English Monday 1st June 2020

QFL: How can I alphabetically order words?

Success Criteria *I know the correct order of the alphabet.

**I can order words alphabetically using the first and next letters in each word.

Ordering Words Alphabetically List 1:

These words have been ordered alphabetically using the first letter in

each word.

giving

check

time

dive

really elephant

last need

once

check

Dive

elephant giving last

need once

really time

List 2: These words have been ordered alphabetically using the first and

second letter in each word.

dive going

boxer orange

gate on

bathroom

duck

bathroom boxer

dive duck

gate going on

orange

List 3: These words have been ordered

alphabetically using some words that have the same the first, second, third

(and so on) letter. Remember, if words contain the same first, second, third (and so on) letter, you must order the words

whose letter appears first and then next in the alphabet (and so on).

mast order duck

box duckling

boxer mass

ordering boxes

box boxer boxes

duck duckling

mass mast

order ordering

Now complete the challenges below! Put each of these lists into alphabetical order in your home learning books.

List 1

1. plastic 2. hairball

3. acid 4. incisor

5. lantern 6. quarter

7. confirm 8. raise

9. emerge 10. landfill

List 2

1. jiggle 2. fever

3. map 4. advert

5. few 6. jigsaw

7. maple 8. ache

9. odd 10. bellow

List 3

1. give 2. delicious

3. keen 4. ants

5. keeper 6. giving

7. anchor 8. gift

9. deliver 10. keepsake

English Monday 1st June 2020

QFL: How can I use my alphabetical ordering

skills to find words in a dictionary?

Success Criteria

*I can find words that have been alphabetically ordered.

**I can develop my dictionary skills. ***I can develop my vocabulary using the

information I find in a dictionary

Today you are going to use your

skills of alphabetically ordering words to help you find the meaning

of new vocabulary using a dictionary.

Watch this video to find out how to use your skill of alphabetical ordering to use a dictionary!

https://www.bbc.co.uk/bitesize/topics/zbmv2sg/articles/zjyyb82

https://www.bbc.co.uk/bitesize/topics/zbmv2sg/articles/zjyyb82

Now complete the challenge below!

Step 1: Put the list of words into alphabetical order.

Step 2: Use a dictionary to find and write the meaning of each word into your home learning books.

Step 3: Improve your vocabulary by using each word in your day-to-day interactions!

1. throb 2. venomous

3. ruffle 4. charming 5. yearly 6. throng

7. chrysalis 8. rubble

9. ultimatum 10. nestle

English Tuesday 2nd June 2020

QFL: What are the

features of a playscript?

Success Criteria: *I can read playscripts

and understand their role in performing drama.

**I can recall features of

a playscript ***I can identify examples

of each feature in a

playscript.

Today you are going to be exploring the features of a playscript. Why do you think people write playscripts? What are the different features of a playscript? (ingredients of a playscript)

Play title

Scene title

Stage directions (how characters speak)

Character names

Setting

Character dialogue (speech)

Colon after name

Below are three different examples of playscripts Read through each playscript. Use the checklist to identify whether the features have been included for each playscript.

*For each playscript, write down an example of each feature

in your home learning books using sub-headings.

Playscript 1: The Gruffalo

Features Yes No

A cast list

Narrator

Speakers names on the left

Colons

Written dialogue without speech marks

Stage directions in brackets

Stage directions for how the actors must act

Stage directions for the actors must speak

New speaker new line

Structured using scenes

Scene 1 A mouse took a stroll through the deep dark wood

Fox: (slyly) Where are you going to, little brown mouse? Come and have lunch in my underground house.

Mouse: (happily) It’s terribly kind of you, Fox, but no (shakes his head). I’m going to have lunch with a gruffalo.

Fox: (confused) A gruffalo? What’s a gruffalo?

Mouse: (shocked) A gruffalo! Why, didn’t you know? He has terrible tusks (makes pretend tusks with fingers) and terrible claws (makes hands look like claws and terrible teeth in his terrible jaws (points to his mouth).

Fox: Where are you meeting him?

Mouse: Here, by these rocks (points), and his favourite food is roasted fox.

Fox: (Frightened) Roasted fox! (raises his eyebrows) I’m off! Goodbye, little mouse (runs away).

Mouse: (Laughing to himself) Silly old fox! Doesn’t he know, there’s no such thing as a gruffalo?

