1. Write in pen and make sure your work is well presented.

2. Every day start a new page, write the full date and underline it e.g. Monday 4th May 2020

3. Keep all of your work in this book unless it is online.

4. Remember to take regular breaks from tasks so that you can maintain your focus.

Logins and Passwords Learning Resource User Name Password

Accelerated Reader

MyMaths

Example timetable for each day

Time 9.00-9.30 10.00-10.30 11.00-11.30 12.00-12.30 1.00-1.30

Activity

Maths 30 mins

Writing 30 mins

Reading with ZPD book 30 mins

Art/RE/Other

30 mins

Spellings

Gaps in the timetable could be used for exercise, being active, helping around the home and essential breaks. There are also links on the school website should you wish to try out some fun games.

Writing/Reading

Your work for the next two weeks focuses on two novel extracts. One is text, the other an illustration. Enjoy!

Day

Street Child By Berlie Doherty

1 Explore Read the extract below from Street Child By Berlie Doherty If there are words you don’t know or understand in this context, like shilling or pudding (not a dessert in this case) you could look them up in a dictionary if you have one, or use an online version, e.g., https://www.oxfordlearnersdictionaries.com/. Answer these questions in your book What is happening in this extract? Who are the central characters? Can you summarise what you’ve read in a couple of sentences? Think about how this story opening makes you feel and what you like or dislike about it. Does it remind you of anything you know in stories or real life? How? Think about how it is written. Do any parts of the extract really stick in your mind? Which words and phrases do you like best? What do you like about them? Do they look or sound interesting? Do they help you make a picture in your mind? Think about Jim. What do you think you know about him and the reasons he has gone out to buy the pie? What can you tell about his life from the words that you see? How can you tell? How would you describe him? How do you think Mrs Hodder treats Jim, and why do you think she behaves like this? What clues do you get to the time and place the story might be set?

2 Illustrate/Talk Re-read the passage, or ask someone to read it to you, or maybe record it for yourself so you can play it over again. After you have read the extract a few times, think about what you can see in your imagination – people, places, objects or events, whatever stood out most to you. In your books, draw what you see in your imagination; anything that captures the place and the mood of this story opening. Remember, everyone has their own ideas and imagines things their own way. This is a good thing! Add to your illustration any words and phrases that have helped you make your picture, which might come from the passage or from your own imagination. Talk through these questions with someone if possible: Why do you think Jim’s mother has sent him out to buy the pie? Who do you think will eat it? Jim himself has counted out his Ma’s last coins to pay for the pie: do you think this is significant? Do you think it would be usual for him to look in his Ma’s purse? Do you think Jim knows what the significance might be? What is the impact of the word ‘last’? Why is this adjective important? What emotions do you think Jim might feel as he looks through his Ma’s purse, as he asks for the pie, as he rushes it home?

3 Imagine The novel this extract comes from is called Street Child. From what you have read so far, and what you can now see on the cover below, when do you think the book may be set? What gives you this idea? What do you think a ‘street child’ might be? Does the cover give you any clues? What do you think life might be like for a street child? What might the challenges be? What might they need to think about, in order to survive? The cover calls the book a ‘modern classic’ What do you think this description means? What do you think

makes a book a ‘classic’, and what might make it a ‘modern classic’? Can you think of other stories you have read or seen on TV or the cinema that can be called classics? If you have books or access to the internet, you might wish to find out more about what life was like for poor children in Victorian times, when Jim lived. Challenge: What would you suggest is a ‘classic’ and why?

4 Create It sounds as if Jim is being sent out to buy what might be the family’s last good meal. Imagine that you have to choose the last good food you and your family are going to share for some time: what would you choose? Would it be a healthy balanced and filling meal or a treat? Would it be sweet or savoury? Who would you want to share it with? How would you make sure everyone invited had something they enjoyed? You could talk with family and friends about your choices. Write out a menu for this final feast, describing each of the dishes in detail, and drafting an invitation to all the people you would like to eat this with you.

