Dear Year 6 Please see the work for Week 4 in this PDF. There is no expectation to print the work. Do try and complete it on paper at home or enjoy the online quizzes where available. There are links for you to click. These will take you quickly to work I have set. If you are unable to do this, we have provided the work on the following slides for you to have a go at. Your child should already have a login for TTRockstars. If you need it again do message me on Dojo. The learn by heart facts are for you to practise everyday in anyway you would like. Have a great week and do what you can. Miss Durrant and Mrs Wilcox
Facts for you to learn by heart:
Spellings for this week: The long ‘o’ sound spelt ‘ou’ or ‘ow’ shoulder
shallow
smoulder
window
mould
blown
poultry
known
soul
thrown
Monday Maths: Week 2, Lesson 1 - Calculating Scale Factors: https://whiterosemaths.com/homelearning/year-6/
English: Using paragraphs and punctuation: https://www.bbc.co.uk/bitesize/articles/zhy72sg
Big Write - for the whole week. Do not try to write this all in one go. Plan your writing. Think carefully about how your story will progress. Please finish this story using your best writing possible. The focus for this piece of writing is to use parenthesis. Need a reminder about parenthesis? https://www.youtube.com/watch?time_continue=5&v=AseBaZWID7w&feature=emb_title
It all began with his mind. This was where his true power lay. The slightest idea would burst magnificently into life at the slightest twitch. If he imagined fire, flames would appear. If he imagined happiness, people around him would smile. If he imagined pain‌ He had learnt to control his mind over the years, manipulating his incredible powers to serve whatever purpose. Today, though, he was angry. If he imagined anger, chaos would ensue‌
Queen Victoria
Research some laws that Queen Victoria made and make a list of them. What do you think about these laws? Do you agree with them? What laws would you have passed if you were Queen Victoria? Create a list of your own laws and write why you have chosen these laws.
Tuesday Maths: Week 2, Lesson 2 - Ratio and Proportion Problems: https://whiterosemaths.com/homelearning/year-6/
English: Commas, brackets and dashes: https://www.bbc.co.uk/bitesize/articles/zrdyvk7
Parentheses Brackets , dashes and commas indicate parentheses (parentheses is the plural of parenthesis). Parenthesis is a word or clause inserted into a text as an afterthought (or as extra information). A pair of brackets, commas or dashes can be used to enclose the extra information or afterthought. Examples ● ● ●
Commas : ‘The lion, who has sharp teeth, ate his dinner.’ (Commas are used here as the parenthesis is important to the sentence) Brackets : ‘The lion (with a fluffy mane) ate his dinner.’ (Brackets are used here as the parenthesis isn’t vital to the sentence) Dashes : ‘The lion - who wasn’t very cool – ate his dinner.’ (Dashes are used here as the parenthesis is informal)
Victorian handwriting
Research Victorian handwriting. Can you write like a Victorian? From your previous research, think about what would happen if your handwriting wasn’t up to scratch!
Wednesday Maths: Week 2, Lesson 3 - Measure with a Protractor: https://whiterosemaths.com/homelearning/year-6/
English: Using bullet points https://www.bbc.co.uk/bitesize/articles/zdmc47h
Bullet Points Bullet points can be used to: ● ● ●
break up complicated information make it easier to read turn it into a list
Remember, bullet points are an effective way of setting out your information more clearly for the reader. Importantly, the text within different types of bullet point lists need to follow special punctuation rules. Most bullet point lists start with an introductory sentence or ‘stem’. Example: ‘Equipment need for our camping trip:’
Use your imagination to write a 'dream schedule' for a day. Use bullet points to make your ideas clear. You might need to write a separate bullet point list for the equipment you need too. These headings may help you to write different sections of your 'dream schedule': ● ● ● ● ●
My dream morning. My dream afternoon. Ingredients for my dream meal. Equipment needed for my dream day. People I would include in my dream day.
Victorian homes
Research what victorian homes looked like. Do you live in one today? What was it like inside a victorian home? Use a shoebox to create your own room in a Victorian home. This is expected to take at least two days so don’t rush.
Thursday Maths: Week 2, Lesson 4 - Introduce Angles: https://whiterosemaths.com/homelearning/year-6/
English Hyphens and Dashes: https://www.bbc.co.uk/bitesize/articles/zmnwjhv
Hyphens Hyphens are very useful. They can be used to link two words together, so the word or phrase makes sense and doesn’t confuse the reader. Examples The superstar player decided to resign his contract. (Here the player is leaving the club). The superstar player decided to re-sign his contract. (Here the player is staying at the club for longer). Hyphens have other specific roles for different word types or phrases. ● ● ● ●
Numbers between 21 and 99, for example, ‘seventy-two’ or ‘thirty-six’. To create compound adjectives, for example, ‘high-risk’ or ‘hot-pink’. For informal phrases, for example, ‘sing-song’ or ‘free-for-all’. To avoid awkward letter combinations, for example, ‘de-escalated’.
Dashes Dashes separate information and are a way of showing parenthesis, much like brackets. Dashes shouldn’t be confused with hyphens as their job is very different! Example The superstar player – who is loved by many fans – decided to stay at the club.
Activity 2 Find a funny animal image. Can you write three sentences about the image that include a hyphenated word? Examples ● ●
Confused, the lightning-quick Tibetan fox stared at the Marmot. Bravely, the Marmot gave the Tibetan fox an eye-popping look!
Top tip! ●
Remember: Hyphens link two words, so the word or phrase makes sense and doesn’t confuse the reader.
Finish off your work on Victorian houses.
Friday Maths: Week 2, Lesson 5 - Calculate Angles: https://whiterosemaths.com/homelearning/year-6/
English Reading: The London Eye Mystery https://www.bbc.co.uk/bitesize/articles/zfx6t39
Extract 1 ‘Kat?’ I said. ‘What?’ ‘What does it mean when something is up your street?’ ‘Huh?’ ‘Salim said The Tempest would be right up my street. He acted in it at school last term.’ Kat laughed. ‘We’ve been reading it at school too. Mr Moynihan keeps making me read Miranda’s part and she’s such a ... dishrag.’ I considered this. ‘So it’s not up your street?’ ‘No way.’ The pod was nearing one o’clock. ‘What d’you think of Auntie Glo?’ Kat asked. I remembered what Dad said about her leaving a trail of devastation in her wake. Then I remembered how she’d said I was like Andy Warhol, a cultural icon. ‘I don’t know.’ ‘Me neither. I heard Dad say to Mum that Auntie Glo drives him bananas. And I found two empty bottles of wine on top of the fridge.’ In my mind’s eye, Aunt Gloria turned into a motorist with driving goggles and a huge consignment of bananas in the back seat. ‘You mean, she drives him bananas the same way I drive you nuts?’ I said. ‘Bananas. Nuts. Round the bend. Off your trolley. Whatever.’ She laughed and I joined in because it showed I knew what she meant even if I wasn’t sure what was funny about Aunt Gloria making Dad feel insane.
Read Extract 1 again and consider what we learn about the different characters. Sometimes we need to read between the lines to know what a character is thinking or to explain how they are behaving. Answer the questions below. 1. 2. 3.
When Ted asks Kat a question she replies with, “Huh?” What does this tell us about Kat? When Kat asks Ted what he thinks of Aunt Glo, he replies, “I don’t know.” Use the text to explain why he is not sure about his answer. Explain why Ted laughs along at the end of the extract even though he is not sure what is funny.
Extract 2 We walked over to where Mum and Aunt Gloria were having coffee.‘Let’s lie,’ hissed Kat. ‘About taking that ticket from a stranger.’ She grabbed me by the wrist so hard it hurt. ‘Lie,’ I repeated. ‘Hrumm. Lie.’ ‘We could say that Salim got lost in the crowds, that he—’ She let my wrist go. ‘Oh, forget it,’ she said. ‘I know telling a lie with you is useless. And stop doing that duck-that’s-forgotten-how-to-quack look!’ We reached the table where Aunt Gloria and Mum sat talking up another storm. We stood by them in silence. A pounding started up in my ears, as if my blood pressure had shot up above normal, which is what Mum says happens to her when Kat drives her distracted. ‘There you are,’ Aunt Gloria said. ‘Have you got the tickets?’ Kat waited for me to say something. I waited for Kat to say something. ‘Where’s Salim?’ asked Mum. ‘Not still in the queue?’ ‘Hrumm,’ I said. ‘No.’ Mum looked as if Salim might be behind us. ‘Where then?’
Read Extract 2 again. Think about how the writer deliberately chooses language to create a relationship between the writer and the reader. Look at the following examples and explain how the writer/reader relationship is developed.
Example
Impact on the reader
She grabbed me by the wrist so hard it hurt
The writer is showing the reader that Kat really hurts Ted when she grabs his wrist. This is because Ted refers to the ticket from the stranger and that clearly is on Kat’s mind and is causing her distress to think about it.
And stop doing that duck-that’s-forgotten-how-toquack look. A pounding started up in my ears, as if my blood pressure had shot up above normal… Mum looked as if Salim might be behind us.
Finishing off Friday: Finish off any work from this week that you haven’t yet completed.