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St James the Great Catholic Primary School CLASS: Y5

Home Learning Grid Week beginning Monday 15/06/2020

Monday Tuesday Wednesday Thursday Friday

English Can We Save the Tiger? by Martin Jenkins https://www.collinsdictionary.com/

LI: To identify the central themes of a poem and write a précis. Read the poem The Tyger by William Blake below. Think about the main themes of the poem- what main question is the author asking? Notice how each stanza usually asks two questions- What are the questions asked by the author? Write the meaning of the questions in your own words into the grid below.

LI: To use a poem structure to create figurative questions. You will be writing a poem about your own endangered creature, e.g. The Vulture. This is my opening stanza, which draws upon different question styles, e.g.: Vulture, vulture,

flying high,

In the darkness of

the sky.

How are you

designed to be

So useful to people

like you and me?

Write a simple poem, based on the structure of The Tiger using different question styles to ask questions about your own creature, e.g. bison or vulture. You can draw upon information retrieved from the text or choose your own animal. Rhyming is not essential

LI: To research to begin a plan for a discussion text with a balanced argument. Imagine that you have been called to the newsroom. Later in the week, you will begin to write a discussion piece for a newspaper, e.g. Can we save the Mountain Gorilla? Choose your own endangered creature to research and discuss. A list of endangered and vulnerable species can be found at the WWF website: https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status For your chosen animal, begin by creating a list of for and against statements which show why people might or might not want to save it. You should research the creatures online sources, e.g. https://www.wwf.org.uk/learn/wildlife

LI: To create a plan for a discussion text with a balanced argument. Create your plan for a discussion text with a balanced argument. This should be written in note form and use your research from yesterday. You may wish to organise your work using bullet points and subheadings. Decide what you will write about in each paragraph and gather ideas for powerful, formal vocabulary you may wish to use.

LI: To write the beginning of a discussion text. Reread the opening page of Can We Save the Tiger (page 6) and think about the ways the author attracted and maintained our attention: Notice how they short sentences for effect, e.g. They’re extinct. Identify examples formal language, e.g. produce rather than make. You need to write the begginning of your discussion text. Use both long and short sentences for effect and make more formal verb choices, e.g. discover rather than find. Include other writing techniques you have practised over the last three weeks, such as starting with a subordinate clause. I have included an example below.

Reading The Listeners by Walter De La Mare https://www.poetryfoundation.org/poems/47546/the-listeners

LI: To make inferences about a character’s feelings. Think: How do you think the traveller was feeling when he was waiting at the door? Write your thoughts in the

LI: To make inferences about how a character’s feelings might change throughout the poem. 1. Write some words

to show how the traveller might have felt at the beginning of the story.

LI: To create a character description. Draw an outline of a person, like the example I have included below. On the inside, write words that tell us about the traveller’s character.

LI: To write a prequel to the poem. The skill of predicting isn’t always about looking into the future. Sometimes we need to identify what has happened previously. This is not just a form of inference but ‘deduction’. They are

LI: To give plausible answers to inference questions using evidence from a poem Who are the phantom listeners? Do they have a relationship to the man?

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https://www.youtube.com/watch?v=7y73wu47Uk4 .

thought bubble below. After this, explain why you have given that answer.

2. Now, collect some

words that describe how he may have felt at the end of the story.

3. Draw a chart to

show how the character’s feelings change over the course of the poem.

On the outside, write words that tell us about their appearance. This could also include the facial expressions they might be making. After you have done this, use the words to write a character description.

guesses but they need to be plausible. Think: What events do you imagine have happened prior to this visit? Why? Write a short prequel to the poem to show what you think happened before the start of the poem. This can be written as a narrative.

Use at least three pieces of evidence from the poem to support your answer.

Maths See task sheets below Answer as much of each sheet as you can. If you do not finish the worksheet every day that is ok but make sure you always try your best.

LI: To identify a range of regular and irregular polygons. Click this link to revise the properties of different polygons: https://www.bbc.co.uk/bitesize/topics/zvmxsbk/articles/z98n4qt In regular polygons, all the sides are the same length and all the angles are equal. In irregular polygons, at least two sides are not the same length and the angles are not all equal.

LI: To investigate the properties of 3-D shapes and their nets. Click these links to revise the properties of 3-D shapes: https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zgqpk2p and nets: https://www.bbc.co.uk/bitesize/topics/zt7xk2p/articles/z247tv4 Example of a cube and a net:

A net is an unfolded 3-D shape laid fl at. There may be more than one way of creating a net for a 3-D shape.

LI: To calculate lengths and angles in shapes using reasoning. Remember that an angle is a measure of turn between two intersecting straight lines. You measure angles in degrees (°). A right angles is 90°. Use the same link from Monday (https://www.bbc.co.uk/bitesize/topics/zvmxsbk/articles/z98n4qt) to remind yourself of the total interior angles for different polygons.

