Week 2 30.3.20
Year 3 - Week 2 30.3.20
Good morning everyone!
I hope you've all had a relaxing weekend with your families. Both Mrs Terry and I were very impressed when we called last week to hear about all the activities you've been doing at home. We are very proud of you and we are looking forward to checking in with you this week! In our house we've been starting the day with a Joe Wicks workout at 9 am to get our hearts pumping and our brains active. As the weather forecast is a little mixed this week, a daily indoor workout is a great way to ensure you're doing your daily exercise. Once you've got your blood pumping, take a look at the activities set out below.
Thursday marks the start of the Easter holidays so we'll post some fun stuff for you to do in the Easter folder. School work will resume on Monday 20th April.
Have a good week, we're both missing you all,
This week’s spellings are the next ten on the year 3 statutory spelling list:
Choose five words at a time from the list.
Discuss their meanings with an adult and how you might remember them.
Then practise writing them out using one or more of the following strategies already practised at school:
- Pyramid words
- Identifying a tricky part of the word
- Trace, copy, replicate
- Look, say, cover, write, check
- Drawing around the word to show the shape
- Drawing a mnenomic around a word
When you feel confident that you have learnt them, ask one of your family members to test you.
Before reading this chapter, look up the meaning of the following words:
fitfully, wizened, tenterhooks, methodically, vandal and awestruck.
As you read chapter 14, discuss these questions with an adult:
p.178 Why didn't Finn believe his that his friends would really come?
p.179 What will they do with the placards?
p.184 How do Finn, Charlie and Jas feel when the men get out of the van? Is it game over for them?
p.185 Would you have done what Finn did? Or would you have run away? Think of words that describe Finn's actions.
p.186 Do you think Tom Henderson will give Finn a chance to explain?
At the end of the chapter, imagine the conversation that Finn will have with Tom Henderson in the car. How will he start? Do you think Tom will believe him? How will Tom respond when Finn tells him about the dolphins and how much harm the balloons could do to them and the other sea life? Will Finn tell him that he can communicate with the dolphins and swim with them? Ask a parent to role play Tom whilst you pretend to be Finn. Try to be persuasive!
Vocabulary to look up before reading:
luxurious, encounter, frantic, provost
p.188 What sentence tells us that Finn feels nervous?
p.189 Might Tom's driver going to cause a problem? Why do you think that?
p.192 Is the fight over for Finn? How would you feel if you were him?
p.199 Has Dougie really saved the day?
What do you think will happen next? Tell a grown up.
Chapter 16 - the final chapter!
vocabulary to look up: expectant, mutterings, wrench, official, distinguished guest, swivel.
p.200 Was the prediction you made yesterday correct?
p.204 Find two words that describe the old Finn before this adventure began.
p.206 What does the author mean when she describes Mr Mcfee as being uneasy in such exalted company? (the provost is probably the major of the town)
Once you have finished, here are some questions to think about:
Do you think life will be different for Finn from now on? How? Will the Lighthouse gang continue to fight the war on plastic? What other things could they do?
Did you enjoy the book? What were your favourite parts? Is there anything you didn't like and would change?
Drama task: Imagine you have a book blog for other children and make a short video of you reviewing the book.
After Reading Chapter 14, write a piece of persuasive dialogue between Finn and Tom Henderson.
Remember the rules of writing speech:
- Each new character's speech starts on a new line.
- Speech is opened with speech marks, also known as quotation marks or inverted commas
- Each line of speech starts with a capital.
- The line of speech ends with a comma, exclamation mark or question mark before your closing speech marks like this "
- A reporting clause is used at the end (agreed Charlie reluctantly, shouted Mr McFee angrily, replied Finn happily). Try to include adverbs to describe how the character is speaking and avoid using said.
"You'll never guess what I've just seen!" whispered Oli, excitedly.
"What's that?" asked Daisy.
"Our teacher has a broomstick and a black pointy hat in the back of her car. Maybe she's a witch!" he exclaimed.
"No, silly! They're for the school play!" replied Joshua, sighing.
