primary 6 weekly home learning grid for school closures w/b … · 2020. 5. 17. · florence...

Primary 6 Weekly Home Learning Grid for School Closures W/B 18.5.20 Below are lots of links to resources and activities, some of which you can download from Twinkl. Twinkl is available to parents for home learning purposes for free by using this code: UKTWINKLHELPS

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Reading-L.I: To use strategies while and after reading to develop and demonstrate understanding of a text.

On your class TEAMS page, click the ‘files’ tab Then go into the Iron Man folder and go to the Chapter 2 file. Read Chapter 2 (NOT BEYOND Chapter 2, as future tasks may rely on you NOT reading ahead). After you have read the chapter, use the task map to guide your study of the chapter. Complete as many of the tasks as you can. After you have finished a task you can check the ‘Possible Answers’ in the Iron Man Chapter 2 folder in TEAMS.

Documents are also attached to the bottom of this file.

Writing-L.I: To complete a piece of extended writing with the features of a given genre. You are going to use your plan to write a recount of a personal experience. Have a really close look at the WAGOLL example again on TEAMS or following the link. This gives you details and examples of important features of a recount that you will be expected to include in yours. https://www.twinkl.co.uk/resource/t2-e-2270-recount-examples-resource-pack Now use the planner you created last week to write your short recount. According to the plan, the recount should contain the 6 paragraphs planned for and should not be more than around 300 words. Concentrate on high quality writing and correct structure rather than volume of writing. Remember your VCOP paragraph work when constructing your sentences and paragraphs. There is an assessment sheet on TEAMS which shows what we are looking for so make sure you keep checking this. This is what Mr Sweet and Ms Hart will consider when evaluating your work.

https://www.twinkl.co.uk/resource/t2-e-2270-recount-examples-resource-pack


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Spelling-L.I: To know and apply spelling rules for plurals Can you work out some rules that apply to the list? The answers are below the Learning Grid. Complete Spelling Steps to Success (the guide is on the P6 page of the School Closure Info page of the school website).

For further practice, use the spelling activities on the P6 class page (About Us section of the school website). Remember to think about the spelling rules that apply when carrying out the activities. Can you think of more words that fit each pattern? Can you find any words that don’t obey the rules? Can you find any words that have two of the sounds in the same word? How many new words can you make by adding suffixes to the list words? Did you have to change the list word in order to add a suffix?

Spelling Words

radios chiefs cellos studios mosquitoes

potatoes igloos pianos zoos beliefs

knives cliffs thieves hoofs hooves

Spelling Rules

To change most nouns ending in f or fe to the plural, change f or fe to ves. To change a few nouns ending in f or fe to the plural, just add s. A few plural nouns can end in either fs or ves. To change most nouns that end in o to the plural, add es. To change nouns ending in oo to the plural, just add s. To change musical words ending in o to the plural, just add s. To change nouns ending in a vowel and an o to the plural, just add s. Some plural nouns can be os or oes.

Talking and Listening-L.I- I am learning to deliver a clear and logical presentation using appropriate vocabulary, gesture, tone and facial expression to engage my audience

Can you tell a tall story?

Person A: “Hi, what’s happened to you? What’s wrong with your knee?”

Person B: “Well, on Sunday I was at the bottom of our long garden when this huge plant with long leaves

wrapped itself round my legs and tripped me up. It held me down and soon I was covered with nasty, sticky,

prickly leaves. Then these tiny, green people started jumping all over me; it felt like pins and needles. I

shouted at them to get off. They all went very still. One of them said, "How dare you come blundering into

our kingdom. How dare you speak to us like that. Stay where you are.” Well, of course, I struggled to get up,

but there was a sharp stone in the ground which cut my knee as I wriggled about. When I got up, all the

little people had gone and my knee was bleeding. That’s how it happened.”

TASK: Find a partner or someone from home and take turns to be Person A and Person B. Person B will

need to tell a tall story to explain what has happened to give them a swollen ankle, a red nose, a

bandaged finger, a patch on the eye and a bump on the head. Every story must be about an unbelievable

near disaster.


