Good morning Class 5,

Here is your home learning for today:

Writing

In class, we discussed the features we identified as key to biographical writing. We  felt confident in terms of applying the majority of the genre specific features to our writing as they are things we have looked at previously but we decided that we would like to revisit writing in the past tense. We remembered looking at the past tense when we were writing diary entries in the autumn term but felt that we were still a little confused with the following:

• Past simple
• Past perfect
• Past progressive

Today, we will be revising these again to ensure that we are confident in our understanding of what they mean and applying them to our writing.

Work through the PowerPoint attached. You don’t have to write anything down but please ensure that you have a clear understanding of past, past perfect and past progressive. When you have done this, think about how and where you would apply these to your biography.

SPAG—Past-Tense

Reading (predict and summarise)

Chapters 10, 11 and 12

Predict

• Q1. Predict where Tostig is and whether he survived. (chapter 10)
• Q2. Predict why Magnus’ father is marrying Aldgyth. (chapter 11)
• Q3. Predict what will happen in the next chapter. It is called ‘A Reckoning’. (chapter 12)

Summarise

• Q1. Summarise Grandma in one word. Then, explain why you chose this word. (chapter 10)
• Q2. Use one word to describe Tostig and his brother’s relationship. Then, explain why you chose this word. (chapter 11)
• Q3. Summarise Magnus’ relationship with his mother in no more than two sentences. (chapter 12)

Mathematics

Please watch the video and complete the attached questions:

https://resources.whiterosemaths.com/wp-content/uploads/2019/12/Y5-Spring-Block-2-D5-Compare-and-order-fractions-less-than-1-2019.pdf

RE

Today, we will be considering what Christians mean when they say that Jesus’ death was a sacrifice. Think about/discuss with someone at home the questions relating to the following scenarios:

A) Bearing a burden
Tom is carrying a rucksack. It is heavy and he cannot take it off. He feels as if he has been carrying it for ever. The straps dig into his shoulders and the heavy bag gets in the way as he goes through the day.
Think about:
• How would Tom feel?
• What would it be like to carry such a burden?
• What would he like to happen?
• Imagine you have this burden; what is it like to be
weighed down?
One day, along comes Joshua. He offers to take the rucksack, if Tom would like.
Think about:
• How does Tom feel about the idea of getting rid of the bag?
• What does Tom say?
• How does it feel to have the weight lifted off?
How does Tom feel towards Joshua?
• What might he do in response?
• Which words might you use to describe what Joshua has done?

B) Stepping in
Rachel is walking to school one cold winter morning, when there is a terrible accident. A car starts skidding on some ice, heading straight for her.
Think about:
• In that instant, how does Rachel feel?
• What does she fear?
• What does she hope for?
Just then, Joshua, who was walking a few steps behind her, dives forward and pushes Rachel out of the path of the oncoming car. The car hits Joshua instead. An ambulance is called. Joshua is taken to hospital with serious injuries. A few days later, Rachel
visits Joshua in hospital.
Think about:
• Why would Joshua do such a thing?
• How might Rachel feel about what has happened?
• What could Rachel do to show her gratitude?

C) Lost
Imagine you’re on holiday with some friends and have gone walking alone in some woods one afternoon. It’s peaceful and calm as you walk deeper into the
woods. Gradually, as the sun goes down and the shadows lengthen, you realise that you don’t know where you are.
Think about:
• Have you experienced being lost?
• How did you feel?
• What thoughts might go through your mind in the story above?
• What sights and sounds would you experience as darkness falls?
As the hours go by and your panic increases, the light goes and you are left in darkness. Eventually you hear a voice calling your name and you see a light through
the trees. You call out, and the light comes towards you. It is one of your friends, Joshua, who has been out searching for you and who knows the way back out of
the wood.
Think about:
• How would you describe the moment you heard the voice, then saw the torchlight, then saw your friend coming towards you?
• What might the two of you say to each other?

