The Explorer, by Katherine Rundell – Page 6 \u2013 11<\/u><\/p>\n
Monday <\/u><\/strong><\/p>\n Read pages 6 \u2013 11 and respond to the questions below.<\/p>\n 1.Look at the paragraph beginning, \u2018The fire called back\u2026\u2019<\/p>\n In the text, what shows the reader that the fire \u2018called back\u2019 to Fred?<\/p>\n 2.Look at the paragraph beginning, \u2018A burning branch cracked\u2026\u2019<\/p>\n What impressions do you get of Fred in this paragraph? Give two impressions. Use evidence to support your answer.<\/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\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 1\u2026\u2026\u2026\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\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<\/p>\n \u2026\u2026\u2026\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\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..<\/p>\n 2\u2026\u2026\u2026\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\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.<\/p>\n \u2026\u2026\u2026\u2026\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\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<\/p>\n 3.Look at page 7.<\/p>\n Why did Fred have to stop running? Give two possible reasons, using inference skills from what the words reveal.<\/p>\n 1\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\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n 2\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\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/p>\n 4.Look at page 7 again.<\/p>\n Fred was alone in the forest.<\/p>\n Find two pieces of evidence that support this statement.<\/p>\n Evidence:<\/p>\n 1\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\u2026\u2026\u2026\u2026.<\/p>\n 2\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\u2026\u2026\u2026\u2026.<\/p>\n 5.What kind of state did Fred seem in on page 8?<\/p>\n Use evidence from the text to support your view on how he seemed. Explain the impression you get using the evidence.<\/p>\n Tuesday<\/u><\/strong><\/p>\n Re-read pages 7 \u2013 11 and then respond to the questions below.<\/p>\n 6.Look at page 8. 7.Look at page 9. 8.Look at page 10.<\/p>\n What shows that Fred had been physically hurt in the plane crash?<\/p>\n 9. \u2018Are you alright?\u2019 he asked, wiping rain out of his eyes. \u2018That cut looks bad.\u2019<\/em><\/strong><\/p>\n \u2018No, I\u2019m not all right,\u2019 Con spat. \u2018We\u2019re lost in the Amazon jungle, and statistically speaking it\u2019s very likely that we\u2019re going to die.\u2019<\/em><\/strong><\/p>\n \u2018I know.\u2019 Fred didn\u2019t feel he needed reminding. \u2018I meant – \u2019<\/em><\/strong><\/p>\n 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\u2019s reaction and who reacts worse.<\/p>\n 10.Look at the dialogue again from Q9.<\/p>\n 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.<\/p>\n 11.Again, look at the dialogue from Q9.<\/p>\n Fred seems the more caring character.<\/p>\n Give three pieces of evidence that show this. Reference the text only.<\/p>\n 1\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 2\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 3\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 Wednesday\u00a0 (Language for effect and word meaning)<\/u><\/strong><\/p>\n Read the extract below from page 8 and 9 (the bold words<\/strong> show expanded action phrases and clauses).<\/p>\n 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. <\/em><\/strong><\/p>\n The<\/em> voice said, \u00a0\u201cFor God\u2019s sake, don\u2019t throw things!\u201d<\/em><\/strong><\/p>\n It was a girl\u2019s voice.<\/em><\/p>\n 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.\u00a0 <\/em><\/strong><\/p>\n \u00a0(<\/em>Bold words<\/strong> = expanded action phrases and clauses)<\/em><\/p>\n \u00a0<\/em>Tasks and questions<\/u><\/strong><\/p>\n 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.<\/p>\n 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:<\/p>\n Find words and phrases that mean the same thing for each of the words\/phrases above. So, find another word for \u2018spun,\u2019 \u2018grabbed\u2019 and so on and so on that could fit into their respective sentence.<\/p>\n Thursday and Friday<\/u><\/strong><\/p>\n 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 \u2018style\u2019 on the writing piece. Write about 80 \u2013 100 words and include speech in it to show character feelings and\/or to move the action on.<\/p>\n Keep up the same levels of action as is shown in Wednesday\u2019s extract above (look at the action parts that are in bold<\/strong>) to keep the suspense up.<\/p>\n <\/p>\n Writing (with a reading stimulus cross-over!)<\/u><\/strong><\/p>\n 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.<\/p>\n 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!<\/p>\n Click on the YouTube link below\u00a0 OR\u00a0 Copy and paste this YouTube link below into Google, and then when it comes up, press \u2018Skip Ad\u2019 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 \u2013 we are looking at this prologue in our writing for this week, so you really get a \u2018sense\u2019 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! \u00a0https:\/\/www.youtube.com\/watch?v=RpadzvO5JGM<\/a><\/p>\n The pages for the prologue of the book are below. Read the pages too to inform your thinking.