Home Learning Tasks

Year 5

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In the event of a school closure, children are expected to complete the following

tasks daily.

You must be filling your reading log and practising your Times Table daily.

Please visit class pages on a daily basis for additional information.

Monday 15.06.20

Tuesday 16.06.20

Wednesday 17.06.20

Thursday 18.06.20

Friday 19.06.20

Morning CORE learning activities

Reading Vocabulary Activity: Complete the dictionary activity attached in your resource pack. Predict what you think the words may mean before looking them up online or in a dictionary. www.collinsdictionary.com If you would like to, record new words in your purple mash dictionary. www.purplemash.com/#app/pup/book_review_dictionary Reading activity: Once you have finished looking up the necessary vocabulary for this chapter, you may read chapter 9: In the Witch’s House and chapter 10: The Spell Begins to Break.

Reading Comprehension Activity: Answer the following comprehension questions based on Chapter 9: 1. Why do you think Edmund was determined to go to the Witch even though he knew deep down that she was evil? 2. Do you think he really believed that the stone lion was Aslan? Why or why not? 3. What do you think of the way the Witch reacted to Edmund’s news? I have included a worksheet in this pack for you to write down your answers. With an adult, discuss the following question: Have you ever persisted in doing something you knew was wrong? Discuss why you acted as you did, and how things turned out.

Reading Reading activity Based on the ending of chapter 10, I would like for you to now become the predictor**. Talk to an adult about the following questions: 1. Edmund is now in a tricky

situation. What do you think he will do next?

2. What would you do if you

were in Edmund’s situation?

3. Thinking about the gifts the children were given, do you think the author has a plan for Lucy, Susan and Peter?

4. How is the story going to develop from this point?

Challenge: Complete this online quiz to see how much you remember about chapters 9 and 10! www.sparknotes.com/lit/lion/section7/?quickquiz_id=3327 Predictor** a person or thing that predicts that something will happen in the future or will be a consequence of something.

Reading SPAG Activity: Log in to purple mash to practice this week’s spellings. www.purplemash.com/#app/diyjs/y5_Summer2_Week3_Week www.purplemash.com/#app/diyjs/y3_Summer2_Week1_Week (Mrs Taverner’s group)

Reading Wider World Activity: www.bbc.co.uk/newsround Catch up on the weekly news. Ask questions about what you have learnt.

Writing: The Lion, The Witch and The Wardrobe – Chapter 9 In your resource pack you will find sentences from the novel with missing vocabulary terms. I would like for you to fill in the blanks with the appropriate word. An antonym is a word that has the opposite meaning of another word. Circle the antonym of the bolded word from the list provided.

Writing: The Lion, The Witch and The Wardrobe – Chapter 9 Re-read the passage where Edmund enters the Witch’s courtyard for the first time. What does he see? Why is he afraid at first? I would like for you to write your own short description of the Witch’s courtyard/house using what you have learnt from the text to support you. Up-level your writing by using alliteration, similes and personification. Challenge: Draw or paint either the Witch’s house when Edmund was first able to see it, or the courtyard full of statues.

Writing: The Lion, The Witch and The Wardrobe – Chapter 10 Critical thinking question: 1) How do you feel about Aslan’s statement that battles are ugly when women fight? Planning stage: Using the diary entry planning template I have included in your resource pack, I would like for you to begin planning a diary entry as either Lucy, Peter or Susan describing your experiences so far and detailing how it feels to be running from the Witch. Think about the gift you were given from Father Christmas. How did this make you feel? I have included an example diary entry in your pack for you to look at for ideas.

Writing: The Lion, The Witch and The Wardrobe – Chapter 10 Drafting stage: Begin drafting your diary entry from either Lucy, Peter or Susan today. Use the diary entry checklist I have included in your resource pack to help you. I have also included a ‘help sheet’. If you are unsure of what to write or how to structure your dairy entry, make sure you refer to this. You could also look back at the example diary entry I gave you yesterday. You should draft your diary entry on a piece of lined or plain paper. Try to make sure you are using the correct style of handwriting pen.

Writing: The Lion, The Witch and The Wardrobe – Chapter 10 Writing stage: Write up, in best, your diary entry as either Lucy, Peter or Susan. If you would like to, write up your letter on the computer and then print it. Challenge yourself to include new vocabulary you have learnt this week. This includes new words you learnt about in Monday’s reading and writing lessons.