LI: To calculate angles on a straight line. The total of the angles meeting at a point on a straight line is 180°.

Example:

You should answer these questions using reasoning; you do not need a protractor.

LI: To calculate angles around a point. The angle at the centre of a circle is 360°.

You should answer these questions using reasoning; you do not need a protractor.

Science

LI: To interpret and present data of increasing complexity using graphs in the context of the growth of babies in height and/or weight during their first year after birth. Look at the datasheet below and then answer these questions: 1.

a) What is your data about? a) What does your data tell you about how babies grow? b) Your data was an average (it shows typical growth). Some babies grow more or less than this. Why do you

think this might happen? 2.

Create at least two types of graphs to compare different parts of your data. You can decide what parts of the data to focus on- one graph could be to compare the change in height of boys and girls in their first 12 months. Make sure the axes are labelled and create a title for your graph(s). I have included some examples below of the different types of graphs you may wish to consider using.

3. a) Which types of graphs did you create? b) Which graph allowed you to present the data most clearly for the height of babies? c) Which graph allowed you to present the data most clearly for the weight of babies? Why?

d) Was the type of graph that presented the data for height best the same as that for weight? Why? /Why not?

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RE Stewardship

LI: To know and understand about caring for the earth. A) Write down: 1.A person/people on earth you care about; 2. A place on earth you care about

3. Something on the earth you care about 4. How do you treat something you care for? 5. How would you feel if someone mistreated what you care for? We all care for things in this world, when we care for something, we have some responsibility for it, and we are stewards of it. There are stewards at football matches, concerts or even at church. When we look after something, this is called stewardship. Often, the word stewardship is used to refer to a responsibility to take care of something that is owned by someone else. B) Write ideas of ways to care for the earth and the reasons why we should care for it, using some of these words: Respect the flowers, protect the birds, honour the land, care for the water etc.)

LI: To explore the wonders of God’s creation. Look at the Wonders of Creation PowerPoint slides below and read Genesis 1: 1-25. In the beginning The book of Genesis is not meant to be a scientific account of how the world began. It is a beautiful poem which tells us the truth about the goodness and creative power of God. It also helps us to understand the harmony and interrelatedness of all creation. This is called the integrity of creation. People of every time, in every place, have been struck by the beauty of the world and wondered about its beginnings. How did the world begin? Scientists are always searching to discover more about how the world began. Some spend their whole lives researching and share their results in books, on television and on the internet. They are always discovering more about our beginnings and the beginnings of the world. Show the pictures from God’s Story 3 page 9 and talk about them. TASK Design an information booklet on ‘The wonders of God’s creation’. Include some of the related scripture and sources (as below), its meaning and how this affects how Christians live and what they believe.

LI: To understand the task of stewardship –caring for God’s creation. After God created the earth, God created humans. All people are made in the image and likeness of God and that means that each person has dignity and is to be treated with respect. Creation is not ours to own but it is on loan to us for the time we live on the earth. The text referred to above tells us of our responsibility to take care of the earth and everything in it; that is to be good stewards. We must protect and sustain it for future generations. Read Genesis 1: 26-31 What line or phrase do you like best? Explain your reason. Answer the questions under: RE DAY 3 below

Computing LI: Identify problems that can arise online and ways to solve them Describe ways to keep each other safe when using the internet The internet is a global network. It connects people using computers all around the world. The internet allows us to share ideas, communicate and access information quickly and across huge distances. That’s why the internet is a very powerful resource. That’s also why we need to use the internet safely. Whenever you’re using the internet, you should be sure you’re doing two things: keeping your computer safe and keeping yourself safe, too. Click to watch video and respond to questions below. After watching the video, click on the review on the video panel to respond to questions to test yourself on how much fact you remember.

1. What was Lisa’s first idea for a username? 2. Keep personal info ______. 3. What’s Lisa’s password? 4. What should you do if a stranger chats you? 5. What should Lisa get all the way to 100? 6. When you go online, what should you think through? = 7. Who sent Lisa an attachment? 8. What’s a virus? 9. How do you close a pop up window? 10. What device is a computer too?

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PSHE https://www.collinsdictionary.com/

LI: To understand that their bodies belongs to them and that they have control over what happens to it. To make choices about what happens to their body. To understand the difference between wanted and unwanted contact. To know what to do if they are worried about themselves or a friend. We are going to be learning about how we can take care of our bodies and keep ourselves safe As part of our learning about health and wellbeing, it is important to think about the choices we have about what happens to our bodies. We need to think about the fact that our bodies belong to us, that a positive body image is important, that some types of touch are not OK and that some substances are harmful to our bodies. TASK1 What do you already know about body image, consent and substances that can harm our bodies? Write your ideas in your Learning Journey Record provided below in the PSHE section ******* Everyone has choices they can make every day; this can be summarised in 3C: Choice, Control, Consent. We all have control over some aspects of our lives. However, we are all different. We come from different families and different cultures; we follow different religions and practise different traditions. The things we have choices about and control over may differ from person to person. TASK 2 Sort the statements in the PSHE section into two piles: things which we have choice and control over; things that we do not have choice and control over. Autonomy – ‘It’s up to Me’. Look at the definitions of consent and autonomy. Why do you think these words are important in a lesson about looking after our bodies? Every human has the right to make choices about what happens to their body and no one else can do something to another’s body without their consent.

