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Week 4 - 11.5.20

Hello from Mrs Terry

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English

This week we will be continuing with our 'myths and legends' unit by reading 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!

Spelling

This week we are practising homophones (words that sound the same but have different meanings and spellings).

The words I would like you to practise are :

weather whether whos whose
medal meddle missed mist
  team teem  

If you are unsure of the meaning of any of them, please look up in a dictionary.  

Tricky words : who's = who is   e.g. Sam, who's 4, will be starting school in September.

whose = belonging to  e.g. The cat, whose owner is away, has been chasing lots of birds.

 

Practise spelling each of the words above.  Can you put each word into a sentence like I have done above, either verbally or written down, to show that you understand its meaning?

 

Next, copy out the following paragraph in your neatest handwriting, changing any words which have been incorrectly spelt for their meaning :

It was a great day for a game of footbawl. The whether was fine and the game had already started when Joe arrived. ‘Whose in goal?’ Joe asked his neighbour just as the centre forward mist the goal. At the end of the game the meddles were awarded to the winning teem. ‘It’s not fair!’ the losing teem cried as they went home with nothing.

 

At the end of the week, ask someone to test you on the words in the table above.  They will have to put the word into a sentence so that you know which spelling is needed.

Reading

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 :

  1. Scene number
  2. Scene setting
  3. Stage directions
  4. Speech
  5. 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.

Someone's Achilles heel is the weakest point in their character or nature, where it is easiest for other people to attack or criticize them.

 

 

 

 

Questions to answer about the text:

  1. Which adjectives describe Achilles?
  2. What was special about his mother?
  3. What do you think the word mortality means?  Now look it up, were you close?
  4. What do you think the word invincible means?  Look it up, can you use it in a sentence of your own?
  5. What did Achilles's mum grip him by when she dunked him in the River Styx?
  6. If you heard someone as having an achilles heel, what do you think it means?
  7. 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:https://www.youtube.com/watch?v=3nuAEYkzKHg

 

Now order the events in the story:

 

Session 5 : Daedalus and Icarus

Complete a reading comprehension based on the myth you read in Session 4.  There are 3 different levels of ability - challenge yourself!

Writing

Session 1 : L.O. : I can create 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 a 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 accurately set out and punctuate 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:

    1. Each new character's speech starts on a new line.
    2. Speech is opened with speech marks.
    3. Each line of speech starts with a capital.
    4. The line of speech ends with a comma, exclamation mark or question mark.
    5. A reporting clause is used at the end (exclaimed Icarus excitedly, shouted Daedalus, replied Icarus).

 

Session 5:  L.O. : 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:

    1. Begin with a title
    2. Underneath write a list of the characters' names
    3. set the scene, where does it take place? eg a bright sunny sky over the Aegean Sea
    4. Add stage directions - eg Icarus flapped his arms, turning away from his father
    5. Include character directions with speech e.g Icarus called fearlessly

Here's a reminder of the layout of a play script:

 

Maths

Times tables

This week we would like you to pick the times table that you find the most difficult and practise this one.  Ask an adult to test you at the beginning and end of the week, and hopefully you will see an improvement in the speed at which you can recall the answers. 

You may wish to use online maths games on https://www.topmarks.co.uk/maths-games/7-11-years/times-tables or log on to your TT Rockstars account.  (Your username is the first 3 letters of your 1st name followed the 1st 3 letters of your surname...all lowercase and no spaces...and your password is the same as your blogging password.  If you did not receive that information last week do not worry, we will be phoning parents again this week and emails will be sent to anyone we do not manage to speak to)

Geometry: properties of shapes

We will be using straws for the session 4 maths this week so if you could get hold of some before then that would be great (8 in total- 4cm x 4 and 6cm x 4).

Session 1:

We are carrying on with triangles today and tomorrow and then moving on to Quadrilaterals Wednesday.

To recap triangles from last week watch the video below before answering the worksheet.

https://www.youtube.com/watch?v=yNH8GDyCMto

 

Worksheet:

Session 2

For this session you will be recapping what you have learnt about triangles to solve problems using reasoning skills.

Session 3 – Quadrilaterals

L.O. I can identify different types of quadrilaterals.

Today we are moving on to quadrilaterals.

Watch the video first which gives a brief introduction to quadrilaterals:

https://www.youtube.com/watch?v=CkbClyVxRIU

Then go through the power point below and answer any questions as you go (Don’t worry too much about kites at this point!).

For the work this week, draw and label the following shapes in your home learning books:

  • Square
  • Rhombus
  • Trapezium
  • Parallelogram
  • Rectangle

 

Session 4 – Quadrilaterals

L.O. I can compare different quadrilaterals. 

Task 1 - Please complete the first two worksheets.

