Hello all, I hope you are still keeping safe and enjoying this time as much as possible. This third activity pack will keep you up to date with the skills we would have been practicing in class. Maths ➢ 14 x lessons focusing on decimals, multiplying, dividing and perimeter. These are what would have been covered in class. ➢ 2 x challenge packs. Some of these are easier than others and the harder ones are towards the end. If you have younger siblings, you can use the earlier questions with them! Writing ➢ 1 x creative writing pack focused on the video ‘Ride of passage’. The link and all resources you need are available in the pack. There is even a QR code if you wish to scan it and view the video on a tablet or phone. Reading ➢ 1 x a selection of VE Day poems for you to read. Your reading task is to research VE Day and its significance. I don’t want to limit your imagination here, but I would like you to complete a VE Day project about an area that you find interesting. ➢ 1 x Reading Comprehension for you to sharpen your retrieval, inference and vocabulary skills with. Please do e-mail me if you have any questions or activities you’d like me to see. It is a real highlight when I do see your work! Keep safe, Mr. Stephens
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Hello all,
I hope you are still keeping safe and enjoying this time as much as
possible.
This third activity pack will keep you up to date with the skills we would
have been practicing in class.
Maths
➢ 14 x lessons focusing on decimals, multiplying, dividing and
perimeter. These are what would have been covered in class.
➢ 2 x challenge packs. Some of these are easier than others and the
harder ones are towards the end. If you have younger siblings, you
can use the earlier questions with them!
Writing
➢ 1 x creative writing pack focused on the video ‘Ride of passage’. The
link and all resources you need are available in the pack. There is
even a QR code if you wish to scan it and view the video on a
tablet or phone.
Reading
➢ 1 x a selection of VE Day poems for you to read. Your reading task
is to research VE Day and its significance. I don’t want to limit
your imagination here, but I would like you to complete a VE Day
project about an area that you find interesting.
➢ 1 x Reading Comprehension for you to sharpen your retrieval,
inference and vocabulary skills with.
Please do e-mail me if you have any questions or activities you’d like me
to see. It is a real highlight when I do see your work!
Inside this booklet, you will find some ideas for Creative Writing projects that we would like you to partake in as part of your home-learning.
Please aim to do one page per-day.
Below, you will find a list of the key Year 5 writing skills we should see in your writing. Please try to include these as much as possible:
Stupendous Speech!Use the following checklist to make sure you punctuate speech correctly!
Add a ‘whilst’ clause for extra characterisation:
The warrior declared bravely, whilst holding his sword in the air, “I will destroy the monster!”
Page 1
Comma king!Use commas for a range of different reasons
within your writing:
• Before dialogue.• Relative clauses.• Connect openers.
• To punctuate lists of adjectives.
Figurative language strategies:
• Simile – Use the word “like” or “as” to compare.
• Metaphor – Say one thing is another thing.
• Personification – Making an object or thing sound like it is alive, by using active
verbs.• Hyperbole – Over-exaggerating.• Pathetic Fallacy – Personifying the weather to mimic a character's emotion.
• Onomatopoeia – A word that sounds like the sound it makes.
• Symbolism – Using a theme within figurative language and weaving it right
through the text.
Page 2
Ride of Passage
Your task is to watch the video “Ride of Passage”. There are three ways you can find this video. 1) Search “Ride of Passage” on Youtube and click on the first link.”2) Use your iPad or phone camera to scan
the QR Code. This should take you to the video:
3) Type the following link into your browser:
www.tinyurl .com/rideofpassage
Story-boarding
When you have watched the video, create a comic strip story-board that shows what happens in the story.
Pic
ture
De
scri
pti
on
Pic
ture
De
scri
pti
on
Page 3
Ride of Passage
Setting Description: Building Ideas
Look at the image of a rainforest below. Your task is to annotate everything you can see in this picture, using arrows and labels. Where possible, try to use high-level vocabulary and figurative language. I’ve done one for you:
Vibrant, cerise orchids, as bright as lightbulbs.
Page 4
Ride of Passage
Setting Description Expanding ideas and detail.Using your notes from the previous page to begin, start to add more detail to your images by filling in the senses web. Try to get at least 5 ideas in each section.
Page 5
Ride of Passage
Setting Description: Hyphenated words and synonyms
Looking at the colour thesaurus below, can you write descriptions of anything you can see, using hyphenated adjectives.
Look at my example below:
• The flowers, that were blowing in the wind, were amethyst-pink.
