Bowsland Green Primary School Year 5 Special Home Learning ... · Using your own knowledge of Tier 2 Vocabulary or a thesaurus (an online one such as https: ... (like cosmic kids).

Monday Tuesday Wednesday Thursday Friday

Math

s

Due to a new subscription requirement from White Rose, the worksheets for maths will now be available on the Special Home Learning tab of our Bowsland website. Friday’s challenges will be on BBC Bitesize on Friday 22nd May.

Summer Term Week 4, Lesson 1:

Areas of Rectangles

Watch the video via this link:

https://vimeo.com/415436807

and then complete the worksheet

available on the Bowsland Website.

Summer Term Week 4, Lesson 2: Equivalent Fractions

Watch the video via this link: https://vimeo.com/415436912

and then complete the worksheet available on the Bowsland Website.

Summer Term Week 4, Lesson 3: Converting improper fractions to mixed numbers and vice versa Watch the video via this link:

https://vimeo.com/415436982 and then complete the worksheet

available on the Bowsland Website.

Summer Term Week 4, Lesson 4: Compare and order fractions less

than one Watch the video via this link:

https://vimeo.com/415436982 and then complete the worksheet

available on the Bowsland Website.

BBC Bitesize: Maths Challenge of the Week: Find and complete the maths

challenges available on Friday here: https://www.bbc.co.uk/bitesize/tags/zhgppg8/year-5-and-p6-lessons/1

Rea

din

g Author’s viewpoint:

Read the poem “Text” by Carol Ann

Duffy and then complete Monday’s

tasks attached.

Reading Comprehension:

Re-read the poem “Text” by Carol

Ann Duffy and then answer

Tuesday’s comprehension questions.

Shades of meaning:

Using your own knowledge of Tier 2

Vocabulary or a thesaurus (an

online one such as

https://www.wordreference.com/sy

nonyms/ will do), complete

Wednesday’s tasks below.

Reading Comprehension:

Re-read the poem “Text” by Carol

Ann Duffy and then answer

Thursday’s comprehension

questions.

Reading Comprehension:

Re-read the poem “Text” by Carol

Ann Duffy and then answer Friday’s

comprehension questions.

En

gli

sh

Features of instruction writing:

Before you start the activities below,

think about what you already know

about instructions. What do they

need to make them successful?

Adverbials and imperative verbs:

Complete Tuesday’s tasks below.

What are imperative verbs?

Conjunctions:

You are becoming experts on these

now! Use your knowledge to help

you complete Wednesday’s tasks

below.

Planning your own instructions:

Watch the video and use what you

have learnt/already know about

instructions to plan your own. Use

the sheet below to help you.

Writing your own instructions:

Using the model to help you, write

your own set of instructions.

Be

Safe

: B

ody

Yoga: Try a yoga class from YouTube,

such as: https://www.youtube.com/watch?v

=coC0eUSm-pc

Mindfulness: Concentration: Opposites.

Write your name with your opposite hand. How did it feel? What do you

notice? Was it tricky or funny?

Fitness: Join Joe Wicks for another super

workout: https://www.youtube.com/watc

h?v=mhHY8mOQ5eo

Mindfulness: Creative: Flower Power.

Collect some stones, leaves and flowers from your garden or your walk. Create a face. You could use stones for eyes, a twig for a smile

etc. Upload this to class dojo for us to see.

Mindfulness/Yoga:

Relaxation: Yoga Tales.

What is your favourite story? Can

you tell it using yoga moves and

stretches? (like cosmic kids).

Week 5 Whole School Project

Create: My Local Area

Find this project under the Whole School Projects Tab and complete today’s activity, choosing your own challenge level.

Bowsland Green Primary School Year 5 – Special Home Learning w/b 18.5.2010

This sheet will be issued for each week, for each year group, for pupils not in school. Links will be provided to electronic resources, where possible.

Guided reading focus text.

