29/01/2018 at 08:00
As practice for our end of half-term extended piece of writing, we worked in groups to write an Anglo-Saxon themed story. The class split into groups, with some writing the beginning of the story, some writing the build up, some writing the main event, some writing the resolution and some writing the ending.
Our success criteria:
1. Expanded noun phrases (could begin ‘with’)
2. Relative Clauses (who, that, which, where, when)
3. Speech (use inverted commas!)
4. Use was/were, their/they’re/there, your/you’re correctly!
See our finished stories below!
One starry night, on the edge of the moor, there was a mead-hall filled with warriors that were as brave as lions. The mead-hall was full of precious gold. Rubies hung on the window. Priceless trinkets everywhere. There was one brave warrior called Bear. He was strong, courageous and artistic. He loved inventing stuff like new weapons and armour. Bear, whose family was very proud, was in the mead-hall boasting and showing off his scar with purple blood surrounding it. “My scars are the best. Everyone loves them!” Bear said to the king. “Yes, yes,” replied the king with a grin. The king was called Hrothgar. “You killed a dragon!? Chanted everyone. Knock, Knock…
A tall man called Bob ran into the mead-hall in terror. He kneeled in front of the king and said, “”King, I saw something bubbling in the swamps”, while he shivered, out of breath. Bob also told King Hrothgar that a villager was drawn out of the village and had been devoured by an evil monster called Freep. Bob felt worried, shocked and scared because the person who was lured and devoured was his friend and he loved him because he was like a brother to him.
Taking great care with every step, the fearless Bear wandered into the dark creepy cave near the mountains of Kalkathor in search of Freep. All of a sudden, a huge fist whacked him round the side of his face. Then, another giant hand punched him in the chin. Bear, who was in a lot of pain, screamed as he collapsed on the rocky floor with miniature pebbles. Bear stood up and retaliated with a destructive kick to the centre of Freep’s stomach. “You little brat. I’ll gobble you up just like your 30 Anglo-Saxon friends!” boomed Freep.
“No you wont. I’ll get revenge for them.” replied Bear. Angrily, Bear punched Freep in the chest, which was already red and sore. He then hit him with his sword. His sword with blood all over it got stuck in Freep’s leg.
In a flash, Bear noticed that the horrid monster had a soft spot right between his eyes which was really squishy. “What are you staring at?” Questioned Freep who was puzzled. “Why do you need to know?” replied Bear sarcastically. In a wink of an eye. Bear grabbed a spear, which was stuck in a tree, which was covered in golden leaves, as it was autumn. Bear stabbed Freep in his soft spot. The monster’s blood, which was black, came splurting out of the hideous body. “Raaa!” Roared Freep, who was about to die. The monster fell at Bear’s knees and cracked his head. Bang! Bear swiped his head off. He grabbed Freep’s severed head and held it up as a trophy with pride.
Bear reached the village and showed the king, who had broad grin spread across his face, Freep’s disgusting head with shiny teeth covered in blod. “Wow. Well done Bear! That was very courageous of you. Now you can boast with riches too and you will be hailed a hero!” praised the king to Bear. “Take a breath sire and thank you. It was easy though, “replied Bear. “I am your best thane.” “Yes, quite Bear,” smiled the king.
26/01/2018 at 16:12
Over the last few weeks in 5L, we have been trying out a new scheme of work in music. It involves learning a new song in depth each half-term (being able to perform it with both our voices and instruments). Our song for the current half-term is Bon Jovi’s ‘Livin’ on a Prayer’, which the children have very much enjoyed performing.
In our music lessons this week and last week, we spent time learning each section of the song (verses, choruses and bridges) to the point where we have been able to perform it. I was blown away by how well the children performed and I’m sure you will be too!
We also had a go at using the glockenspiels to play along with the music and though we are keeping it simple to start with, the class did quite well at staying in time with the beat. We will hopefully build on these skills in the lessons to come.
25/01/2018 at 15:44
Today we tested the viscosity of different liquids.
Viscosity describes how thick and sticky a liquid is. Something which is very viscous is very thick due to ‘internal friction’.
I love my gravy very viscous. I also like my custard to be particularly viscous! But what about ketchup? Do you prefer a thick ketchup or a runny ketchup? What is the best viscosity for the perfect ketchup? The debate continues….
Aside from the crucial discussion over how we like our sauces, we did actually do some ‘sciency’ things! We conducted an experiment to compare how the viscosity of a liquid would affect the time it would take to travel along an angled surface. We experimented on 4 different liquids: ketchup, honey, oil and skin lotion.
Most pupils were correct in predicting that the more viscous the liquid, the longer it would take to travel. There were mixed opinions over which liquid would be most/least viscous.
To test our predictions we first ensured we had created a fair test. We made sure there was only one variable – the type of liquid. Everything else we kept completely the same (the angle of the board, the amount of liquid used etc).
We repeated our experiment 3 times to ensure our results were accurate. It turns out that the skin lotion is the most viscous, whilst the oil is the least!
16/01/2018 at 12:33
We have been studying the story of Beowulf in year 5. There are 3 main parts to the story. The first part is where Beowulf slays the evil monster, Grendel. In the second part of the story, Grendel’s mother wants revenge but she too ends up being slain by the epic Hero, Beowulf. In the third part of the story, Beowulf is much older but has one last enemy to fight – the fire-breathing dragon.
To really have fun with this story and explore the characters in more depth, we took part in several tasks. One task involved us thinking about the story from a different perspective – from the perspective of Grendel and Grendel’s mother. We hot-seated the characters to get their side of the story. Each group had a slightly different take on this. Let me give you an example…
Interviewer: Why did you attack the men in the mead-hall?
Grendel: Laughter causes me great physical pain and it makes my ears bleed. I tried to ignore it for many years but eventually it all became too much. I went to the mead-hall and tried to knock on the door but I didn’t know my own strength and ended up breaking the door down! All the men were lying on the ground under blankets. I thought perhaps the laughter was dangerous to them too – had they died? I tried to breathe life back into them but ended up eating them. Once I had eaten one, I just couldn’t stop. My ears have been so sore I haven’t had a decent meal in months! I felt so awful about it that night after night I returned to try and apologise, but every time I went back they were really angry and attacked me, so I had to defend myself.
Interviewer: Why did you attack the men in the mead-hall?
Grendel: Why do you think? Night after night of late-night partying. Up till all hours and drunk on mead! I couldn’t stand it any more. I went up to the mead-hall and a big bit of broken tree was covering the entrance. Apparently its a door, but we don’t have them in the swamps. Anyway, I broke it down and gobbled up anyone who dared look at me. If you don’t like it, I’ll eat you too. I go back every night, to eat people and in return, every night I get a good night’s sleep. Finally! If that’s what it takes, I’ll continue for many winters.
The second task saw us writing letters, taking on the role of King Hrothgar. We learned how to lay a letter out correctly, then wrote letters sounding as desperate as possible. We made sure to use the right vocabulary for the time period (for example – a warrior was known as a thane). Read some of our letters below!
12/01/2018 at 14:21
Aren’t they a talented bunch!?
In our computing lessons, we have been learning all about stop motion. Today, pupils created their own stop motion animation and I was really impressed with the results. It can take up to an hour just to get 10 seconds of basic recording, so a lot of hard work went into making these. We hope you enjoy them!
09/01/2018 at 13:50
Did you know that this week the year 5 classes were invaded? Year 6 liked the look of them so while we were out doing a run in the playground, they made themselves quite at home. When we came back in we were forced into a tiny space at the back of the classroom. We weren’t happy!
L.O: I can analyse and describe Anglo-Saxon artefacts and explain what they can teach us about Anglo-Saxon culture.
For each source of evidence you should consider the following questions:
1.What do you think the object is?
2.Who do you think would have used it?
3.Where do you think the object found or came from originally?
4.What could it be made of?
5.What can it teach us about Anglo-Saxon life?
6.Any other observations?
In your explanation, try to use a relative clause (whose, that, which, who, where, when).