Emsworth Primary School

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 Year 6 Online Learning

This will be our final week of remote learning as we are all very excited that we will be able to welcome you all back to school on Monday 8th March. We know that many of you are finding remote learning increasingly challenging and tiring but with just one more week to go, we hope you will all be able to make the most of this final week. 

Below you can find both a timetabled overview of the week’s learning and a further daily breakdown of the activities with resources linked where possible. In some cases, such as English and maths, we are unable to publish some of the resources publicly on our online learning webpage so will put those resources on Google Classroom. We shall be populating Google Classroom each morning with the day’s learning tasks to avoid an overload of information and to make it easier to locate the activities. Please make sure you remember to ‘hand in’ your tasks each day and to look back at the previous day’s learning so you can see any feedback we might have left you.

If you have any questions about the online learning that has been set such as accessing paper copies, support with the content and understanding or anything else, please do not hesitate to contact your class teacher through our email addresses posted below.

c.watson@emsworth.hants.sch.uk

s.talley@emsworth.hants.sch.uk

Weekly Overview

 

Monday 1st March  

Guided Reading

Read the story of Greg Rasmussen: The conservationist who crashed in the Kalahari. (We have uploaded the chapter to Google Classroom where you can either read it yourself or listen to Mrs Talley read it for you.)

Create a story board/story map of the key events. Remember to record the events in chronological order (the order in which they happened).

English

Today we are going to do a modelled write of a storm description. Watch the video input on Google Classroom where you will see Mrs Talley using figurative language to write different types of descriptive sentences. Make sure you have a pen and some paper ready, as you will need to pause when told and have a go at writing your own similar examples. Once you have completed your own examples you can choose your favourites and use them to write a paragraph describing a storm.

Maths

Starter: Early Bird Maths – This week, all of the Early Bird Maths problems will be looking at fractions. To begin with, watch the video on Google Classroom to recap the method (this video will be available all week for you to refer to if needed). Then spend no more than 10 minutes answering the fractions questions. Count how many you completed and tomorrow you will try to beat your score!

Main: Measurement – Area of a Triangle – Calculating the area

Watch the video for today’s input and follow the instructions to complete the learning. This week’s learning continues with the topic Measurement: Area, Perimeter and Volume with a focus today on Area of a Triangle, Estimating areas using squares and using rectangles to find the area (right-angled triangles)

SPAG

Homophones – The words for your spellings this week are all homophones. On Friday, there will be a video for your test of me reading the words in sentences. The spelling of the word isn’t tricky this week but you will need to focus on understanding the meaning of each word in context so that you give the correct answer in the test.

Today’s spelling activity is to take the words from this week’s spelling list and write them in a sentence that clearly shows the word’s meaning.

Geography
Today you will do the second part of your spring project. Look carefully at the slides of the PowerPoint and follow the instructions to complete the task set.

Tuesday 2nd March

Guided Reading

Re-read the story of Greg Rasmussen. Search for words/phrases that the author has used to create tension for the reader. List them then select up to 10 that you might use in your own writing. Explain why you have chosen each of the words you selected.

E.g. I chose the word ‘intense’ because it shows that the pain he was in was extremely painful and unrelenting which would have been terrifying to deal with at any time, let alone while trapped and alone.

English

Look back at The Storm and inspect the story Structure. What is the function of each paragraph?

Next, look back at the storm monster images we looked at on Thursday last week and select a different one from the last time. Use the image as inspiration to map out the following details:

  • Setting (The Storm is set around a farmhouse on the moors so choose a building and a setting that works with the chosen image E.g. Lighthouse on the coast, barn in the countryside, boat at sea.)
  • Character (Think of a character that works with the setting chosen. E.g. Lighthouse keeper, farmer, fisherman)
  • Personification (how will you personify the storm? A giant, a harpy, a banshee, a vampire? Think of monsters and use these to help.
  • Mood (What mood are you trying to create in your story? Is the storm angry, sad, fierce, destructive? Use this to select examples of figurative language – practised in the last lesson – that work with that mood. You may need to edit the examples we created together to match your mood.

Maths

Starter: Early Bird Maths –  spend 10 minutes answering as many of the fraction questions as possible. Can you beat your score from yesterday?

