Please refer to this page to be kept updated with the home learning that your child’s class teacher has set for your child to complete. Any documents/links will be uploaded here and any communications with your child’s class teacher can be had via email:
Miss O’Grady : sogrady@coopersedge.gloucs.sch.uk
Miss Dixon: cdixon@coopersedge.gloucs.sch.uk
Mrs Winter: swinter@coopersedge.gloucs.sch.uk
Week 3
English Tasks
Reading Task 3:
Here are your questions for Chapters 5 and 6 of Trash – this completes Part 1 of the book!
Remember to answer in full sentences and use evidence from the text to support your answers where ever you can. If you are unsure of the meaning of a word you could look it up in a dictionary or try to use the context of the sentence to work out it’s meaning.
Chapter 5
1) What did you notice about the way Gardo narrates compared to Raphael and what does this show us about his personality?
2) At the start of the chapter, why was it dangerous being on the trash piles?
3) What was so special about the McKinley trucks?
4) Why was there a time pressure on finding the bag in the trash? Think about what was waiting to come in to the dump.
5) Why do you think one of the paragraphs is separated by three stars?
6) “…there were more cooking fires than usual, and a few cases of beer. There was music and singing and everyone was happy.’ Why do you think this is the case?
7)’…most of all Raphael, who thinks the job is done and he’s been so smart’. What do you think Gardo is feeling? Does he think Raphael has been smart? Is Gardo happy and relaxed?
8) Why was Gardo so cross with Raphael’s Aunt?
9) ‘Not dealing with the fact that if the police think you’ve got something they won’t stop till they’ve got it from you.’ At this point, what do you think might happen in the story?
Chapter 6
1) Who is narrating chapter 6? Why do you think the author changes the narrator?
2) On the first page of chapter 6, how does the author use language and repetition to demonstrate an argument between Raphael and Gardo?
3) Do you think Raphael, Gardo and Rat paid for a train ticket? How do you know? Use evidence from the text to support your answer.
4) How much was the reward money increased to?
5) Give three reasons why it was a good idea for Rat to be the one to open the locker.
6) Who are the ‘station boys’? What do they do?
7) Once Raphael, Gardo and Rat get away from the station with the parcel, they are described as laughing and grinning. What does this tell you about how they are feeling?
8) In the parcel, there is a letter saying ‘If found, please deliver to…’. What is worrying about the address? Do you think the boys should deliver/send it? Why?
9) What do you think the code might say on the slip of paper? Why do you think it’s written in code?
Challenge
Write a short summary of Part 1 of Trash
Think about:
What characters have we met so far and what are they like?
What do we know about their background and living conditions?
What has happened in Part 1? What events led to the characters being in the situation they are in now? How do they feel about their situation?
Writing Task 3:
Over the past week, we have looked at the first chapters of Trash. We have been introduced to the characters of Raphael, Gardo and Rat.
Within the text, there is lots of description of these characters. Pick one of the characters and, using the chapters you have already read, find the description of the character you have chosen and make a note of it.
Once you have done this, write a character description for the character that you have chosen. Following this, use the character description checklist to edit your work.
Spelling and Grammar Task 3:
Following on from the work on relative clauses, complete the questions below by adding and highlighting the relative clause.
Maths Tasks
MATHS TASK 1:
Your first maths task is all about angles. First, work your way through Task 1.1; there are several questions for you to answer as you go along. Next, answer the questions on Task 1.2. After that, click on the link for Task 1.3. Here you will find 12 more questions, which get harder the further along you go, so don’t worry if you find some of them too difficult – just do what you can☺.
The answers for this task will be added on Wednesday.
Maths Warm Up 1:
MATHS TASK 2:
For task 2 you will be learning about measuring angles with a protractor. Don’t worry if you don’t have one at home; there are a few questions where you need to use one but you can complete most of this work without one. First, watch this clip explaining how to use a protractor https://www.khanacademy.org/math/basic-geo/basic-geo-angle/measure-angles/v/using-a-protractor. Now work your way through the tasks.☺
The answers to Task 2 will be added on Friday.
