A founder member of the Atlas Federation

# Monday 18th January 2021

Good Morning All!

 8:40 - 10:00 10:00 - 10:15 10:20 - 11:20 11:20 - 12:00 12:00 - 12:45 12:50 - 1:10 1:10 - 2:20 2:20 - 2:45 Maths Google Classroom Meeting at 8:40 - 8:55 Break English Google Classroom Meeting at 10:20 - 10:35 PSHE Lunch Mr Oakley Reads Blitzed Google Classroom Meeting at 12:50 - 1:05 Science Reading for Pleasure

Our timetable for the day is above which will show you when each lesson will be. We will stick to these video times for the forseeable which should help you plan your day around this.

We will continue with the 3 video lessons a day, there will be 15 minutes of input and then the rest of the time will be your own to go and do the activities.

We will be marking this work and using it as proof of attendance for each day.

Feel free to watch newsround each day to keep in touch with what is going on in the world.

https://www.bbc.co.uk/newsround/news/watch_newsround

Maths

Today we are going to look at converting decimals to fractions. This can seem tricky to begin with but can be very simple. The key thing is to remember about our Place Value grid that we have been using last week. After our ones column, we have tenths and hundredths. Another way of saying this is 1/10 (tenths) and 1/100 (hundredths).

Therefore if I have the number below:

Then I have 3 tenths or 3 lots of 1/10 so this is the same as 3/10.

0.3 = 3/10

If you have numbers in your hundredths, you can place this number over one hundred. See below:

This is 91/100.

Have a look on the website below for explanation.

Once you have converted it to a decimal over 100, you can normally simplify the fraction as we have done before. You need to simplify it as much as you can.

Complete the worksheet below and the challenge! Beware this includes whole numbers as well which will leave you with a mixed number e.g. 3 and 2/5

English

Mrs Brant will be leading us through some writing in our Google Classroom Meeting. Again, make sure you are logged in and ready to write by 10:20am as we will again only have 15 minutes of live video. You will need your plain exercise book ready with something to write with.

Hello Year 6, I hope you had a great weekend! It was lovely to see your setting descriptions last week, your hard work was evident.

This week, we will be continuing with our animation clip, ‘Ruin’. Hopefully you have had chance to watch it in full, it’s very action-packed, I’m sure you’ll agree! Our focus for the next few sessions, is to write an engaging description/action sequence using varied language devices.

Let’s watch the clip again, this time from the beginning up until 1:40.

You’ll see that we’re introduced to our main character, kicking some kind of file cabinet from a skyscraper – he is obviously searching for something important! Some time later, he kicks the cabinet open, to reveal its contents.

He seems to find what he is looking for, as he picks up a glass screen/tablet with distorted messages appearing on it – there seems to be something special about our main character’s hand too. There are lots of unanswered questions in our clip, feel free to fill in the gaps with your own artistic license!

Over this week, we will be working towards a paragraph that balances the description of our character with the action in the scene.

TASK – We will be working in our blue exercise books, rule off and write today’s date. Your title is, ‘Action Sequence’. Remember to write an ‘E’ in your margin.

Today’s task has two parts – A and B.

A – I would like you to create a flow chart of the events in the clip, working from 45 seconds, through to 1 minute 40 seconds. Write down everything that happens, separating events with an arrow. No detailed description is needed here, just the actions you see. See my example below;

Mrs Brant slowly raises from her chair, a cheeky grin on her face.

She sneakily tiptoes to the fridge.

Mrs Brant opens the fridge door.

She moves the cheese to one side to reveal her secret chocolate stash.

This will act as your plan for later writing.

B – Using a physical copy of a thesaurus, or thesaurus.com, I would like you to uplevel the following verbs. Remember, you may need to change them to present tense before you look them up, thesauruses usually work in present tense.

• Walked
• Pushed
• Fell
• Looked
• Held

You can lay these out in a table, or a bullet pointed list. Here’s an example:

• Smiled – grinned, smirked, beamed.

I will leave it up to you!

Look forward to seeing your work!

Mrs Brant ðŸ˜Š

PSHE

Hello Year 6! We’re looking at media again this week, specifically the effects of mixed messaging.

Both social media and printed media are used to send messages to the public. Sometimes, you may find that you see a news story about a particular event, then another stating something really different about the same situation. Here is a very obvious example:

This can happen when journalists use different sources of information. Sometimes a writer might want a story to match their own feelings and beliefs -we call this being biased or taking a stance. Other times newspapers print stories they think their readers will want to read about, based on their interests. This means that when we read the news, we must think critically and question where the information is coming from.

Here’s another example, from very recent news:

This newspaper has sent 2 messages in one headline – stay local, you don’t need to stay local! How confusing!

News online can also be quite inaccurate, with some online users inventing false stories for likes or shares. We call this fake news. People can work really hard to make it look like real, reputable news so that people will believe that it is true. Watch the video in the link below about how to spot real news from fake news.

Tips for spotting fake news online - BBC Bitesize

So how can all this make us feel? And what should we do about it?

It is important to think critically about what we see in the media, and ask lots of questions about it, such as;

• Who wrote the article? Who do they work for?
• What is their source of information? Can I find the source of information for myself?
• How much of what I am reading has been exaggerated to sell more papers/get more shares?
• Is the article an advert, trying to sell me something or get me to do something?
• Will I let the article change the way I feel and behave?

TASK – We will be working in our blue exercise books. Write an ‘E’ in your margin and the title is ‘Mixed Messages in the Media’

Today I would like you to look through the images in the document below.

I would like you to answer the following questions, to prepare for tomorrow’s PSHE task:

2. How can mixed messages make a reader feel?
3. How might it influence their opinions and decision making?
4. How can we spot real news from fake news?

Log back into Google Classroom for a live reading of our class reader "Blitzed" by Robert Swindells. See what happens next with George and his adventure!

Make sure you are logged in by 12:50pm to ensure you don't miss any of the story!

Science

Having completed our experiment last week, we are going to be analysing our information this week. Using your Maths book (with the squared paper), we are going to draw a graph of our results.

Graphs are useful as they clearly show trends in data.

Use the instructions below to create your graph - if you didn't do the experiment, feel free to use my data in the instructions to create your own graph.

Once you have drawn your graph, use one the sentence starters below to give a conclusion of what you have found out.

Generally, my results show...

I notice that...

It is surprising that...

It is not surprising that...