Hello Fir Class
We hope you are all well. It has been lovely receiving your emails and hearing about your half-term from your parents. We even received a slow motion video of flying bats that one of you had taken! It was amazing. Thank you for continuing to send examples of work.
With only five more weeks until the summer, please do now try to keep on top of your work as much as you can. You will see the benefit of it when you start Year 6.
It is really strange for us being back in the classroom and you not being there. We do talk about you though and remember all the little things you said and did that made us laugh. We still miss you.
Stay safe and stay well.
Mrs Causer and Miss Miller
Look at the four pictures attached and make a quick sketch of each in the middle of a page. You don't need to sketch them, you could print them or simply write a word to focus you, for example, 'war' or 'Victorian'. Keep it as simple as you like.
Think about when these pictures might be set. If we were reading a story set in this time period, what words might we expect to see? Come up with a few ideas for each and label the pictures with the words. For example, the war story might involve words such as 'fighting', 'bayonet', 'trenches', 'uniform', etc. Try to come up with fifteen words for each picture. You could use the internet to help you or you could discuss it with someone. Perhaps you have a story set in the same time period. If so, use words from that book.
Now practise using the words in sentences. Write two sentences for each picture using two of the words you have written.
Choose a time period that you are interested in, for example, Egyptians, Mayans, Medieval, Victorian, First World War, etc. Think about the history lessons in school to help you decide on a time. Find a picture of this time period on the internet and copy it on to a piece of paper (or print it). Label this picture with words in the same way you did yesterday in the task above. Write five sentences using these words. Try to do this independently. Check your sentences for capital letters and full stops.
Read the extract ‘Big Brother. When is this extract set do you think? That is right - it is set in the future. Highlight (or underline) all the words or sentences that make you think it is set in the future. Even though no year is mentioned, there are many clues in the text that help us work out a possible year. Try to now continue the extract with two more sentences of your own. Remember to try to set your story sentences so they are set in the future.
Look at the futuristic pictures. Pick your favourite and stick it in the middle of the page or simply sketch it. Brainstorm words and ideas that might appear in a story set in the future. Write down a few notes on your story. You don't need to plan it, just some notes to help you remember your ideas tomorrow.
Write an extract from a story set in the future (like Big Brother). Include the words and ideas from yesterday. Once you have written your extract (this only needs to be a paragraph as an extract is part of a story), check your capital letters and full stops. Read your extract to someone and ask for feedback. What is good about it? Is there anything that would make it better?
Challenge yourself: Write the entire futuristic story.
Science - Changes
Starter: What do you remember about life cycles? Can you remember any of the words we looked at in class? Can you remember any of the diagrams we drew? Think about our board on Metamorphosis to help you.
Main: Watch the two videos.
Humans go through a life cycle like animals. They change as they get older. Can you think what our lifecycle might be? Quickly sketch out the human lifecycle on rough paper. Don't worry if you are not sure, just have a go.
Complete the attached wordsearch – Choose three words you don't know to look up in a dictionary.
Here is the lifecycle:: Foetus, Baby, Infant, Toddler, Child, Adolescent/Teenager, Adult and then back to baby.
Draw out this lifecycle as you would in class. Draw diagrams and add explanations or descriptions to each stage.
Starter: Without looking, can you remember any of the items that are found in a church? What is the item’s purpose? Please now make sure your work from last week is to hand. It is the sheet you completed where you sketched or printed the pictures of things found in a church and then you explained their purpose.
Main: Please watch the following videos showing a tour of the church. The videos will last approximately twenty minutes, so make yourself a drink and get comfortable.
Task: Which items were mentioned that are not on your worksheet? Can you draw a picture of any new item you have learnt about and add a short description? For example, you have just learnt about the graveyard. Draw a diagram of this (using the internet if you want to or go back to the video) and then explain what it is for. Continue with other items you heard about today. You might prefer to stop the video when you hear about something new so you can add it then. It is up to you.
Please refer to the homework sheet attached for this week's revision spelling. Aim to practise for ten minutes a day Monday-Thursday and then test on Friday.
Please select one of the differentiated texts attached to read and answer the comprehension questions about.
Follow the slides attached to learn about and practise singing in a round. Then have a go creating one of your own Tudor songs to the tune of a popular nursery rhymes. You can have a look at the worksheets to help you plan it, but you will not need to use them or print off. To sing in a round, you will need to have at least one person at home sing with you!
Write down three statements about yourself. Two of them need to be true and one will not be true. Read them to another person. The other person can ask up to five questions in order to try to figure out the 'lie'. The more convincing you are at answering all your questions, the harder it will be to work it out. Obviously, as you are likely to play this with someone at home who knows you very well, you will need to think carefully about your statements, to ensure they don't already know the answer. Then switch around so that you are the person asking the questions.