Good Morning All!

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.

Please send your work into me via Dojo, Google Classroom or email (joakley@theatlasfederation.co.uk).

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

Google Classroom

Our video calls will be conducted via Google Classroom.

Therefore please see below the written steps from the video above.

1. Go to classroom.google.com on your web browser (ideally Chrome) - if you are using a tablet or phone, simply download the Google Meet app.
2. Click on "Go To Classroom"
3. Enter your child's username and password from the slips of paper in your packs
4. Enter our Year 6 classroom by clicking on "6O".
5. Finally click on 'Meet Link' at the top of the page and you will be put straight into our video calls - if it says the video hasn't been started, just keeping refreshing the page as it means I (as the teacher) haven't started the call yet but I will do by the alloted time slot!

Any questions, please message me - I am available all day on Dojo, Facebook Messenger, Google Classroom or the email address above.

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 continue look at multiply numbers by 10, 100 and 1000. We looked at this yesterday so feel free to use yesterday's work as reference for today.

Reminder: when you mutliply a number, it gets bigger, when you divide a number, it gets smaller! This is a simple way of checking if you have completed your calculation roughly correctly.

When we multiply or divide numbers by multiples of 10 (10, 100 or 1000) it is helpful to use a Place Value Grid such as the one below. Feel free to copy it out into your Maths Book to use for the lessons, you can always rub out the numbers you add in so that you can reuse it.

Feel free to use the website below to explain how to do it.

English

Mrs Brant will be leading us through some descriptive 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 20 minutes of live video. You will need your plain exercise book ready with something to write with.

Hello again Year 6! Still working on fiction and description today. Before we start our main task for this lesson, please watch the first 50 seconds of ‘Ruin’ again, the link to which is below.

RUIN - Bing video

As we prepare for our written piece, it is important to remember that the key to an exciting description is variety – using different sentence types, vocabulary and sentence lengths. So today, we are going to practise how to start sentences in different and interesting ways.

‘ly’ – Fronted Adverbials of Manner

Fronted adverbials are just adverbs that are at the start of the sentence. Adverbs tell us something about the way a verb is carried out. Adverbials of manner tell us HOW a verb is carried out, they often have ‘ly’ at the end, but not always. Notice the use of commas:

Proudly, the trees stood in rows like soldiers.

Awkwardly, the rocks jutted from the sodden ground, looking out of place.

Fronted Adverbials of Place

These are similar to the technique above, but they tell us WHERE a verb is carried out. They will contain a preposition or prepositional phrase and will be followed by a comma.

Over the water, the creaky, wooden bridge stretched from bank to bank.

Between the trees, little shrubs sprawled across the forest floor.

‘ed’ – Starting Sentences with an Adjective

Adjectives describe nouns, so first think of the noun you are writing about. Then think of an adjective that ends in ‘ed’ that would describe the noun. Take this to the start of the sentence and separate it with a comma.

Startled, the elegant doe leaped beyond view.

Crowded, the trees fought for sunlight.

‘ing’ – Starting Sentences with Continuous Verbs

Verbs are action words, so first think of an action that is happening, that also ends in ‘ing’ – you may end up with a short phrase. Place this at the start of the sentence, separated with a comma. Later in the sentence, there may need to be another verb that ends in ‘ed’ for the whole sentence to make sense.

Raging, the storm surged through the woodland.

Dangling from the tall branches, vines scampered in the breeze.

TASK – In your blue exercise book, rule off, and write today’s date. The title for this task is, ‘Sentence Openers’. Don’t forget your ‘E’ in the margin.

Using the first 50 seconds of the clip for inspiration, I would like you to write two examples for each of the above sentence types – 8 sentences in total. They must be linked to what you can see in the video. Feel free to include any of that great vocabulary that you collected yesterday!

Super excited to read what you have come up with!

Mrs Brant 😊

PSHE

Hello Year 6!

You did some fantastic research about online sharing yesterday, I was very impressed! You’re all becoming very safety savvy!

TASK – Today I would like you to apply what you learned yesterday to create a poster to inform others, who may not be aware. The poster can be made on A3 or A4 plain paper, or in your blue exercise books. If you are working in your exercise book today, please use a fresh, clean page and write PSHE in the margin.

You can lay the information out however you wish, and the posters can be fun and colourful if you are feeling artistic. It should include at least 6 top tips for people who want to share things in a safe way.

Can’t wait to see your posters!

Mrs Brant

Reading with Mr O

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!

History

Our next history topic is one of my favourites to study: World War 2!

However, to fully appreciate World War 2, it is important to understand the position that the world was in after World War 1. 

Have a read through the link below to explore how World War 1 ended and the position it left Germany in.

The Germans were cast out of all opportunities within trade deals and forced to repay huge sums of money due to the damages caused in World War 1. Parts of former Germany were taken away from them (including old colonies) which angered the people living their and in Germany.

This caused crippling debt to the country and to counter this, Germany had to print more money which completely ruined the value of it (hyperinflation) and caused an incredibly damaging recession.

In the years that followed World War 1, chaos occured in Germany which fuelled anger and resentment to the other countries that had defeated Germany. Out of the hardships and difficult times, a new leader promised greatness again. He promised to restore the reputation of Germany and to bring riches back to the people who were struggling such hardships. This man was the leader of the Nazi party, infamously known as Adolf Hitler.

Watch the link below exploring Hitler's rise to power between 1919 & 1933 & look through the information images afterwards.

Task - Although what Germany (and other countries) did during both World Wars was horrific, there are many factors involved in decisions that people make at that time.

Using all of the knowledge you have gained today, I want you to do something very difficult. Imagine you were a German adult living in Germany in the 1930s. You have lived through World War 1 and are now living with all the difficulties and rules placed upon you. Adolf Hitler has declared he wants to become the leader of Germany and has promised greatness again. I would like you to seriously consider whether you think you would have voted for him to become the leader of your country at the time. There is obviously no right or wrong answer, however, I would be interested to see what your reasoning is. 

Write a paragraph explaining whether you would have voted for Adolf Hitler to become leader of Germany or not. Explain your choice with at least 3 reasons.

Reading for Pleasure

Finally, lets sign off the day with 20 minutes of reading your school reader or a book that you are enjoying. Send a photo of your signed reading record through to me.

Well done for today everyone! I appreciate it has been different but now we are up and running in the routine, hopefully this will be easier for all of us tomorrow - see you bright and early at 8:40am on Google Meets! And don't forget to send all of your work through to me on Dojo, email or Google Classroom.