Welcome to 4B!

Class Teacher: Mr Hantonne

Support Staff: Mrs Cutocheras

Email Contact: 4b@blesseddominic.barnet.sch.uk

Welcome to our class page! Here you will find pictures updating you on what the children are doing in school, as well as key class dates and homework. Please make sure you are all using Times Table Rockstars regularly! Five minute frenzy will be taking place every Wednesday.

Each week the children need to work as a team to win points for their tables and house! The winning table will receive a prize each week. This could be a sweet treat, golden time, no homework pass or stationary equipment!

School Twitter: @BlessedDomSch

School Closure: Please check this web page daily for updates and work for home learning.


Take a look at some of our recent learning, we have been problem solving in Math’s; investigating electricity in Science and creating artwork in RE.


Key Websites

There are many websites that the children can use to support their learning. The websites children should have log ins for are:

Mathletics

Times Tables Rock Stars

Reading Eggs

SPAG.com

Please can you check that your log ins work and you know how to use these programmes.


Home Learning

Dear all,

                As you know the school has been forced to close. You will find everything you need for home learning here. Please check this page regularly for what work you should be doing day by day. Please follow my guidelines carefully and hopefully it isn’t too long until we are back in school!

Your home learning guide can be found here: Home Learning Guide

Monday: Maths, English, RE, Topic

Tuesday: Maths, English, Science, PSHE

Wednesday: Maths, English, Science

Thursday: Maths, English, RE, Topic

Friday: Maths, English, RE, PSHE

Everyday- TTRS 30 minutes (4 sound checks then other games) & Reading Record- 30 minutes

Staying Active!

It is really important to still keep active, I’ll be using these websites for some ideas and so should you!

https://www.thebodycoach.com/blog/pe-with-joe-1254.html

https://www.nhs.uk/10-minute-shake-up/shake-ups

https://www.bbc.co.uk/teach/supermovers

https://app.gonoodle.com/login

 


Starline- for parent information and support

A national helpline has been set up for parents and carers who may be finding home-schooling and managing child behaviour difficult during the Covid-19 crisis.
Free, confidential advice is available six days a week by phoning the StarLine team on 0330 313 9162. Starline will also be broadcasting a weekly programme on YouTube, sharing practical ideas for home learning.
Further details can be found on the StarLine website www.starline.org.uk or follow @StarLineSupport on Twitter.

Parents and carers, we are confident that you are doing your absolute best adapting to completing your working role, parenting role and now teaching role at home! In these unusual circumstances your child needs your smiles, hugs and positivity so please don’t feel too pressured by the school work- go with the flow and the learning your child takes from the tasks 🙂


I have a found a great resource to help with questions about what is happening in the United States and around the world. These are books for children to explain things in a simpler way. Please feel free to click on any images and furniture for kids friendly videos, books, stories and interviews.


NEW RE BOOKLET: Use this when told- RE Easter to Pentecost

Year 4RE Summer 2020 Newsletter

Yr 4 Summer Newsletter 2020

 

Library resources, competitions and… CHALLENGES!!!

Get involved! The Silly Squad want you to join their reading world online!

You just need to create a log in and then you’ll be able to play games, unlock digital prizes, activities and videos! The more you read, the more you’ll unlock! Use the link below to find out more and join!

https://summerreadingchallenge.org.uk/

Plus there’s a chance to win a new book called ‘Draw with Rob’! Click to see the competition details:

Barnet Library Reading Challenge information and competition


Thursday 9th July 2020

English- L.O: To compose my own newspaper report.

Watch the short film below.

As you can see in the film, the very grumpy lighthouse keeper has an accident meaning the light on his lighthouse breaks. What disasters could have happened if his light house had stayed unlit? Luckily, the community around him notice and come to his aid and help to relight the lighthouse.

Today I want you to have a go at writing your own newspaper report, reporting about the near close disaster and fantastic community spirit that saved the day.

A couple things to aim for…

You can give the lighthouse owner a name and age, try to use brackets to show his age when reporting!

Think about using some other villagers to give a witness account as well as the lighthouse keeper.

Show how crisis was avoided because of the good work of the community, what could have happened if the lights stayed out?

Play the clip back as much as you need! There is an example of a template found here: News Report Template

Example of how to structure is below.

P1- What, when, who, where? Brief summary of the specific details of the event.

P2- Explain what happened, remember you are reporting. Past tense!

P3- Witness accounts, direct speech and reporting clauses.

P4- Reflect on what could have happened if the community had not worked together.

Maths- LO: To interpret data from charts and tables

White Rose Maths: Week 11 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Music- Find your year 4 music lessons HERE.

Science- LO: To understand rocks, soil and fossils

Refresh your memory HERE

Try your own insect art using this PowerPoint as a guide.

Wednesday 8th July 2020

Maths- LO: To round money to the nearest pound and pence

White Rose Maths: Week 10 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

 

English- L.O: To recognise the features of a newspaper report.

ANSWERS

  1. Look at the opening two sentences. What two things can you learn about Stonehenge here? Any of the following… It is a circle of giant stones, it is in the south of England, it was built around 5,000 years ago, no one is sure why it was built. 
  2. Archaeologists have discovered a village near Stonehenge. What else have they found? List two. A road leading to a river, a circle of wooden pieces.
  3. What do archaeologists know about the distance from Stonehenge to the village? Who lived there? Distance= Less than 2 miles, the people who built it lived there.
  4. At the site of the village, archaeologists found huge amounts of animal bones and broken pottery. What have they concluded from these two remains? Explain as fully as you can, using the whole text to help you. They went there to have parties/to feast/at special times of year. They ate barbecued pig/animals. They smashed up pottery.
  5. Why did people in the past want their relatives’ bodies to end up at Stonehenge? Stonehenge was like a cemetery where people could remember their ancestors. 
  6. Think about Stonehenge and the huge timber circle next to the village. They are made of different materials. What else is different about them?  The timber circle rotted away/was temporary but the stone circle is permanent. The timber circle was a symbol of life but Stonehenge was a symbol of the afterlife.
  7. What do you learn from the text about Stonehenge now? People go there to celebrate/worship. People meet there when the sun sets on the shortest day/when it rises on the longest day. The area around Stonehenge is also very important.
  8. What type of text is this? Where would you expect to find it? This is a non-fiction text, you might find this in a newspaper or information text.

Please find the materials and resources for this lesson HERE

EXT- Most of you should be able to do this!

Watch the video below to remind yourself of what alliteration is.

Then investigate the pictures below, can you think of headlines using alliteration for each one?

Top 10 Giant Ship Crash 😥 - YouTubeNo, Putin is not using lions in Russia's coronavirus lockdown ...Cristiano Ronaldo Scores Hat-Trick to Save Juventus' Champions ...

Seeing SpaceX's Falcon Heavy rocket take off for the first time ...What happens when a volcano erupts? - BBC BitesizeRescuers Help Beached Humpback Whale Go Back to Sea - YouTube

 

RE- WEDNESDAY WORD

Find the Wednesday Word HERE

  1. What is the Wednesday Word?
  2. What did Jesus tell the crowd they should do?
  3. What words stood out in this weeks gospel?
  4. Who do you know that is a good listener? Why are they a good listener?
  5. How did people improve their life by listening to Jesus?
  6. How can you help yourself to listen to Jesus more?

 

Tuesday 7th July 2020

Maths- LO: To round money to the nearest pound and pence

White Rose Maths: Week 10 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Spanish

Access your Spanish work HERE.

English- L.O: To show inference when reading a text.

Read the text below and answer the questions using full sentences. Answers will be up tomorrow.

What is Stonehenge?

Stonehenge is a circle of giant stones, in the south of England. It was built around 5,000 years ago but even today, no one can be sure why, or what exactly it was used for.

The people who built Stonehenge in southern England thousands of years ago had wild parties, eating barbecued
pigs and smashing up pottery. This is according to recent work by archaeologists – history experts who investigate how human beings lived in the past. Archaeologists [ar/kee/ol/oh/jists] digging near Stonehenge last year discovered the remains of a large prehistoricHistory of Stonehenge | English Heritage

village where they think the builders of the mysterious stone circle used to live. The village was shown to be about 4,600 years old, the same age as Stonehenge and as old as the pyramids in Egypt. The village is less than two miles from Stonehenge. Remains found at the site included jewellery, stone arrowheads, tools made of deer antlers, and huge amounts of animal bones and broken pottery. These finds suggest Stone Age people went to the village at special times of the year ‘to feast and party’, says Mike Parker Pearson from Sheffield University. An ancient road which led from the village to a river called the Avon was also unearthed. Here, the experts think, people came after their parties to throw dead relatives in the water so the bodies would be washed downstream to Stonehenge. The experts believe Stonehenge was like a cemetery where ancient Britons buried the dead and
remembered their ancestors (past relatives). Next to the village there was a giant wooden version of the famous stone circle. Archaeologists say this timber circle, which was only temporary because it eventually rotted away, was a symbol of life. Stonehenge, on the other hand, was a permanent symbol of the afterlife. Parker Pearson says the recent discoveries made around the newly found village show that Stonehenge didn’t stand alone but was part of a much bigger religious site. People still come to worship and celebrate at Stonehenge today. They meet there when the sun sets on
the shortest day of winter and when it rises on the longest day of summer. But the days of barbecuing whole pigs there and throwing family members into the river are a thing of the past.

