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Week 6 - 01/06/20

'Welcome back!'

Year 5 - Week 6 Monday 1st June 2020


So, it’s that time of the week again! I hope you are all doing well at home and looking forward to the easing of lockdown which begins from today, Monday 1st June. Please keep safe – I look forward to seeing you all in person soon and sharing your experiences of lockdown at home. We have been so lucky with the weather (a very British thing to talk about) and it's been the sunniest Spring on record!


I have not included any reasoning starters this week. I would like you to focus on TT Rock Stars and do this at least five times during the week. I will keep an eye on who is logging in and playing daily. Keep up the good work and points scoring, for those who are really getting into it!


Here’s your timetable for this week:




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




Ninja / TT Rock stars

White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars

White Rose Questions


Spelling practice



Topic activity



Please upload all of your great learning to the website on our blogging page, particularly all of your foodie things!


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.

**Day 1**

Reading: Please read through chapter 5 and think carefully how the author has used character description. How do you think the author successfully describes the man on the island, Kensuke? Make a list of words or phrases which appear in the text which describe the man.


Create a sketch of what you imagine the man to look like. Write your words or phrases which you have found in the text around him. This will allow you to think about how the author has described the man and also allow you to scan through the text and find appropriate information, building on your key reading skills.


Writing: There are a number of interesting words which Morpurgo has used in this chapter. Go through carefully and write down any unusual or challenging words you have found. Use a dictionary, at home or online, and find the definition of these words and what word class they fit into e.g. verb/noun/ etc. BONUS POINTS IF YOU CAN USE THESE WORDS IN YOUR WRITING TOWARDS THE END OF THE WEEK!



**Day 2**

Reading: Read through chapter 6 today. Find information in the text, and discuss this with an adult, of how the relationship may be changing with Michael and Kensuke?


What do you think Michael will be finding frustrating?


What do you think he is missing from home/back on Peggy Sue?


It’s now time to do some making…I would like you to summarise the text in chapter 5 and 6. However, you are not going to write it, you are going to summarise it using puppets! You are going ot retell the previous two chapters to your family members at home! You could even make up a performance area.


I would like you to make any characters seen in this chapter and even any things that might be used for setting the scene e.g. a fire. This can be made using pieces of paper.


During tomorrow’s session I would like you summarise these previous two chapters using the models you have made. You could do shadow puppets using pieces of paper or you may just want to cut out some items and stick them to some sticks for you to use!


ULTIMATE CHALLENGE: If you are really good with a sewing kit, why not make your different characters using some old textiles you can find at home?


Writing: To help you with your summary of the text, I would like you to write down a list of key events/situation in the last two chapters which you think are important to share when you are doing your summary, in chronological order.


You could also include a sketch for each of these key points. It may look a little like a comic strip with what you think is important to include. This plan can be used when you do your performance tomorrow and share it with your family.


**Day 3**

Today I would like you to rehearse your summarisation of chapter 5 and 6. It is important that you rehearse what you are going to say before you share with your adult at home! Think carefully about what the key parts of these chapters are. When we summarise, you DON’T need to include all the information seen in the chapters, only what’s important. What were the key points which you took out of the text?


So, what will your family be looking for?


-Creativity in the puppets you have made using the pieces of paper or textiles.


-A clear voice when narrating the story’s summary and also intonation of voice when you are being a character.


-Your family members should not see you! Get behind the sofa or make a performance area using a box.


-The story summary is in chronological order.


-It is retold using third person – you are not going to be the characters e.g. Michael became blah, blah, blah…


Set a time for your family to see your performance. It would be great if they could take a photo your performance – I’d love to see what imaginative characters you have come up with!

**Day 4**

Reading: Reading chapter 6 it mentions a typhoon and this got me thinking. I have only seen typhoons on TV or other clips online. How many of you have seen a typhoon in person? How many of you are not aware of what one is? Take a look at the video clip below of what a typhoon really looks like and then read through the information sheet too. We are lucky that typhoons are not within our weather system in the UK! Make some notes of what you see or hear. You may also want to make some notes on how you would feel. All of these notes will be used during the writing part in today’s session!


