# Tuesday 23rd June

##### English: To interpret a character's experiences and surroundings.

Activity 1: Listen to  Chapter 2 of 'Skellig' on the Learning --> Stories page of the website. As you are listening, create a list of interesting words or phrases you hear me read. Bullet point these in a list under the sub-heading 'Word Bank'. Listen carefully to how the garage is described.

Activity 2: In this chapter, Michael enters the garage.

##### Or do you think it looks more like this?

“Rusty nails were scattered on the floor”

“Ancient doors leaning against walls”

Activity 3 (Optional): Draw what you believe Michael's garage looks like, inside and out. Consider the words and phrases you collected in your word bank.

Activity 4: Write a short (minimum 2 paragraphs ) diary entry from the perspective of Michael as he enters the garage and takes in his surroundings. Use the description we read and collected in chapter 2 to write your entry.

##### Success Criteria:

A diary entry should:

• Be written in the past tense (remember to use past tense verbs).
• Be written in first person (using pronouns such as I, me, we).
• Discuss how the character feels whilst describing the events which have taken place.
• Include adverbials to sequence events (e.g 'this morning, 'next', 'after that', 'hours later etc.).

Extension: Write a prediction for chapter 3: What will happen next in the story?

##### Synonyms and Antonyms

Open the following link: Synonyms and Antonyms

1. Read through the information carefully.
2. Watch the learning video
3. Complete the 3 activities at the bottom of the page.
##### Year 5 L.O: To understand percentages.

Activity 1: Re-watch the demonstration video below for today's lesson.

Activity 2: Work out the shaded percentage of each grid below. Remember a % is out of 100. E.g. If 1/5 is shaded for question 1, we need to put that out of 100. We multiply 5 by 20 to get 100 so we also multiply the 1 by 20 also to get 20 so the shaded area out of 100 = 20/100 so 20%!

Activity 3: Open up the file below titled 'Y5 Reasoning & Problem Solving' and complete either the Bronze, Silver OR Gold page. There are 6 questions for each level. Use the answers on page 4 to mark your work when you have answered all 6 qus.

• Bronze: Page 1
• Silver: Page 2
• Gold: Page 3
##### Year 6 L.O: To 'find a rule'.

Activity 1: Re-watch the demonstration video below for today's lesson.

Activity 2: Open up the file below titled 'Y6 Reasoning & Problem Solving' and complete either the Bronze, Silver OR Gold page. There are 6 questions for each level. Use the answers on page 4 to mark your work when you have answered all 6 qus.

• Bronze: Page 1
• Silver: Page 2
• Gold: Page 3

Activity 3: Open up the file below titled 'Y6 Challenge' and complete either the Bronze, Silver OR Gold page. There is a page of questions for each level. Answers are attached.

• Bronze: Page 1
• Silver: Page 2
• Gold: Page 3
##### History L.O: I can describe how I think a Victorian prisoner would have felt.

Activity 1: Take a look at this timeline which shows periods of British history you may have come across so far in previous History topics at school:

Question: What can you remember about the crime and punishment that existed in some if any of these historical periods? Bullet point any examples you can remember/ think of.

Today, we are going to explore crime and punishment in the Victorian era.

Activity 2: Read the information below:

##### The Police Force

The police force was first introduced in London in 1829. Sir Robert Peel introduced them as part of a campaign to improve public law. These policemen were called ‘Bobbies’ or ‘Peelers’. By 1839, other areas of the country were developing their own police force.

The policemen or ‘Peelers’ wore long, blue coats and tall hats that were strengthened to protect them from blows to the head. Their only weapon was a truncheon – such as those shown in the picture to the right.

##### Victorian Prisons

The Victorians worried about crime. However, they were growing increasingly angry about people being hanged as punishment – often for committing smaller crimes. This created a problem: how should criminals be punished? As a result, other ideas were tried out. One of these was building prisons and using jail to prevent people from committing further crimes.

Pentonville Prison, as illustrated in The Illustrated London News, 1842.

During the Victorian period, prison became the main form of punishment for lots of different crimes. Between 1842 and 1877, 90 prisons were built or added to. It was a huge building programme which cost millions of pounds.

Life in a Victorian prison was extremely tough. Even people who were put into prison for less than three months had to do hard labour. This meant carrying out very physically demanding tasks in complete silence, and often they were for no purpose at all. The main tasks were:

Moving a huge wood and iron wheel with steps; the prisoner had to step on them with all his weight to make the wheel move.

• ##### Shot drill

Lifting a heavy iron cannonball, move three paces to the right, put it down. Move back three paces and repeat the task again

• ##### Picking oakum

Pulling apart tarred rope so that it could be used again.

• ##### The crank

Turning a crank 10,000 times a day, to earn meals for the day.

Prisoners were kept on their own in cells for most of the time. When they were allowed out, such as for exercise, they were not allowed to see or talk to each other.

Activity 3: Watch the following clip to find out more:

Activity 4: Put yourself into the shoes of a Victorian prisoner.

Answer the following questions in your home learning books in full sentences:

1. How do you feel?
2. How does it feel to do these jobs thousands of times every day?
3. What do you think would happen to you after a few weeks?
4. After a few months?
5. Do you try to communicate with each other? How could you do this without being caught by the wardens?

Activity 5:I would like you write about a day in the life of a Victorian prisoner from the perspective of a Victorian prisoner. Try to be as detailed as you can: include all of the jobs you would carry out, the rules you had to follow and how you would be feeling. You could write this as a first person recount or as a diary entry.