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Learning and caring together

Tuesday 2nd March 2021

9:009:3010:1510:3011:1511:301:302:003:00
EnglishEnglish
Zoom
Drop-in
SpellingReadingMathsMaths
Zoom
Drop-in
PEPE
Zoom
Drop-in
Story Time
Please try to follow the timetable as closely as you possibly can.

Please could I encourage all parents and children to ask if you would like your reading books changed as this can be easily arranged. Also, would it be possible to please send photos of your children’s reading records on a Monday or Friday to show evidence that you/your child has read 3 times that week. We want you to get credit for your achievements!

English

Invite to Join Year 6 English Drop-in Zoom Meeting (09:30)

https://zoom.us/j/98482751086?pwd=TEROYUE2ZFo4dEtPRWxlM1JsYnNEUT09

Meeting ID: 984 8275 1086
Passcode: fRG64P

SPaG: LC: To correct a paragraph

Please have a read through the paragraph below. It is missing some key elements like punctuation, it is using incorrect vocabulary and it is written in poor standard English.

I would like you to re-write and correct the paragraph by making the necessary changes. Be careful! Don’t let it catch you out. Some of the changes may not be as obvious.

Dear Diary (finally)

Even when I done my room Mum still wanted me to help with the house. She and me had to hoover the carpets and wash the kitchen floor. My back were breaking when I done it but Mum only laughed and tells me not to be a wuss. ‘Your not used to hard work, that’s you’re problem,’ she said. ‘Its not that difficult, you just need to put some effort in. They’re kids all over the world who work more harder than you every day. I bet their not complaining all the time. They’d be greatful for a nice home like ares.’

Then Joe and Sam came back and their was my ball with a big split in it, ruined. Joe held it out to Mum and I and said, ‘Sorry, Mrs Smith but its got a split in it’s side’ Sam done it.’ I could of cried but whats the point? Life just isn’t fair. Joe and me arent friends any more, and I dont want to see Sam again either.

And I still haven’t mowed the lawn!

LC: To text mark a model text.

Last lesson you read through a non-chronological report (see below) about the ‘waved albatross’, an endangered species which needs our protection.

What I would like you to do today is to complete some research of your own which I have outlined below in number order:

  1. What does the term endangered mean? What does this mean to the life/future lives of animals that fall under this category?
  2. Choose a creature which finds itself endangered and teach yourself about this creature using the sub-headings from our model text.
  3. Write these sub-headings in your book: Species overview – this tells us about the creature in a general manner. It gives details on their life, their appearance and maybe their breeding rituals. Habitat – this tells us about where they live and how they live. Endangerment – this tells us why they are endangered and the problems that this has caused for them.
  4. Please use the information underneath within the model text to guide you further with what you should be looking for.
  5. REMEMBER, these are notes only. Not full sentences, not a completed report, just notes which you will use to write up your report later.

The Waved Albatross

The waved albatross, also known as the Galapagos albatross, is a remarkable and beautiful bird that lives primarily on the Galapagos Islands. It takes its name from the wave-like patterns that form within the feathers on the wings of the adult birds. However, partly due to: long-line fishing, tourism and disease, the waved albatross finds its population in danger to the levels that it now requires protected status.

Species Overview

Growing huge in stature, the waved albatross is the largest bird in Galapagos with a wingspan of up to two and a half metres! Can you imagine that? Both sexes have: a white head with a creamy, yellow crown and neck while the body is mainly chestnut brown with a white breast and underwing. They have a dull, yellow bill, which appears too long for their small heads, and bluish feet. Because albatrosses are exceptional gliders, they can spend a vast portion of their lives above the open ocean.

One of their most interesting behaviours is their courtship dance, which includes: bill circling, bill clacking, head nodding, a waddle and a cow-like moo. The courtship ritual is most complex: the ritual is especially drawn out for new breeding pairs and pairs which had an unsuccessful breeding season.

