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Week 5 - 18.5.20

Hello from Mrs Johns

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Welcome to Summer Term Week 5 of Home learning.  We hope you enjoy the tasks we have set you.  Remember, work at your own pace and do not worry if you don't achieve everything we have set you.  If you'd like us to mark your work, please do email it in on Wednesdays to the office and we'll return it with some feed back.  We are really enjoying seeing all the photos you are uploading to the blog.  Please continue to do this so that everybody can see what you've been up to at home.  In order to comment on a post you have to click on the title and then you are given the opportunity to post a comment underneath the photo.  As with the posts, these have to be approved by a teacher before they can be seen on the blog, so they may not appear straight away.

For after half term, our class text will be Who Let the Gods Out by Maz Evans. A copy has been ordered for you to collect from the school office, we will notify you once they've arrived.

Keep up the wonderful work you are doing Year 3, you're all doing so well!

Mrs Johns and Mrs Terry

 

ENGLISH

 

Spelling Practice

This week we would like you to look at the Year 2 and Year 3 & 4 spelling lists. Please look through and check which ones you cannot READ or SPELL. Please select ten of these to practise. You will need to find out the ones you do not know on Monday and then practise these across the week.

 

Ways to practise them:

Pyramid spellings – Write the words so you start with the first letter, then the next two…

Speed Spell – How many times can you write the word down in 60 seconds.

Spelling Bee – Find an adult to do a spelling bee. They will say the word, you repeat it and then spell it aloud and then the end by saying the letter (What a nice morning. The word is morning. Morning …. M – O – R – N – I – N –G…. Morning) Swap over so your adult has a turn too.

Sentence Building – Write your word in a sentence so you can show you understand how it would work within a context.

Play hangman, here's how:

https://www.youtube.com/watch?v=leW9ZotUVYo&feature=emb_logo

 

Reading

This week we are listening to and watching a cartoon version of 'The Trojan War', which lasted for 10 years.  It is told from the point of view of a guard.  It is split up into 7 episodes and we have suggested that you listen to 1 or 2 episodes each day.  Underneath each clip there is a short quiz to test your comprehension skills.  This is in the 'Resources' section.  Please have a go at the quiz after watching each clip. 

Session 1 

Click on the following link and listen and watch episode 1, then scroll down to answer the 5 quiz questions : 

https://www.bbc.co.uk/teach/school-radio/history-ks2-ancient-greece-the-trojan-war-troy-episode-1/zm477nb

 

Session 2

Listen and watch episode 2, then scroll down to answer the 5 quiz questions.

https://www.bbc.co.uk/teach/school-radio/history-ks2-ancient-greece-the-trojan-war-troy-episode-2/zky992p

 

Session 3

Listen and watch episode 3, then scroll down to answer the 5 quiz questions.

https://www.bbc.co.uk/teach/school-radio/history-ks2-ancient-greece-the-trojan-war-troy/zhbdd6f

 

Session 4

Listen and watch episode 4 and 5, then test your comprehension by scrolling down to the bottom of the page and answer the 5 questions.

https://www.bbc.co.uk/teach/school-radio/history-ks2-ancient-greece-the-trojan-war-troy/zhbdd6f

In episode 5, What do you think it means when Archilles's actions are described as 'brutal vengeance not heroism'?  

Why do you think Archilles returned Hector's body to King Priam dressed in a beautiful velvet robe surrounded by treasures?

Who do you think are the real baddies in this war?  Archilles? Paris? Hector? Patroclus? King Priam for letting his son fight such a long war? or even Helen for running off with Paris?

 

Session 5

We hope you're enjoying learning about the Trojan war, imagine being at war for 10 years!  Now listen to the two last videos 6& 7 on the link below:

https://www.bbc.co.uk/teach/school-radio/history-ks2-ancient-greece-the-trojan-war-troy-episode-6/z4388xs

Who do you think are the real heroes in this war? Do you think that Helen was really bewitched by Paris?  Was she worth fighting over for so long? Why?  Can you imagine hiding in a wooden horse and not being able to talk for hours and hours?  How do you think the soldiers felt after the battle as they sailed away after such a long war? What might have been going through their minds?

