Week 4 - 11.5.20
We hope you've been able to enjoy the long weekend and the VE day celebrations on Friday. It's great to be able to see the work you've been doing on the blog, keep posting! Mrs Terry and I try to comment on your work, so don't forget to take a look. Thank you also to those who have emailed work or photos in. Amelia, I loved your story, it was great to be able to actually mark some work and return it to you. Jude, your moussaka looked amazing! If anyone would like me to mark your work, please email it to the office on Wednesdays, I'd love to see it. If you haven't already logged on to TTrockstars, take a look, it's lots of fun. To keep it simple, your user name and password are exactly the same as the blog.
Have a great week everyone!
This week in our study of myths and legends we will look at three more Greek myths. As the theatre was very popular during the Ancient Greek times, we will be thinking about how these myths may have been translated into plays and looking at the features of play scripts and how they are set out. As with previous weeks, each reading session is followed by a writing session linked to that myth. We hope you enjoy the myths we have chosen for you this week!
This week we are revising how to use apostrophes for contractions. Here's a cheesy video to help you remember:
Copy out the list below adding the correct contraction next to each one. Ask an adult at home to check your work when completed.
Write 5 fun sentences including as many as you can.
Additional spelling activity to do during the week:
Session 1: Baucis and Philemon myth
Read the following myth about Zeus, Hermes, Baucis and Philemon and think about the following questions :
- Which two adjectives are used to describe the couple (Baucis and Philemon)?
- What did Baucis and Philemon offer their visitors as refreshment?
- How do you think Baucis felt when she saw that the jug of wine had been re-filled?
- How did Zeus punish those that had refused him food and shelter?
- How did Zeus repay Baucis and Philemon for their kindness?
Session 2: Baucis and Philemon playscript
In this session you will be reading the same myth as in Session 1, however this time it is written as a play script. Think about the different layout. After reading it, please look at the features of a play script (file below).
Using one of the pages of the Baucis and Philemon play script, see if you can point out the following features of a play script to an adult :
- Scene number
- Scene setting
- Stage directions
- Character directions within speech
Session 3: The Story of Achilles
The warrior Achilles is one of the great heroes of Greek mythology and the hero of the Trojan war. According to legend, Achilles was extraordinarily strong, courageous and loyal, but he had one vulnerability–his “Achilles heel.” Achilles' father was Peleus, king of the Myrmidons, and his mother was Thetis, a sea nymph.
When he was born, Thetis was concerned about her baby son’s safety and mortality. To make him immortal: she dunked him into the River Styx in the Underworld, whose waters had special powers and were said to make him invincible.
However, she gripped him tightly by the foot as she dipped him into the river–so tightly that the water never touched his heel. As a result, Achilles's heel became the only vulnerable place on his bod and his weakness.
Archilles fought and won many battles but eventually, his enemy finally defeated him with an arrow to his heel.
Today, Achilles heel is used as a metaphor to describe a weakness in spite of overall strength, which can lead to downfall.
Questions to answer about the text:
- Which adjectives describe Achilles?
- What was special about his mother?
- What do you think the word mortality means? Now look it up, were you close?
- What do you think the word invincible means? Look it up, can you use it in a sentence of your own?
- What did Achilles's mum grip him by when she dunked him in the River Styx?
- If you heard someone as having an achilles heel, what do you think it means?
- Do you have an Achilles heel? What is it?
Session 4: The Flight of Icarus
Do you remember the story of Theseus and the Minotaur? Our next story is about Daedalus, the brilliant architect who, under the orders of King Minos, built the labyrinth that housed the Minotaur.King Minos never found out that his daughter had helped Theseus escape from the labyrinth and blamed Daedalus, saying that he had given Theseus the plans. King Minos punished his architect by imprisoning both him and his son, Icarus in the very labyrinth Daedalus had created. This is the story of how they escaped:
Now order the events in the story
Session 5: Complete the Story of Icarus comprehension sheet, choose your challenge level - be tough on yourself!
