Year 5 Reading Activities Week commencing Monday 20

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Year 5 Reading Activities Week commencing Monday 20 th July 2020. There are two

Year 5 Reading Activities Week commencing Monday 20 th July 2020. There are two texts for you to read. Each text has some reading activities for you to complete. Once you have completed the activity, check your answers on the following Power. Point slide. You can complete these three tasks at any point during the week. We would love to see your learning so please email it to yearfive@reptonmanor. kent. sch. uk

Text 1 – Extract from “The Black Amulet” by J R Wallis It was

Text 1 – Extract from “The Black Amulet” by J R Wallis It was easy enough to spot the Vampire at the far end of the alleyway. As she peered round the corner of the last building on the street, Ruby spied the creature standing inside a yellow cone of light thrown down by the single street lamp, staring into a shop window. She tiptoed round the corner, keeping close to the wall, and slid into a deep dark doorway to hide. As she moved closer to the Vampire, the old-fashioned revolver Ruby was holding tutted, then swore quietly for good measure. To be fair, the gun had been grumbling for the last ten minutes, making sure Ruby knew exactly how he felt about her hunting such a dangerous creature, urging her to turn back.

Text 1 continued A speaking gun, let alone that could curse so well, would

Text 1 continued A speaking gun, let alone that could curse so well, would have scrambled the brains of most people – as would seeing a Vampire in a small market town in the middle of the night – but to Ruby none of it seemed exceptional now. Up until a few months ago, she’d been living a regular life. But she lived in the Badlands now, a place on the fringes of the everyday world that most ordinary people knew nothing about. Not only was magic possible there, but the Badlands was also inhabited by strange and vicious monsters, making it very dangerous. But, in spite of all the extraordinary creatures that could be found there, Ruby was by far the strangest living thing of all because she was the only girl. As far as she knew, the Badlands had only ever been a place where men and their boy apprentices had worked, tackling monsters and other nasties to keep ordinary people safe. Ruby always glowed with pride whenever she remembered she was the first girl Badlander. Even if it was still a secret for now.

Text 1 continued “Keep it down, will you? ” she hissed as the gun

Text 1 continued “Keep it down, will you? ” she hissed as the gun tutted again, before stringing together another collection of rather fruity-sounding words that would have embarrassed anyone who knew what they meant. “Ruby, for the last time, go home, ” it whispered. “You might be brave, but you’re too stubborn for your own good. You’re out of your depth with this one. ” “I know what I’m doing. ” “Tackling a vampire is almost impossible without magic. Why you’ve insisted on hunting it down is beyond me. ” “Why do you think? ” hissed Ruby. “All Victor Brynn makes me do is read books. It’s like being back at school. We never go hunting like proper Badlanders. ” “That’s because you’ve got a lot to learn under the circumstances. ” “You mean because I’m a girl. ”

Text 1 questions 1. 2. 3. 4. 5. What was extraordinary about Ruby? She

Text 1 questions 1. 2. 3. 4. 5. What was extraordinary about Ruby? She was the only girl in the Badlands. What was unusual about the gun? It could talk, swear, tut and curse. What time of day is it – support your answer with evidence from the text. What does the verb “hissed” suggest about the way Ruby spoke to the gun? What phrase does the author use to describe how Ruby felt about being the only female Badlander? 6. What sentence does the author use to inform the reader that Ruby is new to the job?

Text 1 answers 1. What was extraordinary about Ruby? She was the only girl

Text 1 answers 1. What was extraordinary about Ruby? She was the only girl in the Badlands. 2. What was unusual about the gun? It could talk, swear, tut and curse. 3. What time of day is it – support your answer with evidence from the text. It is night time. Evidence could include: the vampire is standing under a street light, the doorway is described as dark. 4. What does the verb “hissed” suggest about the way Ruby spoke to the gun? She said it in a quiet, angry voice as she did not want the vampire to notice them. 5. What phrase does the author use to describe how Ruby felt about being the only female Badlander? Ruby always glowed with pride… 6. What sentence does the author use to inform the reader that Ruby is new to the job? Up until a few months ago, she’d been living a regular life.

Text 2 How the Leaves Came Down.

Text 2 How the Leaves Came Down.

Text 2 Questions: 1. What season is the poem about? 2. In line 29,

Text 2 Questions: 1. What season is the poem about? 2. In line 29, the author uses the words “white bedclothes” to refer to what? Circle one Sheets Leaves Snow Hail 3. The poet uses the words “frolicked” and “danced” to describe the leaves. What does this tell you about how they moved? 4. Find and copy two sentences from the poem that show the relationship of the tree to the leaves to be similar to a parent and child relationship. 5. The poet uses personification to make the trees seem alive. Find and copy two sentences which show this. 6. “It is so nice to go to bed. ” How does this compare to the way the leaves felt at the start of the poem? Use evidence from the poem to support your answer.

Text 2 Answers: 1. What season is the poem about? Autumn 2. In line

Text 2 Answers: 1. What season is the poem about? Autumn 2. In line 29, the author uses the words “white bedclothes” to refer to what? Circle one Sheets Leaves Snow Hail 3. The poet uses the words “frolicked” and “danced” to describe the leaves. What does this tell you about how they moved? Frolicked suggests that there is joy/happiness in the way they moved and danced suggests that they were moving like they were dancing or whirling and twirling. 4. Find and copy two sentences from the poem that show the relationship of the tree to the leaves to be similar to a parent and child relationship. Any two from: The great Tree to his children said ; It is quite time you went to bed ; Dear Father Tree, behold our grief ; Come, children all, to bed ; Good night, dear little leaves 5. The poet uses personification to make the trees seem alive. Find and copy two sentences which show this. Any two from: “Ah!” begged each silly, pouting leaf ; To the great Tree the leaflets clung ; frolicked and danced and had their way ; whispering all their sports among, perhaps the great Tree will forget and let us stay until the spring if we all beg and coax and fret ; And from below each sleepy child replied “Good-night” and murmured, “It is so nice to go to bed. ” 6. “It is so nice to go to bed. ” How does this compare to the way the leaves felt at the start of the poem? Use evidence from the poem to support your answer. Answers should give detail about the leaves being reluctant to go to sleep at the start and wanting to stay up compared to feeling happy and ready to go to bed at the end. Evidence could include: “Ah!” begged each silly, pouting leaf, “Let us a little longer May” (start) “Tis such a very pleasant day we do not want to go away”