Couples stay together for life and each breeding season a single egg is laid by the female on bare ground. The couple take it in turns to incubate the egg for up to two months until it hatches. Several weeks after hatching – which may seem very young – chicks will be left in ‘nursery’ groups, allowing the parents to go off and feed. On their return, the parents will regurgitate a pre-digested oily liquid for the chicks to feed on. Around five and half months after hatching, chicks will be developed enough to start flying and once fully fledged the birds will spend up to six years out at sea before returning to find a partner.

Habitat

Where to see them: The main breeding grounds are on Espanola Island, which is part of the Galapagos. However, out of the breeding season, they can be found throughout the region and mainly in the south.

When to see them: The only time they are not on land is January to March. Eggs are laid from April to June and incubated for two months. The offspring will eventually leave the colony by January the following year and spend the next six years out at sea and will be greeted by a prospective partner on their return.

Endangerment

There is estimated to be between 50,000 and 70,000 individuals with approximately 12,000 breeding pairs. It is believed there is a tiny population breeding on Isla de la Plata off the coast of Ecuador but with numbers maybe fewer than 20 breeding pairs.

Sadly, the greatest threat comes from man and mainly from fishing activities. Long-line fishing boats lay out hundreds of miles of baited hooks which attract birds and once they try to eat the bait they get hooked and drown after being dragged under. While long-lining is banned within the Galapagos Marine Reserve, once the birds leave this area they have no protection. If the albatross were to remain in the Galapagos their lives would be safer, however this is not possible due to the flight patterns. Other threats include water pollution, oil slicks and chemicals. Intentional harvesting, for human consumption and feathers, has seen a dramatic increase in recent years.

To conclude, because the current demise in the number of albatross has caused such great concern, the population has been deemed highly vulnerable and on the verge of catastrophic collapse. Due to this, in 2007, the waved albatross was understood to be risking extinction and was up listed to critically endangered. Since only a maximum of one egg is raised each year by a pair, the species is exceptionally vulnerable and struggles to uplift its population status. This wonderful bird demands our protection. This can only be achieved by people’s awareness.

Spelling

Here are the spellings for this week:

Mr Emmerson’s Spelling Group: necessary, nuisance, draft, draught, father, farther, guessed, guest, heard, herd, led, lead, morning, mourning, advise, advice, device, devise, licence, license, practice, practise, prophesy, prophecy.

Mrs Oakley’s Spelling Group: occasion, occasionally, forgotten, forbidden, moisten, straighten, underwritten, heartbroken, handwritten, spokeswoman strengthen, enlighten, misspoken, ibuprofen.

Focus on the spellings from your group and complete the following activities:

Spelling Activity:

Day 2: First of all apply you spelling words into sentences. Use different sentence types and different sentence openers.

Then Spelling Shed please.

All of these spellings are on Spelling Shed under either Spring Week 8 Mrs Oakley or Spring Week 8 Mr Emmerson

Reading

The Windmill by Henry Wadsworth Longfellow

Behold! a giant am I!

Aloft here in my tower,

With my granite jaws I devour,

The maize, and the wheat, and the rye,

And grind them into flour.

I look down over the farms;

In the fields of grain I see,

The harvest that is to be,

And I fling to the air my arms,

For I know it is all for me.

I hear the sound of flails*

Far off, from the threshing floors**,

In barns with their open doors,

And the wind, the wind in my sails***,

Louder and louder roars.

I stand here in my place,

With my foot on the rock below,

And whichever way it may blow,

I meet it face to face,

As a brave man meets his foe.

And while we wrestle and strive,

My master, the miller, stands,

And feeds me with his hands, For he knows who makes him thrive,

Who makes him lord of lands.

On Sundays I take my rest,

Church-going bells begin,

Their low, melodious din;

I cross my arms on my breast, And all is peace within.

