Welcome to Year 6!

Welcome to our first Year 6  blog post for the new academic year 2020-2021. We hope you visit this site on a regular basis to keep up-to-date with current events and notices regarding pupils in 6P and 6L.

The Year 6 staff team have enjoyed getting to know the children better in these, the first few days of term. We have been very impressed with the speed with which they have settled into new routines, particularly when many have been away from the school environment for some time now. Of course we would have liked to have met the parents to say hello and share important information for the year ahead. As this has not been possible, we have prepared a short(ish!) video presentation which can be found by clicking on the link below:

We continue to work on our presentation skills!

If you do require further clarification on any aspect please contact us via the school office email.

PE Days

PE in Year 6 takes place on the following days:

Tuesday – Every week.

Thursdays – Every other week beginning 17/9 (1/10, 15/10).

Children should wear their PE kit to school on the days they have PE

 

Reading Journals

We have had a great response to the Reading Journal ‘Create your own cover’ competition. Winners have been chosen and will be announced next week.

TTRockstars

To improve children’s speed of recall of number facts we would be very happy if they could spend 10 minutes practising on TTRockstars at  least three times per week. They have their logins in their maths homework books. The programme is set to automatically increase the challenge when a child can answer questions within a certain time-frame so it will ensure they keep progressing.

 

Have a great weekend

The Year 6 Team

 

Our final week of home learning for those that are at home!

Hello everybody! Here it is then, the last week!

To close with for the year, all we can say as a Year 6 team is that we know you are ready for the next stage of your school life. In class, there have been such mature, positive and forward-thinking views held in the last three weeks relating to your transition and this demonstrates what a solid position you are ALL in to move forward in terms of your mind set and outlook.

As a group of children, you have shown such good learning behaviours this year, where you have had to be resilient and reflective throughout, as a result of the many challenges faced. BUT remember, this has only made you stronger and ‘tougher’ in how you are able to deal with things and this is a great recipe for you moving forward into new territory. Overall, you have shown a really strong commitment to ‘wanting’ to improve and this has been shown in the learning that has taken place from September through to this last week. Keep being curious and resilient! Keep pushing forward!

We will miss each of you greatly!

This will be our last home-learning blog for the Summer Term. Should you want to keep yourselves ‘ticking over’ during the summer break, please be assured that the learning will remain on these pages for you to dip into as you see fit. In addition, you will have access to all of our online learning resources such as SATSBootcamp, MyMaths, Sumdog and TTRockstars until the end of August! 

Monday – Please reflect and look back briefly over the learning that has taken place last week relating to your Transition. You should have finished up to and including Session 6 last week – if you have not, then you will need to complete these sessions before moving on to Session 7, 8 and 9.

-Please complete the Session 7 part of the booklet and read the accompanying material.

Session-7-What-is-normal-anyway

Tuesday – Please complete the Session 8 part of the booklet and read the accompanying material.

Session-8-Friendships-and-fallouts

Wednesday – Please complete the Session 9 part of the booklet and read the accompanying material.

Session-9-Living-well 1-13

Session-9-Living-well to end

Thursday – Today is a day to catch up on any transition work you have not been able to complete yet! Please ensure your reflection has been thorough and that you have discussed your thoughts, feelings and outlooks for the year ahead with your parents or family members. Remember, if you have any older siblings at secondary school, then they can be a great ‘sounding board’ for you as they are ‘living’ the secondary school life as we speak…

Maths

I thought we should apply our number sense to a few warm-up problems. Click on the link below to see the questions:

Maths warm up questions

For our final three days we are going to continue to build on the work we have done on statistics last week. You wil need to print the questions off so that you can interpret the graphs properly.

The tasks are here: Statistics

Links to the Oak National Academy online lessons can be found here:

Monday: https://classroom.thenational.academy/lessons/interpret-line-graphs

Tuesday: https://classroom.thenational.academy/lessons/construct-line-graphs

Wednedsay https://classroom.thenational.academy/lessons/interpret-pie-charts

RE

As we approach the end of the school year and consider our journey in faith towards God, now is a great time to reflect upon each of the Sacraments that form a special part of this journey. Please choose ONE of the seven Sacraments below: Baptism, Holy Communion, Confirmation, Marriage, Holy Orders, Reconciliation or Anointing of the Sick.

With your chosen sacrament, have a go at ONE of the following tasks…

· Write a prayer or poem about your favourite Sacrament. How could you ask for God’s blessing and guidance throughout your Christian journey? Describe how you would feel during the Sacrament.

· Create a stained glass window to represent the key symbol(s) of your chosen Sacrament. What do these symbols mean and why do you think that they are they important?

· Can you find any photographs at home from when you or a family member took part in any of the Sacraments? Discuss what the experience was like and what you can both still remember.

 

Family Science Activity 10.7.20

Spaghetti Towers https://www.rigb.org/families/experimental/spaghetti-towers – to watch the video

The activity:

· Make a tower from spaghetti and marshmallows.

· ExpeRiment with the construction of your tower to find out which shapes are best for building with.

· Learn why some shapes are more stable than others when you build a tower. https://www.rigb.org/docs/spaghettitowers_infosheet_0_1.pdf – for the full information on the activity and questions to ask your child(ren)

You will need:

Packet of spaghetti (uncooked) • Packet of marshmallows

What to do:

Challenge a child or children to use marshmallows (whole ones or pieces) to join lengths of spaghetti together to make the tallest tower possible. You could start by building a simple cube and seeing what you need to do to make a taller structure that remains standing.

Going Further challenge:

· Instead of building a tall tower, you could try to build the strongest bridge from spaghetti and marshmallows.

· You could limit the amount of spaghetti and number of marshmallows to make the task more difficult.

· You could give children a budget with which to ‘buy’ spaghetti and marshmallows and make the ‘cost’ of the tower another element they have to consider.

· Try out this interactive ‘shapes’ lab to see how forces affect different shapes: http://bit.ly/ShapesLab

 

Music

Think back over the past school year which started in September 2019. What can you remember doing? Make a list of these things.

Now think of a tune you know well.

Using this tune and the list you have written, can you compose a song about this school year? Perhaps you could record yourself singing it.

 

 

 

 

 

Home learning week beginning July 6th 2020

Hello everybody! We hope you are well.

This week for English, we will be focusing on our speaking, listening and reflecting skills. We will not be carrying out Guided Reading, so you will have a good chunk of time for English.

We will cast our minds back to two weeks ago, where we commenced our ideas and thoughts of ‘Transition,’ what shape that takes for us in this current situation, and what that looks like for us when thinking about secondary school. We will also reconsider our mind set, and how possessing a positive, growth mind set could lead us on a similar path that Kid Awesome took from our book study, ‘You Are Awesome’ by Matthew Syed.

ENGLISH (1 hour and 20 minutes each day)

This week you will need to print off this workbook to complete the relevant sections each day:

Be-Awesome-Go-Big-Workbook pages 1 to 12

Be-Awesome-Go-Big-Workbook pages 13 to 16

Be-Awesome-Go-Big-Workbook pages 17 to 20

Be-Awesome-Go-Big-Workbook pages 21 to 22

Monday – Read the Session 1 powerpoint attached and, in the booklet that is in this blog or printed for you in class, complete the session 1 questions and tasks from the booklet.
You should really take your time to reflect first and not just commit to the first thought or idea that pops into your head. Take your time!

Session-1-Being-awesome part one

Session-1-Being-awesome part two

Tuesday – Read the Session 2 powerpoint and complete the Session 2 booklet. Then, move on to the Session 3 powerpoint and complete the Session 3 section of the booklet.

Session-2-Unlocking-your-mind

Session-3-Dare-to-take-risks

Wednesday – Read the Session 4 powerpoint and then complete the Session 4 booklet. The powerpoint and the booklet that you are completing should, we would imagine, run alongside each other as some of the advice from the powerpoint should be thought about and considered when you are completing each section of the booklet.

Session 4 Making the Change

Remember, you will get more out of this Transition process if you are honest and reflective about yourself as a person, as a learner and how this could look when you look at yourself as a ‘future self.’ This ‘future self’ of you could be ‘you’ in a day, a week, a month, six months…There is no time frame, but if you can think about how you can grow, and grow into a Kid Awesome way of thinking, then transition to secondary school and ways of overcoming obstacles could become smoother for you. This is because you will be open to persevering with tasks and you will be open to making mistakes and thinking about how to improve upon things. If you have read this blog to this point, well done! Great persevering!!!!!! 

Thursday & Friday – Read the Session 5 powerpoint and at the same time, complete the Session 5 booklet. Then, move on to the Session 6 powerpoint and complete the Session 6 booklet.

Session-5-Lost-but-not-lost.pptx

Session-6-Bouncebackability

Make sure, by the end of Friday, you have completed the first six sections of the booklet!

 

SPELLINGS (10 minutes; three times this week)

Look back within your English book. Write down 10 spellings that you got incorrect, whether they were silly or you did not know how to spell them.
Re-write them correctly five times each.

Then, create a Wordsearch for a parent or sibling at home that has all of the 10 spellings in. I would make perhaps a 100 square grid, so that is 10 squares wide and 10 squares high.

 

Maths

This week in our maths learning we are going to revisit fractions, decimals, percentages and statistics.

Remember to warm up with 5 arithmetic questions everyday:

Arithmetic

This week’s lessons are here:

Monday  https://classroom.thenational.academy/lessons/understand-percentages

Tuesday https://classroom.thenational.academy/lessons/equivalences-between-fdp

Wednesday https://classroom.thenational.academy/lessons/problems-with-percentages-of-amounts

Thursday https://classroom.thenational.academy/lessons/interpret-mean-as-an-average

Friday – Go to MyMaths and complete the assessment that has been set.

The tasks for the whole week are here:

Maths tasks

 

Geography

In this, the final lesson of the unit, you will have an opportunity to demonstrate your acquired knowledge and understanding whilst also developing your independent learning and research skills.

Your role – A Brazilian Tourist Guide

You will be taking on the role of the Brazilian tourist guides who have the responsibility of attracting tourists to visit Brazil.

  • What do you think this job role entails?

Answer – being very persuasive and attracting tourists to visit Brazil

Think about the following questions and jot down your ideas:

  • Why would you want to visit Brazil?
  • What would attract tourists to Brazil?
  • What do you think we would have to create to attract tourists to Brazil?

