{"id":1001,"date":"2020-06-26T15:00:56","date_gmt":"2020-06-26T15:00:56","guid":{"rendered":"http:\/\/blog.stpeterswaterlooville.co.uk\/year6\/?p=1001"},"modified":"2020-06-30T10:45:03","modified_gmt":"2020-06-30T10:45:03","slug":"1001","status":"publish","type":"post","link":"https:\/\/blog.stpeterswaterlooville.co.uk\/year6\/2020\/06\/26\/1001\/","title":{"rendered":"Year 6 Home Learning for week beginning Monday 29th June 2020"},"content":{"rendered":"

 <\/p>\n

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!!!<\/em><\/p>\n

This is our English home learning for the week ahead. <\/em><\/p>\n

For Guided Reading this week, we are returning to \u2018The Explorer\u2019 as our text for the week. <\/em><\/p>\n

Our writing continues to focus on Mount Everest and you will be researching and writing about an animal from the Himalayas! <\/em><\/p>\n

Guided Reading<\/u><\/strong><\/p>\n

Book: The Explorer, by Katherine Rundell<\/u><\/strong><\/p>\n

Monday <\/u><\/strong><\/p>\n

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 \u2018feel\u2019 it is accurate to, to show the shift in what happens in the book thus far. THINK \u2013 when is the \u2018big change\u2019 in the story so far? At what point does the story change? Which TiP <\/strong>(Time;Place) ToP<\/strong> (Theme; Person) strategy did Rundell use to create the \u2018shift\u2019 in the story so far? How do you know? Write and explain this thinking too within your summary…<\/p>\n

 <\/p>\n

page 12 – 17 PDF<\/a><\/p>\n

 <\/p>\n

Tuesday<\/u><\/strong><\/p>\n

Read page 12. Respond to the questions below.<\/p>\n

    \n
  1. \u2018It was speckled brown and black, patchworked to match the jungle floor\u2026\u2019<\/em><\/strong><\/li>\n<\/ol>\n

    Look at the extract above.<\/p>\n

    What makes this a clever and creative bit of writing? Within your answer, identify which words specifically make it creative and engaging \u2013 this will justify why it is clever and creative.<\/p>\n

    2.Look again at the extract in Q1.<\/p>\n

    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?<\/p>\n

    3.Look at page 12.<\/p>\n

    What one word has been used as a synonym for \u2018ran?\u2019<\/em><\/strong><\/p>\n

    4.What made you decide your answer for Q3? Give two reasons why you chose your word.<\/p>\n

    5.Look at the paragraph beginning, \u2018The ground was sodden\u2026\u2019<\/em><\/strong> to the end of page 12 only.<\/em><\/strong><\/p>\n

    What indicates to the reader that Fred is running fast?<\/p>\n

    Give three different pieces of evidence from the text.<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

     <\/p>\n

    Wednesday<\/u><\/strong><\/p>\n

    Read page 13 \u2013 17.<\/p>\n

    1.Look at page 14.<\/p>\n

    What took up most of the space in the sky above?<\/p>\n

    2.Look at page 14.<\/p>\n

    Fred was tired. Give two pieces of evidence that support this view.<\/p>\n

    3.Who says, \u201cNow we\u2019re even more lost?\u201d<\/em><\/strong><\/p>\n

    4.How do you know you are correct for Q3? Justify it.<\/p>\n

    5.\u2018There was bite to the question.\u2019<\/em><\/strong><\/p>\n

    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?<\/p>\n

    6.Look at page 16.<\/p>\n

    What impression of Lila do you get on this page? Give two pieces of evidence from the text to support your impression.<\/p>\n

    Impression\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evidence<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

     <\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/p>\n

    7.Look at page 14 \u2013 17.<\/p>\n

    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.<\/p>\n

    Impression\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evidence<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n

     <\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n

    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n

     <\/p>\n

    Thursday<\/u><\/strong><\/p>\n

    Thinking and reflecting question<\/u><\/p>\n

    Character analysis<\/u><\/p>\n

    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 \u2013 17 to support your view.<\/p>\n

    Also, within your answer, write about HOW you think they will go about becoming the hero and the main character within the story\u2026What 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.<\/p>\n

     <\/p>\n

    Friday<\/u><\/strong><\/p>\n

    Read for enjoyment for 30 minutes.<\/p>\n

     <\/p>\n

    Writing<\/u><\/strong><\/p>\n

    Monday<\/u><\/strong> \u2013 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.<\/p>\n

