COVID-19 School ClosureSuggested Weekly Activities

Year Group: 5Week beginning: 27th April 2020

Ongoing activities:Possible daily timetable:

9:00 – 9:30am Joe Wick PE Sessions

(Available at You Tube. Just search: Joe Wick PE)

9:30 – 10:30am Activity Period 1

10:30 – 11:00am Timetables Rockstars

(You should know your child’s login details)

11:00 – 12:00 Independent Reading

(This could be the year group story book; a story book of your choice; comic; appropriate website of interest)

12:00 – 12:45 Lunch

12:45 – 13:45 Activity Period 2

13:45 – 14:45 Bake cakes/Do some gardening/Play board games or cards together

(Anything that involves FUN/following instructions/taking turns)

14:45 – 15:45 While we are allowed to:

Go for a family walk.

(You could attempt to identify different trees; plants or birds)

Reading:Try to read independently for at least 30 minutes per day. This can be the book that would have been in focus for the year group (if you have access to it – see below) or any appropriate material (including comics and websites) if not.

Extension activities should they be required:- Select something from our Home Learning Ideas Pack sent at the beginning of the

closure period.- Login to Education City and explore the learning available for your child’s year group

THIS WEEK’S LEARNING:

Subjects in focus: English, Maths, Science, Art, GeographyBook that would have been in focus at school: Harry Potter and the Philosopher’s Stone

Weekly spellings to learn (taken from the Year 5 key words lists):

Words containing the letter string ‘ough’

plough

bough

drought

brought

bought

wrought

thought

ought

borough

thorough

Step 1: Look up the meaning of each word.Step 2: Learn how to spell them.Step 3: Write a sentence that includes each word. Challenge: Can you write a sentence that includes more than one word..?

ENGLISH: Intended learning outcome: We are building up to our final write this week. Creating an email of complaint to the Ministry of Magic about the strange goings on at Hogwarts. Imagine you are a worried parent! Keep reading Harry Potter and the Philosopher’s Stone, this would have been our text driver until half term. If you have a copy please use it, if you are unable to find a copy then here is an online copy.http://englishonlineclub.com/pdf/Joanne%20K.%20Rowling%20(Harry%20Potter,%20Book%201)%20-%20Harry%20Potter%20and%20the%20Philosophers%20Stone%20[EnglishOnlineClub.com].pdf

This is week two of our first Harry Potter unit and at the end of this week you should be able to write an email of complaint to the Ministry of Magic about the strange goings on at Hogwarts.

Related skills covered in school New skills that should be focussed on

• Indicating degrees of possibility using modal verbs: might, should, will, must

• Fronted prepositional phrases

Formal and Informal language Dashes for parenthesis

Task One:What does a formal email look like?Look at a selection of formal emails. What kind of language can you spot? Why? What sort of language will you need to include? Who are you writing as?

Edna.worrylot@gmail.com

Monday 27 April 2020 - 08.42

seatyn@gov.council.org

Dear Mr Seatyn,

I am emailing to complain about the condition of the play area in the church grounds, near Lymington. Over the last two weeks, I have noticed a great deal of litter. It is my opinion that this litter is a health hazard. For example, yesterday a year 4 boy fell over and cut his hand on a broken bottle. The boy in question needed four stitches. I believe that there are a number of things that you could do to rectify this problem. Firstly, it may be possible for you purchase additional litterbins. This would help prevent people discarding their litter recklessly. In addition, I think that our park needs more adequate security to prevent vandals littering.

In conclusion, I hope you will take my concerns seriously and I look forward to your reply. Yours Faithfully Edna Worrylot

What are dashes for parenthesis?

• https :// www.bbc.com/bitesize/articles/zg8gbk7 (this is a really useful link, in class we would have watched just the dashes for parenthesis part but it is useful revision of other skills we’ve covered this year)

• Why do we use dashes?

• What is parenthesis?

Can you add extra information to these sentences?

Harry raced hurriedly to reach Hagrid’s hut.

• Can you add extra information?

• Use dashes to separate out the extra information

Harry - whose heart pounded with fear - raced hurriedly to reach Hagrid’s hut.

Now have a go:

Add dashes for parenthesis to a range of sentences we can use in our formal email

1. I wish the Ministry of Defence to inspect the school at once.

2. Within Hogwarts, I fear terribly for the safety of students in the care of Albus Dumbledore.

3. Behind the vast stone walls, the disastrous Quidditch match is an example of totally unacceptable care of our children.