The Trojan war  has been written about by many famous writers throughout history.  The most well known, The Iliad, written by the Ancient Greek writer Homer, is all about the final weeks of the Trojan war and the siege of the city of Troy. We have attached some extracts as optional reading once you have listened to the story in the BBC links below.  Please do send any writing that you would like marked to the office on Wednesdays, we'd love to read your work!

Writing

Session 1 : I can accurately set out and punctuate direct speech

After listening to episode 1 of 'The Trojan War' we would like you to imagine you overhear the conversation between Paris and Helen, where Paris is trying to convince Helen to run away to Troy with him.  Helen was not necessarily keen to leave her lavish lifestyle and rich husband, so may have needed some persuading.

In your home-learning book, write down the conversation that you may have heard. Use words from the text as well as your own ideas about what might have been said between the two characters.

Remember the rules of setting out direct speech : 

1)  Inverted commas (speech marks) go around the spoken words.

2)  There is always a piece of punctuation at the end of the spoken words, before the inverted commas close.  This is usually a , ? or !

3) Start a new line for every new speaker.

4) Use alternative words for 'said' to make your writing more interesting (see resource sheet below).

5)  Use adverbs to describe HOW the characters are speaking or any actions they may be doing.

 

e.g. "Quick, come over here!" whispered Paris quietly.

"Why?" questioned Helen, looking around.

"We must leave tonight," replied Paris urgently.

"What are you talking about?" asked Helen sounding confused.

Session 2 - I can accurately punctuate my sentences.

During the 2nd episode, an ultimatum was given to King Prium in Troy.  An ultimatum is a demand.  Menelaus demanded that Helen was returned.  If this did not happen he promised to go to war against Troy.  He had a large army and so would be fierce competition for the people of Troy.  

For this session, we would like you to imagine you were asked to write the ultimatum for Menelaus to give to King Prium of Troy.  You will need to use forceful and persuasive language to get what you want! 

Think about :

- who is this ultimatum for?

- what is it that you want?

- why do you want this?  Why does Helen not belong in Troy?

- what will happen if your demand is not met?

- why should the people of Troy fear your army?

- how will you end the ultimatum so that the people of Troy decide to what you have asked?  Think of a forceful and persuasive last sentence.

 

Remember to use accurate punctuation : Full-stops and capital letters, commas, question marks and exclamation marks.

 

Once you have written it into your home learning book, you may wish to write it out onto plain paper and turn it into a scroll.  Make it look old and authentic by staining the paper with a tea bag before you write on it.  Or you could type it directly into the 'editable scroll' file below and print it out.

Session 3: I can write a descriptive paragraph

Taken from the BBC text:

But then I look across at the other boats and it is one awesome sight: hundreds of sails bursting with wind, all the oars flashing, horns blowing, thousands of blokes shouting – HELEN! HELEN! - all our Heroes up on the prows waving their spears and roaring away like good-uns, and then – whoosh! - as we hit the beach a great volley of Greek arrows and spears enough to make the sky go dark.

Your task:

We'd like you to use your senses to write a descriptive paragraph from the point of view of a Greek soldier on a boat about to go into battle.  Imagine how might you be feeling? What might you hear around you? How do you think the boats smell with so many men rowing and shouting? What can you see? Can you describe your actions?