D) Taking someone’s place
Sam is in trouble! After messing about with some friends, Sam has broken a window at school. The only problem is, Sam is often in trouble, and this is the latest in the long line of such accidents. This might be the last straw — perhaps Sam will face serious punishment now.
Think about:
• How does it feel when someone knows they’ve done wrong?
• What if they have let down someone they respect and know they have to face the consequences?
• How does it feel when someone knows they deserve to be punished, and that this time it’s serious?
As Sam realises that it is time to face the head teacher and take his punishment, Joshua, a friend who was nearby, offers to take Sam’s place. Joshua is prepared
to go to the head teacher and take the blame, taking the punishment and letting Sam go free this time.
Think about:
• Why might Joshua be prepared to take the blame?
• Would Sam accept the offer?
• If Sam accepts, how might Sam respond to Joshua afterwards?

How do you think the scenarios above help us to understand what Christians mean when they say Jesus’ death was a sacrifice?

A) Bearing a burden
Christians generally see sin as a burden. When they don’t have the right attitude to God or to others, or if they act selfishly, they often feel guilty. They want to be good, but don’t always manage it. They believe that Jesus will take the burden away if they ask him for forgiveness.

B) Stepping in
Christians believe that God loves them and that Jesus saves them from a terrible fate — life without God after they die. As a result, they want to please Jesus, and show gratitude for his sacrifice on the cross. This means that they want to follow Jesus’ teachings.

C) Lost
Jesus told a story about God being like a shepherd who searches for a lost sheep (Luke 15:1–7). He also described himself as a good shepherd, prepared to lay down his life for his flock, and leading his people to safety (John 10:11–16). Christians also believe that Jesus does not just show them the way to heaven, he actually is the way. Through Jesus’ sacrifice, he opens the way to heaven. Following Jesus is like being found by someone loving and trustworthy, who leads a person home.

D) Taking someone’s place
Christians believe that in the Old Testament, God arranged to deal with people’s sins through sacrifice. An animal — sometimes a lamb — was offered. The worshipper said sorry for their sins then put their hand on the lamb, a symbol for transferring their sins onto the lamb. The lamb was then killed and the body burned on the altar. The worshipper’s sins were gone! It was as if the lamb had taken the punishment for the worshipper. They were now at one with God again.

PSHE

Today, I would like you to consider the following question in relation to living a healthy lifestyle:

If we know what is good for us, why do we make the wrong choices?

Have a think about this question and, if possible, discuss your ideas with someone at home. You can make some notes if you want to do so but this is not compulsory.

Thank you for all your hard work

Mrs Duncan

Good morning Class 5,

Here is today’s home learning:

Morning

PE

I would like those of you at home to get outside (weather permitting) and do something active. If you are unable to get outside, you can do something indoors such as yoga, dancing or access one of Joe Wicks daily workouts.

Mathematics

https://resources.whiterosemaths.com/wp-content/uploads/2019/12/Y5-Spring-Block-2-D4-Number-sequences-2019.pdf

Focused Reading (Explain)

• Q1. Why does the author write AMBUSH in capital letters? (chapter 7)
• Q2. Why does the author write ‘do’ in italics in this sentence?
• ‘he wanted Magnus to work out what they should do’. (chapter 8)
• Q3. Why do you think the author uses ellipsis in this sentence?
• ‘Don’t worry it will all be dealt with…’ (chapter 9)

Afternoon

Have some free time – you’ve earned it!

Thank you all again for your hard work this week.

Have a lovely weekend.

Mrs Duncan

Good morning Class 5,

Here is your home learning for today:

Writing

How did you get on with identifying the key features of biographies yesterday? In class, we made a list of the following features:

Today we are going to plan the structure of our biography/what information it will contain. Use the plan template attached to help you plan how you will organise/plan your writing and what information it will contain. I have filled in some areas to get you started. You will use this to help you focus your research in topic this afternoon.