Scene 2 The mouse continued to walk through the deep, dark wood

Owl: (Wisely) Where are you going to, little brown mouse? Come and have tea in my treetop house.

Mouse: (Happily) It’s frightfully nice of you, owl, but no (Shakes his head). I’m going to have tea with a gruffalo.

Owl: (Asking politely) A gruffalo? What’s a gruffalo?

Mouse: A Gruffalo! Why, didn’t you know? He has knobbly knees (points to his knees), and turned out toes (points to his toes) and a poisonous wart on the end of his nose (puts his finger tip on the tip of his nose).

Owl: Where are you meeting him?

Mouse: Here by this stream and his favourite food is owl ice cream.

Owl: (Frightened) Owl ice cream? Toowhit toowhoo! Goodbye little mouse! (Flies away quickly).

Mouse: (Laughing to himself) Silly old owl! Doesn’t he know, there’s no such thing as a gruffalo?

Playscript 2: The Hogwarts Express

Features Yes No

A cast list

Narrator

Speakers names on the left

Colons

Written dialogue without speech marks

Stage directions in brackets

Stage directions for how the actors must act

Stage directions for the actors must speak

New speaker new line

Structured using scenes

Act One Scene Three

Albus and Rose walk along the carriage of the train.

The Trolley Witch approaches them, humming a tune to herself as she pushes her trolley.

Trolley Witch: (happily) Anything from the trolley, dears? Pumpkin Pasty? Chocolate Frog? Cauldron Cake?

Rose: (frowning at Albus as he tucks into a chocolate frog) Al. We need to concentrate!

Albus: (distractedly) Concentrate on what?

The Trolley Witch noisily carries on down the train, interrupting Rose as she starts to speak.

Rose: (irritated) On who we choose to be friends with. My parents met your dad on their first Hogwarts Express you know…

Albus: So we need to choose now who to be friends with for life?

Albus nervously gulps as he swallows his last bite of Chocolate Frog.

Albus: That’s quite scary!

Rose: (excitedly) On the contrary, it’s exciting! I’m a Granger-Weasley, you’re a Potter – everyone will want to be friends with us. We’ve got our pick of anyone we want.

Albus and Rose move into the corridor and Albus slides open the door of the next compartment. Inside is a lonely blond kid – Scorpius – in an otherwise empty compartment. Albus smiles. Scorpius smiles back.

Albus: Hi. Is this compartment free?

Scorpius: (nervously) It’s free. It’s just me.

Albus: I’m Albus. Al. My name is Albus.

Scorpius: Hi Scorpius. I mean, I’m Scorpius. You’re Albus. I’m Scorpius. And you must be…

Rose doesn’t even turn to face Scorpius as he speaks to her.

Rose: Rose.

Scorpius: Hi Rose. Would you like some of my Fizzing Whizzbees?

Rose: (coldly) I’ve just had breakfast, thanks.

Scorpius’ face falls. Albus reaches to try a sweet but Rose bats his hand away quickly.

Scorpius: (sadly) You don’t have to stay. I’m a Malfoy. Our parents didn’t get on. I understand.

Out of nowhere, James Potter (Albus’ brother) comes barging into the compartment.

James: (unimpressed) What’re you doing in here? Come meet my friend Mildred’s little brother!

The End

Playscript 3: The Story of Baucis and Philemon Play Script

Features Yes No

A cast list

Narrator

Speakers names on the left

Colons

Written dialogue without speech marks

Stage directions in brackets

Stage directions for how the actors must act

Stage directions for the actors must speak

New speaker new line

Structured using scenes

Cast List and Costume Ideas Zeus – long cloak with hood, white robe and a golden crown

Hermes – long cloak with hood, white robe, golden winged sandals and a golden winged hat

Baucis (wife) – old and ragged long dress

Philemon (husband) – old and ragged tunic

Greek man – tunic

Narrator

Scene 1

Lights go up to show a track road with homes along one side. It is beginning to get dark.

Outside one of the houses, Zeus and Hermes are standing on the track road. They are dressed in disguise.

Hermes: Father, I shall knock on the next door.

(Hermes knocks on the door and the men wait for a response.)

Zeus: (disappointed) Come along, let’s try another door.

(The men move to the house next door. Zeus knocks.)

Greek man: (narrowly opening the door and peeking out) Can I help you?

