Year 6 Home Learning w/b 11th May
Welcome back after what was an amazing Bank Holiday weekend weatherwise. Did you celebrate VE Day in style? Maybe you enjoyed a socially distanced street party or had a get together with your neighbours across the garden fence! However you celebrated, we hope you had a good time.
Well done to all pupils who have managed to email in a piece of work that they are proud of – it has been great to see the variety of activities you have been undertaking whilst home-schooling. Keep them coming!
We are aware that there are many different tasks and activities posted for pupils every week, and that this could be overwhelming for those who feel that every task should be completed. Please do not worry if there is some work outstanding at the end of the week. Mr Land and Mr Pratley would like children to focus on completing the reading, writing and maths work first and then select from the choice of other subject learning. Perfect!
With that in mind, here are the tasks for this week:
MATHS
What can you remember about angles? Different types of angles and angles in triangles and quadrilaterals? Don’t worry if you have forgotten a little – you are going to access online lessons from the Oak National Academy which will recap all this knowledge. If you complete a task that you are pleased with, you could take a photo of the screen to share, or do a ‘screen print’ – then email it in to either
penguinclass@stpeterswaterlooville.hants.sch.uk
sealclass@stpeterswaterlooville.hants.sch.uk
Monday /Task One
Click on the link below and work through Monday Lesson 3, Maths – Finding the value of missing angles:
https://www.thenational.academy/year-6/maths/find-the-value-of-missing-angles-year-6-wk3-1
Tuesday /Task Two
How did task one go? If you are ready to try task two – Compare and classify triangles – click below:
https://www.thenational.academy/year-6/maths/compare-and-classify-triangles-year-6-wk3-2
Wednesday / Task Three
Today’s lesson is – Compare and Classify Quadrilaterals. Click below to enjoy.
https://www.thenational.academy/year-6/maths/compare-and-classify-quadrilaterals-year-6-wk3-3
Thursday / Task Four
Task four requires you to – Find unknown angles in triangles. Remembering the properties of the different triangles you met in task two will help here. Click on the link below:
https://www.thenational.academy/year-6/maths/find-unknown-angles-in-triangles-year-6-wk3-4
Friday / Task Five
Yay – it is Friday! Today is a repeat of yesterday’s lesson – but this time with quadrilaterals.
https://www.thenational.academy/year-6/maths/calculate-unknown-angles-in-quadrilaterals-year-6-wk3-5
Remember to visit MyMaths, Sumdog and TTRockstars to complete this week’s challenges 🙂
ENGLISH
Guided Reading
Monday – Finish Friday’s learning for Guided Reading from last week.
Tuesday – Read for enjoyment for 30 minutes.
Wednesday – Read the prologue to Moondial, by Helen Cresswell, below. It is set in the grounds of a large stately home, Belton House.
It is midnight in that most dark and secret place. If you should chance – and why should you? – to be walking there, you would be blindfolded by the night. You would hear the hooting of a lone owl from the church tower, the scuff of your own steps on the gravel. You would smell the ancient, musty scent of the yews that line the path, and the curious green odour of dew on grass. You put out a hand. It gropes to find the ungiving touch of stone. The shock of it brings an uprush of fear so strong that you can almost taste it. At that moment your fifth sense is restored. A slow silver light yawns over the garden. Shapes make themselves, statues loom. Ahead, the glass of the orangery gleams like water. You notice the shadow the moon has made at your feet as you would never notice a mere daytime shadow. You stand motionless, with all five senses sharp, alert as a fox. But if by some chance you should possess another, a sixth sense, what then? First a tingle of the spine, a sudden chill, a shudder. You are standing at a crossroads, looking up at a statue. A huge stone man seems to be locked in struggle with another figure, that of a boy. But the presence you feel is all about you now, and with a lifting of the hairs at the back of your neck you are certain, certain that you are being watched. You turn slowly, half dreading what you might see. But the path before you is empty. Your gaze moves to the great, moonwashed face of the house itself. The windows are blank and shuttered, though that strange sixth sense is insisting on hints, whispers, secrets. The scene fades and you realize that the moon is going back behind the clouds, and then you run. And as you run through the disappearing garden you feel that a mighty wind is blowing and voices are clamouring in that empty place. What you also hear, and what you will remember ever afterwards with a shudder, even in the full light of day, is the lonely sobbing of a child.
