Week 7- 8.6.20
Reading: You may remember from reading Chapter 6 last week that 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. (you may need to look in other places too as this site requires a paid subscription to access all)
Writing: Using the key words you have identified, I would like you to create a shape/concrete poem. 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 uses just key words or phrases – you can decide how you would like to create yours!
Think about 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.
Reading and Writing- If you haven't already, you need to read Chapter 8 of Kensuke's Kingdom. This Chapter sees Kensuke revealing his backstory to Michael and links to our WW2 topic from the Autumn Term. During this term, we found researched Holbrook's very own Bertie Wombwell.... now I would like you to find out more about the real person below who has a similar story to Kensuke. Use your research notes to create a fact file about Hiroo Onoda (A Japanese Soldier during WW2). Include information on the following: Summary of Life/ Place of Birth/ Allegiance/ Service/Branch/ Years of Service/ Rank/ Other Work.
Reading and Writing- As you will have gathered, the bombing of Nagasaki by the Americans in retaliation for the attack on Pearl Harbour by the Japanese, was a tragic event from history that will must never be repeated. This powerful animation gives you more information about the bombing from one girl's perspective https://www.youtube.com/watch?v=ya3et3mhdWw. Watch the animation a few times and make notes under the following headings: verbs/ adjectives/ nouns. CHALLENGE: while you are watching come up with some of the figurative language below to describe what you are seeing. This website is also a reminder of hyperbole, similes and metaphors https://www.bbc.co.uk/bitesize/articles/zhcc92p.
Reading- search online for some examples of poetry that reflects on the theme of war. I have added some suggested examples below as well. Find one or two poems that you are particularly impressed by and find, highlight and label examples of the descriptive devices/ figurative language from yesterday.
Writing- Now use your notes made watching the animation and ideas from the poems you have read to write your own poem about Nagasaki. You might decide to write the poem from the point of view of the girl in the animation or you may decide to write a narrative description of the events in the animation. Your poem could be aimed at giving a message about how important it is to not repeat this time from human history. When writing poetry, it is important to remember that every word choice is important- a few carefully chosen words are better than too many that aren't. Finally, this doesn't need to be a rhyming poem- forcing rhyme can mean that you don't make good word choices.
Reading- I have found a reading comprehension activity to links really well to the Science work that Mrs Rennison has set for you this week. It is at the bottom of this English section and has the answers for you to self-mark when you are finished.
Writing- Keep writing and improving your poem remembering to use figurative language. Try reading your poem out loud to an audience at home or film your self reading it.... this will help you to see which lines are really effective and where you may need to make changes.
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.
WARNING: YOU MAY WANT TO CHALIK THIS ON THE GROUND OR EVEN WRITE THEM ON A LONG ROLL OF PAPER – HAVE SOME FUN WORKING ON THESE! DON’T JUST SIT INDOORS WITH AN EXERCISE BOOK WRITING THESE DOWN!
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.
Complex Sentence Revision- https://www.bbc.co.uk/bitesize/articles/zvmw7nb
Modal Verbs Revision- https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zps4pbk
Preposition Revision- https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zw38srd
This week we are going to work on Algebra. It is very important that the children watch the videos this week which can be accessed by typing White Rose Home Learning year 6 into the internet as Algebra is not something we covered in class prior to lock down.
- Day 1 concerns function machines and finding rules
- Day 2 is about writing expressions
- Day 3 works on substitution
- Day 4 looks at one step equations
- Day 5 is the Friday Challenge questions
Please see the attached worksheets - most days also have an extension task for those children who work more quickly.
This week’s lesson follows on from last week when we look at food and healthy diets.
This week we are going to consider food labeling and the amount of salt in foods.
Have a look at the NHS website: https://www.nhs.uk/live-well/eat-well/how-to-read-food-labels/
The website gives guidelines on whether foods are high or low in things like salt, sugar and fats.
We are going to look specifically at the salt content in different foods.
Foods high in salt have more than 1.5g per 100g (or 0.6g sodium)
Foods low in salt have 0.3g of salt or less per 100g (or 0.1g sodium).
With permission you need to have a look at some of the foodstuffs in your cupboards and decide which foods are high in salt and which are low in salt. Consider how healthy these foods are and how often you should eat them.
You can present you results in a format of your own choosing e.g.
A table format
A list under 2 headings high and low salt content
You could order the foods from lowest to highest salt content
You could write a small report.
Put each food type into a bar graph so we can see at a glance which foods are high and which are low in salt.
Ext: Now look at the sugar content of foods. Is there any relationship (correlation) between the salt and sugar content in foods?
By the end of this lesson children should be able to name some of the different climates zones from around the world.
Children should be able to say what the weather conditions are like in each of these climatic zones.
Some children may be able to name some of the animals that are suited to live in each climatic zone.
Research different types of climate - Artic, Temperate, Mediterranean, desert, wet tropical, Antarctic. What is the weather like in these climatic zones?
Watch: https://www.bbc.co.uk/bitesize/clips/zr7hyrd BBC bite size: climate zones
Write a short weather report outlining the different climates around the world. You could write this as a script, which could be performed and filmed. Get you family involved if you need extra reporters to report from different regions. This could, if your family members agree, be uploaded to the website and shared with your class mates.
Ext: would be to find out what types of animals are situated to which climates – what adaptations do they have to make them suitable to the particular climates? (link back to what we learnt in science about evolution and adaptations).
COOKING: Have a look at Mrs O'dell's challenge this week - Wholemeal Sandwich Bread
At school at the moment we are working on circuits in order to boost our fitness levels.
We have used 5 different exercises for our circuit at school: sit ups, star Jumps, shuttle runs, the plank and lunges.
We do each exercise for one minute and record how many of each we have achieved. The exception is the plank where we simply record how long we can do the plank for. Next time we do the circuit we are all aiming to beat our individual scores for each exercise.
Set up your own circuit
- You can change any of the exercises to something else
- You put more or less exercises into your circuit
- You can do each exercise for a minute or you could make this longer
- If you can involve another person in your circuits this is much easier- you can take turns in doing the exercise and the second person can count and time.
- Repeat the circuit each week or more frequently if you want to improve your fitness levels more quickly
- Challenge your self to beat you score from the last time you completed the circuit