Travel Brochures

Travel brochures are designed and written in a way that should persuade the reader to want to visit the places they are showcasing. Spend some time exploring the features of this travel brochure for Latin America. Brazil can be found from page 40 onwards. What does it include that helps to  ‘sell’ the location?

https://s3-eu-west-1.amazonaws.com/images.cloud.kuoni.co.uk/brochure/2018/Latin%20America%202018.pdf

Use your ideas to form a success criteria for the creation of a successful brochure/ tourist information guide. Compare what you have come up with to this list:

Brazil Lesson 6 Success Criteria

Task

Pick one task that you would like to complete from the following options:

  1. A city escape brochure
  • As a member of the Rio de Janeiro tourist information board your task is to attract tourists to visit your city. Your guide should include the following information:
  • The location of the city
  • The major human and physical landmarks
  • The best places to visit and explore in the city
  • The food and drinks you should try
  • The best cultural events you should attend

 

  1. A beach resort brochure
  • There are hundreds of beautiful beaches around the world which people should visit. As a member of the Brazilian tourist information board you have discovered that people are opting to visit beaches in other parts of the world rather than those in Brazil.
  • Your task is to create a beach resort brochure that will encourage tourists to visit the beaches of Brazil. Your brochure should include the following:
    • Images and descriptions of the best beaches
    • Maps and directions of the beaches showing people how to reach them
    • The best human and physical landmarks found close to the beaches of Brazil
    • The best places to stay, visit, and eat whilst visiting Brazil’s beaches

 

  1. The natural wonders of Brazil information guide
  • Many people have heard about the natural wonders of the world however very few have the opportunity to visit them. As a member of the eco-tourism board in Brazil your task is to create an information guide to share with tourists who want to visit these places.
  • Your guide should include information about the following:
    • The Amazon Rainforest
    • The Pantanal
    • The Cerrado
    • The Caatinga
    • The Mata- Atlantica
    • The Pampas

 

  1. A guide to the Amazon rainforest
  • As one of Brazil’s most well-known natural environments, many tourists want to visit. As a member of the Amazon rainforest tourism board your task is to create a tourist information guide to help visitors find out all they need to know about the Amazon.
  • Your guidebook should include the following:
    • The location and size of the Amazon rainforest
    • The plants and animals of the rainforest
    • The indigenous people of the rainforest
    • The cities of the rainforest: Manaus

You will find the following website useful to support this task:

Remember we would love to see your finished work! Email it in please 🙂

 

Art

Art Challenge For Father Jeremy:

Father Jeremy has got a very special celebration coming up on 26th July this year. He will be celebrating 45 years since his ordination into the priesthood. I think this is a remarkable achievement and should be marked by your incredible artwork. Therefore, your Art challenge for the next fortnight is to produce a piece of art for Father Jeremy. This can take any form you like from street art, a drawing, collage or even some edible art! As well as being a priest, Father Jeremy has a wide range of interests including walking, reading and nature. So let you creative juices flow and come up with something spectacular….I know you will!

As I have mentioned, this is a two week challenge and I would ask that, as well as me displaying your art on the Blog, would you please keep hold of it (yes even sculptures you may make), so that I can collect it from you, when we are all back in school and put it in a book and then present in to Father Jeremy.

As always, you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

 

Music

Over the past few weeks, you have listened to 10 pieces of music composed by Musical Trailblazers. Go to the website below and listen to them again.

https://www.bbc.co.uk/teach/ten-pieces/ten-pieces-trailblazers/zfpy7nb

Which was your favourite and why?

Which was your least favourite and why?

 

Family Science Activities

If your child has an allergy to eggs – please choose another exciting investigation from https://www.rigb.org/families/experimental

Bouncing Eggs https://www.rigb.org/families/experimental/eggsperiments – watch the video

· Make an uncooked egg bounce!

· Experiment with different liquids to see what effect they have on eggs.

· Learn how the acid in household liquids like orange juice and vinegar react with eggshells and make them dissolve, leaving the inside of the egg intact. https://www.rigb.org/docs/dissolving_eggs_infosheet_v2_0_1.pdf – download worksheet for instructions and questions to ask before and after the investigation.

You will need:

5 eggs • Glasses or jars that an egg can fit inside comfortably • Cling film • Oil • Milk • Water • Vinegar • Orange juice

Going further challenge:

· You can use the shell-less eggs you make from this experiment to do another activity which will let you shrink and expand the eggs by placing them in different liquids: http://bit.ly/nakedeggs

· Watch a video of how to make a coloured bouncy egg, then try making one yourself: http://bit.ly/Rubbe

 

Year 6 Home Learning for week beginning Monday 29th June 2020

 

Hello everybody! Mr Pratley and Mr Land have both been busy getting a ‘Team Year 6’ haircut this week!!! It seems that the hair trimmers are getting used to their scalps but both hairdressers still need to work on their ‘blending’ around the sides and back of the head!!! Both Mr P and Mr L are enjoying the money they are saving from this!!!

This is our English home learning for the week ahead.

For Guided Reading this week, we are returning to ‘The Explorer’ as our text for the week.

Our writing continues to focus on Mount Everest and you will be researching and writing about an animal from the Himalayas!

Guided Reading

Book: The Explorer, by Katherine Rundell

Monday

Write a summary about what has happened in The Explorer so far. Use two paragraphs to summarise the story and start your second paragraph for the summary when you ‘feel’ it is accurate to, to show the shift in what happens in the book thus far. THINK – when is the ‘big change’ in the story so far? At what point does the story change? Which TiP (Time;Place) ToP (Theme; Person) strategy did Rundell use to create the ‘shift’ in the story so far? How do you know? Write and explain this thinking too within your summary…

 

page 12 – 17 PDF

 

Tuesday

Read page 12. Respond to the questions below.

  1. ‘It was speckled brown and black, patchworked to match the jungle floor…’

Look at the extract above.

What makes this a clever and creative bit of writing? Within your answer, identify which words specifically make it creative and engaging – this will justify why it is clever and creative.

2.Look again at the extract in Q1.

It could be argued that there are TWO words that are the key to making the extract in Q1 creative. Which TWO words are they, that combine together to really make the reader visualise the image and relate to how the snake looked on the jungle floor?

3.Look at page 12.

What one word has been used as a synonym for ‘ran?’

4.What made you decide your answer for Q3? Give two reasons why you chose your word.

5.Look at the paragraph beginning, ‘The ground was sodden…’ to the end of page 12 only.

What indicates to the reader that Fred is running fast?

Give three different pieces of evidence from the text.

……………………………………………………

…………………………………………………………………………………..

…………………………………………………………………………..

 

Wednesday

Read page 13 – 17.

1.Look at page 14.

What took up most of the space in the sky above?

2.Look at page 14.

Fred was tired. Give two pieces of evidence that support this view.

3.Who says, “Now we’re even more lost?”

4.How do you know you are correct for Q3? Justify it.

5.‘There was bite to the question.’

What is the author getting at when they write this as a reflection of HOW Con says his previous speech? What do they mean by it?

6.Look at page 16.

What impression of Lila do you get on this page? Give two pieces of evidence from the text to support your impression.

Impression                                 Evidence

…………………………………            ………………………………………………………………………..

…………………………………             ………………………………………………………………………..

 

………………………………………………………………………..

………………………………………………………………………..

7.Look at page 14 – 17.

What impressions of Con do you get from these pages? Give two different impressions and use evidence from the text to support each different impression.

Impression                                 Evidence

………………………………….           …………………………………………………………………………………

………………………………….           …………………………………………………………………………………

 

………………………………….           …………………………………………………………………………………

…………………………………             …………………………………………………………………………………

 

Thursday

Thinking and reflecting question

Character analysis

Which character do you think will emerge as the hero and main character of the story? What makes you think this? Use evidence from pages 12 – 17 to support your view.

Also, within your answer, write about HOW you think they will go about becoming the hero and the main character within the story…What might happen and change in the story in order for them to emerge as a key character? Write around 120 words in total, developing points and justifying your views.

 

Friday

Read for enjoyment for 30 minutes.

 

Writing

Monday – Proofread, edit and improve your writing piece from Friday and check your spellings for silly errors AND for words you are NOT QUITE sure about. For your spellings, re-read your piece of writing from back-to-front, so that you read your last word first, and so on and so on. This way you do not just skim over your words, you look at them even more closely.

THINK – did you include most or all of the points that were made from the video last week? Did you elaborate on your initial point to then show logical thinking and logical reasoning as to why Jordan’s father should or should not have allowed him to scale the mountain? THINK – have you used enough of a range of synonyms for high frequency words or phrases that may appear in your piece, such as the word ‘mountain’ or ‘climb up it…?’ THINK – did you include a range of subordinating conjunctions to open sentences and paragraphs with? These were a part of your spellings list…

 

TuesdayRESEARCH about the Himalayan animal that is a ‘yak.’ You can use the Internet to research information about this important and special animal AND/OR you can use the word document that is below. When planning and thinking about your Introduction for your Non-Chronological Report, you could write about why this animal is so important to people climbing Mount Everest and the surrounding landscape of the Himalayas. You should be aiming to find out a whole host of information about this animal as it plays an indispensable role in the successes and outcomes of people seeking to climb Mount Everest.

You should be thinking about what different sections are required to report about – this could range from their diet to what their job role is for climbers to their appearance and what makes their bodies so strong. Think about the effect that these physical qualities bring…

As you are researching, you need to start to PLAN and map out how your Non-Chronological Report will look. You can use a double-page spread within your English writing book so that you have space to write. You can draw a yak on your page too to show the reader the image of it.

Wednesday – FINISH PLANNING and START WRITING your Non-Chronological Report about the yak. I would write the Introduction and one of the sections today and I would ensure that I am writing enough for each section. Your introduction should aim to be around 80 – 100 words and then I would imagine that each different section after that should be at least 80 words per section to ensure some depth and purpose to the report. We don’t want one section being three sentences long!!! Think about the impact that their characteristics and features bring to the world (people) around them. You could maybe group some of their sections together in a sensible fashion…

Thursday and Friday – Continue and finish your Non-Chronological Report. I would be having maybe three other sections on top of the Introduction and ‘Closing’ section. So, it could be around five sections in total.

