1 St James the Great Catholic Primary School CLASS: Y5 Home Learning Grid Week beginning Monday 15/06/2020 Monday Tuesday Wednesday Thursday Friday English Can We Save the Tiger? by Martin Jenkins https://www.c ollinsdictionary .com/ LI: To identify the central themes of a poem and write a précis. Read the poem The Tyger by William Blake below. Think about the main themes of the poem- what main question is the author asking? Notice how each stanza usually asks two questions- What are the questions asked by the author? Write the meaning of the questions in your own words into the grid below. LI: To use a poem structure to create figurative questions. You will be writing a poem about your own endangered creature, e.g. The Vulture. This is my opening stanza, which draws upon different question styles, e.g.: Vulture, vulture, flying high, In the darkness of the sky. How are you designed to be So useful to people like you and me? Write a simple poem, based on the structure of The Tiger using different question styles to ask questions about your own creature, e.g. bison or vulture. You can draw upon information retrieved from the text or choose your own animal. Rhyming is not essential LI: To research to begin a plan for a discussion text with a balanced argument. Imagine that you have been called to the newsroom. Later in the week, you will begin to write a discussion piece for a newspaper, e.g. Can we save the Mountain Gorilla? Choose your own endangered creature to research and discuss. A list of endangered and vulnerable species can be found at the WWF website: https://www.world wildlife.org/species/ directory?direction= desc&sort=extinctio n_status For your chosen animal, begin by creating a list of for and against statements which show why people might or might not want to save it. You should research the creatures online sources, e.g. https://www.wwf.o rg.uk/learn/wildlife LI: To create a plan for a discussion text with a balanced argument. Create your plan for a discussion text with a balanced argument. This should be written in note form and use your research from yesterday. You may wish to organise your work using bullet points and subheadings. Decide what you will write about in each paragraph and gather ideas for powerful, formal vocabulary you may wish to use. LI: To write the beginning of a discussion text. Reread the opening page of Can We Save the Tiger (page 6) and think about the ways the author attracted and maintained our attention: Notice how they short sentences for effect, e.g. They’re extinct. Identify examples formal language, e.g. produce rather than make. You need to write the begginning of your discussion text. Use both long and short sentences for effect and make more formal verb choices, e.g. discover rather than find. Include other writing techniques you have practised over the last three weeks, such as starting with a subordinate clause. I have included an example below. Reading The Listeners by Walter De La Mare https://www. poetryfounda tion.org/poe ms/47546/th e-listeners LI: To make inferences about a character’s feelings. Think: How do you think the traveller was feeling when he was waiting at the door? Write your thoughts in the LI: To make inferences about how a character’s feelings might change throughout the poem. 1. Write some words to show how the traveller might have felt at the beginning of the story. LI: To create a character description. Draw an outline of a person, like the example I have included below. On the inside, write words that tell us about the traveller’s character. LI: To write a prequel to the poem. The skill of predicting isn’t always about looking into the future. Sometimes we need to identify what has happened previously. This is not just a form of inference but ‘deduction’. They are LI: To give plausible answers to inference questions using evidence from a poem Who are the phantom listeners? Do they have a relationship to the man?
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St James the Great Catholic Primary School CLASS: Y5
Home Learning Grid Week beginning Monday 15/06/2020
Monday Tuesday Wednesday Thursday Friday
English Can We Save the Tiger? by Martin Jenkins https://www.collinsdictionary.com/
LI: To identify the central themes of a poem and write a précis. Read the poem The Tyger by William Blake below. Think about the main themes of the poem- what main question is the author asking? Notice how each stanza usually asks two questions- What are the questions asked by the author? Write the meaning of the questions in your own words into the grid below.
LI: To use a poem structure to create figurative questions. You will be writing a poem about your own endangered creature, e.g. The Vulture. This is my opening stanza, which draws upon different question styles, e.g.: Vulture, vulture,
flying high,
In the darkness of
the sky.
How are you
designed to be
So useful to people
like you and me?
Write a simple poem, based on the structure of The Tiger using different question styles to ask questions about your own creature, e.g. bison or vulture. You can draw upon information retrieved from the text or choose your own animal. Rhyming is not essential
LI: To research to begin a plan for a discussion text with a balanced argument. Imagine that you have been called to the newsroom. Later in the week, you will begin to write a discussion piece for a newspaper, e.g. Can we save the Mountain Gorilla? Choose your own endangered creature to research and discuss. A list of endangered and vulnerable species can be found at the WWF website: https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status For your chosen animal, begin by creating a list of for and against statements which show why people might or might not want to save it. You should research the creatures online sources, e.g. https://www.wwf.org.uk/learn/wildlife
LI: To create a plan for a discussion text with a balanced argument. Create your plan for a discussion text with a balanced argument. This should be written in note form and use your research from yesterday. You may wish to organise your work using bullet points and subheadings. Decide what you will write about in each paragraph and gather ideas for powerful, formal vocabulary you may wish to use.
