Monday 4 th May

English: Our English lessons for the next two weeks involves a trip deep into some cave networks. Maybe once this lockdown is over we can visit a cave network or you can go with your families and see for yourself some of the features we might find in this story. Who does this bag belong to?

Let’s say we have found this dirty, old backpack. It seems to have been left here, but we have no idea who it belongs to or why they seem to want us to have it. Who might own a bag like this? Notice how dirty and old the backpack is, what might it have been used for? Note down your thoughts in your home learning book and ensure you include your reasons why.

Next, we are going to take a look inside…

Inside the bag we find these three items. In your home-learning book write down what you think these two pictures show. Why do you think this? What clues can you see? What is the other contraption that you found in the bag? What is it used for? What kind of person would need this? Now look at the drawing of the man. Examine it closely. Who is the man? What is he wearing? What do his clothes suggest about when the drawing was made? What kind of hat

is that? Does he look ‘modern’ or from a past time? How long ago do we think it was? What is he doing? What is that object at the back of the cave? Could this bag belong to that man? Ensure you answer in full sentences.

Maths:Record the answers to the following questions in your book.

1. Continue the sequence: 24, 32, 40, ___, ___, ___, ___, 2. 129: What is 100 less? What is 100 more? 3. Partition the number 949 into hundreds, tens and ones. 4. _____ = 300 + 795. Order the numbers from largest to smallest: 279, 88, 668, 977.6. Continue the sequence: 150, 200, ___, 300, ___, 7. Compare the numbers with one of the symbols: 451 ___ 3218. Estimate 672 + 254 = is the answer closer to 800 or 900? 9. What is the number shown below? Write your answer in words and in numerals.

10. Complete the sequence below:___, 850, ___, 750, ___ 650, 600, ___

Reading comprehension:https://www.bbc.co.uk/bitesize/articles/zb2k8xs Follow the link and watch Oti Mabuse read ‘Please Mrs Butler’ by Allan Ahlberg. Then complete Activity 1, read the poem again and answer the questions at the bottom of the screen in your home learning book. Remember to only complete activity 1!

Science: Find a plant, this can be a house plant, one in your garden (or yarden if you are like me), or even on the internet! Sketch it as beautifully as you can ensure you use colour too and then name the parts of the plant. Lets see how many you can remember!

Tuesday 5 th May:

Maths: Log onto TT-Rockstars and practice your times tables, ensure you record your time in the back of your home learning book.

English: In the bag found yesterday is a letter, below is what it says:

Dear Explorer,By now you will have found my bag. I couldn’t think of a better person to leave it with – thank you for looking after it for me.If you are a good explorer, you will have already looked inside! You will see there is a drawing of a man by a cave too – that is my grandfather – a great adventurer who found this cavern underground almost 100 years ago. Since then I don’t think any human being has been back. My grandfather gave this picture to me and told me these words:“Not another human soul on this planet knows about this place and when you aregrown you must go and explore further. I never made it past this cavern – my supplies were insufficient, but I saw that beyond it in the distance there were at least two more – I drew what I thought the network might be like – but there may well be more to be discovered where the light could not reach. You, like me, child, have an explorer’s heart. I can see it in you. Finish my work for me.”Of course, I was just a child then and had no idea where the caves were. I havespent years trying to find this place. I now think I know where the entrance is. It is well hidden by brambles and weeds.It is my hope you’ll come with me – that you’ll help me on this adventure and share with me the wonders we may find.Your friend and fellow explorer,Adam

What does this letter mean? What is the letter asking you to do? Who do we think wrote this letter? Do we want to help them? What will we need to go on this adventure? Why? Ensure you write down your thoughts in your home learning book and support your thinking using subordinating conjunctions:‘I think we will need a torch because we might journey into a deep, dark cave.’

Reading Comprehension: Follow the link: https://www.bbc.co.uk/bitesize/articles/zb2k8xs complete ‘activity 2’. Read the poem ‘Excuses’ by Allan Ahlberg. Then complete the two questions below the poem.