Questions

  1. Look at the opening two sentences. What two things can you learn about Stonehenge here? Any of the following… It is a circle of giant stones, it is in the south of England, it was built around 5,000 years ago, no one is sure why it was built. 
  2. Archaeologists have discovered a village near Stonehenge. What else have they found? List two. A road leading to a river, a circle of wooden pieces.
  3. What do archaeologists know about the distance from Stonehenge to the village? Who lived there? Distance= Less than 2 miles, the people who built it lived there.
  4. At the site of the village, archaeologists found huge amounts of animal bones and broken pottery. What have they concluded from these two remains? Explain as fully as you can, using the whole text to help you. They went there to have parties/to feast/at special times of year. They ate barbecued pig/animals. They smashed up pottery.
  5. Why did people in the past want their relatives’ bodies to end up at Stonehenge? Stonehenge was like a cemetery where people could remember their ancestors. 
  6. Think about Stonehenge and the huge timber circle next to the village. They are made of different materials. What else is different about them?  The timber circle rotted away/was temporary but the stone circle is permanent. The timber circle was a symbol of life but Stonehenge was a symbol of the afterlife.
  7. What do you learn from the text about Stonehenge now? People go there to celebrate/worship. People meet there when the sun sets on the shortest day/when it rises on the longest day. The area around Stonehenge is also very important.
  8. What type of text is this? Where would you expect to find it? This is a non-fiction text, you might find this in a newspaper or information text.

 

 

Monday 6th July 2020

English- L.O: To recognise and use conjunctions in my writing.

Conjunctions are used to add additional information to sentences.‎

You have learnt about coordinating and subordinating conjunctions in previous ‎lessons. In today’s lesson you will be revising how to use them both.‎

Coordinating Conjunctions:

Are used to join together two equally important clauses in a ‎sentence.

The two clauses are independent – they would make sense on their own.‎

For example: It was raining outside so I put on my coat.

There are seven coordinating conjunctions in total. You can remember them using FANBOYS:‎‎

For, And, Nor, But, Or, Yet, So

Subordinating Conjunctions:

Are words such as because, as, while and until.

They link a main clause and a subordinate clause together in a sentence.

They help to add the extra information that tells us when, why or where something ‎happens‎.

For example: Mark laughed because the joke was funny!

‘Mark laughed’ is the main clause. It makes sense all on its own.‎

‘Because the joke was funny’ is the subordinate clause. It adds additional ‎information to the main clause and wouldn’t make sense on its own.‎

‘Because’ is the subordinating conjunction. It helps to add the extra ‎information to explain why Mark was laughing.‎

Subordinating conjunctions can go in the middle or at the start of sentences.

For example: Because the joke was funny, Mark laughed.

Challenge 1: Rewrite the sentences and use the correct FANBOYS.

I wanted to play outside _______________________________________ it was raining.

Gemma was feeling really tired _____________________ she went to bed.

Sergio didn’t know whether he should tidy his bedroom _____________________________ whether he should do his homework first.

I like to watch gymnastics _____________________ I cannot perform any of the moves.

Aaron fell over ________________________ he bumped his head.

I took my dog for a walk _______________________ we both got muddy.

Would you like to play with building bricks _______________________ would you prefer to play with your action figures?

Amina was feeling hungry ___________________ she ate a sandwich

I wanted to go to the beach ______________________ Dad said that we couldn’t today.

Charlie went to the shop ______________________ he bought some chocolate.

Challenge 2/3:

Read the three main clauses below.‎

Copy and complete the sentences by using a coordinating conjunction to add some ‎extra information. ‎

Use your imagination – your sentences can be as creative as you like!‎

For example:

I woke up at 3am this morning… because there was an elephant ‎breakdancing in my bedroom! ‎

  1. I couldn’t find my school jumper…

  2. The cat sat on the mat …‎

  3. Tom didn’t want an ice cream …

For these sentences use a subordinating conjunction to extend the sentences. ‎

For example:

Malik walked quickly… although it was a hot day. ‎

  1. Kristina ate a blue sweet …‎

  2. The dark barked loudly …‎

  3. I couldn’t fall asleep …‎

Top tip!

Some conjunctions you might like to use are: because, since, as, when, although, while, ‎after, until. ‎

Remember FANBOYS:For, And, Nor, But, Or, Yet, So

EXT- Create your own word search with hidden conjunctions.

Maths- LO: To solve problems involving money

White Rose Maths: Week 10 Lesson 2

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

RE- L.O: To identify behaviour inspired by beliefs.

There are many figures in our past and present whose behaviour has been inspired by their beliefs- including our own behaviour!

We have previously looked at Pope Francis and how he shows through his actions his Catholic beliefs. This half term we’re going to look at another person and how they acted through their faith.

 

We are going to look at the life and achievements of Nelson Mandela.

How Nelson Mandela forever changed South Africa - YouTubeHow Should Historians Consider Nelson Mandela? – Imperial & Global ...

 

Today I want you to explore the life of Nelson Mandela, use the websites below to find more information about him. Create your own presentation explaining about his life. You can do this however you want.

You might want to create:

I don’t mind! Just make sure you understand…

WHO was Mandela?

WHAT did he do?

WHY was he so special?

WHERE did his influence go?

MANDELA WEBPAGE 1

MANDELA WEBPAGE 2

MANDELA WEBPAGE 3


Friday 3rd July 2020

English- L.O: To revise areas of the Year 4 SPAG curriculum.

This is an online lesson! You can complete it HERE 

If you want to record in your books of course you can.

EXT- Create a poster showing how to include and area of grammar or punctuation in writing.

You can use bright colours, illustrations and examples for your posters! Remember they are to help someone use your chosen punctuation or grammar in their own writing.

You might want to choose:

Speech marks, exclamation marks, question marks, commas

or

adjectives, similes, metaphors, personification, fronted adverbials

Maths- Fun Friday Maths- Activity

Solve the Activity

Then create some of your own using the same pattern. Challenge someone in your home to solve them.

Creative Learning- L.O: To create my own family crest or coat of arms.

A coat of arms is a unique design painted on a shield. These designs may be inherited, meaning that they pass from a father to his children. … Each symbol on the coat of arms will represent something that has an important meaning to that person, country or company. 

These coat of arms or crests would have been used on flags, Armour and shields during medieval battles. There are some examples below. 

 

What's my coat of arms and how do I get one? Here's how you can ...Coat of arms of france Royalty Free Vector ImageWhy is a "coat of arms" called so? - English Language Learners ...

 

What would you include on your coat of arms? What symbols would you use to represent your family and why? Would you have any words? Would you have any animals on your crest? 

Think about this before you start to design your own. You can use this Template or create your own! Make sure they stand out and are full of colour! Remember it should be unique to your family. 

 

 

Thursday 2nd July 2020

Spellings- Use this website to practice your spellings. You use the same log in as Mathletics. Start with the yellow hexagon at the top then move clockwise.

If you do not have your Mathletics log in or any of your log ins email me at: 4b@blesseddominic.barnet.sch.uk

English- L.O: To recognise how to use bullet points in my writing.

Please complete all activities found HERE

EXT-

You have planned a holiday for you and a friend. Write a letter to them explaining what they will need to bring!

Think about where you are going…. Maybe the beach, a city, a lake, woodlands, caving, waterfalls…

You can go anywhere, think of it as your dream holiday!

Follow the plan below to write your letter.

To_____________________,

As I write this letter I am so excited because WE ARE GOING ON HOLIDAY!

P1- Intro, Ask how they are, explain how you’ve missed them during lockdown.

P2- Where you are going and what you will need (This is where to use the bullet points)

P3- Any special activities you have planned.

Sign off

 

Maths- LO: To demonstrate knowledge of operations by solving two-step problems.

White Rose Maths: Week 10 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

 

Music- Find your year 4 music lessons HERE.

 

Science- LO: To understand the digestive system and the part the teeth play

Watch these VIDEOS to refresh your memory then follow the instructions in the POWERPOINT to complete your task.

 

 

 

 

Wednesday 1st July 2020

Spellings- Use this website to practice your spellings. You use the same log in as Mathletics. Start with the yellow hexagon at the top then move clockwise.

If you do not have your Mathletics log in or any of your log ins email me at: 4b@blesseddominic.barnet.sch.uk

 

English- L.O: To compose a letter using paragraphs and questions.

Paragraphs are used to structure a text and are very important to make sure your ideas are ordered and separated. To show a paragraph we need to make sure we leave a line between them. It is also important to try to open them with an adverbial phrase!

Questions can be used in two ways. We can use rhetorical questions to make the reader think, or we can use questions for somebody to answer/ reply to. A question will usually start with ‘How, What, Why, Where, Who, Are’ and always needs to end with a question mark ‘?’.