Maths this week will focus on telling the time

Maths: 1) Wear a watch today. If you can, make sure the time is analogue not digital. If you do not have a watch, look at an analogue clock on a laptop of tablet. 2) Complete the ‘O'clock, Half Past, and Quarter Past the Hour Time’ worksheet.

Maths: 1) Wear a watch again today. Spend some time looking at an analogue clock with an adult. What aspects of telling the time do you not understand? Ask an adult to help you. 2) Watch this video to enhance your understanding. www.youtube.com/watch?v=HrxZWNu72WI

2) Complete the ‘Telling the Time to Half-Past’ worksheet.

Maths: 1) Wear a watch again today. What time is it right now? How do you know? If you need to, watch yesterday’s video again. 2) Talk to an adult about how to tell the time. Maybe even take the clock off the wall! Ask you family members to show you different times as you say them out loud. 3) Complete the ‘Telling the Time Half-Past Onwards’ worksheet.

Maths: 1) Read this article about 24-hour time: https://kids.kiddle.co/24-hour_clock 2) Have a look at the 12-hour and 24-hour help sheet included in your resource pack. Can you see the connections? Talk about anything you are unsure of with an adult. 3) Complete the ‘Converting Time’ worksheet. This focuses on converting between 12- and 24-hour times.

Maths: 1) Take part in this week’s Times Table Rockstars battle!

2) Create you own analogue clock face using the template provided in your resource pack. If you do not have a split pin, use blue tac to move the hands around the face! 3) Ask an adult to tell you a time to display on your analogue clock. Can you read this time in 12-hour and 24-hour time?

Afternoon foundation activities

Music How to access free Music Express songs: Go to Collins Connect and click on the Teacher portal and enter: Username: parents@harpercollins.co.uk Password: Parents20! Once you’ve logged into Collins Connect, select Music Express, then select Lesson bank and then your year group. ------------------------------------ Music Express - Select Year 5 - Select Solar system - Select Solar songs Use the learning prompts on the right hand side when working through each activity. Activity 1 Sun blast – steps 1-4 – listen & look Activity 2 Music of the starry night Activity 3 Spiral galaxy - Mrs Davies

Science Out and about with Mrs. Tinley! Last week my family made a bird feeder. I have sent you a photo. Count the starlings! These are the birds we have seen so far on the table: blue tit (and their fledglings), great tit, robin, dunnock, sparrow, starling, and jackdaws. A woodpecker sits on the fence but hasn’t gone on the table yet! Task: Go outside, close your eyes and listen for bird song, and see if you can spot birds in your garden, on your walks or in school. I have sent a link that will help you identify birds by sight and by their song. Keep your eyes open for nests too. https://www.rspb.org.uk/fun-and-learning/for-kids/facts-about-nature/facts-about-birds

Art Sunday 21st June is Father’s Day. This week I would like you to create a card of appreciation for your father, grandfather or someone else who is special to you. I would like you to have a go at drawing a portrait of the person whom the card is for. Think about the skills that you have learned at school when drawing your self-portraits, particularly the placement and proportion of facial features. This portrait could go on the front of the card and you could write a lovely message inside. Don’t forget to share your work on Purple Mash. I’m looking forward to seeing some of your special people in portrait form! - Mrs Painter

PHSE Discussion: Discuss the importance of how people should interact peacefully with each other despite their differences. Acknowledge that everyone has something positive to offer however different they may be. How can we have peace with people who are different from us? What would the world be like if everyone was the same? How can you show peace to other people? What is one thing you could do at home and school to promote peace in your family? Which animal represents Peace? Peacing it together: In your group/family, you are going to create a ‘peace’ animal. Each person will make /draw one part of the ‘peace’ animal. For example, the tail, leg, head …. Once they have been made, they will then be attached together to create their peace animal. Challenge – do not discuss with your group what the peace animal body parts should look like. Make it harder by making the peace animal 3D. - Mrs Butler

Forest School Did you know the human body has 206 bones? Can you recreate it on the floor of your garden using fallen twigs, leaves, seeds and bits of bark? Here is a diagram to help you, don’t forget to give him/her a name. - Mrs Tomlinson

Monday 15th June

WALT: discuss and explore the meaning of new words in context

Word I predict it means… It really means…

cautious

jolly

spire

turret

gloat

abide

glare

(glaring)

frowsty

curtsey

solemn

Monday 15th June

Part 1: giving context

Below are sentences from the novel with missing vocabulary terms. Fill in the blanks with the

appropriate word.

descent

schemes

reckoned

cruel

relief

spoils

1. “… there’s nothing that ____________________ the taste of good ordinary food half so

much as the memory of bad magic food.”