Topic:Using Purple Mash, you are going to create a futuristic gadget which is to be entered into a competition. Questions to consider: What is your futuristic gadget? What is it called? Is it a flying skateboard or a talking robot? What does your gadget do? Who will use it? What materials are needed for your gadget? What parts does it need? What does it look like? Ensure you had in your work ready for me to see it!

Wednesday 6 th May:

English:Look again at the drawings of the caves. What do you notice about the journey? The map shows that the cave seems to have a downwards tunnel and some narrow passages. It seems quite long. There seems to be a lake. If we were to go on this journey, what should we take with us? Why? Write a list of equipment we need to take with us on our journey and why. If you need some ideas, look atthe image of the caves from the previous lesson. Write your list in your home-learning book. Below are some questions that will help you to create your list: a. How will we see in the dark?b. How will we get up and down steep surfaces?c. How will we get across water?d. How will we let people know if we are in trouble?e. Will we need food and water? What would be good to take?f. How will we keep ourselves dry and warm?g. How will we protect our heads, hands and feet from stones andsharp edges?h. How will we record our journey?i. How will we get past the brambles and weeds?Once you have your list, mime packing the bag. You can use a real bag or an imaginary one, but tick each item off the list as it is packed. One of you can read the item, the other pack and say “check!” You might have so much stuff you both need to pack a bag! Mime putting the backpack on. Fasten the clips around your middle. Adjust the straps on your shoulders. Bend your knees and test the weight – can you bend or squat with it on? Good. You’re ready. If you have one, give your child a torch! Take a selfie of explorers ready to head off on an adventure and tweet me a picture.

Maths: https://www.bbc.co.uk/bitesize/articles/zbqrcqt Follow the link and complete the four math challenges in your home-learning book.

Spellings: Ensure you log onto spelling shed as your new spellings will be uploaded today. Your spelling focus will be adding the suffix ‘ly’ exception words. Listed below are your new spellings to practice! There will also be hive games through the week to further help you with your spellings! Truly, duly, publicly, daily, slyly, shyly, fully, wholly, coyly, happily.

Topic:Using Purple Mash complete the activity ‘my robot.’ Daw your own robot and write about the features you have given your creation and why. If its easier you could also complete this activity in your home learning book and tweet me a picture. Cannot wait to see some of the robots that you come up with!

Thursday 7th May:

English:

Our team is now assembled and ready to go. We have packed for any eventuality and early one morning, just as the sun was rising and before any passers-by might see them, we are now assembled at the entrance to the cave. Waiting for us, with an expression of relief on his face, was Adam. Adam was dressed to be seen! A red, hard-hat. A red jumpsuit. No-one was going to miss Adam in a crowd! But then no-one was going to miss him if he got lost in a cave either. Adam knew what he was doing.We put on our gloves to protect our hands and start to cut the brambles and weeds back. Soon the entrance to the cave was exposed. Behind all those plants there it was. It was dark and steep!Stand as if you are at the entrance to the cave. You can either simply imagine being there right now, or if you want to you could make a ‘cave den’. Once you have done that, stand at the entrance with your torches (pretend or otherwise) shining down into the darkness in your home-learning book answer the question below:“How are we going to get down there?”Imagine your torchlight captures a small circular area of the cave – this is all you can see. In your home learning book write a short description of what you can see in the light. See if they can use lots of adjectives/describing words and your imagination to bring this setting vividly to life and then let them read it aloud. https://www.youtube.com/watch?v=puA0YC-hSPM use the link to help you with your description of a cave.

Maths: https://www.bbc.co.uk/bitesize/articles/z72dwty Follow the link and complete the maths lesson in which you will learn how to add three-digit numbers together. Ensure you watch the videos and then complete activity 1,2 and 3.

SPAG:https://www.bbc.co.uk/bitesize/articles/zbn492p Follow the link and complete activity 1 and 3 (You can complete them all if you like!) The activities focus on adverbs and how they add more detail to verbs. After completing the activity you should be able to identify adverbs within a sentence.

Topic work:Create a menu for a robot. Describe what it would have for breakfast, lunch and dinner and support your menu by also drawing and colouring pictures. Ensure your work is completed in your home learning book and tweet me a picture!

Friday 8th May: English:As we enter the cave we have a good look around and notice bright dots on the cave roof. Could this be another undiscovered ‘glow’ cave? Look at this one in New Zealand https://www.youtube.com/watch?v=QjqGlLVIAtg Now back to our cave – how arewe going to get across that lake? In your home learning book write instructions oran account of how we got across. Draw up a plan of how we get across the lake. What equipment did we bring that might be helpful? Ensure your plan shows a detail sketch of how we got across the lake and the equipment that we packed and used which helped us.

Maths: Record the answers to the following questions in your book.

1. How much money is shown below:

2. How many days are there in February?3. Compare 24 seconds ___ 24 minutes. Using one of these symbols: 4. Write the time shown in words: 13:355. Write the time shown in words: 04:33am 6. How many days are there in a leap year? 7. How much money is shown below:

8. I go to the shop with £2. I buy a magazine for £1.75. How much change would I get?9. How many hours are there in 1 day? 10. How many days are there in a week?

SPAG:

https://www.bbc.co.uk/bitesize/articles/zhp3bdm Follow the link. The activity focuses on what pronouns are and how to identify and use them. Watch the videos and then complete the activities.

Topic work:Remember our book ‘The Wild Robot’. For your work this afternoon I want you to draw the robot you created earlier in the week and put them in a natural area. Just as Roz was in the jungle your robot needs to be drawn in an unfamiliar area- maybe a meadow? A robot in a fair ground? Somewhere you would think was the last place a robot would be, draw your picture and then send me them. The more unnatural environment you put your robot in, the better- winner will get a prize!

Monday 11th May:

English:We arrive on the far edge of the lake where the strange lantern-like object still seems to glow. However, we realise that it is not a lantern but a small cage that had become crystallised over time to reflect our torch light. But why a cage? What small creature had it been intended for? Write a brief paragraph about the cage and what mysterious creature it once held and why. We were so mesmorised by the cage we almost missed the sign underneath- a handwritten note, written on old, damp paper. There written in big, capital letters, was a warning.

Maths: Log onto TT-Rockstars and practice your times tables, ensure you record your time in the back of your home learning book.

Reading Comprehension:Read the BFG chapter ‘The Giants’ onscreen and write any words or phrases you are unsure of in your book. Then use a dictionary or look online to find the meanings of the words you have identified.

Topic:

Go on Purple mash. Complete the game ‘plants vs animals’. Look carefully at the pictures and then sort them into the correct groups.

Tuesday 12th May:

English: Read the warning note from yesterday. What could the note mean? Should we turn back? Would a good explorer turn back? In your home learning book divide a page into two columns – Carry On or Turn Back – write your reasons in each column on whether you should turn back on this adventure or carry on and your reasons why.

Maths:Record the answers to the following questions in your book.

1. 335 + 50 =2. Five multiplied by four.3. Calculate 369 – 60 =4. 1/2 of 40 =5. How many fours in twenty-four?6. ___ + 742 = 7507. I need 150g of sugar for 5 cookies. I want to make 10 cookies. How much sugar will I

need?8. Gail bakes 80 cupcakes. She shares them equally into 16 boxes. How many cupcakes

are in each box?9. 1/6 + 4/6 = 10. Continue the sequence: 0, 100, ___, 300, ___, 500.

Reading Comprehension:Re-read the BFG text ‘Giants’ onscreen and ensure you understand the text. Then answer the questions written on the word mat. Ensure the answers are in full sentences within your home learning book.