The first letter you are going to write is going to be addressed to me!

You need to tell me about your time at home, following the guide given below. It is also important to think of some questions you could ask me.

Think of 5 questions you could ask now and write them in your books. Try to include at least three of these in your letter.

Please find the letter plan HERE

In your letter, each paragraph should talk about something different.

For example:

Remember try to use different openers for your paragraphs and ask questions!

Use the videos found HERE for any help needed.

RE- WEDNESDAY WORD

Please find the Wednesday Word HERE

Answer the questions below using full sentences.

  1. What is the Wednesday Word?
  2. What did Jesus say he would give?
  3. Which words stood out for you in the Sunday Gospel and why?
  4. Can you find what the word ‘companion’ means? Use it in your own sentence.
  5. When you think of the word ‘companion’ what places do you think about? Who do you think about? Why?
  6. What qualities do you want to have in your companions?
  7. How can Jesus help us through companionship?

Create an acrostic prayer/ poem for the word companion. Decorate when finished 🙂

Maths- LO: To round money to the nearest pence.

White Rose Maths: Week 9 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Spanish

Access your Spanish work HERE.

Tuesday 30th June 2020

Spellings- Use this website to practice your spellings. You use the same log in as Mathletics. Start with the yellow hexagon at the top then move clockwise.

If you do not have your Mathletics log in or any of your log ins email me at: 4b@blesseddominic.barnet.sch.uk

Maths- LO: To display knowledge of pounds and pence to problem solve

White Rose Maths: Week 9 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Spanish

Access your Spanish work HERE.

English- L.O: To recognise and use a range of suffixes.

We have looked a lot at suffix spellings recently. Please find this lesson and all activities HERE

Answers to yesterday…

How would do you think Damian Drooth would describe himself? Damian Drooth would describe himself as an expert solver of mysteries. 

What did Damian do to upset Lavender? Explain fully and use the text to support your answer. Anything similar to the following…

He said her Grandad was telling lies but he really
didn’t have any hair.
He said her Grandad wore a wig because he was a
criminal but it wasn’t true.
He said her Grandad probably had lots of hair but
really he had a wig because he didn’t have any.

Why was Mrs Popperwell crying? Any of the following.

Mrs Popperwell’s dog had gone missing.
Mrs Popperwell couldn’t find/had lost her dog/Blossom.
 Mrs Popperwell was worried about her dog/Blossom.

Why was Mrs Popperwell so keen to find Damian? Any of the following.

So he could help her find Blossom/her dog.
She had heard he was a brilliant detective/could solve crimes.
She heard he was better than the police.

What does Damian say that shows he doesn’t trust Mrs Popperwell? Damian says ‘It was probably false’ and ‘I have to be on my guard’.

Why do you think Damian chose to reveal his face to Mrs Popperwell at the end? Damian chose to reveal his face at the end because Mrs Popperwell said good things about him. 

In what ways is Damian Drooth a brilliant detective? Give as much detail as possible and use the text for evidence. Any of the following. 

He solved a crime last week./He solved a crime at his school.
People come from miles around to ask for his help./
Mrs Popperwell asked for his help.
People say he is better than the police.
He knows about criminal disguises.

Creative Learning- L.O: To investigate the battle tactics used during the Battle of Hastings.

There are two clips below that will be needed for this lesson. The first is fairly long however has lots if interesting reenactments! Using the two videos you need to create your own aerial view of the battle.

You can use the second video to get a sense of the shape that was used by both armies, as well as the different tactics.

You should look to draw arrows and explain where different types of troops attacked from.

You might want to create a key showing the different types of warriors and troops. Once you have drawn your tactics diagram, it is important that you explain what happened! This is explained very clearly in both videos. You may want to use the second video to do this and pause to add the notes to your diagram.

 

Battle Stack: The Battle Of Agincourt tactics - YouTube

EXT-  What interesting facts did you learn from the first video? (10mins on is best) Give a detailed paragraph discussing this. There are a lot of questions asked in the video such as: Were women on the battlefield? What were the main differences between the armies? What did they eat?

 

 

Monday 29th June 2020

Spellings- Use this website to practice your spellings. You use the same log in as Mathletics. Start with the yellow hexagon at the top then move clockwise.

If you do not have your Mathletics log in or any of your log ins email me at: 4b@blesseddominic.barnet.sch.uk

English- L.O: To read and interpret a text.

Please take your time to read through the text below. You will then find the questions underneath, complete these in your books! Answers will be up tomorrow.

I expect you know my name. Damian Drooth Supersleuth and Ace Detective. People come from miles around to ask for my help. But let
me tell you about a crime I solved only last week. It wasn’t easy. It took all my brain power and cunning to crack this one. It was Saturday morning and my friends and I were in the shed. I was explaining how to spot criminal disguises such as wigs and dark glasses. “My gwandad’s got a wig,” said Lavender. “Coth he hathn’t got any hair.” “Your grandad could be telling porky pies,” I said. “He’s probably got loads of hair. I bet he’s really a criminal who doesn’t want to be spotted by the police. That’s why he wears a wig.” Lavender started crying. I wasn’t surprised. It’s hard to learn the truth, especially when you’re only six. I carried on in spite of the noise. But before I got to the really interesting bit about wearing hats and old clothes, there was a knock on the shed door. Everyone – even Lavender – went quiet and I went to see who it was. When I opened the door, I found an old lady standing there. She was small with white curly hair. “Excuse me,” she said. “Are you Damian Drooth?” “Who’s asking?” I said, not wanting to give anything away. “I’m Mrs Popperwell,” she said. I was suspicious. I’d never heard that name before … Popperwell … It was probably false – and her hair looked like a wig to me. I would have to be on my guard. “Why are you looking for Damian Drooth?” I asked. She took a tissue from her handbag. “Because Blossom has gone missing,” she said, wiping away tears (which might have been false). “Missing?” I said. “For two hours.”
“That’s not so long.” “My Blossom never goes out,” she sobbed. “Not without me.” “That’s strange,” I said. “Most girls like to play with their friends.”
“She’s not a girl. She’s a dog and I’m ever so worried.” “So why didn’t you go to the police?” “Because I’ve heard that Damian Drooth is a brilliant detective,” she said. “Only last week I was told that he’d solved a crime at his own school. They say he’s better than the police. Much better!” This was clearly somebody who appreciated me. I took off my baseball cap and my shades to reveal my face. “I am Damian Drooth,” I said. Her eyes opened wide in surprise. I could tell she was dead impressed.

 

  1. How would do you think Damian Drooth would describe himself?
  2. What did Damian do to upset Lavender? Explain fully and use the text to support your answer.
  3. Why was Mrs Popperwell crying?
  4. Why was Mrs Popperwell so keen to find Damian?
  5. What does Damian say that shows he doesn’t trust Mrs Popperwell?
  6. Why do you think Damian chose to reveal his face to Mrs Popperwell at the end?
  7. In what ways is Damian Drooth a brilliant detective? Give as much detail as possible and use the text for evidence.

Maths- LO: To order amounts of money

White Rose Maths: Week 9 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

RE- L.O: To identify behaviour inspired by beliefs.

There are many figures in our past and present whose behaviour has been inspired by their beliefs- including our own behaviour! Last half term you looked at Pope Francis and how he shows through his actions his Catholic beliefs.

This half term we’re going to look at another person and how they acted through their faith.

Before we look at another famous person, have a think about the ‘non-famous people’- us!! Our actions create or destroy the Kingdom of Heaven and it is our responsibility to make sure we are spreading the Kingdom to all.

 

Your task:

Think about someone at home or your community who makes you feel like the Kingdom of Heaven is here.

What action did/do they do?
What did their action cause as a consequence e.g. did they manage to cheer you up? Did their
litter picking make the environment nicer for everyone? (Was their action successful?)
If you can- How does this action link to their faith?
Write about that person and try to link their actions to Christian beliefs if you can. Draw a picture to illustrate your thinking.

 

Example:
Recently I’ve felt that the Kingdom of Heaven is here since all my neighbours took part in the ‘Clap for Carers’ on Thursday nights. For the ten weeks that this ran, we all stood in our doorways and made a racket to show our appreciation for the hard work that the NHS staff and key workers do. Although the clapping has now stopped, this event helped me get to know my neighbours a bit more and I realised that these people weren’t such strangers anymore. I had always known their names and said hi if I bumped into them but we’d never stood and chatted at our doors regularly before or joined together for the same good cause. There are lots of different religions on my street and this act showed our unity and willingness to act for good. Jesus said in the Parable of the Sower that the message of love would fall on all sorts of ears and only those who were willing to listen would turn the words into action and create a loving Kingdom of God in Matthew 13: 1-9. My neighbours all heard the message calling for unity in a common goal of appreciating others and acted upon that call. I’m really pleased to live on my street with such lovely people.

 

Friday 26th June 2020

Maths- Fun Friday Maths- Activity

Solve the Activity

Then create some of your own using the same pattern. Challenge someone in your home to solve them.

English- L.O- To use similes and metaphors in my writing.