*flails – rods used to hit crops to remove grains

** threshing-floor – the place where crops are hit to remove the grains

*** sails – the windmill’s blades, which turn in the wind

Questions:

  1. What does the word devour mean in the text? (1 mark)

Circle the correct answer: inhale create consume drink

2. I fling to the air my arms. (1 mark)

Which part of the windmill do these words describe?

3. What happens in lines 21-23 of the poem? Tick one. (1 mark)

The miller eats food while the windmill fights the wind.

The miller makes the windmill turn by supplying it with grain.

The miller feeds grain into the windmill as it tums in the wind.

4. Who is lord of the lands? (1 mark)

5. How is the noise of the windmill on Sundays different to its noise during the rest of the week. Use the text to support your answer. (2 marks)

6. The windmill is described as a giant (line 1) Explain how the description of the windmill in the rest of the poem supports this idea. Mention two things. (2 marks)

Maths

Join Year 6 Maths Drop-in Zoom Meeting (11:30)

https://zoom.us/j/93957640048?pwd=YXhYNHVpVlFrRVluN2V2TnZkcmd2QT09

Meeting ID: 939 5764 0048
Passcode: jXZ5dW

Video Input to the maths lesson:

Maths Meeting:

Maths: LC: Multiply 2-digits (area model)

Today we move onto looking at multiplying 2-digits using an area model. This is not new news to you and it is something that you should be comfortable with. Please watch the video closely, ensure you understand what is being modelled and make sure your understanding is clear and that you are confident with what you need to do.

With regards to multiplying 2-digits using an area model, we will be looking at using base 10 to solve multiplication, completing number sentences, solving multiplication problems, completing multiplication grids and using digit cards.

Challenge questions:

Year 6 PE

Join Year 6 Afternoon Drop-in Zoom Meeting (2:00)

https://zoom.us/j/94892258738?pwd=TDdaRkk0VU5XUDFWSjR6cVZTMEVVUT09

Meeting ID: 948 9225 8738
Passcode: RKg90s

LC: To consider different physical activities to participate in.

Please look at the website below where you will find a range of PE activities to keep you fit, healthy and active. Choose an activity to practise, improve or take your first steps into. They are really good and include videos so there is no misunderstanding at all. Please enjoy.

https://www.yorkshiresport.org/get-active/thisispe/?gclid=Cj0KCQiAvvKBBhCXARIsACTePW_QsJytdWrIil2j-6RtsEtW5zmmDr6Rs_PUphXVK-JCXuxgvAtWptEaAoOPEALw_wcB
Story time

Hope; or, Learning the Language of Birds by Jackie Morris

In years to come you would think of this time as the ‘time of the great quiet’.

It would seem to you, then, that the earth was holding her breath.

Waiting.

Watching. Cars silent in the streets.

Planes absent from the sky.

After a week the air would seem cleaner, colours brighter.

But the nights seemed darker, perhaps because the stars glowed brighter.

Fear wandered the dreams of some. Anxiety stalked.

And you would wake in early morning, as light slipped into each day, and listen.

You would hear sweet notes rising with the sun, to greet the light.

You would hear, across the silence, a response.

You would listen, as other voices lifted to song.

You would begin to learn each different voice, begin to see them.

And soon they were no longer just birds but became wren, robin, blackbird, thrush, greenfinch, goldfinch, sparrow, jay.

And you would follow the textures of birdsong, call and response, as it moved with the sun.

And you would feel for the first time how the sun was lifted into the sky each day, on birdsong.

You would feel the turning of the earth beneath your feet.

as the song travelled with the path of the light.

You would hear the turning of the world

as each day dawns, at the edge of darkness, at the edge of light.

You would know that others were listening

as the song moved with the light.

And you would learn that, if for a while it seemed the earth stood still,

holding her breath,

if it seemed that nights were darker,

somewhere on the turning world the sun was rising,

the birds were singing,

a wave of song in the ocean of the sky.

And you know

that others would hear those voices.

Out of the silence,

just before dawn,

you would find the threads of hope

as the breath of the birds become song.

Daily Work Feedback – Year 6
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