RE:Using Purple Mash, go on your 2Do and create a fantastic technicolour dream coat for Joseph.

Wednesday 13th May:

English:Nervously we crept forward into the narrow darkness ahead of us. There were sections where the roof was so low, that we had to lie on our fronts to wriggle through and others so narrow we could only fit through sideways, carrying our bags over our heads. Eventually we made itthrough to the next cavern. And we could barely believe our eyes!

In front of us engraved on the walls of the cave were these images. In your home learning book write a passage explaining what these carvings might mean. Who made them? Why? When? How? This National Geographic clip might help with some of the answers – there are some words within the video you may not understand (like Shamen) so watch it and then ensure you research unfamiliar words to use within your piece of writing correctly. https://www.youtube.com/watch?v=ZjejoT1gFOc

Maths:

Record the answers to the following questions in your book. 1. Calculate 100 + 198 = 2. 1/7 of 21 =3. Sweets come in boxes of 50. I order 3 boxes, how many sweets do I have altogether? 4. 282: What is ten less? What is 100 more?5. 1 cookie= 6 sales. How many cookies were sold on Monday?

6. How many more cookies were sold on Friday? 7. How many more cookies were sold on Tuesday compared to Thursday?8. Order the fractions from largest to smallest: 1/6, 1/3, 1/2, 1/89. How many degrees is a right angle?10. Complete the sequence: 6, 12, ___, ____, 30, ____

Spelling:Ensure you log onto spelling shed as your new spellings will be uploaded today. The list this week focuses on the suffix -er with -t(ch) words. Listed below are your spellings:Teacher, catcher, richer, stretcher, watcher, dispatcher, butcher, preacher, cruncher, scorcher.

Topic work:Go through the National Geographic clip again and pause it at the table of symbols that some prehistorians think might represent certain meanings. Could you create your own coded message by creating a piece of art using those symbols? Try to use a large piece of material for this (the reverse side of an offcut of wallpaper would be great if you have any, or the side of a cardboard box or a cereal box opened and folded out. You could even use chalk on a wall or driveway). Tweet me your message!

Thursday 14th May:

English:Deeper into the cave, we team find several more paintings – some depicting animals and some humans (look at the paintings below). It’s worth checking out the site ‘EarthnWorld’ for more examples.

Look again at the image of the three people sitting around a pot. It dates back to 12,000BC- towards the end of the Paleolithic period. What does it tell us about their way of life? Record some ideas in your home learning book. What do they think they are doing? Remember, we’ll never know for certain – we don’t always have clear answers in history or prehistory – we make best ‘guesses’ based on the evidence. However, the image suggests some leisure time. Can you put together a list of possible activities and jobs people might do in an average day in this time period? What might children do to keep themselves entertained? Once you have completed your list create a comic strip which shows a ‘Day in the Life of a 10 year old in Ancient Britain’.

Maths:Use TT-rockstars to practice your times tables. Ensure you record your times and score in the back of your home learning book.

SPAG:https://www.bbc.co.uk/bitesize/articles/zfc2mfr follow the link. This activity will focus on verbs. At the end of the activity you will understand what a verb is and be able to identify them in a sentence. Ensure you watch the videos which explain what a verb is and then complete activity 1 to 3.

Topic work:https://www.youtube.com/watch?v=315EoObh3Fw follow the link and draw your own cheeky monkey! Ensure you name your sketch and send me a picture- the more cheekier the better!

Friday 15th May:

English:Thinking about the Stone Age – what do we know about these early people? Below are some links for you to explore and collect information in order to create a fact file about the Stone Age. Use the links to find information and record what you find in your home learning book. https://www.dkfindout.com/uk/history/stone-age/https://www.youtube.com/watch?v=pWHCyyWCCLchttps://www.youtube.com/watch?v=fDDlhCtIdQ4https://www.bbc.co.uk/bitesize/topics/z82hsbk

Maths:https://www.bbc.co.uk/bitesize/topics/z36tyrd/articles/z2fkwxs Follow the link which is an activity which teaches you how to multiply and divide by 0, 10 and 100. Watch the videos and then have a go of the quiz at the end to test your knowledge.