Today you are going to write your final diary entry for the events of your desert island disaster! It is completely up to you how to end this.

Maybe you were rescued and survived to tell the tale? How could you have been found?

Perhaps you wrote your diary and put it in a bottle before throwing out to see because you had lost hope? What happened to make you lose all hope?

You should continue to use emotive language as you did yesterday… Remember their is a word bank below.

The skill to revise today is using similes and metaphors.

Remember a simile compares something using ‘like’ or ‘as’

For example

The ocean crashed against the rocks like a thousand bullets.

A metaphor describes something that is something

For example

The ocean had waves of bullets smashing against the rocks.

Again if you are not confident enough to write a full entry, please write at least 10 sentences that continue your journey.

Dear Diary,

I can’t quite believe I made it out of the storm last night, but ……………………………………………………….

RE- L.O: To reflect upon what I am grateful for.

Below you will find some pieces of art showing the wonderful Summer weather. These paintings are designed to make us feel warm and at peace with what is around us. Today I would like you to create your own piece of art, you can copy one of the designs below or create your own! You might even want to find a scenic spot nearby to you and go and sketch it.

Once you have finished, you need to neatly write some gratitude sentences over your art. For example you might write ‘I am grateful for the nature created around us’

or

‘I am grateful for family days in the park’

There are some gratitude prompts below to help you.

 

Free Gratitude Poster for Social Emotional Learning | Social ...

Summer day Paintings by Olha Darchuk - Artist.comSummer Day Painting by Sri Raopeaceful paintings | Peaceful Beach Painting | craftttttttttt ...

 

Thursday 25th June 2020

Spellings- Use this website to practice your spellings. You use the same log in as Mathletics. Please work from the top left of the activities and make your way along!

If you do not have your Mathletics log in or any of your log ins email me at: 4b@blesseddominic.barnet.sch.uk

Maths- LO: To understand pounds and pence.

White Rose Maths: Week 9 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Science- LO: To understand that accurate knowledge of the features of living things is vital to classification

Refresh your memory HERE

Test your knowledge HERE

Art and insects come together in this VIDEO

Try your own insect art using this PowerPoint as a guide.

English- L.O: To compose a diary entry using emotive language.

Take a look at the emotive language examples here——> t3-e-1134-emotive-language-ikea-tolsby-frame_ver_1.

You should try to use at least 5 of these words in your diary entry today. If you are struggling to write a whole entry, please write 10 sentences using the words on the list.

Take a look at the picture below… Your worst nightmare has come true! After surviving a night on the island and finding some food, another storm has struck. Think about the emotive vocabulary from the list that you could use to describe how your feeling.

Stormy Weather! | inspiredbylifeforever

In your diary entry you need to show how hopeless your situation is. What is the wind like? How has the sea changed? What can you hear? How are your family handling it? Have you been able to find shelter? What injuries were caused?

You should also include questions such as….. ‘As I am writing this I am not sure I will survive the night, I pray my last words are found by someone… When will the storm end?’

Write your own entry continuing on from yesterdays.

 

 

Wednesday 24th June 2020

Maths- LO: To round decimals to the nearest tenth

White Rose Maths: Week 8 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

English- L.O: To write descriptively using the 1st person.

For the rest of this week, we are going to write some diary entries inspired by pictures. The first picture can be seen below.

resource image

You have been exploring islands with your family on a sailing boat when a storm hit! You managed to survive and make it to a desert island, but the boat was destroyed and you have no way of letting anyone know where you are.

You have been stranded for two days!

Can you write the first entry for your diary? You need to explain approximately how long it has been and how you became stranded. How are you feeling? What are you going to do with your day? Is it going to be a challenge why?

 

Maybe you are going to look for food…

Maybe you need to make a fire…

Maybe you need to find water…

Maybe you are going to create a sign for planes flying overhead to see…

Maybe you are going to make a raft…

 

You are only writing the first part of you diary entry today, you can look at my example down below. Once you have written yours can you read back over and investigate the suffixes you have used? Underline them all neatly. If you are struggling you can magpie some ideas from mine but do not just copy!

 

Dear Diary,

It is another day and we still haven’t been rescued. The trees stretch up far from the sandy shoreline, covering almost all of the small island so we have been able to make a temporary shelter. Yesterday I sat and stared at the ocean for what felt like an eternity, the beautiful scenery is starting to feel like my tomb! I thought this holiday was meant to be a trip of paradise, but it has turned into a nightmare. Michael (My brother) is starting to get irritable too, I mean I can understand why but we are all in the same boat! (Well not anymore) It wasn’t anyone’s fault a storm hit when we were sailing to the next island. If anything we can be glad we made it out alive. Today I decided I needed to help dad find some food to eat, as well as fresh water. I set out with him in the morning and we cautiously made our way through the trees until we found coconuts. My mouth watered at even the thought of a sweet liquid touching my lips. Luckily, they were not too high up and we were able to get them down by throwing rocks at them! I was so proud to see my mum and brothers faces when we returned, it was like we were bringing Christmas dinner home! Still… We are going to need more than coconuts to survive and at the moment the weather is being kind to us. What’s going to happen if another storm hits like before? I just pray we will be discovered soon. Tomorrow I think I am going to make an SOS sign in the sand, I’ll need a lot of rocks… Anyway, my mum wants help with the campfire. I’ll write an update tomorrow.

Over and out.

 

RE- Wednesday Word

Please access the Wednesday Word HERE

Answer the questions below in full sentences.

  1. What is the Wednesday Word?
  2. What was Simon Peter’s reply to Jesus?
  3. Read the Gospel, what words stand out for you and why?
  4. What do you think the word ‘faith’ means?
  5. Can you explain when you show faith in something?
  6. What does putting faith in Jesus help us to do?

EXT-

Can you look for stories from the Bible that show others showing faith in God?

 

Creative Learning- L.O: To understand why there was a struggle to be king.

 

The Story of the Norman Conquest
Part One – Who Should Be King?

In 1066 History in England was changed forever. In fact people saw a bright light in the sky that year and they thought it was a sign that something bad was about to happen. The star was actually Haley’s Comet, which we can see every 75 years. Some years before 1066, in 1016 a Danish King called Cnut had taken control over England and added it to his lands in Norway and Denmark. He was also a Viking. His son Harold I became the King in 1035. However his half brother Hardicnut was meant to be the next King but Harold took control of the country when Hardicnut was in Denmark. By 1042 Edward the Confessor had became King of England. Edward had spent much of his childhood in Normandy – which is a part of France. It is rumoured that during his time there he promised William Duke of Normandy to be the next King of England on Edward’s death. During his reign Edward devoted much of his time to religion and left much of the day to day work of a King to Godwin Earl of Wessex. Godwin actually helped Edward become King and even married Godwin’s daughter Edith. Godwin also had a son called Harold Godwinson – who became Edwards chief minister. Harold Godwinson is Edward’s Brother in law. By this time Harold Hardrada had become King of Denmark. Hardrada was keeping a close eye on events in England because he felt that the King of Denmark should be ruler of England because years ago King Cnut’s son Hardicnut (who was also King of Denmark) should have become King and not Harold I. In fact he believed Edward was not the rightful King at all. Unfortunately 1066 saw the death of Edward the Confessor. The problem now was who should be the next King of England? This was the political crisis. Edward and Edith had no children and the closest relative was a boy ncalled Edgar and so at the time Great Leaders step forward to try to make a claim for the title of King of England. The wise men of England were called Witan wanted Harold Godwinson to become king of England.

 

Use the vocabulary below to fill out the gaps in the text below. Copy out and add the correct vocab!

 

Harold Godwinson                          William Edward                                  Norway                              Harald Hardrada                     1066           Normandy agree
Viking                                                Hardicnut                                                 1042                                      Godwin                         religious beliefs                      Witan                                                            Edgar                                              Crown                                          Hardicnut                                         Wessex                        Harold I

Cnut was a V_______________ ruler in Denmark and Norway. His son ________________never became king of England. If he had been King by 1066 ___________________would have been King and not E________________ . However by _________________ Edward the Confessor had become King of England. He was known for his strong _________________________ __________________.

During this time the Earl________________ of carried out the daily work of ruling England for Edward.

On Edwards death the wise men of England, the___________________ wanted __________________ to become the next King of England. There was one young relative of Edward, a boy called __________________ who the Witan felt was too young to be King. Two other men felt that they should be King of England. The names of these men were ______________________ Duke of and ______________who was King of ______________.

William argued that he had been promised the _____________________ by Edward and Harold Godwinson was supposed to have helped him. Harold Hardrada said that England should have been part of Norway and that the Crown of England had been taken away years ago from _____________________.

They could not______________________ who should be King and so they would have to fight for the Crown.

 

Tuesday 23rd June 2020

PE- Online lesson HERE

English- L.O: To recognise and use the suffix ‘-ation’

A suffix is a sound that goes at the end of a word to change the meaning.

