Monday 29th June

Good Morning Year 5 and 6

07:45 PE session.
9:00 Maths
9:45 Literacy
Hook day 
ALL work to be submitted by 13:15 today

Reading tasks for the week 

Letters from the lighthouse Chapter 11 Freedom is in Peril - 

Comprehension
Describe the differences between how Olive feels arriving at the school, and how Cliff feels.
• Why do the children hang gas masks on their pegs?
• What impression do you get of Mr Barrowman?
• Why didn’t Olive want to be classroom ink monitor?
• Why might Miss Carter have taken off her glasses?
• How did the ink get all over Esther?
• Why is no one convinced the lighthouse won’t be destroyed by Germans?
• What does Jim mean when he says ‘good luck – you’ll need it?’

Writing task
* Scribe the phone conversation between the coastguard and the Ministry of Defence, in which they decide to eradicate the lighthouse.
• Write a persuasive letter to the Ministry of Defence, attempting to convince them not to eradicate the lighthouse.

Creative Curriculum
Research and make a fact file about riptides and quicksands. You could even create a poster warning about the dangers of these.

MATHS We will meet at 09:00 for maths. 

Target Teaching: 3D shapes

Circles - shape word search p2
Every one else shape cross word p1

WALT – Skittles project: fractions 

We will be having a whole week working with your skittles  - please make sure you get correct answers today. You can take your skittles home and eat them after school.

All children will produce the same outcome. 

I will explain to you in the Zoom lesson what you are to do. 

Literacy - We will meet at 9:45

WALT - to review the 4 types of nouns

Write at least 5 words in each noun type. 

The day the Crayon quit by Oliver Jeffers 

WALT - To write a letter using emotive language. 

CIRCLES  (CRAYON LETTER FOR SUPPORT)   Write a letter to Duncan from one crayon (any colour) – ·         How the crayons feel ·         Why they are upset ·         What they want Duncan to do to resolve the problem. Ext: Compare to another crayon’s life (eg. white crayon has it so easy, he never has to get used) TRIANGLES Children to choose any colour crayon and write a letter to Duncan. Must cover: ·         How the crayon feels ·         Why they are upset Ext: What do they want Duncan to do to resolve the problem. SQUARES Children to choose a colour crayon (not one of the colours already read in the story) and write a letter to Duncan. Must cover: ·         How the crayons feel ·         Why they are upset ·         What they want Duncan to do to resolve the problem. Ext: Compare to another crayon’s life (eg. white crayon has it so easy, he never has to get used)