Task
As you read, make notes.
1) Do you have any questions? What are they?
2) Is there any vocabulary you don’t understand? List them. Find out what they mean by Googling the word or phrase.
3) What does the text and setting remind you of?
4) How does the description, setting and plot make you feel? Why does it make you feel this way?
Thursday – Read the text again before you answer the following questions:
1)What does the inclusion of the question, “and why should you?” suggest about the house and its grounds?
2) What does the author describe as “your fifth sense”?
Friday – ‘Thinking about the reading as the writer’
Look at the extract from Wednesday again.
- The purpose of this writing was to build tension and to develop description and a ‘picture’ for the reader.
Give four examples that show where the writer tried to achieve this.
Quote the words or phrases only from the text for each example, and EXPLAIN HOW these words or phrases show ‘tension’ and ‘description’ for the reader. THINK – what does it get the reader thinking about?
- Exploring this text more deeply, what exact effects does the writer create in the prologue?
Tick two
It builds tension ………
It creates excitement ………
It hints at a mystery ………
Tick two options you feel are most accurate and explain your decisions. Why did you choose these two options? Use evidence from the text to support your opinion. (4)
English writing
Monday – We will use the prologue from Moondial (in our guided reading) as our writing stimulus this week.
Read the prologue again. Read the text aloud and think about how different sections should sound to create atmosphere. The prologue uses vocabulary that appeals to the senses to place the reader in the setting. Record vocabulary from the text relating to the five senses in the table below.
| Hear | Smell | See | Touch | Taste |
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Tuesday & Wednesday – ‘Exploring the writing.’
Read the prologue again.
1)The purpose of the writing is to entertain. But what is the effect the author creates? Where did they achieve this in particular?
2)Do they make the reader feel like they are there?
3)Do they create an atmosphere of suspense? How do they? How has the author achieved this? Collect examples that demonstrate how this has been achieved effectively in the text.
Grammar ‘Play Around’
You are standing at a crossroads, looking up at a statue. A huge stone man seems to be locked in struggle with another figure, that of a boy. But the presence you feel is all about you now, and with a lifting of the hairs at the back of your neck you are certain, certain that you are being watched. You turn slowly, half dreading what you might see. But the path before you is empty. Your gaze moves to the great, moonwashed face of the house itself. The windows are blank and shuttered, though that strange sixth sense is insisting on hints, whispers, secrets. The scene fades and you realize that the moon is going back behind the clouds, and then you run. And as you run through the disappearing garden you feel that a mighty wind is blowing and voices are clamouring in that empty place.
Explain:
- What is the effect of the repetition of the word ‘certain’?
- The prologue is written in second person (“you”) and present tense. How does this add to its effectiveness?
- Change the underlined sections.
- Replace the underlined noun phrase with an alternative.
- Select synonyms for the underlined words.
Thursday & Friday
Create your own:
- Imitate the author’s style by writing a sensory setting description (using your five senses) in second person and present tense. Research and/or create your own setting. Look back at your work from the previous lesson, and the prologue, to help you create your own piece. You also had rehearsal time last week for writing a setting description too, so you should feel even more confident now.
Spellings and Vocabulary (15 mins x 3 days)
Learn these following words. Use your known strategies to help you memorise them.
whispers disappearing mighty clamouring scent curious odour
possess
Challenge – Create a sentence that includes all the spellings in! You can use other words too.
Speedy Spellings – Set a timer. How many times can you write your word correctly in the time you have chosen? Try this for your other spellings now.
Art Challenge
Who’s YOUR SUPERHERO?
For this week’s Art Challenge I would like you produce some art that is linked to a superhero. Your superhero can be real, such as our key workers, or someone in your family, or a fictional character from a comic, film or your own imagination. It can be a drawing, a figure made from a kitchen roll tube, street art or anything else that you can think of.