LI: To write the beginning of a discussion text. Reread the opening page of Can We Save the Tiger (page 6) and think about the ways the author attracted and maintained our attention: Notice how they short sentences for effect, e.g. They’re extinct. Identify examples formal language, e.g. produce rather than make. You need to write the begginning of your discussion text. Use both long and short sentences for effect and make more formal verb choices, e.g. discover rather than find. Include other writing techniques you have practised over the last three weeks, such as starting with a subordinate clause. I have included an example below.
Reading The Listeners by Walter De La Mare https://www.poetryfoundation.org/poems/47546/the-listeners
LI: To make inferences about a character’s feelings. Think: How do you think the traveller was feeling when he was waiting at the door? Write your thoughts in the
LI: To make inferences about how a character’s feelings might change throughout the poem. 1. Write some words
to show how the traveller might have felt at the beginning of the story.
LI: To create a character description. Draw an outline of a person, like the example I have included below. On the inside, write words that tell us about the traveller’s character.
LI: To write a prequel to the poem. The skill of predicting isn’t always about looking into the future. Sometimes we need to identify what has happened previously. This is not just a form of inference but ‘deduction’. They are
LI: To give plausible answers to inference questions using evidence from a poem Who are the phantom listeners? Do they have a relationship to the man?
thought bubble below. After this, explain why you have given that answer.
2. Now, collect some
words that describe how he may have felt at the end of the story.
3. Draw a chart to
show how the character’s feelings change over the course of the poem.
On the outside, write words that tell us about their appearance. This could also include the facial expressions they might be making. After you have done this, use the words to write a character description.
guesses but they need to be plausible. Think: What events do you imagine have happened prior to this visit? Why? Write a short prequel to the poem to show what you think happened before the start of the poem. This can be written as a narrative.
Use at least three pieces of evidence from the poem to support your answer.
Maths See task sheets below Answer as much of each sheet as you can. If you do not finish the worksheet every day that is ok but make sure you always try your best.
LI: To identify a range of regular and irregular polygons. Click this link to revise the properties of different polygons: https://www.bbc.co.uk/bitesize/topics/zvmxsbk/articles/z98n4qt In regular polygons, all the sides are the same length and all the angles are equal. In irregular polygons, at least two sides are not the same length and the angles are not all equal.
LI: To investigate the properties of 3-D shapes and their nets. Click these links to revise the properties of 3-D shapes: https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zgqpk2p and nets: https://www.bbc.co.uk/bitesize/topics/zt7xk2p/articles/z247tv4 Example of a cube and a net:
A net is an unfolded 3-D shape laid fl at. There may be more than one way of creating a net for a 3-D shape.
LI: To calculate lengths and angles in shapes using reasoning. Remember that an angle is a measure of turn between two intersecting straight lines. You measure angles in degrees (°). A right angles is 90°. Use the same link from Monday (https://www.bbc.co.uk/bitesize/topics/zvmxsbk/articles/z98n4qt) to remind yourself of the total interior angles for different polygons.
LI: To calculate angles on a straight line. The total of the angles meeting at a point on a straight line is 180°.
Example:
You should answer these questions using reasoning; you do not need a protractor.
LI: To calculate angles around a point. The angle at the centre of a circle is 360°.
You should answer these questions using reasoning; you do not need a protractor.
Science
LI: To interpret and present data of increasing complexity using graphs in the context of the growth of babies in height and/or weight during their first year after birth. Look at the datasheet below and then answer these questions: 1.
a) What is your data about? a) What does your data tell you about how babies grow? b) Your data was an average (it shows typical growth). Some babies grow more or less than this. Why do you
think this might happen? 2.
Create at least two types of graphs to compare different parts of your data. You can decide what parts of the data to focus on- one graph could be to compare the change in height of boys and girls in their first 12 months. Make sure the axes are labelled and create a title for your graph(s). I have included some examples below of the different types of graphs you may wish to consider using.
3. a) Which types of graphs did you create? b) Which graph allowed you to present the data most clearly for the height of babies? c) Which graph allowed you to present the data most clearly for the weight of babies? Why?
d) Was the type of graph that presented the data for height best the same as that for weight? Why? /Why not?
LI: To know and understand about caring for the earth. A) Write down: 1.A person/people on earth you care about; 2. A place on earth you care about
3. Something on the earth you care about 4. How do you treat something you care for? 5. How would you feel if someone mistreated what you care for? We all care for things in this world, when we care for something, we have some responsibility for it, and we are stewards of it. There are stewards at football matches, concerts or even at church. When we look after something, this is called stewardship. Often, the word stewardship is used to refer to a responsibility to take care of something that is owned by someone else. B) Write ideas of ways to care for the earth and the reasons why we should care for it, using some of these words: Respect the flowers, protect the birds, honour the land, care for the water etc.)