<\/p>\n <\/p>\n Monday and Tuesday<\/u><\/strong><\/p>\n Tasks and \u2018playing around\u2019<\/u><\/strong><\/p>\n 1.Look at the extract below from the first paragraph of the prologue (page 1).<\/p>\n \u2018The weather was perfect, with clear blue sky everywhere I looked. It was a beautiful day for climbing.\u2019<\/em><\/strong><\/p>\n 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?<\/p>\n 2.Look again at the same extract above.<\/p>\n Why does the writer use such positive language when describing the weather? THINK \u2013 what is its purpose?<\/p>\n 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.<\/p>\n 4.Re-write your two sentences from Q3 now in a different way.<\/p>\n 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.<\/p>\n Wednesday<\/u><\/strong><\/p>\n Firstly, re-read the short extract from Monday to refresh your mind.<\/p>\n The author, Jordan Romero, then moves on to a new paragraph where he builds the tension even further. Read this new paragraph below.<\/p>\n \u2018I took one step, then another. Suddenly a thunderous roar ripped through the air. The earth rumbled and shifted beneath my feet.\u2019\u00a0 <\/em><\/strong><\/p>\n 6.Which sentence from the extract above creates the most tension? Why is this?<\/p>\n 7.What is it that makes the other two sentences LESS suspenseful? Use evidence from the two sentences to support your opinion.<\/p>\n 8.The extract above is written with the idea of the \u2018Power of Three\u2019 to really drill home the idea of suspense in the writing \u2013 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?<\/p>\n 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.<\/p>\n 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 \u2013 how could you keep building this tension? What else could you be looking at or thinking about? THINK about your senses if in doubt\u2026Just 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.<\/p>\n 11.\u2018I took one step, then another. Suddenly a thunderous roar ripped through the air. The earth rumbled and shifted beneath my feet.\u2019 <\/em><\/strong><\/p>\n Romero\u2019s next three sentences in the prologue that follow the three sentences above in (11), read as follows:<\/p>\n \u2018I 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. <\/em><\/strong><\/p>\n The avalanche was coming straight at me.\u2019 <\/em><\/strong><\/p>\n 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.<\/p>\n 12.Is the first, long sentence starting, \u2018I looked up\u2026\u2019 <\/em><\/strong>effective in building tension and suspense? Why is it? How does it build the tension? THINK about word power!<\/p>\n 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?<\/p>\n 14.Why does Romero use a new paragraph for, \u2018The avalanche was coming straight at me\u2019<\/em><\/strong>?<\/p>\n 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?\u00a0 \u00a0\u00a0<\/em><\/strong>\u00a0<\/u><\/strong><\/p>\n Thursday and Friday<\/u><\/strong><\/p>\n Expanding our ideas<\/u><\/strong><\/p>\n 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<\/u><\/strong> and how the snow and ice<\/u><\/strong> affected him. He also writes about the equipment<\/u><\/strong> he had and what happened during this time and how some of his gear <\/u><\/strong>saved him. He writes about what he did with his crampons<\/u><\/strong> and the rope <\/u><\/strong>he once held on to, and about being attached to the safety line<\/u><\/strong>. His voice<\/u><\/strong> was also a tool he used to save himself. He also talks about the bottomless cliff<\/u><\/strong> that lay not too far away from where he was.<\/p>\n Use the ideas above and the nouns underlined to create the next part of the story from the point of, \u2018The avalanche was coming straight at me.\u2019 <\/em><\/strong>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\u2026<\/p>\n <\/p>\n Spellings (Every day this week for 15 minutes)<\/u><\/strong><\/p>\n Look; cover; write; check the following spellings from Romero\u2019s prologue<\/u><\/strong><\/p>\n Traversed\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 vertical\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 beautiful\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 thunderous\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 enormous\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 hurtled<\/p>\n Billowed\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 avalanche\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 desperately\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 anchored\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 crampons\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 vision<\/p>\n Existence\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 bottomless cliff<\/p>\n Challenge<\/u><\/p>\n Find the meaning <\/u><\/strong>of the following words:\u00a0\u00a0 traversed, hurtled, billowed, avalanche, anchored, crampons.<\/p>\n Now, find synonyms<\/u><\/strong> for the following words:\u00a0\u00a0 traversed, thunderous, enormous, hurtled, billowed, avalanche, anchored, bottomless cliff.