Spellings

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

deceive

conceive

receive

perceive

ceiling

receipt

protein

caffeine

seize

neither

English

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. 

Online PDF pg numbers (please note, view this online rather than downloading it)

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.

Monday 18^th January

Spelling starter- Today, we would like you to work through the Spelling Powerpoint above.

Today, we would like you to read pages 63 and 64 (the first two pages of chapter 12). We would like you to draw a picture of the scene and label it with evidence from the text. Start by making a list of everything you could see (noun phrases). E.g.

• Pg 63- a sandy track led to it across the fields
• Pg 63- This track was crowded with people, many of them children
• Pg 63- wooden huts were springing up all round the green

Use these to draw a picture of what you think it would look like. Remember to label it with evidence from the text.

Overview

Task 1- Read chapter pages 63 and 64 (the first two pages of chapter 12)

Task 2- Make a list of noun phrases (the things you’d be able to see)

Task 3- Draw a picture of the scene and label it with evidence from the book

Tuesday 19^th January

Spelling starter- Today, we would like you to complete the spelling wordsearch above (at the top of this page in the spelling section)

Today, we would like you to read chapter 12. Keep adding to your word bank of vocabulary and find definitions of new words.

Overview

Task 1- Read chapter 12

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

Task 3- Complete the SATs style comprehension paper

Task 4- Use the VIPERS to try to write your own questions

Wednesday 20^th January

Spelling starter- Today, we would like you to complete the spelling maze activity sheet (at the top of this page in the spelling section)

Today, we would like you to read chapter 13. Keep adding to your word bank of vocabulary and find definitions of new words.

Overview

Task 1- Read chapter 13

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

Task 3- Complete the SATs style comprehension paper

Task 4- Use the VIPERS to try to write your own questions

Thursday 21^st January

Spelling starter- Today, we would like you to choose some of this week's spelling words. Remember how we practise them at school. 

• write them big
• write them small
• write them backwards
• write them with your eyes closed
• write them in different colours

Outcome: Can I analyse a text to understand more about a character?

Explain that today we are going to focus on Jan and his character.  Consider…

-what do we know about Jan?

-what might have happened to him before we met him in the story? Why do they think this?

-what is his personality like? What sort of boy is he?  How do we know?

Overview

Task 1- Consider the questions above and write down anything you know about Jan

Task 2- Look through the chapters so far and find any evidence to support your list above- remember to infer. Why does he act in the way that he does? How has his life so far impacted upon the way he behaves? Why do you think he dislikes people in uniforms?

Task 3- Look at the character cards on the powerpoint below. There are 10 to choose from. We would like you to choose any 5 that you wish and complete like the example below.

Quotation from the book

‘She ran out and saw a soldier being attacked by a boy.’ Pg 50

Does this give us a positive or negative feeling about Jan?

It think that this is a negative side of Jan

Explanation- why do you think this?

I think this is negative because he is impulsive and reacts without thinking of the implications for everyone else. He’s obviously been treated badly by soldiers in the past and attacks first before he thinks he could be attacked but attacking a soldier could put everyone in danger.

Friday 22^nd January

Spelling starter- Today, we would like you to think of a list of words that all follow this week's spelling rule- i before e except after c plus other words that are exceptions to the rule- Can you think of some that you could include in your character description today?

Activity 1- Punctuation

Today, when writing, I would like you to really focus on your use of punctuation. I would like you to show me that you can use,

• Semi- colons
• Colons
• Commas in a list
• Hyphens

Below is a link to a Powerpoint or activity to help you if you can’t remember how to use them accurately.

Activity 2- Character study

Today, you are going to use your findings from yesterday’s lesson to write a character study about Jan.  In it you will be explaining everything you know about Jan and will use the text quotations to help back up your ideas. 

How we might structure our character study?

 What do we know about who he is in general and where he came from

What is his role in the story?

What do we know about him physically and what does this tells us about him?

 What do we know about him emotionally and what does this tells us about him?

 The relationship he has with the other characters and what this tells us about him?

 Make predictions for him in the rest of the book.

You must explain your ideas on these by referencing the text/using quotations.

Remember our example about Ruth. The green parts have been added to give you an oppurtunity to explain how you know.

Ruth is the eldest of the Balicki children, and after their mother is taken away, she immediately assumes the maternal role. We know this because she takes care of Bronia, for example by wrapping a scarf around Bronia to keep her warm in chapter 6. There is only one thing that is important to Ruth: family. She is firm, fair, and authoritative, and runs her family with an iron but loving fist.  This is shown when…

She has an air of capability about her; the adults who see her in action all believe her to be a very special and unusual kind of person. We know this is true because…

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. In chapter 13, she shows this when,

She is a natural-born teacher and children instinctively listen to her. This is shown when…

Write a character study about Jan using the example above to help you. I have colour-coded the example above to give you an example of each.

Success criteria

• • Use linking words and phrases (conjunctions) to help paragraphs ‘flow’ and keep writing organised clearly.
  • Use a semi-colon and colon correctly.
  • Use commas to write a list accurately.
  • Use a hyphen to hyphenate correctly.

Choose 5 words from the statutory spelling list and try to include them in your writing- remember to spell them correctly!

When you have finished your writing, check your work against the success criteria. Remember to check your spelling and accurate use of sentence punctuation too!

Success criteria

• • Use linking words and phrases (conjunctions) to help paragraphs ‘flow’ and keep writing organised clearly.
  • Use a semi-colon and colon correctly.
  • Use commas to write a list accurately.
  • Use a hyphen to hyphenate correctly.

Choose 5 words from the statutory spelling list and try to include them in your writing- remember to spell them correctly!