Welcome to Class 4D!

Class Teacher: Ms. Afshar

Support Staff: Mrs. Scullion, Mrs. Nyaley, Mrs. Alencar

Online learning queries please email: 4d@blesseddominic.barnet.sch.uk


Welcome to our class page! Here is where you will find all the latest news about 4D and what we have been learning. You can find your weekly spellings, homework and important dates. Keep checking back to find out more!

Students should be practising their times tables every evening. They will find their log ins in their diaries. As well as times tables, the students should read for at least ten (10) minutes every night (don’t forget to sign their reading records) and practising their spellings. We have our spelling test every Friday.


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


Home Learning

Dear children, we are extremely proud of our school community and hope you are all engaging positively with your home learning. Please do not worry about work that is incomplete as all we want you to do is try your best. Remember our school Learning Behaviours! Please look out for explanation of concepts to help with your learning. We miss you all terribly but looking forward to seeing you back in the classroom soon.


Remember: Please present your work to the same standards as you would in school. Hope you are all well and are finding ways to stay busy!

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


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 chidlren to exaplin things in a simpler way. Please feel free to click on any images and furniture for kids friendly videos, books, stories and interviews.

Wednesday 15th July 2020

Maths- LO: To understand how to classify angles

White Rose Maths: Week 11 Lesson 4

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

Your Task: Activity

English Answers

  1. What time of year is this text set? Give up to 3 pieces of evidence from the text to support. I think it is set in Spring because at the end of the text it says ‘this is Spring’ as well as this the text shows the snow slowly melting away and falling off the trees. The text also says the trees ‘put forth their delicate, transparent leaves.’ 
  2. What personification can you find that describes the trees? The trees began to become fully alive. Every moment more and more of the trees shook off their robes of snow.
  3.  Read ‘Aslan, representing the force of good is returning’. What does this suggest about the character Aslan? How is the goodness of this character shown in the text? I think this shows that Aslan is one of the heroes in the story, his goodness is shown by nature coming to life around him.
  4. Can you find a metaphor to describe the sunlight? Shafts of delicious sunlight.
  5.  How would you feel walking through this setting and why? Personal opinion! As long as you have given a clear reason. 
  6. In a story where do you think this extract would be any why? Would it be towards the beginning, middle or end? Try to explain your reasoning. I think this may be towards the end of a story when the battle has already been won against the villains because nature has been suppressed all this time until the victory. OTHER ANSWER: This could be at the start of a text as it is setting the scene for the rest of the story and has begun to introduce some characters. 
  7. Can you continue the extract? Where do your characters end up?

English- L.O: To revise my creative writing skills.

Find and complete all the activities found HERE

RE- WEDNESDAY WORD

Please find the Wednesday Word HERE 

Questions Below

  1. What is the Wednesday Word?
  2. What words stood out for you in the Gospel and why?
  3. What will the farmer do with the wheat?
  4. What does the word ‘growing’ mean to you? Can it have two meanings both in size and as a person?
  5. How can we grow in God’s Goodness?
  6. Can you write an acrostic prayer for GROWING?

G________________________________
R________________________________
O________________________________
W________________________________
I_________________________________
N________________________________
G________________________________

Tuesday 14th July 2020

English- L.O: To show inference of a text.

Take your time to read the text below. Questions are beneath this.

 

As they walk, the snow covering all of Narnia begins to melt because Aslan, representing the force of good, is returning.  Every moment the patches of green grew bigger and the patches of snow grew smaller. Every moment more and more of the trees shook off their robes of snow. Soon, wherever you looked, instead of white shapes you saw the dark green of firs or the black prickly branches of bare oaks and beeches and elms. Then the mist turned from white to gold and presently cleared away altogether. Shafts of delicious sunlight struck down on to the forest floor and overhead you could see a blue sky between the tree tops. Soon there were more wonderful things happening. Coming suddenly round a corner into a glade of silver birch trees, Edmund saw the ground covered in all directions with little yellow flowers. The noise of water grew louder. Presently they actually crossed a stream. Beyond it they found snowdrops growing. Only five minutes later Edmund noticed a dozen crocuses growing round the foot of an old tree – gold and purple and white. Then came a sound even more delicious than the sound of the water. Close beside the path they were following, a bird suddenly chirped from the branch of a tree. It was answered by the chuckle of another bird a little further off. And then, as if that had been a signal, there was chattering and chirruping in every direction, and then a moment of full song, and within five minutes the whole wood was ringing with birds’ music, and wherever Edmund’s eyes turned he saw birds alighting on branches, or sailing overhead or chasing one another or having their little quarrels or tidying up their feathers with their beaks. There was no trace of the fog now. The sky became bluer and bluer, and now there were white clouds hurrying across it from time to time. In the wide glades there were primroses. A light breeze sprang up which scattered drops of moisture from the swaying branches and carried cool, delicious scents against the faces of the travellers. The trees began to come fully alive. The larches and birches were covered with green, the laburnums with gold. Soon the beech trees had put forth their delicate, transparent leaves. As the travellers walked under them the light also became green. A bee buzzed across their path. “This is no thaw,” said the dwarf, suddenly stopping. ” This is Spring.”