Session 1 : L.O. I can write a story map
After reading the myth about Zeus, Hermes, Baucis and Philemon, please fill in the story map (see file below) for this story. List the characters and the setting. Then think about how you could split the story into 3 main parts (beginning, middle and end).
Session 2 : L.O. I can role play the story
After reading the play script of the myth of Baucis and Philemon, try acting out the play using one of the following methods (You can either make up what each character says or use the script from the reading session) :
1) Ask other members of your family to be the different characters in the play. Some people may need to play more than one part.
2) Make puppets by drawing the characters and attaching them to a lolly stick, pencil/pen or stick from the garden. Then act out the story as a puppet show.
3) Use soft toys to be the different characters and act out the story.
Session 3: An Achilles Heel L.O. I can write a descriptive paragraph
Think back to week 1 and the Greek God that you imagined you were. If this God had an Achilles heel (weakness) what would it be? How would it affect your battles or daily life? Write a short paragraph describing your weakness and how it makes you feel. Does it zap your strength? Or perhaps make you blind with anger or fear? Or fall instantly asleep? Or is it something you can overcome? Be descriptive,
e.g. Mrs Johns, the Goddess of all Vegetables, was powerful in many ways but she had one weakness, she was afraid of slugs. When watering her veg, if she came across a slimy, slithering, squidgy slug, she would freeze, powerless and unable to move for fear that it would attach itself to her leg or arm and suck the blood out of her. In fact, her fear was so great that she built tall raised beds covered in spiky grit so that even the toughest of slugs could not get to her flourishing vegetables. To guard her garden from these revolting creatures, she kept a raven as black as coal with with a thick neck, shaggy throat feathers and a razor sharp beak ready to attack any slug that dared to venture near the juicy vegetables.
Session 4: Daedalus and Icarus L.O. I can write dialogue
Today we'd like you to imagine what Daedalus and Icarus said to one another when they were high up in the sky. Remember that Daedalus warned Icarus not to fly too high or too low. Too high and the heat of the sun will melt your wings and too low and the spray from the sea will make your wings damp. Imagine, what it felt like for Icarus to be flying like a bird! What might he have said to his dad as he flew higher and higher with excitement? What might his dad have called out in response? Once Daedalus had lost sight of him, did he worry? What did he call out? As Icarus felt the heat of the sun and saw his feathers were melting, what would he have shouted to his father?
Remember to the rules for writing speech:
- Each new character's speech starts on a new line.
- Speech is opened with speech marks.
- Each line of speech starts with a capital.
- The line of speech ends with a comma, exclamation mark or question mark.
- A reporting clause is used at the end (exclaimed Icarus excitedly, shouted Daedalus, replied Icarus).
Session 5: I can write a playscript
Using the dialogue that you wrote yesterday, we'd like you to write a play script about the tragic myth of Icarus flying too close to the sun.
When writing your script follow these steps:
- Begin with a title
- Underneath write a list of the characters' names
- set the scene, where does it take place? eg a bright sunny sky over the Aegean Sea
- Add stage directions - eg Icarus flapped his arms, turning away from his father
- Include character directions with speech e.g Icarus called fearlessly
Here's a reminder of the layout of a play script:
This week we are moving on to measuring time.
To test your knowledge, answer these questions. When is your birthday? What other significant dates are there during the year? Are they the same every year?
How many months are there in the year? Can you name them all?
Which month comes before March? Which month comes after June?
Which month changes when there is a leap year? Are there any other months that change length? Is this year a leap year? When will the next one be? When was the last one?
Session 1 : L.O. : I understand why leap years occur and the changes it makes to our calendar.
In this session we are going to learn about the calendar by looking at years and months. We will think about why we have a ‘leap year’ every 4 years, and how this affects our calendar.
Task 1 : look at the 2020 Calendar What do you notice about the numbers of days in each month? Are they all the same? Can you sort the months into groups depending on how many days they have? Which month is different from the others?