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Modern Languages-L.I: M - To speak about family in Mandarin F - To ask for and give directions to different places in town

Try to go over your Mandarin and French conversations (on TEAMS but also the bottom of this file). French: Try to go through the presentation about places and directions (on TEAMS). Mandarin: Ask the question - ‘How many people are there in your family?’ Answer as before - ‘There are _____ people in my family.’ Now add who the members of your family are: How many people are there in your family?

你家有几口人 ?

Nǐ jiā yǒu jǐ kǒu rén? (Knee jee-a yo jee k-O rin)

There are ____ people in my family.

我家有___口人 ?

Wǒ jiā yǒu ___ kǒu rén? (Woa jee-a yo ___ k-O rin)

Dad, mum, three older sisters and me.

有爸爸, 妈妈, 三个姐姐还有我.

Yǒu Bàba, Māmā, sān gè Jiějiě (j-ee-e - j-ee-e) hái yǒu wǒ.

Health and Wellbeing-L.I- I am learning skills and strategies which will support me in challenging times

Expect the Unexpected

Last week, we were reflecting on how sudden changes in our life, that were difficult and upsetting, can

often make us stronger people as a result of having to deal with these changes. I hope you were able to

have a good discussion with an adult in your family about this.

This week, we’d like you to think about how we can prepare for change and again discuss ideas with an

adult you know well, if possible.

You already thought about a difficult, sudden change in your life and what you did to get through it. Can you

now, from this discussion, create an action plan for how to best prepare for and cope with change.

Think about: What thoughts could you practice? (things you could say to yourself) For example, “I can deal

with this”

What actions could you take? (what you could do, things you could have ready) For example, knowing who

you can speak to/trust when you need support

It would be great to hear some of your ideas, if possible, so we could share a list 😊


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Social Studies- SOC 2-06a L.I I can discuss why people and events from a particular time in the past were

important, placing them within a historical sequence

Florence Nightingale’s birth on May 12th, 1820 is remembered as International Nurses’ day. Last Tuesday

was the 200th anniversary of her birth. Florence Nightingale greatly influenced nursing and health care. Find out more about her below:

https://www.bbc.co.uk/teach/class-clips-video/history-ks1-ks2-florence-nightingale/z68fcqt

Amazingly, you can hear her voice in this recording, she is very posh: https://www.youtube.com/watch?v=ax3B4gRQNU4

Task 1: Using these headings, complete the information on the key points about her life. Name. Date of birth/death. Profession. Florence Nightingale thought Scutari Hospital was... She changed

the conditions of Scutari Hospital by...She was known as ‘The Lady of the Lamp’ because... When she

returned to Britain, she was famous and went on to...

Task2: In Trafalgar Square, London, there is an empty 4th plinth at the base of Nelson’s column. The plinth is

often used to display art structures. Imagine it was decided that It should be a memorial for Florence

Nightingale. Draw the plinth with a statue of her on top and on the plinth include a memorial plaque

explaining who she is, date of birth, death and a wee bit about her contribution to society.

https://www.bbc.co.uk/teach/class-clips-video/history-ks1-ks2-florence-nightingale/z68fcqt

https://www.youtube.com/watch?v=ax3B4gRQNU4


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Expressive Art (Drama/Music/Art)-L.I-I am learning to use my voice and/or instruments to explore rhythm P6 Victorian Street Cries cont. Following on from last week: Look over the work from last week. Words, rhythms and why street sellers used Street Cries. 1. Below, you will see more examples of street cries. Look over the words and rhythms. 2. Try to clap / tap / sing / play (if you have your own instrument) these new ‘cries.’ 3. Notice the musical signs / symbols that are used. 4. Can you find / spot these musical symbols and practise drawing them? Accent, Crescendo, Barline, Repeat sign, Treble Clef, Time Signature, Slur. 5. What do these musical signs mean? If you can’t remember, see if you can find out. 6. It’s now your turn to try and make up a Street Cry. 7. Can you think of a product / item to be sold. 8. Write your own words (look at earlier examples for help). 9. Can you work out the rhythm of the words and which ones could or should be emphasised? 10. Can you try to write the rhythm down? 11. Perhaps you could turn your rhythm into a short melody, by writing the notes on the stave, and if you play an instrument, you could play it? 12. Now try to make an illustration of your chosen street cry. Again, look at earlier examples for ideas.


