focuses on your use of predicting and the other will focus on your retrieval (finding) of information from the text:


ACTIVITY 1: Create a picture of Peggy Sue and label the different features / what people would be doing. Create a short description of what activities take place onboard by using information from the text. You may want to embellish (add) information which would make it even more interesting. Feeling arty? Why not make a model of the Peggy Sue too - poet and I didn't know it!


ACTIVITY 2: Think about how the author has ended this chapter. It isn't obvious of what is going to happen next. You will have worked out that this is an adventure text. What do you think could happen next? Why do you think that? Begin to write the next chapter and imagine what might happen. What do you think makes an exciting adventure story for someone to read? Please remember to include paragraphing and also direct speech (inverted commas). It would be great to see these on the class blogging area!


READING: Carry on reading Chapter 2 from the narrative. When you have read it, please compelte the questions found on the PDF document below. You've probably already begun thinking about what will happen next. Share your predicitons with someone else who is at home and provide a reason behind the point you're making. Also begin to think about what you like and dislike about the text. Is this something you would read outside of school if he hadn't been suggested?


Day 3:

WRITING: You will see that the story now centres around the setting on the open water/seas. Please look at the two images below this section of work: one which shows rough seas and another which is tranquil.

ACTIVITY: Spend around 15 minutes writing down words which you associate (link) with this picture. You might want to think about the five senses. Why not also look at a dictionary or thesaurus to find alternative words. Could you work alongside an adult to really find some rich vocabulary. 

Feeling ultra clever? Why not write down examples of figurative language. For example, personification, similes, metaphors or alliteration.


READING: It’s REALLY IMPORTANT that you read every day. Make time to also share what you have been reading about. Visit Oxford Owl for their library of free e-books. You can select the age for differing levels of texts and there are non-fiction to choose from too:

Username: holbrooky2

Password: booksy2


Day 4:

WRITING: Right, you should have written down lots of words and phrases you associate with one of the pictures below.

ACTIVITY: It's now time for you to write down a description using full sentences. Show off all of your grammar knowledge by creating a description which REALLY paints a picture for the reader. If you've got a computer, why not upload it to our class blog. It was GREAT if you could do this. It would be brilliant because we can see what you are doing and it will inspire other children in school too.


Here are few things you might want to include:

Figurative language (see above)

Noun phrases

Paragraphing - different senses / topics etc.

Varied sentence length

Power of three

Varied conjunctions to join ideas together

Add other features you think would add to the experience for the reader.


READING: Please continue reading the text you have found on Oxford Owl or possibly a book you've been reading at home. Share the text you have read with an adult or sibling. Why not make up some questions which test someone else's knowledge e.g. Why did the character do X? How would you feel if you were X? Where did they visit in the first part of the chapter? What impression do you get of X? Try and think of questions which would test someone's knowledge of inference.


Writing Stimulus: Tranquil and Rough Seas

Spelling Bee

This week the spellings are in your hands! I would like you to practise these tricky suffixes:


‘-ous’, ‘-ing’, ‘-ed’, ‘-es’ or ‘-ies’,


Try to generate as many words as you can which have one of the suffixes above. Can you challenge a parent to think of as many words too – 5 points for any word. Practise some of these using the strategies which I have listed below (and we worked on last week too!):


Pyramid spellings – Write the words so you start with the first letter, then the next two…


Speed Spell – How many times can you write the word down in 60 seconds.


Spelling Bee – Find an adult to do a spelling bee. They will say the word, you repeat it and then spell it aloud and then the end by saying the letter (What a nice morning. The word is morning. Morning …. M – O – R – N – I – N –G…. Morning) Swap over so your parent has a turn too.


Sentence Building – Write your word in a sentence so you can show you understand how it would work within a context.


SPELLINGS - REYNOLDS RANDOMISER: Using the letters A to Z, pick one of the topics below and see if you can work through the alphabet and find an example for each letter e.g. Countries of the world A = Algeria B = Belgium. Do you find any letters which are really difficult?


Countries of the world

Fruit and vegetables



Things you’d pack to go on holiday

Why not think of your own topic too!


There are lots of maths activities you can be getting on with at home. Please complete these each day:

Ninja Maths – some pupils are achieving 30. GREAT WORK!

Rock Star Times Tables – logins have been sent out.

White Rose maths activity – try Year 6 as an extra challenge.


As an extra, some of my reasoning maths starters. Remember convince and conjecture.


STARTER ACTIVITIES: Reynolds Randomisers


Pick one of these activities each day to complete after your Ninja maths warmup:


GUESS MY NUMBER: Can you tell me what number I’m thinking of?


-It is a prime number between 10 and 20 and the sum of its digits are 10. What am I?


-I am a cubed number and above 100, but below 150. I have three digits. What am I?


-I am a negative number with two digits. The difference between me and 23 is 46. What am I?


-My factors are 2, 3 and 4. I am below 100. What could I be?


Ready for a challenge? Create your own example for someone to try out at home!




ARE YOU A MAGICIAN: Grab a piece of paper. I want you to try and show me these fractions. You’ll need to fold the paper carefully. Remember…fractions are split into EQUAL PARTS.








Could you make this a competition with an older sibling or adult at home?


Ready for a challenge? What is the greatest number of folds you can make on an A4 piece of paper. I’m not completely sure! Maybe you could try out some possibilities and get back to me.




CAR SPOTTING: I see some cars come past my window. I’m not going to tell you which order they came past! Can you think of the different possibilities?


Here are the cars:














Ready for a challenge? How do you know that you have found all of the possibilities? What different ways can you record this?




