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Seal Church Of England Primary School

Seal Church Of England Primary School

Monday 18th January 2021

Good morning everyone.

Please find today's learning attached below. Once you have completed your daily activities you will need to photograph your work and email it to me. My email address is:

Today's Activities:

9:00-9:30 Exercise and Wellbeing

Please choose one or more of the following links:

Joe Wicks workout – on this page there are a series of short workouts for children. Choose one or more workouts.

Cosmic yoga 

Fun Exercises






9:30-10:00 Guided Reading

Each day, as well as including the text for you to read, I am also including the audio recording of the chapter. You should only use this is you feel you need support to develop your understanding of the text and/or to support you with your reading.

Know (understanding)

LO: To understand how inference is used to engage the reader.

SC1. I can explain what inference means.

SC2. I can find examples of inference.

SC3. I can explain why an author might wish the reader to use the skill of inference.


Group one – Page 1-5

Use a dictionary to find the definition of:





In this part of the text, you are introduced to the Baudelaire children for the first time. Use the text to help you answer the following questions:

1) What can you infer about the mood of the story from the first paragraph? Why do you think an author would begin a story like this?

2) In paragraph two, we learn that the Baudelaire children like to go to the beach on cloudy days and not sunny days. What can you infer about the type of children they are?

3) Why does the author describe Violet’s hair as “trivial”? What does this say about her personality?

4) What is the writing trying to do when he repeats that Klaus is “intelligent”? What does he want the reader to know? Why would he do this?


Group two – Page 2-4

Use a dictionary to find the definition of:



In this part of the text, you are introduced to the Baudelaire children for the first time. Use the text to help you answer the following questions:

1) Why does the author describe Violet’s hair as “trivial”? What does this say about her personality?

2) What is the writing trying to do when he repeats that Klaus is “intelligent”? What does he want the reader to know? Why would he do this?


Guided Reading task:

Create a mind map, showing all of the key character features you have learnt about so far, for each of the three main characters. You will be able to add to these mind maps as we learn more about the children.

To help you with your reading I have attached the audio for today’s lesson. This audio is for all of chapter one, so for today’s lesson you only need to listen up to 5 minutes and 35 seconds.




10:00-10:15 Weekly Spelling Rule

Each week we are going to focus on a new spelling rule. To help you learn this new rule I would like oyu to login to SpellingFrame daily and try some of the free activities, which are linked the spelling rule you are learning. To access the spelling rule you will simply need to:

1) Click on this link to take you straight to the web page - SpellingFrame

2) Click on Year 5 and 6

3) Choose the rule you are focussing on e.g. Spelling Rule 37

4) Click Play to access some activities - Pease note that not all the activities are free. Some require a subscription.

5) You can also click on view words and print words to see the words you will be focussing on for that week.

6) Click on "segment cards" to allow you to practice the words and spelling rule.

7) There is also one free game you can play to help you learn the spellings.

8) On a Friday, click on test and record your results.

See the source image

This week I would like you to practice:

Spelling Rule 37 = Words which end in "cious" or "tious"

Please note that if you find these spellings difficult then you may look at a different year groups spelling task and try one of those as part of your weekly spellings. 

10:15-11:00 Maths

Show (applying)
LO: To interpret one-step multiplication problems
SC1: I can identify important information in context
SC2: I can input the information into the correct method format
SC3: I can use the compact method accurately
SC4: I can solve multiplication word problems

Today you are using the knowledge your knowledge of multiplication using formal written methods by solving multiplication word problems. You will need to identify the information you need to use and complete the calculation. You will be using multiplication in context so it is important you understand what your answer is representing. 

Watch the tutorial and answer the questions.
Choose the challenge that is appropriate to your ability - push yourselves. It is ok to start on Challenge 1 before moving onto Challenge 2 but I will be making sure that you are completing the questions for your level.
Answer the extension questions afterwards as this gives you a chance to demonstrate your learning in a slightly different way.

Mark your work afterwards to check that you have understood the lesson.



11:00-11:15 Break


11:15-12:30 English

Know (understanding)
LO: To know what makes an effective character description

SC1. I can explain what a character description is.
SC2. I can consider how an author creates an effective character.
SC3. I can present my own ideas when creating a character description.


In our new guided reading text we are introduced to three characters; Violet, Klaus and Sunny. When the author introduces the characters, he provides some idea of what they look like and what type of character they have.

In the dictionary, a person’s character is defined as:

"the particular combination of qualities in a person or place that makes them different from others"

To be able to describe these qualities an author uses many different literary skills and they will describe that character not only through how he/she looks but also through their clothes, actions and dialogue.

Here is a few short videos to help give you a few more ideas on what a character is and how we can describe them:







This week, we will be learning about character descriptions and the skills used to create them. At the end of the week, you will be using your new knowledge to create your own character.

Today, we will be looking at a few examples of character descriptions. We will look at some effective descriptions and one example of a description that is less effective.


Steps to follow:

1) For today’s lesson, I would like you to read the four character examples you will find on the PowerPoint. The first three descriptions are good examples and the last description is an example that needs to be developed.

2) I want you to list which parts of each character description really made an impression on you. Were there certain descriptions that made you visualise the character? Were there words/vocabulary that stood out and gave you a good impression of what the character looked like and their personality?

CHALLENGE - If you can, perhaps you can list any literary/grammar skills the author used.

3) I want you to read the last example of a character description (Count Olaf). This character description needs to be improved. I would like you to think about how you would improve this description. I then want you to rewrite this example. I know we have not looked at any new skills yet, but by producing your own piece of writing, it will give me a very good indication of what you already know and which areas you need to work on.

12:30-1:30 Lunch


1:30-2:45 Science

Know (Understanding)
L.O. To understand what light is and how it travels
SC1: I can identify different light sources
SC2: I can explain that light travels in straight lines
SC3: I can explain how we see objects

The following links all contain a very short (around a minute) video. They explain our learning objective. They will be useful when you are exploring the notion of different light sources.

What is light? - BBC Bitesize

What is reflection? - BBC Bitesize

How does the eye detect light? - BBC Bitesize

Your task is to move around your house and find as many light sources as you can. Consider how they emit light and in which direction it goes. If it can only go in a straight line, what objects might it be hitting? Is it being absorbed or reflected? Your work will be displayed in a table like the one below:

Light source Drawing of light source and direction light is emitted Is there an object nearby that either reflects or absorbs the light?

After you have found as many light sources as you can around the house (don't forget to look in the fridge!), consider how you are able to see it. Can you see it if you go around a corner? Why or why not? What happens if you put an object between your eyes and the light source?

We can only see objects because they are either producing light or light is bouncing off them. If light did not bounce we would not be able to see anything around us. A mirror is the best way to test this because a mirror reflects nearly all the light that hits it without distorting it.
Use a torch (preferably a strong one) and shine it towards a mirror. Turn the lights down so that it is dark in the room, apart from the light coming from the torch. Pick several places, or targets, in the room and try to hit them moving the mirror. Consider the angle you are moving it to and the direction the light will be travelling.

Writing: The Sun is a giant star that produces its own light. It is strong enough to provide light for us on Earth. The moon is mostly made of rock and cannot produce its own light so how can we see it? Use your knowledge from the videos and your investigation. Draw a diagram to support your answer.

2:45-3:00 Forest School

Watch the following clip from your Forest School teacher:



3:00-3:15 TTRockstars

See the source image

The battle of the bands results are :

Kingfishers: 142

Sparrow Hawks: 518

Well done everyone.

Test your timetable skills each day. 

3:15-3:30 Story Time

Enjoy this story “Private Peaceful” read to you by your class teacher.




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