 

Spellings

Look; cover; write; check

aching                  feverishly                            tongue                 breathed             speckled

somersault        unbearable                         concussion

These are some words from ‘The Explorer.’ See if you can remember any similar words that follow the same spelling pattern. Do this for these words in particular:

Unbearable (-able ending words),

Concussion (-ssion ending words),

Tongue (-gue ending words),

Speckled (-ed ending words).

Make a table or a picture of your groups of words that have the same ending!

 

Maths

Our maths learning this week will continue to build on our work converting measures from last week. We will find the area of triangles and parallelograms and apply this to solving problems.

Monday

Answer Monday’s arithmetic here

Year 6 Summer week 5 Arithmetic

Click on the link to calculate the area of triangles and parallelgrams

https://classroom.thenational.academy/lessons/to-calculate-the-area-of-parallelograms-and-triangles

If you would like to print out the tasks, they are here:

Monday tasks

 

Tuesday

Tuesday’s arithmetic is here

Year 6 Summer week 5 Arithmetic

The link to the lesson on solving problems with units of area is here:

https://classroom.thenational.academy/lessons/problems-with-units-of-area

The tasks can be printed off here:

Tuesday tasks

 

Wednesday

Today’s five arithmetic questions are here:

Year 6 Summer week 5 Arithmetic

We are going to learn how to calculate the volume of cubes and cuboids today. Click here for the lesson:

https://classroom.thenational.academy/lessons/volume-of-cubes-and-cuboids

The tasks are here:

Wednesday Tasks

 

Thursday

Your final 5 arithmetic questions are here:

Year 6 Summer week 5 Arithmetic

Our final maths lesson this week is looking at converting between standard units of mass:

https://classroom.thenational.academy/lessons/convert-between-standard-units-of-mass

Here are your tasks:

Thursday Tasks

 

Friday

Today is all about testing yourself to see how much of your arithmetic skills and knowledge you have retained!

Please complete the attached arithmetic test. Remember to think whether you are best to use a mental method, jottings or written calculation:

Y6_Core_Arithmetic_Test_10

WELL DONE!

 

Geography

This week, we are going to investigate people who may not want to migrate to the cities in Brazil: The indigenous people of the Amazon rainforest.

Work through the presentation pdf. Watch the two video clips and ask yourself:

  • What do you think the lives of these people is like?
  • How do you think they felt when they saw the plane filming them?

Brazil Lesson 5 Indigenous People of the Rainforest Presentation .ppt

The film footage you watched was of the Awa tribe. The Awa tribe are an uncontacted tribe which live in the Amazon. Brazil is home to the highest number of uncontacted tribes in the world (uncontacted means that the tribes have no contact with the outside, modern world). There are thought to be 77 isolated groups living in the Amazon.

Using the Indigenous people of the rainforest PPT and the Awa Tribe information page (Brazil Lesson 5 Awa Tribe Information Page,  collect information about the lives of people in the Awa tribe. You can also read a news report on the tribe here:

www.bbc.co.uk/news/magazine-27500689

TASK

Your task is to use the information you have collected to create a short fact-file on the lives of the people in the Awa tribe. What areas of life will you focus on? What images will you use? How will you introduce your fact-file? Are there any threats to their lifestyle?

Feel free to be as creative as you want in your presentation.

 

Music

Hans Zimmer

Go to the website below and watch Naomi Wilkinson’s video about Hans Zimmer

https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382

 

Why is Hans Zimmer considered a musical trail blazer?

 

Now listen to the whole piece in the second video.

Zimmer tells us to,

‘Do what you wanna do with it!’

How can you ‘play and get creative’ with this piece?

Religious education

Our school patronal feast day takes place on Sunday 28th June. In order to prepare for this special time of the year, please choose ONE of the following activities in order to learn more about St. Peter…

  • Write a diary entry as St. Peter, when he escaped from prison. Describe how he felt when the Lord sent an angel to free him from the jail that Herod had cruelly locked him up in. How did they get out of the prison?

 

  • Jesus told Peter, ‘I will give you the keys to the Kingdom of Heaven’. Design the keys and include as many symbols as you can to represent St. Peter and why he was so special. What would the keys be made of?
  • Jesus said to Peter, ‘You are a rock, and on this rock I will build my church’. Could you paint or decorate a stone or pebble, to show ways in which to build God’s church? (e.g. by spreading love, faith and Good News).
  • Create a selection of short prayers to ask for God’s guidance during the global pandemic. How could we demonstrate the courage, faith and commitment that was demonstrated by St. Peter, as we work to support others?
  • Take a look at the St. Peter’s logo on our school website. Can you re-design the crest so it reflects the qualities of St. Peter? (e.g. trust,  hope, responsibility). Why did Jesus say ‘feed my lambs’? How might St. Peter ask us to continue God’s work on earth?
  • Use the internet to research St. Peter – can you make a fact file about our school saint? Which key words might you use as part of your factual information page? Were there any articles about St. Peter that particularly interested or surprised you?

 

Family Science Activity – Friday 26th June 2020

Giant Bubbles https://www.rigb.org/families/experimental/giant-bubbles – watch the video

· Make a home-bubble mixture and wands. Use them to look more closely at the characteristics and behaviour of soap bubbles.

· ExpeRiment with different shapes and sizes of bubbles and see what you can and cannot control about bubbles. Learn how to make giant bubbles and find out why bubbles are usually round.

· Learn how to make giant bubbles and find out why bubbles are usually round. https://www.rigb.org/docs/giantbubbles_infosheet_0_0.pdf – details on the information sheet.

You will need:

• Good quality washing up liquid

• Water

• Glycerin (optional)

• Plastic tub or other container for bubble mixture

• Measuring jug (optional)

• Various things with holes in them for blowing bubbles with. Watch the video for ideas. Straws, pipe cleaners, paperclips, coat hangers, cookie cutters and cake tins with removable bottoms are all particularly good.

• For giant bubbles: wooden spoons (or other sticks), a couple of metres of string and a small weight you can thread through it, like a metal key ring or nut.

What to do:

A mixture we found that works is 1 litre of water, 100ml of washing up liquid and 30 ml (2 tablespoons) of glycerin. Blow some bubbles!

Put a straw into your bubble solution and try blowing gently into the liquid. You should be able to make a lot of bubbles very quickly. Then dip one end of a straw into the solution, take it out and blow gently through the other end. See if you can control the size of bubble you can blow out of the straw.

Try making bubbles using things with bigger holes, like a paperclip or pipe cleaner bent into a circle. Try poking a dry finger into a bubble, then try the same thing after dipping your finger in bubble solution.

Try making bubbles inside bubbles by poking a straw dipped in bubble solution into an existing bubble and blowing again.

Try out objects with different shaped holes, like cookie cutters or pipe cleaners bent into other shapes. Try objects with really big holes, like a coat hanger or a cake baking tin with its bottom removed. Try making giant bubbles with the special wand we show you how to make in the video.

Going Further:

· You can experiment with your bubble mixture and giant bubble wand to see just how big you can get your bubbles to be. There are lots of different bubble mixture recipes on the internet, just search for “soap bubble recipe”.

· You could try making two or three of them and comparing how good the bubbles they make are.

 

Art Challenge

Art Challenge:  The Great Getaway! TRANSPORT

The title for your art this week is The Great Getaway! TRANSPORT.  This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity!

Here are some ideas:

Art Challenge TRANSPORT

Home Learning Week Beginning 22nd June 2020

Hello everybody! Mr P and Mr L have had a good week and enjoyed the sunny evenings going for the odd bike ride and the odd run respectively. They have both been enjoying the Geography work and watching the films based around Rio and learning about the two halves that comprise it.

This is our English home learning for the week ahead. For Guided Reading this week, we are thinking about transition and our mindset when dealing with ‘things’ and tasks that perhaps you have faced within your life. Our writing continues to focus on Mount Everest and Jordan Romero and you will have a writing outcome to complete for it!

Guided Reading

Book: You’re Awesome, by Matthew Syed

Monday

Adjusting to Change and Managing Change (Our Transition to year 7)

How to maintain our feelings of ‘Feeling In Control’ in our current learning

What this looks like in our life-learning

 

Task

Read page 10 – 15.

Discuss and answer these questions:

1.What options does Kid A face at the end of page 15?

2.How many options does he have?

3.What will he need to do in order to be able to go on this ‘awesome and incredible journey?’

4.What will Kid A need to do if he is to carry on his path of ‘living his ordinary, unremarkable life?’

5.Kid A had table tennis as the situation that presented two options to him.

Have you ever been faced with two options like Kid A had? What was the situation in your life where you were faced with the two options?

6.What did you do when faced with the two options? Which option did you choose?

7.Why did you choose this option?

Tuesday & Wednesday

Discussions and reflections

Read page 16 – 19. Answer these questions:

1) Look at page 17. How could you sum up how Kid A is feeling at this point? How can you tell?

2) Look at page 17. What things happen that make Kid A just not enjoy the table tennis? List all your observations.

3) Is there anyone in particular at fault for why Kid A is not enjoying the table tennis? If so, what makes you think this?

4) Look at page 19. Kid Average views, ‘challenges as obstacles, and definitely best avoided.’

How would you sum up this view that Kid Average has about challenges? How does Kid A view challenges in his life?

5) Have you ever felt like this when you have been faced with certain, specific challenges? What were the challenges that made you feel this way?

6) How did you respond to the challenge that you identify in Q5?

7) How could you have faced the challenge from Q5 in a better, more productive way?

8) What do you think will be your biggest challenge when you move to secondary school in September?

9) Create a set of steps to success that will make your biggest challenge in September more achievable.

10) How are you and Kid A similar? Give examples to hang your ideas on.

11) How are you and Kid A different? Give examples to elaborate on your thoughts.

12) Do you feel sorry for Kid A at all? Why?

13) Does the father’s attitudes and mannerisms change during both table tennis matches?

14) How does the Kid change in his attitudes, mannerisms and outlook between both table tennis matches?

Thursday

Questions – Further thinking and personal reflection

1.Read page 20. How is ‘Kid A Awesome’ different from ‘Kid A Average?’ Sum this up using a phrase from page 20.

2.Kid Awesome doesn’t give up with his table tennis.

Using the continuum line below, mark on the line where you think you are when it comes to ‘not giving up’ with tasks and things in your life.

