Skip to content ↓
Seal Church Of England Primary School

Seal Church Of England Primary School

Thursday 7th 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:

mcook@seal.kent.sch.uk

Today's Activities:

9:00-9:30 Exercise

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 

 

 

 

9:30-10:15 Guided Reading

Know (understanding)

LO: To develop an understanding of how vocabulary/phrases can impact the reader.

SC1. I can identify key words.

SC2. I can find definitions of these words and apply that definition in the context of the text.

SC3. I can consider why the author has chosen this vocabulary.        

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.

 

 

Images of a shell barrage:

Sounds of an artillery barrage.

 

 

Video of a creeping barrage.

 

 

Group One – Chapter 14

Use a dictionary to find the following words:

Thoroughbred

Wretched

Serenity

Abomination

Surefooted

Prostrate

Inclination

In this chapter Topthorn and Joey are still working with Friedrich and they are pulling the guns to the battlefield. Answer the following questions in your books, using the text to support your answers:

1) Joey felt that as the war went on the soldiers become younger. Why do think this is happening? What is the author trying to “show and not tell” you?

2) Why does the author say Topthorn’s “eyes looked up at me without seeing me”?

3) When the shelling started, which word shows that Friedrich was alone and separated from his friends. Is this a good choice of vocabulary? Explain your answer.

 

Group Two – Page 113-114

Use a dictionary to find the following words:

Vigorously

Surefooted

Rasping

In this chapter Topthorn and Joey are still working with Friedrich and they are pulling the guns to the battlefield. Answer the following questions in your books, using the text to support your answers:

1) Joey felt that as the war went on the soldiers become younger. Why do think this is happening? What is the author trying to “show and not tell” you?

2) Why does the author say Topthorn’s “eyes looked up at me without seeing me”?

 

10:15-11:00 Maths

L.O. To demonstrate the steps required when multiplying using the expanded column method
SC1: I can present my work neatly, including keeping digits in the correct columns
SC2: I can follow the steps required
SC3: I can complete multiplication problems (4-digit x 2-digit)

Follow the tutorial below and complete the questions within the PowerPoint found at the bottom of the page. Afterwards you can mark your own work using the answers on the separate PowerPoint.

 

 

11:00-11:15 Break

 

11:15-12:30 English

Show (analysing)

LO: To examine original WW1 letters.

SC1. I can identify the features of a diary entry.

SC2, I can consider the impact a diary entry has upon the reader.

SC3. I can show how I will use elements of these diaries in my own planning and writing

 

At the start of this experience, we read and listened to different letters written by soldiers from WW1. These letters are all now stored at the National Archives and people from around the world use them for reference and to educate.

Attached to today's PowerPoint there are four links to different National Archive WW1 letters. When you read and/or listen to the letters I would like you to consider and make notes about:

  • The topics the soldiers discussed.
  • Did they only discuss the war, or did they discuss other less serious subjects?
  • What type of vocabulary did they use?
  • How did they start and end their letters?
  • What impact do you think these letters had upon the people who read them? What impact do they have upon you?
  • How can you use these letters to improve the latter you will be planning and writing?

Once you have made your notes, I would like you to reflect on how you can use some of the original letters, their content, and their subject matter to help you with planning and creating your own letter.

To help you with this lesson I have put together a short video and a PowerPoint.

 

 

12:30-1:30 Lunch

 

1:30-3:00 History

L.O. To understand the roles of soldiers in WW1
SC1: I can research the different roles
SC2: I can consider importance of different roles
SC3: I can label a soldier in full kit

Use the following link to carry out your research on the different roles that were required in the war. There is a video as well as photographs that you can draw your information from.

What did men do on the front line in World War One? - BBC Bitesize

At the bottom of this page I have attached a PDF where you can scroll through screenshots from a video of Historian Dan Snow putting on the full kit that soldiers would have worn in WW1. This will be able to help you when creating your own drawing of a soldier wearing his uniform.
There is also a profile about a real British soldier, Jack Harrison, who signed up with one of the Pals Battalions. 

Your task has 2 parts to it this afternoon:
1. Choose two of the jobs that are outlined in your research and explain why you they were such important roles in WW1.
2. Draw your WW1 soldier in his uniform - label the different components. You will name your soldier (it can be Jack Harrison or another name) and describe the job role that this soldier had in the war. Would a certain part of the uniform help him in this role?

3:00-3:15 TTRockstars

Take part in the TTRockstars Year 5 challenge. Over the next few weeks Kingfishers and Sparrow Hawks will be challenging each other to see which class  is the best at timetables. Log into your account each day and support your class in their TTRockstars "Battle of the Bands" rockstars challenge.

Sparrowhawks are still beating us! We need to catch them up - it has to be a big team effort! We can do this, Kingfishers!

3:15-3:30 Story Time

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

 

 

 

Inspire FederationUnicef Rights Respecting Schoolswoodland trust awardChildlineCEOP