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RME/Science/Technology- L.I This is a really interesting interview with NASA Astronaut Jim Reilly. Please follow the following link below and scroll down to Activity 3 – Meet an Astronaut. https://www.dundeesciencecentre.org.uk/space-week (this is the Dundee Science Centre website – Home Learning section) After watching Jim's talk why not draw a picture of where you would like to go in space or design a space suit to wear. The STEM challenge this week is Cardboard Boat – Challenge Card 7 Follow the link below, the challenge card is one of the orange cards for STEM (not blue science cards). https://www.jamesdysonfoundation.co.uk/content/dam/pdf/JDF_with%20cover%20challenge- cards_DIGITAL.pdf

A Message from my Teacher Dear primary 6,

Hope you are well and you had a good, long weekend. Another one! 😊 It is good to see that most of you are now on Teams and have been in touch. At the moment, Teams is just a way of us all keeping connected but, in the future, we may start to use it to meet up more formally. We’ll keep you posted. This week, you will see that the learning grid is in a different format and hopefully, one that you will all find easier to use. We are always trying to give you as much as we can in the grids to support your learning but we know it can be an overwhelming amount of stuff to look through. We will also continue to put some of the resources you require in Teams. We will let you know when we do this then you just need to select the ‘Files’ tab in Teams and go into ‘Class Materials’. Finally, you will see that we have included an example of a daily timetable to help organise your week, should anyone wish to use this. Remember, it is just a suggestion and of course, you are free to organise your weekly activities in the way that suits you and your family best. So, have a good week, everyone. As always, do what you can from the grid, there is no pressure to do everything and remember to get in touch if you need more support.

Take care, Ms Hart and Mr Sweet 😊 [email protected] [email protected]

https://www.dundeesciencecentre.org.uk/space-week

https://www.jamesdysonfoundation.co.uk/content/dam/pdf/JDF_with%20cover%20challenge-

mailto:[email protected]



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Send photos of your work and successes to [email protected] to be loaded

onto our school website and post work onto your class Team/Nursery, P1 Learning Journal

Daily tasks:

Read for at least 15 minutes

Practice your times tables

Take some daily exercise- Check out Joe Wicks Body Coach for kids at

https://www.youtube.com/watch?v=d3LPrhI0v-w

2 The Return of the Iron Man One evening a farmer’s son, a boy called Hogarth, was fishing in a stream that ran down to the sea. It was growing too dark to fish, his hook kept getting caught in weeds and bushes. So he stopped fishing and came up from the stream and stood listening to the owls in the wood further up the valley, and to the sea behind him. Hush, said the seam. And again, Hush. Hush. Hush. Suddenly he felt a strange feeling. He felt he was being watched. He felt afraid. He turned and looked up the steep field to the top of the high cliff. Behind that skyline was the sheer rocky cliff and the sea. And on that skyline, just above the edge of it, in the dusk, were two green lights. What were two green lights doing at the top of the cliff? Then, as Hogarth watched, a huge dark figure climbed up over the cliff-top. The two lights rose into the sky. They were the giant figure’s eyes. A giant black figure, taller than a house, black and towering in the twilight, with green headlamp eyes. The Iron Man! There he stood on the cliff-top, looking inland. Hogarth began to run. He ran and ran. Home. Home. The Iron Man had come back. So he got home at last and gasping for breath he told his dad. An Iron Man! An Iron Man! A giant! His father frowned. His mother grew pale. His little sister began to cry. His father took down his double-barrelled gun. He believed his son. He went out. He locked the door. He got in his car. He drove to the next farm. But the farmer laughed. He was a fat, red man, with a fat, red-mouthed laugh. When he stopped laughing, his eyes were red too. An Iron Man? Nonsense, he said. So Hogarth’s father got back in his car. Now it was dark and it began to rain. He drove to the next farm. That farmer frowned. He believed. Tomorrow, he said, we must see what he is, this iron man. His feet will have left tracks in the earth. So Hogarth’s father again got back into his car. But as he turned the car in the yard, he saw a strange thing in the headlamps. Half a tractor lay there, just half, chopped clean off, the other half missing. He got out of his car and the other farmer came to look too. The tractor had been bitten off – there were big teeth-marks in the steel. No explanation! The two men looked at each other. They were puzzled and afraid. What could have bitten the tractor in two? There, in the yard, in the rain, in the night, while they had been talking inside the house. The farmer ran in and bolted the door. Hogarth’s father jumped into his car and drove off into the night and the rain as fast as he could, homeward. The rain poured down. Hogarth’s father drove hard. The headlights lit up the road and bushes.