Here is a rhyme to help us to learn how many days are in each month.
Task 2 : Watch this video clip from ‘Newsround’ explaining why we have leap years.
Activity : Complete the calendar worksheet below, using the 2020 calendar to help you.
There are also some challenge questions for those who are feeling adventurous!
Session 2 L.O. : I can accurately describe when events happen during the day.
In this session we are thinking about hours in a day and days in a week. We do not go to school every day of the week, so a school week differs from a whole week. When we are in school, we are only in school for part of the day, so the length of a school day differs from the length of a whole day.
Copy and complete the following sentences into your home learning book :
Now complete these statements (the 1st one is done for you):
Activity : Open up the worksheet below. Copy the statements into the correct time of day (morning, afternoon, evening and night). Everybody does things at different times during the day so your answers may not all be the same as each others. Then answer the reasoning and problem-solving questions, explaining your thinking each time.
Session 3 L.O. I can tell the time to 5 minutes
Remember that each number on the clock is worth 5 minutes. If you have forgotten this, count around the clock in 5s starting at 1. When the longer hand is on 2 it is 10 past the hour, when it's on 5 it's 25 past the hour. But once past 6 (30 minutes past), we then start to count back in fives: 7 is 25 minutes to the next hour, 8 is 20 minutes to and so on until you get to 12 and the next hour.
Look at the clock in this picture, the hour hand is almost at the 1, but how many minutes to 1 is it?
The correct time is 10 minutes to 1, did you get it right?
Now have a go at this one. The fastest way to work out the minutes is to count anti clockwise in fives from 12.
The correct time is 25 minutes to 3.
Remember learning to read Roman numerals in the autumn term?
Work out each one and then find the time to match. There's an extra written time to challenge you.
Look at the hours first to work out this one.
To work this out you may need to quickly draw a little clock.
If you're confident with telling the time and would like a challenge, have a go at this one!
Now open up the worksheet and have a go at answering the questions on your own.
Open the worksheet, write the answers in your book to save printing.
Session 4 L.O. I can tell the time to the nearest minute
Session 5: L.O. I can tell the time using a.m. and p.m.
How do you know whether a time is in the morning or afternoon?
Times before midday (12 noon) are a.m. (short for anti meridiem)
Times after midday (12 noon) are all p.m. (short for post meridiem)
When using an analogue or 12 hour digital clock we need to use a.m. or p.m. to indicate whether we mean morning or afternoon.
What is the difference between analogue and digital?
The clock on the left is an analogue clock and the clock on the right is digital.
Some digital clocks are 24 hour clocks, for now we're just looking at 12 hour digital clocks.
Complete the worksheets below. For those that need more of a challenge, go straight to the third worksheet, there are three of different challenges, *** being the hardest. They will challenge you on the 24 hour digital clock. Open up the ppt to learn about this.
Session 5 worksheets
L.O. I can interpret food chains and discuss the impact of changes to a chain.
Scientific vocab taught in this lesson: Food chain, producer, predator, prey, consumer, herbivore, omnivore, carnivore, impact
How do producers, predators and prey impact on changes to a food chain?
What sort of diet do most humans have? Yes, that’s right we’re omnivores (meat, fish and veg). Some people choose to be vegetarians and avoid meat and some people choose to be vegans and avoid all animal related foodstuffs. This is close to being a herbivore but a herbivore has no choice and can only survive by eating plants. Another way we can classify animals is as a predator or prey. Remember a predator is an animal which kills and eats another animal. The other animal is its prey. e.g. The eagle in the photo is the predator and the fish its prey. Or, in our local environment you might see a fox catching a rabbit or a pheasant. Or even your cat, if you have one, catching a mouse. Some animals can be both predator and prey.
Here the frog is being eaten by a kingfisher, the frog is the prey. However, the frog will have eaten small bugs and flies making it a predator too.
Do you remember in year 2 you learnt that there is a third type of living thing too - a producer?