 

Tasks and Things in your own life

           _____________________________________________________________________

I always give up                                                                                               I never give up

3.Why did you make your mark where you did? List the things you DO or DON’T give up on, to prove your opinion of yourself.

4.How does this make you feel inside? Why?

5.How do you think you could ‘Never give up’ a little more often with things and tasks in your life? Use examples to show HOW you could ‘never give up’ on things and tasks.

6.Would never giving up a little more often be a simple way to live or a hard way to live? Why?

7.‘Anything that is worth having in life takes time and hard work.’ (St Peter’s Year 6 team)

What is this quote getting at? What does it mean? Explain, and use examples from in school or out of school to reveal your thinking.

8.What could you keep devoting time and hard work to, so that you improve gradually over time? List one thing for in school and one thing for out of school.

Friday

Read for enjoyment for 30 minutes.

 

 

Writing

Monday – Proofread, edit and improve your short writing piece from Friday. Make sure you check simple spellings and check any silly errors you may have made.
THINK – did you include most or all of the tools and nouns that were mentioned in the brief on Friday? Did you marinade for long enough in the tension of just before the avalanche hit? And, did you immerse in the tension of when it actually did make contact with Jordan and father? Did you write about the bottomless cliff that was situated close by?

Tuesday – Look at the question below.

“Should Jordan’s father have allowed him to climb Mount Everest, given his age?”

You then have to decide ‘Yes’ or ‘No’ to the question OR you can have a balanced viewpoint and therefore make notes about both sides of the question. Personally, I would choose this as I then will have more to write about and I personally can ‘see’ both sides of the argument with this question.

Then, within your notes, justify your reasons ‘why’ in the form of notes, at the moment. I would create a table and I would re-watch the film from last week to refresh my mind and viewpoint. On top of this, I would make notes of the statistics that are mentioned in the film footage and use this as reasons and evidence for your viewpoint.

So, today you are making notes and fleshing these thoughts out.

Remember an introductory paragraph and a closing paragraph and make notes for both of these too. THINK – what would you write about in these? How many people have died? How many have survived? The idea of pushing the human limits and of seeing how far a human can go? The idea of Human Exploration and Evolution? How you cannot control the weather on Everest and the impact of this? How humans should respect the environment and not tamper with ‘Mother Nature?’

Wednesday, Thursday and Friday

Write your developed piece in response to the question above. Take your time…

Remember, you can write a balanced argument if you feel confident when thinking and seeing both points of view during the week. You can then give your own opinion in the closing paragraph about what you ‘truly’ feel if you have chosen a balanced argument form of writing. If you choose to write a balanced argument, remember to use paragraphs to section your thinking.

Think about what subordinating conjunctions you will use to open sentences and paragraphs to either build on a point or when making a new point, eg.  On top of this… Furthermore…However…Having said this…Moreover…In stark contrast, it could be argued that…

 

Spellings, Vocabulary and Grammar

Subordinating conjunctions practise (15 minutes, three times)

Look; cover; write and check these. Think about HOW you could use them in your writing outcome for this week too…

Although…          Provided that…                 Supposing…        Rather than…                     In order to…

Even though…                   Having said this,                                Therefore,                          Furthermore,

On top of this,                   Moreover,                          In reality,

Challenge
Look at the spellings words and phrases above.

Which ones are ‘to build upon a point’ and which ones would be used to ‘start a sentence to show the opposite viewpoint of the previous sentence’? Make a table and list the words/phrases under the correct heading. Include the commas that go with the words or phrases too. The ellipsis (…) after the words or phrases within the spellings above show the writer that they need to add other words to these ‘subordinating conjunction openers’ so that these openers then go on to making a subordinate clause.

Going deeper

Create sentences that could work for each word or phrase from the spelling list above.

Maths

In this week’s unit, you will explore measures, including applying your understanding of decimal numbers up to 3 decimal places. You will convert metric measures of length, mass and capacity, then apply this understanding when calculating the area and perimeter of rectilinear figures and the area of parallelograms. Have fun and remember to email in any work that you are proud of.

Monday

You will be getting used to this by now! Please click on the link and complete Monday’s arithmetic questions. There is a little extension question for you if you want a challenge.

Year 6 Summer week 4 Arithmetic

Your independent learning is to generate and describe linear number sequences. Click on the link for the video. The tasks with a little challenge question are below.

https://classroom.thenational.academy/lessons/to-generate-and-describe-linear-number-sequences/

Monday tasks

 

Tuesday

Keep your arithmetic skills alive by completing Tuesday’s arithmetic here:

Year 6 Summer week 4 Arithmetic

Your lesson today is to use, read and write standard units of length, mass and volume. The link  will take you to the lesson. Click on the tasks for an extra bit of challenge.

https://classroom.thenational.academy/lessons/to-use-read-and-write-standard-units-of-length-mass-and-volume/

Tuesday tasks

 

Wednesday

Bit more arithmetic to get you warmed-up. Only five questions plus a little teaser:

Year 6 Summer week 4 Arithmetic

Your lesson today is to convert between standard units of length. Click on the tasks for an extra challenge:

https://classroom.thenational.academy/lessons/to-convert-between-standard-units-of-length

Wednesday Tasks

 

Thursday

Here is today’s arithmetic!

Year 6 Summer week 4 Arithmetic

Your lesson today is to solve problems involving the conversion of length. Click on the tasks for an extra challenge:

https://classroom.thenational.academy/lessons/to-solve-problems-involving-conversion-of-length

Thursday tasks

 

Friday tasks

Please log in to Sumdog and MyMaths to complete the tasks set which link to this week’s learning.

 

History – Windrush Day

Today, Monday 22nd June, is Windrush Day and for this we would like the children to research about what it was and to then carry out the tasks below.

Details of the voyage of the SS Windrush and what it was can be found by typing in this website below OR right-clicking on it and pressing ‘Open Hyperlink.’ Look around the web page and the links available to explore what Windrush was…

Read a poem written by Denniston Stewart who came over on the ship, at http://www.movinghere.org.uk/schools/Britain/windrush.htm OR read it below:

Transcript of Windrush Poem by Denniston Stewart

 

It was 1948 on the Windrush ship

500 men from the Caribbean was on it

from warm Caribbean sand, to this cold English land.

We spent twenty eight day on the ship and everyone felt

real sick, couldn’t take the tossing of the Windrush

ship. When we heard land ahoy, everyone packed up

their one little grip [suitcase].

The ship docked at Tilbury, everyone began to feel

merry setting foot in the mother country. Looking

round it wasn’t jolly, not what we imagined.

The scene was drab and gloomy with plenty of chimneys

that looked like factories.

And so we stepped on the hallowed British soil, and

looked forward to a future we dreamt would be better

on this our English adventure.

For many the years were rough in fact it was rough and

tough. Everywhere we went what a spectacle, how we

survived God knows it was a miracle, couldn’t find any

place to rest our head a little. For all of us the

future looked uncertain  No dogs, No Irish No Blacks,

here in the mother country Britain.

Some started working all the hours God given just to

make a shilling

Many threw pardner*

but life got harder and harder

started suffering racism in every corner

some got charged for murder defending themselves

against the attacker whose weapons were bicycle chains,

winkle picker, knuckle dusters. We still held on and

from the pardner we started to get our life in some

order. We paid a deposit to the banker for our own

little spot and that was that. Things took a while to

get better, through many heart aches we had to suffer

while they kept their stiff upper.

This was just a chapter because after fifty years we

remember the good and the bad, the happy and the sad

of life in the mother country. Equality we never

had, the opportunities we didn’t get,

so now in our children we have our hopes and our

dreams.

We the pioneers have laid a solid foundation in

Britain through blood, sweat and tears, in the heat and

the cold. There’s NO Street Filled with Gold, that was

just a story we were told

the gold is the jewel inside developed through the

suffering fires of time.

So fifty years ago or fifty more to come we remember

the Empire Windrush when she first came.

 

*Pardner – a West Indian saving scheme

 

by Denniston Stewart

 

Thinking and responding

  • Look at the transcript above and think about how Denniston felt about Tilbury when the boat docked. Make notes to the side of the poem, like a ‘Read aloud, Think aloud’ in class.
  • Think about the treatment many of the passengers received. Jot things down around the poem related to this. This could help you for your future tasks.
  • Why do you think some British people behaved like this?
  • How could the British people have shown more empathy and understanding to the people that travelled to Britain? Think about the mission statement of St Peter’s too and the six learning circle behaviours that we show in class.
  • Read the poem called Hinglan Cole (England’s cold) below by the same poet. Make notes around the poem. What are his overall feelings of England now that he is living here?

Transcript of Hinglan Cole (England’s cold) Oh boy, England is cold!It is so cold!Frost in the morning, snow at midday and black fog atnight time. England is so cold! I left hot Jamaica to die of cold here?Frostbite is killing my fingers and when I walk I slipand tumble in the snow many many times,inside the house it is worse,I have to wrap up with hot water bottles, hat, socks,dressing gown, two sheets and twist and turn all nightlong. In the morning when I lift my head from underthe sheets the amount of smoke that come out my mouthyou would think that I was on fire.In the kitchen four people have one ring each on thestove to cook on. I have to put money in the meter toget a bath and the Indian man who I rent from iswatching me closely. I thank God that they delivermilk to your door, I don’t know how I’m going to copebecause England is cold cold cold. by Denniston Stewart

 

Task

Imagine you are one of the people who travelled to Britain on the Windrush. Write a letter to your family back home in the West Indies. It could be a letter that has been written by yourself over the course of a few weeks.

The first part of the letter could be you reflecting about how life is on the Empire Windrush ship and you writing about how you are feeling about the prospect ahead and what you hope for and expect once you reach the shores of England…

The next part of your letter could be about describing what Britain is like now you are here, and then comparing this to the West Indies (houses, climate, transport, people) and how the people of Britain are treating you. How do you feel about it – was it what you expected? Why? Use the two poems by Denniston Stewart to help with your thinking for the letter home.

How would you close the letter home? Would you end it in an upbeat way, so that your family at home did not worry too much?

Family Science Activity

Balloon Car Racers https://www.rigb.org/families/experimental/balloon-car-racers – to watch the video

The activity – Make cars which are propelled by balloon power.

Experiment with designs and see what factors affect how fast or how far your car goes.

Learn how a balloon car works just like a rocket.

https://www.rigb.org/docs/ballooncarracers_infosheet_1_1.pdf – to view the information sheet

What to do:

· Make a balloon car based on the instructions Mark gives in the video.