Zeus: Good evening. Please can you help us? We are two very weary travellers, who need shelter for the night.

Greek man: We do not know you well enough to let you into our home. Go away!

(Greek man shuts the door.)

Hermes: (looking at Zeus) I’m so disappointed with these mortals. That was the eighth house in the valley to turn us away.

(The men walk further down the track and are heading for an old, rickety, wooden hut. They stand by the front door.)

Hermes: Let’s try this door.

(Hermes knocks on the door. An elderly lady answers dressed in old clothes.)

Baucis: Yes? Hermes: Kind lady, we are two very weary travellers, who are desperately in need of shelter and food. Please can you help us?

Baucis: Of course. It is getting cold and dark, and a storm is coming. We don’t have much, but what we have, we will share with you.

Zeus: Thank you. You will be rewarded for your kindness and generosity.

Baucis: Think nothing of it. Please, come this way and I’ll introduce you to my husband.

(Baucis welcomes the men into the house and the men walk inside.)

Lights down.

Scene 2

Lights go up to show inside Baucis and Philemon’s home. Zeus and Hermes are sitting at a small, wooden table. Baucis and Philemon are standing.

Baucis: Let me introduce you to my dear husband, Philemon.

Philemon: You are most welcome in our humble home, gentlemen. You have been walking and must be thirsty, would you take some wine?

(Philemon points to the only jug on the table.)

Hermes: We couldn’t drink your last jug of wine.

Baucis: You are our guests and we will offer you whatever we have. Please, take some wine.

(Zeus and Hermes nod in acceptance. Philemon pours the wine out for the men whilst Baucis disappears into the kitchen area, returning with a platter of meat and bread, placing it down on the table.)

Baucis: It isn’t much, but please enjoy this bread and meat.

Zeus: This is a wonderful feast. Some stale bread would have sufficed. We are so hungry that we wouldn’t have noticed.

(The two men begin to eat and drink as Philemon and Baucis sit down at the table. Once they are seated, there is a freeze frame as the lights go down.)

Lights down

Scene 3

Lights go up and give the impression that time has passed. Seated around the table, Baucis, Philemon, Zeus and Hermes are talking, laughing and enjoying each other’s company. Philemon: I apologise but we have no more wine for you gentlemen. It is late and you have been walking all day. You must be very tired. Baucis has prepared a comfortable space for you to sleep by the fire.

(Philemon points at where the men will be sleeping.)

Zeus: That is more than we require, thank you.

Hermes: Philemon, did you say there was no wine left? Why, there’s plenty! Look for yourself...

(Baucis and Philemon look inside the jug which has been refilled. They have a look of disbelief on their faces.)

Baucis: (surprised) But...but this jug was empty. This can only mean one thing. You...you must be....

Philemon: (loudly) GODS!

Hermes: I am Hermes. (Stands and removes his cloak to reveal his true identity.)

Zeus: I am Zeus. (Stands and removes his cloak to reveal his true identity.)

You have shown us great kindness tonight. We must rest now.

Lights down

.

The End

English Wednesday 3rd June 2020 QFL: How do you perform a play?

Success Criteria:

*I know what stage directions are. **I can identify stage directions in a

playscript. ***I can explain the importance of stage

directions and their role in performing.

Today you are going to explore the features of a playscript even further. When are playscripts used? What are stage directions? Stage directions ~ give actors and actresses information about how to speak and how to act. Stage directions rely heavily on the use of adverbs to support performers.

Playscript Task Below are two of the same versions of the playscript 'Jack and Jill'. With others in

your household, perform both of the playscripts. You will need three people for this activity. After performing each playscript, answer the questions below in your

home learning books. If you do not have enough people in your household to perform the play, then read both scripts and answer the following questions in your home learning book.

Answer these questions in your home learning books.

Stage Directions

1. What are stage directions?

2. Why are stage directions useful?

3. How are stage directions presented?

4. Find and write all of the adverbs used in the stage directions.

5. Why are stage directions in brackets?

6. Why might it be trickier when there are no stage directions given to us? Why is

the play harder to perform effectively?

7. What did you notice about the performance with stage directions and the

performance without stage directions? Compare the two.

Jack and Jill: Playscript 1 Cast: Jack, Jill, Narrator

Scene 1

Narrator: Brother and sister, Jack and Jill have been sent by their mother to go and

fetch water from the well.

