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…
Tuesday
Read page 12. Respond to the questions below.
- ‘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.
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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
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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
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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…
Tuesday – RESEARCH 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:
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:
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:
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:
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:
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
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Hans Zimmer has composed Earth especially for Ten Pieces. The piece is his personal celebration of the planet we live on. With his trademark sense of scale and drama, Hans captures the majesty and …
www.bbc.co.uk
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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: