generally grammar grateful

guarantee harass height

hierarchy ignorance

Please practise these Year 5 spellings. They are all commonly misspelled words so are tricky. A little practise each day is best. Use the spelling strategies that

you know, or be creative with how you practise them. Good luck!

You must learn each spelling. You should find out the meaning of each spelling. Make sure that you

understand each word. You could write each spelling into a sentence to show your

understanding. Fancy a challenge? ‘Be the teacher’ and set yourself a spelling test at the end of the week for somebody at home to test you. Can you think of a sentence to put them in just like we do at school? Can you also include a think back challenge?

Monday 20th April 2020 Objective: To understand the meaning of words in a text

This week, our English learning is inspired by The World of Jumanji.

In 1981, Chris Van Allsberg wrote a book called Jumanji. In the story, a brother and sister discover a game that turns fiction into real life. Whatever square you land on in the game

brings a new challenge to overcome. Worst still, the challenge becomes a reality for everyone around.

The book has gone on to inspire many films including some recent adaptations. Here is the link to the original movie trailer for Jumanji which was originally released in 1995. If it is

ok with your adults at home, have a look at the trailer and you can see some of the consequences of playing the game!

https://www.youtube.com/watch?v=yLyXEQPuLJo

This week, you are going to be reading and writing your own ‘finding story’ just like Jumanji. Remember, good writers start off as good readers. To help us with our writing, we are firstly going to look at a similar story called ‘The Game’. Have a read of it on the next page. As you’re reading the text, try to visualise what is taking place. You can also listen to a recording of the story here.

https://soundcloud.com/talkforwriting/game

The Game

Danny and Susie were bored. It was wet play again and it felt like they hadn’t seen the playground for weeks. Rivers of greasy rain streaked the classroom windowpanes and pooled to make gigantic puddles in the centre of the netball court. Another lunchtime inside was clearly stressing Mrs Allbright, as she seemed to be tense and a bit more snappy than usual. She sat at her desk with a steaming cup of tea and marked books with the ferocity of a wild beast. To top it all, every good game was being used and only the tub of dominoes was left. Everyone knew that half of them were missing and the other half had been chewed by the school ‘Reading Dog’. Danny and Susie searched the classroom for something to do. To their dismay, the comic box was empty, the iPads had been snapped up by Freya and her gang and Billy seemed to have started a resurgence of the game Slap, which didn’t look like fun at all. As the two friends squeezed past the art table to get to the wet-play books, a tatty, cardboard box fell from the top shelf of the bookcase. Susie picked it up. “I’ve never seen this game before,” she said, wiping the dust from the unusual lid. It was embossed with intricate patterns and around the edges were pictures of animals, insects and other strange creatures. “An animal game? Boring!” said Danny, already losing interest. “Oh come on, let’s play. There’s nothing else to do,” suggested Susie, smiling widely and shaking the box. They sat down in a quiet corner, lifted the lid and took out the board.

Prediction: We’ve paused at an interesting part of the story. What do you predict happens next? Jot down your ideas so that you can see if your predictions are correct once you have read the whole story.

Now, let’s read on… “Looks simple enough,” said Danny, ever impatient, as he set the counters onto the start line. They were jungle animals: a rhino and a jaguar. He also shuffled the game cards and laid them in a neat pile. “Let’s just start and learn as we go.” Susie went first. She grasped the dice and threw them down onto the centre of the board. An eight! She moved her rhino eight spaces, to land on an orange-coloured square. It showed a picture of a giant tarantula. She lifted a game card and read it out. “If you do not catch this beast, then you’re on the menu for its next feast!” She stared at Danny and shrugged. “I don’t get it!” she said. At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent.

“EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight, bulging eyes scanned the room and then… It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Susie. “We have to stop it!” Quickly, they scrabbled around to find the box underneath all the mess. They rescued it from under a pile of maths books and scanned the upturned lid to read the instructions. All the while, the spider got closer and closer to their teacher. It stretched out its forelegs, ready to grab her. Her eyes widened in horror as she realised what was coming next. It says we’ve got to throw two sixes to end the game, screeched Danny, looking pale. Susie grasped the dice again. She threw and she threw and she threw. No luck. She glanced up and saw that the spider had her teacher in its grasp. Its striped legs were holding her in a vice-like grip. She threw again and then again, faster and faster each time and then just as she was losing all hope, TWO SIXES! Suddenly, out of nowhere, there was a loud hissing sound. It pierced the air and everyone covered their ears. A flash of light streaked through the classroom and the game rattled into life. It started to suck everything into a vortex in the centre of the room: the mess, the children, the spider, Mrs Allbright. There was an almighty boom and then...nothing. Danny and Susie opened their eyes. Everything was back to normal; even Mrs Allbright was back in her chair, marking with the ferocity of a wild beast. Then the bell went. “Pack up Class 5!” ordered Mrs Allbright. “Science starts in two minutes and we’re looking at animals and their habitats.” Susie looked at Danny and raised her eyebrows. They carefully packed the contents of the game back into the box. Everything went in except the dice and the animal counters, which Susie wrapped in a paper towel and placed into the bin instead. They put the lid on the box and lifted it high up onto the bookshelf. They never wanted to play that game, ever again! Everyone settled down to afternoon lessons. Everyone, that was, except Billy. He had spotted something on top of the bookshelf that he’d never noticed before and he intended to investigate it, the very next time they were in for wet play...

Monday 20th April 2020 Objective: To understand the meaning of words in a text

Now that you have read the story, have a think about the following questions.

Today, we are going to focus on the vocabulary within the text. We’re going to investigate three key words. Have a look at the sentences below that have been taken from the text and their definitions. Take each word and put it into new sentences. How many sentences can you create? 1. Sentence from the text: … rain streaked the classroom windowpanes. Dictionary definition: To streak along - to move rapidly. Example sentence: John streaked along the pavement towards the

crowd. Now write your own sentences containing the word streaked. Challenge: can you use a variety of different suffixes in your sentences? E.g. –ing, -ed. 2. Sentence from the text: … a resurgence of the game Slap. Dictionary definition: A resurgence - something that returns or

starts again after disappearing for a while. Example sentence: The teachers have seen a resurgence of

skipping games in the playground. Now write your own sentences containing the word resurgence. 3. Sentence from the text: … The ferocity of a wild beast. Dictionary definition: Ferocity– extremely fierce (fierce = strong,

powerful, violent or frightening). Example sentence: We were surprised by the ferocity of the storm. Now write your own sentences containing the word resurgence. Challenge: Are there any additional words within the text that you are unsure of? If so, research their meaning in the dictionary and write some of your own example sentences.

Tuesday 21st April 2020 Objective: To retrieve information and make inferences from a text

Reread ‘The Game’ to familiarise yourself with the text.

Have a go at the following retrieval questions. Remember, to scan the text for key words. 1. What streaked the classroom windows? 2. Where were puddles forming? 3. What was the only game left? 4. What fell from the top shelf of the bookcase? 5. Name two animals which featured on the counters. 6. Who rolled the dice first? 7. What animal landed in the classroom? 8. What did the children need to do in order to end the game? 9. What class are Susie and Danny in? 10. Which lesson did Susie and Danny have after lunch? 11. Where did Susie put the dice and the counters? 12. After lunch, who spotted the game on top of the bookshelf? Have a go at the following inference questions. Remember, the clues will be in the text. Try to visualise what is happening in the text and imagine that you are there. 1. Find and copy the group of words that show that is has been raining a lot recently. 2. Find and copy the group of words that show that Mrs Allbright was trying

desperately to get her marking done. 3. Danny and Susie have a good choice of things to do during wet play.

Do you agree or disagree? Use evidence from the text to support your answer. 4. “At that moment, the table began to shake, the windows rattled and the floor

vibrated.” What does this tell us? 5. Mrs Allbright’s “eyes widened in horror as she realised what was coming next.” What

do you think Mrs Allbright might be thinking at this point? 6. “She threw and she threw and she threw. No luck.” How do you think Susie was feeling at this moment? Explain your ideas. Challenge What kind of person do you think Billy is? Why? Would you tell Billy about the game or let him find out for himself? Why? Can you draw a scene from the story? Does ‘The Game’ remind you of any other stories that you have read?