Maths Warm Up 2:
Maths Task 2.1
Task 2.1 Answers
Maths Task 2.2
Task 2.2 Answers
Maths Task 2.3
Task 2.3 Answers
MATHS TASK 3:
For task 3 you are going to be calculating angles on a straight line. Watch this video clip first before completing the tasks: https://www.youtube.com/watch?v=cBIJmmz8flI
Maths Warm Up 3:
Maths Task 3
Task 3.1 Answers
Maths Task 3.2
Task 3.2 Answers
Maths Task 3.3
Task 3.3 Answers
Topic Tasks
PHSE Task:
For this activity we would like you to make two lists – on the first you should list all the things that you think you need! What can’t you live without? On the second list, write down all the things you want!
Are all the things on your ‘need’ list REALLY essential? Are some more important than others?
Once you have made your two lists, use a Ripple diagram (see example above) to organise your needs. The MOST important things should go in the middle and those which are less important moving out towards the edge. Do the same for your ‘wants’ list on a seperate Ripple diagram. Which items are the most important to you or do you want the most?
Think about Raphael, Gardo and Rat. Do you think their needs and wants are different to yours? What might influence their choices? How might their lists be different to yours?
Go back to your Ripple diagrams. In a different colour, add what you think their needs might be to your needs diagram. Are they the same as yours? Are they at the same level of necessity? Or are they different?
Do the same for your wants diagram. In a different colour add what you think Raphael, Gardo and Rat might want. Again, have you placed the same things as you in the same places? Or do you think they want different things to you?
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Science Task
Your task is to take a Science Selfie: a photo showing you taking part in some aspect of science. Share your selfie to the Padlet and comment explaining what element of science you are doing.
You can choose any aspect of science that interests you. If you need some inspiration there are some great ideas on this website: http://www.sciencekids.co.nz/experiments.html and there are a few attachments here that may be of use.
We can’t wait to see what you come up with!
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English Tasks
Writing Task 2:
The following four stories are stories based in different cultures to our own. We are going to be writing our own story based on a culture that is our own. First we need to think about the features of other stories from other cultures. Read the following four stories and think about the similarities and differences you find. What similarities are they? Are there any features that you are unfamiliar with? Use the similarities and differences sheet to support you.
Ali Baba and the Forty Thieves
Reading Task 2:
Here are the next two chapters of our new class book ‘Trash’ by Andy Mulligan.
Read through carefully, use a dictionary to help you with any words you are unsure of and have a go at answering the following questions.
Remember to answer in full sentences! 🙂
Chapter 3
1) Why do you think the chapter begins with ‘Raphael still!’?
2) What does Raphael means by a ‘one-eighty chicken’?
3) What does Raphael tell the police he found after his Auntie tells them he found something?
4) Do you think Raphael trusts the policemen? Why?
5) Why do you think Raphael pretends to smile and act so confident when talking to the police?
6) Who does Raphael live with?
7) Can you list the possessions Raphael keeps in his hiding place?
8) What do the boys decide to do with the bag?
9) If you were in this situation, do you think you would have handed the bag in to the police or hidden it like Raphael? Why do you think this?
Chapter 4
1) What is Rat’s real name and why do people call him this?
2) What does Raphael mean by ‘the trash is alive at night’?
3) What experience led to Gardo being cautious of rats?
4) Why was it dangerous living where Rat lived? Why would Raphael have been scared to live there?
5) Raphael describes Rat as being a ‘spider, not a rat’. Why does he describe him like this?
6) When discussing the reward money for handing in the bag, Gardo says to Rat, ‘you think he’ll hold on to ten thousand?’ Who is Gardo talking about and why do you think he says this?
7) What simile is used to describe Rat’s teeth after he realises what the key is for and smiles?
8) What does the key open and how does Rat know?
9) ‘Gardo whistled, and I felt my heart beat faster and faster.’ How do you think Gardo and Raphael are feeling in this moment?
Spelling and Grammar Task 2:
The sentences below all contain a main clause and a relative clause. A relative clause comes after the noun to which they add more information. They usually start with a relative pronoun (e.g. which, who, whose, when, where).
Topic Tasks
Geography Task 2:
On Monday you looked at the journey bananas went on to get from the trees to your houses. This time we would like you to have a look at some of the other food in your cupboards and fridges to see where they came from!