Plan

Focused Reading (infer)

• Q1. Find and copy a phrase which shows there was a lot of dead bodies (chapter 7)
• Q2. Do you think Magnus should have told his father about what was happening in the North? (chapter 8)
• Q3. Why weren’t the housecarls bothered about being docked pay? (chapter 9)
• EXT: Why do you think the author describes the farms as ‘clinging to the rocky hillsides’? (chapter 7)

Mathematics

Please watch the video and complete the questions attached.

https://resources.whiterosemaths.com/wp-content/uploads/2019/12/Y5-Spring-Block-2-D3-Mixed-numbers-to-improper-fractions-2019.pdf

Topic

Research Edward the Confessor. This research will be used to write your biography in English next week so we must ensure that our research is focused in the correct areas. Use the plan you created in English this morning to ensure that you do this.

Thank you for your hard work

Mrs Duncan

Hi class 5,

I have managed to upload the arithmetic test but I am still having problems with the handwriting so we will complete this unit next week.

Mrs Duncan

Hi Class 5,

I am unable to upload the arithmetic test and handwriting work at the moment. I’m not sure what the problem is but I will get this work online as soon as possible.

Mrs Duncan

Good morning Class 5,

Today’s home learning is as follows:

Arithmetic Test

Complete the attached arithmetic test under timed conditions. You are allowed 28 minutes to complete the test. When you have finished, ask an adult to help you mark your completed test.

Summer Test 1

Focused Reading (retrieval)

• Q1. What picture was on the attacker’s shields? (chapter 7)
• Q2. Why does Hakon dislike priests? (chapter 8)
• Q3. Find and copy three things Magnus dreamed of (chapter 9)
• EXT: When did Magnus feel a dark satisfaction? (chapter 7)

Spellings to practise this week:

forty

scorch

absorb

decorate

afford

enormous

category

tornado

according

opportunity

 The spellings in bold appear on the year 5/6 spelling list.

PE

I would like those of you at home to get outside (weather permitting) and do something active. If you are unable to get outside, you can do something indoors such as yoga, dancing or access one of Joe Wicks daily workouts.

Thank you

Mrs Duncan

Hi Class 5,

You will notice that some of the biography examples I have attached have questions and other activities as part of the document. Just to clarify, you do not need to complete these extra activities. You should just use the actual biography as an example to highlight the key features.

Thank you

Mrs Duncan

Good morning Class 5,

Here is your home learning for today:

Writing

Today, we will be looking at some examples of biographies in order to identify the key features. Look at the examples attached and highlight the common features. Remember to think about:

• Structure (sentence, paragraph, whole text)
• Punctuation and grammar
• Key information/events that should be included

Make a list of the features you identify and self-assess your cold write using this list. Think about what you did well and what you would like to improve upon in your hot write.

Example Text y5 Mary Seacole

Roald Dahl Fact File

J.K. Rowling Fact File

Usain Bolt Fact File

Focused Reading (vocabulary)

• Q1. Define ‘treachery’ (chapter 7)
• Q2. Find and copy a word which means the same as ‘wet’ (chapter 8)
• Q3. Find and copy a phrase which shows it was busy on the island (chapter 9)
• EXT: What do you think it means if you ‘take your leave’? (chapter 8)

Mathematics

Please watch the video and complete the questions attached.

https://resources.whiterosemaths.com/wp-content/uploads/2019/12/Y5-Spring-Block-2-D2-Improper-to-mixed-numbers-2019.pdf

Science

For the first part of the lesson, I would like you to revisit your ‘Properties of Materials’ concept map from last half term and add anything you have learnt.

After this, we have a new concept map to complete for this half term’s topic which is ‘Changes of Materials’. Don’t worry if you can’t add much at this stage as you will be able to add far more at the end of the unit.

Concept map

Next, think about what can you remember about solids, liquids and gases from year 4? Discuss this with someone at home and check the definitions if you are unsure.

Time to get practical and have some fun! Today we are going to make cornflour slime balls.

What you need: Cornflour, water, a wooden spoon, a bowl.

Step 1: Pour half a box of cornflour into a bowl. Then gradually pour water over and mix until it looks and feels like custard.

Step 2: Run your fingers through the liquid.

Step 3: Now try and punch the mixture with your fist.