I hope this may inspire you:
This new Banksy artwork has appeared at Southampton General Hospital.
It shows a young boy kneeling by a wastepaper basket dressed in dungarees and a T-shirt. He has discarded his Spiderman and Batman model figures in favour of a new favourite action hero – an NHS nurse. The artist left a note for hospital workers, which read: “Thanks for all you’re doing. I hope this brightens the place up a bit, even if it’s only black and white.”
However, if this doesn’t appeal to you then 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
FAMILY SCIENCE ACTIVITY – THE SCIENCE OF OOBLECK
https://www.science-sparks.com/how-to-make-oobleck/
Did you notice that if you make a ball with oobleck or gloop it feels solid, but if you drop the oobleck on the floor it turns liquid again? The slime is a non – Newtonian fluid as it doesn’t flow like liquids normally do. https://www.youtube.com/watch?v=Fnd-2jetT1w
Cornflour gloop ( oobleck ) is made up of molecules arranged in long chains. When the chains are stretched the liquid will flow, but when you force them together they stick together to form a solid.
OOBLECK RECIPE
· Cornflour
· Water
· Food colouring – optional
· Ice cube trays – optional
· Mixing bowl
· Colander, funnel and beakers – optional, but great for messy fun!
INSTRUCTIONS FOR MAKING CORNFLOUR GLOOP
· Fill a cup with cornflour and add to the bowl
· Add water very slowly mixing with your hands, until you get a sticky, slimy gloop.
· If you want to make it coloured add some food colouring. ( be careful this can stain skin and clothes)
· Play with the slime and see how it behaves. Can you make it into a ball? and what happens if you throw it onto the floor?
· Can you squeeze the slime into a ball? What does it feel like? How long does the ball stay solid after you let go?
· If you used less water do you think the slime would fall faster or more slowly through the colander?
OOBLECK CHALLENGE – Can you make a giant oobleck tray and walk on oobleck?
HOW TO MAKE A GIANT OOBLECK TRAY
To make our giant oobleck tray – pour about 1 kg of cornflour into a large black tray and slowly added water until the consistency was wet, but solid when squeezed.
Religious education
As part of your RE learning, we would like you to focus upon the upcoming celebration of Pentecost – this day is celebrated fifty days after Easter Sunday, to remember how the Holy Spirit appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem.
Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?
- – Create a religious crossword that includes the following key words and symbols: wind, flame, tongue, Holy Spirit, disciples, Jerusalem. Can you add more of your own? Don’t forget to record your clues!
- – Design a celebration card to spread the Good News at Pentecost – could you post it to a friend to spread joy and hope at this difficult time?
- – Write a drama script to ‘act out’ the scene of the disciples as Pentecost with your family at home – what happened to the followers of Jesus?
- – Make 10 quiz questions about the Pentecost story. Could you ask a friend or family member about them when you next chat on the webcam/internet, or over the phone?
- – Imagine you are a news reporter who has been sent to Jerusalem to find out more about the events that took place at Pentecost. Which 5W questions (who, what, where, when, why) would you ask the disciples?
- – Build a model of one of the following Pentecost symbols (flame, wind, speaking in tongues, Holy Spirit) to put on display and remind you that Jesus is near. Which resources could you use from home? Plasticine, recycled plastic, painted cardboard?
- – Research the story of Pentecost on the internet, from a Biblical website. Can you draw a thought bubble and record how the feelings of the disciples changed throughout the story?
MUSIC
George Gershwin
Go to the website below and watch Radzi Chinyanganya’s video about George Gershwin.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-george-gershwin-rhapsody-in-blue/zkcy6v4
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George Gershwin’s Rhapsody in Blue is full of the sounds and energy of 1920s New York. Radzi Chinyanganya introduces the piece and tells us about Gershwin’s love of Jazz and Blues.
www.bbc.co.uk
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Why is Gershwin considered to be a musical trailblazer?
Now listen to the whole piece in the second video and create a cityscape as you listen.