Wednesday 22nd April 2020 Objective: To use and understand relative clauses

For the following sentences, drop in a relative clause using the relative pronoun: . For example: Mrs Allbright was marking books. Mrs Allbright, who was tired and cross, was marking books. 1. Danny was looking out of the window. 2. Susie ran to the door with the box. 3. Freya went on Times Tables Rockstars on the iPad. For the following sentences, drop in a relative clause using the relative pronoun: . For example: The desks were covered in board games. The desks, which were bright blue, were covered in board games. 1. The board game intrigued Susie. 2. The netball court looked slippery. 3. The dominoes were in the basket. Challenge: Can you create some of your own relative clauses linked to ‘The Game’ using a range of relative pronouns?

Grammar Recap

Relative clauses give you extra information about the noun in the main clause. A relative clause starts with a relative pronoun such as which/who/whose/that/where/

when. Commas, dashes or brackets go around the relative clause. E.g. we could change the following two simple sentences into a multi-clause sentence:

Miss Allbright was marking her books. She was in the classroom.

Miss Allbright, who was in the classroom, was marking her books.

Find out more here: https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zsrt4qt Main clause

Relative clause Relative pronoun

Thursday 23rd April 2020 Objective: To plan and draft my writing, drawing on my reading

It is now your turn to be the author. Before you start, have another read of story as this is

the text that you will be innovating. This will really help you with your writing.

Finished reading? Let’s start by having a think about your setting.

Where could your story take place? Have a think about your new location and try to visualise and make notes about as many details as possible. It may help to draw out your setting to make it easier for you to imagine, visualise and describe. In your books, make notes, draw pictures and jot down key vocabulary. There are some ideas below but be as

creative as you like.

Now, let’s move on to having a think about the ‘problem’ section of your story.

Instead of... My ideas...

Where is your new setting?

Danny, Susie, Billy, children, Mrs Allbright.

Who is in your story?

Playing games, on the iPads, being silly.

What was everybody doing? How were they feeling?

No games are left to play with.

What wasn’t available for your character? What did they do? What did they find? Where did they find it?

Extra ideas Is there any extra information you would like to add into your story? E.g. what was the weather like?

Thursday 23rd April 2020 Objective: To plan and draft my writing, drawing on my reading

Now let’s look at the ‘problem’ section of ‘The Game’. At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent. “EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight, bulging eyes scanned the room and then… It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Susie. “We have to stop it!” What other problems could the game cause? What else could come out of the game and what could it do? In your books, plot out your ideas, innovating from ‘The Game’.

Instead of... My ideas...

Could you use one of the animals from North or South America that you researched for your theme learning?

...crushing the tables What might your animal/creature do?

...smashing the windows… What might your animal/creature do?

...flinging children round the room…

What might your animal/creature do?

...powered towards Mrs Allbright

What might your animal/creature do?

Extra ideas Have a think about the sentences/clauses highlighted in purple. How can you innovate those? What adjectives

could you add in?

Hopefully, now you have got some fantastic ideas ready for your writing tomorrow! Challenge: Can you draw a story map or a story board to map out your ideas ready for tomorrow?

Friday 24th April 2020 Objective: To innovate a story

Today, you are going to use your ideas from yesterday to innovate ‘The Game’ and write your own story. You must make sure that you incorporate your own setting and problem.

On the next two pages, you will see the story again. Any bits in red must be innovated. Any bits in black you are welcome to magpie or, feel free to challenge yourself to innovate those bits too.

Your challenge is to include at least one relative clause in your writing. What other Year 5 writing skills can you include? Can you get in some speech punctuation? Can you include any brackets, commas or dashes? Can you get in a question or an exclamation? Can you squeeze in any modal verbs? Don’t worry adults - the children will be able to explain all of these to you (or feel free to visit https://www.theschoolrun.com/primary-grammar-glossary-for-parents for a glossary and examples).