Text – by Carol Ann Duffy

I tend the mobile now Like an injured bird.

We text, text, text

our significant words

I re-read your first, Your second, your third,

Look for your small xx,

Feeling absurd.

The codes we sent Arrive with a broken chord.

I try to picture your hands,

Their image is blurred.

Nothing my thumbs press will ever be heard.

Guided Reading Task - Monday

Author’s viewpoint: Watch this short YouTube video to help you understand what is meant by “author’s viewpoint”: https://www.youtube.com/watch?v=YM_R7PkysYg You can tell how the author feels based on their thoughts and feelings found within the text. Maybe they are happy about what they are writing, unsure or even sad or angry.

After reading the poem, answer these questions in your special home learning book: What is Carol Ann Duffy’s viewpoint on texting? Carol Ann Duffy’s viewpoint on texting is… Evidence from the text two support my ideas include… What are Carol Ann Duffy’s concerns about texting? Give three examples. Now complete these sentence stems in your books. I can tell the author feels… because… The section which says… shows that… The author is trying to convey… I can tell this because…

Guided Reading Task – Tuesday

Reading comprehension: Read through the first section of the poem ‘Text’, below:

I tend the mobile now Like an injured bird.

We text, text, text

our significant words

Think about the meaning of this section of the poem, and then answer the questions to consider why the author may have written the poem this way.

Questions: 1. Why does the author use repetition for the word ‘text’?

2. What word can be used to suggest that the text conversation is important to the

person? Why is this?

3. “Like an injured bird” can have more than one meaning.

a. Why may the author be “like an injured bird”? What does this mean? What image does it paint in your head?

b. The author may also mean they are holding the phone like it is an injured bird.

What is meant by this?

4. Which word does the author use to suggest they are holding the phone with care? Can you suggest a different word they could have used?

Suggested answers -

1. To suggest this is something we do again and again. We often send more than one text to someone during a conversation. Also, as a society, we are very reliant on texting.

2. ‘Significant’ – Because this word suggests the words used are important to that person and mean something to them.

3. a. The author may feel fragile, hurt or vulnerable when she looks at her phone because the text she has received may have upset her or she might be waiting for a response that she feels is taking a long time to come. b. The author may be holding their phone as if it was an injured bird, meaning she is holding it very carefully because she cares for it.

4. ‘Tend’ – nurse, attend to, look after, take care of etc.

Guided Reading Task - Wednesday

Shades of meaning: In poetry words are chosen very carefully to convey more meaning in the text. The use of different languages can have a great impact on the reader. This is what we call Shades of Meaning. Using adjectives- Adjectives are used in sentences to describe something. The adjective we choose can keep the meaning the same but change the impact: Mr Watkins was disappointed when he spilled his coffee over himself. Mr Watkins was devastated when he spilled his coffee over himself. Changing the adjective has given more impact to the writing. Change the meaning- Changing the adjective can change the meaning of a text.

Ethan was tired after having such a busy day.

Ethan was exhausted after having such a busy day. Now Ethan sounds more tired in the second sentence!

Using Adjectives: Add adjectives to the tables with increasing impact. Use a thesaurus to help you if you need to.

Happy

______

______

______

______

Ecstatic

Sad

______

______

_______

______

Inconsolable

Changing the meaning: Use a different adjective in this sentence to suggest Star felt slightly annoyed, but didn’t really mind:

Star was annoyed that her favourite TV program wasn’t on today. Now, use a different adjective to show that Star was very annoyed. Use a different adjective in the following paragraph make the language more impactful: After reading for his entire evening, Mr Watkins was tired. He knew that before bed, he should make himself something to eat. It was then that he realised he was hungry. Cooking something with a long list of ingredients would be far too difficult, and he knew he would get bored if it took too long. After much deliberation, he finally decided on a tasty sandwich.

Guided Reading Task - Thursday

Reading comprehension:

I re-read your first, Your second, your third,

Look for your small xx,

Feeling absurd.

