Writing Home Learning 13.07.20
Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils with effect from 22.06.20 so all the teachers are in school now each day. I'm teaching a Year 6 bubble so I'm busy, busy, busy all day. We must continue to keep in touch though, but I may be a little slower at replying to your emails. Please be patient: I will reply as soon as I can.
World War Two
Writing Home Learning wb 06.07.20
Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils with effect from 22.06.20 so all the teachers are in school now each day. I'm teaching a Year 6 bubble so I'm busy, busy, busy all day. We must continue to keep in touch though, but I may be a little slower at replying to your emails. Please be patient: I will reply as soon as I can.
FOCUS: DEADLY CREATURES!
Writing Home Learning wb 29.06.20
Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils last week so all the teachers are in school now each day. I'm teaching a Year 6 bubble so I'm busy, busy, busy all day. We must continue to keep in touch though, but I may be a little slower at replying to your emails. Please be patient: I will reply as soon as I can.
Focus Theme: Inventions
Writing Home Learning wb 22.06.20
Focus Theme: Space
Explore what is in our Solar System, the famous ‘Space Race’ and the thrilling, true survival space story – Apollo 13.
Note for parents/carers: when following links online, parents should monitor that children are remaining on that page only and are keeping safe online.
Monday
Tuesday
- Think about writing a script or key notes for your presentation - making sure you practise aloud so that it stays within the five minute limit.
- You may want to use a computer programme to create a presentation, such as PowerPoint, or design and create posters which you can refer to as you speak.
- Think about how to keep your audience engaged – maybe you could include some rhetorical questions which make your audience think more about your topic.
Wednesday
- an exciting title - fun-fact / ‘Did you know?’ boxes - subtitles for your different sections
- be creative with your layout
– use different fact boxes and images to make your page exciting to the reader
- you may also want to include additional features, such as a quiz or word search
Thursday
Biography – Write a short biography about Katherine’s life. Remember to write your biography in chronological order (from Katherine’s birth up until her death), selecting the key dates and facts about her life.
Or
Comic strip – Design and create a comic strip about Katherine’s life. Make sure you plan out the story for your comic first – thinking about how many sections you want to split the story into, what captions you’ll have to add to the comic and the pictures you will draw.
Friday
The clip is taken from a scene towards the end of the film when the astronauts are on their journey back to earth.
As you are watching, jot down how you think each of the people the clip focuses on (the families of the astronauts watching, the NASA workers and the astronauts themselves) are thinking and feeling. You may wish to use a table, such as the one below, to write your ideas:
People in clip | Thoughts/Feelings |
Families | |
NASA Workers | |
Astronauts |
Apollo 13 clip: YouTube: Apollo 13 (1995) – Re Entry Scene: https://www.youtube.com/watch?v=s_7PfocHTmc&list=PLZbXA4lyCtqoXIQDJX6ARM1eoTNAJEWCf&index=11
Writing Home Learning Monday 15th June 2020
Focus: The Titanic
Explore all there is to know about the most famous ocean liner, ‘Titanic’.
This week we are going to learn all about the Titanic before the sinking.
IMPORTANT NOTE FOR PARENTS: When following links online, parents should monitor that children are remaining on that page only and are keeping safe online.
Monday
Tuesday
Wednesday
Thursday
Friday
Writing Home Learning Monday 8th June 2020
Focus theme: Hygiene, Health and Heroes
This week explores all things to do with health, hygiene and heroes. What is a microbe? Which scientists made important advances that impact our lives today? What is the NHS and who do you consider a hero in this current climate?
Important note: When following links online, parents should monitor that children are remaining on that page only and are keeping safe online. Please note some clips display unmoderated comments underneath, which may be considered inappropriate. Adult supervision is recommended to ensure these are not accessed.
Monday
Note to parents/carers - reading material today may contain content which is sensitive to your child, given the current climate. It is therefore advised that clips and web pages are watched, read and discussed together with an adult.