LI: To explore the wonders of God’s creation. Look at the Wonders of Creation PowerPoint slides below and read Genesis 1: 1-25. In the beginning The book of Genesis is not meant to be a scientific account of how the world began. It is a beautiful poem which tells us the truth about the goodness and creative power of God. It also helps us to understand the harmony and interrelatedness of all creation. This is called the integrity of creation. People of every time, in every place, have been struck by the beauty of the world and wondered about its beginnings. How did the world begin? Scientists are always searching to discover more about how the world began. Some spend their whole lives researching and share their results in books, on television and on the internet. They are always discovering more about our beginnings and the beginnings of the world. Show the pictures from God’s Story 3 page 9 and talk about them. TASK Design an information booklet on ‘The wonders of God’s creation’. Include some of the related scripture and sources (as below), its meaning and how this affects how Christians live and what they believe.
LI: To understand the task of stewardship –caring for God’s creation. After God created the earth, God created humans. All people are made in the image and likeness of God and that means that each person has dignity and is to be treated with respect. Creation is not ours to own but it is on loan to us for the time we live on the earth. The text referred to above tells us of our responsibility to take care of the earth and everything in it; that is to be good stewards. We must protect and sustain it for future generations. Read Genesis 1: 26-31 What line or phrase do you like best? Explain your reason. Answer the questions under: RE DAY 3 below
Computing LI: Identify problems that can arise online and ways to solve them Describe ways to keep each other safe when using the internet The internet is a global network. It connects people using computers all around the world. The internet allows us to share ideas, communicate and access information quickly and across huge distances. That’s why the internet is a very powerful resource. That’s also why we need to use the internet safely. Whenever you’re using the internet, you should be sure you’re doing two things: keeping your computer safe and keeping yourself safe, too. Click to watch video and respond to questions below. After watching the video, click on the review on the video panel to respond to questions to test yourself on how much fact you remember.
1. What was Lisa’s first idea for a username? 2. Keep personal info ______. 3. What’s Lisa’s password? 4. What should you do if a stranger chats you? 5. What should Lisa get all the way to 100? 6. When you go online, what should you think through? = 7. Who sent Lisa an attachment? 8. What’s a virus? 9. How do you close a pop up window? 10. What device is a computer too?
LI: To understand that their bodies belongs to them and that they have control over what happens to it. To make choices about what happens to their body. To understand the difference between wanted and unwanted contact. To know what to do if they are worried about themselves or a friend. We are going to be learning about how we can take care of our bodies and keep ourselves safe As part of our learning about health and wellbeing, it is important to think about the choices we have about what happens to our bodies. We need to think about the fact that our bodies belong to us, that a positive body image is important, that some types of touch are not OK and that some substances are harmful to our bodies. TASK1 What do you already know about body image, consent and substances that can harm our bodies? Write your ideas in your Learning Journey Record provided below in the PSHE section ******* Everyone has choices they can make every day; this can be summarised in 3C: Choice, Control, Consent. We all have control over some aspects of our lives. However, we are all different. We come from different families and different cultures; we follow different religions and practise different traditions. The things we have choices about and control over may differ from person to person. TASK 2 Sort the statements in the PSHE section into two piles: things which we have choice and control over; things that we do not have choice and control over. Autonomy – ‘It’s up to Me’. Look at the definitions of consent and autonomy. Why do you think these words are important in a lesson about looking after our bodies? Every human has the right to make choices about what happens to their body and no one else can do something to another’s body without their consent.
Art LI: To learn about Paul Klee’s artistic techniques and create a painting based on Paul's famous paintings. We’re going to think about a new artist today called Paul Klee – he is an abstract artist with similarities to Bridget Ridley Click on the link to learn about the artist Paul Klee https://kids.kiddle.co/Paul_Klee Look below to see some of his work
Paul has got lots of techniques and various types of painting but today we are going to focus on his line drawing: Look at the examples of his ‘taking the line for a walk’ paintings. His work looks like lines that he’s made by putting his pencil on paper, taking it for a walk and not letting it off the paper. Try it– put the pen on your paper, take it for a walk without taking off for a while and see what you create. This is one technique that Klee used. Technique 2: turning the lines into something, example: adding something else e.g. face, a sea – Technique 3: Colouring in between: take the line for a walk so the lines overlap it might even look like a scribble. Stop and colour in each gap. Independent: ‘scribble drawing’ with your pen on the page you can’t take it off but you take it for a walk wherever you want a bit like a scribble. Then you colour the gaps with bright colours.
PE Join a 9am PE lesson with Joe every day – Monday to Friday You do not need any equipment – just tune into Joe’s YouTube channel at 9am for a 30 minute fun workout. A great way to start the day, just click the link. https://www.thebodycoach.com/blog/pe-with-joe-1254.html
Science – graph examples and datasheet ..................................................................................... 18
RE - Day 2 ...................................................................................................................................... 19
RE - DAY 3 ...................................................................................................................................... 20
ART ................................................................................................................................................ 21