COVID-19 School ClosureSuggested Weekly Activities

Year Group: 5Week beginning: 4th May 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, History

Book that would have been in focus at school: Harry Potter and the Philosopher’s Stone

Weekly spellings to learn:Words containing the letter

string ‘ough’

yesterdaytomorrow

laterimmediately

earliereventuallyrecently

previouslyfinallylately

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: Create our own fantasy tale (this is an outcome which will take two weeks)Keep reading Harry Potter and the Philosopher’s Stone, this would have been our text driver for the next two weeks. 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].pdfRelated skills covered in school New skills that should be

focussed on

Developing suspense Powerful adjectives and

verbs Commas for parenthesis

Drop-in “-ed” clauses: Poor Tom, frightened by the fierce dragon, ran home

Task One:Read each of the setting extracts given and identify what makes each unique. A few sentences about each setting Find the setting description for Privet Drive in the text, how does this vary?Use evidence from setting extracts you’ve read now create a Venn diagram. Compare the settings in the text, create a Venn diagram for two settings from the text (one Muggle World and one from the Wizarding World) how do they vary?Finally have a go at these:What makes the diverse settings of Harry Potter work so well? Which setting do we prefer and why? Where would we most like to visit?

HOGWARTSSETTING

There were a hundred and forty-two staircases at Hogwarts: wide sweeping ones; narrow, rickety ones; some that led somewhere different on a Friday; some with vanishing step halfway up that you had to remember to jump. Then there were doors that wouldn’t open unless you asked politely, or tickled them in exactly the right place, and doors that weren’t doors at all, but solid walls just pretending. It was also very hard to remember where everything was, because it all seemed to move around a lot. The people in the portraits kept going to visit each other and Harry was sure the coats of armour could walk.

Dumbledore’s Office

Setting

Harry looked around. One thing was certain: of all the teachers’ offices Harry had visited so far this year, Dumbledore’s office was the most interesting. If he hadn’t been scared out of his wits that he was about to be thrown out of school, he would have been very pleased to have a chance to look around it.

It was a large and beautiful circular room, full of funny little noises. A number of curious silver instruments stood on spindle-legged tables, whirring and emitting little puffs of smoke. The walls were covered with portraits of old headmasters and mistresses, all of whom were snoozing gently in their frames. There was also enormous, claw-footed desk, and sitting on a shelf behind it, a shabby, tattered wizard’s hat – the Sorting Hat.

Harry hesitated. He cast a wary eye around the sleeping witches and wizards on the walls. Sure it couldn’t hurt him if he took the hat down and tried it on again? Just to see … just to make sure it had put him in the right house.

DIAGON ALLEYSETTING

Hagrid tapped the wall three times with the point of his umbrella. The brick he had touched quivered – it wriggled – in the middle, a small hole appeared – it grew wider and wider – a second later they were facing an archway large enough even for Hagrid, an archway on to a cobbled street which twisted and turned out of sight.

“Welcome,” said Hagrid, “to Diagon Alley.”He grinned at Harry’s amazement. They stepped through the

archway. Harry looked over his shoulder and saw the archway shrink back into solid wall.The sun shone brightly on a stack of cauldrons outside the nearest shop. Cauldrons – All Sizes – Copper, Brass, Pewter, Silver - Self-Stirring – Collapsible - said a sign hanging over them.

“Yeah, you’ll be needin’ one,” said Hagrid, “but we gotta get yer money first.”

Harry wished he had about eight more eyes. He turned his head in every direction as they walked up the street, trying to look at everything at once: the shops, the things outside them, the people doing their shopping. A plump woman outside an apothecary’s was shaking her head as they passed, saying, “Dragon liver, seventeen Sickles an ounce, they’re mad …”

A low, soft hooting came from a dark shop with a sign saying Eeylops Owl Emporium – Tawny, Screech, Barn, Brown and Snowy. Several boys of about Harry’s age had their nosed pressed against a say, ‘the new Nimbus Two Thousand – fastest ever – ‘ There were instruments Harry had never seen before, windows stacked with barrels of bats spleens and eels’ eyes, tottering piles of spell books, quills and rolls of parchment, potion bottles, globes of the moon …

“Gringotts,” said Hagrid.They had reached a snowy white building which towered over the other little shops. Standing beside its burnished bronze doors, wearing a uniform of scarlet and gold, was –

“Yeah, that’s a goblin,” said Hagrid quietly as they walked up the white stone steps towards him.

Task Two:

Read, respond and retrieve, answer the questions fully, we hope you are enjoying reading the text for pleasure too.

Read (or re-read) Chapter Fifteen: The Forbidden Forest

1. Why are Draco, Neville, Hermione and Harry being punished and what is their punishment?

2. What does Harry overhear Quirrell saying?

3. Who is Ronan? What does he tell Hagrid?

4. What do Harry and Malfoy see out in the Forbidden Forest?

5. What does Firenze tell Harry about unicorns?

6. What does Harry find waiting for him in his bed?

7. Describe the Forbidden Forest - how does it compare to other settings in the text?

Challenge

Do you think the characters are sorted into the correct house? What house do you think you would be sorted into?

Task Three:

Apprenticeship Piece – Write a narrative opening with a setting description

Harry Potter is visiting Diagon Alley to retrieve a leather pouch from Gringotts for Hagrid

What could happen as Harry arrives?Possible ideas: Harry arrives in Diagon Alley (using a spell), journeys to Gringotts bank, joins a queue, and is met by an angry keeper, journeys to the vault with him…How does JK Rowling play with settings? What hints do we have as a reader as to where we are?

How would I open with a setting description?Think back to our narrative work this year (Stormbreaker, The Highwayman and The Explorer) - choose powerful verbs and adjectives to describe the setting with care. Harry is in Diagon Alley – it would be busy, chaotic…

Open with a setting description – Diagon AlleySuccess Criteria

Commas for parenthesis Drop in –ed clauses (Harry froze, startled by the …, terrified of the

…)

Task – Write narrative opening with a setting description This is a 20 minutes short write, you don’t need to complete the story our focus is the opening and including a great setting description

Task Four:

Read, respond and retrieve, answer the questions fully.

Read (or re-read) Chapter Sixteen: Through the Trap Door

1. Why does Hermione put Neville in a “Body-Bind”?

2. How do the trio get Fluffy to fall asleep? What happens once that get through the trap door?

3. What is Devil’s Snare and how to the trio survive it?

4. How do the trio pass the test of the flying keys?

5. How does Ron guide the Harry and Hermione to victory in Wizard Chess?

6. What is the riddle of the seven bottles and how does Hermione solve it?

Challenge

Would you rather have a broom or an invisibility cloak? Which of the two magical objects is more powerful?

Keep reading for pleasure, next week we shall create a new setting to base a fantasy story of our own in.

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

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 multiplication problems for numbers up to 4 digits by 1 or 2 digit numbers

When multiplying 2-digits by 2-digits the layout is really important.

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

1. 434x4=2. 8x235=3. 6x234=4. 1143x6=5. 3x1131=

1. 14x14=2. 30x45=3. 23x54=4. 336x42=5. 433x86=

1. 53x115=2. 218x62=3. 32x1214=4. 53x5155=5. 2648x62=

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 ‘Maths Challenge Task’ is contains a challenge called ‘Make Five Numbers’. This looks at multiplication number facts.

Extension for session 4:

Please refer to the ‘Maths Extension Task’. This has 8 test style questions of varying difficulty focusing on multiplication. A mark scheme has also been included.

SCIENCE

Intended learning outcome: To investigate wildlife and create a life cycle

We hope that you all managed to plant a seed and that you are beginning to show signs of life! Don't forget to water your plant and put it into a place where it will get natural light.Your next task is another practical one. During your outdoor exercise time we would like you to spend 10 minutes having a really good look around- either in a garden or an open space. Can you make a note, make a sketch or take a photograph of all the wildlife you can spot- mini beasts, birds etc... As an extension you could choose a creature and research its life cycle.

We would love you to share some of your work with us!

ART

Intended learning outcome: To recreate the work of Goldsworthy

Your challenge this week is to make a piece of work in the style of the artist Andy Goldsworthy who uses natural materials to create some beautiful sculptures. Start by having a look on-line if possible to get some ideas. Normally we'd do this in groups, so why not get your family involved as well?

Mrs Moosun attempt:

Geography

Topic in focus: Renewable Resources

For this week's task we would like you to investigate how wind, sunlight and water can be used to produce electricity. Use the information below, the internet - or ask a grown up and then produce a fact file for each. You could create a 'did you know?' type poster and include illustrations and diagrams if you wish. If you have Powerpoint you could choose to make a presentation, but pencil and paper is equally as good!

Supporting documents attached this week:- Maths activity sheets