Main: Watch the video for today’s input and follow the instructions to complete the learning. Today’s lesson continues from yesterday’s about the area of a triangle and focuses on calculating the area of triangles using a formula (right-angled triangles).

SPAG

Adjective Building

Banded Mongoose

These curious little creatures live in sub-Saharan Africa and occupy a variety of habitats, including brush-land and grassland, but they prefer wooded areas. They are called banded mongoose because of their coarse, brownish-grey coat, dark feet, black-tipped tail and dark bands across their back. These bands are found between the mid-back and base of the tail and are a distinguishing feature of this mongoose species.

In this fascinating clip, as a new day dawns, young mongoose pups go foraging for food for the first time. At nearly three weeks old, these pups still have a lot to learn about foraging with the adults. There are a few basic rules. First, they must stay as close to their family as possible, as a lone pup will have little chance of survival. Second, forging close relationships with a young adult who can act as an escort is also vitally important for a pup. The best escorts will be able to teach them the ropes and can be a great advantage. Will the pups manage to keep up? Who will find the best escort? Watch the clip to find out.

Banded Mongoose

Today’s activity is to make a list of adjectives that you could use to describe the banded mongoose pups as they explore their surroundings.

e.g. adorable, clumsy, enthusiastic, …

Science

We shall be continuing with the learning on ‘Animals Including Humans’ Open the document 'activities for lesson 2' and read it through. There are parts with information on and parts with questions on. You will need to complete the activities and questions. The information you need is provided but you may need to draw on your previous knowledge and conduct a little research if needed

Wednesday 3rd March

 Guided Reading

What are your impressions of Greg Rasmussen? What would you have done in his position? What would you like to know about his experience? Write down 5 questions that you would ask him if you interviewed him.

Extension task: Have a go at answering the questions you wrote down, answering as if you are Greg Rasmussen.

English

Today you will write your own version of The Storm using the plan you created yesterday and the examples of figurative language we have rehearsed.

First, think back to the story structure of The Storm:

Opening paragraph - sets the scene by introducing a sense of impending danger as the storm approaches in the distance.

Subsequent paragraphs - show how the storm grows in intensity and anger as the danger develops and comes ever closer.

Concluding paragraph - in sharp contrast creates a scene that is full of warmth, relaxation and is peaceful and quiet.

Next, look back at the plan you created yesterday. It would be a good idea to refer back to this as you write but remember that you do not have to include absolutely everything from your plan.

Now that you have looked at your plan, write your own version of The Storm using your chosen storm monster as the inspiration. Try to include some of the figurative language we have worked on. If your description is clear enough, we should be able to guess which storm monster image you have based it on. Remember to proof read before you hand your work in as we have noticed that some of you are not checking the basics such as spelling and punctuation. Think about the following aspects: Is the mood clear? Have you included some of the figurative language we practised?  Choose at least one sentence to uplevel. 

Extension: Practise reading your story aloud. Does it sound how you intended? Maybe you could turn your story into a PowerPoint or an Adobe Spark video with images and sound effects to add to the atmosphere?

Maths

Starter: Early Bird Maths –  spend 10 minutes answering as many of the fraction questions as possible. Can you beat your score from yesterday?

Main: Watch the video for today’s input and follow the instructions to complete the learning. Today’s learning will look at the area of a triangle – choosing the correct calculation for triangles (any triangles).

SPAG

The Grammar Bit!

Read the sentences below. They each contain one or more expanded noun phrases. With your talk partner, see if you can identify them. You’ll remember from Year 5 that effective expanded noun phrases should build descriptions of nouns in a concise and precise way.

The most common way to create an expanded noun phrase is to add an adjective before the noun e.g. ‘These nomadic little creatures …’

You can also build description by adding a relative clause or a prepositional phrase after the noun. e.g. ‘The highly visible stripes that run down the entire length of their back‘ (relative clause), and ‘Banded mongoose have large heads with small ears‘ (prepositional phrase).

With your talk partner, read each of the sentences opposite. Identify how the expanded noun phrases have been created – can you find any more prepositional phrases or relative clauses

Scintillating Sentences

1) Banded Mongoose have large heads with small ears, a long tail and short muscular limbs.

2) These creative hunters with their long, curved, clawed forepaws can break open eggs and snails by throwing them at high speed towards a solid object.