Can you find and write the definition to the following words?

inform, locate, operate, tempt, invent, act, motivate, confront, create

When adding the suffix ‘-ation’ to a verb. If the verb ends in an ‘e’ we drop the ‘e’ before adding the ‘-ation’

For example: Create becomes Creation (See how the ‘e’ is removed!)

If the word ends in a consonant (Not a, e, i, o, u) we just add the ‘tion’

For example: Invent becomes Invention 

Can you now write the following words and convert them to use the suffix -ation?

sense =

cooperate =

educate =

donate =

frustrate =

react =

inform =

Can you now use these suffix words in your own sentences?  (You should write all 7)

Finally can you fix the following jumbled words? You need to also find the definition for the word!

Remember you already have an idea of what the end of the word would look like.

N, T, O, I, T, A, S  (Clue- Wait for transport)

 

P, U, P, O, L, T, A, O, N, I (Clue- People in a location)

 

C, E, D, R, O, A, T, I, O, N  (Clue- Making something look nice)

 

Maths- LO: To understand how to order decimals

White Rose Maths: Week 8 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Spanish

Access your Spanish work HERE.

Monday 22nd June 2020

PE- Online lesson HERE

Maths- LO: To compare two decimals

White Rose Maths: Week 8 Lesson 2

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: 22nd June

English- L.O: To read and understand a text.

Please find all materials and content for this lesson HERE

RE- L.O: To recognise and understand a range of scripture.

We now understand that parables are important tools used by Jesus to communicate with his listeners. Today we’re going to compare two parables: The Sower, and the Mustard Seed, to see how the messages that Jesus shared were similar and different.

The Parable of the Sower, Matthew 13:3-9
A farmer went out to sow his seed. 4 As he was scattering the seed, some fell along the path, and the birds came and ate it up.

5 Some fell on rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow. 6 But when the sun came up, the plants were scorched, and they withered because they had no root.

7 Other seed fell among thorns, which grew up and choked the plants.

8 Still other seed fell on good soil, where it produced a crop—a hundred, sixty or thirty times what was sown. 9 Whoever has ears, let them hear.”

 

The Parable of the Mustard Seed, Matthew 13:31-32
31 He told them another parable: “The kingdom of heaven is like a mustard seed, which a man took and planted in his field. 32 Though it is the smallest of all seeds, yet when it grows, it is the largest of garden plants and becomes a tree, so that the birds come and perch in its branches.”

 

Challenge 1: Compare the two parables. Find four differences and two similarities between the stories. Draw a line down the middle of your books and list the points on each side.

Challenge 2: Compare the two parables. Find six differences and three similarities between the stories. Draw a line down the middle of your books and list the points on each side.

Challenge 3: Compare the two parables or pick your own parables to compare. Find six differences and five similarities between the stories. Draw a line down the middle of your books and list the points on each side.


Friday 19th June 2020

PE- Online lesson HERE

English- L.O: To compose my own pieces of poetry.

In your books write ‘In Mr Magoo’s Amazing Zoo you will find…’

Beneath this, draw a line down the middle of the page and think of some animals that might be found in a zoo.

Write down your ideas in the right hand column. Think of at least 5 but try to think of more and make them unique!

Now think of an adjective for each animal.  Write these in the left column, can you improve any?

You should now have something like this:

silly monkey
lazy lion
tall giraffe
eight-legged octopus
slithery snake
ferocious rhinoceros

Remember you might want to try and use alliteration!

You know have the first draft of your poem, see below.

In Mr Magoo’s Amazing Zoo you will find…
A silly monkey
A lazy lion
A tall giraffe
An eight-legged octopus
A slithery snake
And a ferocious rhinoceros

NEXT-

Can you add a simile or piece of personification to each line? Include an action or onomatopoeia ! Add this and see how your poem changes. Remember to decorate afterwards.

Reading Comprehension found HERE

Please complete the activities attached.

Creative Learning- L.O: To investigate the Bayeux Tapestry.

Watch the video found HERE

Emmanuel Macron agrees to loan Bayeux tapestry to Britain | World ...

 

Today you will have a go at creating your own version of the Bayeux Tapestry. You should set up your page to look like a story board as below.

Use the Bayeux Tapestry Event Order to help you.

What is a Storyboard? | Storyboard Template | Storyboard Maker

If you want to tackle some more detailed drawings take a look at the tutorials HERE

Norman Soldier HERE

Maths- Fun Friday Maths- 19th June

Solve the ‘Summer Math Puzzles’

Then create some of your own. Challenge someone in your home to solve them.

Thursday 18th June 2020

PE- Online lesson HERE

Maths- LO: To understand decimals and how to write them

White Rose Maths: Week 8 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Science: LO: To understand the advantages and disadvantages of renewable energy

Lesson

Activity

English- L.O: To recognise different forms of rhyme.

First of all, all activities and info for this lesson can be found HERE

These need to be completed in full.

Then create your own rhyming tree! This should take up a whole page and will need you to sketch a tree design that could look like below.

FREE! - Tree Template - KS1 Nature Drawing ResourcesThe Product Tree Game: Get Your Priorities Straight With The Whole ...

The root or trunk of the tree should have one of the root words that can be found here–> rhyming_tree_root_words

Each branch of your tree should then contain as many rhyming words for the root as possible!

OR

You could draw a rhyming tree with different root words coming off each branch. Then add leaves around each branch showing the different possible rhymes.

 

Wednesday 17th June 2020

PE- Online lesson HERE

English- L.O: To recognise onomatopoeia in writing.

Please find and access all the activities for this lesson HERE 

EXT- Create your own acrostic poems for different pieces of onomatopoeia. You can do as many as you like and feel free to decorate.

For example-

The Loud Monster

B ashing and crashing down the stairs.

A gainst the walls and through the door.

N ot stopping until the rage has gone.

G irls and boys had better run!

RE- Wednesday Word

Please find the Wednesday Word Here

Answer the questions using full sentences below.

  1. What is the Wednesday Word?
  2. Why do you think the Disciples needed courage?
  3. What did Jesus want to teach them?
  4. What does the word courage mean to you?
  5. Why is it important to put our faith in Jesus?
  6. How can we show more courage?

Maths- LO: To divide whole numbers by 100

White Rose Maths: Week 7 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

PSHE: About belonging

Watch this video of a book being read HERE.

Activity

Tuesday 16th June 2020

PE- Online lesson HERE

English- L.O: To explore the language used in a poem.

Please take your time to read the poem below.  You need to write the definitions of the following words…

sight, surging, streaming, dim, refreshes, memories, gritty, content (as in feeling)

Please can you then answer the questions below in your books. Full sentences! (Ch 1 Q1-5, Ch2/ Ch 3 Q1-10)

The Magic of the Brain

Such a sight I saw:
An eight-sided kite surging up into a cloud
Its eight tails streaming out as if they were one.
It lifted my heart as starlight lifts the head
Such a sight I saw.

And such a sound I heard.
One bird through dim winter light as the day was closing
Poured out a song suddenly from an empty tree.
It cleared my head as water refreshes the skin
Such a sound I heard.

Such a smell I smelled:
A mixture of roses and coffee, of green leaf and warmth.
It took me to gardens and summer and cities abroad,
Memories of meetings as if my past friends were here
Such a smell I smelled.

Such a soft fur I felt.
It wrapped me around, soothing my winter-cracked skin,
Not gritty or stringy or sweaty but silkily warm
As my animal slept on my lap, and we both breathed content
Such soft fur I felt.

Such food I tasted:
Smooth-on-tongue-soup, and juicy crackling of meat,
Greens like fresh fields, sweet-on-your-palate peas,
Jellies and puddings and fragrance of fruit they are made from
Such good food I tasted.Can

Such a world comes in:
Far world of the sky to breathe in through your nose
Near world you feel underfoot as you walk on the land.
Through your eyes and your ears and your mouth and your brilliant brain
Such a world comes in.

By Jenny Joseph

  1. Look at the opening line of each stanza (verse). What senses are being spoken about?
  2. What does the word surging mean?
  3. What does the author mean when she says ‘the day was closing’?
  4. Do you think this is a happy poem? Why?
  5. What verb does the author use instead of ‘sing a song? (Line 8)
  6. Can you find and copy a simile from the poem?
  7. Why did the author write that ‘starlight lifts the head’? How does the word starlight make you feel?
  8. What does each verse have in common?
  9. Can you find and copy any alliteration?
  10. What could the author be talking about when she says ‘As my animal slept on my lap, and we both breathed content. Such soft fur I felt.’?

EXT- Can you write your own stanza (verse) Talking about one of your senses?

Maths- LO: To understand hundredths

White Rose Maths: Week 7 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Spanish

Access your Spanish work HERE.

Monday 15th June 2020

PE- Online lesson HERE

Maths- LO: To understand tenths by dividing by 10

White Rose Maths: Week 7 Lesson 2

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

English- L.O: To explore different forms of poetry.

Please find this lesson and all activities needed HERE

RE- L.O: To explore a Parable teaching about the Kingdom of Heaven.

Please read the parable found below.