Think about the meaning of this section of the poem, and then answer the questions to consider why the author may have written the poem this way.

Questions: 1. What is the author reading in the first two lines of this section?

2.

a. What does the author write to show that more than one text has been sent? b. Can you suggest a different way of writing this?

3.

a. What does the author refer to when they write ‘xx’? b. Why would the author be looking for this?

4.

a. Which word is used by the author to suggest they are feeling embarrassed? b. Which other words could be used to give the same meaning?

Suggested answers:

1. The author is reading a text conversation between people or maybe three messages that have been sent to them in a row.

2. a) “… your first, your second, your third…”

b) (you may have a different answer here). First, next and then, First, second and last, Text one, two and three

3. a) Kisses b) Sometimes people send kisses to friends and therefore the author may look for this to check to see how the sender feels about the author.

4. a) Absurd

b) Embarrassed, ashamed, shy, ridiculous.

Guided Reading Task - Friday

Reading comprehension: The codes we sent

Arrive with a broken chord.

I try to picture your hands, Their image is blurred.

Nothing my thumbs press

will ever be heard.

Think about the meaning of this section of the poem,

and then answer the questions to consider why the

author may have written the poem this way.

Questions: 1. Which word does the author use to represent “texts”? Why might they have

done this?

2.

a. What are chords usually used in? Why has the author used the phrase ‘broken chord’ in this section? Think about what that might sound like.

3. How do we know that the author feels alone?

4. In this section, the author tries to imagine the person writing the text, but can't. Which part suggests this? Why do you think she uses this idea?

Suggested answers-

1. Codes. This can mean the spelling used in the texts were like secret codes as they are private messages, or that texts are made up of digital codes.

2. Chords are often used in music. The author used this to suggest the texts did not sound good or right. This tells the reader that the author is not feeling positive about this text conversation.

3. We can tell that the author feels alone because she writes “nothing my thumbs press will ever be heard”.

4. “I try to picture your hands, their image blurred”. I think she uses this idea because if you have been texting for a long time and haven’t seen the person, you may forget what they look like.

English task - Monday

Features of instruction writing:

1. Watch the following video and make a list of the features of instruction writing. What do they need to include to be successful? Why are these things important?

https://www.bbc.co.uk/bitesize/topics/zkgcwmn/articles/zfrcmfr Model: Features of instructions:

A title (sometimes written as “How to…”) – this is important because it lets the reader know what they are going to be making.

2. After completing your list and

reasons, colour-code Example 1 to show where your list of features.

3. Read example 2. Why are these instructions difficult to follow? Suggest at least three ways that you could improve them.

Example 1: How to bake a Victoria Sponge Cake Ingredients:

225g of softened butter.

225g of golden caster sugar.

4 large eggs.

½ a lemon, zested.

1 tsp of vanilla extract.

225g of self raising flour.

Splash of milk.

Jam

Icing sugar

1. Heat oven to 180C/160C fan/gas 4, butter and line the base of two 20cm spring-form cake tins with baking parchment.

2. Using an electric whisk beat the butter and sugar together until pale and fluffy. Crack the eggs in one at a time and whisk well, scraping down the sides of the bowl after each addition. Add the lemon zest, vanilla, flour, milk and a pinch of salt. Whisk until just combined then divide the mixture between the two tins.

3. Bake in the centre of the oven for 25-30 mins until a skewer inserted into the middle of each cake comes out clean. After 10 mins remove the cakes from their tins and leave to cool completely on a wire rack. Fill how you like. My personal favourite is a good dollop of lemon curd and some fresh cream, then dust the top with icing sugar. Will keep for 3 days.

Example 2: How to build a paper airplane You will need:

A piece of A4 paper (although any size you have will do)

An open space to test how well your plane flies

Method: 1. First, fold your piece of A4 paper

lengthways so that it makes a long, slim rectangle.