Click here to find out information about typhoons.


Monster storm Mangkhut battered Hong Kong. World's Strongest Storm 2018

Typhoon Mangkhut battered Hong Kong on Sunday (September 16, 2018), lashing its coastline and sending skyscrapers swaying. The massive storm, considered the ...

Writing: Using the key words you have identified, I would like you to create a shape/concrete power. You will need to write down the carefully selected words you have come up with in the shape of a typhoon. I have attached an example below which is a concrete poem. The good thing about this is that you are not going to be wrong with how you set it out, as long as the content links closely to a typhoon. The example I have placed below does not use just key words or phrases – you can decide how you would like to create yours!


You could even think of how the typhoon could take on human characteristics and link to our knowledge of personification. (giving things human traits/characteristics) The easiest way of doing this would be to think about how it moves and make a comparison to humans.


Be imaginative with how you present this. Could you use black paper and a white pen?

Could you use different font styles on the computer which reflect the attitude of the typhoon?


CHALLENGE:(please get your parent’s permission): Ring/video call a friend or relative and share your poem. Tell them how it links to the story we are reading ‘in class’ and why you have chosen certain words.

**Day 5**

Reading: Today I would like you to prioritise your own personal reading. Grab a book, head outside and find somewhere comfortable to read your own reading book.


Why not share what you’ve read with an adult and discuss the plot, summarising what’s happened so far and what you think will happen next.


HELP, I HAVEN’T GOT A BOOK to read – take a look back in the previous folders and use the login details for Oxford Owl. There are different texts on here which you can read online. These are compatible to read on your laptop or even on your tablet too.


Writing – SHORT BURST: I think it’s fair to say that Michael is in an unusual setting. I don’t think he would have dreamed he would be on the island months ago – a bit like us with lockdown at home!


I would like you to imagine that you are in an unusual environment. Maybe your boat has capsized, you’ve gone walking in the forest and got lost or your car has broken down in the middle of nowhere. You can make it as unusual as you want!


Write a short extract from your own narrative which describes this setting. What would you see? What would you hear? How would you feel?


Why not even think back to sometime in your life when you felt like you were in an unusual or challenging setting.


Your focus in today’s writing will be think carefully about the words you use and how they paint a picture for the reader. As a challenge, you may want to develop the word choice you have made by finding alternative synonyms!


Please, if possible, write your text on a word document and then copy it straight over to the class blogging page. I would also like you, as an extra challenge, to comment on each other’s writing. All you need to do is click on the BLUE HEADING and then you can scroll down to the comments box and write a positive comment, possibly a constructive next step too.


We look forward to seeing what you all come up with!

Spelling Bee

Problem Suffixes: This week I would like you to think of any problem suffixes you have had in the past. Before you think about that, what is a suffix? Remember, a suffix is something which is added AFTER the root word e.g. loneliness. Make a list of suffixes which you know of and then try and build words around it.


How many words can you find for each suffix?


Is it easier for some suffixes than others?


Explain to an adult what rules you apply when using the different suffixes.




You may want to also write these in a sentence so you can understand the meaning of these within a context.


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: This week I’d like you to play an informal spelling bee. Play this with an adult. You can use words which are challenging or even just pick items which are found in and around your home. For example…


if there is a yoghurt pot in your fridge. You might say, ‘Spell the word yoghurt.’


You SAY the WORD, SPELL the word and then SAY the word again.


Yoghurt – Y – O – G – H – U – R –T – The word is yoghurt


Ten points for every correct spelling. For those of you who are really confident, try some really complicated words. You could pick them randomly out of the dictionary! This will also build on your knowledge of phonics – we can’t spell all words. Some of them will be unknown to us, if we haven’t used them already!

Maths – Starter Activities (Reynolds Randomiser)

This week I HAVE NOT SET ANY STARTER CHALLENGES. From conversations with pupils and parents, it was obvious that not many of you were completing these as you there was enough to get on with.


