Year 5 Week 6 Date: 27th April – 1st May

Hi Year 5, Once again, we hope you are all well and are enjoying the work being set for you and that you are continuing to enjoy your time at home. To continue your learning, we have created this document to guide you through the work we would like you to complete this week. In addition to the work we have arranged for you on this document, make sure to continue to read 3 times and week and practise your times tables on TTRockstars at least 3 times a week (battles will continually be updated). Stay safe and active, we hope to see you all again soon!

Spelling https://spellingframe.co.uk/ Click on the Year 5_6 tab. Week by week work your way through the different spelling rules. Week 5 (27.04.20) rule 39 –ant, –ance/–ancy, –ent, –ence/–ency (2 of 2) Click play and the select Practice/ test

Reading Comprehension There are five guided reading tasks once again, one for every day of the school week. These are labelled tasks A, B, C, D and E and can be completed in any order. The text is underneath this document and is entitled ‘Mummification Process’. Task A Summarise the main points in the text. You should be aiming to write no more than three sentences. Task B Search the text and pick out any unfamiliar words. Read them within the sentence and look at how they have been used. Make sensible predictions as to what they might mean. Task C Write a list of questions that come into your head as you read the text. From the text is there anything you would like to ask an ancient Egyptian if you could? Task D Read through the text and add extra descriptive language to improve it. Task E Write a short warning to the reader about what they can expect to find out about in the text.

Punctuation and Grammar There are five PAG tasks once again, one for every day of the school week. These are labelled tasks A, B, C, D and E and can be completed in any order. These can be found underneath the guided reading text. Where you cannot print this document out just write out your answers in full, or in a way that makes sense and is clear.

English Underneath this document is a text entitled ‘Mummification Process’. This is an explanation text which explains the process of mummification in Ancient Egypt. You will use this as a basis for writing a set of instructions informing the reader how to carry out the process of mummification. You will need to make several adjustments to the text in order to turn it from an explanation text to a set of instructions. Think carefully about the tense that you need to write in and the tone of your writing.

Task 1 Underneath this document there are a number of extracts of instructional writing. They are accompanied by tasks asking you to order events from the extract of text. This is so you can get some practise ordering as it is a very important part of instructional writing. There is no point in informing someone how to do something if the ways in which you have to do it are not in the right order after all! It may look like the same extract of text has been repeated but there are four levels of difficulty starting with * (easiest) to **** (hardest). We only expect you to complete two activities (it makes sense to pick a level of difficulty and then complete both the activities for that level) but if you want to do more then that’s fine. Task 2 Underneath this document you will find three sets of instructions all telling you how to make green summer pudding. The may look like they are identical to one another but they are not. Each of them has an important language feature missing, which is stated with the title. Improve these instructions by writing them out and including the missing language feature. Try and generate your own language ideas and make them as interesting as possible. Task 3 Most sets of instructions begin with an introductory paragraph. This will explain to the reader what they are about to read and what they will learn by reading these instructions. They may include rhetorical questions as well. Here is an example of an introductory paragraph for a set of instructions on how to make a bacon sandwich: Bacon sandwiches are amongst the most loved sandwiches in the world! Do you love the mouth-watering scent of bacon sizzling in the pan? Do you enjoy the crisp texture and salty, savoury taste in a sandwich? Read these instructions and they will tell you just how to make the most delicious bacon sandwich you will have ever tasted! Now write your own for you set of instructions on mummification. Next, read through the text and make a list of all the equipment you will need in order to carry out the process of mummification. Task 4 Read through the text once again (Mummification Process). Split the text into individual steps. What is each step? Write them out in chronological order. This will form your method. Make sure you include imperative verbs to tell you reader to carry out the instruction. Read through your steps and make sure you include adverbial phrases so that the reader knows exactly how to carry out each individual instruction. You may add hints and tips as well. Task 5 Now it is time to put tasks 3 and 4 together and produce a final copy of your instructions. When you have finished make sure you read them through and edit where necessary. When you think you are happy, self-assess your writing against the checklist below and make any necessary changes. Instructional text checklist:

Feature Y/N

I have accurately punctuated sentences with full stops and used capital letters for all proper nouns (names, places, days, months etc).

My set of instructions includes a title and sub-headings.

My set of instructions includes an introductory paragraph.

My set of instructions includes a list of things you will need.

My set of instructions includes step-by-step instructions for each part of the process.

I used numbers or bullet points to make the order of my steps clear.

I used imperative verbs (bossy verbs).

I used modal verbs (must, should, might etc) to show degrees of possibility.

I made good use of adjectives, adverbs and technical words to ensure my writing is precise.

I used conjunction or adverbial phrases to join my ideas together (until, although, when you get there/ before you begin etc).

I marked clauses with commas.

I used parenthesis to add extra information.

Good luck!

Maths

Mr Holmes’ Set Adding and subtracting decimals This pack of lessons comes with activities, questions, answers and video explanations of each concept of this area of maths. This makes it a great resource to complete at home, and provides resources to help you if you are unsure of how to go about the problems. https://whiterosemaths.com/homelearning/year-5/ These lessons are taken from the Summer Term – Week 2 tab – Summer Term w/c 27th April. Lesson 1 Adding decimals with the same number of decimal places. Lesson 2 Subtracting decimals with the same number of decimal places. Lesson 3 Adding decimals with a different number of decimal places. Lesson 4 Subtracting decimals with a different number of decimal places. Lesson 5 Friday Challenge!

Mrs Owen’s Set Write, order compare and round decimals This pack of lessons comes with activities, questions, answers and video explanations of each concept of this area of maths. This makes it a great resource to complete at home, and provides resources to help you if you are unsure of how to go about the problems. https://whiterosemaths.com/homelearning/year-4/ These lessons are taken from the Summer Term – Week 2 tab – Summer Term w/c 27th April. Lesson 1 Round decimals Lesson 2 Halves and quarters Lesson 3 Pounds and pence Lesson 4 Ordering money Lesson 5 Friday Challenge!

Theme Just like last week, there are several theme related activities located at the end of this document. Please try and complete them to the best of your ability. 60 Second Reads There are four short extracts of text with questions relating to each one. These are designed to be read in one minute as they are only short pieces. Please don’t feel like you have to read them in 60 seconds and refer back to them as many times as you need to in order to answer the questions as accurately as you can. Science

Below you will find additional resources to carry out a science experiment building on learning we touched on during our first term. In this lesson you will examine how to separate solutions through dissolving and evaporation! You will find instructions and work at the bottom of this document.

PSHE Your tasks for this week and next are all about dealing with mixed emotions, including being proud of yourself. In contrast to this we will also be learning about being boastful and understanding the difference between the two. To help you there are two broad definitions of the words ‘pride’ and ‘boast’. Pride: a feeling or deep pleasure or satisfaction that has come from your own achievements or the achievements of those you are close to. Boast: to talk with excessive pride and self-satisfaction about your achievements, possessions or abilities. All of your tasks over the next two weeks link to the story below. After you have read the story you will find a series of tasks below it. Mouse was feeling sad. She was the smallest and weakest animal in the forest. ‘I don’t want to be a mouse,’ she said. ‘I wish I didn’t have this little body and short legs and thin tail.’ Mouse went to see lion. He was king of the forest. When he roared everyone did just what he said. Mouse knew that lion was a great leader and wished that she was a great leader too. She looked up at him and said, ‘I would like to be a leader like you, Lion.’ But Lion just laughed. ‘I am strong,’ he said in his great voice, ‘but you are too small and weak.’ Mouse hung her head and walked away. After a while she met Gazelle. Gazelle could run faster than the wind. Mouse gazed up at her and said: ‘I would like to be able to run like you.’ Gazelle laughed a soft and gentle laugh. ‘Poor little mouse,’ she said. ‘I can run fast because of my long legs. Look at your little legs.’ Mouse felt sadder than ever. Her shoulders sagged and her eyes turned down. ‘I’m no good,’ she sighed, ‘I’m only a mouse.’ Mouse was sad. She walked on through the forest until she met Monkey. Monkey was swinging through the trees. He used his tail to dangle down in front of mouse. ‘I would like to be able to climb like you, Monkey,’ said Mouse. Monkey cackled. ‘I can climb because of my elegant tail,’ he said. ‘Look at your skinny little tail. Why, it doesn’t even curl.’ And Monkey swung back into the tree and away through the forest. Mouse’s heart sank even more. A tear formed in the corner of her eye. ‘I’m no good,’ she said, ‘I’m only a mouse.’ To her it seemed that all the other animals in the forest were special in their own way and she was just a silly, unimportant little mouse. She wandered on through the forest until she found a small hole and hid inside it. She felt so bad that the tears fell from her eyes. All of a sudden Mouse heard a terrible noise. It was such a loud, scary noise that it made her heart beat loud in her little chest. It sounded to Mouse as though all the animals in the forest were calling out at once, as though they were all calling for help. She could hear Lion roaring and Gazelle crying and Monkey shrieking. ‘What can I do?’ she thought. ‘I’m only a little mouse, how can I help all these great animals?’ she put her nose out of the hole. She was very frightened but she knew she had to find out what was wrong. As she scurried through the forest the terrible noise got louder and louder. Suddenly, she came to a clearing. All the animals were trapped inside cruel cages. Hunters had come to the forest and caught them. ‘Help us, help us!’ cried the animals desperately. ‘Please help us Mouse.’ But Mouse said sadly, ‘I’m only a little mouse, I cannot lead like you, Lion, or run like you, Gazelle, or climb like you, Monkey. I’m sorry but I’m not good enough to help you.’ Mouse turned and walked away.

The animals called after her, ‘Help us, Mouse, help us!’, Mouse felt so miserable. She wished there was something she could do to help them but all she could say to herself was, ‘I’m no good. I’m only a mouse.’ Mouse stopped. What was that? In her heart she thought she heard faint voices helping her to remember that she had her own special gift. As she stood there listening, a wonderful thought struck her. She remembered that the cages were tied with string. ‘Go back, Mouse,’ she said to herself, ‘go back. You have fantastically sharp teeth that are good for chewing.’ Mouse turned around and ran back to the cages. In her little mouth she took the string that tied each cage and chewed and chewed until, at last, the doors fell open. The animals were free. Lion picked up Mouse gently in his strong jaws and lifted her onto Gazelle’s back. The animals ran and ran until they were far away from the cages. When they felt they were safe, they stopped. Gazelle lay down and Lion carefully lifted mouse from her back and placed her on the ground. First Gazelle, then Monkey came to mouse and thanked her for rescuing them. Lion was last. ‘You are a hero, Mouse,’ he said, ‘you saved us from the hunters. What can we do to thank you?’ Mouse thought for a moment then she said: ‘You have already given me everything that I could ever want. You have shown me that it is good to be me!’ Task 1 Look again at the definitions of the words ‘pride’ and ‘boast’. Think to yourself; which one is the positive word and which one is the negative word? Imagine asking Mouse the following question: how did you feel at the end of the story? Give two responses as Mouse. Make one of them a statement that shows he is proud of himself and make the other one a boastful response. Task 2 Think about the lesson that mouse learned from his experiences in the story. What are they? Read through the story once more and make a s list of everything that Mouse learns and explain how you know he has learned this. For example: He learns to believe in himself and his abilities because he recognises his own abilities and puts them to good use by using his teeth to chew through the string.

PE Keep fit and stay active: PE with Joe Wicks, The Body Coach: https://www.thebodycoach.com/blog/pe-with-joe-1254.html Cosmic Kids Yoga and Mindfulness: https://www.youtube.com/user/CosmicKidsYoga Go Noodle (movement and mindfulness): https://www.gonoodle.com/ Supermovers (dance videos linked to the curriculum): https://www.bbc.co.uk/teach/supermovers

Additional information:

• If you are keeping a Diary - Keep adding entries. We look forward to reading what you have been up to when we are all back at school!

• Please continue to record your reading in your reading records.

• Continue to participate and be active in our TTR battles, lots of you have made great progress in your speed of your times tables and we want you to be even better when you return to school!

• Please continue to follow the Governments recommendations and stay indoors.

• Check in on your loved ones through the phone or by video apps (not in person).

• Please continue to check the school website for any new information.

Stay safe, and see you soon.

Scroll down for resources for English resources and theme/science activities.

Guided Reading text and text to base your set of instructions on:

PAG Activities:

Task A Relative Clauses

1. For each sentence identify the relative pronoun. - James, who is a good finder, is good at hide and seek. - My cat, who loves fish, purrs when I feed her. - The summer holidays, which last six weeks, are great. - My school is in Sheffield which is a city in South Yorkshire.

2. Match up each main clause with its appropriate relative clause.

3. Can you break each complex sentence down into two simple sentences? Bananas, which grow in tropical countries, have to be flown to Britain. I was at a party last night, which meant I was home very late. Joe held the rabbit that had escaped.

Task B Indicate degrees of possibility using adverbs

1. Sort the following words into the three categories in the table: possibly tractor playing angrily perhaps later certainly cleverly visited

Adverb Adverb of possibility Not an adverb

2. Can you add an adverb of possibility to complete each of these sentences?

The South-West of England is ____________________ a great place for a holiday. ____________________ he will do better this time because he has trained very hard.

I could ____________________ be persuaded to enter the competition. Look at the sky! It is ____________________ going to rain.

3. Underline the adverbs of possibility.

a) James has probably got the biggest collection of video games in the school. b) Don’t bother running after her – she’s almost certainly gone. c) Undoubtedly, she is the best hockey player in the world. d) Look out for use as we’re definitely coming. e) We’ll be there around 7pm, possibly later.

Task C Prefix revision

1. What do these prefixes mean when used before a root word? Dis- __________________________________________________________________________ Mis- __________________________________________________________________________ Re- ___________________________________________________________________________ De- ___________________________________________________________________________ Over- __________________________________________________________________________

2. Tick the sentences in which the underlined words use the correct prefixes.

a) She was desatisfied with the service so she wrote to complain. b) After the drink was spilled, he had no choice but to redo everything. c) It was clear the dog had disheard the instruction when it rolled over on its back. d) When the plan didn’t work, Daisy had a quick dethink. e) David found it hard to control his voice and was sometimes guilty of overloud conversation.

3. Insert a prefix before the underlined root words to make the sentences make sense.

a) The builders had to do a quick ____design when it was clear the windows didn’t fit. b) A completely new species of bear had been ____covered only recently. c) The lorry was so big it took a long time to ____take. d) The thought of not leaving on time ____motivated the workers. e) The class were known to ____behave when the teacher was unwell.

Task D Suffixes (-ate -ise -ify) revision

1. Match up the root word in column A with matching verb ending in column B.

Column A Column B

electric clarify

clear mystify

identify pacify

peace identify

mystery electrify

2. Make the noun or adjective into a verb by adding one of the suffixes -ate -ise -ify.

a) computer b) apology c) notice d) caffeine

3. Choose the correct verb from each word bank to complete the sentence below it. It may help to think about

the meaning of the root word if you are not sure what the verb means.

situated circulated evaluated medicated

The hotel was ____________________ next to the beach.

horrify electrify clarify pacify

Jack didn’t understand the question so he asked his teacher to ____________________ it to him. Task E Using commas to clarify meaning

1. Tick the sentences with meanings that could be changed with the addition of a comma. a) She found a mouse trap and cheese all in the bucket as planned. b) David had said he didn’t care. c) The weather was horrible all day so they stayed in. d) He asked for chocolate money and Lego for his birthday.

2. How do commas affect the meaning of these sentences? Explain briefly for each pair.

a) As the sun shone orange, people looked desperately for shade.

As the sun shone, orange people looked desperately for shade.

b) When he saw the pirate ship on the horizon, the captain sounded the alarm. When he saw the pirate ship, on the horizon the captain sounded the alarm.

3. Add or remove commas to give these sentences the required meaning. a) Writing, clearly, isn’t easy. Can you add or remove commas in this sentence to make it mean ‘writing so everyone can understand it isn’t easy’? b) Jess likes baking cats and doing ballet. Can you add a comma in this sentence so it shows that Jess has three hobbies? c) Debbie’s heroes are her parents, Spiderman, and Catwoman. Can you remove commas so that the sentence suggests that Debbie’s parents are Spiderman and Catwoman?

English – Task 1 – Number the events

How to Make a Treasure Map

*

Tales of pirates and buried treasure have been told throughout the ages, yet there is very little evidence to suggest that this happened as often as we imagined. However, there was one pirate, named Captain William Kidd, who was forced to hide his treasure before being arrested. Whilst trying to clear his name, his hidden treasure was tracked down and confiscated. Kidd was found guilty of being a pirate and hanged for his crimes.

- Number the following events from 1 – 4 to show the order that they happened in the text. ▪ Kidd was found guilty and hanged. ▪ Captain Kidd was forced to hide his treasure. ▪ Kidd’s treasure was found and confiscated. ▪ Pirates didn’t bury their treasure as often as we thought.

Equipment: paper, cold tea, felt-tip pens, ruler and string

Method:

1. Rip the edges off a piece of paper using your fingers. 2. Next, pour cold tea all over the paper and leave it to dry. 3. Draw the outline of an island on it and include a compass point in one corner. 4. Then, use a ruler to draw a grid on your paper. Label each axis. 5. Add other things to your map e.g. paths, rivers, caves and palm trees. 6. X marks the spot! Draw a big cross to show where the treasure is buried. 7. Screw the map into a ball then flatten it out again. 8. Lastly, roll your treasure map up and tie a piece of string around it.

- Number the following events from 1 – 4 to show the order that they happened in the text.

▪ Draw a big cross to show where the treasure is buried. ▪ Draw the outline of an island. ▪ Roll your treasure map up and tie string around it. ▪ Use a ruler to draw a grid on your paper.

**

Tales of pirates and buried treasure have been told throughout the ages, yet there is very little evidence to suggest that this happened as often as we imagined. However, records show that there was one pirate, named Captain William Kidd, who was forced to hide his treasure before being arrested. Whilst trying to clear his name, some of his hidden treasure was tracked down and confiscated. Kidd was found guilty of piracy and hanged for his crimes. It is said that people still hunt for his treasure today.

- Number the following events from 1 – 5 to show the order that they happened in the text. ▪ Some of his treasure was discovered and confiscated. ▪ It is said that people still hunt for his treasure today. ▪ Tales of buried treasure have been told throughout the ages. ▪ Kidd was found guilty of piracy and hanged for his crimes. ▪ Captain William Kidd was forced to hide his treasure.

Equipment: paper, cold tea, felt-tip pens, ruler and string

Method:

1. Using your fingers, rip the edges off a piece of paper. 2. Next, pour cold tea all over the paper and leave it to dry. 3. Draw the outline of an island on it and include a compass point in one corner. 4. Then, use a ruler to draw a grid on your paper. Label each axis. 5. Add other things to your map e.g. beaches, paths, rivers, caves and palm trees. 6. X marks the spot! Draw a big cross to show where the treasure is buried. 7. Screw the map into a ball then flatten it out again.

8. Lastly, roll your treasure map up and tie a piece of string around it. Congratulations! Your map is now complete.

- Number the following events from 1 – 5 to show the order that they happened in the text.

▪ Pour cold tea all over the paper and leave it to dry. ▪ Roll your treasure map up and tie a piece of string around it. ▪ Use a ruler to draw a grid on your paper. ▪ Rip the edges off a piece of paper. ▪ Draw a big cross to show where the treasure is buried.

***

Thrilling tales of pirates and buried treasure have been told throughout the ages, yet there is very little evidence to suggest that this occurred as often as we imagined. However, records show that there was one pirate, named Captain William Kidd, who was forced to hide his treasure before being arrested. He had planned to use his vast wealth to bargain his way out of prison. Whilst trying to clear his name, some of his hidden treasure was tracked down and confiscated by the authorities. Despite his attempts to buy himself out of prison, Kidd was found guilty of piracy and hanged for his crimes. It is said that people still hunt for his treasure today.

- Number the following events from 1 – 6 to show the order that they happened in the text. ▪ Kidd was found guilty of piracy and hanged for his crimes. ▪ Tales of buried treasure have been told throughout the ages. ▪ He planned to use his wealth to bargain his way out of prison. ▪ People still hunt for his treasure today. ▪ Whilst trying to clear his name, his treasure was discovered. ▪ Captain William Kidd was forced to hide his treasure.

Equipment: paper, cold tea, felt-tip pens, ruler and string

Method:

1. Using your fingers, rip the edges roughly off a piece of paper. 2. Next, pour strong, cold tea all over the paper and leave it to dry. 3. Draw the outline of an island on it and include a compass point in one corner. 4. Then, use a ruler to draw a grid on your paper. Label each axis. 5. Add other things to your map e.g. beaches, paths, rivers, caves and palm trees. Be creative! 6. X marks the spot! Draw a big cross to show where the treasure is buried. 7. Screw the map into a ball then flatten it out again. 8. Lastly, roll your treasure map up and tie a piece of string around it.

Congratulations! Your map is now complete.

Top tip – Use greaseproof paper if you don’t have time to stain a white piece of paper.

- Number the following events from 1 – 6 to show the order that they happened in the text.

▪ Your map is now complete.

▪ Include a compass point in one corner. ▪ Draw a big cross to show where the treasure is buried. ▪ Rip the edges roughly off a piece of paper. ▪ Be creative! ▪ Label each axis.

****

Rousing tales of pirates and buried treasure have been told throughout the ages; in reality, it was a rare occurrence and X almost certainly didn’t mark the spot. It was more common for pirates to keep their wealth aboard the ship. The majority of their loot was then spent as soon as they returned to port. However, records show that there was one pirate, named Captain William Kidd, who was forced to hide his treasure before being arrested. He had planned to use his vast wealth to bargain his way out of prison. Whilst trying to clear his name, some of his hidden treasure was tracked down and confiscated by the authorities. Despite his attempts to buy himself out of prison, Kidd was found guilty of piracy and hanged for his crimes. It is said that people still hunt for his treasure today.

- Number the following events from 1 – 7 to show the order that they happened in the text. ▪ He had planned to use his vast wealth to bargain his way out of prison. ▪ People still hunt for his treasure today. ▪ Some of his treasure was discovered and confiscated by the authorities. ▪ The majority of loot was then spent as soon as they returned to port. ▪ X almost certainly didn’t mark the spot. ▪ It was common for pirates to keep their wealth aboard the ship. ▪ Kidd was found guilty of piracy and hanged for his crimes.

Equipment: paper, cold tea, felt-tip pens, ruler and string

Method:

1. Using your fingers, rip the edges roughly off a piece of paper. 2. Next, pour strong, cold tea all over the paper and leave it to dry. 3. Draw the outline of an island on it and include a compass point in one corner. 4. Then, use a ruler to draw a grid on your paper. Label each axis. 5. Add other things to your map e.g. beaches, paths, rivers, caves and palm trees. Be creative! 6. X marks the spot! Draw a big cross to show where the treasure is buried. 7. Screw the map into a ball then flatten it out again. 8. Lastly, roll your treasure map up and tie a piece of string around it. Your map is now complete.

Top tip – Use greaseproof paper if you don’t have time to stain a white piece of paper.

- Number the following events from 1 – 7 to show the order that they happened in the text.

▪ Your map is now complete. ▪ Draw a big cross to show where the treasure is buried. ▪ Pour strong tea all over the paper. ▪ Flatten the paper out again. ▪ Use greaseproof paper if you don’t have time. ▪ Use a ruler to draw a grid on your paper. ▪ Rip the edges roughly off a piece of paper.

Task 2

English – activities to improve a set of instructions

Green summer pudding without adverbs

Makes 8 servings. Rich, luscious, and luxurious, this dessert is supremely sophisticated yet guaranteed to please. The pudding

has a unique texture, but it also has a connoisseur's blend of natural yogurt and the tang of vinegar.

Ingredients

1 litre of yogurt 1 tin of garden peas

200g raisins Mint leaves

2tbsps vinegar Chilli flakes

Method

1.) First pour the yogurt into a bowl, thoroughly drain the peas before

adding them to the yogurt.

2.) Next add the raisins and whisk the mixture firmly for about 2

minutes.

3.) Then chop the mint leaves and stir them into the yogurt.

4.) After that put the mixture into a pan and cook on a low heat,

stirring, for 5 minutes or until the pudding turns green.

5.) Then measure the vinegar and pour into the mixture.

6.) Next transfer the pudding into a serving bowl and, with a spatula,

smooth and level the pudding.

7.) Finally sprinkle the chilli flakes on top and place the pudding in the

fridge uncovered to set.

Top tip: For variations on this recipe try using different flavours of yogurt.

Green summer pudding without imperative verbs

Rich, luscious, and luxurious, this dessert is supremely sophisticated yet guaranteed to please. The pudding has a unique texture,

but it also has a connoisseur's blend of natural yogurt and the tang of vinegar.

Ingredients

1 litre of yogurt 1 tin of garden peas

200g raisins Mint leaves

2tbsps vinegar Chilli flakes

Method

1.) First yogurt into a bowl, thoroughly drain the peas before adding them to the yogurt.

2.) Next raisins and whisk the mixture firmly for about 2 minutes.

3.) Then mint leaves and stir them into the yogurt.

4.) After mixture into a pan and cook on a low heat, stirring

occasionally, for 5 minutes or until the pudding turns green.

5.) Then vinegar and pour into the mixture.

6.) Next pudding into a serving bowl and, with a spatula, smooth and

level the pudding.

7.) Finally, chilli flakes on top and place the pudding in the fridge uncovered to set.

Top tip: For variations on this recipe try using different flavours of yogurt.

Green summer pudding without conjunctions

Makes 8 servings. Rich, luscious, and luxurious, this dessert is supremely sophisticated yet guaranteed to please. The pudding

has a unique texture, but it also has a connoisseur's blend of natural yogurt and the tang of vinegar.

Ingredients

1 litre of yogurt 1 tin of garden peas

200g raisins Mint leaves

2tbsps vinegar Chilli flakes

Method

Pour the yogurt into a bowl, thoroughly drain the peas before adding them to the yogurt.

Add the raisins and whisk the mixture firmly for about 2 minutes.

Finely chop the mint leaves and stir them into the yogurt.

That put the mixture into a pan and cook on a low heat, stirring occasionally, for 5 minutes or until the pudding turns green.

Carefully measure the vinegar and pour into the mixture.

Transfer the pudding into a serving bowl and, with a spatula, smooth and level the pudding.

Sprinkle the chilli flakes on top and place the pudding in the fridge uncovered to set.

Top tip: For variations on this recipe try using different flavours of yogurt.

Theme activities:

60 Second Reads

1.

An Extract from Howard Carter’s Diary

4th November 1922

After the discovery of the first step, we exposed fifteen more steps leading down to an

ancient doorway, still sealed after all these years. The name on the door was clear:

Tutankhamen. They say this tomb is cursed; they say that the ancient pharaoh threatened

anyone who disturbed his peace in the afterlife but that will not stop me. For five years we

have been digging through this inhospitable desert and I am finally about to make the most

important discovery of my life. At last, I will be the one to unearth the final resting place of

Egypt’s youngest pharaoh. It will be filled with treasures beyond anyone’s wildest dreams.

Questions:

1. In what year was this text written?

2. Do you think Howard Carter was scared? Use evidence from the text to support your

answer.

3. Sum up the main points of this extract in 20 words or less.

4. What do you think happened next?

2.

Friendly Felines

Cats were considered to be sacred, or holy, in ancient Egyptian society and helped humans

just as much as humans helped them.

The ancient Egyptians were skilled farmers and grew many crops, such as wheat and grains,

in the nutrient-rich soil close to the River Nile. However, the wheat would attract mice, rats

and snakes, which were dangerous to humans.

To solve this problem, the ancient Egyptians would leave food, such as fish heads, outside

to tempt cats to visit. When the cats came, they ate the food and scared away any vermin

around the food stores. After a short amount of time, cats were welcomed into the house

and lived happily with their human friends.

Questions:

1. Find and copy two adjectives which show that Egyptians thought that cats were

special.

2. What is the main point of the third paragraph?

3. What does ‘nutrient-rich’ tell you about the soil close to the River Nile?

4. Where in this text can you find information about the types of crop grown by ancient

Egyptians?

3.

Get Ready with Cleopatra

To look as fabulous as me, follow these simple beauty steps.

First, bathe in milk and honey to keep your skin nourished and soft. I scrub away dead skin

using sea salt and then I like to use crushed green grapes to give my skin a golden glow.

I usually keep my makeup quite simple and natural. I crush up lapis luzuli stone to create a

deep blue eye shadow base and then I add some sparkle with little chunks of gold pyrite.

Next, I make my eyelashes and eyebrows darker using charcoal and animal fat. Then, I just

rub some red clay into my lips and cheeks and I’m ready to head down to the pyramids for

the day.

Questions:

1. Through whose eyes is this text told?

2. Find and copy a phrase which shows that Cleopatra thinks she looks good.

3. ‘I usually keep my makeup quite simple and natural.’ What makes you think that this

is not true?

4. Explain why Cleopatra does not use the same makeup products that women use

today.

4.

The Rosetta Stone

Whilst digging to expand their fort in 1799, a group of French soldiers made one of the

most important historical discoveries of all time – the Rosetta Stone. Named after the town

it was discovered in, the Rosetta Stone was created over two thousand years ago and on it

was the clue to finally decoding ancient Egyptian hieroglyphics.

Hieroglyphics was a complicated way of writing in ancient Egyptian times which used

thousands of symbols. Some of the symbols represented sounds, like our letters, whilst

others stood for whole words. Written on the Rosetta Stone was one passage of text but it

was in three different languages: hieroglyphics, demotic (old Egyptian) and Greek. It finally

unlocked the secret of how to read hieroglyphics because scholars knew what was being

said in a language we still speak today.

Questions:

1. Which word from the text means to ‘make bigger’?

2. Why is it called the Rosetta Stone?

3. How do you think scholars felt when the Rosetta Stone was discovered? Give a

reason for your answer.

4. How do hieroglyphics compare to the alphabet we use today?

5. Read the final sentence. What do you think is the language that we still speak today?

Science

Work 1

Work 2