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Seal Church Of England Primary School

Seal Church Of England Primary School

Wednesday 27th 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:

hknipe@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

 

 

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 to use the text to make predictions.

SC1. I can identify key features in a text.

SC2. I can consider how the mood and tone of the text will influence my predictions.

SC3. I can make predictions using the text to support my ideas.

 

Story catch-up

Count Olaf has been horrible to the children and he even hit Klaus. As a result, the children have spent the evening crying.

 

Group one – page 57-61

Use a dictionary to find the definition of:

Undoubtedly

Circumstances

Meditatively

Misfortunes

Wistfully

Patrolling

Elaborate

Predicament

Impulsively

In this part of the text, the children start to discuss plans for their escape from Count Olaf. Use the text to help you answer the following questions:

1) What does the author mean when he says the children felt as if a “weight were off their shoulders”?

2) The children dream of running away and living in a castle. What do their own individual dreams tell you about their personalities?

3) When creating the name Briny Beach, the author has used alliteration (look up the definition). This author uses this type of figurative speech a lot. Why do you think he does this? Can you think of your own names for places using alliteration?  

4) Predict what will happen when the children go to see Mr Poe. Will he help them or not? What evidence do you have for coming to your conclusion?

 

Group two – page 59-61

Use a dictionary to find the definition of:

Predicament

Impulsively

In this part of the text, the children start to discuss plans for their escape from Count Olaf. Use the text to help you answer the following questions:

1) When creating the name Briny Beach, the author has used alliteration (look up the definition). This author uses this type of figurative speech a lot. Why do you think he does this? Can you think of your own names for places using alliteration?  

2) Predict what will happen when the children go to see Mr Poe. Will he help them or not? What evidence do you have for coming to your conclusion?

To help you with your reading I have attached the audio for today’s lesson. For today’s lesson, you only need listen to up to 4 minutes and 5 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 38

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 38 - words ending in ialsocial, crucial etc.

 

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

LO: To understand the steps required to divide when there is one exchange (4-digit ÷ 1-digit
SC1: I can use the bus-stop method
SC2: I can identify when to exchange
SC3: I can keep my presentation neat
SC4: I can answer the questions

Today we are carrying on with the new form of exchanging when dividing; one of the digits in the dividend is larger than the divisor and is not a multiple of the divisor either. Therefore we have to carry over the number to the next digit in the dividend.

Watch the tutorial to make sure that you understand the steps and how to lay out your work. I will go through some examples and you will have an example to work through yourself to make sure you understand the process before moving onto the questions in the PowerPoint.

After watching the video, work through the questions on the PowerPoint. If you are Challenge 1 I expect you to have a go at completing at least one of the extension questions and if you are Challenge 2 you should be completing both extension questions.

After you have completed the questions and checked through your work, use the separate PowerPoint to mark your work, ticking the ones you get correct and making any changes necessary if you have made a mistake.

 

 

 

11:00-11:15 Break

 

11:15-12:30 English

Know (understanding)

LO: To understand how direct speech can be used to develop a storyline.

SC1. I can explain what direct speech is.

SC2. I can identify key punctuation used in direct speech.

SC3. I can demonstrate my understanding by creating a conversation between characters. 

 

In today’s guided reading lesson, you learnt that the children were going to see Mr Poe to tell him how about the horrible Count Olaf. I would like you to use your ideas about what Mr Poe could have said to help you write some dialogue between the children and Mr Poe.

To help you with today’s lesson there is a PowerPoint and activity to help remind you how to use direct speech in your writing. There is also a word mat of words to replace “said” and a video modelling how to use direct speech.

Here is a reminder video about speech marks and punctuating direct speech:

 

 

 

Now look at the PowerPoint and try the short activity (attached below).

Today’s main task

Today, you will need to use your knowledge of direct speech and the characters from “A Bad Beginning” to help you create a discussion between Mr Poe and the children. Remember to use the rules of direct speech to help you. When writing today’s direct speech, you will need to consider:

1) How will Mr Poe respond to the children’s explanation about what has happened?

2) Will Mr Poe agree to help or not?

3) How will the children respond to Mr Poe and his comments?

 

When writing direct speech, you must:

1) Spend 10 minutes planning the tone of your speech and key vocabulary.

2) Remember the punctuation rules of direct speech.

 3) Use precise vocabulary. Once you have finished your writing you must challenge yourself by checking that you have used appropriate vocabulary. Use the adjective and verb word mats to help you.

4) A year 5 expectation is that you check your spellings, punctuation and use neat handwriting.

5) Challenge yourself in your writing. You should evaluate your work and ask if you can make it even better.

I have attached some word mats to the class page to help you with your vocabulary and direct speech.

Here is my video modelling today’s writing:

 

 

12:30-1:30 Lunch

 

1:30-2:45 Science

L.O. To understand the use of conductors and insulators
SC1: I can define the terms conductor and insulator
SC2: I can sort components into categories
SC3: I can discuss the importance of different components

Task 1: Watch the BBC Live Lesson below. Make sure you have found the worksheet at the bottom of the page - you will need that mid-way through the video. You may want to pause the video while you work through the sheet if you need more than 60 seconds!

 

 

Task 2: Complete the worksheet of questions. They are based on the information that was given in the video.

Task 3: Looking at various electrical sources around your house (you can use your work from Monday's lesson to help you), identify the different parts of each item that are conductors and insulators. Consider why the different parts are made of different materials, thinking about whether they do or do not want to conduct electricity!
Your table may look like the one below:

Electrical source Different materials - conductor or insulator? Why are these materials useful for this item?
     
     

2:45-3:00 Collective Worship

 

 

3:00-3:15 TTRockstars

Test your timetable skills each day.

3:15-3:30 Story Time

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

 

 

 

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