Page 6
Ride of Passage
Page 7
Setting Description: Hyphenated words and synonyms
Improved with a Relative Clause:The flowers, which smelled sweeter than honey, were amethyst-pink.
Improve the sentences:
Simple sentence:
The vines hung from the canopy like streamers.
Improved with a Relative Clause:
The vines, which _______________________________________________________,
hung from the canopy like streamers.
Simple sentence:
A beautiful stream trickled over the forest floor like magic.
Improved with a Relative Clause:
A beautiful stream, ______________________________________________________________
____________________, trickled over the forest floor like magic.
Page 8
Ride of Passage
Setting Description Relative Clauses
Improve the sentences:
Simple sentence:
A stunning waterfall crashed to the ground in a crescendo.
Improved with a Relative Clause:
Make your own:
Simple Sentence:
Improved with a Relative Clause:
Page9
Ride of Passage
Setting Description: Independent Writing
Page 10
Using what we have learned so far, write a setting description to describe a rainforest setting. Use the image below to start your imagination, or scan the QR code and use the video attached as your inspiration. Try to write at least 3 different paragraphs. Each one should be about a different feature of the setting.
Try to refer to the skills checklist at the front of your booklet to ensure you are practicing a range of writing skills.
Page 10
Ride of Passage
Setting Description: Independent Writing
Page 10Page 11
Ride of Passage
Character Description: Idea Building
Page 12
Look at the image of the main character below. Your task is to annotate everything you can see in this picture, using arrows and labels. Where possible, try to use high-level vocabulary and figurative language. I’ve done one for you:
Calloused feet, that are stained with dirt.
Scared Amazed Pleased
Ride of Passage
Character Description: Inference
Page 13
In the table below, can you come up with one idea of how the main character may act that could show the reader how he is feeling, rather than telling them. Think about their body language and movements.I’ve done one example for you.
Disappointed Angry Shocked
The boy’s body slumped and he let out a deep
sigh.
Improve the sentences:
Simple sentence:
The boy’s eyes glistened azure-blue.
Improved with a simile:
The boy’s eyes were as azure-blue as _________________________________.
Simple sentence:
His hair was rough and messy.
Improved with a simile:
His hair was rough and messy like ______________________________________
Similes use the words “Like” or “As” (Or in some cases, “More… than…” or “Less… than…”
Look at the different features you have labelled on your image of the boy. Can you write similes to describe the different features?
Example:
Simple Sentence:His hair was brown and shaggy.
Improved with a simile:His hair was as brown and shaggy as a lion’s mane.
Improve the sentences:
Simple sentence:
The boy’s feet ___________________________________________________________________.
Improved with a simile:
Make your own:
Simple sentence:
Improved with a simile:
Simple sentence:
Improved with a simile:
Ride of Passage
Character Description: Similes
Page 15
Ride of Passage
Character Description: Expanded Noun Phrases.
Page 16
Expanded noun phrases are when we describe something using the following pattern:
Adjective , adjective noun with adjective noun
Have a look at my example:
The boy had muddy, grimy feet with chipped toenails.
Have a go at describing the following things using expanded noun phrases:
• The boys clothes.• His hands.• His skin.• His face.• His hair.
Ride of Passage
Narrative: Planning
Page 17
Now we have looked into writing setting and character description, can you plan the story in more detail? Make sure you tick off at least three areas of the writing wheel for each. Remember, you are just planning so you only need to write notes for each piece:
Ride of Passage
Narrative: Planning
Page 18
Ride of Passage
Narrative: Independent Writing
Page 19
Now it is time to write the story. Try to refer to the skills on Pages 1 and 2 and sprinkle them throughout all of your story.
Try to make this your best writing, and use your best handwriting.
Page 20
Page 21
Page 22
Ride of Passage
Other Text Ideas
Below, you will find a checklist for different ideas. Can you write some of the following texts about the “Ride of Passage” video?
The war is won. It’s VE day.A wild excitement fills the air.Grown-ups busy, children playamong the tables, standing therein roads bedecked with myriad flagsand bunting hung across the street.Women dressed in their best ‘rags’pile tables high with things to eat.
Men pull rafters from a bomb site,building a gigantic fire.Hitler, sitting very upright,waiting for his funeral pyre.Ernie plays the old ‘joanna’,favourite tunes that won the war.Any song for just a tanner;money goes to help the poor.
Beer and whisky flow like water,hoarded for this special day.Young men hang round Charlie’s daughter,pretty as the flowers in May.Darkness falls, they light the fire.Flaming fingers reach the top.Adolph, sitting in a tyre,Burns until his head goes ‘Pop’.