5 Bank Holiday

The Promise by Nicola Davies and Laura Carlin (Walker)

6 Explore

Look at the illustration from the book below, searching like a detective in the illustration to see what clues it gives you to the story. Answer the following questions in your book: What do you think is happening here? Where do you think this is? Think about how this illustration makes you feel and what you like or dislike about it. Does it remind you of anything you know in stories or real life? How? What stands out for you in the scene? How do you respond to the colours and body language of the figures? What do you think it might be like to be in the crowd? What might you overhear people saying if you were part of this group? Think about the girl on the right-hand page. What do you think you know about her and what she might be doing? What can you tell about her life from what you see? Why do you think she might be behaving this way? How would you describe her? What clues do you get to the time and place the story might be set? What do you think it might be about?

7 Illustrate Read this passage, or ask someone to read it to you, or maybe record it for you so you can play it over again.

When I was young, I lived in a city that was mean and hard and ugly. Its streets were dry as dust, cracked by heat and never blessed by rain. A gritty yellow wind blew constantly, scratching round the buildings like a hungry dog. Nothing grew. Everything was broken. No one ever smiled. In your books, draw what you see in your imagination. It can be shapes or shading — anything that captures the place and the mood of these words. Remember, everyone has their own ideas and imagines things their own way. This is a good thing! Add to your illustration any words and phrases that have helped you make your picture, which might come from the passage or from your own imagination. Share your drawing with family or friends or talk about what you have drawn with someone else: What do you and they like about your drawings? Do you agree?

What have you chosen to draw and why? 8 Talk

Look at the extract from yesterday .Find and copy any words and phrases which show what the city was like, and how it affected the people who lived in it including the girl from the picture.

Why do you think the city was ‘mean and hard and ugly’?

Do you think it had always been that way, or might something have happened to change it?

Why do you think the people ‘never smiled’?

Does the city remind you of anywhere, either real or imagined?

Do you think we are affected by our surroundings? Explain your answer. Can you think of a time when your surroundings have affected you and your behaviour? This could be negative as here, or a positive example, where the place lifted your spirits and made you feel better. Write a quick postcard from that place, describing how it affects your mood and your behaviour, and illustrate the front to reinforce your words.

9 Imagine In the rest of the story a promise is made and kept that has a massive and positive impact on the city and its inhabitants. Answer these questions, giving reasons for your thoughts. What do you imagine that promise might be?

What do you think the girl or the people of the city could promise to do that would improve the way the city looks and alters the behaviour of the people who live there and the way they treat each other?

How is the city different from the kind of ideal city you would like to live in? What are the things you like best about the place where you live, or that would like to see where you live to make it even better for everyone to live together?

10 Create Having thought about the things a city and its people need, you are going to be an urban planner and come up with a design for your ideal city. What kind of buildings will it have? What will they look like? Will there be green spaces, and sports facilities, water, and wildlife? How will people travel to work, and how will they spend their free time? The choices are all up to you! Draw a map of the city of your dreams, and then annotate it, highlighting all the choices you have made to make it the opposite of the ‘mean and hard and ugly’ city of this book. You may choose to do this in drawing and writing, or on the computer if you have access to one. Think carefully about how to share your plan with someone who may not know you are an urban designer. Give it to someone else in your home to read. What did they learn about your city from reading it?

Street Child extract Jim Jarvis hopped about on the edge of the road, his feet blue with cold. Passing carriages flung muddy snow up into his face and his eyes, and the swaying horses slithered and skidded as they were whipped on by their drivers. At last Jim saw his chance and made a dash for it through the traffic. The little shops in the dark street all glowed yellow with their hanging lamps, and Jim dodged from one light to the next until he came to the shop he was looking for. It was the meat pudding shop. Hungry boys and skinny dogs hovered round the doorway, watching for scraps. Jim pushed past them, his coin as hot as a piece of coal in his fist. He could hear his stomach gurgling as the rich smell of hot gravy met him. Mrs Hodder was trying to sweep the soggy floor and sprinkle new straw down when Jim ran in. ‘You can run right out again,’ she shouted to him. ‘If I'm not sick of little boys today!’ ‘But I've come to buy a pudding!’ Jim told her. He danced up and down, opening and closing his fist so his coin winked at her like an eye. She prised it out of his hand and bit it. ‘Where did you find this, little shrimp?’ she asked him. ‘And stop your dancing! You're making me rock like a ship at sea!’ Jim hopped on to a dry patch of straw. ‘Ma's purse. And she said there won't be no more, because that's, the last shilling we got, and I know that's true because I emptied it for her. So make it a good one Mrs Hodder. Make it big, and lots of gravy!’ He ran home with the pie clutched to his chest, warming him through its cloth wrapping. Some of the boys outside the shop tried to chase him, but he soon lost them in the dark alleys, his heart thudding in case they caught him and stole the pie.

