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:
A worksheet with the lesson problems plus a few more challenging questions can be found here:
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:
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:
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:
Here are today’s questions:
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.
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Classroom resources for Ten Pieces Trailblazer Antonio Vivaldi, one of the first people to compose music that was designed to remind listeners of places and things in the world around them.
www.bbc.co.uk
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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