https://www.youtube.com/watch?v=d3LPrhI0v-w


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Suddenly – two headlamps in a tall treetop at the roadside ahead. Headlamps in a treetop? How? Hogarth’s father slowed, peering up to see what the lights might be, up there in the treetop. As he slowed, a giant iron foot came down in the middle of the road, a foot as big as a single bed. And the headlamps came down closer. And a giant hand reached down towards the windshield. The Iron Man! Hogarth’s father put on speed, he aimed his car at the foot. Crash! He knocked the foot out of the way. He drove on, faster and faster. And behind him, on the road, a clanging clattering boom went up, as if an iron skyscraper had collapsed. The iron giant, with his foot knocked from under him, had toppled over. And so Hogarth’s father got home safely. BUT Next morning all the farmers were shouting with anger. Where were their tractors? Their earth-diggers? Their ploughs? Their harrows? From every farm in the region, all the steel and iron farm machinery had gone. Where to? Who had stolen it all? There was a clue. Here and there lay half a wheel, or half an axle, or half a mudguard, carved with giant toothmarks where it had been bitten off. How had it been bitten off? Steel bitten off? What had happened? There was another clue. From farm to farm, over the soft soil of the fields, went giant footprints, each one the size of a single bed. The farmers, in a frightened, silent, amazed crowd, followed the footprints. And at every farm the footprints visited, all the metal machinery had disappeared. Finally, the footprints led back up to the top of the cliff, where the little boy had seen the Iron Man appear the night before, when he was fishing. The footprints led right to the cliff-top. And all the way down the cliff were torn marks on the rocks, where a huge iron body had slid down. Below, the tide was in. The grey, empty, moving tide. The Iron Man had gone back into the sea. SO The furious farmers began to shout. The Iron Man had stolen all their machinery. Had he eaten it? Anyway, he had taken it. It had gone. So what if he came again? What would he take next time? Cows? Houses? People? They would have to do something. They couldn’t call in the police or the Army, because nobody would believe them about this Iron Monster. They would do something for themselves. So, what did they do? At the bottom of the hill, below where the Iron Man had come over the high cliff, they dug a deep, enormous hole. A hole wider than a house, and as deep as three trees one on top of the other. It was a colossal hole. A stupendous hole! And the sides of it were sheer as walls. They pushed all the earth off to one side. They covered the hole with branches and the branches they covered with straw and the straw with soil, so when they finished the hole looked like a freshly-ploughed field. Now, on the side of the hole opposite the slope up to the top of the cliff, they put an old rusty lorry. That was the bait. Now they reckoned the Iron Man would come over the top of the cliff out of the sea, and he’d see the old lorry which was