· Decide how you will judge what makes a ‘good’ car – is it how far it goes or how fast it goes?

· Investigate what happens if you have bigger or smaller wheels (you can use other types of lids or make wheels from cardboard and use blu-tac or glue to attach them to the kebab skewers).

· Investigate what happens if you change the design of your car in other ways – you can watch the video again for inspiration for other designs.

Going further challenge:

· Measure how far your car travels using a tape measure.

· Time how fast your car travels ½ a metre – would double the speed be the time that your car would travel 1 metre? Test it out.

· You can find the speed of your car in metres per second using a stopclock and a tape measure: Measure the distance the car travels (in metres) then dividing that distance by the time it took to travel (in seconds).

Art

Art Challenge Feast Days

We have two important Feast Days in our Church calendar for June. The 19th June is the Feast of the Sacred Heart and 29th June is the Feast Day of St Peter and St Paul.

For your art challenge this week I would you to do a creation linked to either of these Feast Days.

The Sacred Heart of Jesus is an object of devotion and always falls 19 days after Pentecost.

As you know, St Peter was given the ‘keys to heaven’ by Jesus and was our first Pope and in Matthew Ch16v18 Jesus said ‘And I tell you, you are Peter, and on this rock I will build my church.’ He is also the Patron St of fishermen. St Paul changed from not believing in Christianity to spreading the word through the letters that he wrote. Naturally, he is the Patron St of writers.

Click on this link for some ideas to inspire you:

Art Challenge Feast Days

 

Music

Go to the website below and watch Naomi Wilkinson’s video about Grazyna Bacewicz.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/zf2k382

Why was Grazyna  Bacewicz considered a musical trail blazer?

 

Now listen to the whole piece in the second video. Can you hear the morse code pattern  v …-  for victory?

Why not try creating your own secretive rhythms

eg. This is top secret.

Don’t tell a soul.

Home Learning Week beginning 15th June 2020

Hello everybody! This is our home learning for the week ahead. It may seem like a lot for Guided Reading and Writing, but it isn’t! It is more about your thinking and applying of this thinking…Stick with it and build your resilience! You’ve got this!

Guided Reading

The Explorer, by Katherine Rundell – Page 6 – 11

Monday

Read pages 6 – 11 and respond to the questions below.

1.Look at the paragraph beginning, ‘The fire called back…’

In the text, what shows the reader that the fire ‘called back’ to Fred?

2.Look at the paragraph beginning, ‘A burning branch cracked…’

What impressions do you get of Fred in this paragraph? Give two impressions. Use evidence to support your answer.

Impression                                                         Evidence

1………………………………………….                       ………………………………………………………………………………

…………………………………………..                        ………………………………………..

2………………………………………….                       ……………………………………………………………………………….

……………………………………………                       …………………………………………

3.Look at page 7.

Why did Fred have to stop running? Give two possible reasons, using inference skills from what the words reveal.

1…………………………………………………………………………………………………………………….

2…………………………………………………………………………………………………………………….

4.Look at page 7 again.

Fred was alone in the forest.

Find two pieces of evidence that support this statement.

Evidence:

1…………………………………………………………………………………………….

2…………………………………………………………………………………………….

5.What kind of state did Fred seem in on page 8?

Use evidence from the text to support your view on how he seemed. Explain the impression you get using the evidence.

Tuesday

Re-read pages 7 – 11 and then respond to the questions below.

6.Look at page 8.
Was Fred happy when he heard another voice in the forest? What gives you this impression? Explain your view.

7.Look at page 9.
At what point does Fred start to ‘soften’ and relax in how he views the voice coming from the bushes? Explain your view. THINK – how do I know?

8.Look at page 10.

What shows that Fred had been physically hurt in the plane crash?

9. ‘Are you alright?’ he asked, wiping rain out of his eyes. ‘That cut looks bad.’

‘No, I’m not all right,’ Con spat. ‘We’re lost in the Amazon jungle, and statistically speaking it’s very likely that we’re going to die.’

‘I know.’ Fred didn’t feel he needed reminding. ‘I meant – ’

Does Con or Fred react worse to the situation they are in? Use evidence from the extract above to support your opinion and EXPLAIN how the evidence SHOWS the person’s reaction and who reacts worse.

10.Look at the dialogue again from Q9.

Which character wanted to try to forget the situation they were in, the most? How can you tell? Use evidence from the text to support your view.

11.Again, look at the dialogue from Q9.

Fred seems the more caring character.

Give three pieces of evidence that show this. Reference the text only.

1……………………………………………………………………

2……………………………………………………………………

3……………………………………………………………………

Wednesday  (Language for effect and word meaning)

Read the extract below from page 8 and 9 (the bold words show expanded action phrases and clauses).

Fred spun round. His ears still buzzing, he grabbed a rock from the ground and hurled it in the direction of the voice. He ducked behind a tree and crouched on his haunches, poised to jump or run.

The voice said,  “For God’s sake, don’t throw things!”

It was a girl’s voice.

Fred looked out from behind the tree. The light of the moon filtered deep green to the forest floor, casting long-fingered shadows against the trees, and he could see only two bushes, both of them rustling. 

 (Bold words = expanded action phrases and clauses)

 Tasks and questions

1.If you were to re-write this extract above in your own words, which words and phrases seem like pretty regular and normal ones to change and then use in your new, re-written extract? List the words and phrases you feel you could exchange pretty easily.

2.The adults of year 6 feel like they could replace the following words and phrases with other, similar ones from the text above whilst at the same time keeping the overall meaning of the sentence they are in the same:

  • spun
  • grabbed
  • rock
  • ground
  • hurled
  • ducked
  • crouched
  • looked out
  • he could see
  • bushes
  • rustling

Find words and phrases that mean the same thing for each of the words/phrases above. So, find another word for ‘spun,’ ‘grabbed’ and so on and so on that could fit into their respective sentence.

Thursday and Friday

3.Once you have done Q2 from yesterday, have a go at re-writing the extract shown in Wednesday, using your own new words and your own ideas in order to put your own ‘style’ on the writing piece. Write about 80 – 100 words and include speech in it to show character feelings and/or to move the action on.

Keep up the same levels of action as is shown in Wednesday’s extract above (look at the action parts that are in bold) to keep the suspense up.

 

Writing (with a reading stimulus cross-over!)

We are going to focus on a writing unit based around Mount Everest as part of a Survival-themed unit. To start with, we are going to look at a book written by Jordan Romero, the youngest person to ever climb Everest and the Seven Summits. In the prologue of his book, ‘No Summit out of Sight’, he starts writing about his experiences whilst making the Everest ascent. He was 13 years old when he climbed the tallest mountain on Earth.

Some of the writing skills and vocabulary you acquired during your Everest and Alex Honnold writing tasks at the start of our Home Learning will be able to be transferred to this writing unit, which will help you all!

Click on the YouTube link below  OR  Copy and paste this YouTube link below into Google, and then when it comes up, press ‘Skip Ad’ in the bottom right of the video. Then, watch the ABC American News Broadcast (8:36 in length).The news report will give you a good background on Jordan and it will show you real film footage from his ascent of Everest. In the film, from 4:45 to 5:06, this footage of the ice falling is written about in the prologue that he wrote in the book – we are looking at this prologue in our writing for this week, so you really get a ‘sense’ in the film of the seriousness of the situation and the suspense. It is brilliant that we have this video footage then recorded in the format of writing by Jordan himself!  https://www.youtube.com/watch?v=RpadzvO5JGM

The pages for the prologue of the book are below. Read the pages too to inform your thinking.

 

Monday and Tuesday

Tasks and ‘playing around’

1.Look at the extract below from the first paragraph of the prologue (page 1).

‘The weather was perfect, with clear blue sky everywhere I looked. It was a beautiful day for climbing.’

These two sentences create a sense of suspense and tension even though the writer is revealing the positive elements of the surrounding atmosphere. How does the writer create this sense of suspense and tension using these two sentences?

2.Look again at the same extract above.

Why does the writer use such positive language when describing the weather? THINK – what is its purpose?

3.Re-write the extract above from Q1. You can only use two sentences. Change the words of the writing slightly but keep the overall meaning the same.

4.Re-write your two sentences from Q3 now in a different way.

5.Look again at the extract from Q1. Write how it would sound if the opposite were true and the weather was NOT good. You can use more than two sentences if you like. Play around with your idea and try to stretch your language used so the words are not as basic.

Wednesday

Firstly, re-read the short extract from Monday to refresh your mind.

The author, Jordan Romero, then moves on to a new paragraph where he builds the tension even further. Read this new paragraph below.

‘I took one step, then another. Suddenly a thunderous roar ripped through the air. The earth rumbled and shifted beneath my feet.’ 

6.Which sentence from the extract above creates the most tension? Why is this?

7.What is it that makes the other two sentences LESS suspenseful? Use evidence from the two sentences to support your opinion.

8.The extract above is written with the idea of the ‘Power of Three’ to really drill home the idea of suspense in the writing – three sentences in a row to build the tension, one after the other. Does he do a good job? If so, how does he? If he does not, what are the sentences lacking?

9.Now, you have a go at re-writing the three sentences in bold from above. Change the words slightly but keep the overall meaning and IMPACT the same.

10.Now, have a go at writing what you think the next three sentences should be that follow the three sentences above. For these next three sentences, keep the tension high! THINK – how could you keep building this tension? What else could you be looking at or thinking about? THINK about your senses if in doubt…Just because they are tension-filled, it does not mean you have to ONLY have short sentences. Tension can be built with longer sentences too, as long as you get in some specific description and really consider what it is you are observing.

11.‘I took one step, then another. Suddenly a thunderous roar ripped through the air. The earth rumbled and shifted beneath my feet.’

Romero’s next three sentences in the prologue that follow the three sentences above in (11), read as follows:

‘I looked up and saw a ten-story wall of ice and snow break free from the mountain and explode into an enormous cloud of white that hurtled downward, building higher and higher as it gained speed. Snow dust billowed in the air.

The avalanche was coming straight at me.’

Does he keep the suspense and tension up within these three new sentences above? How does he? Use words and phrases from the text to support your view.

12.Is the first, long sentence starting, ‘I looked up…’ effective in building tension and suspense? Why is it? How does it build the tension? THINK about word power!