Write a short newspaper article describing the super market opening and how things went a little wrong.
- choose an eye catching Headline - alliteration works well.
- A subtitle that gives a bit more information about what the report is about
- Write an introductory paragraph that includes the what, where, when, who and why
- information about the main events written in the past tense and in chronological order ( the order in which they happened)
- Include quotes from the mayor (provost) and witnesses
- Include a picture of the event with a caption to say who is in the picture and what they're doing.
Chapter 16 - It's the end of the book!
I think we've all really enjoyed this book! Now write a book review to recommend it to others. Use the headings on the document below to write a review in your green home learning books.
Daily times table practice : practise chanting and recalling the 8x table.
You can use an online maths game such as 'Hit the button' if you wish
The White Rose Maths scheme has put some home learning videos and worksheets on their website. This directly links to what we would’ve been teaching in class this week. Please click on the following link, select Week 2, and work your way through Lessons 1 - 3. For each lesson, begin by watching the video and then go to the 'get the activity' section for that lesson. If you don’t have access to a printer, please copy the questions into your book and fill in your answers.
After each lesson, ask an adult to check your work using the 'get the answers' section, or you can look at the answers yourself and self-mark your work.
**Feel free to do lesson 4 if you have time**
L.O.: To plan positive changes to your local environment and to be able to explain why you have made those changes.
This week I would like you to think about how you could make an area of your garden more wildlife friendly.
First of all, choose an area outside of your house e.g. in your front garden, back garden, balcony, a side area that isn't used much. Consider the following questions : What is there now? Do any living things currently use the space? Does it have any positive impact on wildlife as it is now? Is there a source of water nearby? A dangerous road? Does it have sunlight or is it in the shade? Who walks through this space? How could it be redesigned to benefit wildlife?
- Have a go at drawing a bird’s eye view of your chosen area. What shape is it? Include on it any immovable objects. Think of 5 different living things (plants, minibeasts and animals) that might use this space if it was changed for the better. What will you need to have there for these living things to use it? (Hedgehogs will need slugs and snails, which will need plants. Bees will need flowering plants. If it is particularly large area, how could humans use it? A bench in the shade? What will provide the shade?)
- On another page, draw your design for the space. Label the things that you would include. Create a list of resources that you will need. Can you reuse materials that you might otherwise throw away? For example: A simple hedgehog shelter could be constructed using a couple of large stones with some off-cuts of wood placed on top and straw inside or an piece of plastic drain pipe to create a tunnel. There are some websites below with videos to give you lots of ideas.
Show your design to an adult, maybe together you can make your garden more wildlife friendly?
L.O. : I can understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America.
We have been learning about Iceland in our geography topic, and comparing it to the UK, especially Scotland where our class text 'Song of the dolphin boy' is set.
This week we will be thinking about how the two localities are similar and different.
Watch the following video clip (warning: it briefly shows fresh fish being cut open before cooking – look away if you do not wish to watch this part). It follows two children, one living in Iqaluit (in Canada) and one living in the Shetland Islands, off the coast of Scotland. Both are fishing communities, just like in our class text ‘Song of the dolphin boy’. Iqaluit is the same distance north as Iceland and so has a similar climate, and has similar geographical features to Iceland.
Whilst watching the video clip, think about the similarities and differences between Iqaluit and the Shetland Islands.
After watching the clip, write the heading ‘similarities’. List everything that was similar about the two places. Then write the heading ‘differences’ and list what was different about the two places (you may want to re-watch the video clip to remind yourself).
Think about what the is climate like in each location? What geographical features did you see in the video clip?
Then : write about the pros and cons (positives and negatives) of living in remote places. What types of transport do you think both of these communities rely upon to get essentials such as food, clothing. We have learnt that power stations are not good for the environment – how else could they generate electricity in these locations? How do you think the weather affects what people do?
Challenge : in the video clip they mentioned the Northern lights, which are also clearly visible in Iceland. Research what these are and write an explanation in your book. You could draw or print out a picture if you wish.
Art & DT
Have a look at the ideas in the websites below on how to re-use items from your recycling box to make an animal.