Art LI: To learn about Paul Klee’s artistic techniques and create a painting based on Paul's famous paintings. We’re going to think about a new artist today called Paul Klee – he is an abstract artist with similarities to Bridget Ridley Click on the link to learn about the artist Paul Klee https://kids.kiddle.co/Paul_Klee Look below to see some of his work

Paul has got lots of techniques and various types of painting but today we are going to focus on his line drawing: Look at the examples of his ‘taking the line for a walk’ paintings. His work looks like lines that he’s made by putting his pencil on paper, taking it for a walk and not letting it off the paper. Try it– put the pen on your paper, take it for a walk without taking off for a while and see what you create. This is one technique that Klee used. Technique 2: turning the lines into something, example: adding something else e.g. face, a sea – Technique 3: Colouring in between: take the line for a walk so the lines overlap it might even look like a scribble. Stop and colour in each gap. Independent: ‘scribble drawing’ with your pen on the page you can’t take it off but you take it for a walk wherever you want a bit like a scribble. Then you colour the gaps with bright colours.

PE Join a 9am PE lesson with Joe every day – Monday to Friday You do not need any equipment – just tune into Joe’s YouTube channel at 9am for a 30 minute fun workout. A great way to start the day, just click the link. https://www.thebodycoach.com/blog/pe-with-joe-1254.html

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Resources

English – Monday 15/06/2020 ........................................................................................................ 6

English – Friday 19/06/2020 ........................................................................................................... 7

Reading – Monday 15/06/2020 ...................................................................................................... 9

Reading – Tuesday 16/06/20 .......................................................................................................... 9

Reading – Wednesday 17/06/2020 .............................................................................................. 10

Maths – Monday 15/06/2020 ....................................................................................................... 11

Maths – Tuesday 16/06/2020 ....................................................................................................... 13

Maths – Wednesday 17/06/2020 ................................................................................................. 15

Maths – Thursday 18/06/2020 ..................................................................................................... 16

Maths – Friday 19/06/2020 .......................................................................................................... 17

Science – graph examples and datasheet ..................................................................................... 18

RE - Day 2 ...................................................................................................................................... 19

RE - DAY 3 ...................................................................................................................................... 20

ART ................................................................................................................................................ 21

PSHE .............................................................................................................................................. 23

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English – Monday 15/06/2020

The Tyger by William Blake

Tyger Tyger, burning bright,

In the forests of the night;

What immortal hand or eye,

Could frame thy fearful symmetry?

In what distant deeps or skies.

Burnt the fire of thine eyes?

On what wings dare he aspire?

What the hand, dare seize the fire?

And what shoulder, & what art,

Could twist the sinews of thy heart?

And when thy heart began to beat,

What dread hand? & what dread feet?

What the hammer? what the chain,

In what furnace was thy brain?

What the anvil? what dread grasp,

Dare its deadly terrors clasp!

When the stars threw down their spears

And water'd heaven with their tears:

Did he smile his work to see?

Did he who made the Lamb make thee?

Tyger Tyger burning bright,

In the forests of the night:

What immortal hand or eye,

Dare frame thy fearful symmetry?

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What do the questions asked by the author mean? Précis the questions asked.

A précis is a short account of something, which gives the important points but not all the details.

Question Précised Response

What immortal hand or eye, Could frame thy fearful symmetry?

Who could have made you so beautiful

and terrifying?

In what distant deeps or skies burnt the fire of thine eyes?

On what wings dare he aspire? What the hand, dare seize the fire?

When the stars threw down their spears And water'd heaven with their tears: Did he smile his work to see? Did he who made the Lamb make thee?

English – Friday 19/06/2020

Can we save the gorilla?

The gorilla is a unique animal which plays a pivotal role in the health and

diversity of an ecosystem. Can we save these mighty animals?

Today, mountain gorillas are threatened not due to a demand for their meat

or their infants, but due to a demand for the lush forest in which they live.

Because humans living near gorilla habitats utilise the forest’s resources for

their vital needs, gorillas lose their source of food and shelter.

Mountain gorillas are also at risk from poachers. While poachers do not hunt

gorillas, they do leave traps on the forest floor and the gorillas can get caught

in these.