Dance and singing follow after.Okey cokey, Conga too.Food and drink and lots of laughter.Oh, it was a perfect do.
So our super day has ended,heads are aching, feet are sore.Still, at least they’ll soon be mended;different from those hurt in war.Let us hope we never have tocelebrate a VE day.
Be as one, just Europeans.
Jack Woods, WW2 People’s War WW2 People’s War is an online archive of wartime memories contributed by members of the public and gathered by the BBC.
The archive can be found at bbc.co.uk/ww2peopleswar
Do not call me hero,When you see the medals that I wear,
Medals maketh not the hero,They just prove that I was there.
Do not call me hero,Now that I am old and grey,I left a lad, returned a man,
They stole my youth that day.
Do not call me hero,When we ran the wall of hail,
The blood, the fears, the cries, the tearsWe left them where they fell.
Do not call me hero,Each night I stop and pray,
For all the friends I knew and lost,I survived my longest day.
Do not call me hero,In the years that pass,
For all the real true heroes,Have crosses, lined up on the grass.
Rob Aitchinson, WW2 People’s War WW2 People’s War is an online archive of wartime memories contributed by members of the public and gathered by the BBC.
The archive can be found at bbc.co.uk/ww2peopleswar
Forget us not,For we made our pledge for you,Gave Heart, and Mind, and Life,
For peaceful times.
For us not,Our cause for England’s sake,Look to those foreign fields,Upon our endless graves.
Look to the skies,To where the skylark sings in freedom’s flight,
Piercing with song,The tranquil morning light.
Look on, and think not of goodbyes,But with us pledge, that we, with thoughts of you,
Gave body, hope for future years,Man’s path would lead to right.
Forget us not,When thoughts of England flow,
When in the fieldsThe abundant poppies grow.
For life, gave life,As of the scattered seed,And this our sacrifice,
In England’s times of need.
Maxwell Dunlop, WW2 People’s War WW2 People’s War is an online archive of wartime memories contributed by members of the public and gathered by the BBC.
The archive can be found at bbc.co.uk/ww2peopleswar
Day of joy and of sadness,Day of sorrow and of gladness,
Day of cheering and of drinking,Day of crying and of thinking.
Day of prayer to God above,Day of prayer for those we love,
Day of prayer for those we’ve lost,Day of counting up the cost.
Day when Allies fight is done,Day when victory is won,
Day for peace - so long expected,Day for children - long neglected.
Day with factory wheels at rest,Day with people in their ‘best’,
Day of crowds and shouts and noise,Day of returning girls and boys.
Day of Liberty, day to pray,Day of Victory, Victory Day.
Joe Heard, WW2 People’s War, who lost two of his brothers during the war.
Hubert, Joe’s youngest brother, was in the RNVR and was called up as soon as war was declared. He served on the “Jerivs Bay” and was killed on 5th November 1940.His other brother, Peter, was a skipper of the ‘Rosena’ and a minesweeper. He was killed on 7th January 1943.
WW2 People’s War is an online archive of wartime memories contributed by members of the public and gathered by the BBC.The archive can be found at bbc.co.uk/ww2peopleswar
The radio gave out the news:”War’s Over!”We’ve victory in Europe. peace at last!
The Government announced a National HolidayTo celebrate that war in Europe’s past!
Our students hostel buzzed with great excitement,My fellow students rushed to Leicester Square
Or Piccadilly Circus, Buckingham Palace,Westminster Bridge, Embankment; funtime shared!
I longed to travel home, rejoin my parents,But feared I’d not complete the journey back
Through crowded London Underground, be sharingCongested carriages, each one jam-packed!
Decided to catch up with College studies.Heard dance music from Clapham Common riseUp to my study-bedroom. Dropped all prudenceAnd joined an Army Band on Common espied.
We danced with men in uniform, al fresco,Quickstep, waltz, foxtrot played by military Band.Great War was over. Peace now reigned in Europe.
Enjoyed our VE Holiday unplanned.
Gwen Blott, WW2 People’s War WW2 People’s War is an online archive of wartime memories contributed by members of the public and gathered by the BBC.
The archive can be found at bbc.co.uk/ww2peopleswar
The Tell Tale Heart is a story of murder written in 1843. The main character of the tale kills another man because he fears his ‘pale blue eye’ and hides the body beneath the floor boards. The extract below follows on from this point in the story.
