Thursday 14th January 2021
Email Mrs Smurthwaite if you have any problems at all. :)
Have a lovely day!
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Time |
Learning |
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9-9:30 |
TT Rockstars – 2 studio sessions and 2 sound checks before you go onto garage. Don’t forget you can challenge me and I will be challenging you too! |
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9:30 – 10.30 |
Maths
LO: to demonstrate what I have learned about statistics SC1: I can reflect on the different types of data representations I have learnt about SC2: I can remember key vocabulary and definitions from this topic SC3: I can create examples of data choosing appropriate representations Over the past two weeks, we have been learning about statistics; how to interpret data and the different ways data can be represented. Tomorrow, as your outcome for this learning topic, we would like you to create a poster to demonstrate all the things you have learnt and discovered, and give you an opportunity to show off all your new skills! Today is going to be your opportunity to plan this poster and to carefully consider all the things you will need to include on it. It will also be a time for you to create some examples of your own data representation, choosing the best type of graph or chart to use and highlight information. This will fully demonstrate how much you have understood and may even give you a chance to quiz someone else in your family! Task 1: Spend 10 minutes (approximately) thinking about all that you have learnt. You can record this as a mind map, a list, or even as sketches and diagrams (you still need to label them with words – it will help you later!). If it helps, it might be a good idea to have a look through all the learning you have produced. Please see my example if you need some inspiration.
Task 2: Now it’s time to create some examples for your poster. Have a think about all the different types of data we have covered over the two weeks. You will need to include at least one example of discrete and continuous data (see Mrs Smurthwaite’s PowerPoint from Monday if you need reminding!) which you will then be able to cut out and stick on your poster tomorrow. This is a chance for you to be creative and totally make up your own data so it can be silly or funny as long as it is accurate and makes sense. If you’re finding it difficult to think of ideas for your examples, have a look at the attached ‘Examples Ideas’ document. Extension: If you feel like challenging yourself, you could combine two types of data on one graph (see the Rainforest presentation from yesterday to remind you). |
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10:30-11:00 |
Break time/snack time Exercise – e.g. mindfulness yoga, fresh air in the garden, run up and down the stairs seeing if you can get faster every time! You need to keep your body active so that your brain can keep active too. |
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11:00 |
English
If you have been following the daily timetable closely, you will now have first draft versions of 4 places Michael visited. If you haven’t finished, and are still working on these (as it really does take time to create high quality writing!), please don’t worry but perhaps spend this morning’s session finishing them so you can then move onto the editing and improving process later today. It’s really important to remember that everyone works at a different pace, so as long as by the end of the week, you have published your 4 descriptive paragraphs and feel they are your highest quality writing, it doesn’t matter if you take more time on one stage over the next couple of days. Make it work for you! LO: to apply my knowledge of descriptive techniques SC1: I have carefully checked all non-negotiables to ensure my writing is of a high quality SC2: I have used expanded noun phrases and adverbial phrases effectively SC3: I have used emotive language and the 5 senses to create imagery SC4: I have used a range of literary devices effectively to create powerful imagery for the reader In order to make sure your writing can be read effectively by a reader, it’s important that even before we worry about the literary devices, it actually makes sense and is grammatically correct! Just like at school, you must have our NON-NEGOTIABLES in your mind as you edit and improve your writing. Here is a list to remind you of them;
Task 1: Go through all 4 descriptive paragraphs to check for non-negotiables. Use a coloured pen to make changes or corrections as you go. Once this is done, re-read your writing again. Does it make more sense? Are you confident it is grammatically correct and that someone could pick it up and read it with ease? Task 2: Now for the nitty gritty! You should now have 4 pieces of good writing. We want this ‘good’ writing to be transformed into something amazing! All the different tools you have been learning about over the last two weeks now need to be used to EDIT and IMPROVE your writing. Let’s take a look at a piece of writing I have done to describe Sydney. I have used Mrs Smurthwaite’s table from earlier in the week to try to remember the different devices I want to use and that I know will make my writing. Your writing should already be way better than my first draft example but things can always be improved so see if you can make some changes and hopefully you’ll feel inspired! I will include both drafts with my table in an attachment so you can go through again at your own pace if you wish to. You may want to begin by either creating a new checklist table or just adding to/ adapting the one you have done already. You will have the whole session after lunch to continue your editing. |
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12:00- 1:00 |
Lunch |
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1.00 – 1.15 |
Wellbeing Take a break and clear your mind. Maybe try some meditation or mindfulness colouring. Do something that relaxes you. :) |
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1:15- 2.15 |
English 2 LO: to apply my knowledge of descriptive techniques SC1: I have carefully checked all non-negotiables to ensure my writing is of a high quality SC2: I have used expanded noun phrases and adverbial phrases effectively SC3: I have used emotive language and the 5 senses to create imagery SC4: I have used a range of literary devices effectively to create powerful imagery for the reader Please continue to edit and improve your writing for all 4 of your descriptive paragraphs. Any questions, please let us know! |
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2.15 – 2.30 |
Assembly
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2.30 – 2.45 |
Story Time
Please find a PDF copy of the book here: https://www.dorridge.solihull.sch.uk/Closure/Year-6-Homework/Kensukes_Kingdom_Book.pdf |
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2.45 – 3.15 |
Guided reading Chapter 8: Everyone Dead in Nagasaki Activity: 1. Try to use speech punctuation to write a conversation between Michael and Kensuke regarding the message in the bottle. Think about how each character feels. 2. Read Michael’s note to his parents. Imagine you are stranded on a desert island. Write your own message to go in a bottle. Choose your words carefully! Comprehension: What amazes Michael at the beginning of the chapter? How did Kensuke feel when he heard about the atomic bomb falling on Nagasaki? Can you think of an alternative name for this chapter? Michael ‘wrestled’ with his ‘conscience’. What does this mean? Do you think Michael Morpurgo has an opinion on war/killing? Do you know any other stories that involve WW1 or WW2? |