    THINK \u2013 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\u2019s father should or should not have allowed him to scale the mountain? THINK \u2013 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 \u2018mountain\u2019 or \u2018climb up it\u2026?\u2019 THINK \u2013 did you include a range of subordinating conjunctions to open sentences and paragraphs with? These were a part of your spellings list\u2026<\/p>\n

     <\/p>\n

    Tuesday<\/u><\/strong> \u2013 RESEARCH <\/em><\/strong>about the Himalayan animal that is a \u2018yak.\u2019 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.<\/p>\n

    You should be thinking about what different sections are required to report about \u2013 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\u2026<\/p>\n

    As you are researching, you need to start to PLAN<\/em><\/strong> 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.<\/p>\n

    Wednesday \u2013<\/u><\/strong> FINISH PLANNING and START WRITING<\/em><\/strong> 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 \u2013 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\u2019t 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\u2026<\/p>\n

    Thursday and Friday \u2013 <\/u><\/strong>Continue and finish your Non-Chronological Report. I would be having maybe three other sections on top of the Introduction and \u2018Closing\u2019 section. So, it could be around five sections in total.<\/p>\n

     <\/p>\n

    Spellings<\/u><\/strong><\/p>\n

    Look; cover; write; check<\/u><\/strong><\/p>\n

    aching\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 feverishly\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 tongue\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 breathed\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 speckled<\/p>\n

    somersault\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 unbearable\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 concussion<\/p>\n

    These are some words from \u2018The Explorer.\u2019 See if you can remember any similar words that follow the same spelling pattern. Do this for these words in particular:<\/p>\n

    Unbearable (-able ending words),<\/p>\n

    Concussion (-ssion ending words),<\/p>\n

    Tongue (-gue ending words),<\/p>\n

    Speckled (-ed ending words).<\/p>\n

    Make a table or a picture of your groups of words that have the same ending!<\/p>\n

     <\/p>\n

    Maths<\/h2>\n

    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.<\/p>\n

    Monday<\/h3>\n

    Answer Monday’s arithmetic here<\/p>\n

    Year 6 Summer week 5 Arithmetic<\/a><\/p>\n

    Click on the link to calculate the area of triangles and parallelgrams<\/p>\n

    https:\/\/classroom.thenational.academy\/lessons\/to-calculate-the-area-of-parallelograms-and-triangles<\/a><\/p>\n

    If you would like to print out the tasks, they are here:<\/p>\n

    Monday tasks<\/a><\/p>\n

     <\/p>\n

    Tuesday<\/h3>\n

    Tuesday’s arithmetic is here<\/p>\n

    Year 6 Summer week 5 Arithmetic<\/a><\/p>\n

    The link to the lesson on solving problems with units of area is here:<\/p>\n

    https:\/\/classroom.thenational.academy\/lessons\/problems-with-units-of-area<\/a><\/p>\n

    The tasks can be printed off here:<\/p>\n

    Tuesday tasks<\/a><\/p>\n

     <\/p>\n

    Wednesday<\/h3>\n

    Today’s five arithmetic questions are here:<\/p>\n

    Year 6 Summer week 5 Arithmetic<\/a><\/p>\n

    We are going to learn how to calculate the volume of cubes and cuboids today. Click here for the lesson:<\/p>\n

    https:\/\/classroom.thenational.academy\/lessons\/volume-of-cubes-and-cuboids<\/a><\/p>\n

    The tasks are here:<\/p>\n

    Wednesday Tasks<\/a><\/p>\n

     <\/p>\n

    Thursday<\/h3>\n

    Your final 5 arithmetic questions are here:<\/p>\n

    Year 6 Summer week 5 Arithmetic<\/a><\/p>\n

    Our final maths lesson this week is looking at converting between standard units of mass:<\/p>\n

    https:\/\/classroom.thenational.academy\/lessons\/convert-between-standard-units-of-mass<\/a><\/p>\n

    Here are your tasks:<\/p>\n

    Thursday Tasks<\/a><\/p>\n

     <\/p>\n

    Friday<\/h3>\n

    Today is all about testing yourself to see how much of your arithmetic skills and knowledge you have retained!<\/p>\n

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

    Y6_Core_Arithmetic_Test_10<\/a><\/p>\n

    WELL DONE!<\/p>\n

     <\/p>\n

    Geography<\/span><\/h2>\n

    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.<\/p>\n

    Work through the presentation pdf. Watch the two video clips and ask yourself:<\/p>\n