For example, when looking through my cupboards I found:
My rice came from Myanmar, Burma
My bananas came from Costa Rica
My oranges came from Morocco
My apples came from Kent, UK
My pasta came from Italy
My mushrooms came from West Sussex, UK
Have a look at your food to see where it came from (note: not all food will say!)
Which food travelled the furthest?
Draw your findings in the form of a poster, ‘How far has my food travelled?’ could be the title.
If you have access to or are able to print off a world map you could even show where your food came from on the map!
Happy investigating!
*************************************************************************************Geography Task:
This is a great website where you can access information books, it will also read the books to you. Thank you Miss Lear for your recommendation.
https://readon.myon.co.uk/library/browse.html?category=61
Remember to share any of your learning via your *Keeping in Touch* padlets on your blog.
English Tasks:
Writing Task 1:
Complete this task BEFORE the Reading Task.
Discuss what the front cover and blurb tells us. What do we know?
- What does the title tell us?
- What will the book be about? Why do you think that?
- Who are the characters?
- Where is it set?
- What genre of book is it?
Annotate the pictures answering the questions above.
What other questions might to have about the book from the covers? Make a list of questions we might answer when we read the chapters.
Reading Task 1:
Here are the first two chapters of our new class book ‘Trash’ by Andy Mulligan.
Read through carefully, use a dictionary to help you with any words you are unsure of and have a go at answering the following questions.
Remember to answer in full sentences! 🙂
Chapter 1:
1. What is ‘stuppa’ and why is it wrapped up in paper?
2. How long has Raphael been working on the dumpsite?
3. What is their town called?
4. Raphael says, ‘The mountains go right from the docks to the marshes…’ What is he using this metaphor to describe?
5. What mountain range does he compare the garbage piles to and why?
6. “You want to come see?” Why do you think the writer uses the pronoun ‘you’ in this sentence? Who is he talking to?
7. How old was Raphael when he started sorting rubbish?
8. What 2 reasons does Raphael give for not wearing shoes when out looking for things?
9. What simile does he use to describe how tough his feet are?
Chapter 2:
10. What do you think Raphael means by, ‘my unlucky-lucky day’?
11. Read the extract from ‘Gardo’s fourteen, same as me…’ to ‘…one thing I know is I’d want him on my side, always.’ What are your first impressions of Gardo?
12. What is a ‘special’?
13. We eat ‘zucchini’ in our country but we call them something else, what food is Raphael referring to? If you are unsure see if you can find out!
14. What 3 things did Raphael find inside the leather bag?
15. ‘You don’t want to draw attention to yourself, or you can lose what you find.’ What is Raphael suggesting can sometimes happen?
16. Why do you think ‘Everyone needs a key.’ is written in italics?
17. ‘With the right key, you can bust the door wide open. Because nobody’s going to open it for you.’ Do you think Raphael is talking about a literal door? Or could this be a metaphor for something? What could he be describing?
Spellings and Grammar Task 1:
Use the key word list to complete the Focus, Extra and Extension activities. Start on the section that you normally begin on. Next week, can your grown up give you a test? New spellings will be uploaded then.
Foundation Subjects:
Geography Task:
As part of our new topic ‘Going Global’ we will looking at where our food comes from, where our clothes come from, imports and exports, fair trade and lots of other exciting and interesting things!
To get us started, can you draw a diagram following the life of a banana?
Use these videos to help you:
On your diagram, think about which countries the bananas grow in (this would be the starting point of your diagram). What do the farmers do to protect the bananas from insects and wind whilst growing? How do they know when they are ready to be cut from the trees? How are the bananas then transported to the packaging plant? What do the workers do to make sure the bananas are ready to be transported around the world (breaking them into smaller bunches, bathing them to get rid of bugs, placing a sticker, packing them in boxes etc.) What happens when they arrive at the shops to be sold? The end point of your diagram will be where they are bought and taken home by the consumer to eat – yum!
Feel free to print or draw a picture for each stage!
EXTRA: Using the grid below, complete any of the activities if you find you need a little extra to do.
Y5 Blog 