Please focus on your Times Table Rock Stars this week…


Maths – Ninja Maths

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 11-20 area and five sessions per week. You won't need to print these off. Begin working from Week 2/  Session 1.


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


WELL DONE TO THOSE PUPILS WHO HAVE BEEN GETTING 30 out of 30 FOR THEIR NINJA MATHS. This is VERY impressive. Remember that these questions are mainly aimed at Key Stage 3! How much has your score improved by since you started?

Maths – Rock Star Times Tables

Please continue to play TT Rock Stars. I would like you to practise these DAILY – AT LEAST FIVE TIMES PER WEEK. I will be checking the Times Table Rock Star website to see who has been logging in and when.


I have setup the system so it will test you on general times tables and then make it more difficult after you have completed different rounds. If the computer system sees that you are confident, it will make the times table facts more difficult as time goes on. Take a look at how you are improving and maybe even how you are doing against your friends in our Year 5 class.


The quick recall of times tables facts will make a MASSIVE DIFFERENCE to all elements of your maths knowledge. This game should be played daily, like Ninja Maths, and will make a great difference to your maths ability.


Click here if you would like to go directly to the TT Rock Stars Homepage.


BIG SECRET: The more you practise these times table/division daily, the stronger you will be in Year 6 when approaching your different maths topics. This is guaranteed, get your money back if it’s not the case!

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 (found below) 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 1st June 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! This is great revision of what we have done previously.


Please do try the Year 6 maths examples, AFTER YOU HAVE COMPELTED THE YEAR 5 CONTENT TOO, if you feel confident enough too – it will all be revision next year for you.

DAY 3 – Science: You will need to understand that there are seven food groups as follows:


  1. Carbohydrates
  2. Proteins
  3. Minerals
  4. Vitamins
  5. Fats
  6. Water
  7. Fibre


Children need to conduct some research and determine what type of foods fall into each category –


You can present your information in any format you wish:

  • list under each heading
  • scientific table format
  • collage – with pictures downloaded from the internet
  • poster – with hand-drawn pictures of pictures from the internet
  • written report


-How do they help our bodies e.g. to grow, give us energy etc.?


-Are there any negative effects? e.g. too much sugar can destroy the enamel on our teeth.

Which foods do we need to eat most of?


You can present your information in any way!


Here are some useful websites:

Resource 1

Resource 2

Resource 3


Online Quiz


If you’d like a further challenge, design a healthy menu for the week – this should include: breakfast/lunch/tea. Why not even make some of the meal examples and post a picture on our class blog!




DAY 4 – P.E: Today I would like you to practise hurdling. You will need to space the equipment out to suit your own ability. This is a fast running even where you are encouraged to run over obstacles. The hurdles should be spaced to suit you!


WARNING: You must feel that you are running over low obstacles, not jumping over a series of barriers. Set something up in your garden. You could use garden cane or something which will not create injury if you run INTO IT and not OVER IT!


Take a look at the video below. You can record your times you have completed and even compete against an adult or sibling at home.



Hurdling Tutorial

This guide shows you a Hurdling Tutorial. You'll find some really simple and easy tips to apply when practising in your garden at home!

TOP TIP: Why don’t you walk through it first, as the lady does on the video clip above!


Like I said, please be careful! I don’t want there to be loads of people injured doing this activity! We have a few more weeks until we start our Sports Day – you could even hold it, if you parent agrees to, over Zoom with other friends in the class!


Have fun.




DAY 5 – Cookery: Hopefully you have found out lots of information about healthy foods and what would make up a balanced diet.


Some of you may have even created a menu for the week which covers this advice.


For today, I would like you to create a meal which you believe to be healthy and explain why. Rather than draw or write about this, I would like you to make it and post a picture on our class blog.


Don’t panic if you don’t have the correct ingredients at home, you could draw a picture of your healthy meal. Please remember that when you are preparing your meal in the kitchen that I would strongly advise that your parent/adult at home is there to help you. I don’t want any children chopping fingers off or setting the tea towel alight!


We look forward to seeing your pictures on the class blog. This activity will help reinforce your knowledge you learnt during the science lesson this week.

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