The Promise illustration

Spelling

We have given you three activities for each of your spelling patterns. The remaining days you could spend

practising the statutory words or any other spelling words that you know you make errors with.

Day Work to be completed

1 Spelling –‘que’. Complete Look, Say, Cover, Write sheets. A copy of these are below. If you don’t want to print it out, you may write the words neatly into your book. Use the link https://www.spellzone.com/word_lists/list-98.htm to look at the words and sentences. The scroll down to play the games below or click on the link https://www.spellzone.com/word_lists/games-98.htm to access them. The games are free for single players. Please write your scores in your book.

2 Spelling –‘que’. Design and make a word search for the ‘que’ words on your Look, Say, Cover, Write sheets. We have included a blank grid that you can use if you wish.

3 Spelling –‘que’. Organise the words in your spelling lists according to the sound they make. 1. kw - for example question] 2. ck - for example cheque 3. other - for example bouquet Find other words from your reading books, dictionary or the internet and add them to your lists.

4 Spelling –‘sign’. Complete Look, Say, Cover, Write sheets. Write the words into interesting sentences or as a challenge, you could include as many as possible in a story.

5 Spelling –‘sign . SIGN and SIGNI come from the Latin signum which means sign, mark and seal. Look at how the root word sign can be amended by adding prefixes and suffixes.

Make as many words as possible by adding prefixes and suffixes to the root word ‘sign’. You could present these in a spider diagram, bullet pointed lists, or in another format of your choice.

6 Spelling –‘sign . Draw a picture of a scene that incorporates as many spelling words as possible. Label them in your picture.

Look Cover Write Write Write Write Write

queen

cheque

quest

query

queue

question

request

sequel

squeeze

squeak

bouquet

banquet

sequence

frequency

unique

eloquence

subsequently

consequently

equestrian

grotesque

Look Cover Write Write Write Write Write

sign

signed

design

designed

designer

signpost

signal

resign

resigned

signature

significance

significantly

resignation

insignia

redesign

consignment

assignation

designate

signatory

reassigned

Maths Your Maths for the next two weeks comes mainly from White Rose Home Learning. Watch the video, which

includes a warm up of revision, and then answer the questions on the activity sheet. You do not have to print

the sheet – answer the questions in your book. Lesson 3 from week 2 has been taken out as there are only nine

day of learning, due to the bank holiday. If you wish to do lesson 3, you will need a protractor. Please do not

worry if you do not have one, or if you miss this lesson. Depending on your group, you may have different

challenges set for you. Please see your instructions below.

Days Mrs Green Mrs Wright Mrs Francis/Mrs Mellor

1 Ratio Language https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 1

(NOTE – not summer week 1)

Ratio Language https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 1

(NOTE – not summer week 1)

Ratio Language https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 1

(NOTE – not summer week 1)

2 Ratio and Fractions https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 2

Ratio and Fractions https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 2

Ratio and Fractions https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 2

3 The Ratio Symbol https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 3

The Ratio Symbol https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 3

The Ratio Symbol https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 3

4 Calculating Ratio https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 4

Calculating Ratio https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 4

Calculating Ratio https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 4

5 Bank Holiday Friday

6 Using Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 5

Using Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 5

Using Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 1 lesson 5

7 Calculating Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 1

Calculating Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 1

Calculating Scale Factors https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 1

8 Ratio and Proportion Problems https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 2

Ratio and Proportion Problems https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 2

Ratio and Proportion Problems https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 2

9 Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 4

Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 4

Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 4

10 Calculating Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 5

If you do not have a protractor for the question 1a, then

estimate the size of the angles.