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painted red, and he’d come down to get it to chew it up and eat it. But on his way to the lorry he’d be crossing the hole, and the moment he stepped with his great weight on to that soil held up only with straw and branches, he would crash through into the hole and would never get out. They’d find him there in the hole. Then they’d bring the few bull-dozers and earth-movers that he hadn’t already eaten, and they’d push the pile of earth in on top of him, and bury him for ever in the hole. They were certain now that they’d get him. Next morning, in great excitement, all the farmers gathered together to go along to examine their trap. They came carefully closer, expecting to see his hands tearing at the edge of the pit. They came carefully closer. The red lorry stood just as they had left it. The soil lay just as they had left it, undisturbed. Everything was just as they had left it. The Iron Man had not come. Nor did he come that day. Next morning, all the farmers came again. Still, everything lay just as they had left it. And so it went on, day after day. Still the Iron Man never came. Now the farmers began to wonder if he would ever come again. They began to wonder if he had ever come at all. They began to make up explanations of what had happened to their machinery. Nobody likes to believe in an Iron Monster that eats tractors and cars. Soon, the farmer who owned the red lorry they were using as bait decided that he needed it, and he took it away. So there lay the beautiful deep trap, without any bait. Grass began to grow on the loose soil. The farmers talked of filling the hole in. After all, you can’t leave a giant pit like that, somebody might fall in. Some stranger coming along might just walk over it and fall in. But they didn’t want to fill it in. It had been such hard work digging it. Besides they all had a sneaking fear that the Iron Man might come again, and that the hole was their only weapon against him. At last they put up a little notice: “DANGER: KEEP OFF”, to warn people away, and they left it at that. Now the little boy Hogarth had an idea. He thought he could use that hole, to trap a fox. He found a dead hen one day, and threw it out on to the loose soil over the trap. Then towards evening, he climbed a tree nearby, and waited. A long time he waited. A star came out. He could hear the sea. Then – there, standing at the edge of the hole, was a fox. A big, red fox, looking towards the dead hen. Hogarth stopped breathing. And the fox stood without moving – sniff, sniff, sniff, out towards the hen. But he did not step out on to the trap. Was he too smart to walk out there where it was not safe? But at that moment he stopped sniffing. He turned his head and looked towards the top of the cliff. Hogarth, wondering what the fox had seen, looked towards the top of the cliff. There, enormous in the blue evening sky, stood the Iron Man, on the brink of the cliff, gazing inland. In a moment, the fox had vanished. Now what? Hogarth carefully quietly hardly breathing climbed slowly down the tree. He must get home and tell his father. But at the bottom of the tree he stopped. He could no longer see the Iron Man against the twilight sky. Had he gone back over the cliff into the sea? Or was he coming down the hill, in the darkness under that high skyline, towards Hogarth and the farms? Then Hogarth understood what was happening. He could hear a strange tearing and creaking sound. The Iron Man was pulling up the barbed-wire fence that


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led down the hill. And soon Hogarth could see him, as he came nearer, tearing the wire from the fence posts, rolling it up like spaghetti and eating it. The Iron Man was eating the barbed fencing wire. But if he went along the fence, eating as he moved, he wouldn’t come anywhere near the trap, which was out in the middle of the field. He could spend the whole night wandering about the countryside along the fences, rolling up the wire and eating it, and never would any fence bring him near the trap. But Hogarth had an idea. In his pocket, among other things, he had a long nail and a knife. He took these out. Did he dare? His idea frightened him. In the silent dusk, he tapped the nail and the knife blade together. Clink, Clink, Clink! At the sound of the metal, the Iron Man’s hands became still. After a few seconds, he slowly turned his head and the headlamp eyes shone towards Hogarth. Again, Clink, Clink, Clink! Went the nail on the knife. Slowly, the Iron Man took three strides towards Hogarth, and again stopped. It was now quite dark. The headlamps shone red. Hogarth pressed close to the treetrunk. Between him and the Iron Man lay the wide lid of the trap. Clink, Clink, Clink! again he tapped the nail on the knife. And now the Iron Man was coming. Hogarth could feel the earth shaking under the weight of his footsteps. Was it too late to run? Hogarth stared at the Iron Man, looming, searching towards him for the taste of the metal that had made that inviting sound. Clink, Clink, Clink! went the nail on the knife. And CRASSSHHH! The Iron Man vanished. He was in the pit. The Iron Man had fallen into the pit. Hogarth went close. The earth was shaking as the Iron Man struggled underground. Hogarth peered over the torn edge of the great pit. Far below, two deep red headlamps glared up at him from the pitch blackness. He could hear the Iron Man’s insides grinding down there and it sounded like a big lorry grinding its gears on a steep hill. Hogarth set off. He ran, he ran, home – home with the great news. And as he passed the cottages on the way, and as he turned down the lane towards his father’s farm, he was shouting “The Iron Man’s in the trap!” and “We’ve caught the Iron Giant.” When the farmers saw the Iron Man wallowing in their deep pit, they sent up a great cheer. He glared up towards them, his eyes burned from red to purple, from purple to white, from white to fiery whirling black and red, and the cogs inside him ground and screeched, but he could not climb out of the steep-sided pit. Then under the lights of car headlamps, the farmers brought bulldozers and earth-pushers, and they began to push in on top of the struggling Iron Man all the earth they had dug when they first made the pit and that had been piled off to one side. The Iron Man roared again as the earth began to fall on him. But soon he roared no more. Soon the pit was full of earth. Soon the Iron Man was buried silent, packed down under all the soil, while the farmers piled the earth over him in a mound and in a hill. They went to and fro over the mound on their new tractors, which they’d bought since the Iron Man ate their old ones, and they packed the earth down hard. Then they all went home talking cheerfully. They were sure they had seen the last of the Iron Man. Only Hogarth felt suddenly sorry. He felt guilty. It was he, after all, who had lured the Iron man into the pit.


