official parallel

parliament pastime pigeon

possession preferable principal

Please practise these Year 5 spellings. They are all commonly misspelled words so are tricky. A little practise each day is best. Use the spelling strategies that

you know, or be creative with how you practise them. Good luck!

You must learn each spelling. You should find out the meaning of each spelling. Make sure that you

understand each word. You could write each spelling into a sentence to show your

understanding. Fancy a challenge? ‘Be the teacher’ and set yourself a spelling test at the end of the week for somebody at home to test you. Can you think of a sentence to put them in just like we do at school? Can you also include a think back challenge?

Monday 11th May 2020

Objective: To understand what I have read and predict what might happen from details stated and implied

Have a look at the front cover, the blurb and the information about the book ‘Who Let The Gods Out’ by Maz Evans on the next page.

Now that you have read the blurb, have a go at the following questions to show your understanding. Remember to use your skimming and scanning skills to help.

1. Is there any vocabulary that you are unsure of? If so, look for the clues in the text to

see if you can work out the meaning. Still unsure? Use a dictionary (or an online dictionary) to find the meaning.

1. Who thinks she is perfect? 2. Who is released? 3. Which three words are used to describe the book? 4. What is under threat? 5. What crashes to earth? 6. Who is Virgo? 7. Where was the wicked death daemon imprisoned? 8. Who do the main characters turn to for help? 9. Who comes out of retirement to help? 10. Who thinks the book has ‘lashings of adventure’? 11. How old is Oliver Thorpe? 12. What can’t Oliver Thorpe wait to do? 1. After reading the blurb, what predictions can you make about the story? Do you

think Elliot, Virgo and the Olympian gods will manage to defeat Thanatos? Why? Sentence stem: I think...I think this because… 2. After reading the blurb, do you think you would enjoy reading this book? Why/Why not? Sentence stem: I think I would/would not enjoying reading this book. I think this because... Fancy a challenge? Which Olympian gods do you think may appear in this book? Research some of the most famous gods and goddesses. These websites may help: https://www.historyforkids.net/ancient-greek-gods.html https://www.natgeokids.com/uk/discover/history/greece/greek-gods/

Elliot’s mum is not feeling well and his home is under threat, but a shooting star crashes to earth and changes his life forever. The star is Virgo - a young Zodiac goddess on a mission. But the pair accidentally release Thanatos, a wicked death daemon imprisoned beneath Stonehenge, and must then turn to the old Olympian gods for help. After centuries of cushy retirement on earth, are Zeus and his crew up to the task of saving the world - and solving Elliot’s problems too?

A new, exciting and brilliantly British Percy-Jackson-esque adventure - the first in a series centred on the Olympian gods.

‘… lashings of adventure, the Olympic gods as you’ve never seen them before and a wonderfully British sense of humour.’ Fiona Noble The Bookseller

Oliver Thorpe, age 10 - ‘I loved this, and couldn't put it down, hence I read it in two days. I think that whoever picks it up, will love it, and find it very amusing. I can’t wait to read the next adventure!’

Tuesday 12th May 2020 Objective: To retrieve information from a text

Normally, after having a look at the blurb and the front cover, we’d get stuck into chapter one, however, Maz Evans suggests trying something else… Maz Evans says: “Try it! Read page 152”. So, as advised, let’s have a look at page 152. Have a read below.

Now where’s the old boy?’ Hermes said, hovering slightly off the ground to see over the crowd. ‘Ah - bosh!’

Hermes pointed out someone who, to Elliot, was quite obviously the King of the Gods. Even with his back to them, this tall, broad man had a regal bearing - noble, strong and brave. As Hermes, Virgo and Elliot fought their way through the chattering guests towards this towering presence, Elliot wondered what he would say to such a great immortal being.

Although this man turned around, he didn’t have to wonder long.

‘Champagne, sir?’ said the waiter, offering a glass to Hermes.

‘Nice one,’ said Hermes, taking two.

‘You’d better top me up too, old boy,’ boomed a voice behind him. ‘Condemned man and all that.’

‘Zeus!’ Virgo gasped as the waiter moved aside to reveal the King of the Gods.

Mythology was one of the few subjects that Elliot enjoyed at school and so he was familiar with the classical images of Zeus, all white hair flowing down his broad back and his strapping chest bursting out of a toga as he hurled thunderbolts at his enemies.

So he was rather surprised to find Zeus in a rather badly fitting light-blue tuxedo with a frilly shirt, holding a cheese and ham vol-au-vent. The long white hair was there, albeit badly slicked back with hair gel. And it wasn’t a strapping chest bursting out so much as a gigantic belly.