13.Is there a good balance of short and long sentences if you put both extracts from Q11 together, like it is in the book?

14.Why does Romero use a new paragraph for, ‘The avalanche was coming straight at me’?

THINK – which TiP ToP (Time/Place/Theme/Person) strategy does he use in order to know and realise that he needs to start a new paragraph?     

Thursday and Friday

Expanding our ideas

15.After Jordan saw the avalanche coming straight for him, he writes about what he experienced when the avalanche came down the mountain towards him. He writes for about 100 words, talking about his senses and how the snow and ice affected him. He also writes about the equipment he had and what happened during this time and how some of his gear saved him. He writes about what he did with his crampons and the rope he once held on to, and about being attached to the safety line. His voice was also a tool he used to save himself. He also talks about the bottomless cliff that lay not too far away from where he was.

Use the ideas above and the nouns underlined to create the next part of the story from the point of, ‘The avalanche was coming straight at me.’ Try to make it around 100 words (ten lines) and DO NOT move on further than when he finds his father. Marinade in the tension of being in the avalanche and the worry of getting pulled closer to the bottomless cliff, until the avalanche stops…

 

Spellings (Every day this week for 15 minutes)

Look; cover; write; check the following spellings from Romero’s prologue

Traversed            vertical                 beautiful              thunderous        enormous           hurtled

Billowed               avalanche            desperately        anchored             crampons            vision

Existence             bottomless cliff

Challenge

Find the meaning of the following words:   traversed, hurtled, billowed, avalanche, anchored, crampons.

Now, find synonyms for the following words:   traversed, thunderous, enormous, hurtled, billowed, avalanche, anchored, bottomless cliff.

Going deeper

Use the 14 spellings above within a short piece of writing. See if you can use all the words…Use the words as your inspiration and ideas for writing…!!! I would use the prologue as a stimulus for your writing BUT I would make it my own!!!

 

Maths

Our maths learning this week will continue to revise and develop our understanding of fractions, this time focusing on multiplication and division. We will continue to use the Oak Academy Lessons supplemented with some additional questions.

Pupils should also be keeping their recall of times tables facts sharp by aiming to practise these on TT Rockstars for 10 minutes, 3 times per week.

 

Monday

Please complete Monday’s arithmetic questions (and the extension task if you would like further challenge)

Year 6 Summer week 3 Arithmetic

Now work through the lesson on representing multiplication with proper fractions:

https://classroom.thenational.academy/lessons/fractions-to-represent-multiplication-with-proper-fractions

A worksheet with the lesson problems plus a few more challenging questions can be found here:

Monday tasks

 

Tuesday

Please complete Tuesday’s arithmetic questions (and the extension task if you would like further challenge)

Year 6 Summer week 3 Arithmetic

Now complete the lesson: To multiply pairs of proper fractions

https://classroom.thenational.academy/lessons/fractions-to-multiply-pairs-of-proper-fractions

The worksheet problems with a bit more challenge can be found here:

Tuesday Tasks

 

Wednesday

Please complete Wednesday’s arithmetic questions (and the extension task if you would like further challenge)

Year 6 Summer week 3 Arithmetic

Now complete the lesson: To divide a proper fraction by an integer

https://classroom.thenational.academy/lessons/fractions-to-divide-a-proper-fraction-by-an-integer

The worksheet’s here:

Wednesday Tasks

 

Thursday

Please complete Thursday’s arithmetic questions (and the extension task if you would like further challenge)

Year 6 Summer week 3 Arithmetic

Today we are going to apply what we have revised/learnt this week to solve some problems:

https://classroom.thenational.academy/lessons/fractions-to-solve-fraction-problems-with-the-four-operations

Here are today’s questions:

Thursday tasks

 

Friday

Yay it is Friday again! Please spend a bit of your time visiting MyMaths, Sumdog and TTRockstars to complete the tasks that have been set which link in with this week’s maths learning 🙂

 

GEOGRAPHY – Brazil Study

This week’s lesson is titled – ‘A City of Two Halves’.

Starter – here is a part of a picture of Rio De Janeiro. Quickly sketch what you think can be seen in the missing half.

Brazil Lesson 4 Incomplete Rio Image

I wonder what you came up with? Now open the pdf slide presentation below and read through the first three slides to find the complete photograph. What do you think has happened to create this situation?

Brazil Lesson 4 A City of Two Halves Presentation

Now move on to watch the video and make some notes about life in the favela of Rochina. You can click on the link in the pdf, or the one here:

https://www.bbc.co.uk/bitesize/clips/zgp4d2p

You now need to complete a Venn diagram identifying the similarities and differences between life in the Rochinha favela and Barra Di Tijuca. The following notes will help:

Brazil Lesson 4 Barra Di Tijuca Information Page

Brazil Lesson 4 Venn Diagram Template

Great! You should now have a better understanding of what it is like for a child who lives in the poorer half of a Brazilian city. Use this to choose from one of the following tasks:

1.What do you think a child living in Rochinha or in Barra di Tijuca might want for their birthdays? Write a developed paragraph explaining your reasoning behind your choices.

OR

1.Imagine you live in Rochinha or Barra di Tijuca. Write a diary entry describing a typical day in your life.

 

Religious education 

Following the celebration of Pentecost in our Church calendar, we would like you continue to reflect upon our Mission and how we can ‘use the gifts God gave us to make our world a better place’.

Just as the Holy Spirit had appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem, we would like you to consider how YOU can use the power of the Holy Spirit to support and encourage others.

Can you complete ONE of the following activities, to explore how we can continue God’s work on Earth as His followers?

– Design a logo for a charity that you feel could be made in order to support others. You can be as creative as you like! Can you include symbols of the Holy Spirit?

– Research one of the following organisations: CAFOD, Christian Aid, Missio. What is special about this charity? How do they put the needs of others first?

– Create a new school Mission Statement for St. Peters – what else can we do to help others in our community and the wider world? Which actions do you feel would be most important?

– Paint a picture of Oscar Romero. How did he follow the values set out by our school Mission Statement? Can you include key facts about his work?

– Write a letter to your local priest. Could you suggest any ways in which you could support the Church in raising money for good causes, in the future? E.g. by helping in a bake sale or coffee morning, once it is safe to do so.

 

ART

This week’s KS2 art challenge can be found here:

PDF link: Art Challenge KS2

 

MUSIC

Antonio Vivaldi

Go to the website below and watch Stephanie Childress’ video about Antonio Vivaldi.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-antonio-vivaldi-winter-from-the-four-seasons/zf98bdm

Why was Antonio considered a musical trailblazer?

Now close your eyes and listen to the whole piece on the 2nd video.

What pictures come into your head?

Find a creative way to respond to the music. This could be by dancing, drawing, painting or writing a poem. You may have your own idea.

Challenge

Why not listen to another piece from Vivaldi’s Four Seasons- Spring, Autumn or Summer?

 

FAMILY SCIENCE

Candle chemistry

**Please note that this activity must be carried out in the presence of an adult to ensure safety**

Safety advice for parents

· Do the activity on a table which is cleared of any other flammable objects or materials. Use your judgement as a parent to decide whether or not to let your child light the candles on their own.

· Make sure you’ve blown out any candles after doing the activity. Don’t move a lit candle when doing this activity. Don’t allow your child to touch the wick or candle until it has completely cooled.

· Don’t leave a lit candle unattended at any time. There’s more extensive safety advice on using candles from the UK Fire Service here: http://bit.ly/BeFireSafe

The activity

· Make a blown out candle relight as if by magic.

· ExpeRiment to find out how long a candle will burn in different amounts of air.

· Learn about the chemistry of how a candle burns. https://www.rigb.org/families/experimental/candle-chemistry

What you will need

· At least one tea light or other small candle.

· Gas-powered cooker lighter (or long handled matches).

· Glass jars or glasses of various sizes.

· Stopwatch (maybe the one on your smartphone) or other way of measuring time.

What to do https://www.rigb.org/docs/candlechemistry_infosheet_0_1.pdf – for information sheet about the activity.

Going Further Challenge: Learn more facts about fire: http://bit.ly/FireFacts Make a carbon dioxide fire extinguisher for your candles: http://bit.ly/CO2Ext Watch a video on how candles are made: http://bit.ly/CandlesMade Use a candle to suck water into a glass like Josh does at the end of the film: http://bit.ly/WaterCandle

 

 

Home Learning Week Beginning 8th June

Good afternoon everyone! We hope that you are well and safe. Mr Pratley has been busy this week trying to emulate the great Mary Berry by making a cake for Mrs Pratley as it is an important birthday for her! We are sure it will taste great! And, Mr Land has had a much more low-key week compared to Mr P…He has been resting a calf strain and taking it easy!

For those children attending St Peter’s this week, another reminder that Monday and Thursday are our PE days so please wear your kit into school on those days.

Here is the Home Learning for the week ahead…

Guided Reading (30 mins per day)       Year book for the Summer: The Explorer, by Katherine Rundell

Monday – look at the front cover of our new book study, The Explorer.

Task – Using the image above and what is within it, explain what you think the book will be about. Justify the reasons for your thoughts. Make multiple points for your thoughts and explain each point. Make this a good, developed paragraph. THINK – what can you see? What is around the outside of the cover? What nouns can you see within the image? THINK – how might these nouns impact upon the story?

Tuesday – read pages 1-4 below, from The Explorer. Then, answer the questions.

Retrieval questions and finding evidence to prove it

1) What has happened on page 1?

2) Was Fred the pilot or the passenger? How do you know?

3) Look at page 1. Was the Amazon River running in a straight line

or did the river have bends to it?

4) Find one word on page 1 that shows your answer to (3)?

5) Was Fred sat in an aisle seat or a window seat?

6) What evidence from the text on page shows your answer to (5)?

 

Wednesday – Look at Chapter 1 again and answer the questions below.

LO: to identify word meaning through text understanding and the ‘GIST’

  • 1)Look at page 1-3.

What words, phrases and clauses show that the setting of the book is set in the Amazon? Next to your evidence, state whether each piece of evidence is a word, phrase or clause.            (3)

  • 2)Look at page 1.

What words and phrases show that there is an ‘air’ and ‘sense’ of tension and nervousness? Explain why each word you have chosen shows a ‘sense’ of nervousness and possible tension. (4)

  • 3)What phrase is used to describe the river water below? (1)
  • 4)Look at page 2. What phrase shows the climate of the area? (1)
  • 5)‘The trees rose up.’

