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Reading
Strategy focus: Evaluating / Inferring / Making Connections
Read the text and answer the
questions below.
Retrieval
1. Name two pieces of evidence that
suggest the story is set in a village and explain each point.
2.
Abela always thought the sound she made when she was singing was yellow,
golden-yellow like corn. Mama’s was a pretty shivering blue. And Baba’s – her
father’s – Baba’s used to be brown. But Baba’s voice would never be heard again.
What do we learn about Abela’s father from this passage? Why do you think so?
Evaluating
1. How does the author’s use of language affect the reader?
2. Which words create the mood of the text? Give two impressions of Abela’s life .
Henson class Home Learning
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3. ‘She poorly too?’ The neighbour clicked her tongue and shifted herself round in her
creaking seat. Abela turned her head away and watched the priest. She had
nothing to say. Mama was sick. The baby was dying. Baba was dead. What was
there to say? What does this description suggest about how Abela’s feeling?
Explain your answer.
Inferring
1. What do we learn about the main character from the text above? Explain two
features using the evidence from the text.
2.
What is unusual about the priest? Use the evidence from the text to support your
answer and explain how.
3. What are three ways the author makes the reader understand what Abela’s mum’s
condition is? Explain each point.
Making Connections
1. How does this book link to the book A long walk to water? Support your answer.
2. How is Abela similar or different from Will (Running Wild)?
Word Web
Below, you will find an example of a word web which describes the word ‘modern’. It
explains the
meaning/definition of
this word; lists the
synonyms and
antonyms; lists the
phrases that contain
this word and uses the
word in a sentence.
Use this example and
create a similar word
web for a word of your
choice from the text.
Now, create another
word web for the
word:
to chatter
Writing
This week we are going to be using all the skills we have learnt over the past few weeks to write a narrative based on our core text The Tin Forest.
Lesson 1
LI: To write the beginning of a narrative.
Use figurative language and vocabulary relating to senses to describe the settings. Add descriptive vocabulary to introduce and describe the characters.
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Today we will be using our plans from the previous lesson to help us write the opening section of our narrative, focusing on describing the setting and introducing the main characters. I have provided you with a model for the opening paragraph this is to be used to support your own ideas and is not to be copied.
Task 1:
Using the model below identify all the figurative and descriptive language I have used. Model of opening paragraph:
There was once an old man who lived in a desolate cottage in the middle of a metal graveyard, full of discarded tin and other unwanted pieces of metal. Two tufts of fluffy white hair sat above his ears like snow on a mountain top. His half-moon glasses perched delicately on the end of his nose, whilst his dirty blue overalls suggested he liked building things. In fact, as a younger man, he’d been a successful inventor but those days felt like a lifetime ago. Now, he was just a lonely old man, devoid of companionship, stranded in an ocean of tin.
One day, he looked out of his broken window at the vast, grey landscape that lay before him. The heavens cried and the winds hissed like a giant serpent. He could hear the rain pounding on the abandoned tin like an army marching into battle. He could smell the damp, musty stench of the rusting metal. Despite the booming thunder and crashing lightning, the rubbish slept peacefully upon the lonely landscape.
Task 2: Write your own opening paragraph use the plan you wrote from last week to support your writing.
Reflection:
Choose a sentence you have used today and explain why you think it’s effective.
The phrase… is effective because… The word… is effective because…
The word/phrase… has high impact because…
Lesson 2
LI: To write the middle section of a narrative.
Develop the plot of the narrative. What problems must the main character overcome? Apply fronted adverbials to vary sentence structures.
Include relative clauses to add extra information.
Add speech to develop your character and the plot, if necessary. Reflect on the effectiveness of the middle section of your narrative.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth
Task 1: Firstly, identify the fronted adverbials, relative clauses and direct speech used in the model of the middle section of the narrative.
Model of middle section of narrative:
Then, the old man had an idea.
“Why don’t I build something out of this abandoned rubbish?” He thought to himself. “After all, I was a clever inventor back in my day” he added, proudly.