Calculating Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 5

If you do not have a protractor for the question 1a, then

estimate the size of the angles.

Calculating Angles https://whiterosemaths.com/ho

melearning/year-6/ Week 2 lesson 5

If you do not have a protractor for the question 1a, then

estimate the size of the angles.

Other

Day Work to be completed

1 Please visit the Childline website on https://www.childline.org.uk/kids and have a look around. This might provide you with some excellent support and information. Tomorrow you will be producing a poster based on the information on the website. In preparation for this, please find the following information. What is Childline (hint: look at the about us section on the top right) What is the website address? What phone number can you ring to contact Childline? How else can you contact them? List 2 things you can get help with from Childline How can they provide help? Any other interesting information? Remember that this is research and you can present your information in notes or bullet points. This information is to support tomorrow's work.

2 Use some of your information from yesterday to produce a poster about Childline. This can be done by hand or on the computer. We have attached Childline’s existing posters. You might want to include a bit more information than they have but remember, posters should be bold, eye-catching and to the point.

3 In Art we are looking at architecture and buildings. As an introduction, today use the internet to identify the buildings from around the world. The pictures are on the first worksheet and their names on the second. Then, complete research to find answers to the questions about the structures. If you do not want to print the worksheets, list the buildings and write the answers in your book.

4 Architects use specific terms to describe architectural features in buildings. Make a mini glossary of the following terms by using a dictionary to describe what they are. You could include diagrams too if they are helpful.

Arch

Arcade

Balcony

Column

Colonnade

Cupola 5 Choose a building that interests you. It may be one that you have visited, one you have seen on television or

heard about and like the look of. Print a picture of it or draw it in your book and find information about the building to place around the picture. Examples of what you could research might include:

Who designed it

When it was built

The materials used to make it The architectural style e.g. Gothic, Renaissance, Victorian

Its dimensions e.g. height, width, number of floors

Its use

6 Look at the video Proud to Be An Architect following this link: https://www.bbc.co.uk/teach/class-clips-video/pshe-ks1-ks2-proud-to-be-an-architect/zbf76v4 Make a list of the skills that you think an architect needs to have and why they are important.

7 Before buildings can be built they have to be planned. They are drawn out using a scale diagram. For example, for every 1 metre of length in real life, they may draw 1cm on their plan. Some examples of a room plan are included in your pack. Draw a plan of one of the rooms of your house (or an entire floor if you wish). Remember to include windows, doors, built in cupboards, sinks, etc. If you want to challenge yourself you could try to draw it to scale.

8 Design your own building. This will take two days to complete. You can draw with pencil, use paint, use a computer modelling programme such as Minecraft or Sketchup or make a 3D model.

9 Continue with your design to finish your building. Then write a short paragraph describing the architectural features of your structure and why you chose them.

Dome

Eaves

Pediment

Portico

Spire

Turret

Famous Buildings of the World

Use the internet to identify these famous buildings and label them underneath.

Famous Buildings of the World

These are the names of the buildings pictured on the first activity sheet. Use them to label the pictures.

The Treasury, Petra 30 St Mary Axe Parthenon

St Basil’s Cathedral Dynamic Tower CN Tower

Taj Mahal Oriental Pearl Tower Leaning Tower of Pisa

Now find the answers to these questions about these buildings:

1. What is the Oriental Pearl Tower’s purpose? _____________________________

2. How is Dynamic Tower different to all the other buildings? __________________

__________________________________________________________________

3. What is the name that 30 St Mary Axe is most commonly known by? __________

4. Which city can St Basil’s Cathedral be found in? ___________________________

5. How tall is the CN Tower? _____________________________________________

6. Which materials were used to build the Taj Mahal? ________________________

__________________________________________________________________

7. What caused the Leaning Tower of Pisa to lean? ___________________________

___________________________________________________________________

8. What rock is The Treasury carved from in Petra?____________________________

9. How many columns make up The Parthenon? ______________________________

10. Choose one of the buildings and find at least 3 interesting facts about it.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________