What you need to include:

  • Adjectives – e.g. colossal, immense, aggressive, bloody, crowded
  • Adverbs – e.g. energetically, rapidly, viciously, loudly, bravely, frantically
  • powerful verbs e.g. flashing, blowing, roaring, charging, leaping, attacking
  • similes – e.g. as clear as a whistle / night falls like fire
  • punctuation

 

Session 4: I can write a diary 

Imagine you are a soldier in King Menelaus’s army and you’ve been at war for 10 years! Write a diary page describing how you feel about fighting for so long and about being away from your family and home. Use emotional language and all the senses to get your feelings across. Follow this success criteria:

 

Session 5:

Once you've listened to all the episodes on the bbc link, you can either: 

1. Imagine that you are Helen, Paris is now dead and the spell that was cast on you has been lifted, you desperately want to go home.  Write a persuasive letter to your husband King Menalaus explaining how you were bewitched and had no power to refuse Paris. You've really missed him and want to come home.  In your letter describe what life has been like for you watching the battles day after day, wishing it would be over and everything could return to normal.  Make promises for the future.  What kind of wife will you promise to be? e.g devoted, loving, honest and will always put him first.

 

2. Alternatively you could write a letter from Odysseus to his wife or son, imagining that you are hidden in the wooden horse waiting for the right moment to come out and fight the Trojans.  You don't know if you will ever see them again.  You are crammed in with the other soldiers, who are smelly and won't keep still.  You've got hours and hours to go and need to be patient and remain calm, not an easy task for a powerful hero used to fighting battles all day long.

MATHS

Session 1 : L.O. - I can convert the 12 hour clock into the 24 hour clock

In the 24 hour clock, there are no 'am' and 'pm' labels.

 

The hours start at zero and go through to 23.

 

All 24 hour clock times should be written hh:mm or hh:mm:ss, where h is the hour, m is the minute and s is the seconds.

 

Sometimes the colons are omitted between the hours and minutes.

 

 

Watch the following video which explains how we read and write the time using the 24 hour clock : https://www.turtlediary.com/video/am-and-pm-and-the-24-hours-clock.html

Then have a go at the 2 worksheets below.  There is an optional challenge for those who finish the worksheet quickly.  The answers are all included in the PDF files.

Try playing this online game to test your knowledge of the 24 hour clock : 

https://mathsframe.co.uk/en/resources/resource/116/telling_the_time#

You can select the level of difficulty.  Challenge yourself! You may wish to start with the 12 hour clock before moving on to selecting the 24 hour clock.

Session 2 : L.O. - I can solve problems involving the 24 hour clock.

To begin with I'd like you to revise converting the 24 hour clock into the 12 hour clock and vice versa.  Read through the powerpoint and then have a go at the worksheets.  The 1st worksheet involves converting times and the 2nd worksheet has problems to solve.

Optional challenge investigation : 

Session 3: L.O. I can work out durations of time

To assist with the activities for the next few days, it will help if you have an analogue clock or make a simple paper clock of your own.  Click here for an example:

https://simplecraftidea.com/make-paper-plate-clock/   You can use a circle of paper and as, I'm sure most of you don't have split pins to hand, a pin will work just as well. 

Or you could use the clocks on this site: https://www.visnos.com/demos/two-clocks

Click on the powerpoint below and work through the pages before having a go with the worksheet, choose your challenge level according to how confident you feel with telling the time.

 

Time game to play with others in your household

Session 4  L.O. I can solve problems with intervals of time

As the minutes don't change here, look at the hours first and count on to work out the duration of each programme.

 

 

 

 

 

Look at the ppt below and work up to Meet Mr Smith.  Then go to the worksheet below.  If you want a challenge, read through the whole ppt and then answer the 'hard' sheet.  There's also a couple of fun time riddles for you to solve too.

For an online game to practise your skills go to:

https://mathsframe.co.uk/en/resources/resource/119/find-the-start-time

Session 5

Today we are going to compare durations of time.  

First work out the duration of time for each one.  

2:00 p.m. - 6:00 p.m. is 4 hours 

08:00 a.m. - 12:00 p.m. is also 4 hours

so we use the = symbol to show that they are the same.

For 7:30 - 9:30 a.m., count on 8:30, 9:30 and we get 2 hours

To work out the duration from 11:40 - 02:40 p.m, we need to remember that after 12 p.m. we return to 1 pm, like this: count on 12:40, 01:40, 02:40 and we find that the duration is 3 hours, so the symbol we need is <.