Matthew 13:44-46

The Parables of the Hidden Treasure and the Pearl

44 “The kingdom of heaven is like treasure hidden in a field. When a man found it, he hid it again, and then in his joy went and sold all he had and bought that field.

45 “Again, the kingdom of heaven is like a merchant looking for fine pearls. 46 When he found one of great value, he went away and sold everything he had and bought it.

Find a video clip about this parable HERE

Please find discussion questions about this parable below.

Challenge 1- Complete 3 bullet points from ‘Treasure in a field’

Challenge 2- Complete all bullet points for ‘Treasure in a field’ and the first two for ‘Merchant Seeking Pearls’

Challenge 3- Complete all sections.

Please make sure each answer for the bullet points is detailed!

 

Discussion Questions — Parables of the Treasure and Pearl (Matt 13: 44-46)

Treasure Hid in a Field
• Explain this parable about the kingdom of heaven.
• What does the hidden treasure represent?
• Would it be honest to find something in a field and then go buy the land? Why or
why not?
• Have you ever found any treasure?
• What do you treasure in your life right now?

Merchant Seeking Goodly Pearls
• Explain this parable about the kingdom of heaven.
• What would be a pearl for which it was worth selling all you had?
• What is Jesus asking us to do?
• What should we be cherishing?
• Are we willing to give up everything for the kingdom of heaven?
• Does giving up everything mean that we stop having a good life, fun, or nice things?

 

 

Friday 12th June 2020

PE- Online lesson HERE

English- L.O: To compose a story using dialogue between two characters.

Think about the previous activities completed for this week. You will need them to help you throughout this writing. I want you to rewrite your own version of the text looked at on Monday. I have written a plan for you to follow and there is a short example of the type of text expected below. Don’t feel pressure to follow the plan, just make sure you are using speech correctly alongside your story.

 

Prince Caspian has arrived on a mysterious island. He is making his way through the island on horseback until he had an accident, luckily he was rescued by a strange group of badgers but as you know they were unsure what to make of him….. Can you now create your own version of the story?

 

Maine Bar Harbor Otter Cliffs Mt Desert Island Acadia National ...4 Real-Life Hidden Treasures You Could Still Find (With images ...Badger warrior by Kerneinheit on DeviantArtDrawing :Chronicles of Narnia-Prince Caspian - YouTubeKnight on Horseback Illustration" Greeting Card by THEBLOOP ...

 

Paragraph 1- Set the scene. Prince Caspian has arrived on the island. What does it look like? Why is he there?

Paragraph 2- Prince Caspian starts to make his way through the island, what is he looking for? How does he have an accident?

Paragraph 3- The badgers find Caspian. What is said? How do they take him back to their home?

Paragraph 4- Caspian wakes up. Show the conversation between him and the badgers.

 

The waves were crashing against the rocks on the beach as Prince Caspian rode his loyal horse along the shore. He had arrived at the island in search of the hidden treasure. In his pocket was the old, tattered map that he had carried around with him in search of the treasures he had heard so much about. As Caspian approached the end of the beach, he realised just how difficult it would be to explore this island. Huge trees loomed over him and his horse, with great vine leaves entangling their way down to block the path.

“Looks like we have a bit of work on our hands,” Caspian said to his horse as he withdrew his sword. Quickly, Caspian began to slash at the overgrown branches in order to make some kind of a path to follow, after a few hours they eventually came to a clearing…. In front of Caspian was a great unforgiving cliff face, with jagged rocks just waiting to scratch at the Prince’s skin. As Caspian glanced down at his map, he realised the treasure was going to be found at the top of the cliff. With every ounce of his strength the Prince began to climb the cliff, using each jagged piece of rock as a stepping stone. His horse was left to watch on alone from below, Caspian felt his fingers become numb and the sweat pour from his head as the sun bore down on him. The Prince realised that this task was too great, he should have found another way but it was too late now… “Just a bit further, come on Caspian, you’re made of stronger stuff than this!” He said to himself as he reached upwards again, agonisingly close to the top until CRASH! Caspian fell like a stone being dropped. It happened before he could stop it, the rocks tore at his skin as he slipped down the cliff face before landing in a heap below.

It was hours until Caspian was found, his horse had almost lost its voice from its cries. The lifeless body of the Prince was surrounded by the rocks that had cut at him, his usual perfect wavy hair was tangled and blood stained and his kind face was barely recognisable from the bruises. “Heavens, that’s whats been making the racket, will someone shut that horse up!” Growled a voice from the bushes. Another younger voice replied, “Wait what’s that! Over there in the rocks… Looks like it’s injured.” Caspian could hear the noise around him but wasn’t strong enough to open his eyes. His mouth was dry from lack of water, so he could not even call out.

Maths- Fun Friday Maths

White Rose Maths: Week 7 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

RE- L.O: To explore the Parable of the Mustard Seed.

You can find this Parable in a video HERE

You can read this Parable below

The Parables of the Mustard Seed and the Yeast

31 He told them another parable: “The kingdom of heaven is like a mustard seed, which a man took and planted in his field. 32 Though it is the smallest of all seeds, yet when it grows, it is the largest of garden plants and becomes a tree, so that the birds come and perch in its branches.”

Think about the questions below, if you want to write down your answers for these do, but it is meant for reflective time.

What does this teach us about the kingdom of heaven? Does a seed grow on its own? What do we have to do to make a seed grow? How can we compare this to our own lives or the kingdom of heaven?

Create your own artwork inspired by the story.

Think about the images shown in the video. Draw your own mustard tree and decorate, what words would surround the branches? What people close to you would you include on your tree?

 

Thursday 11th June 2020

PE- Online lesson HERE

Music

Click HERE to check out what Mrs Rumi has prepared for you!

English- L.O: To use inverted commas correctly for character dialogue.

Today is going to help us plan our longer writing tomorrow. We are going to focus on creating exciting sentences that us inverted commas for speech.

Think about the character descriptions you wrote yesterday, you will take sentences from here and combine them with your direct speech.

For example…

The young Prince Caspian said, ‘What am I doing here? Who are you!?”.

This is a very simple sentence. I have only used one adjective and a very simple reporting clause. You should look to use strong descriptive vocab combined with reporting clause and speech. Remember the inverted commas go around what is being said, not the reporting clause!

Try to write 5 sentences for Prince Caspian and 5 sentences for the different badgers (Make up their names). Remember to show the characters personality through their speech. Please try to combine the description and speech in the same sentences.

The stronger the sentences now, the easier you will find your long write tomorrow. You can also use the text from Monday for ideas.

Check out my examples below. If you are struggling, use mine for inspiration and replace vocabulary.

  1. The young Prince Caspian said, ‘What am I doing here? Who are you!?”.
  2. Prince Caspian felt the damp gravel beneath his hands and could see the cuts suffered from his fall. Surrounding him were voices….  ”What should we do with it?’ Another voice growled, ”We shoulda left it where we found it! It might be dangerous.”
  3.  Two of the badgers argued about what to do with Prince Caspian, until an enormous figure entered the room and boomed, “We are not savages! We are going to help this injured creature and you never know he may one day help us!”
  4. Slowly Prince Caspian got to his knees, he felt like he had been hit by a truck but found the strength to reply. Caspian groaned weakly, “I don’t care what happens to me, but please look after my horse”.
  5. Brawn and Chilt carefully helped Prince Caspian to where he would be staying. Their badger claws were sharp but they were very careful not to injure the Prince any further. As Caspian gripped onto their fur for support he gasped, “Thank you for you help, without you…I…I would be dead”.

Maths- LO: To understand tenths as a decimal

White Rose Maths: Week 7 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Creative Learning- L.O: To recognise the weaponry used during the Battle of Hastings.

Use the website found HERE  to read about each of the different pieces of equipment used.

You then need to create a poster/ leaflet/ report explaining about each weapon. You must use diagrams and label them if you can. Include a short paragraph in your own words about each piece.

Make sure you clearly explain what it is, as well as why it was effective when used.

The Battle-Axe

The Bow

The Spear

The Lance

The Shield

The Sword

The Knight

The Mace or Club

Science- Lo: To understand food chains in nature

Watch the videos and try the activities on the webpage.

Complete the table in the PDF. Food Chains

Wednesday 10th June 2020

PE- Online lesson HERE

Maths- LO: To solve problems using fractions of a quantity

White Rose Maths: Week 6 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

English- L.O: To create a character description.

Below you will see a picture of Prince Caspian. Can you write a detailed paragraph describing his appearance? Then create a list of reporting clauses that Prince Caspian might use.

Drawing :Chronicles of Narnia-Prince Caspian - YouTube

 

Below you will find a picture of one of the Badgers. Can you create your own character description? Focus on appearance. Then create a list of reporting clauses they might use. Are they different to Caspians?

Badger warrior by Kerneinheit on DeviantArt

English- ANSWERS: Yours might not be exactly the same but should have a similar meaning.

1.What do you think has happened to the character that woke up? What impression do you get of the characters that are speaking? Why? I think the character that has woken up could be a prisoner or hostage that has been injured. The characters speaking sound quite intimidating and nasty as they say ‘Kill it’ and ‘We can’t let it live, it will betray us’. I also think the way they say ‘it’ means they do not know what they have caught. 