CAN YOU CRACK MY CODE? Try and solve my basic calculations below:


TOP TIP: If there is a number next to a letter they are multiplied e.g. 2a + 1 = 5. A must be two because 5 – 1 = 4. And 4 divided by 2 is 2.


  1. A + 17 = 20
  2. 10.5 – B = 3.5
  3. 3c + 1 = 10
  4. D2 = 36
  5. E – 10 = -4


Challenge: Create your own using all operations, including decimals and even fractions. Why not post your examples onto our blogging part of the website.


Maths – Starter Activities

Please continue one Ninja Maths activity per day. Set a timer for five minutes to complete this. Follow the link here and you need to click on the box which is in the Week 1-10 and five sessions per week. You won't need to print these off. Begin working from Week 8 / Session 1.


The answers can be found when you open the PowerPoint below in the 'Maths Resources'. Remember, these are KS3 questions and some which will be very challenging. Discuss any tricky examples with your adult at home!

Maths – Main Activities

Please CLICK HERE for this week’s maths activities. Each day has a video which should be watched first, an activity sheet to be completed and an answer sheet which you can use to check your work with. Please make any corrections if necessary and see where you have made some good mistakes!


Complete the activities for Summer Term, week commencing 4th May 2020. If you would like a paper copy, you can print these off. However, it is possible to do these by looking at your screen.


Here are some additional challenges you may want to try. Click on the PowerPoint link below. You will need to press the view PowerPoint button first. The PowerPoint will appear and go through each question and then display the answer. Be careful if you look at the PowerPoint slides before viewing it in presentation mode, the answers will appear on each slide in red!


ULTIMATE CHALLENGE: I have mentioned to some parents about possible extensions in maths. Click here to see It does, however, mean that it might not be exactly the same topic as we are doing at the moment!


**DAY 1**

SCIENCE: In Science this week we are moving onto a new topic which is about Animals including Humans.


At the end of this lesson the you need to be able to:

1. Identify the components of blood e.g. red blood cells, white blood cells, platelets and plasma.

2. Be able to name the different blood groups.


Note for parents: Red blood cells are also called erythrocytes and white blood cells are called leukocytes.


Watch the following:
BBC bite size – What is in your blood
What is blood and what does it do
Components of the blood and their functions 
Blood groups antigen A & antigen B

*Note for parents: There are 4 main blood groups A, B, AB and O these blood groups are determined by which antigens (proteins) are on the surface of the red blood cells. A has A antigen / B has B antigens/ AB has both A & B antigens and O has no antigens. Each main group is split into two groups dependent on the Rhesus factor (which is the presence or absence of a second protein on the surface of the red blood cells) so you have 8 groups A+/ A-/ B+/ B-/ AB+/ AB-/O+ & 0-. 

You could also conduct some of your own research. 


You need to produce a small information booklet or poster about the ‘components of your blood’ and the different blood types.
You need to provide information on the following:
•    Red blood cells
•    White blood cells
•    Platelets
•    Plasma
•    Blood groups

 The booklet/poster needs to have some kind of picture of each blood cell (e.g. red, white and platelets)– these could be your own sketches or pictures printed from the internet or you could draw the cells as cartoon type characters. (see the picture sheet).

Other information that could be included: The size of each cell/ the number of each type of cell in your body/the colour/structure etc.

Also you need to include information on what job each particular component of the blood does.
Information on blood groups.


Fancy a challenge? make a blood smoothie (see attached instruction document).

**DAY 2**

ART: (painting) Research the life and work of the artist John Constable. Look at his style of painting and the techniques and materials he used. Look at pictures of his paintings on the internet.


Click this link to find out more information.


Use photos from the river walk – or use pictures from the internet to paint a river scene. You could paint some very small examples first in order to experiment with your ideas before painting a bigger piece of work.

If you do not have paints use any medium available!


**DAY 3 and 4**

VE DAY CELEBRATIONS - Takeaway activities:

VE day celebrations:

We will be celebrating VE Day this Friday. VE Day is a day commemorating the official end of the Second World War.


Victory in Europe Day, generally shortened to VE Day or V-E Day, celebrates the formal acceptance by the Allies of World War II of Nazi Germany’s unconditional surrender of armed forces on 8 May 1945.


Unfortunately, due to the outbreak of Corona virus, we are unable to have larger celebrations with our friends, family and neighbours.


So, for this week, I’d like you to take a look at some of things you could do at home to celebrate VE Day. You may want to decorate the front of your home or have an afternoon tea in your front garden. Please maintain social distancing too! Take a look below and choose a couple of these activities:


Create some bunting which could be placed on the front of your home. You could use different materials at home.

Challenge: Use different textiles and your sewing skills.

Make something which could be eaten at an afternoon tea for VE Day celebrations. Take a look at some examples from your cookbook or online. Please work with a parent to do this!

Listen to ‘We’ll Meet Again’ by Dame Vera Lynn. Learn some of these lyrics and think about how you would feel if you had heard this just after WWII had ended.

Create a poster using ideas from propaganda posters seen during WWII. What theme would your poster have? What would your target audience be?

Play traditional games such as cards and marbles with your parents. Keep a score of how you are all doing and create a leader board.

Listen to examples of wartime music on a platform such as Spotify. Which songs are your favourite? Which songs do you think are the most catchy? Ask your parent to search for a 1940s playlist.

Create a poem which has the theme of a soldier who did not return. What poetic features will you use? Similes, personification, metaphors...Be imaginative and capture the emotions.

Write a letter from the perspective of a soldier who is returning home. How would they be feeling? What they feel happiness, regret, anger? Think about the formality you would like to use too.

Please upload ideas to the blogging part of the school’s website.

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