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11.05.20

This week in English, we are thinking about books, libraries and reading. This is inspired by the Library Development project currently underway in school...it's early days, but we're hoping to make it something amazing. 

 

Monday 11th May:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: BBC Bitesize Daily Lesson - Reading: Tell Me No Lies by Malorie Blackman

✎ Visit the BBC Bitesize Daily Lesson by clicking here.

✎ Watch Strictly Come Dancing dancer Dianne Buswell read an extract from Tell Me No Lies, and think about the questions as you listen.

✎ Now watch Dianne read a second extract from Tell Me No Lies, and think about the next questions as you listen.

  • Must: Complete Activity 1.
  • Should: Complete Activity 1 and Activity 2.
  • Could: Complete Activity 1, Activity 2 and Activity 3.

 Task 3: Spelling: Using a Thesaurus (Unit 28)

From the Nelson Spelling textbook (may be a photocopied booklet): Unit 28 on pages 60 and 61. Complete in the exercise book provided. We recommend recording the short date, subject and focus at the start (just like we would in school, but simpler to help you keep track).

  • Must: Complete Focus
  • Should: Complete Extra
  • Could: Complete Extension

If you don't have a thesaurus at home, you can use an online one by clicking here or here.

✎ As all spellings have now been taught/learnt from the Nelson scheme, we encourage you to explore the activities available on the Summer Spelling Lists and Activities page which focus on the statutory spellings that children in Years 5 and 6 are expected to know.

 

Tuesday 12th May:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: Exploring Books - Library Detectives

✎ Download the Library Detectives worksheet (available below).

✎ It asks you to explore your library and identify books that meet certain criteria (and a bonus question about that book). Under the current circumstances, we're referring to your home library. Don't worry if your home library is not an extensive collection: you can download a list of websites which are full of free e-books and audio-books that you can access from home by clicking here. 

✎ You may discover some books you haven't yet read, but would like to read in the future. Or you might be reminded of a book you have enjoyed in the past. As an extension activity, write a book review for one of the books from your Library Detectives sheet. You can use the template booklet below, or freestyle your own using the checklist, also available below. 

 

Wednesday 13th May:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: The Magic and Power of a Library: Planning Descriptive Writing

✎ Your library needs you. To show your teachers, parents, school governors, community and peers what developing our school library means, we'd like you to write an incredible descriptive piece about the Magic and Power a library contains within it.

✎ A couple of weeks ago, Miss Churn found a picture online of a piece of writing by a child in another school describing what a library can be. Here is that picture:

 

 

✎ Upon reading this, and with our new library in mind, Miss Churn thought to herself, "My Year 5s could do that just as well, if not even better!" And with that, it was decided: we'd like you to have a go as writing an amazing description of an amazing library.

✎ Today is your chance to plan. You can do this however you like, and organise your ideas however you feel is best.

✎ Below are some resources to help you and inspire you. There is:

  • A document which contains lots of fantastical and inspirational pictures from which you may draw ideas and inspiration.
  • The descriptive toolkit which includes many techniques and tools which you should try and include in your descriptive ideas planning. 
  • Remember to use adventurous vocabulary. You can use the thesaurus skills you practised in Monday's spelling lesson. Thesauruses available by clicking here or here.

 

Thursday 14th May:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: The Magic and Power of a Library: Composing a first draft of your descriptive writing

✎ Read over the ideas from your plan yesterday. 

✎ Reread the inspiration piece (available above).

✎ Write your description. Keep checking the descriptive toolkit and your plan to make sure it makes the reader feel something (all the best writers do this). 

  • Must: Write two paragraphs (minimum), including adjectives, adverbs, similes and the five senses. Remember full stops and capital letters! 
  • Should: Write three paragraphs (minimum), including all of the above, adverbial phrases in different places in your sentences, parentheses and a colon or semi-colon.
  • Could: Write three or four paragraphs, including all of the above. Try to include as many of the descriptive tools from the toolkit as you can. Can you get them all? Remember to vary your sentence structure and length too.

Below, there are also Year 5 Writing Expectation Mats for you to download below. This gives good guidance and reminders for what you should be trying to include in your writing. There are three levels: working towards, expected and greater depth. Remember, not everything on there will be appropriate for all types of writing.

 

Friday 15th May:

 Task 1: 10 minutes (minimum) of independent or shared reading, followed by a reading response activity from the reading journals hand out (available below).

 Task 2: The Magic and Power of a Library: Composing a final/neat version of your descriptive writing

✎ Reread your writing from yesterday. Make any changes that you spot straight away. Remember to read your work out loud as this encourages you to read what you actually wrote, not what you think you wrote (remember: your brain is always trying to trick you).

✎ Then follow the below to edit in more detail:

  • Must: Check for basic punctuation (full stops, capital letters, exclamation marks and question marks) and correct as necessary. Check and edit spellings. Improve 5 adjectives or verbs.
  • Should: Check all of the above. Then, check for higher level punctuation: commas (really important), parentheses (commas, brackets, dashes), colons, semi-colons, and anything else you may have included. Check your sentence structure: do they all start in the same way, could you used ISPACE to start some of your sentences, have you got some simple, compound and complex sentences, are some sentences long and some short? 
  • Could: Check all of the above. Ask an adult or older sibling to review your work and feedback/discuss with you. Make sure you can justify your choices, or, if you need to, make changes based on the discussions you have.

✎ Finally, write a final, neat version of your descriptive writing. Be creative, make it beautiful, and mostly importantly, remember to include all the improvements you have made in your editing. You can do this by hand, or on the computer. Make sure you send a photo/scan/document through to the Year 5 email - we have a plan for how we could use the best ones! 

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