2. “It wasn’t a very good excuse, however, for deep down inside him he really knew that the

White Witch was bad and ____________________.”

3. “He hadn’t ____________________ on this; but he had to make the best of it.”

4. “When I’m King of Narnia the first thing I shall do will be to make some

____________________ roads.”

5. “He had just settled in his mind what sort of palace he would have … and was putting the

finishing touches to some ____________________ for keeping Peter in his place…”

6. “The relief which Edmund felt was so great that in spite of the cold he suddenly got warm

all over right down to his toes…”

Part 2: Antonyms

An antonym is a word that has the opposite meaning of another word. Circle the antonym of

the bolded word from the list provided.

Word

Antonym

decent respectable inadequate suitable fitting

reckoned considered supposed guessed knew

cruel kind nasty vicious ruthless

spoils improves ruins destroys impairs

schemes plans chaos plots ideas

relief break help respite pain

Tuesday 16th June

Answer the following comprehension questions based on Chapter 9:

Critical Thinking Questions

1. Why do you think Edmund was determined to go to the Witch even though he knew deep

down that she was evil?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. Do you think he really believed that the stone lion was Aslan? Why or why not?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

3. What do you think of the way the Witch reacted to Edmund’s news?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Discussion point: Have you ever persisted in doing something you knew was wrong? Discuss

why you acted as you did, and how things turned out.

Analysing the Features of a Diary EntryAs you read through the diary entry, you might like to draw pupils’ attention to the key features of a diary or to some other important features in the text.

Describes author’s thoughts

and feelings⁶

Includes date of the diary

Inverted commas for

direct speech⁷

Events are described only

from the author’s perspective⁸

Author explains the reasons for their actions⁹

Adverbials of time¹⁰

Addresses the diary directly¹

Written in first person²

Rhetorical questions³

Includes opinions as

well as facts⁴

Uses informal and chatty language⁵

21st February

Dearest Diary¹,

Oh my² goodness! I’ve never been so frightened in all of my life!⁶ Yesterday¹⁰, I² was actually eaten by a wolf – that’s right⁵, eaten – and I² lived to tell the tale. Can you¹ believe it?³ Me², Red! Or ‘Little Red’, as everyone seems to want to say. Hmph.⁵

It all started when Mother sent me² on yet another one of her errands. Don’t get me wrong,⁵ I do love to visit Granny⁶, but is it really necessary to take baskets of food all of the time?³ She couldn’t get through this basket full of cupcakes even if she was having daily dinner parties with the whole village!⁴ And I do wish that mother wouldn’t pester me so⁶: “No dilly-dallying, keep to the path, and never ever talk to strangers. Do you hear me?”⁷

Pester, pester, pester.⁵

Anyway⁵, off I² skipped in the beautiful sunshine, down the path to the lane and through the forest, waving to the old woodcutter as I went.⁸ It was such a lovely day⁴; animals were scampering around on the ground and birds were chirping in the

Events organised into paragraphs

Written in chronological order

Written in past tense

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Analysing the Features of a Diary Entry

Describes author’s thoughts

and feelings⁶

Inverted commas for

direct speech⁷

Events are described only

from the author’s perspective⁸

Author explains the reasons for their actions⁹

Adverbials of time¹⁰

Addresses the diary directly¹

Written in first person²

Rhetorical questions³

Includes opinions as

well as facts⁴

Uses informal and chatty language⁵

trees. I got quite carried away, until I² heard a silky-sounding voice from the shadows.⁸

I knew right away that this was one of the wolves that Mother had warned me about⁶ – he was a very fine-looking gentleman with thick hair, bright eyes and very big, white teeth.⁸ He claimed that he knew Granny, and I’m ashamed to say that I believed him⁶, Diary¹. He must have been very, very clever, because even now, I can’t figure out how he knew where Granny lived.⁹

I was oh so hungry⁶, Diary¹, and the cunning wolf convinced me to stop for a snack. I² mean, my stomach was really, really gurgling!⁵ I really didn’t stray from the path for long, and of course⁹, I thought that I was perfectly safe!⁶ How wrong I was.