The man, who was in his autumn years, still enjoyed playing football. Quickly, he got to work making some goalposts out of recycled metal pipes and fashioning a ball out of a collection of empty food tins.
It took all day to mould the discarded metal into a perfect sphere but the hardworking inventor was very resilient so he never gave up.
When he was finished, he took his creations outside to play with. He had hoped this would cheer him up – but it didn’t. Despite scoring lots of goals, he still felt lonely. Something was missing.
“A robot goalie!” the old man exclaimed.
The wise old man remembered that games are much more fun when you have a friend to play with so he returned to his workshop to start building his new metal friend. This was his most difficult challenge yet. He worked until midnight, sculpting, welding and hammering until his creation was finally complete.
Exhausted, the old man collapsed onto his bed. Testing out the robot goalie would have to wait until the morning.
Task 2: Write your own middle paragraph use the plan you wrote from last week to support your writing.
Reflection:
Choose a sentence you have used today and explain why you think it’s effective.
The phrase… is effective because… The word… is effective because…
The word/phrase… has high impact because…
Lesson 3
LI: To write the ending of a narrative.
Resolve the problem that our character faced. Conclude the story in a suitable way.
Reflect on the effectiveness of your narrative’s ending.
Today we will be using our plans from a previous lesson to help us write the ending to our narrative, finding a resolution to our character’s problem and concluding our story in a suitable way.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Model of the ending to the narrative:
The next day, the old man woke up and looked out of his broken window. To his surprise,
everything looked different. The grim ocean of junk had been replaced by a magical forest, as bright as a rainbow. A majestic tiger, with soft orange fur, playfully explored his new kingdom, whilst bees buzzed and dragonflies zoomed through the enchanted environment. The old man, fuelled with excitement, ran to his workshop to collect the robot goalie. He couldn’t wait to play in this psychedelic arena. But when he arrived, the robot goalie was no more. To his astonishment, the creation had come alive! The previously lonely old man now had a real friend to play with. “How is this possible?” he thought to himself.
But his puzzled expression soon gave way to one of wonder when the new best friends stepped out into the colourful coliseum. Sunshine rained down upon the sweet smelling flowers and an orchestra of song birds filled the warm air. Through the dense leaves of the forest, more friends emerged for the old man to play with. For the first time in a generation, the once lonely old man now had enough companions to play a real football match. The song birds, high in the trees, chanted football songs and the majestic tiger offered to be the referee – which makes sense really, because you wouldn’t argue with a tiger! He wasn’t sure if he was dreaming – and even if he was, he didn’t care because he wasn’t lonely anymore. He’d made lots of new friends, and for the first time in years, the old man with a tin football felt happy, warm and loved.
Reflection:
Choose a sentence you have used today and explain why you think it’s effective.
The phrase… is effective because… The word… is effective because…
The word/phrase… has high impact because…
Lesson 4
LI: To edit a piece of writing. Read your narrative.
Use a dictionary to correct any spelling errors.
Reflect on your language choices, using a thesaurus to up-level your vocabulary.
Today you are going to edit the piece of writing that you have written this week. Use a dictionary to correct any spelling errors, a thesaurus to up-level your vocabulary choices and ensure that you have included descriptive vocabulary, figurative language, fronted adverbials and relative
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth
Lesson 5
LI: To evaluate a piece of writing.
Analyse a piece of writing, using a set of criteria. Evaluate the effectiveness of your narratives.
Reflect on your progress throughout this learning journey. Today you are going to evaluate the writing that you have completed and edited this week. Using the criteria provided assess and evaluate your work.
Below are the evaluating sentence stems that we use in school to support you with evaluating your work.
Reflection:
Reflecting on the learning journey as a whole, where would you place yourself on the progress line?
✓ Well structured, with a clear beginning, middle and end.
✓ An opening that describes the setting using figurative language and introduces the main characters.
✓ A middle section that
develops the plot, creating a problem for the main
character to overcome.
✓ An ending that resolves the problem.
✓ Fronted adverbials to vary sentence structure.
✓ Relative clauses to add information.
