Year 5

Welcome to Year 5

Following the current school closure, please check the Year 5 page for information and relevant activities that the children could be completing throughout this home learning phase.

lbaker@ashleyhill.org

This Week - w.c. 25.5.20 and 1.6.20

I would like to thank everyone who wrote a story for the 'Under the Sea' Writing Competition. I thoroughly enjoyed seeing how you all wrote such unique stories with some very interesting, create and engaging plots. I appreciate the time and effort you took in writing your stories and in trying to make sure you were keeping on top of spellings, punctuation and grammar.

A special mention to the five children who will go further in the competition:

Nadia

Daniel

Hari

Iga

Xanthea

Once again, thank you to everyone who entered. It was a difficult decision to reach a shortlist of 5! You should all be really proud of how well you did. 

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Please follow the link below to access some of the BBC's new Bitesize activites for Year 5. These include some interesting and engaging Science and Geography topics:

https://www.bbc.co.uk/bitesize/tags/zhgppg8/year-5-lessons/1

Literacy:

Task 1:

Under the SPaG tab, I have uploaded a booklet which helps to embed the use of modal verbs, as well as adverbials to show a degree of possibility.

Modal verbs are a type of auxiliary verb - a verb which must accompany another base form of a verb - which indicate an order, a suggestion, a likelihood, etc.

e.g.

I will definitely try to do that later.

Adverbials that show a degree of possibility are used to indicate the possibility of something.

I will definitely try to do that later.

Once you work through the booklet, can you perhaps try to write examples of instructions, suggestions or orders which use modal verbs, as well as adverbials to show a degree of possibility? As we are approaching the summer, try to link your thinking to the seaside. I want you to consider your voice - how formal are you going to need to be? Below, in my example, I know I want to write an order, so I need my voice to be formal and professional.

e.g.

You must certainly ensure to apply appropriate amounts of sunscreen on your skin.

Task 2:

We are going to learn about modal verbs today. Modal verbs are words that suggest possibility and are very useful when writing persuasively.

1.) Watch the video on the BBC Bitesize link below.

2.) Underneath the video, there are two very short quizzes for you to complete.

3.) Create a mind map of different modal verbs. This will come in handy for your writing this week!

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zps4pbk

Task 3:

This week, we will be writing persuasive speeches about saving the ocean. Today we are going to analyse a persuasive speech to think about what makes it effective and persuasive to the listener.

https://www.bbc.co.uk/programmes/p05qc8ws

1. Watch David Attenborough’s speech. 
2. Write about why you think this speech is effective. I have put a checklist of persuasive writing features that might help you decide why (one of the features mentioned is hyperbole - this is the act of exaggerating information).

Task 4:

For this task, we are going to be doing some research about plastic pollution, ready to write our persuasive speeches later on in the week.

Watch the videos about plastic pollution (you might want an adult to check them first because some of them have upsetting images of dead animals).

https://www.bbc.co.uk/programmes/p05q49hq

https://www.bbc.co.uk/newsround/42810179

Read through the different documents that I have uploaded under the Literacy tab, as well as the links below.

https://www.natgeokids.com/uk/kids-club/cool-kids/general-kids-club/plastic-pollution/

https://www.natgeokids.com/uk/kids-club/cool-kids/general-kids-club/plastic-in-the-ocean/

Write down any notes and facts that you think will be helpful when writing your speech. This can be a simple bullet point list or a mind-map. We will be doing a more detailed and organised plan tomorrow, so it might be worth having a look at tomorrow’s lesson to see which headings we will be using for our planning.

You can carry on doing more research if you want to, but make sure you use safe internet practice.

Task 5:

Today we are going to plan our persuasive speeches using the headings below. You only need to write bullet points under each heading and remember to use the research that you did yesterday.

Paragraph 1: Introduce the issue

(e.g. the oceans are becoming full of plastics)

Paragraph 2: Say why the issue is important

(e.g. species are dying)

Paragraph 3: Pose a problem (use statistics and personal examples)

(e.g. the oceans produce 70% of the oxygen we breathe, so if the species are declining, this could severely impact us)

Paragraph 4: Call for action/suggest solutions - remember to appeal directly to the audience

(e.g. stop using plastic straws, make sure you recycle, etc.)

Think about your voice - you are trying to be persuasive. How can you do this? Modal verbs? Rhetorical questions (would you like it if...)? Subjunctive mood (if I were you...; it is imperative that...)? Adverbials to show a degree of possibility?

Task 6:

We are going to write our persuasive speeches, urging the government to do something about plastic pollution in our oceans. Use your plans and research as well as the checklist of features that are linked below under the Literacy tab. I have also put an example of a persuasive speech that you can look at if you are stuck for ideas. Once you have written your speech, you can film yourself reading it aloud if you would like to. Remember to edit your writing, check for punctuation, spelling mistakes and ensure you have used the necessary features.

See last week's activities below:

Task 1:

Read Chapter 3 of ‘Beyond the Bright Sea’ - you can find this under the Literacy tab below.

