We know some of you are finding it hard to scroll down the pdf copy of the book to find your chapter. Unfortunately we don't seem to be able to find individual chapters of the book online. We will let you know which page the chapters start on below and you can type this page number in the top box and press enter and it will take you straight to the start of the chapter. See image below of where to type this. 

PDF page numbers to search (please note, search online rather than download)

Chap 8 - p26

Chap 9 - p30

Chap 10 - p34

Chap 11 - p37

Chap 12 - p40

Chap 13 - p42

Chap 14 - p46

Chap 15 - p49

Chap 16 - p53

Chap 17 - p56

If you prefer, you can listen to the audio version and follow it whilst reading the book. This will be more like our shared reading sessions in class.

English 

This week, we are continuing our new class novel: The Silver Sword. You can find a copy of the novel by following the link above.

 

Monday 11^th January 2021

Today, we would like you to read chapters 8 and 9. Keep adding to your word bank of vocabulary and find definitions of new words. When you have finished finding new words and defining them, we would like you to create a character profile for one of the main characters. Start by skimming and scanning through the first 9 chapters and making a list of things you know about the character- qualities, appearance, character, relationships with others, strengths, weaknesses. Then we would like you to write a character profile. If you need more help then there is an example below.

Ruth is the eldest of the Balicki children, and after their mother is taken away, she immediately assumes the maternal role. She is firm, fair, and authoritative, and runs her family with an iron but loving fist. She has an air of capability about her, and the adults who see her in action all believe her to be a very special and unusual kind of person. Although she is frightened, she does not show it, and manages to keep her little sister Bronia's spirits up by telling stories and by remembering how much she likes to draw. She is a natural-born teacher and children instinctively listen to her.

Overview

Task 1- Read chapters 8 and 9

Task 2- Make a list of new vocabulary and find definitions of new words.

Task 3- Skim and scan for a main character and list their qualities, appearance, personality etc

Task 4- Create a character profile for one of the main character

Tuesday 12^th January 2021

Today, we would like you to read chapter 10. Keep adding to your word bank of vocabulary and find definitions of new words.

Then complete the activities below:

Overview

Task 1- Read chapter 10

Task 2- Make a list of new vocabulary and find definitions of new words

Task 3- Find these words in chapter 10. What do you think they mean?

· Ragamuffins.

· Indignantly.

· Endured.

· Repentant.

 

Task 4- Complete the comprehension questions

Wednesday 13^th January 2021

Today, we would like you to read chapter 11. Keep adding to your word bank of vocabulary and find definitions of new words.

Then complete the activities below:

Overview

Task 1- Read chapter 11

Task 2- Make a list of new vocabulary and find definitions of new words

Task 3- Complete the SATs style comprehension paper

Thursday 14^th January 2021

Outcome: Can I choose appropriate vocabulary to describe clearly how Ruth’s thoughts and feelings change during their journey?

Task: Over the next two days you will be writing two diary entries from Ruth’s perspective – one from the start of the journey in chapter 11 when she felt optimistic and one at the end of the chapter when she realised Edek was not there.

Thinking about today’s task, we are starting by writing about the start of the journey.

• Think about how Ruth felt at the start of her journey in Chapter 11 – use a thesaurus to come up with a list of adjectives. 
• Then think about more interesting phrases, similes, etc. to help describe what would be going through her mind at the time.
• Spend 10 minutes creating a word bank to use in your writing

Success criteria

• Choose powerful vocab to describe clearly how Ruth feels at different points
• Include adverbials of time and place so the reader knows where and when things are happening
• Write in the style of Ruth. You should sound like Ruth and not like you!
• Write in the past tense
• Write in the 1^st person
• Accurate punctuation
• Choose 5 words from the statutory spelling list and try to include them in your writing- remember to spell them correctly!

Diary writing- think carefully about choosing really excellent vocabulary that will show the reader clearly how Ruth is feeling.  Remember you are writing for the reader so be thinking about what you want the reader to feel and what words will help create that impact. 

When you have finished, check your work with purple pen. Use the success criteria to help you. Also check your spelling is accurate using a dictionary if you have one.

 

Friday 15^th January 2021

Outcome: Can I choose appropriate vocabulary to describe clearly how Ruth’s thoughts and feelings change during their journey?

Task: Today, you will be writing the other diary entry from Ruth’s perspective- the one at the end of the chapter when she realised Edek was not there.

Thinking about today’s task, today we are writing about the end of the journey

• Think about how Ruth felt at the end of her journey in Chapter 11 – use a thesaurus to come up with a list of adjectives. 
• Then think about more interesting phrases, similes, etc. to help describe what would be going through her mind at the time.
• Spend 10 minutes creating a word bank to use in your writing

Success criteria

• Choose powerful vocab to describe clearly how Ruth feels at different points
• Include adverbials of time and place so the reader knows where and when things are happening
• Write in the style of Ruth. You should sound like Ruth and not like you!
• Write in the past tense
• Write in the 1^st person
• Accurate punctuation
• Choose 5 words from the statutory spelling list and try to include them in your writing- remember to spell them correctly!

Diary writing- think carefully about choosing really excellent vocabulary that will show the reader clearly how Ruth is feeling.  Remember you are writing for the reader so be thinking about what you want the reader to feel and what words will help create that impact. 

When you have finished, check your work with purple pen. Use the success criteria to help you. Also check your spelling is accurate using a dictionary if you have one.

 

 

 

 

Spellings

This week our spellings are words with a long e sound spelt 'ie' or 'ei' after c and exceptions:

siege

niece

grief

chief

fiend

shriek

believe

achieve

convenience

mischievous