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Reading – All week – The Listeners (1912) by Walter de la Mare

Is there anybody there?’ said the Traveller,

Knocking on the moonlit door;

And his horse in the silence champed the grasses

Of the forest’s ferny floor:

And a bird flew up out of the turret,

Above the Traveller’s head:

And he smote upon the door again a second time;

‘Is there anybody there?’ he said.

But no one descended to the Traveller;

No head from the leaf-fringed sill

Leaned over and looked into his grey eyes,

Where he stood perplexed and still.

But only a host of phantom listeners

That dwelt in the lone house then

Stood listening in the quiet of the moonlight

To that voice from the world of men:

Stood thronging the faint moonbeams on the dark stair,

That goes down to the empty hall,

Hearkening in an air stirred and shaken

By the lonely Traveller’s call.

And he felt in his heart their strangeness,

Their stillness answering his cry,

While his horse moved, cropping the dark turf,

’Neath the starred and leafy sky;

For he suddenly smote on the door, even

Louder, and lifted his head:—

‘Tell them I came, and no one answered,

That I kept my word,’ he said.

Never the least stir made the listeners,

Though every word he spake

Fell echoing through the shadowiness of the still house

From the one man left awake:

Ay, they heard his foot upon the stirrup,

And the sound of iron on stone,

And how the silence surged softly backward,

When the plunging hoofs were gone.

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Reading – Monday 15/06/2020 1. Add the traveller’s thoughts to the bubble. 2. Explain your answer.

Reading – Tuesday 16/06/20

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Reading – Wednesday 17/06/2020

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Maths – Monday 15/06/2020

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Maths – Tuesday 16/06/2020

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Maths – Wednesday 17/06/2020

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Maths – Thursday 18/06/2020

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Maths – Friday 19/06/2020

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Science – graph examples and datasheet

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RE - Day 2 Look at these PowerPoint slides and answer the questions below.

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Day 2 questions

1. What does the text from Genesis tell you about the writer?

2. What questions do you think the writer asked about the world?

3. What did the writer want people to know about God?

4. How do you think the many parts of God’s world are in harmony with each other?

5. What do you think is meant by the integrity of creation?

6. What are some of the ways people can look at the world today that the author of Genesis

could not and what do you think this means for us? (e.g. space, knowing the diversity of the

world, volcanoes, icebergs, rainforests, deserts)

RE - DAY 3 Some key questions

1. Why did God make human beings?

2. What job have humans been given?

3. How well do you think humans do that job, what are your reasons for your answer?

4. How does scripture inspire people to be stewards of creation?

5. How does Christian belief in stewardship of creation, shape how we take responsibility for

caring for the earth

6. Why do you think it is important to show respect for and be stewards of God’s creation?

7. Do you think that people respect the environment? Give reasons/examples for your

answers.

8. In what ways could you encourage people to show greater respect for and stewardship of

the environment and God’s creation?

9. What actions would you like your school to take, to care for the environment and creation?

10. How have people damaged God’s creation?

Read and decide whether you agree or disagree with each statement and give reasons for your

agreement or disagreement.

1. Most humans don’t care for the earth.

2. Damage to the environment affects every part of creation.

3. We should not only think about ourselves but protect

4. God’s creation for future generations. I cannot change the world.

5. The survival of the world depends upon our sharing what we have and working together.

6. Creation belongs to us, we can do what we like. We can make a difference.

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ART

Information about Paul Klee

Paul Klee was born in Switzerland in 1879. He studied drawing and painting in Germany.

When he was young he loved music as well as art. He had to decide which one to make his career

and he chose art. However, he was also a good writer and continued writing throughout his life.

All these different interests are woven into his drawings and paintings. These are dreamlike in many

ways and he often added letters, words and musical signs to his images.

Klee said that his drawings were 'like taking a line for a walk.'

When he first started out as an artist, Klee's drawings were mainly black and white. However after

visiting North Africa and becoming interested in it's culture and architecture, his art suddenly

became full of colour.

He said, "Colour has taken hold of me; no longer do I have to chase after it"

Klee used a square grid as the basis of most of his paintings. He would fill in the squares with blocks

of colour so that they represented a city or a totally abstract image.

Klee taught at an art school in Germany until the Nazis came to power in the 1930s. They sacked him

from the school, calling his paintings "degenerate".

Paul moved to Switzerland but soon developed a crippling disease. His paintings got more and more

gloomy, darker with bold lines and all about war and death. Klee himself died in 1940. He remains a

huge influence on modern painters today.

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Some examples of Paul Klee’s work

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PSHE

You can use these key words to help you answer the questions:

Consent / autonomy / touch / appropriate / inappropriate / body image / safe

Dangerous / substances / alcohol / drugs / tobacco / choices / media / habit

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Sort the statements into two piles: things which we have choice and control over; things that we

do not have choice and control over.

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