4. How can a school such as Hogwarts get away with these shocking incidents?

5. I wish a full report to be published immediatley.

6. Beyond his best, Albus Dumbledore is no longer fit to be a head master.

Task Two:

Add prepositional phrases to the front of these sentences • Hagrid stomped clumsily.

• Harry pulled on the cloak.

• Dumbledore pounded the desk.

• Ron muttered desperately.

• Neville sobbed hysterically.

Gather evidence from the text about the odd goings on at Hogwarts which can be used to write a formal letter of complaint to the Ministry of Magic.

What would I be concerned about if my children were at Hogwarts? Read the text and take notes to inform final complaint email.

Task Three:

Apprenticeship Piece – Write an email Howler

Howlers are angry letters, delivered via owl post in the text (a magical version of a cross email). Ron receives a Howler and it is utterly mortified! What is the impact of a Howler on the recipient?Our task is to create our own email Howler. Who could you write an email howler for? Possible ideas:

From Dumbledore to Hagrid for using magic on Dudley From McGonagall to Vernon for destroying her letters

Can you include?

Dashes for parenthesis Degrees of possibility (e.g. You must be more cautious) Fronted prepositional phrases

Task Four:

Plan your final write – an email of complaint to the Ministry of Magic

Consider how you will include:

Formal language Dashes for parenthesis Degrees of possibility (e.g. You must be more cautious) Fronted prepositional phrases

Task Five

Draft and edit your final write – an email of complaint to the Ministry of Magic

Remember to include: Formal language Dashes for parenthesis Degrees of possibility (e.g. You must be more cautious) Fronted prepositional phrases

Edit your final write:Underline the success criteria elements in different colours and locate them in your draft, where have you been successful? Which colour is lacking? How can you work on this?Check for spelling and punctuation errors. Create a best version of your email.

Well done, you’ve completed your first writing outcome. Keep reading as we’ll carry on with Harry Potter and have a new

writing outcome over the next three weeks.

MATHSIntended learning outcome: To use an appropriate written method for subtraction.

_____________________ @ __________________________________________________

Governingbody@Hogwartsschool.co.uk

Dear _________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________

See the LJS progression in calculation document (available at: https://www.lymingtonjuniorschool.org/our-curriculum/#Mathematics-and-Times-Tables-at-LJS) for additional guidance as required.

Warm up:Visit https://corbettmaths.com/5-a-day/primary/ and select a daily challenge. TIP: Start at ‘Bronze’ and work up from there if required.

Age Related Expectation

To solve subtraction problems up to and including numbers with more than 4 digits

Suggested activities for session 1:Below ARE At ARE Above ARE

1. 341-214=2. 3946-1852=3. 3845-197=4. 1846-384=5. 3846-1295=

1. 2605-1453=2. 61504-26517=3. 65150-43511=4. 50427-3359=5. 74018-1645=

1. 2003-1453=2. 61004-54717=3. 65100-24851=4. 50027-8451=5. 70018-9425=

Problems to solve in session 2:Below ARE At ARE Above ARE

Refer to attached word document

Refer to attached word document

Refer to attached word document

Challenge for session 3:

Please refer to the ‘Challenge for session 3’ worksheet. Here you will have to correct my subtraction mistakes then use the inverse to check your answers.

Extension for session 4:

Please refer to the ‘Maths Extension Task’. This has 5 test style questions of varying difficulty focusing on addition and subtraction.

SCIENCEIntended learning outcome: To understand how seeds enable a plant to reproduce.This is a practical task. Your challenge is to grow a plant! If you have seeds at home, plant a few in soil or compost in a small container – a yoghurt pot would do to start off with. If you don’t have seeds to hand then simply get a tomato, slice it carefully & plant each slice with seeds in a pot. Your seeds will need water and as the shoots appear they will need light.

As they grow they will need bigger pots. Look after your plants and record their progress – you could measure the height or keep a photo diary of their progress.

ARTIntended learning outcome: To explore colour in the natural world

Introduction:Last week we looked at patterns – this week we are looking at colour

Task:Can you create a rainbow made from natural materials eg: leaves, flower petals, berries etc You could take a photo & add it to your scrap book, or ask an adult to e-mail it into school or upload it to Twitter #Lymington Junior school

GeographyTopic in focus: Natural resourcesLearning objective: to identify some ways in which natural resources are used to produce energy.

Introduction:How many different devices have you used today that need energy to make them work? What kind of energy do they use? Discuss/brainstorm your ideas.

Where does our electricity come from?

Task:Can you research electricity and the answers on the attached worksheet.

Supporting documents attached this week:- Maths activity sheets.- Geography worksheet