Task 2 – Print and cut out the quadrilateral match up game and then mix up the shape names, pictures and definitions.  Rearrange them back together so that the shape name, picture and definition all match up.  (Refer back to the original file for the correct order).

Session 5 – Quadrilaterals

L.O. I can apply reasoning and problem solving skills to quadrilaterals.

For this session if you can get hold of some straws that would be great. You will need 4 straws cut to 4cm and 4 straws cut to 6cm.  

Science

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.

You learnt about this important function of leaves in Year 3. 

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.

The BBC clip below explains this well.  Pause the clip at 3.23mins think about or discuss with someone in your household ‘What will happen if one plant or animal in a food chain is removed?’

https://www.bbc.co.uk/teach/class-clips-video/food-chains-and-food-webs-in-animals/zn7g92p

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. 

https://www.bbc.co.uk/news/uk-scotland-33533035

 

 

 

 

 

Your task:

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 2 : Watch this video clip that compares the two city states of Athens and Sparta.

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.  Click on this link to watch : 

https://www.schooltube.com/media/Horrible+Histories+Athens/1_4uwahaak

 

You could also watch this short episode of 'Horrible headmasters' (from the 'Horrible histories' series).  Click on the following link : 

https://www.youtube.com/watch?v=Cx8BrJIWqMo&list=PL81F6B724AB8DF90D

 

Activity

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, or film yourself, 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)?

French/Music

This week you will listening to some extracts of music from a piece called 'Carnival of the animals' by the French composer Saint Saens.  

Before you listen, can you guess what the following animals are in English?

le lion, le kangourou, le poisson , le coucou,

l’éléphant, l’âne , l’oiseau , la tortue , la poule

 

Now listen to the music and look at the vocabulary to see if you were correct.  Whilst listening, think about why the music sounds like that animal and note down your thoughts in your home learning book.

 

Extracts from 'Carnival of the animals' by Saint Saens

Still image for this video

Make up a sentence to describe each animal in French using vocabulary you have previously learnt (colours, size etc.)

e.g. L'elephant est gris.  C'est grand = The elephant is grey.  It is big.

PSHE

L.O. : I can identify feelings associated with jealousy and suggest strategies to problem-solve when this happens.

This term we are looking at relationships.  To begin with, think about the following questions (if you can, discuss your ideas with an adult) : 

Do relationships always stay the same?

In what ways can relationships change?

Look at these pictures and think about what is going on in each picture and how each person is feeling.  

        

All of these pictures show a form of jealousy.  Jealousy is a common emotion but an unhelpful one. We can all experience it about people and things.

Now read through the following situations (open up the 'situation cards' file below). 

Cut out the cards and put them into 2 piles : 

Pile 1 : Situations which will evoke a lot of jealous feelings.

Pile 2 : Situations which will evoke fewer jealous feelings.

 

Jealousy can often stem from:

• A desire to have what someone else has

• Feeling threatened that we will lose something

• Feeling unhappy with our life and comparing with someone else

• Feeling that we deserve something and it’s unfair if we can’t have it

 

Jealousy can be damaging to relationships because the person who is feeling jealous can behave unhelpfully towards the other person/people, or even towards themselves. It can often result in anger or anxiety. 

 

Activity : Pick one of the situation cards and imagine you have been asked to resolve the situation.  Can you suggest a way forward so the situation can be resolved? Is there a way to manage the jealousy so it doesn’t result in unhelpful behaviour?  Write down your suggestions in your home learning book. 

If you would like to, pick another situation card and repeat the activity.

 

Some useful strategies to cope with jealous feelings are : 

• Don’t keep the feelings bottled up inside, talk to someone about how you are feeling.

• Try not to ‘blame’ the other person/people. It may not be their fault and they may not have done anything deliberately.

• Problem-solve using the ‘Mending Friendships/ Solve it together’ ideas in Jigsaw.

• Look at the situation and ask if it is true or fake e.g. social media doesn’t always show the ‘real’ picture because people can choose what and what not to post. Some people alter their photos etc.

• Try not to compare, you are being unfair to yourself.

• Use your Calm Me breathing to calm your thoughts and feelings down before assessing the situation.

• It might be something that you can’t change, so move on and try not to worry about it.

Cookery

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. From our phonecalls to you and the photos on the blog, we can see how much you are enjoying cooking Greek food. Take a look at the recipes below and choose one or two to try.  Tzatziki, made from Greek yoghurt, cucumber and mint is deliciously refreshing on a hot day.  

 

https://www.mygreekdish.com/category/collections/traditional-greek-dips/

 

If you're feeling really ambitious, you could also make your own pitta bread:

https://www.mygreekdish.com/recipe/the-easiest-homemade-pita-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

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