Jack: Can’t believe mum is making us fetch water again.

Jill: Yeah I know. I wanted to play with my skipping rope. Oh look there is the hill and

the well. Race you?

Jack: Wow this hill is really steep. Be careful you don’t fall.

Jill: You be careful you know how clumsy you are.

Narrator: Suddenly, as Jack and Jill are running up the hill.

Jack: Ahhr, it hurts……. My head is bleeding. Mummmmeeeeyyy!

Narrator: Jill hears Jack screaming and turns back to go and help Jack.

Jill: Are you ok? I’ll stop the bleeding.

Narrator: As Jill is coming back down the hill to help she......

Jill: Oh no!

Jack: Are you alright Jill?

Jill: I’m ok, just a scratch. Has your head stopped bleeding? You really are clumsy Jack

Jack: I’m clumsy? You fell down too you fool. Sisters, who needs them?

Jack and Jill: Playscript 2 Cast: Jack, Jill, Narrator

Scene 1

Narrator: Brother and sister, Jack and Jill have been sent by their mother to go and

fetch water from the well.

(Jack and Jill are walking along the lane holding empty buckets)

Jack: (Grumpily) Can’t believe mum is making us fetch water again.

Jill: Yeah I know. I wanted to play with my skipping rope. Oh look there is the hill and

the well. Race you?

(Jill starts running and Jack follows)

Jack: (Sounding out of breath) Wow this hill is really steep. Be careful you don’t fall.

Jill: You be careful you know how clumsy you are. (Pulls a funny face)

Narrator: Suddenly, as Jack and Jill are running up the hill.

(Jack trips up over a rock and falls over)

Jack: (Screaming) Ahhr, it hurts……. (Starting to cry)

My head is bleeding. Mummmmeeeeyyy!

Narrator: Jill hears Jack screaming and turns back to go and help Jack.

Jill: (Looking worried) Are you ok? I’ll stop the bleeding.

Narrator: As Jill is coming back down the hill to help she......

(Jill trips too and comes tumbling down after Jack)

Jill: Oh no!

Jack: Are you alright Jill?

Jill: I’m ok, just a scratch. Has your head stopped bleeding? You really are clumsy Jack

(Jack looks up in disbelief)

Jack: I’m clumsy? You fell down too you fool. Sisters, who needs them?

English Thursday 4th June 2020

QFL: How do you edit and improve a play by including the key features?

Success Criteria:

*I can identify missing punctuation in a play script.

**I can identify missing features in a play script. ***I can add in appropriate features in a play script.

Let's revisit what you have learnt so far about playscripts.

What are the different features of a playscript?

Which feature of a playscript gives actors information about how to speak?

What impact does stage directions have on a playscript?

In this lesson, you are going to fix a playscript that has some of the key

features missing.

What do you think is wrong with this play script?

Which feature is missing? Can you add it in?

Little Red Riding Hood

Cast List

Scene 1 - Little Red Riding Hood’s House

Enter Mother carrying a basket of food, and Little Red Riding Hood, wearing her red cape.

Mother: Right young lady, I need you to go to Grandma’s with this basket of food. She’s not very well.

LRRH: Ok Mum. I’ll stay and have a cup of tea with her too. Mother: That will

be very nice. Good girl. Now, off you go. And be careful going through that wood.

Scene List Little Red Riding Hood’s

House

The Woods

Grandma’s Cottage

Cast List

LRRH: I will.

Narrator: So Little Red Riding Hood trotted off with her basket of goodies for Grandma.

Scene 2 - The Woods

Little Red Riding Hood is skipping through the woods, humming to herself. In

the background a wolf is lurking behind the trees.

Narrator: Little Red Riding Hood loved walking to Grandma’s. LRRH: I love walking to Grandma’s. The woods are so lovely!

Narrator: Soon, Little Red Riding Hood saw a woodcutter chopping the trees

down in the woods.

Enter a woodcutter with an axe, chopping trees down.

LRRH: Hello Woodcutter. How are you today?

Woodcutter: Hello there, Little Red Riding Hood. I’m very well, thank you. Where are you going to?

LRRH: I’m going to Grandma’s house. She lives at the other side of the woods.

Woodcutter: Well, you be careful in these woods. I hear there are wolves around. And say hello to your Grandma from me.