Tuesday 12th May 2020 Objective: To understand the meaning of words in a text

Now that you have read Page 152, we know a little bit more about the story. Have a think about the following questions: We are now going to zoom in on some of the vocabulary. Have a look at the sentences below that have been taken from the text and their definitions. Take each word and put it into new sentences. How many sentences can you create? 1. Sentence from the text: “…Elliot wondered what he would say to such a great

immortal being.” Dictionary definition: Immortal: Living forever, never dying or decaying. Example sentence: The immortal superhero rushed to the aid of the civilians. Now write your own sentences containing the word immortal. 2. Sentence from the text: “Condemned man and all that.” Dictionary definition: Condemned: Sentenced to a particular punishment, sometimes

even death. Example sentence: The criminal was condemned to a life in prison. Now write your own sentences containing the word condemned. 3. Sentence from the text: “The long white hair was there, albeit badly slicked back with hair gel.” Dictionary definition: Albeit: Though Example sentence: In the race against the hare, the tortoise was making progress,

albeit rather slowly. Now write your own sentences containing the word albeit.

1. Read the sentence below. Without changing the meaning, what word could you use to replace the word brave?

Even with his back to them, this tall, broad man had a regal bearing - noble, strong and brave.

2. Read the sentence below. Without changing the meaning, what word could you use to replace the word boomed?

‘You’d better top me up too, old boy,’ boomed a voice behind him.

Wednesday 13th May 2020 Objective: To retrieve information from a text

Have another read of Page 152 on the next page to refresh your memories.

Let’s start with a little retrieval. 1. Who hovered in order to observe the crowd? 2. Name three people who fought their way through the crowds. 3. Who did the waiter offer a glass of champagne to? 4. Who said the following?

“‘You’d better top me up too, old boy,’ boomed a voice behind him.” 5. Which subject did Elliot enjoy at school? 6. What is Zeus often seen throwing at his enemies? 7. What was Zeus wearing? 8. What was Zeus holding? Have a read of the two descriptions of Zeus’ appearance below. The first description is what Elliot previously thought Zeus looked like from his mythology learning at school (a ‘classical’ view of Zeus). The second description is what Elliot could see when he met Zeus in person. Try to visualise as you read.

1. In your books, use the text to draw and label both versions of Zeus. Make sure that you make reference to the text throughout.

2. In your books, write down the key differences between both versions of Zeus. Make reference to the text throughout.

So he was rather surprised to find Zeus in a rather badly fitting light-blue tuxedo with a frilly shirt, holding a cheese and ham vol-au-vent. The long white hair was there, albeit badly slicked back with hair gel. And it wasn’t a strapping chest bursting out so much as a gigantic belly.

Mythology was one of the few subjects that Elliot enjoyed at school and so he was familiar with the classical images of Zeus, all white hair flowing down his broad back and his strapping chest bursting out of a toga as he hurled thunderbolts at his enemies.

‘Now where’s the old boy?’ Hermes said, hovering slightly off the ground to see over the crowd. ‘Ah - bosh!’

Hermes pointed out someone who, to Elliot, was quite obviously the King of the Gods. Even with his back to them, this tall, broad man had a regal bearing - noble, strong and brave. As Hermes, Virgo and Elliot fought their way through the chattering guests towards this towering presence, Elliot wondered what he would say to such a great immortal being.

Although this man turned around, he didn’t have to wonder long.

‘Champagne, sir?’ said the waiter, offering a glass to Hermes.

‘Nice one,’ said Hermes, taking two.

‘You’d better top me up too, old boy,’ boomed a voice behind him. ‘Condemned man and all that.’

‘Zeus!’ Virgo gasped as the waiter moved aside to reveal the King of the Gods.

Mythology was one of the few subjects that Elliot enjoyed at school and so he was familiar with the classical images of Zeus, all white hair flowing down his broad back and his strapping chest bursting out of a toga as he hurled thunderbolts at his enemies.

So he was rather surprised to find Zeus in a rather badly fitting light-blue tuxedo with a frilly shirt, holding a cheese and ham vol-au-vent. The long white hair was there, albeit badly slicked back with hair gel. And it wasn’t a strapping chest bursting out so much as a gigantic belly.

Thursday 14th May 2020 Objective: To apply my understanding of Year 5 grammar

Yesterday, you looked at the different descriptions of Zeus from the extract that we looked at on page 152. Today, you are going to use these to help you with writing some

descriptive sentences. Have another quick read of the two descriptions of Zeus’ appearance below.

Parenthesis gives you extra information about the main clause. Brackets, commas or dashes go around the additional information, which is often

(although not always) dropped into the centre of a sentence. Remember: Without the extra information, the sentence must still make sense by itself.

Find out more here: https://www.bbc.co.uk/teach/supermovers/ks2-english-commas-brackets-dashes-with-ben-shires/zh32cqt

https://www.theschoolrun.com/what-is-parenthesis

So he was rather surprised to find Zeus in a rather badly fitting light-blue tuxedo with a frilly shirt, holding a cheese and ham vol-au-vent. The long white hair was there, albeit badly slicked back with hair gel. And it wasn’t a strapping chest bursting out so much as a gigantic belly.

Mythology was one of the few subjects that Elliot enjoyed at school and so he was familiar with the classical images of Zeus, all white hair flowing down his broad back and his strapping chest bursting out of a toga as he hurled thunderbolts at his enemies.

Commas , The teachers at Merton, who missed the children

very much, left a sign on the school gates.

Brackets ( ) Ms Thomson (the head teacher) emailed a quiz to

the children.

Dashes - Year 5 - who were working incredibly hard at

home - made their teachers very proud.

If we took the parenthesis (the

extra information in red) out, the sentence would still make sense.

Thursday 14th May 2020 Objective: To apply my understanding of Year 5 grammar

Yesterday, you looked at the different descriptions of Zeus from the extract that we looked at on page 152. Today, you are going to use these to help you with writing some

descriptive sentences. Have another quick read of the two descriptions of Zeus’ appearance below.

Parenthesis gives you extra information about the main clause. Brackets, commas or dashes go around the additional information, which is often

(although not always) dropped into the centre of a sentence. Remember: Without the extra information, the sentence must still make sense by itself.

Commas , The teachers at Merton, who missed the children

very much, left a sign on the school gates.

Brackets ( ) Ms Thomson (the head teacher) emailed a quiz to

the children.

Dashes - Year 5 - who were working incredibly hard at

home - made their teachers very proud.

If we took the parenthesis (the

extra information in red) out, the sentence would still make sense.

Commas , Zeus, whose long hair flowed below his shoulders,

was a proud and brave god.

Brackets ( )

Standing proudly, Zeus (known for hurling thunderbolts) commanded attention.

Dashes - Zeus’ toga - which only just covered his strapping

chest - revealed his bulging biceps.

Once you are confident with parenthesis and using commas, brackets and dashes, we would like you to have a go at creating your own sentences to go along with your two different sketches of Zeus. Feel free to magpie from the text but try to experiment with a range of different punctuation. Have a look at our example below.

Fancy a challenge? Choose your challenge. Or, have a go at both! 1. Can you put your sentences together into a paragraph? 2. Can you create your own sentences which include parenthesis about

Elliot?

Friday 15th May 2020 Objective: To make inferences from a text

Have a look at extract of Chapter1 from ‘Who Let The Gods Out’ on the next page.

Now that you have read the text, have a go at the following inference questions. Remember, when answering inference questions, you won’t necessarily find all of the

answers in the text. You will need to search for the clues.

1. Elliot often gets into trouble. Do you agree or disagree? Explain your answer using evidence from the text. Need a helping hand? Look at the sentence beginning with ‘Elliot Hooper got up at 7:30 a.m. as normal’.

2. Elliot thinks that everything is ok at home. Do you agree or disagree? Explain your

answer using evidence from the text. Need a helping hand? Look at the paragraph beginning with ‘Elliot avoided his headmaster’s concerned stare’.

3. Elliot’s teacher is a confident man. Do you agree or disagree? Explain your answer

using evidence from the text. Need a helping hand? Look at the paragraph beginning with ‘A shout outside...’.

4. The children at Brysmore Grammar School think that their head teacher is interesting.

Do you agree or disagree? Explain your answer using evidence from the text. Need a helping hand? Look at the sentence beginning with ‘He could imagine the appeals on Crimewatch:…’

5. Mr Boil is angry with Elliot Hooper. Do you agree or disagree? Explain your answer

using evidence from the text. Going Deeper… Can you find more than one piece of evidence?

Fancy a challenge? 1. Brysmore Grammar School is similar to The Merton Primary School.

Do you agree or disagree? Explain your answer using evidence from the text. 2. Using clues from the text, draw and label what you think Mr Boil looks like.

3. Do you think Elliot should have been punished for falling asleep during assembly? Why/Why not? Explain your answer.

Sentence Stem: I agree/disagree. I think this because in the text it says...

It began on a Friday, as strange things often do. This particular Friday turned out to be stranger than most, although it had started normally enough. Elliot Hooper got up at 7:30 a.m. as normal, made his mum breakfast at 8:15 a.m. as normal, went to school at 8:55 a.m. and was in the headmaster’s office at 9:30am., which was, in fact, slightly later than normal. “Oh Elliot,” sighed Graham Sopweed, headmaster of Brysmore Grammar School. “What are we going to do with you?” Elliot scratched his shaggy blond head. He figured that ‘excuse me from school for ever and make me Lord High Emperor of the Universe’ wouldn’t be deemed an acceptable answer, so he said nothing. “You seem rather...distracted lately,” said Mr Sopweed to fill the silence. “Is everything ok? Is anything wrong at school? Or at home?” Elliot avoided his headmaster’s concerned stare. School was...well, it was school. Annoying, boring, pointless. Nothing new there. But home? That was a different story… “I’m fine,” he said after a lengthy pause. “Thank you sir.” “Oh, Elliot,” Mr Sopweed sighed again, nervously flicking his floppy grey fringe. “You know you can call me Graham. Let’s all use the names our mothers gave us.” There were many more creative names for Brysmore’s headmaster than the one his mother gave him, but the politest by far was Call Me Graham. A shout outside nearly made the jumpy headmaster fall off his chair. Elliot couldn’t help but feel sorry for Call Me Graham. There were many theories at school as to why he was such a bag of nerves, not all of them started by Elliot. Some said it was because his wife had left him. Others said it was because she hadn't. Elliot’s favourite was that Call Me Graham was actually a serial killer on the run. He could imagine the appeals on Crimewatch: So be on your guard against Graham Sopweed, the Cargdigan-Clad Killer, and be sure to call this number if he’s bored someone you know to death...

“The...the...the thing is, Elliot, everyone at Brysmore wants to help you to achieve your fullest potential,” Call Me Graham went on. “Mmm. Not everyone, sir,” muttered Elliot. “Whatever do you mean?” Squealed Call Me Graham, nearly pulling a button off his cardigan. “Everyone at Brysmore is committed to encouraging, nurturing and inspiring every pupil in our care. We’re always here for a friendly word, helpful advice, or to make sure we know—’ “WHERE IS THAT SNIVELLING RUNT OF A PATHETIC EXCUSE FOR A BOY?!” The office door blasted open with a furious roar, making Call Me Graham scream like a kitten on a ghost train. Elliot was all too familiar with the loathsome voice. “Ah - hello,” whimpered Call Me Graham. “As you can see, I am just having a little chat with Elliot…” “Hooper,” sneered the new arrival, lurching up behind Elliot’s chair and polluting his airspace with weapons-grade body odour. There was only one person who could make Elliot’s surname sound like a dirty word. It was Mr Boil, head of history, Brysmore’s deputy headmaster, and, unless, there was a schoolmaster somewhere on the planet who minced his students into sausages, the world’s worst teacher. Boil was a stumpy, piggy little man who was the only person Elliot knew with fat eyes. He squashed them behind a pair of thick, bottle-lensed glasses and glared at his pupils like most people look at used cat litter, as if he had a permanently nasty smell under his nose. (In fairness, he did—his own.) His few remaining strands of dark, greasy hair were pasted over the top of his head, held in place by hope alone. To the naked eye, Mr Boil had three chins, but who knew how many more were lurking beneath his shirt, which always smelt like three-week-old vegetable soup? He truly hated everyone, but reserved a special revulsion for Elliot, who had been getting up his pudgy nose for the past year. “Sir?” asked Elliot innocently. “Don’t you “sir” me Hooper,” growled Boil, bringing his sweaty face millimetres from Elliot’s own. “What you did in my assembly was disgraceful, disrespectful and downright disgusting!” “Yes, we were just getting on to that…” stammered Graham. “He disgraced the Brysmore name!” roared Boil. “He shamed himself! He shamed the school! He ruined my brilliant PowerPoint presentation on Napoleon’s favourite socks! He…” “He fell asleep,” said Call Me Graham quietly, looking at Elliot’s pale face and dark-rimmed eyes. “Let’s try to keep a little perspective, Mr Boil. This isn’t the first time this has happened lately, Elliot. Why are you so tired?”