Producers are usually green plants which produce nutrients (food) by photosynthesis.
Herbivores eat the plants and then they are eaten by carnivores or omnivores, so the food (energy) is passed along the ‘chain’. Omnivores eat both plants and animals. Animals can also be classified as consumers, either primary consumers (herbivores) that eat the producers, i.e. plants, and secondary consumers (carnivores) that eat animals.
Watch the rest of the clip. In Scotland, some farmers want to re-introduce wolves to help reduce the amount of deer in their woodlands. Do you think this is a good idea? Or should the farmer just kill all of the deer? Remember that deer help disperse seeds by eating berries, but without deer the vegetation (plants and trees) would take over.
This news clip tells of how campaigners want lynx, wild boar and wolves to be reintroduced to Scotland.
Consider this: Slug pellets have been put down to kill the slugs to prevent them from eating lettuces in your garden. What will this mean for the food chain? Discuss this with a member of your household and make some notes in your book. Try to include words such as predator, prey, producer and consumer.
Can you think of any other food chains that might be affected by humans?
What would happen if the woods around Holbrook were cut down to make room for buildings or crop fields? Who would this affect?
TOPIC : HISTORY
L.O : I can compare the two city states of Athens and Sparta.
Ancient Greece wasn't a single country or empire united under a single government, it was made up of a number of city-states. At the centre of each city-state was a powerful city. The city ruled the lands and area around it. The Greek name for a city-state was "polis".
Can you spot some of the main city states on this map?
Each city-state, or polis, had its own government. Some city states were monarchies ruled by kings or tyrants. Others were oligarchies ruled by a few powerful men on councils. The city of Athens, however, invented the government of democracy and was ruled by the people for many years.
The two most powerful and famous city-states were Athens and Sparta, although there were other important and influential city-states in the history of Ancient Greece. In this session you will be learning about the similarities and differences between Athens and Sparta and I would like you to decide which city state you would have preferred to have lived in.
Task 1 : Read through the following powerpoint which discusses the two city states :
Task 3 : This funny video clip from 'Horrible Histories' shows an Athenian and Spartan wife swap. Whilst watching it, have a think about how each character is feeling.
You could also watch this short episode of 'Horrible headmasters' (from the 'Horrible histories' series).
In your home learning book, write a paragraph to describe which city state you would prefer to live in : Athens or Sparta. Give several reasons why you would prefer to live there, based on what you have learnt today. Think about education, home life, how the city is ruled etc.
Optional extension activity
After watching the 'horrible histories wife swap' video, imagine you are one of the characters and write a letter to a friend describing the person you have been paired with and their way of life. What do you think of them? Why do you not like them? Will you be pleased for the wife swap to end (when each wife returns to their own family)?
Greece is famous for its delicious food. Eaten as spreads, dips or as part of a mezze platter with warm pitta bread, dips such as Tzatziki, Hummus and Taramosalata are a staple part of the Greek diet. Take a look at the recipes below and choose one or two to try. Tzatziki, made from Greek yoghurt, cucumber and mint is my favourite!
If you're feeling really ambitious, you could also make your own pitta bread:
Before you do any chopping, please watch these short videos on how to chop safely:
The Claw cutting technique: https://www.youtube.com/watch?v=wVJUD8SSQRA
The bridge technique: https://www.youtube.com/watch?v=pqN2d_ItAuc&feature=emb_logo
Preparing herbs and garlic: https://www.youtube.com/watchtime_continue=7&v=Qr4ZkI3RwZ8&feature=emb_logo
Have a go at drawing Icarus flying closer to the sun. In the drawing on the left, notice how Daedalus is larger than Icarus making him look closer and his son further away. Also the boat in the distance is also quite small. As the sun is shining behind Icarus he is darker. If you took a photo of someone pointing your camera into the sun, they would appear very dark, like this. Try these techniques in your drawings or paintings. Don't forget to post them on the blog!