 

  1. What time of year is this text set? Give up to 3 pieces of evidence from the text to support.
  2. What personification can you find that describes the trees?
  3.  Read ‘Aslan, representing the force of good is returning’. What does this suggest about the character Aslan? How is the goodness of this character shown in the text?
  4. Can you find a metaphor to describe the sunlight?
  5.  How would you feel walking through this setting and why?
  6. In a story where do you think this extract would be any why? Would it be towards the beginning, middle or end? Try to explain your reasoning.
  7. Can you continue the extract? Where do your characters end up?

Maths- LO: To identify regular and irregular shapes

White Rose Maths: Week 11 Lesson 3

Classroom Secrets: Interactive learning

BBC Bitesize: Learning Video

Your Task: Activity

Spanish

Access your Spanish work HERE.

Monday 13th July 2020

Maths- LO: To compare and order angles

White Rose Maths: Week 11 Lesson 2

Classroom Secrets: Interactive learning

BBC Bitesize: Video and Interactive learning

BBC Bitesize: Identifying angle

Your Task: Activity

English-  L.O: To revise adverbs and fronted adverbials.

Please find all resources and activities HERE

RE- L.O: To reflect on our year

This is your last week of Year 4 and although it has been a very strange year we have still had some wonderful times together. I would like you to think back over the year and write a reflection prayer.

You might want to remember… things you have learnt and experiences with your friends.

You might want to thank… God for helping you and guiding you when things have been difficult.

You might want to ask… For help moving forward and into the next school year.


Friday 10th July 2020

English- L.O: To recognise spelling, punctuation and grammar errors in a text.

Read the passage below, your task is to rewrite with the necessary corrections! There are quite a lot of errors in the text, some of you will be able to correct them all. Some of you might be able to correct only some which is fine, just take your time to think about your grammar.

Things to look out for are:

 

felicity WILL you look this way exclaimed Mrs Appleton you have been fidgeting all morning felicity tore her eyes reluctantly away from the coin she was holding in her hand and tried to concentrate on her class teacher who was talking about maths – something to do with multiplication Felicity vaguely recalled she caught matts eye and they grinnd excitedly at each other this was it today was the day the two best friends had been waitnig for this day for what had seemed an eternitee both of them had been looking at the clock every 5 minutes both willing the hands to move forwards faster so that they could be whisked off home by felicitys parents at lunch time they were going on holiday!

Book Club: Comprehension Activities HERE

RE- L.O: To compare actions to Scripture.

We’ve spent lots of time learning about the great things Nelson Mandela did in the fight towards equality in South Africa. Last half term you looked at Pope Francis’ actions and how he lives out his faith through his behaviour too. Look back at your work on him to remind you of what you learned- some information is on the webpage to remind you.

How Should Historians Consider Nelson Mandela? – Imperial & Global ...Pope Francis: 'There is No True Love Without the Cross'

Challenge 1- Please think about the first question.

Challenge 2/3- Please think about both.

1: Think about the Parable of the Mustard Seed. How did one of Pope Francis’ and Nelson Mandela’s actions plant a small seed that then grew into creating the Kingdom of Heaven?

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.”

 

Q2: Think about the Parable of the Sower. How were Pope Francis’ and Nelson Mandela’s actions like the seeds being thrown by the farmer? What did the ready listeners do to grow the Kingdom of Heaven after their actions?

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.”

Maths- Fun Friday Maths- Activity

Solve the Math Puzzles

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

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 understand line graphs

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?
  2. Archaeologists have discovered a village near Stonehenge. What else have they found? List two.
  3. What do archaeologists know about the distance from Stonehenge to the village? Who 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.
  5. Why did people in the past want their relatives’ bodies to end up at Stonehenge?
  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?
  7. What do you learn from the text about Stonehenge now?
  8. What type of text is this? Where would you expect to find it?

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- PowerPoint

Solve the puzzles here: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: 4d@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: 4d@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: 4d@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: 4d@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.


Homework

Daily Homework:

Spellings (every night)
Homework (Spellings, Maths, RE, Science/CL)
Reading Records- 30 minutes (please listen to them read)
Times Table Rockstar– 20 minutes (2 soundchecks then any others)

Additional Learning Resources:

Spag.com
Mathletics
Reading Eggs
Readiwriter (spellings) – this uses the same log-in details as Mathletics
Spelling Frame
GoNoodle

For a further range of resources to support your child’s learning at home, Twinkl is offering a free month of Twinkl Ultimate. Please visit twinkle.co.uk/offer and enter the code PARENTSTWINKLHELPS to set up your free month of Twinkl Ultimate. Twinkl has a range of additional activities for you child to complete during the school closure period, please click here for a range of Interactive Learning Links.

Classroom Secrets have also provided a range of home learning packs:

Year 4 Home Learning Pack
Year 4 Home Learning Pack Guidance and Answers
Year 4 Practical Ideas

Scholastic books has created a home learnign page page where your student can read interesting articles and answer questions about them. Check out the website here!


Announcements

Discovery Education has fun english games to play. Find them here and here

TTS is offering free learning packs. Just download the one you need and get started.

Mo Willems, the author of Don’t Let the Pigeon Drive the Bus, has started lunch time doodles.

Check out books form your local library! Each student signed up for and recieved a library card for Colindale Library, you canuse the OverDrive app or the Libby app to sign in to the library and check out e-books and audiobooks for free.

Audible has announced that they have made hundreds of books free to listen to during the school shut downs. Make a tea or hot chocolate and have a listen as a family. There are some really great titles available.


Sneak Peek Inside the Classroom