Topic: Can you create your own piece of art in the style of a cave painting, butwhich describes their life? What images would they leave behind for others to find that would tell future generations about how you lived? a. This task can be a simple paint on paper task ORb. You can go to town on seeing if you can make your own colours and paintpigments from plants and flowers.c. To add another layer of difficulty, can you find other tools to paint with – eithermaking brushes from things found in the garden, or using fingers and hands?There are some great ideas for finger painting online and for using objectsto paint other than brushes. Artist Iris Scott is famous for her finger paintingand she leads tutorials online if you want to push yourselves and try magpie-ing this idea. Below are some links which may help you with this task:https://www.funkidslive.com/summer-challenge/make-paints-plants-berries-powders/#https://www.youtube.com/watch?v=yyzpwXkdCX8

Reading Comprehensions:

The Giants.

The Big Friendly Giant picked Sophie off the table and carried her to the cave entrance. He rolled the huge stone to one side and said, ‘Peep out over there, little girl, and tell me what you is seeing.’Sophie, sitting on the BFG’s hand, peeped out of the cave.The sun was up now and shining fiery-hot over the great yellow wasteland with its blue rocks and dead trees.‘Is you seeing them?’ the BFG asked.Sophie, squinting through the glare of the sun, saw several tremendous tall figures moving among the rocks about five hundred yards away. Three or four others were sitting quite motionless on the rocks themselves.‘This is Giant Country,’ the BFG said. ‘Those is all giants, every one.’It was a brain-boggling sight. The giants were all naked except for a sort of short skirt around their waists, and their skins were burnt brown by the sun. But it was the sheer size of each one of them that boggled Sophie’s brain most of all. They were simply colossal, far taller and wider than the Big Friendly Giant upon whose hand she was now sitting. And oh how ugly they were! Many of them had large bellies. All of them had long arms and big feet. They were too far away for their faces to be seen clearly, and perhaps that was a good thing.‘What on earth are they doing?’ Sophie asked.‘Nothing,’ said the BFG. ‘They is just moocheling and footcheling around and waiting for the night to come. Then they will all be galloping off to places where people is living to find their suppers.’ ‘You mean to Turkey?’ Sophie said. ‘Bonecrunching Giant will be galloping to Turkey, of course,’ said the BFG. ‘But the others will be whiffling off to all sorts of flung away places like Wellington for the booty flavour and Panama for the hatty taste. Every giant is having his own favourite hunting ground.‘Do they ever go to England?’ Sophie asked.‘Often,’ said the BFG. ‘They say the English is tasting ever so wonderfully of crodscollop.’ ‘I’m not sure I quite know what that means,’ Sophie said.‘Meanings is not important,’ said the BFG. ‘I cannot be right all the time. Quite often I is left instead of right.’‘And are all those beastly giants over there really going off again tonight to eat people?’ Sophie asked.‘All of them is guzzling human beans every night,’ the BFG answered. ‘All of them excepting me. That is why you will be coming to an ucky-mucky end if any of them should ever be getting his gogglers upon you. You will be swallowed up like a piece of frumpkin pie, all in one dollop!’‘But eating people is horrible!’ Sophie cried. ‘It’s frightful! Why doesn’t someone stop them?’‘And who please is going to be stopping them?’ asked the BFG.

Questions:

1. The text describes the Giants as ‘just moocheling and footcheling around.’ What does this mean?

2. The text states that ‘the sun was shining fiery-hot over the great yellow wasteland.’ What does this mean?

3. Where would Bonecrunching Giant be galloping to? 4. What boggled Sophie’s brain most of all? 5. How did the Giants look? 6. The text states that Sophie would come to an ucky-mucky end if the

Giants saw her. What does this mean?