Tuesday
Wednesday
Thursday
Friday
Think about someone you consider to be an ‘everyday hero’ during this current time in lockdown. This could be:
- An initial sentence/paragraph outlining why you are writing to this person / people
- Additional paragraphs giving reasons as to why they are your everyday hero
- A concluding paragraph – summarising your reasons / reiterating your thanks
- A suitable sign off – this will be different depending on who you are writing your letter to.
Writing Home Learning Monday 1st June 2020
Hello everyone! Welcome back to 'school' (home learning). I hope you all enjoyed the sunshine and had lots of fun with your families during half term.
We have a narrative focus for this week's writing. The activities build up to writing your own new chapter for Roald Dahl's book: 'Danny The Champion of the World'.
Each day you will be asked to read a section of Danny the Champion of the World. You can choose to read this independently or with a member of your family.
If you have a copy of the text at home, use this. If not, a full online version is available to read here: http://bigben-club.com/wp-content/uploads/Danny_the_Champion_of_the_World_-_Roald_Dahl.pdf
Monday
Tuesday
Wednesday
http://bigben-club.com/wp-content/uploads/Danny_the_Champion_of_the_World_-
Thursday
Friday
http://bigben-club.com/wp-content/uploads/Danny_the_Champion_of_the_World_-
Chapter 6: https://www.youtube.com/watch?v=xxZS9ggFfF0
Additional activities:
Writing Home Learning Monday 18th May 2020
Year 5 Focus theme: Ancient Greece
This week, you are going to explore Greek Gods, Greek myths and Greek monsters leading up to writing your own monster vs. hero fight scene.
For further stretch, try to blend action, dialogue and description within and across your paragraphs.
Day 1 - Monday
https://www.natgeokids.com/uk/discover/history/greece/greek-gods/
Makes some short notes about each God. Which of the Greek God you have read about is your favourite? Why?
(You will need to become a member of the LoveReading4Kids community. Membership is free.)
Day 2 - Tuesday
Read, watch and listen to the Greek myth ‘Theseus and the Minotaur’.
Day 3 - Wednesday
Day 4 - Thursday
Day 5 - Friday
Extended write
Writing Home Learning Monday 11th May 2020
This week your are going to write your own non-chronological report all about the yellow-spotted lizard.
It is important that you work through the different activities before you begin writing your report because they look at the key components of a non-chronological report and what you should try to include, as well as facts about the creature itself.
The final task is equally as important - this is where you assess your own writing (play at being teacher) and then edit it to improve it. I would love to see your final pieces of writing; edited and written up in beautiful handwriting.
Task 1:
Task 2
You should have found out lots of interesting facts about the yellow-spotted lizard now and be ready to start thinking about what you would like to include in your non-chronological report.
Use Resource 5a - someone has started writing up their facts. Please read what they have written.
With an adult if possible:
Task 3: Almost ready to write!
COHESIVE DEVICES and SENTENCE STARTERS
Now, use Resources 5b and 5c to look at how you can make sure that your report flows nicely.
Before you begin to write, I would like to remind you of all of the work that you done so far (whilst you've been learning at home) that you could feed into your reports – work on setting and encountering a lizard; formal writing; and planning documentation.
Below you will find links to two documents (Resource 5b and 5c) full of examples of cohesive devices and sentence starters to choose from when writing your non-chronological reports about the yellow-spotted lizard.
REMEMBER:
Task 4:
Task 5: SELF ASSESSMENT
HOW DID YOU DO?
Use Resource 5d to assess your piece of writing.
Writing Home Learning - Monday 4th May 2020
If you are unable to print off resource sheets, you can still complete the activities by writing down answers and creating plans in your exercise book.
This week, your writing activities are going to build up to writing a plan for writing a non-chronological report about the yellow-spotted lizard.
