Welcome to Year 5
Please click below to see what we've been upto!
Mr K. Woolman - Class Teacher
Mrs T. Cranage - Teaching Assistant
LO: To explore the plot of Macbeth and act out a scene.
During today’s lesson we started to read the story of Macbeth – not the play script. This allowed us to then transform the first scene into a play script. From this, we were able to look at different words and how they may have different meanings (e.g. ‘retire’). After this, we worked in mixed groups to act out a scene and then presented to the rest of the class.
Target – What is used to direct actors on a play script?
LO: To produce and perform a presentation, explaining how inventions work.
During today’s English session, we explained how a magnificent invention may work. We collated ideas within groups of three and then developed a poster to use while we pitch it to the rest of the class. To challenge ourselves, we included persuasive language so it can appeal to the intended target audience. We were able to use: imperative verbs; formal language; causal language; impersonal language and technical vocabulary.
Target – Why is casual language important when explaining how items work?
LO: To use speaking, listening and acting skills to re-enact a scene from Macbeth using modern English.
Throughout today’s session, we were building on our previous lesson’s storyboard where we were going to act out a scene from Macbeth, using modern English. However, before we started this, we went over a few different acting techniques to help calm down any nerves that may appear and nervous laughter. We then spoke about different actions that can help us express emotions rather than saying them aloud.
Target – List two different acting techniques that you have applied.
LO: To design a Maya mask. ‘No Pens Afternoon’
During today’s ‘No Pens’ session, we started off with finding the Maya civilisation within our atlases; however, we knew that during the Maya civilisation times, the countries would have had different names – this therefore made it trickier for us. After a lot of discussion, we were able to pinpoint where they were based off artefacts.
From this, we then looked at the different masks that the Maya would have worn and why they wore this. From this, we then designed our own Maya mask using card and a variety of pieces of paper, using layering techniques.
LO: To use role-play to retell the story of the Feeding of the 5000.
During today’s lesson, we unpicked and analysed the ‘Feeding of the 5000’, focusing on what the bread may represent, particularly when it comes to healing a ‘leper’. After that, we used this analysis to inform our role-play activity, allowing us to put a lot of emotion into it, using specific scripture where appropriate.
G – Excellent role-play today to retell the miracle of the ‘Feeding of the 5000’ and analysis of what different parts of the story may represent.
Target – Why do you think the bread may represent the body of Christ?
Challenge – How does this story affect your view of reality?
LO: To create a piece of textile artwork that tells a story through images.
During today’s lesson, we worked on creating – using a variety of textiles – our stories, without using any words! We used fabrics for our canvases, fabric pens, sequences, sewing and layering techniques. We all had different stories so we could work together and focus on the techniques at hand.
During today’s lesson, we were investigating the effects of different solutions (and air – oxygen) to see how long it takes to rust an iron nail (uncoated). We have used three different independent variables: salted water, cola and water where they are then split into three groups – partially submerged, totally submerged and our control (air with no liquid). We will investigate the changes over time up to 48 hours. We know that this process is oxidation.