LRRH: I will. And I am careful. But I don’t think there are really any wolves

around. They’re just in fairy stories.

LRRH skips off further into the woods. The wolf pops out from behind a tree and chuckles to himself, rubbing his paws together.

Wolf: Ah ha! Going to Grandma’s eh? Well now. I think I might go to

Grandma’s too. And I know a short cut there.

Wolf runs off laughing to himself.

Scene 3 - Grandma's House

Wolf: I’m going to trick that Little Red Riding Hood. Wolf knocks on the door.

Grandma: Yes? Is that Little Red Riding Hood? (from inside the cottage)

The Three Little Pigs

Scene 1 - The Farm House (Enter Mother Pig, Pig 1, Pig 2 and Pig 3.) Narrator: One day, Mother Pig told her sons that they had to find a house of their own Mother Pig: Sons, I want you to find a house of your own. You are too big to live here. Pig 1 straw: OK Mum. I will build my own house. Pig 2 wood: So will I. : So will I. : So the three brothers went off to find a good spot to build their houses. The three pigs walk away looking for a place to build their houses, scratching their heads. Pig 1 straw: I am going to build my house using straw! Pig 2 wood: I am going to build my house using wood! Pig 3 bricks: I am going to build my house using bricks! : The three brothers set to work, hammering, banging and building. Soon the straw house was built. Pig was very proud!

Cast List Narrator The Wolf Pig 1 straw Pig 2 wood Pig 3 bricks Mother Pig

Scene List Farm house House made of straw House made of sticks House made of bricks

Bill stands beside his house looking very proud of himself. Scene 2 : The Straw House Narrator: A wolf came to the town where the brothers lived. He was very hungry. Enter the wolf licking his lips. : He knocked at the door of the straw house. : Little pig, little pig, let me come in! : No! No! Not by the hair on my chinny chin chin, I won’t let you in!

Wolf: grinning Then I'll huff and I'll puff and I'll blow your house down!

The wolf begins to huff and puff. Narrator: So the wolf huffed and he puffed and he blew the house down. : Oh no! I’m going to run to my brother’s house! Bill runs to the house made of sticks. Wolf: shouts with anger I'll find you little pig!

English Friday 5th June 2020

QFL: How can I identify a verb and an adverb?

VERBS

A verb is a word used to describe an action, state or occurrence.

Verbs can be used to describe an action, that’s doing something. For example, like the word ‘jumping’ in this sentence:

The rabbit was jumping in the field.

They can also be used to describe a state of being, that’s feeling something. For example, the word ‘likes’ here:

The monster likes rollercoasters.

Or a verb can be used to describe an occurrence, that’s something happening. For example, the word ‘became’ in this sentence:

The caterpillar became a butterfly.

WATCH THIS VIDEO all about verbs https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zpxhdxs

ADVERBS

An adverb is simply a word that describes a verb (an action or a doing word).

• He ate his breakfast quickly.

The word 'quickly' is an adverb as it tells us how he ate (the verb) his breakfast.

Where to place adverbs? Adverbs can come before or after a verb.

• He 'quickly' ate his lunch.

• He ate his lunch 'quickly'.

WATCH THIS VIDEO all about adverbs:

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zgsgxfr

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zpxhdxshttps://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zgsgxfr

Verbs Adverbs

-Draw the table above into your books.

-Read through the two playscripts below.

_ Identify and copy from the stage directions, the verbs and adverbs that have

been used by the playscript writer.

REMEMBER... stage directions give actors and actresses information about how to speak and how to act. Stage directions rely heavily on the use of adverbs to support performers.

The Playground

Cast: Miss Brown, Joe, Raj, Tash, Nita.

Scene List: The Playground, the classroom, the bike shed

Scene 1 The Playground

(In the Playground the children play and Miss Brown peacefully drinks her tea.)

Joe: (shouts excitedly) Come and see what we have found Tash!

(Tash and Raj drop the skipping ropes and hastily run to Joe and Nita)

Tash: (confused look) What is it?

Raj: (smiling excitedly and hopping from foot to foot

excitedly) I hope it’s exciting.

Nita: Close your eyes and hold your hand out.

(Tash and Raj hesitantly close their eyes and hold their hands out)

Nita: Don't peep!

Tash: We won't.

Raj: We promise!

