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Seal Church Of England Primary School

Seal Church Of England Primary School

Wednesday 20th 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 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 Exercise

 

 

Wellbeing with Mrs Brocker

Read Mrs Brokers message and watch the video before completing the attached form.


Dear Year 5,

Please look at the chart attached and draw it onto a piece of paper.

Write down three negative thoughts you may have had and go through the columns in order to help you balance out that negative thought.

If you can't think of any examples use your imagination and get creative!

Please keep your work in a notebook because it will be stuck into your wellbeing books once you return to school.

Warm Regards

Mrs Brocker

 

 

 

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 11-17

Use a dictionary to find the definition of:

Scarcely

Bleak

Fused

Fragments

Recuperate

Grotesque

Obnoxious

In today’s text, we learn that the children are to be sent to live with a mysterious relative called Count Olaf. Use the text to help you answer the following questions:

1) The death of their parents has a huge impact upon the three children. What are the different ways in which the children show they are upset?

2) Why do you think the children had mixed feelings about leaving Me Poe’s home?

3) Mr Poe did not want to answer any more of the children’s questions. What does this tell you about his personality?

4) Despite disliking the home of Mr Poe, the children “glumly” packed their belongings. How do they show they were upset?

 

Group two –page 14-16

Use a dictionary to find the definition of:

Moping

Erupted

Urban

In today’s text, we learn that the children are to be sent to live with a mysterious relative called Count Olaf. Use the text to help you answer the following questions:

1) Why do you think the children had mixed feelings about leaving Me Poe’s home?

2) Mr Poe did not want to answer any more of the children’s questions. What does this tell you about his personality?

 

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 7 minutes and 41 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.

 

This week I would like you to practice:

Spelling Rule 37 - words ending in "cious" or "tious"

 

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

 

10:15-11:00 Maths

Know (understanding)
L.O. To understand the steps required to divide a 3-digit number by a 1-digit number using a formal written method
SC1: I can identify division vocabulary
SC2: I can follow the bus-stop method
SC3: I can answer the question

Today we are moving onto short division, meaning we are dividing only by a 1-digit number. We will be using the bus-stop method and will be learning the different skills required to divide 3- and 4-digit numbers over the next couple of weeks.

Knowing your times tables will be particularly useful for this method so make sure you keep practicing using TTRS.

Follow through the tutorial below to understand the method and presentation that is expected. Once you have watched the video, move onto the questions on the PowerPoint, including the extensions.

Make sure you are checking your work and marking your answers using the separate PowerPoint.

 

 

 

11:00-11:15 Break

 

11:15-12:30 English

Know (understanding)

LO: To understand how powerful adjectives and verbs can add precision to my writing.

SC1. I can explain what an adjective and a verb are.

SC2. I can consider how powerful adjectives and verbs can create a detailed picture.

SC3. I can use powerful adjectives and verbs in my writing.

 

A key writing skill in Year 5 and 6 is to be able to use “precise” language. Precise language is the use of vocabulary which helps give clarity and gives the reader a better visual image of what something looks like or how it is happening.

Today, we will focus on improving both our adjectives and our verbs.

In our character descriptions there are many opportunities to develop our us of powerful vocabulary. When describing a character, you can tell you audience about:

  • What they look like – this includes facial features and other body parts e.g. “His ragged trousers ended abruptly at the knee, where instead of a leg was a worn  wooden stump.”
  • What they are doing – this includes how they move e.g. “Her crinkled eyes suspiciously swept the room, looking for signs of the trespasser.”  
  • How they react to situations – a person’s reactions can tell you a lot about their “character” e.g. “He grinned from ear to ear when he saw that he had the pitiful children trapped.”

In Year 5 and 6, all children are expected to move away from words which do not convey a message clearly or strongly enough. Why say that the girl has a “nice” dress when you can say she has a “pretty floral” dress. By using this type of precise language, a reader can picture the dress in their mind.

Use today's PowerPoint and watch the videos to help you learn more about how to use powerful adjectives and verbs. The videos are attached to both the PowerPoint and here:

 

 

 

 

 

Today’s task, is to write a character description using powerful adjectives and verbs. You will be writing a description of Rubeus Hagrid, from Harry Potter. I want you to describe what Harry would have seen when he first meets Hagrid.

I have attached a video clip to help inspire your writing. There is also a writing checklist attached at the bottom of the class page.

 

 

Watch my video on how to use your powerful adjectives and verbs:

 

 

 

12:30-1:30 Lunch

 

1:30-2:45 Science

L.O. To understand how shadows are formed
SC1: I can research the connection between light and shadow
SC2: I can explain why shadows match their objects
SC3: I can describe the effect moving an object has on a shadow

Start by trying to work out this riddle:
I follow you around in the light, I say goodbye to you in the night? Who am I?

Watch the video on the link below:
Where does light and shade come from? - KS2 Science - BBC Bitesize

You can further research the topic through the following link:
What is a Shadow? - Facts For Kids, Science - Kinooze

You are going to explore the idea that objects block light and form a shadow with your own range of objects and a light source.

What happens if you move the light source? What happens if you move the object? Is the shadow darker or lighter depending on what object you use?

Some suggestions of objects to explore:
- an empty glass    - a glass filled with drink    - thin material    - solid object

1. Can you explain what is happening to the light when it reaches the object? What does the shadow shape tell us about the light? There is a simple PowerPoint at the bottom of the page that can support you.

2. What happens to the shadow if you move the object - closer to/further away from the light source, left, right, up, down. Does the shadow change shape?

3. What happens if you introduce a second light source? Can you create multiple shadows for one object? Describe what you can see and explain why it is happening.

2:45-3:00 Collective Worship

 

 

3:00-3:15 TTRockstars

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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