What does this sentence indicate to the reader? What is it actually telling the reader?           (1)

  • 6)Why is the sentence in (Q5) a clever and subtle sentence? (1)

Thursday – Have a go at these trickier THINKING questions.

GOING DEEPER – Analysis of author language choice and their CONSCIOUS CONTROL OF SENTENCE LENGTH for impact

1)Look at chapter 1 again.

  • Read from the paragraph beginning, ‘Fred stared at the man…’ to the end of the chapter.

How does Rundell use suspense to build tension? Reference phrases OR clauses OR sentences that show where the suspense builds tension and then justify your answer.  (4)

  • 2)Again, read from the paragraph beginning, ‘Fred stared at the man…’ to the end of the chapter.

How does Rundell use dialogue to show character feelings? Reference phrases OR clauses OR sentences of speech that show where the dialogue shows character feelings and then justify your answer.        (4)

Friday – Read for enjoyment for 30 minutes.

 

Writing (50 minutes per day)

Monday – Think about what you did on the weekend that was exciting and maybe a little adventurous.

Task – Practise writing a range of short sentences for impact and precision that reveal WHAT was exciting/adventurous about your event and how this happened. Imagine you are in the role of writing a story, so you could use first person (I) or third person (he, she).

Further task – Now, write a variety of longer sentences that perhaps describe what you could see, hear, feel (think of your senses) when you were out on the weekend, JUST BEFORE the moment you broke into the exciting or adventurous situation you found yourself in.

Tuesday, Wednesday & first part of Thursday (20 minutes)

The Explorer, by Katherine Rundell – Chapter 1 writing opportunity

-Read chapter 1 again.

-Then, go towards the end of the chapter.

-Read again from, ‘Fred stared at the man…’ to the end of the chapter.

Task – Your task is to re-write this scene. Imitate, vary and improve how Rundell uses short sentences for suspense, and dialogue to show character feelings, when you are re-writing and maybe adding to the scene.

So, you have to create your own ending to the chapter. You could use the spellings for this week for some ideas within your writing too.

-The end of the chapter has to be between one and two pages long, but no more than 2 pages. THINK about your CONSCIOUS (DELIBERATE) USE OF LANGUAGE AND SENTENCES USED FOR A PURPOSE AND REASON – ask yourself as you are writing, ‘Why have I included this sentence? What is its function/job/purpose? How does it add ‘value’ to the writing?’

-Make sure you have a good grasp of what has happened in the chapter up to the paragraph beginning, ‘Fred stared at the man…’ so you can then write a believable and realistic piece that would be able to take the place of what is there already.

The rest of Thursday (30 minutes) & Friday

Look at what you have written so far for your end of chapter 1 story. On the next new page from where you are at, respond to these REFLECTIVE questions relating to your end of chapter story writing.

  • 1)Does it flow and link together well? How can you tell? Prove it and justify your thinking.
  • 2)Why have you used new paragraphs in your writing?
  • 3)For each new paragraph, which TiP ToP (Time; Place; Topic; Person) idea did you decide to use to then be able to start a new paragraph?
  • 4)Did you use similar ideas to Rundell for the end of the chapter or different ideas?
  • 5)Which of your ideas were similar and which were different? Prove your thinking using evidence from your writing and Rundell’s writing to show how they are similar or different.
  • 6)Which is your most powerful short, suspenseful sentence?
  • 7)Why did you choose this sentence for (Q6) as being the most powerful? THINK – what do the words get across to the reader?
  • 8)Which is your weakest sentence in the end of your chapter?
  • 9)Why did you choose this sentence as your weakest one? What makes it weaker than the other sentences? THINK about a couple of reasons…

 

Spellings – 3 x a week for 15 mins each time:

Look; cover; write; check (and any strategies you know work well for you).

aeroplane    concentration    twitched    grimacing     ferocious     whine     lurched     ceased

Further thinking to help with your English tasks for the week:

Think about what each of these 8 words mean and then think about any synonyms you know for them off the top of your head. eg. concentration = focus…

Now, look up each word and find synonyms that are similar in meaning to each word. THINK – what is another word for ‘aeroplane?’ And another? And another?

Think of ways that you could hook in some of these spellings to your end-of-chapter story. Some of these spellings could really give you ideas to write about. For example, ‘aeroplane’ will immediately give you the subject of a sentence…’Twitched’ could give you the reaction of a character or the aeroplane itself…Maybe the plane ‘twitched’ in its movement as a propeller ‘ceased’ working…

Enjoy!

MATHS

This week in maths we are going to revise and deepen our understanding of fractions in a range of contexts. We have also introduced a daily arithmetic task to keep your skills sharp! If you are unsure of how to solve any of these calculations, visit the resources on Satsbootcamp.co.uk for a refresher.

Monday – To recall and use equivalence between fractions and decimals.

Arithmetic warm-up – click on the link to complete Monday’s 5 questions

Year 6 Summer Week 2 Arithmetic

Now work through the Oak National Academy lesson here:

https://www.thenational.academy/year-6/maths/decimal-and-fraction-equivalence-year-6-wk2-1#slide-1

The worksheet questions plus a couple of additional problems are here:

Mon questions

 

Tuesday – To find decimal equivalents of fractions.

Arithmetic warm-up – click on the link to complete Tuesday’s 5 questions

Year 6 Summer Week 2 Arithmetic

Now work through the Oak National Academy lesson here:

https://www.thenational.academy/year-6/maths/decimal-equivalents-of-fractions-year-6-wk2-2#slide-4

The worksheet questions plus a couple more can be found here:

Tuesday tasks

 

Wednesday –  To add fractions with different denominators

Arithmetic warm-up. Click on the link and complete Wednesday’s questions.

Year 6 Summer Week 2 Arithmetic

Now take part in the lesson here. When you come to do the independent tasks, click on the Wednesday task link.

https://www.thenational.academy/year-6/maths/add-fractions-year-6-wk2-3#slide-1

The independent tasks can be printed off here:

Wednesday Tasks

 

Thursday/Friday – To apply our skills in a real-life problem.

The South Shore Running Club Problem – click on the link below to read about this problem, then complete the 3 related tasks.

Thursday Running Club Problem

Thurs Fri running club pupil tasks

Remember to email in any completed work that you are proud of!

 

Geography – Urbanisation: The Great Tug of War.

In this week’s lesson, we will learn about what pushes Brazilian people to want to leave the rural area of Caatinga and why they are pulled towards urban centres such as Brasilia. Your task is to write a letter in role as a resident of Caatinga, explaining to a friend what is pushing and pulling you to move into the city.

First – read the pdf powerpoint slides

Brazil Lesson 3 Urbanisation

Watch this video to learn more about push and pull factors:

https://www.bbc.co.uk/bitesize/guides/z8x6wxs/video

There are some more images of rural and urban Brazil here:

Brazil Lesson 3 Images of Brazil

Your task:

Imagine that you live in The Caatinga. Write a letter to your friend explaining why you want to move away from your village (push factor) and move to Brasilia (pull factor).

You can use the writing frame here to help you:

Brazil Lesson 3 Writing Frame

 

 

 

Family Science Activity – Friday 5th June 2020

Homemade Lava Lamp https://www.rigb.org/families/experimental/homemade-lava-lamp

ExpeRiment with objects of different shapes and sizes. See what makes a difference to whether something sinks or floats in water.

Learn how an object’s density affects if something is likely to sink or float. https://www.rigb.org/docs/lavalamp_infosheet_0_1.pdf

Questions to ask children:

· Before each activity: can you predict what will happen? Why do you predict that? (For example, can you predict what will happen when we squash the tin foil really tightly?

· Can you predict what will happen if we use metal spoon instead of a plastic one?

· Can you predict what will happen if we peel the fruit?) Why does the diet drink float while the non-diet one sinks?

· What do you think will happen when we pour the oil into the glass of water? Why?

· What do you think is in the bubbles that are rising up in the lava lamp? Why do you think they sink back down again?

Going Further:

· You can give your child or children a lump of plasticine and explore how to mould the plasticine into shapes that float. Discuss what the floating shapes have in common compared to shapes that sink.

· The density of an object affects its buoyancy. You can learn more about this and how density affects whether something sinks or floats here: http://bit.ly/

· Buoyancy You can try to make a ‘density tower’ by floating liquids of different density on top of each other, as shown in this video: http://bit.ly/DensityTower · Here’s a quick lava lamp using fizzy water – http://bit.ly/FizzyLavaLamp

 

ART Challenge

Read all about it! St Peter’s are IN THE NEWS!

For this week’s Art Challenge I would like you to produce some art using old newspapers or magazines! It can be anything from cutting out shapes and creating your own abstract art, or landscape, to making something using Paper Mache. What you make can be left black and white or even painted (using watercolours is very effective). Whatever you create I’m sure you will ‘Make the headlines’ on the Art Blog!

Click on the link for some inspiring ideas!

Art challenge Read all about it

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

 

MUSIC HOME LEARNING:

Go to the website below and watch Naomi Wilkinson’s video about Heitor Villa Lobos.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr

Why was Heitor Villa Lobos considered a musical trailblazer?

Now listen to the whole piece on the 2nd video.

Choose your own form of transport. What is the main rhythm it makes? (For example what rhythm might the pedals on a bike or the oars on a rowing boat make?)

How could you play this rhythm? (Perhaps you could recreate the rhythm of the oars by splashing your hand in a bowl of water.)

What other sounds does your transport make? How can you add these? Could other members of your family join in so you can layer the sounds?

 

 

 

Home Learning Week Beginning June 1st 2020

Welcome back to week one of the final summer term. Below you will find the home-learning activities that will also be used by pupils who are coming back to school.

PE Days

Year 6 children will have PE in the afternoon on Mondays and Thursdays. Please come to school in your PE kit on those days.

If you are learning from home, your teacher will be in touch with you during the week; you are still encouraged to email in one example of your work that you are proud of.