2. What clues does this new character give about what may have happened? The new character says’ We can’t kill it now.  Not after we’ve taken it in and bandaged its head and all.  It would be murdering a guest.” This makes me think that they have either found a creature that was injured or they have accidentally injured it themselves before helping it, but are now scared of what might happen.

3. Who do you think Caspian is? What two things can you tell about him from this text? Explain why. I think that Caspian might have been travelling or exploring. I know he is weak because his voice was ‘feeble’ however he is also very kind because he is worried about how they will treat his horse. 

4. What impression do you now have of Caspian and the captors? Why is this? What are they trying to decide upon? This part of the text makes me think that Caspian’s captors are actually scared of him as they do not know who he is. I also think they are different to Caspian because it says there was a ‘growly voice’ and when Caspian felt an arm it ‘felt somehow wrong’. 

5. The author mainly uses ‘said’ for reporting clauses. Can you read back through the text and rewrite 5 sentences? You need to CHANGE the reporting clause! This could be anything you decided upon! Reporting clauses such as roared, whispered, bellowed, pleased or demanded could have been used. You could have used different ones!

6. Do you think the badgers are evil? Or has your mind changed now you have read the whole text? At the start of the text I thought the badgers may have been evil because it sounded like they had captured someone and wanted to kill him. Now I think they were actually trying to help, but were quite scared as they had never seen or met someone like Prince Caspian before. 

7. What could Caspian say next? Can you write up to 5 different possible replies? Use a different tone for each reply. For example you could show him as confused, scared, angry, amazed, intimidating. Again this can be your own style!

 

RE- Wednesday Word HERE

Please answer the following in your books. Please use full sentences.

  1. What is this weeks Wednesday Word? What does this word mean?
  2. Read the Gospel, what did Jesus say he was?
  3. What else in life can help to ‘nourish’ you? Why?
  4. Create an acrostic prayer/ poem for the word NOURISH
  5. Write your own short prayer thanking God for the nourishment He gives you.

 

Tuesday 9th June 2020

PE- Online lesson HERE

Apologies there was an issue with uploading some work yesterday, I have re-added this to Monday- Please complete the English activities as that will help with your writing this week.

Maths- LO: To calculate fractions of a quantity

White Rose Maths: Week 6 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

English- L.O: To recognise character traits through dialogue.

This week we are going to produce a piece of writing that has an emphasis on using inverted commas for speech. Today I need you to read the following passages and answer the questions related to them. Take your time as you need to think about what type of ‘person’ each character is by interpreting the speech.

Prince Caspian by C.S Lewis

When he came to himself, he was lying in a firelit place with bruised limbs, and a bad headache.  Low voices were speaking close at hand.

“And now, “ said one, “Before it wakes up, we must decide what to do with it.”

“Kill it,” said another, ”We can’t let it live.  It would betray us.”

“We ought to have killed it at once, or else let it alone.”  said a third voice. “We can’t kill it now.  Not after we’ve taken it in and bandaged its head and all.  It would be murdering a guest.”

“Gentlemen,” said Caspian, in a feeble voice. “Whatever you do to me, I hope you will be kind to my poor horse.”

“Your horse took flight long before we found you,” said the first voice – a curiously husky, earthy voice.

“Now, don’t let it talk you round with pretty words,” said the second voice, which was full of mistrust.  “I still say we should-”

“Horns and halibuts!” said the third voice, richer, mellower, but impatient. “of course we’re not going to kill it!  For shame, Nikabrik.  What shall we do, Truffehunter?”

“I say give it a drink.” said the growly voice.  A dark shape approached.  Caspian felt an arm slipped under his shoulders  –  if it was an arm – the shape felt somehow wrong.  A blaze from the fire sprang up, and Caspian almost screamed with shock as the sudden light revealed the face that was looking into his own.

It was a badger.

 

I have broken the whole text down into parts with questions beneath each section.

Examples of answers will follow tomorrow.

 

When he came to himself, he was lying in a firelit place with bruised limbs, and a bad headache.  Low voices were speaking close at hand.   “And now, “ said one, “Before it wakes up, we must decide what to do with it.”

Kill it,” said another, ”We can’t let it live.  It would betray us.”

  1. What do you think has happened to the character that woke up? What impression do you get of the characters that are speaking? Why?

“We ought to have killed it at once, or else let it alone.”  said a third voice. “We can’t kill it now.  Not after we’ve taken it in and bandaged its head and all.  It would be murdering a guest.”

2. What clues does this new character give about what may have happened?

“Gentlemen,” said Caspian, in a feeble voice. “Whatever you do to me, I hope you will be kind to my poor horse.”

3. Who do you think Caspian is? What two things can you tell about him from this text? Explain why.

“Your horse took flight long before we found you,” said the first voice – a curiously husky, earthy voice. “Now, don’t let it talk you round with pretty words,” said the second voice, which was full of mistrust.  “I still say we should-”

“Horns and halibuts!” said the third voice, richer, mellower, but impatient. “Of course we’re not going to kill it!  For shame, Nikabrik.  What shall we do, Truffehunter?”

 “I say give it a drink.” said the growly voice. A dark shape approached.  Caspian felt an arm slipped under his shoulders  –  if it was an arm – the shape felt somehow wrong.

4. What impression do you now have of Caspian and the captors? Why is this? What are they trying to decide upon?

A blaze from the fire sprang up, and Caspian almost screamed with shock as the sudden light revealed the face that was looking into his own.  

 It was a badger.

5. The author mainly uses ‘said’ for reporting clauses. Can you read back through the text and rewrite 5 sentences? You need to CHANGE the reporting clause!

6. Do you think the badgers are evil? Or has your mind changed now you have read the whole text?

A blaze from the fire sprang up, and Caspian almost screamed with shock as the sudden light revealed the face that was looking into his own.  

 It was a badger.

7. What could Caspian say next? Can you write up to 5 different possible replies? Use a different tone for each reply. For example you could show him as confused, scared, angry, amazed, intimidating.

 

R.E- L.O: To create a topic page and learn new key vocabulary.

Your new topic is called ‘The Kingdom of Heaven.’

Create a topic page in your book using these key words.

Kingdom, Heaven, Stories, Parables, Gospel of Matthew,
Nelson Mandela, faith, disciples, Scripture.

Below are some ideas to help you.

https://www.dropbox.com/scl/fi/55l1vuvjjur9iugcm5rzp/Kingdom-of-God-pics.docx?dl=0&rlkey=zcw65plo8906vvhivj2i3khpn

https://www.dropbox.com/scl/fi/5qai9evhzvbkwru2jet1h/kingdom-of-god.docx?dl=0&rlkey=q8t3zh600h1j2ztmumaonl1ki

If you are stuck for ideas you can use an acrostic poem and decorate.

Spanish

Access your Spanish work HERE.

Monday 8th June 2020

Creative Learning Answers

  1. Which king of England died in January 1066? King Edward
  2. Who was crowned the next king of England? Who was jealous about this? Harold Godwinson was next king, but William Duke of Normandy wanted the throne. 
  3. Where is Normandy? Who was William? Normandy is in France and William was a powerful Duke at the time.
  4. What did William think would help him become king? He thought this because he had the bigger more powerful army.
  5. Who tried to invade Britain first in September 1066? King Tostig first tried whilst William decided to watch and wait.
  6. How many ships did William travel with? Why do you think Harold’s army was weaker? William traveled with around 700 ships and Harold’s army was weakened from the battle days before.
  7. What was the difference between the two armies? William’s army of about 10,000 were experienced and well trained. They used swords, bows and arrows, and knights on horseback. On the other hand, Harold’s army of 8000 were largely peasants, plus the fierce and well trained housecarls.

English- L.O: To master the use of inverted commas.

Please find and access the activities HERE

Maths- LO: To subtract fractions including form whole amounts

White Rose Maths: Week 6 Lesson 2

Classroom Secrets: Interactive learning

Classroom Secrets 2: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity


Friday 5th June 2020

PE- Online lesson HERE

English- L.O: To recognise how apostrophes are used to show possession.

Yesterday we looked at how apostrophes can be used to combine two words together. For example do not = don’t

Today you are going to explore how apostrophes show possession (belonging). Take a look at the activities HERE and work your way through as many of them as you can.

Creative Learning- L.O: To recognise the events leading up to the Battle of Hastings.

To help with this lesson please use the PowerPoint found HERE

You might also want to watch the video that is found HERE

Do your best to answer these questions in your books. Use full sentences, you should use the ppt and video to help. If you are really stuck research with the internet! Answers uploaded on Mon!

