Week 6 - 1.6.20
Spellings- This week I would like you to investigate our new River of Knowledge (Schema words) .... this is a list of challenging vocabulary linked to your 'Explorers' topic and can be found below. Today choose one of the three groups of words. Now rewrite the words in your chosen list and draw a small illustration next to each word to show what it means.
Grammar- This week we will be focusing on the Grammar involved when writing formally and informally. To start with read the slides and answer the questions on the 'Formal and Informal Writing-Day 1' PowerPoint.
Reading- I really hope you are still managing to read everyday... REMEMBER “The more that you read, the more things you will know. The more that you learn, the more places you'll go" Dr Seuss. Reading will also help you to continue developing your amazing writing skills and in September you will really impress you high school teachers.
As well as continuing to make your own reading choices, I would like you to read chapter 6 of Kensuke's Kingdom. In this chapter, another dramatic event affects Michael which results in him getting even closer to Kensuke. Answer the questions below about this chapter.
Writing- I would like you to write an informal/ formal letter to a keyworker/s thanking them for the work they have done during the Coronavirus Crisis. This could be a keyworker that you and your family know (informal) or it could be more a more formal letter to a group of people that you don't know personally e.g. the staff at Ipswich hospital. I have attached some information about the features of formal and informal letters below to help you. This webpage https://www.bbc.co.uk/bitesize/topics/zv7fqp3/articles/zkq8hbk is aimed at KS3 pupils but would help you to write a really high quality letter I have also added an email that the school have had from Sharon Lockhart who came and spoke to us in an assembly about recycling. In her email she has suggested that some of you might like to write to the workers at our recycling and waste sites who can be a forgotten keyworker group that we couldn't do without.
Spelling- Look up and learn the meaning of all of our new RoK words. Ask someone to test your knowledge by getting to verbally put a random selection of 10 RoK words into a sentence.
Grammar- Continue with the PowerPoint from Day 1
Reading- Answer the reading comprehension questions below about chapter 7. Remember to refer back to the book when answering these questions.
Writing- Continue using the resources I have provided to write a high quality formal or informal letter. Make sure you know which type of letter you are writing based on whether your audience.
Spellings- Choose 5-10 of our new RoK words and write up to 3 synonyms for each one. Are you able to make any of the synonyms you choose informal vocabulary?
Grammar- Complete the 'Formal and Informal writing- Day 2' activity sheet.
Reading- I would like you to spend the next three days reading some non-fiction writing. Start by researching any famous explorers from ancient or recent history. You could find out more about the American astronauts that just left Earth for the International Space Station.
Writing- Continue writing your formal/informal letter to a keyworker. Make sure you include a 2 -3 paragraphs explaining in detail why you would like to thank them. Your letter could also include some information about your personal experiences during this time. If you are getting ahead you could write two letters one that is formal and one that is informal so that you can demonstrate that you can vary your language and sentence structures depending on the purpose and audience.
Spellings- Make a giant wordsearch (or a crossword if you fancy more of a challenge) that uses a selection of our RoK words.
Grammar- Complete the 'Formal and Informal writing- Day 3' activity sheet.
Reading- Non-fiction reading Day 2: Now read about any area linked to mountains or rivers that interests you. Make some notes when researching so that you can share what you find out with a friend or family member.
Writing- Send in a copy of your letter to firstname.lastname@example.org for Mr Perry to look at and give feedback. Alternatively, you can post your letter on our blog to get the opinion of a wider audience.
Spellings- Use today as an opportunity to show your parents how neat your handwriting is. Pick at least five of the RoK words week and write a line of each one using neatly joined cursive handwriting. I have attached a sheet below to help you to do this.
Grammar- Complete the 'Formal and informal writing- Day 4' activity sheet.
Reading- Non-fiction reading Day 3: Where would you like to explore? Carry out some research about this place and make notes under subheadings e.g. climate, customs, physical features, human features, famous residents etc.
Writing- Respond to any feedback you have been given about your letter and make any necessary corrections/ improvements. Write your letter out using neat and joined handwriting. Now send it to the keyworker/s you are thanking..... (I may not get all of your letters looked at in time for this but will to do so by early next week.)
This week we are going to revisit percentages and converting between fractions, decimals and percentages.Work set on the website for home learning will be very similar to the work set for those children who are attending school.
Day 1: Fractions to percentages
Day 2: Equivalent Fractions, Decimals and Percentages
Day 3: Ordering Fractions, Decimals and Percentages
Day 4: Percentages of amounts
Day 5: Friday Maths challenge
For days 1 to 4 teaching videos can be found on the internet by typing in White rose home learning year 6 then select the week commencing 1st June 20.
Please also see the activity sheets attached. I have also included blank 100 squares which can be used throughout the week.
I have also included extension work for those children who work more quickly or want to challenge themselves.
We have already looked at the blood, the heart, the effect of exercise on our bodies and now we will consider our diet.
At the end of this lesson children should:
- begin to recognise the impact of the diet on the way their bodies function
Children need to understand that there are
Children need to conduct some research and determine what type of foods fall into each category - information can be made in any format children wish e.g:
- A list under each heading
- A scientific table format
- A collage – with pictures downloaded from the internet
- A poster – with hand-drawn pictures of pictures from the internet
- A written report
Children then need to find out why we need foods from each group
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? Again they can present this any information in any format they wish.
Ext: Try the Healthy eating quiz -see https://www.educationquizzes.com/ks2/science/healthy-eating
Design a healthy menu for the week – this should include: breakfast/lunch/tea.
This week we are going to consider Longitude and Latitude. For this lesson you will need an orange.
At the end of the lesson the children should understand what lines of Longitude and Latitude are and also be able to identify the equator, the tropic of Cancer, the tropic of Capricorn, the Arctic and the Antarctic circles, the Northern and Southern hemispheres and the Greenwich Meridian.
- First watch the Andy Jensen U tube clip (Latitude and Longitude) this explains that lines of longitude and latitude are imaginary lines which encompass the Earth and can be used to find an exact location.
- After you have watched the U tube clip follow the orange instructions- once you have followed these you will understand more about longitude and latitude.
- After this you need to download the map and mark on the Equator, Tropic of Cancer (23° 27′ N), Tropic of Capricorn (23° 27′ S), Artic circle (66° 30′ N) , Antartic circle (66° 30′ S) , the Greenwich or prime meridian, the northern and the southern hemisphere.
Extension activity: Find out about Harrison's Clocks