✓ Speech to develop the
character and the plot further.
Evaluating – sentence stems
• The word/phrase… works well because…
• I like the way the author uses… it makes me think about… • I think it would be better if…
• It’s very clear the way the author uses… because… • The sentence… has high impact because…
• I think…will happen
• The text is organised well because…
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Maths
Lesson 1
LI: To add decimals with the same decimal places
Practise using the column method to add two 3-digit numbers together. Remember to correctly line your place value columns when using the column method.
Activity:
Complete the following calculations: 6.71 + 3.22 =
3.82 + 5.16 = 4.44 + 5.33 = 5.33 + 2.36 =
Explain the steps you took to solve these calculations
Key vocabulary (Place value, decimal place, tenths, hundredths, ones, tens, addition, sum)
Lesson 2
LI: To add decimals with different decimal places
Use the place value grid to help you solve these calculations in the column method with no exchanging.
Activity:
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Lesson 3
LI: To problem solve adding decimals
Use our previous learning on adding decimals using column addition to help you solve these problems. Remember to identify what the question is asking first before following the steps to solve the calculations.
Activity:
Can you explain using our key vocabulary what mistake Eva made (question 2)?
(place value, decimal, tenths, hundredths, ones, addition)
Lesson 4
LI: To subtract decimals with the same number of decimal places
Practise using the column method to subtract two 3-digit numbers together. Remember to correctly line your place value columns when using the column method.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Lesson 5
LI: To subtract decimals with different numbers of decimal places
Practise using the column method to subtract numbers with different decimal places. Ensure you are correctly lining your place value columns to ensure you are subtracting accurately.
Can you solve this calculation and explain what mistake has been made? What should the sum of the calculation be?
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth
Geography
LI: To generate questions about human behaviour on the natural world Discuss what we already know.
Use the sources as a stimulus for discussion
Generate appropriate questions about the images Decide on one key question to research.
Using the images and stimuli below and think about what is happening within each of the images. Once you have looked at them all create questions that you would like to find out. For example: Why is the rainforest shrinking? What is causing it to shrink? You need to generate as many
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth
Science
This week we are going to investigate the effects of friction on a moving object.
Read the words below, they will help you to explain your findings. Do you know what
each of these words mean?
Vocab: friction, force, brake, prediction, investigation, measure, observe, variables,
results.
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https://www.bbc.co.uk/bitesize/topics/zsxxsbk/articles/zxqrdxs
Heavy objects fall faster than light ones.
Look at this image and explain how rim brakes on a
bicycle make use of the force of friction. You will have to design
your own brake pads/blocks. You will need to test different
materials and demonstrate the best choice by testing it and timing
how long it took for each material to stop the wheel. Make sure
that when testing, you only change 1 element/variable to gather
reliable results.
Investigation:
1. Write your prediction.
I think ….. will be the best material because…..
2. Decide on the materials you are going to use and how you
will conduct your experiment (why not use your bike if you have one)
3. Conduct the investigation
4. Take pictures or make a recording
5. Write up the experiment demonstrating which material
you think makes the best brake pad, and explain your
choice. Make sure you that you
How to make the best brake pads? Explain the science
behind your solution.
Today, I investigated……….
To make my experiment fair, I made sure that……
In my experiment, I used…..
My method was to….
I repeated this process……
My results show that…
This is because ….
Art
Following on from last weeks lesson where you created your tiles for the tin forest today you will be
distressing these tiles. You could use charcoal to do this or you could use a dry sponge with little black
paint or shoe polish.
Look at the design of your tile and try to imagine where shadows would be created, you will then use the
item you have chosen to distress this area where the shadow would be created.
RE
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Watch the clip below and explore the Jewish religious ritual and family celebration commemorating the religious adulthood of a boy/girl on their 13th birthday.
https://www.bbc.co.uk/bitesize/clips/zm7tfg8
Write a non-chronological report which provides further details about bar mitzvah. Use the questions below to help you with your research.
Why does this happen at this age? What does the ritual consist of? What changes after the ritual?
PE