I arrived at Granny’s cottage without a care in the world, but when I walked through the door, my heart sank.⁶ Granny was sick! I could see hardly anything of her, so I leaned in close,⁸ and when I did – oh, Diary!¹ You wouldn’t believe her eyes!¹ Large and yellow⁸ – I was sure that she was deathly ill. When one long ear popped out from under her

Ambitious words to describe people

and settings

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Describes author’s thoughts

and feelings⁶

Inverted commas for

direct speech⁷

Events are described only

from the author’s perspective⁸

Author explains the reasons for their actions⁹

Adverbials of time¹⁰

Addresses the diary directly¹

Written in first person²

Rhetorical questions³

Includes opinions as

well as facts⁴

Uses informal and chatty language⁵

nightcap, I thought that I should surely call for the doctor at once!⁶

But all that was nothing, Diary¹, compared with what I² saw next¹⁰. As she spoke to me¹⁰, Granny’s quilt slipped down to reveal a muzzle with long, sharp teeth.⁸ I thought that the bottom had dropped out of my stomach, and I began to shake so violently!⁶ I² said the first thing that came to me²:

“Oh, Granny, what big teeth you have!”⁷

I suppose that I thought that it might give me a little time to think of an escape plan, if I could convince the creature that his disguise was still working.⁹ However, as I² was about to clasp my² hand around the heavy, glass vase on Granny’s bedside table, the wolf’s huge mouth opened up and, in an instant, everything went black.⁸

I² was actually inside its belly! Ugh!⁵ Pitch black, slimy and extremely smelly, the inside of the wolf was the worst place that I have ever been.⁸ I² have no idea how long I² was there for, Diary¹ – too long. I wriggled and wrestled around in the strange, cramped space, but to no avail. I could hear

Dashes to punctuate broken, informal sentences

Analysing the Features of a Diary Entry

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Describes author’s thoughts

and feelings⁶

Inverted commas for

direct speech⁷

Events are described only

from the author’s perspective⁸

Author explains the reasons for their actions⁹

Adverbials of time¹⁰

Addresses the diary directly¹

Written in first person²

Rhetorical questions³

Includes opinions as

well as facts⁴

Uses informal and chatty language⁵

Granny’s muffled calls, and I could feel that she was near to me, but it was just too dark to see her!⁸

After what felt like hours¹⁰, I² heard the faint voice of the old woodcutter.⁸

“Anyone home? It’s only me, the woodcutter!”⁷ he called.

I² tried to scream, but the foul stench of the beast’s insides caught in my² throat. As I spluttered, I felt the wolf begin to move, and all at once, bright light burst through the dark, blinding me for a moment. I propelled myself towards it and fell with a splat onto the floor of Granny’s little cottage. As Granny tumbled out beside me, I gulped down fresh air before throwing my arms around our saviour.⁸

Once we were free¹⁰, Granny filled the beast with rocks. I know that it sounds a little extreme¹, but this way he will feel so full that he will never try to gobble up a human again!⁹ We sewed him up and kicked him back out of the door.⁸ I’d² say that there’s not much chance of him causing us trouble again any time soon!⁴

As you can imagine, Diary¹, Granny and the

New line for a new speaker

Analysing the Features of a Diary Entry

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Describes author’s thoughts

and feelings⁶

Inverted commas for

direct speech⁷

Events are described only

from the author’s perspective⁸

Author explains the reasons for their actions⁹

Adverbials of time¹⁰

Addresses the diary directly¹

Written in first person²

Rhetorical questions³

Includes opinions as

well as facts⁴

Uses informal and chatty language⁵

woodcutter were not best pleased that I² had led a big, bad wolf to the cottage and had strayed from the path. At least I² could soften them up a little by giving them the cupcakes that Mother had sent me² with! Mother was not so easy to talk around. I² am not allowed to walk through the forest ever again in my entire life without her by my side. Oh well, I guess⁵ I won’t have to deliver food any more.⁶

I cannot wait to tell everyone in the village about this.⁶ Goldilocks will never believe it! It’ll be no more ‘Little Red’ – more like ‘Brave Red, the brilliant banisher of wolves’! Nevertheless, I² have learned to be far more careful who I talk to when I am out and about – perhaps when mother pesters me², I² should pay more attention… maybe...