MATHS

Monday /Task One

Click on the link below and work through Monday Lesson 1, Maths – To recognise 3D shapes.

https://www.thenational.academy/year-6/maths/coordinates-and-shapes-to-recognise-3-d-shapes-year-6-wk5-1#slide-1

There are extension tasks here:

Faces vertices edges extension tasks

 

Tuesday /Task Two

How did task one go? If you are ready to try task two – To recognise nets of 3d shapes  – click below:

https://www.thenational.academy/year-6/maths/coordinates-and-shapes-to-recognise-nets-of-3-d-shapes-year-6-wk5-2

If you feel you can imagine the nets in your head quite easily, try these extension tasks:

Nets of shapes extension tasks

 

Wednesday / Task Three

Today’s lesson builds on yesterday’s learning– To solve problems involving 3d shapes. Click below to get started.

https://www.thenational.academy/year-6/maths/coordinates-and-shapes-to-solve-problems-involving-3-d-shapes-year-6-wk5-3

Get your reasoning head on by finding all the possibilities in this Nrich maths problem : https://nrich.maths.org/761

 

Thursday / Task Four

Task four requires you to  – Illustrate and name parts of a circle. You will need a pair of compasses to complete question 5.

https://www.thenational.academy/year-6/maths/coordinates-and-shapes-to-illustrate-and-name-parts-of-a-circle-year-6-wk5-4#slide-1

Feeling confident? Why not convince Thinking Tom if he is correct in this statement:

Thinking Tom circle extension task

 

Friday / Task Five

It is Friday! Log in to MyMaths and complete the assessment quizzes that have been set. There is one for 3d shape nets and one for properties of circles. Play Sumdog to practise these skills more too.

 

ENGLISH

Guided Reading (Grammar and Vocabulary too) (30 minutes per day)

Monday

  • Task – Watch the video ‘The Great Realisation’ by Tom Roberts (Google ‘The Great Realisation YouTube’ and click on the first link). It is about Coronavirus.
  • Read the opening extract below from the video-poem and then answer the questions that follow.

The Great Realisation, by Tom Roberts

“Tell me the one about the virus again, then I’ll go to bed”.

“But, my boy, you’re growing weary, sleepy thoughts about your head”.

“That one’s my favourite. Please, I promise, just once more”.

“Okay, snuggle down, my boy, but I know you all too well.

This story starts before then in a world I once would dwell”.

“It was a world of waste and wonder, of poverty and plenty,

Back before we understood why hindsight’s 2020.

Looking at the opening lines of the video-poem

  • Looking at the words above, how can you tell that this opening part of the video-poem is between two people? Explain your reasoning and thinking.
  • What does the man mean when he says, ‘…but I know you all too well.’

What is he getting at?

  • Look at the extract. What does the word dwell’ mean in this extract?
  • What does the line ‘It was a world of waste and wonder, of poverty and plenty’ mean?

THINK – break this line down. What does ‘It was a world of waste and wonder’ mean?

THINK – what does ‘…of poverty and plenty’ mean?

  • Having watched the video, what would you say was, ‘The Great Realisation?’ What did he realise?

Tuesday

Re-read the extract above and then answer the questions below.

  • How can you tell that the boy is tired? Use evidence from the text to support your answer.
  • What words and phrases show that the boy is trying to persuade the father that he wants to stay up and listen to the poem again? Give three different words or phrases.
  • What one word shows that the father ‘gives in’ and allows the boy to listen one more time? Write the word only.
  • What does the father think will happen to the boy during the reading of the poem? What makes you think this? Use evidence from the text to support your view.
  • What words show that the story started in the past, years before now?
  • Read the second-to-last line of the extract above.

Which words on this line could show that humans have acted poorly in the past towards themselves, the world and other people?

Which one word on this line could show that humans are fascinated by the world and everything in it? Why did you choose this one word?

Wednesday/Thursday/Friday

Task – Read the next part of the poem below and then respond to the questions that follow.

You see, the people came up with companies to trade across all lands

But they swelled and got much bigger than we ever could have planned

We always had our wants, but now, it got so quick

You could have anything you dreamed of, in a day and with a click

We noticed families had stopped talking, that’s not to say they never spoke

But the meaning must have melted and the work life balance broke

And the children’s eyes grew squarer and every toddler had a phone

They filtered out the imperfections, but amidst the noise, they felt alone.

Questions

  • What is a synonym (a word that has the same meaning as another word) in the extract for the word ‘bigger?’
  • What made you decide your choice for (Q1)? What clues did you use from the extract to help you?
  • ‘You could have anything you dreamed of, in a day and with a click…’

What is this line above getting at? Explain.

  • Give a real-life example of this line in action – ‘You could have anything you dreamed of, in a day and with a click…’
  • ‘We noticed families had stopped talking, that’s not to say they never spoke…’

What is this line getting at, as the poet says on the one hand families had stopped talking but actually they still DID speak? THINK – what is the deeper meaning here from the poet? Explain your thoughts on what the line is getting at.

  • ‘…but amidst the noise, they felt alone.’

What was the ‘noise’ in the line above? What could the ‘noise’ have been?

  • Why would the child feel alone when on the mobile phone? What is the word ‘alone’ getting at?
  • This contrast between all the noises the phone brings and the child still feeling alone when on it is really effective in its message. How is it effective?
  • Is the idea of the child or person feeling ‘alone’ when playing with the phone an accurate image of how it can sometimes feel when having a phone-to-hand? Why?
  • From the line in Q6, is it a fair statement by the poet? Why? Why not?

Writing (40 minutes per day)

Monday

Look back in your writing book through all of your writing pieces from last half-term.

Choose one writing piece and proofread, edit and improve it. This should take the whole session if done properly. You should be checking for sense, for punctuation, silly-error spellings and for any sentence improvements you think are possible.

If you have not written a piece yet, you need to look on the year 6 Blog from the last half term and carry out a piece of writing of your choice.

Tuesday & Wednesday

Choose the piece of writing you are most proud of over the last half term from your writing book.

Publish this piece – either type it up on a computer or write it, using your best handwriting.

Thursday & Friday

-Plan points for a diary entry. Make your notes and points about how you have been staying positive in your own life during your time at home.

-Now, write a diary entry using more informal language and using a more informal tone.

-Write about how you have been trying to stay positive during these testing times.

-Write about the things you have carried out to remain positive and how these things have made you feel inside.

-You could close the diary with what you hope for the future and what the future will bring. You could use some ideas from the poem we have studied this week, The Great Realisation, to look ahead to the future and consider the world we live in.

– Use paragraphs to section your thinking and writing.

 

GEOGRAPHY (for the week)

This week we continue our study of Brazil, focusing on its climate. When the Football World Cup tournament was held in Brazil in 2014, the England squad did not want to have to play any matches in Manaus – can you think why not? Explain to someone your thinking using PEE (Point,Evidence, Explanation).

Now watch the following video where England manager Roy Hodgson discusses his reasons.

http://www.bbc.co.uk/sport/0/football/25420450

Can you now extend your initial response supported with evidence from the video?

CLIMATE

What is meant by CLIMATE? Look up the dictionary definition for climate. How is this different from ‘WEATHER’?

Write your own definitions for both CLIMATE and WEATHER that will help you remember them.

Within this lesson you will be comparing the climate of different locations in Brazil in order to find a more suitable location for the England football team to play.

  • Why do you think geographers compare the climate of different locations?
  • What will this information teach them?
  • What climate do you think the footballers would prefer? Why?

You  will be focusing on: Brasilia, Manaus, Salvador, Rio de Janeiro, and Curitiba. Can you locate these cities on a map?

Now that you have seen the different locations on the map, how do you think their climates will differ? Why?

CLIMATE DATA

How do you think geographers present climate data? How would you present it? Why? Climate graphs are used to represent the rainfall and temperature of a certain location over time. You will be studying the average data from each of the locations. Some climate graphs show the highest and lowest temperatures and rainfall as a line graph (because temperature is continuous), although you will be focusing on the average. Precipitation is always shown as a bar graph. Look through the following powerpoint.

Brazil Lesson 2 The Brazilian Climate ppoint

MAIN TASK

Using the climate data sheet (below), your task is to choose one location and produce a two different climate graphs for it. If you are very confident, you can try and present two types of climate data on one graph.

Brazil Lesson 2 Climate Data

Success criteria:

  • Title
  • Bar chart for rainfall and line graph for temperature
  • Label the x axis- months
  • Label the y axis – rainfall in millimeters (mm)  – temperature in Degrees Celsius
  • Include a key

Analysing the data.

Your final task is to write a  concluding paragraph about your climate graphs. This paragraph should describe and explain what the data shows you about the climate of Brazil. The following key questions will help guide your thinking and ideas:

  • When is the rainfall highest/lowest in your location?
  • When is the temperature highest/lowest in your location?
  • Does this differ to the other location you have studied?
  • Do you think that this would be a better location for the England football team to play? Why?

 

 

MUSIC

Johannes Brahms

Go to the website below and watch Radzi Chinyanganya’s video about Johannes Brahms.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-johannes-brahms-hungarian-dance/zfj4y9q

Why was Brahms considered to be a musical trailblazer?

Now listen to the whole piece in the second video.

  • Can you spot the changes in tempo? When is it fast? When is it slow? Try moving to the music.
  • Find 2 objects that you could use like drums- 1 should have a high sound (pitch), 1 should have a low pitch.
  • Practise playing them- left, right, left, right – create a steady pulse in time with the music. Does the pulse change?

 

ART

ANIMAL MAGIC!

For this week’s Art Challenge I would like you produce some art that is linked to ANIMALS! Your animal can live on the land, in the sea or the sky. If you prefer, you can make your own mythical animal from your own imagination… or even a fusion of two animals. It can be a drawing, a painting, it can be made from a kitchen roll tube, a painted stone, made from things you find in the woods or at the beach or anything else that you can think of. I’m sure you will create something ‘magical’, as always!

Ideas to inspire you:

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

 

We hope you are having a fabulous half-term break!

The Year 6 Team hope you are having a super relaxing break this week. We really do want you to make the most of the superb weather so, with that in mind, we will leave our weekly home-learning update until Sunday evening this time.

We look forward to seeing many of our pupils back in school on the 1st June. Home-learning will continue to be posted here for those working from home.

The Year 6 Team

 

 

Well done to 6P – Winners of The Battle of the Bands!!

A belated congratulations to both 6P and 6L in what was as close a contest as it would be possible to have!

Unfortunately, there can only be one winner…… 6P!

You can see how close it was…

6L – you have the chance to reclaim your honour between 9am and 3:30pm Friday!