(Quietly sniggering Nita places a big fat worm in their hands.)

Tash: It feels all slimy.

Raj: And cold!

(Raj and Tash quickly open their eyes when they feel the cold sliminess in the

hands.)

Raj: (Screaming) That’s disgusting! (Quickly drops the worm onto the ground

and wipes his hands on his trousers in disgust.)

Tash: (Slowly brings her hand closer to her face and inspects the worm) It's

soooooo slimy!

Nita: Look, there are loads of them.

Joe: We could make a worm pie.

Raj: (Makes a disgusted face and begins to slowly back away from the

group) I wouldn’t want to eat worms, even if there was no other

food in the world.

Tash: We wouldn’t really eat them, just pretend!

Raj: (Smiling) I see.

Nita: Shall we show Miss Brown?

Joe: Nah, she’ll probably tell us off.

Tash: Why? We haven’t done anything wrong.

Raj: Yeah, we haven’t hurt them.

Nita: Well what shall we do then?

(Miss Brown begins angrily shouting their names and walks towards them.)

The Gruffalo

Scene 1

A mouse took a stroll through the deep dark wood

Fox: (slyly) Where are you going to, little brown mouse? Come and have lunch in my underground house.

Mouse: (happily) It’s terribly kind of you, Fox, but no (shakes his head). I’m going to have lunch with a gruffalo.

Fox: (confused) A gruffalo? What’s a gruffalo? Mouse: (shocked) A gruffalo! Why, didn’t you know? He has terrible tusks (makes pretend tusks with fingers) and terrible claws (makes hands look like claws and terrible teeth in his terrible jaws (points to his mouth). Fox: Where are you meeting him?

Mouse: Here, by these rocks (points), and his favourite food is roasted fox. Fox: (Frightened) Roasted fox! (raises his eyebrows) I’m off! Goodbye, little mouse (runs away).

Mouse: (Laughing to himself) Silly old fox! Doesn’t he know, there’s no such thing as a gruffalo?

Scene 2 The mouse continued to walk through the deep, dark wood

Owl: (Wisely) Where are you going to, little brown mouse? Come and have tea in my treetop house.

Mouse: (Happily) It’s frightfully nice of you, owl, but no (Shakes his head). I’m going to have tea with a gruffalo.

Owl: (Asking politely) A gruffalo? What’s a gruffalo?

Mouse: A Gruffalo! Why, didn’t you know? He has knobbly knees (points to his knees), and turned out toes (points to his toes) and a poisonous wart on the end of his nose (puts his finger tip on the tip of his nose). Owl: Where are you meeting him?

Mouse: Here by this stream and his favourite food is owl ice cream.

Owl: (Frightened) Owl ice cream? Toowhit toowhoo! Goodbye little mouse! (Flies away quickly). Mouse: (Laughing to himself) Silly old owl! Doesn’t he know, there’s no such thing as a gruffalo?

English w/c Monday 1st June 2020

TIME (Week 2)

Monday 1st June 2020

Tuesday 2nd June 2020

Wednesday 3rd June 2020

Thursday 4th June 2020

Friday 5th June 2020

VIPERS: Lesson 1

QFL: How can I explore a text using VIPERS- Vocabulary, Inference,

Prediction, Explanation, Retrieval and Sequencing?

Tricky

1. WHICH people are celebrated on Armed Forces Day?

2. WHEN was Armed Forces Day first celebrated?

3. WHAT is the name of the main event on Armed Forces

Day?

4. NAME four activities which show support for armed

servicemen and women.

5. WHAT do Armed forces do?

6. WHY are the reservists different to the rest of the armed

forces?

Trickier

1. WHICH people are celebrated on Armed Forces Day?

2. WHEN was Armed Forces Day first celebrated?

3. WHAT is the name of the main event on Armed Forces

Day?

4. WHAT is the Victoria Cross and when was it first

awarded?

5. HOW do people show their support in Armed Forces Day?

6. WHY is Armed Forces Day celebrated?

Trickiest

1. WHAT was the original name of Armed Forces Day?

2. WHAT is the purpose of Armed Forces Day?

3. HOW do we know that MPs believe Armed Forces Day is

important?

4. HOW is Armed Forces Day different to Remembrance Day?

5. WHY is the date of Armed forces day significant?

6. WHAT is the main difference between each of the Armed

Forces?