Task 1:
Use the image of an unknown reptile, (Resource 4a) and think about/ discuss what questions you would like to know about the creature. With an adult or brother or sister (if you can) think up a number of questions that you would like to know about the creature. Write the questions down in your book so that you don't forget them.
For example:
Your question might be - why are its eyes strange?
Good question but try extending this question into further ideas: what is the purpose of the pupils being shaped like slits? Do scientists know the reason the eyes are grey? Why are the eyes positioned on the front of the head? Is there a reason why there are brows above the eyes?
When you've done that, write down all those extended questions that you would like to know the answers to.
Task 2:
Use Resource 4b to complete this sorting task.
Now, sort all your questions and ideas into groups and write them in to the 4 sections on Resource 4b. Give each section a heading.
Think about why have you sorted the information this way?
What is the link between the questions?
TOP TIP: Your headings could be things like habitat, appearance, diet and behaviour.
Task 3:
Use Resource 3a to help you with this activity. (The introduction to a non-chronological report about the yellow-spotted lizard.)
I want you to think about/dicsuss the purpose the introduction with an adult if possible.
What is the purpose of this first paragraph? What does the reader find out? Why are all of the statements quite general? Has it left you wondering about anything or asking questions? Look at the example main body paragraph. Would this have to come next? What facts does it contain? Why is it important that facts about a similar theme are grouped together? Look at the order of the sentence and discuss how details are introduced, then expanded, then expanded further, moving from general to very specific.
Task 4: Creating a non-chronological report plan about the yellow-spotted lizard.
Remember, this is just the planning stage. At this point, you have limited knowledge about the yellow-spotted lizard.
Use Resource 4c to create a plan for a report about the yellow-spotted lizard.
Remember to include a heading and then write a list of questions/ideas in each of the 4 areas in the order that you would expect to find the answer in each paragraph of a report.
E.g. When talking about the habitat, write down all the questions/ides that you have generated about the yellow-spotted lizard's habitat in a sensible order, not just randomly. If you do this, your non-chronological report (when you write it) will flow nicely: your ideas won't be jumping around everywhere, making it difficult for the reader to understand what you've written.
Writing Home Learning - Monday 27.04.20
You will need to complete this week's tasks in the correct order so that you are able to produce an effective piece of writing in your final task.
Task 1:
New grammar: the colon
First, click on the link called 'colon explained'. This simply explains the two different situations when you can use a colon in your writing. Read the slides then complete the 'Colons in Action activity'.
Task 2:
You are now going to compare two different pieces of writing about The Yellow Spotted Lizard. (Resources 3a and 3c.)
Please read them both and then talk about how different the 'formal content' of one report is compared to the other. Look at the Formal Language resource to help you with this task. It lists the features of a non-chronological report and gives you examples of formal language.
What kind of impact do you think the lack of 'formal language' would have on the reader?
Pay attention to:
Task 3:
Using what you have learnt about the use of 'formal language' and new punctuation in your previous tasks, I would now like you to rewrite the report about The Yellow Spotted Lizard on 'Resource 3c'. There is a clear lack of formal language and technical vocabulary in this report.
Try to ensure that all the elements of formal writing are included in your new report. Look at the 'Formal Language' resource to help you remember what to include.
I would like to see some of your new reports. Why not email me a copy or BLOG it!
WARNING: when blogging, you MUST still punctuate your work accurately.
Writing Home Learning - Monday 20.04.20
Task 1
Towards the end of Chapter 9 (on page 46), Stanley begins to write a letter to his 'Mom'.
Your task is to finish writing the letter. Pretend that you are Stanley and continue to write a letter to your mum so that she thinks you are having a good time and doesn't have to worry about you. You may want to search the internet to find out what boys and girls do at American Summer Camps so that your letter is accurate. Remember to include your emotions (how you are feeling) and enquire about the rest of your family. Ask mum some questions. This will encourage her to reply.
Dear Mom,
Today was my first day at Camp Green Lake and I've already made some new friends. We've been out on the Lake all day so I'm pretty tired. Once I pass the swimming test, I'll get to learn how to water-ski. I...