<\/p>\n Going deeper<\/u><\/p>\n Use the 14 spellings above within a short piece of writing. See if you can use all the words\u2026Use the words as your inspiration and ideas for writing\u2026!!! I would use the prologue as a stimulus for your writing BUT I would make it my own!!!<\/p>\n <\/p>\n 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.<\/p>\n 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.<\/p>\n <\/p>\n Please complete Monday’s arithmetic questions (and the extension task if you would like further challenge)<\/p>\n Year 6 Summer week 3 Arithmetic<\/a><\/p>\n Now work through the lesson on representing multiplication with proper fractions:<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/fractions-to-represent-multiplication-with-proper-fractions<\/a><\/p>\n A worksheet with the lesson problems plus a few more challenging questions can be found here:<\/p>\n Monday tasks<\/a><\/p>\n <\/p>\n Please complete Tuesday’s arithmetic questions (and the extension task if you would like further challenge)<\/p>\n Year 6 Summer week 3 Arithmetic<\/a><\/p>\n Now complete the lesson: To multiply pairs of proper fractions<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/fractions-to-multiply-pairs-of-proper-fractions<\/a><\/p>\n The worksheet problems with a bit more challenge can be found here:<\/p>\n Tuesday Tasks<\/a><\/p>\n <\/p>\n Please complete Wednesday’s arithmetic questions (and the extension task if you would like further challenge)<\/p>\n Year 6 Summer week 3 Arithmetic<\/a><\/p>\n Now complete the lesson: To divide a proper fraction by an integer<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/fractions-to-divide-a-proper-fraction-by-an-integer<\/a><\/p>\n The worksheet’s here:<\/p>\n Wednesday Tasks<\/a><\/p>\n <\/p>\n Please complete Thursday’s arithmetic questions (and the extension task if you would like further challenge)<\/p>\n Year 6 Summer week 3 Arithmetic<\/a><\/p>\n Today we are going to apply what we have revised\/learnt this week to solve some problems:<\/p>\n https:\/\/classroom.thenational.academy\/lessons\/fractions-to-solve-fraction-problems-with-the-four-operations<\/a><\/p>\n Here are today’s questions:<\/p>\n Thursday tasks<\/a><\/p>\n <\/p>\n 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 \ud83d\ude42<\/p>\n <\/p>\n Starter<\/strong> – here is a part of a picture of Rio De Janeiro. Quickly sketch what you think can be seen in the missing half.<\/p>\n Brazil Lesson 4 Incomplete Rio Image<\/a><\/p>\n 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?<\/p>\n Brazil Lesson 4 A City of Two Halves Presentation<\/a><\/p>\n 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:<\/p>\n https:\/\/www.bbc.co.uk\/bitesize\/clips\/zgp4d2p<\/a><\/p>\n 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:<\/p>\n Brazil Lesson 4 Barra Di Tijuca Information Page<\/a><\/p>\n Brazil Lesson 4 Venn Diagram Template<\/a><\/p>\n 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:<\/p>\n <\/p>\n Following the celebration of Pentecost in our Church calendar, we would like you continue to reflect upon our Mission and how we can \u2018use the gifts God gave us to make our world a better place\u2019.<\/p>\n 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.<\/p>\n Can you complete ONE of the following activities, to explore how we can continue God\u2019s work on Earth as His followers?<\/p>\n – 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?<\/p>\n – 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?<\/p>\n – Create a new school Mission Statement for St. Peters \u2013 what else can we do to help others in our community and the wider world? Which actions do you feel would be most important?<\/p>\n – 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?<\/p>\n – 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.<\/p>\n <\/p>\n This week’s KS2 art challenge can be found here:<\/p>\n PDF link:\u00a0Art Challenge KS2<\/a><\/p>\n <\/p>\n Antonio Vivaldi<\/u><\/p>\n Go to the website below and watch Stephanie Childress\u2019 video about Antonio Vivaldi.<\/p>\n https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/classical-music-antonio-vivaldi-winter-from-the-four-seasons\/zf98bdm<\/a><\/p>\n![\"\"](\"http:\/\/blog.stpeterswaterlooville.co.uk\/year6\/wp-content\/uploads\/sites\/8\/2020\/06\/expl-p-6-7.png\")
<\/a><\/p>\n<\/a><\/p>\n<\/a><\/p>\n
\nWas Fred happy when he heard another voice in the forest? What gives you this impression? Explain your view.<\/p>\n
\nAt what point does Fred start to \u2018soften\u2019 and relax in how he views the voice coming from the bushes? Explain your view. THINK \u2013 how do I know?<\/p>\n\n
<\/a><\/p>\n<\/a><\/p>\n<\/a><\/p>\nMaths<\/h2>\n
Monday<\/strong><\/h3>\n
Tuesday<\/h3>\n
Wednesday<\/h3>\n
Thursday<\/h3>\n
Friday<\/h3>\n
GEOGRAPHY – Brazil Study<\/h2>\n
This week’s lesson is titled – ‘A City of Two Halves’.<\/h3>\n
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.<\/h3>\n
OR<\/h3>\n
1.Imagine you live in Rochinha or Barra di Tijuca. Write a diary entry describing a typical day in your life.<\/h3>\n
Religious education\u00a0<\/span><\/h2>\n
ART<\/h2>\n
MUSIC<\/h2>\n