What happens?

You will notice that when you run your fingers through it, it acts like a liquid. But when you punch it, it becomes hard and behaves like a solid. (If it doesn’t, try adding some more cornflour) Why do you think this is?

How and why?

The cornflour particles are suspended in the water, so it flows like a liquid. But when you apply a force to it, the particles lock together, acting like a solid. As soon as the force stops, the slime goes back to being runny.

Now roll some up and see if you can throw it to your friend before it turns back into slime! You might want to do this outside and make sure you have your parent’s permission first.

Thank you for all your hard work today

Mrs Duncan

Hello Class 5,

I hope you all had a lovely break and are ready to tackle a new half term.

Here is your home learning for today:

Writing

Today, we will be completing our cold write for a new unit/genre of writing. For the next couple of weeks, we will be looking at biographies. Do you know what the difference between biographical writing and autobiographical writing is? In class, we will be working up to the slide on the Power Point where you have to tell partner as much as you can about your life. We will write notes and then write a biography about each other. You can do the same activity at home or, if this is difficult, you can write a biography about someone famous. Remember not to worry if you are unsure about anything; a cold write is for me to see what you already know about this genre of writing and what areas we need to work on.

T2-E-1324-Autobiography-and-Biography-PowerPoint (1)

Focused Reading (predict and summarise)

Please read the chapters attached (chapters 7, 8 and 9) and answer the following questions:

Pages 79-85

Pages 86-93

Pages 94-101

Pages 102-107

Predict

• Q1. Predict why Magnus wanted them to leave the farming village (chapter 7)
• Q2. Predict what Magnus’ father will do in the next chapter (chapter 8)
• Q3. Predict why Magnus’ father has gone to Mercia. (chapter 9)

Summarise

• Q1. Summarise Gisli in one word. Then, explain why you chose this word (chapter 7)
• Q2. Summarise the King in one word. Then, explain why you chose this word (chapter 8)
• Q3. Summarise this chapter in no more than two sentences (chapter 9)

 Mathematics

Please watch the video and complete the questions attached.

https://resources.whiterosemaths.com/wp-content/uploads/2020/01/Y4-Spring-Block-3-D4-Fractions-greater-than-1-2019.pdf

RE

This half term, we will be looking at salvation. Think about the meaning of the word ‘salvation’. If you are unsure what this word means, use a dictionary to check.

Look at the attached artworks depicting the last days of Jesus’ life starting from the Last Supper. The events are numbered in order, but the artwork and the biblical texts are mixed up. Cut out the artwork and biblical texts and match them to the correct event; each event has one piece of artwork and one biblical text.

Week 1 sheet linking event, artwork and biblical texts mixed up for children to match

PSHE

This half term, we will be focusing on how we can look after our physical health and the things that influence the decisions we make with regards to this. Today, I would like you to return to healthy mind map completed at the beginning of last half term. Focus on the things that are important for our physical health and make a list/discuss with someone at home.

Thank you for all your hard work

Mrs Duncan

Hi Class 5,

A whole half term of home learning and what a fantastic job you, and your parents/carers, have done. You have blown us away with your perseverance and resilience in such difficult circumstances. You really are AMAZING!

Here is your last day of home learning for this half term:

Morning

PE

I would like those of you at home to get outside (weather permitting) and do something active. If you are unable to get outside, you can do something indoors such as yoga, dancing or access one of Joe Wicks daily workouts.

English (writing)

Today, we will be performing our poems in class. I know this might be difficult at home so please don’t worry if you can’t complete this activity. If you have someone to perform your poem with, one person should take on the role of Grendel whilst the other should be Beowulf. Act out your poem – the louder and more dramatic, the better!

Focused Reading (Explain)

Chapter 5

Explain why the chapter is called ‘Bought Men’.

Chapter 6

Explain why the author calls this chapter ‘Born to Rule’.

Afternoon

Have some free time – you’ve earned it!

Thank you all again for your hard work this half term. I hope you all have a fantastic week off.

Mrs Duncan