Before you get started, have another read of the text and your ideas. Just like in class, it’s a really good idea to look through your plan and add on any key vocabulary and

punctuation that you would like to use. Might you need to use a dictionary or a thesaurus to help?

When you are ready, you can write your story in your book, type it up or you can be

creative and you could even publish it into your own book with a front cover and blurb. Take your time and think carefully about your spelling, punctuation and presentation.

Good luck and enjoy!

The Game

Danny and Susie were bored. It was wet play again and it felt like they hadn’t seen the playground for weeks. Rivers of greasy rain streaked the classroom windowpanes and pooled to make gigantic puddles in the centre of the netball court. Another lunchtime inside was clearly stressing Mrs Allbright, as she seemed to be tense and a bit more snappy than usual. She sat at her desk with a steaming cup of tea and marked books with the ferocity of a wild beast. To top it all, every good game was being used and only the tub of dominoes was left. Everyone knew that half of them were missing and the other half had been chewed by the school ‘Reading Dog’. Danny and Susie searched the classroom for something to do. To their dismay, the comic box was empty, the iPads had been snapped up by Freya and her gang and Billy seemed to have started a resurgence of the game Slap, which didn’t look like fun at all. As the two friends squeezed past the art table to get to the wet-play books, a tatty, cardboard box fell from the top shelf of the bookcase. Susie picked it up. “I’ve never seen this game before,” she said, wiping the dust from the unusual lid. It was embossed with intricate patterns and around the edges were pictures of animals, insects and other strange creatures. “An animal game? Boring!” said Danny, already losing interest. “Oh come on, let’s play. There’s nothing else to do,” suggested Susie, smiling widely and shaking the box. They sat down in a quiet corner, lifted the lid and took out the board. “Looks simple enough,” said Danny, ever impatient, as he set the counters onto the start line. They were jungle animals: a rhino and a jaguar. He also shuffled the game cards and laid them in a neat pile. “Let’s just start and learn as we go.” Susie went first. She grasped the dice and threw them down onto the centre of the board. An eight! She moved her rhino eight spaces, to land on an orange-coloured square. It showed a picture of a giant tarantula. She lifted a game card and read it out. “If you do not catch this beast, then you’re on the menu for its next feast!” She stared at Danny and shrugged. “I don’t get it!” she said. At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent. “EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight, bulging eyes scanned the room and then…

It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Susie. “We have to stop it!” Quickly, they scrabbled around to find the box underneath all the mess. They rescued it from under a pile of maths books and scanned the upturned lid to read the instructions. All the while, the spider got closer and closer to their teacher. It stretched out its forelegs, ready to grab her. Her eyes widened in horror as she realised what was coming next. It says we’ve got to throw two sixes to end the game, screeched Danny, looking pale. Susie grasped the dice again. She threw and she threw and she threw. No luck. She glanced up and saw that the spider had her teacher in its grasp. Its striped legs were holding her in a vice-like grip. She threw again and then again, faster and faster each time and then just as she was losing all hope, TWO SIXES! Suddenly, out of nowhere, there was a loud hissing sound. It pierced the air and everyone covered their ears. A flash of light streaked through the classroom and the game rattled into life. It started to suck everything into a vortex in the centre of the room: the mess, the children, the spider, Mrs Allbright. There was an almighty boom and then...nothing. Danny and Susie opened their eyes. Everything was back to normal; even Mrs Allbright was back in her chair, marking with the ferocity of a wild beast. Then the bell went. “Pack up Class 5!” ordered Mrs Allbright. “Science starts in two minutes and we’re looking at animals and their habitats.” Susie looked at Danny and raised her eyebrows. They carefully packed the contents of the game back into the box. Everything went in except the dice and the animal counters, which Susie wrapped in a paper towel and placed into the bin instead. They put the lid on the box and lifted it high up onto the bookshelf. They never wanted to play that game, ever again! Everyone settled down to afternoon lessons. Everyone, that was, except Billy. He had spotted something on top of the bookshelf that he’d never noticed before and he intended to investigate it, the very next time they were in for wet play...