Answer the following questions.

1. Find the parenthesis used in the first paragraph. What does this add to the sentence?
2. Use a dictionary or an online dictionary to find out what the following words mean: harried, obliging, yowled, adrift, tuft, turbulent.
3. What sort of character do you think Miss Maggie from the description on the first page? Remember to justify your choices.
4. What did Crow wish for during the long winters?
5. Find and copy an example of personification on page 21.

Task 2:

First of all, I would like you to read Chapter 4 of 'Beyond the Bright Sea' - you can find this under the Literacy tab below.

In Chapter 4, we learn that it is believed Crow came from a small island close to Cuttyhunk called Penikese. Penikese is an island which once housed a hospital caring for lepers. You will need to do a little research here to find out what leprosy is. You can use the link below to find out more about this disease:

https://kids.britannica.com/kids/article/leprosy/599026

Further in the book, we learn that there is a bird keeper living on the deserted island of Penikese. Crow, Osh and Miss Maggie decide to take a trip to the island.

We are going to write a setting description for this island. Under the Literacy tab, you will find some extracts of the book which describe this island. Also, there are some pictures to look at of derelict building - these should help you to build up a picture of this place.

To plan your description, create a word bank that helps you to build up a picture of Penikese.

Task 3:

Ask yourself: how does Penikese feel compared to Osh and Crow’s home?

You are going to consider the island of Penikese today, in order to write a setting description of the island in the next session.

You may want to draw, paint, create a section of the island or create a map of the island of Penikese in the middle of A4 paper.

Create a mind map around your picture using vocabulary from your word bank. Try to include ideas which show fore-shadowing.

Fore-shadowing is a device used by writers to hint that something is going to happen later on in the story. Remember that we experienced this in Pig Heart Boy when the writer indicated that Cameron was having some issues with his new heart. This told us that later on in the book, it was likely that these problems would get worse - remember that they did, as Cameron's new heart began to be rejected.

In your writing, you may want to indicate that the clouds overhead are beginning to darken. This would provide the reader the hint that the weather is going to become miserable later on.

Task 4:

Using the plan you created yesterday, you will now write a setting description for Penikese Island. Remember to include as many of these more specific features as you can:

• Parenthesis
• Metaphors
• Onomatopoeia
• Fore-shadowing
• Short sentences
• Similes
• Personification
• Expanded noun phrases
• Colons

Remember to try to create a different atmosphere from Crow and Osh’s House. There is a modelled example under the Literacy tab, in case you need any inspiration.

Maths:

I would like us to move forward and cover Geometry: Position and Direction.

I have written crib sheets for you to introduce the topic and to help you get to grips with the basics. Please make sure you read this first. They are called 'Geometry: Position and Direction Task ___' and can be found under the Maths tab.

Then, after you have read the crib sheets, have a go at the worksheets. 

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See below for information about Properties of Shape if you have not yet tried this activity.

Under the Maths tab, I have included further activities which ask you to calculate angles on a straight line (add up to 180 degrees), angles around a point (add up to 360 degrees, think a whole circle) and finding lengths and angles within shapes.

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White Rose Maths (our curriculum provider) have created a scheme of learning for the current climate. Each week, they will update their scheme of learning with the relevant strand and concepts that we in the classroom would have been learning. They have useful videos to supplement learning alongside worksheets and an answer sheet.

Here is the link for White Rose:

https://whiterosemaths.com/homelearning/year-5/

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As well as this, see the attachments above for the mathematics that was sent out to you previously.

Additionally, see the Daily 5-style questions which can embed previously learning. These are attached below.

These can be completed alongside learning which will go on Purple Mash as the situation arises, as well as Times Tables Rockstars. Additionally, the Top Marks website has a useful 'Hit the Button' game to practise times tables.  

Spellings:

https://spellingframe.co.uk/spelling-rule/33/38-Endings-which-sound-like-el

Above is this week's list of spellings.

We will be recapping a spelling rule this week - endings 'cial' and 'tial'.

Attached under the Spellings tab is the alternative framework for this week's spellings, which includes an application task. This week, the children will be considering the future perfect and future progressive tenses.

Guided Reading:

See the attachments on this page for the comprehension activities. The 60-second reads are a very useful tool to ensure your child is reading for an intensive 5-10 minutes a day.

Physical Education:

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

Above is a link to the Body Coach TV's workout videos. Keeping physically and mentally healthy in self-isolation will be challenging, but there are several things you and your children could be doing around the house! 

Science:

The STEM website has a collection of starter activities which could engage the children in scientific thinking. See the attachments below for the downloadable version.

Times Tables:

The order I will be assessing the children is as follows:

2x, 5x, 10x, 4x, 8x, 3x, 6x, 9x, 11x, 12x, 7x

They will then move onto mixed questioning, followed by division facts.

If you would like to follow the same format, then you can practise the times table that your child is being assessed on/practising to learn at home.

Please can you also ensure that your child is reading at least 10 minutes a day. Ensure they are discussing, interpreting and questioning the language of the text with you.