3) These nomadic little creatures get their name from the highly visible dark stripes or bands that run down the entire length of their back.

Computing

Last week you completed an activity from module 1 of the coding activities. This week you will need to complete an activity from module 2. Follow the web-link below: https://projects.raspberrypi.org/en/codeclub/scratch-module-1 

Choose one of the activities available and complete the coding for it. Take screenshots/pictures/videos of your coding and post them on Google Classroom for us to see!

Thursday 4th March

     

Today is World Book Day and although we cannot celebrate it in our usual style, we still want to take some time today to enjoy reading for pleasure and to share our love of books with each other. There are many things that you could do today to celebrate books, however below we have outlined a few suggestions that you might like to try. Please do not feel like you have to complete all of these tasks – they are simply suggestions. They key thing is to spend some time today enjoying some books!

Suggested activities:

  • Watch our World Book Day assembly. The Masked Singer has undergone a transformation and become The Masked Reader! Can you figure out which teachers are hidden behind the masks? Post your answers on Google Classroom.
  • Curl up in a comfortable spot and spend some time reading a book that you enjoy or have never read before. If you do not have many books to choose from at home, why not take a look at some of the free books available here.

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/

https://www.booktrust.org.uk/books-and-reading/have-some-fun/storybooks-and-games/

  • Listen to the next few chapters of our class story. We have uploaded them to Google Classroom for you.
  • Take a look at the World Book Day Website. Here you will find links to lots of fabulous events activities and games that you could try. You will also be able to take a look at this year’s selection of £1 World Book Day books that are available to buy.
  • https://www.worldbookday.com/ideas/share-a-story/
  • Create a social media profile page for your favourite book character. You can use this template, or create one of your own.
  • Complete a book review for one of your favourite books. Can you use persuasive language to convince us to read the book ourselves? You might like to use one of the templates we have posted on Google Classroom.
  • Have a go at the Among Us Character quiz we have set on Google Classroom. Why not post your score in the class comments so we can see if you spotted all of the imposters
  • Through the keyhole. Choose a room that your character visits in your favourite book. Imagine you peeked through the keyhole of the door of that room. Draw what you would see in the keyhole.
  • Recreate the book cover of your favourite book. You could use yourself and family members as characters or you could use teddies, Lego figures, dolls or even your pets!
  • Imagine you are having a birthday party. Which three book characters would you invite and why? Think about how the different characters would get along. Would they enjoy each other’s company or would they clash? Explain why.
  • Act out your favourite part of your favourite book. Think about how the characters might talk, their actions and their facial expressions.
  • Read a piece of work you have written this week aloud. (Your storm description would work well.) Practise reading aloud with fluency and expression. Maybe record yourself so you can watch it back or show your family.
  • Dress up as a character (if you have a costume somewhere at home) or design and make a mask for a book character. Feel free to post your pictures on Google Classroom so we can see you looking fabulous!

Friday 5th March

Guided Reading

Imagine you are Greg Ramussen at the point when he sees the plane pass overhead without stopping. How would you feel at that moment? Write/record a vlog entry to say good bye to your family. What would you say to them? What do you think is likely to happen to you now? Do you have any regrets? What are you proud of? How do you want them to remember you?

English

Listen to Mrs Talley read The Giant’s necklace (up until the part where the storm is approaching on the beach.)  As you listen, focus on the mood the author is trying to create. How will that mood differ as the storm approaches? Once you have listened to the story, have a go at writing a description of the storm that is creeping closer. Think about all of the work we have done on figurative language over the last two weeks and try to ensure you use some of this in your description. We will be using this piece of writing to identify some next steps for each of you so please try to make sure that you take some time to do this well. If you prefer to hand write this description, then please take a clear picture of it and upload this to Google Classroom.

Maths

Starter: Early Bird Maths –  spend 10 minutes answering as many of the fraction questions as possible. Can you beat your score from yesterday?

Main: Watch the video for today’s input and follow the instructions to complete the learning. Today’s learning continues from yesterday, focusing on the area of a triangle – estimating the area of any triangle.

Spellings

Today is test day for homophones. Listen to the sentence and write the correct homophone to fill in the gap. You can only get the mark if you spell the word right and it is the correct homophone.

RE

Work through the PowerPoint all about Judaism and complete the activities shown throughout.