Ends with the author’s situation at present,

after the events

Links back to the start of the entry

Shows that the author has learned something

from the events

Ends wondering what the author will do next

Analysing the Features of a Diary Entry

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For more fantastic resources visit us at www.purplemash.com or follow us on Social Media

Twitter: @2simplesoftware and Facebook: https//www.facebook.com/2Simpleuk/

Year 5 Week 3 Summer 2 Focus: Statutory words

Look Say Cover Write Check

Spellings 1st Attempt 2nd Attempt 3rd Attempt 4th Attempt 5th Attempt physical

variety

system

rhyme

ancient

category

develop

occupy

muscle

suggest

For more fantastic resources visit us at www.purplemash.com or follow us on Social Media

Twitter: @2simplesoftware and Facebook: https//www.facebook.com/2Simpleuk/

Year 3 Week 1 Summer 2 Focus: Initial ‘s’ sound spelt with ci, ce and cy

Look Say Cover Write Check

Spellings 1st Attempt 2nd Attempt 3rd Attempt 4th Attempt 5th Attempt circle

certain

century

cycle

civilian

ceramic

cylinder

cinema

celebrate

circulate

Diary Writing

Helpful HintsInclude the date and/or time.

Iwe

myour

Use the words ‘I’, ‘we’, ‘my’ and ‘our’.

Write in the past tense.

Tell the events in order.

Write about the most important events.

Describe your feelings.

Talk about where events happened.

Use time words (first, next, before).first

nextbefore

Diary Writing Planning Template• When you write a diary, it is very easy to focus only on the events. However, this can make

your diary very dull and more like a list; it doesn’t allow the reader to truly understand the diarist.

• What makes a piece of diary writing really effective is allowing the reader to understand your thoughts and feelings, whether you are writing as yourself or using empathy to write as someone else.

• You may be asked to write a diary in any of your subjects and the same applies to all of them. Make notes in the frame below to help you plan.

What has happened? What are you writing about? Describe its sights and sounds. You could also use figurative language to help describe. Avoid writing too much; focus on one or two things.

How are you feeling? Consider using a range of words to express this? Use emotive language to help the reader understand.

What have you been thinking about? Do you have any particular worries or highlights? Is there anything you are looking forward to or perhaps you are dreading something?

Is there a particular anecdote you could share in your diary? An anecdote is a short, interesting story. You might use this to illustrate a point.

Diary Writing Checklist

include the date and/or time that the entry was written?

write in the first person?

use past tense for the main events?

use time conjunctions and adverbials?

tell events in chronological order?

use an informal style?

include personal emotions and feelings?

use paragraphs to organise my writing (including an introduction and conclusion)?

Did I... Child Friend Teacher

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12-hour time

12 a.m. (midnight)

1 a.m.

2 a.m.

3 a.m.

4 a.m.

5 a.m.

6 a.m.

7 a.m.

8 a.m.

9 a.m.

10 a.m.

11 a.m.

12 p.m. (noon)

1 p.m.

2 p.m.

3 p.m.

4 p.m.

5 p.m.

6 p.m.

7 p.m.

8 p.m.

9 p.m.

10 p.m.

11 p.m.

24-hour time

�::::::::::::::::::::::::::::::::::::::::::::::::::.:::::::::_

==============

=-=========

==--==--=----

--=-------=-------_-_-

00:00

01:00

02:00

03:00

04:00

05:00

06:00

07:00

08:00

09:00

10:00

11:00

12:00

13:00

14:00

15:00

16:00

17:00

18:00

19:00

20:00

21:00

22:00

23:00

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E.g. 10 minutes past 2.

Telling the Time to Half-PastUnderneath each clock, write the time shown.

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E.g. 10 minutes to 2.

Telling the Time Half-Past OnwardsUnderneath each clock, write the time shown.

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Telling the TimeWrite down the time each clock is showing on the line underneath.

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

Converting Time Worksheet

Time in Words 24 Hour Clock 12 Hour Clock Analogue

seven o’clock in the evening 19:00 7:00p.m.

eleven o’clock in the morning 11:00a.m.

midday 12:00p.m.

midnight

13:00

15:00

half past seven in the afternoon

7:30p.m.

half past four in the afternoon

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Clock Face TemplateYou will need:• Scissors• A split pin

Cut out the clock face and the clock hands. Stick the numbers in the correct place. Attach your clock hands with a split pin.

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12

3

7

4

8

10

9

11

1

2

5

6