2. Next, fold the corners into the middle. 3. Now, fold the outsides into the middle. 4. Then, fold your plane in half and then fold

the outside bits into the middle. 5. You are now finished and can fly your

plane.

English task - Tuesday

Adverbials and Imperative verbs- Watch the video and complete task 1 on the website.

https://www.bbc.co.uk/bitesize/articles/zv73bdm What is the difference between adverbs and adverbials? Adverbs- These are words that add information to the verb.

Wiktoria quickly mixed the eggs into the flour.

Adverbials- These are phrases that show movement, feelings, sounds, time or place.

As quick as she could, Wiktoria mixed the eggs into the flour.

Imperative verbs:

Imperative verbs- These are verbs which tell you to do something, which changes the sentence into a demand or order. Next, stir the butter into the mixture.

Tasks: 1. Using the example below, colour-code or create a table to show

the adverbs, adverbials and imperative verbs. 2. Now find synonyms of at least five of your examples.

You may wish to follow the instructions! It’s a cool science experiment and we would love to see it uploaded to ClassDojo or Tapestry.

How to make moon craters at home.

You will need:

1. A small bowl/container.

2. Flour

3. Drinking chocolate powder

4. 1 small pebble or bowl or maybe try using different sized balls.

5. 1 ruler.

Instructions:

1. Firstly, place your container on a flat surface where it won’t fall or break.

2. Next, add the flour to the container and gently shake it until the flour has a smooth, flat surface.

3. Carefully add the drinking chocolate on top of the flour.

4. Next, gently shake the container again so the drinking chocolate makes a layer on top of the flour. Be

sure you don’t shake too much. You don’t want the powders to be mixed.

5. Hold the pebble above the powder from a height (use a ruler to help) of approximately 15cm and drop

it into the powder.

6. Taking great care, remove the pebble from the powder making sure you don’t disturb the powder.

7. Observe the crater you have made in the powder. This will also show you the impact lines outside of

the crater.

English task - Wednesday

Conjunctions: 1. Write out the sentences adding the additional information by

using the conjunctions from the list. Example:

Miss Campbell planned to have a cup of tea.

She already had one

Miss Campbell planned to have a cup of tea, even though she already had one.

We are going to be late for school.

Eat your breakfast.

We can play outside today. It is raining.

Google is supposed to help me find answers.

I still got answers wrong.

I couldn't finish my homework.

I tried really hard.

I won't be able to play Roblox.

I finish homework on time.

I ate all of my dinner. I could eat cake afterwards.

2. Now write five sentences of your own using conjunctions that

you haven’t used in task one.

English - Thursday

Planning your instruction writing: Watch this video: https://www.youtube.com/watch?v=Ct-lOOUqmyY Using what you have learnt this week and ideas from the video, consider what makes a good set of instructions. Using the attached template, begin planning a set of instructions. This can be on anything you want! You can research ideas to and use this week’s examples to support you. Some ideas include: How to make a tie dye t-shirt How to build a lego house How to create a house out of recycled materials (like we did in school) How to bake cookies How to create a gratitude jar. When planning and writing tomorrow, think about how you made the thing you are writing the instructions for. What did you need to know? You could try out your ideas first to help inspire you or get a family member to do as you say to see how clear you need to be. It will be great to be able to post our completed instructions on ClassDojo so everyone can try to follow them!

Who is my target audience?

What are the instructions about?

What will the person need?

Which adverbials will you use?

Which conjunctions will you use?

English - Friday

Writing your instructions- Using yesterday’s plan, write out your instructions. Remember to use all of the features you have covered this week. Your instructions will need:

- Title

- Subheadings

- Lists

- Adverbials

- Imperative verbs

- Conjunctions

Challenge yourself: Which other Year 5 targets could you include? Once you have finished: Add diagrams to support your writing. It would be great to see your work on ClassDojo. Teachers might upload your learning to our Class Story so that others can try out your instructions!