7. WHY are the reservists so important?

8. WHAT evidence tells us that becoming a cadet would be

very fulfilling?

VIPERS: Lesson 2

QFL: How can I explore a text using VIPERS- Vocabulary, Inference,

Prediction, Explanation, Retrieval and Sequencing?

Tricky 1. WHAT is a carnival and what are they like? 2. WHEN do most carnivals take place? 3. WHERE is Mardi Gras celebrated? 4. WHERE is the largest carnival in the world? 5. WHAT is samba?

6. WHAT do carnivals celebrate? 7. DESCRIBE the Spanish and French carnivals using your own words.

Trickier 1. (a)WHEN do most carnivals take place?

(b)) WHY do you think this time of year is chosen? 2. The WORD brimming is in bold letters. WHAT does this word mean in this sentence? 3.WHERE do they celebrate Mardi Gras and what is an important symbol of this carnival? 4. WHAT is different about carnival season in Germany and most other countries?

5. WHERE does the large parade in Rio actually take place? 6. WHY do you think carnivals are so popular across the world and attract so many visitors?

Trickiest

1. (a)WHEN do most carnivals take place? (b)) WHY do you think this time of year is chosen? 2. WHAT does the word 'flamboyant' mean? 3.WHERE do they celebrate Mardi Gras and what is an important symbol of this carnival? 4.WHY do you think Brazil is sometimes referred to as a 'melting-pot' of culture?

5. WHY is carnival so important to Brazil? 6. WHAT is different about carnival season in Germany and most other countries?

VIPERS: Lesson 3

QFL: How can I explore a text using VIPERS- Vocabulary, Inference,

Prediction, Explanation, Retrieval and Sequencing?

Tricky/ Trickier/ Trickiest 1. WHAT competition ends in the Cup Final?

2. WHAT year was the Cup Final first played?

3. Give a REASON why the top ranked teams join the competition

in round three.

4. FIND and COPY a word that means that teams were recorded

to play in the competition.

5. Put the following information in the ORDER it is found in the

text. The first one has been done for you.

An exact replica was made.

The losers ribbon is removed before the presentation.

The 'little tin idol' was stolen.

The cup was wearing out from being handled

6. WHICH team had the most appearances in a final?

7. HOW old was the youngest FA Cup finalist?

8. WHICH club has had the most FA Cup wins?

9. WHY was the FA Cup suspended during the First and Second

World Wars?

10. In WHAT years did Wanderers win the FA Cup?

11. HOW is the information text organised. List two ways.

12. Do you think it is better to watch a football match in the

stadium, or at home? EXPLAIN your opinion.

RE W/C: Monday 1st June 2020

HOT TASK Naming celebrations

(Independent Task)

You have now come to the end of this unit. Use all the work you have done over

this unit to create a mindmap to answer the following questions:

- Who gives babies a name? - How do they choose a name for the baby? - Why is it important to choose a name carefully? - Why do parents have a celebration when a baby is born? - How is a baby welcomed into a Hindu family? - What happens in a Namakaran ceremony?

Naming celebrations

SCIENCE W/C: Monday 1st June 2020

QFL: How is water transported in plants?

WATER TRANSPORTATION:

The process of water transportation is the way water moves

through a plant.

The roots absorb water from the soil.

The stem transports water to the leaves.

Water evaporates from the leaves.

This evaporation causes more water to be sucked up the stem.

The water is sucked up the stem like water being sucked up

through a straw

TASK 1: -Draw this diagram into your books.

-In your home learning books, explain the process of water transportation.

TASK 2:

-Conduct an investigation to show the

transportation of water in plants. -Explain your investigation.

-Take photos or draw a diagram to support your explanation.

Hint: Look at the image to help you plan your investigation: Important: Do not forget to use the key vocabulary in your investigation layout e.g. things needed, prediction, method, conclusion etc

HISTORY

W/C: Monday 1st June 2020

QFL: What do I know about Egyptian Gods and Goddesses?

TASK 1:

- Draw your favourite Egyptian god or goddess. -Write a paragraph about him /her. -Explain why is it your favourite.

TASK 2

-Find information about different Egyptian gods and goddesses.

-Compare any two of your choice.

ADDITIONAL RESOURCE: You can also use the attached information in

addition to books and the internet in order to help you with your task.

HISTORY RESOURCE