  1. Which king of England died in January 1066? King Edward
  2. Who was crowned the next king of England? Who was jealous about this? Harold Godwinson was next king, but William Duke of Normandy wanted the throne. 
  3. Where is Normandy? Who was William? Normandy is in France and William was a powerful Duke at the time.
  4. What did William think would help him become king? He thought this because he had the bigger more powerful army.
  5. Who tried to invade Britain first in September 1066? King Tostig first tried whilst William decided to watch and wait.
  6. How many ships did William travel with? Why do you think Harold’s army was weaker? William traveled with around 700 ships and Harold’s army was weakened from the battle days before.
  7. What was the difference between the two armies? William’s army of about 10,000 were experienced and well trained. They used swords, bows and arrows, and knights on horseback. On the other hand, Harold’s army of 8000 were largely peasants, plus the fierce and well trained housecarls.

Maths- Fun Friday Maths!

Check out what to do HERE!

Music

Click HERE to check out what Mrs Rumi has prepared for you!

Spanish

Year 4 week 8

las mascotas

Thursday 4th June 2020

PE- Online lesson HERE

Answers for yesterdays English

  1. Give one way that the lives of the mice were sweet and easy. The lives of the mice were sweet and easy because they had plenty to eat. 
  2. Look at the phrase ‘But there was one cloud in their sky….’ What could this mean? (It is not talking about the weather!) This phrase means that although things were good for the mice they did have one problem. 
  3. Look at the sentence beginning ‘He was a huge fat ginger tom….’ Find and copy ONE phrase that shows one of the mice got caught. Almost every day, the mice lost one of their number to the swift paws and sharp teeth of the ginger cat.
  4. What idea did the mouse council come up with to stop the cat? Explain in detail. At the mice council they came up with a plan to give them a warning when the cat was approaching. They decided that a ribbon with a bell around the cats neck would work as the perfect alarm. 
  5. ‘And to this day, for all I know the big ginger cat is still catching mice…’  – Why do you think this is happening even though they figured out how to stop the cat? I think the cat is still out there catching mice today, because even though they knew what could be done to help, none of them were brave enough to take on the challenge. 
  6. ‘And it’s no good our feeling superior to the timid mice…’  Use the text to explain in your own words what the writer means here. I think the author means that humans cannot feel better than the mice because we are sometimes not brave enough to do something we know is needed. 
  7. Can you write the definitions for the following words? fable, council, swift, timid, volunteer Fable= A short story involving animals that has a moral. Council= A group that meet regularly to discuss issues. swift= Something that happens quickly. Timid= Lack of courage or shy. Volunteer= Someone that offers themselves to complete a task. 
  8. What lesson do you think can be learnt from this story? I think this story teaches me about the importance of sticking together in tough situations to find a solution. I also think it shows me that even if a solution is tough, I should be brave enough to try to give it a go to succeed. 

English- L.O: To revise the use of apostrophes for contractions.

Please access this lesson and all activities HERE. Complete in your work books.

Maths- LO: To add two or more fractions

White Rose Maths: Week 6 Lesson 1

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task:Activity

RE- L.O: To recognise the importance of racial equality and standing against racism.

As I am sure many of you have seen in the media the recent appalling murder of George Floyd by a police officer in America.

You can find out more about this incident HERE 

Please watch this video HERE that talks about Britain as a multi-cultural society and the importance of showing racism the red card.

Activity:

Create a poster to show the importance of standing up to racism. Try to include some of the information in the slides below. Include pictures, famous quotes, a quote from the Bible (with reference) and practical ways to stand up to racism. 

Wednesday Word

This weeks Wednesday Word can be found HERE

Please answer the following questions in your book using full sentences.

1- What is this weeks Word?

2- What words stood out to you in the Gospel and why?

3- What does the Trinity mean?

4- Why did God send Jesus to save the world?

5-  Draw your own picture representing the Holy Trinity. Have a look at the examples below to help you.

Christianity: What is the Trinity? - Primary Facts

Holy Trinity – Y11 Parents Evening

Trinity Sunday - PrayTellBlog

 

Wednesday 3rd June 2020

 

PE- Online lesson HERE

English- L.O: To show inference when investigating a text.

Please read the text below. Make sure you understand all vocabulary, if there are any words you are unfamiliar with use a dictionary or Google to help and write the definitions in your books.

Belling the Cat

‘Belling the Cat’ is a fable, a short story with a moral or lesson to be learned. This fable is thought to have been written by Aesop, a slave who lived in Ancient Greece.

There was once a colony of mice living in an old house. Their lives were sweet and easy, with plenty to eat. But there was one cloud in their sky: the cat. He was a huge fat ginger tom, but still very quick on his feet, and he liked nothing better than hunting mice. Almost every day, the mice lost one of their number to the swift paws and sharp teeth of the ginger cat. The mice called a council to see what they could do.

There was a lot of squeaking and muttering, but one mouse came up with an idea. “If we were to get a bell and tie it round the cat’s neck,” he said, “we would always be able to hear when he was approaching. Then we could escape his clutches.” All the mice agreed that this was a really excellent idea. Indeed, they went so far as to get a bell and a ribbon.

Now, all they needed was someone to volunteer for the job of tying it round the neck of old Ginger. But, funnily enough, not one mouse came forward, not even the one who had suggested the bell. And to this day, for all I know, the big ginger cat is still catching mice, even though they know how to stop him, for want of a mouse brave enough to put the bell round his neck. And it’s no good our feeling superior to the timid mice, for how often do we humans also know the right thing to do, but don’t do it because we are afraid? There is often not much to choose between us and those mice.

 

ACTIVITY: (Answers will be uploaded tomorrow) 

Answer the following questions in your books. Use full sentences!

  1. Give one way that the lives of the mice were sweet and easy.
  2. Look at the phrase ‘But there was one cloud in their sky….’ What could this mean? (It is not talking about the weather!)
  3. Look at the sentence beginning ‘He was a huge fat ginger tom….’ Find and copy ONE phrase that shows one of the mice got caught.
  4. What idea did the mouse council come up with to stop the cat? Explain in detail
  5. ‘And to this day, for all I know the big ginger cat is still catching mice…’  – Why do you think this is happening even though they figured out how to stop the cat?
  6. ‘And it’s no good our feeling superior to the timid mice…’  Use the text to explain in your own words what the writer means here.
  7. Can you write the definitions for the following words? fable, council, swift, timid, volunteer
  8. What lesson do you think can be learnt from this story?

EXT= Imagine that you became the brave mouse that stepped forward to complete the plan! Write a diary entry explaining how you did it and what happened in the process!

Maths- LO: To identify fractions greater than one

White Rose Maths: Week 5 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity 

Creative Learning- L.O: To create a time line of the events leading up to the Battle of Hastings.

We are going to spend the final summer term looking at the Battle of Hastings. Today I would like you to create your own time line of events. Use a ruler and do this going across two pages so you have plenty of space! Don’t forget to decorate.

Take a look at the time line found HERE 

You need to include all 7 dated events. EXT- Use this website  to add in extra information in between each date!

Remember to add some colour.

 

Tuesday 2nd June 2020

PE- Online lesson HERE

English- L.O: understand how to use brackets for parentheses.

Brackets showing parentheses basically means extra information.

For example- Jayden (Age 9) scored a 30 yard screamer!

Age 9 is the extra information- The sentence would still make sense without the brackets.

Neatly write the sentences below and underline the parentheses in the second sentence.

Albert the alien was in charge of the wrecking ball.

Albert the alien (who had no training) was in charge of the wrecking ball.

If we took away the words in brackets the sentence would still make sense, but it’s more interesting with the added detail.

Can you rewrite and add your own parentheses for the sentences below?

The footballer (                              ) shot the ball at the massive net.

The footballer shot the ball (                                   )at the massive net.

Once you have completed this above. Complete all the activities found HERE take your time and focus on presentation.

Maths- LO: To recognise equivalent fractions

White Rose Maths: Week 5 Lesson 23

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

Answers: Activity Answers

Scicence- Lo: To understand high and low forms of friction

Watch the videos and try the activities on the webpage.

Cmplete the table in the PDF. Friction Activity

Monday 1st June 2020

 

PE- Online lesson HERE

Maths- LO: To recognise equivalent fractions

White Rose Maths: Week 5 Lesson 2

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity PDF

Answers: Activity Answers

English- L.O: To recognise the suffix ‘ous’ and ‘sion’.

Please find the activities and guidance for this lesson HERE 

Please complete the activities in your books.

EXT- Look at the image below, you can find a larger one by looking HERE

This task is just to encourage some creative writing. At the end of your writing read back over it and see if you can recognise any words that use a suffix and underline.

Retell the tale from the picture below. Are they having a race? Are they running away from something?

Write as much as you like creating a story around the image, this can be as detailed as you like!

RE- L.O: To reflect upon May as the month of Mary.

Think about Mary our Mother and what she means to you. Give two paragraphs to answer these questions in your books.

What made Mary so special? What did she teach us? How did she show herself to be a role model?

Compose your own prayer thinking about Mary and decorate in your books.

AMM - Prayer to Mary, Our Mother

 

 

 


English spellings will be updated weekly, if you want to check previous spellings these can be found here Spelling Words Year 4 So Far 

This is a working document and will be updated regularly!


Scripts & Lyrics

Script for Y3 and Y4 Christmas Carol Concert 2019

4B Assembly Song Lyrics

Matilda Assembly