There entered three men, who said they were officers of the police. A cry had been heard by a neighbour during the night; suspicion of a crime had been aroused; information had been given at the police office, and the officers had been sent to search the building. I smiled -- for what had I to fear? The cry, I said, was my own in a dream. The old man, I said, was not in the country. I took my visitors all over the house. I told them to search -- search well. I led them, at length, to his room. I brought chairs there, and told them to rest. I placed my own seat upon the very place under which lay the body of the victim. The officers were satisfied. I was completely at ease. They sat, and while I answered happily, they talked of common things. But, after a while, I felt myself getting weak and wished them gone. My head hurt, and I had a ringing in my ears; but still they sat and talked. The ringing became more severe. I talked more freely to do away with the feeling. But it continued until, at length, I found that the noise was not within my ears. I talked more and with a heightened voice. Yet the sound increased -- and what could I do? It was a low, dull, quick sound like a watch makes when inside a piece of cotton. I had trouble breathing -- and yet the officers heard it not. I talked more quickly -- more loudly; but the noise increased. I stood up and argued about silly things, in a high voice and with violent hand movements. But the noise kept increasing. Why would they not be gone? I walked across the floor with heavy steps, as if excited to anger by the observations of the men -- but the noise increased. What could I do? I swung my chair and moved it upon the floor, but the noise continually increased. It grew louder -- louder -- louder! And still the men talked pleasantly, and smiled. Was it possible they heard not? No, no! They heard! They suspected! They knew! They were making a joke of my horror! This I thought, and this I think. But anything was better than this pain! I could bear those smiles no longer! I felt that I must scream or die! And now -- again! Louder! Louder! Louder! "Villains!" I cried, "Pretend no more! I admit the deed! Tear up the floor boards! Here, here! It is the beating of his hideous heart!"
The Raven is a poem by Edgar Allen Poe and is about the haunting of a man by his lost love who was called Lenore. The extract below is the beginning of the poem.
Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. “’Tis some visitor,” I muttered, “tapping at my chamber door— Only this and nothing more.” Ah, distinctly I remember it was in the bleak December; And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow;—vainly I had sought to borrow From my books surcease of sorrow—sorrow for the lost Lenore— For the rare and radiant maiden whom the angels name Lenore— Nameless here for evermore. And the silken, sad, uncertain rustling of each purple curtain Thrilled me—filled me with fantastic terrors never felt before; So that now, to still the beating of my heart, I stood repeating “’Tis some visitor entreating entrance at my chamber door— Some late visitor entreating entrance at my chamber door;— This it is and nothing more.” Presently my soul grew stronger; hesitating then no longer, “Sir,” said I, “or Madam, truly your forgiveness I implore; But the fact is I was napping, and so gently you came rapping, And so faintly you came tapping, tapping at my chamber door, That I scarce was sure I heard you”—here I opened wide the door;— Darkness there and nothing more. Deep into that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before; But the silence was unbroken, and the stillness gave no token, And the only word there spoken was the whispered word, “Lenore?” This I whispered, and an echo murmured back the word, “Lenore!”— Merely this and nothing more.
The first set of questions are about ‘The Tell Tale Heart’ by Edgar
Allen Poe.
1 Why did the police arrive at the house?
1 mark
2 How did the man explain the ‘cry’ that was heard?
1 mark
3 How many police officers were there?
1 mark
2 marks
Find and copy a group of words which shows that he is unafraid.
4 The man, though guilty, does not fear the police search.
calm
scared
ready
impatient
Tick one.
In this sentence, the word ease is closest in meaning to…
1 mark
5 I was completely at ease.
6 Explain how the writer creates suspense and tension.
2 marks
2 marks
7 Decide which of these statements are true and which are false.
The murderer nearly got away with the crime.
Only the murderer could hear the beating heart. The murderer thought the police were making a joke by pretending not to hear the sound.
The murderer never admitted to the crime.
The second set of questions are about ‘The Raven’ by Edgar Allen
Poe.
8 How was the main character feeling in the first verse of the poem?
1 mark
9 What was the main character nearly doing when he was disturbed by the knocking in the first verse of the poem?
1 mark
11 Once upon a midnight dreary, while I pondered, weak and weary…
1 mark
crying
sleeping
thinking
lamenting
Tick one.
In this sentence, the word pondered is closest in meaning to…
2 marks
Give two examples:
How does the setting match the ghost story genre? 10
1 mark
12
0
What is the name of the man’s lost love?
1 mark
13 What made the main character feel “fantastic terrors never felt before”?
3 marks
14 Explain, with examples, how the main character’s feelings change
through the poem.
3 marks
15 Explain, with examples, how both The Raven and The Tell Tale Heart are similar.