Week 4 - 11.5.20
Spellings- This week your spelling focus is homophones. I would like you to mainly focus on these commonly misspelt pairs of homophones: draught/draft, dissent/descent, precede/proceed, wary/ weary. Today find the meaning of each word and write each one into a sentence
Spelling Challenge- Write spelling sentences that are linked to our explorers topic. You may even find that write some sentences that you can use to improve or continue your adventure story.
Grammar- Another area of grammar that recent tests showed you all need to work on is relative pronouns and relative clauses. Over three days complete the activities found on this BBC Bitesize webpage https://www.bbc.co.uk/bitesize/articles/z6g98xs. As you continue your adventure story, try to use relative clauses... they will be useful for when you are describing the new, unknown setting that your main character finds themselves.
Reading- Reread Chapter 4: Gibbons and Ghosts particularly focussing on the second half which finds Michael exploring the island that he is stranded on for the first time. Answer the comprehension questions about this chapter (NB: last week you answered questions about the Chapter 3- The Ships Log not Chapter 4- Gibbons and Ghosts.)
Writing- You need to spend this week continuing your adventure story (I can't wait to read them- please post what you have so far on the blog so that I can give you feedback). Your main character should now find themselves at a strange, unknown setting. Become an adventurer by exploring somewhere in your garden or on your daily walk. Use a notebook to describe this place using all five senses. Now exaggerate what you have written to make this setting even more mysterious using a variety of other descriptive devices e.g. similes, metaphors, personification, amazing adjectives and even pathetic fallacy.
Spelling- Like we have done in school try to come up with some clever ways to remember which homophone to use when e.g. It isn't a laugh to have a draught on a cold winters night/ early in the morning I feel weary etc.
Reading- Find all the examples of the verbs and adjectives that Morpurgo uses to help the reader experience the sounds that Michael hears when he is exploring the island. Use instruments or household objects to recreate the sounds of this island and its forest- your parents will love it! The Island Soundscape file below will give you even more ideas for this activity.
Writing- Keep writing and improving the next part of your adventure story. How well have your described the sounds of your new setting? How do the sounds make your character feel? Don't forget to continue using other descriptive devices. Keep the writing in the first person (you as the main character reflecting on your experience and having occasional thoughts about your previous life.
Spelling- Use these techniques, or others that help you, to learn this weeks spellings.
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.
Reading- Today I would like you to focus on your deduction and inference skills, but instead of reading written texts we are going to read a picture. Turn back to the very beginning of the text, even before the contents page. Take a look at the map which is drawn at the very beginning of the book.
Answer the following questions….What different places do you see on the island? Which place(s) do you think would provide dangers? What impression do you get of the island? Where would you visit on the island if you had landed there? How large do you estimate the island to be? How far have you journeyed on the island?
Create a picture of an imaginary island that maybe you could land on – what dangers would there be? Where would you land? What challenges might you face? This could be drawn by paper or even on the computer!
Writing- Hopefully you have now described the new setting in detail so that the reader really feels like they are there with you. Think about the challenges that you face as you spend your first night and morning at this new place. Begin to introduce some subtle clues that suggest you are not alone.
Spelling- Ask someone to test you on the homophone pairs that you have been learning this week. Use look, cover, write, check to help you to remember the ones you are still not sure about.
Reading- Read Chapter 5- I, Kensuke. Use the Chapter 5: new vocabulary document to help you understand the meaning of unknown words from this chapter.
Writing- Draw and describe a character like Kensuke that you meet on your adventure. Try to use as many interesting words and phrases as you can to describe them. Although the reader won't find out yet, make sure you are clear about this characters backstory. Who is their family? Why have they ended up stranded in the same place as you? How lone have they been there? What secrets do they have? What are they scared of?
Spelling- Can you find examples of any other homophone pairs that are commonly misspelt. Do members of your family get them muddled up? Help someone in your family to improve their homophone knowledge by giving them a lesson.
Reading- Watch this animation https://www.literacyshed.com/catch-a-lot.html. Think about how pathetic fallacy is used by the creator. Discuss with a family member how the natural surroundings change throughout to reflect the contrasting moods of the two brothers on a fishing trip. This activity should be fun and is a great way to practise your inference skills.
Answer the reading comprehension questions about chapter 5.
Writing- Read your adventure story to a family member and ask them to give you feedback. Get someone to help you improve the spellings and grammar. Can they imagine they are with you on this adventure? What suggestions do they have for improving your descriptions of character and setting?
This week we will still be focusing on fractions: we will revisit addition and subtraction and then move onto multiplication and division.
Recap on addition and subtraction of fractions (see documents). Children watch a video by accessing White Rose Home Learning year 6, week 3, lesson 4 (this is a video we used last week but the activity sheet is different from last week).
For DAY 2 to Day 5 - access White Rose Home Learning year 6, week 4, for videos. Day 2 = Lesson 1, Day 3 = lesson 2 etc. Also see the activity sheets.
Day 2 - Multiplication by integers.
Day 3 - multiply fractions by fractions
Day 4 Divide Fractions by integers
Day 5 - Fractions of an amount.
Extension Tasks: Word problems, mixed numbers and fractions and whole numbers and fractions.
At the end of this lesson children will have:
- Learnt more about the circulatory system.
- Learnt about the life and work of William Harvey.
Children to watch http://www.bbc.co.uk/learningzone/clips/the-heart-how-it-works/2270 html to learn more about the heart and the circulatory system.
Children should answer the following questions:
1. Why is it necessary for the blood to be taken to the lungs?
2. What is the oxygen exchanged with?
3. How does carbon dioxide leave the body?
4. Why is it necessary for the blood to be taken to the rest of the body?
Understanding how the way the heart works with the double circulation of blood was first described in the 17th century by the British doctor William Harvey. He studied the hearts of many animals.
I would like you to find out about the life and work of William Harvey and present your findings in a format of your own choice e.g. fact file, biography, poster, power point etc.
You may find these websites useful:
Having looked at mountains last week we are now returning to look at rivers in more detail.
At the end of this lesson the children should be able to name the main features of a river.
Children need to look up the following:
- Oxbow Lake
and write a definition for each.
Children need to either design a poster identifying the features of a river or make a model showing the features, one way of doing this is to cut away a cardboard box, fill the box with newspaper and then use papier mache to create the features. See Doc 1
Doc 2 also shows river features.
Extension tasks : River questions and rivers crossword.
PSHE - our current topic is Relationships
At the end of this lesson children should be:
1. Able to identify the most significant people in their lives so far
2. Understand how it feels to have people in their life that are special to them
As part of this topic I would like you to think about who you are connected to? Connections could be family, friends, school friends, people who go to the same clubs as you etc. I would like you to write the name of everyone you are connected to on the spider's web. You could use different colour pens/pencils for each different group of people and create a key to explain the connections.
Then you need to answer the following questions - you could simply discuss you answers with an adult or you could write your answers down.
Who is special to you?
Why are they so special?
How does it feel to think about this special person?
How does it feel to have special people in your relationship web?
Please see Mrs O'dell's cookery challenge.