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Iron Man Chapter 2 possible answers

In this chapter can you find:

A simile - a foot as big as a single bed.

Personification - Hush, said the sea.

Onomatopoeia? - Crash

More?

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What do you notice about the length of the sentences?

They are short.

Why might the author have done this?

To increase tension.

To give the feeling of things happening quickly.

Anything else?

Can you find more examples in the chapter?

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Look at these adjectives used to describe Hogarth.

Can you find evidence in Chapter 2 to support the use of these to describe him?

Curious He stays to see what the Iron Man is doing.

Brave: He decided to stay and try to trick the Iron Man.

Clever He thinks of a clever plan to catch the Iron Man (and the fox).

Honest: His family believe him when he tells his ‘unbelievable’ story about seeing a giant so they

must know he always tells the truth.

Kind He feels bad for the Iron Man after he has been trapped.

Sensible When he first sees the Iron Man, he runs straight home and tells his family.

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1) Where did the Iron Man go after eating the machinery?

He went back to the sea.

2) How did the farmers know this?

They followed his footprints which led back to the sea, where there were marks on the rocks showing

that he had slid down ion to the sea.

3) Why do you think the Iron Man went there?

…

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1) What was Hogarth doing when he saw the Iron Man?

The first time, he was standing listening to the sounds around him.

The second time, he was trying to trap a fox.

2) What had happened to the machinery?

It had been eaten by the Iron Man

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Recount Assessment

Language device: Is there at least one example of a language device.

Title Is there a sensible title?

Orientation (introduction)

Can I see ‘what, where, when, who and why’?

Event 1

Is there a clear main idea for this paragraph?

Event 2


Event 3


Event 4


Conclusion Is there a conclusion with - a summary of the recount, general feelings about the event and what might happen next.

Feelings/emotions words

What feelings/emotions vocabulary can I see?

P 1. Are capital letters and full stops used correctly? 2. Are commas used correctly? 3. Has other punctuation been attempted?

V Can I find 3 ambitious words?

C Can I find 3 different ‘good’ Connectives?

O Can I find 3 different types of Opener?


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Mandarin Conversation

Hello Hello

How are you? I’m fine, thank you, and you?

I’m fine, thank you. What is your name?

My name is _______, and you? My name is _______.

I have a (colour) (number). You have a

(colour number).

I have a (colour) (number). You have a

(colour number).

Where do you want to go? I want to go to _____.

How are you going to get there? I am going to get there by ________.

Where do you want to go?

I want to go to _____. How are you going to get there?

I am going to get there by ________. How many people are there in your

family?

There are _____ people in my family,

and you?

There are ______ people in my family

Goodbye Goodbye

French Conversation

Hello Hello

How are you? I’m fine, thank you, and you?

I’m fine, thank you. What is your name?

My name is _______, and you? My name is _______.

How old are you? I am ____ years old, and you?

I am _____years old. Where do you live?

I live in _____, and you? I live in _____.

Goodbye Goodbye.


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