COVID-19 School ClosureSuggested Weekly Activities

Year Group: SixWeek beginning: 27/04/2020

Ongoing activities:Possible daily timetable:

9:00 – 9:30am Joe Wick PE Sessions(Available at You Tube. Just search: Joe Wick PE)

9:30 – 10:30am Activity Period 110:30 – 11:00am Timetables Rockstars

(You should know your child’s login details)11:00 – 12:00 Independent Reading

(This could be the year group story book; a story book of your choice; comic; appropriate website of interest)

12:00 – 12:45 Lunch12:45 – 13:45 Activity Period 2

13:45 – 14:45 Bake cakes/Do some gardening/Play board games or cards together(Anything that involves FUN/following instructions/taking turns)

14:45 – 15:45 While we are allowed to:Go for a family walk. (You could attempt to identify different trees; plants or birds)

Reading:Try to read independently for at least 30 minutes per day. This can be the book that would have been in focus for the year group (if you have access to it – see below) or any appropriate material (including comics and websites) if not.

Extension activities should they be required:- Select something from our Home Learning Ideas Pack sent at the beginning of the closure

period.- Login to Education City and explore the learning available for your child’s year group

THIS WEEK’S LEARNING:

Subjects in focus: English, Maths, Science, ICT, Art

EnglishBook that would have been in focus at school: The Graveyard Book by Neil Gaiman.

At the time that this document was created, the link below is to Neil Gaiman reading The Graveyard Book chapter four and links to following chapters can be found from here too. https://www.youtube.com/watch?v=7pdHJKCv7W8Should the link no longer work, google search for it on youtube. The words in the adventurous vocabulary section of the spellings table below are taken from chapter four. Discover their meaning before you start listening so you will be better able to understand the text.

Weekly spellings to learn:Spellings for all.

Look up the meaning and learn the spellings of these homophones/near homophones.

Adventurous vocabulary extension. The spelling of these words is not as important as looking up the meaning. See if you can use

this advanced vocabulary in the correct context in your writing task.

Distant TwilightMislay Implosion

Following ObedientCollect Spire

Sensibly ConsecratedMeddle MausoleumBrilliant Silken

Confident UnshrivenSocial SanguineRough Phlegmatic

Step 1: Look up the meaning of each word.Step 2: Learn how to spell them.Step 3: Write a sentence that includes each word. Challenge: Can you write a sentence that includes more than one word..?

ENGLISH:Intended learning outcome: To write a short action scene in which verb choice helps to get across character.

Related skills covered in school New skills that should be focussed on- Expanded noun phrases- Short sentences for action and pace- Variety of verb choices

- Careful verb selection to help get across character

- Being selective with the amount of description to create a really clear image and maintain pace

Task:Imagine you are the author of one of your favourite books. Your task is to write a short action scene during which the reader learns more about a character through their actions. You should try to really focus on the verb choice to make sure that the actions you include really tell us what the character is like. Also, try to limit your use of adjectives so that you only use essential words which will add to the image so that the pace of the action scene is kept up. Too much description will slow the reader down and limit the excitement of the action going on. We have looked at the use of short sentences in the past - use these to keep things moving.

Below is an extract from chapter 4 of The Graveyard Book. Search for the verbs, thinking about what they tell you about the character of Bod, and notice any short sentences or those that have been broken up with punctuation such as commas.

He edged up the trunk, to his favourite place in the crook of two branches, and looked down at the potter’s field below him, a brambly patch of weeds and unmown grass in the moonlight. He wondered whether the witch would be old and iron-toothed and travel in a house on chicken legs, or whether she would be thin and sharp-nosed and carry a broomstick. Bod’s stomach growled and he realised that he was getting hungry. He wished he had not devoured all the apples on the tree. That he had left just one… He glanced up, and thought he saw something. He looked once, looked twice to be certain: an apple, red and ripe. Bod prided himself on his tree-climbing skills. He swung himself up, branch by branch, and imagined he was Silas, swarming smoothly up a sheer brick wall. The apple, the red of it almost black in the moonlight, hung just out of reach. Bod moved slowly forward along the branch, until he was just below the apple. Then he stretched up, and the tips of his fingers touched the perfect apple. He was never to taste it. A snap, loud as a hunter’ gun, as the branch gave way beneath him

The process should be structured over a few days like this:Session 1 – complete the task relating to the extract above along with the vocabulary task from the adventurous spelling list.Session 2 - Plan what will be written. Spend time selecting the character and scene from a book of your choice and gathering the verbs that you will use.Session 3– ‘First draft’ the writing (try to include as many of the key features as possible).Session 4 – Re-read and edit your first draft. Use the checklist below to ensure that it is the best version it can be.

Try your best to include:

To use this checklist, get your child to go through their work and identify where they have included certain features in their writing. They could highlight examples and explain why they have included them. The adult would then also go through the work and tick off what they can see. If there is anything that is missing or could be improved, go back to the work and try to add it in or edit what is already there. In our learning at school the children would normally spend time writing a draft which they would then go through to improve which could include substantial changes. Don’t expect your first effort to be your best effort.

ALL Me An adult

To use carefully selected verbs to get across character

 

To be selective in my use of adjectives to maintain pace and excitement

 

To use short sentences for action  

Written for pupils in years 7 - 9

Most  

To be able to edit by removing unnecessary word choices

 

Some  

To be able to get across the personality of two characters in my action scene

 

MATHSIntended learning outcome: To use an appropriate written method for subtraction.

See the LJS progression in calculation document (available at: https://www.lymingtonjuniorschool.org/our-curriculum/#Mathematics-and-Times-Tables-at-LJS) for additional guidance as required.

Warm up:Visit https://corbettmathsprimary.com/5-a-day/ and select a daily challenge. TIP: Start at ‘Bronze’ and work up from there if required.

Age Related ExpectationTo solve subtraction problems with more than four digits.

Suggested activities for session 1:Below ARE At ARE Above ARE

1. 257 - 59 =2. 306 - 32 =3. 2,508 - 309 =4. 4,756 - 3,828 =5. 83.7 - 22.8 =

1. 5,713 - 4,316 =2. 71,804 - 3,151 =3. 3,651,091 - 250,487 =4. 37.6 - 16.9 =5. 6.82 - 4.94 =

1. 7,891,231 - 567,101 =2. 17.01 - 8.042 =3. 6.201 - 0.93=4. 26.004 - 21.31 =5. 271 – 418 =

Problems to solve in session 2:Below ARE At ARE Above ARE

Answers

Answer

Answers

Answer

Answers

Answer

AnswerAnswer Answer

Challenge activities for session 3:

ANSWERS

Extension activities for session 4: ANSWERS

SCIENCEIntended learning outcome: Electricity

Introduction: We are learning about electrical circuits- both series and parallel.

Task: This week we are continuing our knowledge of circuits. Use these activities to help you think about how the power effects the brightness of bulbs.

ANSWERS

ICTTopic in focus: Scratch – programming

Introduction:After having an initial go at Scratch last week, develop your skills further by following this link: https://resources.scratch.mit.edu/www/cards/en/scratch-cards-all.pdfIt will take you to a series of cards which will run you through some of the key skills required for Scratch. They can be used alongside the tutorials at: https://scratch.mit.edu/projects/editor/?tutorial=all If you are experienced in scratch, select another idea from the link below to have a go at yourself:https://scratch.mit.edu/ideas

ArtTopic in focus: Express Yourself

Introduction: We are thinking about ourselves and self-portraits and words that best describe our personality.

Your task is to create your own using words to describe your personality. Here is how to do it

We would love to see how you have got on email us a photo of what you have managed to create. We would love to see how you have got on