Task 2
I have written a first person narrative about an encounter I had with a rattlesnake whilst I was digging a hole.
After you have read The Rattlesnake complete the following tasks:
Note how the increased tempo of the shorter simple sentences effect the tone of the writing.
Task 3
Now it's your turn to write a first person narrative similar to the one that I wrote about the rattlesnake. You're going to write about the yellow-spotted lizard.
To help you:
Here's a picture of a yellow-spotted lizard.
Read about them in the book again. Refresh your memory.
Google yellow-spotted lizards and magpie some of the vocabulary used.
Write a first person narrative describing an encounter that you had with a yellow-spotted lizard using information retrieved from the text. Remember to use a range of descriptive language to aid the reader. If you can, try to manipulate sentence structure and/or length for effect.
Writing Home Learning - Monday 30th March 2020
Make sure you have read chapters 1- 7 before completing the following tasks.
TASK 1.
If an adult is helping you, please take it in turns to describe an image to each other. The “describer” must try to create the exact image they are talking about in their partner’s minds by using descriptive words and phrases, precise vocabulary and figurative language (similes, metaphors or personification.)
You may need to do this more than once so that you are able to verbalise an accurate description following the criteria. Use the list of prepositions to help explain the position of objects.
First person - describe the image on resource 1a.
Discuss the words and phrases used and ask listeners to comment on the most powerful and useful words and phrases.
Were any specific/technical nouns used?
Which adjectives were most powerful?
Were any expanded noun phrases particularly useful?
Were any preposition phrases useful?
Repeat the exercise with the roles reversed using resource 1b.
Continue the discussion, commenting on any examples of improved clarity of description.
TASK 2.
Now, use your skimming and scanning skills to retrieve details from the first 7 chapters of Holes about the setting. Making notes may help you to complete the next task.
Create a simple map of Camp Green Lake (colour etc. is not necessary), containing features from the story. Annotate the map using quotations from the text.
TASK 3.
Use your map to help you write a paragraph describing Camp Green Lake.
Start with a basic sentence, e.g. “Camp Green Lake is a dry, flat wasteland.”
Then, think about how can I make this better? What have I learnt in class that I can include to make this sentence as descriptive as possible?
Think about effective sentence openers too. Add one, to gradually improve the sentence.
E.g. “Although Camp Green Lake was once a thriving oasis in the desert, things are very different now: not a single living creature would choose to live in the present dry, barren wasteland.
Stanley Yelnats - Character Profile
Use the Role on the Wall character profile page below (looks like a gingerbread man) to begin building up a profile of the main character of the story. If you are unable to download the page and print it off then you can draw the character in the middle of the page of your book and complete the activity around the outside of your sketch.
Now that you have read chapters 1-3 you will have begun to build up a picture in your head of what the main character looks like, what he feels like and what type of personality he has (where he lives; with whom; what he has done; whether he is popular etc).
Label your character with everything that you have learnt about him so far.
After every chapter, go back to this image/sketch and add any further information you have learnt about Stanley. Build up your knowledge of Stanley as you progress through the book. Later on, I will ask you to write a character description of Stanley, so if you do this task well you will have lots of information ready to help you write a super description.
Remember to use expanded noun phrases - use adjective for description.
Diary Entry
Written from the point of view of either Selina Khan or Maria Ivanova.
Choose which character you would prefer to be - Selina (the defendant) or Maria (the victim).
Write a diary entry from the point of view of the character that you choose.
The diary entry could be about what happened one day when you went online and saw the message that Selina had posted.
It could be Selina's end of day recount in her diary before she was taken to prison for 5 months.
Or an entry written by Maria about the trial - what happened and how she felt.
Or something different that you have thought up yourself but it must be related to the trial at Burnley Combined Courtoom. Maybe an entry from PC Brookes or the Judge.
Remember: diary entries should be: