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: number
Spellings for this week: Synonyms and Antonyms bellowed
whispered
screeched
murmured
squealed
breathed
squawked
sighed
shrieked
muttered
Topic: Please choose an activity to work on through the week:
(You may decide to work on more than one!)
Monday Maths: Summer 1, Lesson 1 - Vertically Opposite Angles https://whiterosemaths.com/homelearning/year-6/
English: Analysing Setting Descriptions: https://www.bbc.co.uk/bitesize/articles/z6py382
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 relative clauses. Need a reminder about relative clauses? https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zsrt4qt The Patronus Charm is difficult to produce, and many witches and wizards struggle to produce a full Patronus: a guardian which generally takes the form of the animal with whom they share the deepest affinity. For Severus Snape however, a wizard trained and experienced in the Dark Arts, it was easy. He felt a slight tingle from the end of his wand as he swished it in a smooth, subtle arc. A jet of flawless, pale-white light danced from its tip, and the Patronus began to take form in front of him‌
Tuesday Maths: Summer 1, Lesson 2 - Angles in a Triangle https://whiterosemaths.com/homelearning/year-6/
English: Using Personification in a Setting Description https://www.bbc.co.uk/bitesize/articles/zbd7mfr
Personification Personification can be used to make your sentences more exciting by: ● ●
Describing objects as if they are people. Describing objects as if they have feelings.
Example 'The rain stomped angrily on the fragile roof like an angry giant.' ‘The snow painted delicate white pictures on the ground as it fell gently from the sky.’ As part of a setting description, these examples of personification create a clear image of the setting and help to set the mood of the scene.
Wednesday Maths: Summer 1, Lesson 3 - Angles in a Triangle - Special Cases https://whiterosemaths.com/homelearning/year-6/
English: Using Relative Clauses https://www.bbc.co.uk/bitesize/articles/z6g98xs
Relative clauses A relative clause can be used to give additional information about a noun (naming word). They are introduced by a relative pronoun like 'that', 'which', 'who', 'whose', 'where' and 'when'. For example: 'I won’t stand by the man who smells of slime'. They can be used to create complex sentences as they are a type of subordinate clause . A subordinate clause is a part of a sentence that adds additional information to the main clause. Relative clauses come directly after the noun they are referring to. This might be at the end of a sentence or embedded into the middle of a sentence. If it is embedded into the middle of a sentence, the relative clause is usually surrounded by commas.
Relative Pronouns Relative clauses are introduced by a relative pronoun . The relative pronoun used depends on the person or type of thing you are writing about. Relative pronouns include: ● ● ● ● ●
‘Who’ - A person or people. ‘Which’ - An object, a place or animals. ‘That’ - An object, a place or a person. 'When’ - A time. ‘Where’ - A place.
Example ●
Two simple sentences: ‘Milly played her ukulele to her sister Martha. She was in her bedroom.’
Below, the relative pronoun, ‘who’, is used to create a relative clause so these two simple sentences can be connected. ‘She was in her bedroom’ is extra information, so this forms the relative clause. ●
Relative clause sentence:
‘Milly, who was in her bedroom, played her ukulele to her sister Martha.'
Thursday Maths: Summer 1, Lesson 4 - Angles in a Triangle - Missing Angles https://whiterosemaths.com/homelearning/year-6/
English: Reading Lesson - Tell me no Lies https://www.bbc.co.uk/bitesize/articles/zdnkd6f
Extract 1
Gemma turned the page. Here, a mum with smiling eyes and untidy hair like a halo hugged her daughter tight, whilst the headline below the photograph yelled out, MOTHER SAVES CHILD FROM OVERTURNED CAR. And on the opposite page, a mum standing next to a boy, her arm around his shoulders. The headline that went this photograph declared, MUM FLIES OFF WITH SON FOR NEW HEART. Gemma only ever kept the headlines that went with her mums – never the full newspaper article – but she could remember the story that went with this one. The mum’s son needed a heart and liver transplant and the doctors in Britain had all but written him off. But not his mum. His mum was determined to do whatever it took to keep her son alive, so she’d taken him to America. And it had had a happy ending. The boy received his transplant and lived. Gemma sighed. She liked happy endings.
Activity 1
Extract 1 focuses primarily on the character of Gemma. Look in the text and find this section: ‘Gemma sighed.’ Using the text, write a detailed summary paragraph that explains why Gemma sighed. You will need to refer to the extract in your explanation.
Extract 2 Mike glared at his grandad. All the long drive down, Mike hadn’t said a single, solitary word. He’d nodded, shaken his head or shrugged as appropriate whenever Nan or Gramps asked him a question, but that was it. Mike remembered how months before Gramps and Nan sat together in the courtroom never saying a word to him or each other. And how much he’d hated them for it. ‘I know what you’re thinking and you needn’t worry.’ Mike glared at his grandparents. ‘I’m not going to disappoint you.’ Let them take that any way they wanted! ‘I see that whatever else your mother did, she certainly didn’t teach you any manners,’ Gramps told him. ‘Or respect for your elders.’ ‘My mum taught me that families are supposed to stick together.’ Mike said pointedly. ‘Meaning?’ Gramps prompted with a frown. ‘The meaning can wait until Mike has settled in,’ Nan said briskly. ‘We’re all getting off on the wrong foot here. Come on, Mikey. I’ll show you up to your room.’ Nan took hold of one of Mike’s smaller bags and led the way up the stairs. Reluctantly, Mike picked up his larger suitcase and followed her. Nan waited until they were on the landing before she spoke again. ‘You mustn’t mind your grandad,’ she said smiling. ‘He’s all bark and no bite.’ His bark is so bad that he doesn’t need to bite, Mike couldn’t help thinking.
Activity 2
Revisit the text and focus on the character of Mike. He appears to be very angry in this extract. What does the writer tell us about him through description? What do we find out about his mood through what he says and how he reacts to Nan and Gramps? Write a short paragraph to explain how we know that Mike is angry in this extract. You could use the following answer stems: ● ● ●
Mike is angry because it says ............................................. ............................................. shows that Mike is angry because ............................................. The writer shows us that Mike is angry when she says .............................................
Friday Maths:
Summer 1, Lesson 5 - Friday Maths Challenges https://whiterosemaths.com/homelearning/year-6/
English: Writing a Report: https://www.bbc.co.uk/bitesize/articles/znq4kmn
Formal language The purpose of your writing, as well as your audience, will help you decide whether to use a formal or informal style of language. In an informative report, formal language is used and may include includes the following features: ● ● ● ● ●
A serious instead of a chatty tone. Clear and to the point. Specialist vocabulary for the subject. No slang or contractions ( there is instead of there’s ). Includes complex or multi-clause sentences.
Examples Formal: We went to watch the new movie. It was excellent. Informal: We’ve seen the new movie. It’s wicked!
The key features of a formal report: ● ● ● ● ●
● ●
Research your topic first - find out key facts, interesting information and organise into groups. Brief introduction - explain what or who you are writing about and why it or they are special. Sub-headings - break up your writing into easily identifiable sections. Formal language. Complex sentences, including subordinate clause sentences (It was a lovely day until it started raining), and relative clause sentences (Maham, who was fast, ran past the defender). Facts only - use statistics or studies to support your points, but don’t include your opinion. Layout - make your report clear and use pictures to illustrate key points.
Think of your favourite celebrity, musician, sportsperson or hero. Write a formal report about them. Remember to use these points: ● ● ● ● ● ● ●
Research your topic first Brief introduction Sub-headings Formal language Complex sentences Facts only Clear layout
Finishing off Friday: Finish off any work from this week that you haven’t yet completed.