Work out the last one on your own. Now work through the power point below and the accompanying worksheets, you do not need to print it all off, there are 3 different challenge levels: D = *, E = ** and GD=***  To save on paper, don't print the first page either.

Science and ICT

L.O. I can explain the importance of our teeth in the digestive system.

You have now covered the learning objectives for this unit on Teeth, so this week you have the opportunity to show off all that you know on the subject.  We would like you to showcase what you have learnt about teeth and our digestive system with a power point presentation or your own information booklet using the template below.  We would really love to see your work, please email it into the office on Wednesday this week or next and we will give you feedback.  For those of you that have a sibling in the same class or year 4, you could work together on this.

If you aren't confident with using Power Point, ask an adult at home to help or follow the steps in this guide: https://support.office.com/en-us/article/Create-your-first-PowerPoint-2010-presentation-50732ad4-49b3-44c1-9b4d-fa5e73eb47d1

 

To create a PowerPoint presentation about human teeth make a slide for each of the bullet points below.

The writing on each slide should be in your own words. Use information you have gathered over the last four weeks.

1. Title page

2. Our teeth – include the scientific names of the different types of teeth we have with an explanation about what their job is

3. How do they compare? – look at the teeth of other animals and point out some differences. Try to include the terms carnivore, herbivore and omnivore.

4. Healthy teeth – explain what we should all do to keep our teeth healthy. Look back at your work from the other sessions to remind you.

5. Why are teeth important? – describe the digestive system and that each part of the journey has an important job to do, and what that job is.

6. Include the following scientific vocabulary:
Teeth, molars, canine, incisors, digestion, stomach, oesophagus, large intestine, small intestine, faeces, present, display, explain, herbivore, carnivore, omnivore, predator, prey

Your PowerPoint should include:

• images

• text boxes

• headings

• different slide designs

• different slide transitions

• different text box and image transitions

 

Here are some PowerPoint design tips for you to think about.

• Don’t overuse effects or overcrowd slides.

• Think carefully before using animations, sound and video. It’s best to use those effects sparingly—they’ll have more impact.

• Bring points onto the slide one at a time - this approach gives better control and pace.

• Picture what your audience will be seeing and hearing.

• Spend more time on content than on design issues. You can be creative but don’t be silly.

• Make sure that your slides are readable. Use large fonts. If you can’t fit all your points on a slide without moving to a smaller font, break the points up onto separate slides.

• Use no more than 2 typefaces in your presentation.

• Use Bold, Italics, or Colour for emphasis.

TOPIC - HISTORY

L.O. : I can describe the armour and weapons an Ancient Greek soldier would use and the ships they sailed.

Much of what we have learnt about Ancient Greece has been from studying artefacts dug up over the years.  These are primary sources of information as they come directly from the Ancient Greek times.  For your topic session this week, we will be continuing with the subject of war, and will be learning about what armour an Ancient Greek soldier would have worn, the weapons they used and the ships they would have sailed.

First of all, look at these pictures of greek pottery and think about what we can learn about Ancient Greek soldiers and their armour and weapons from these artefacts : 

Now read through this powerpoint which tells us a little more information about soldiers in Ancient Greek times.

This video clip gives you more information about the life of a hoplite (Ancient Greek soldier) : https://www.youtube.com/watch?v=g1TJzu4AElQ

 

Activity : 

This week we would like you to be creative and show us what you have learnt about Ancient Greek soldiers (hoplites) and their ships (triremes). 

Choose an activity from the list below to showcase your knowledge :  

1)  Draw a detailed and labelled diagram of a hoplite (Ancient Greek soldier).

2)  Dress up as a hoplite.  Your art activity is to make a shield so you could use this as part of your costume.

3) Dress a soft toy or doll up as a hoplite.  Make them armour and weapons to keep them safe.

4) Make a model of a trireme (Ancient Greek ship) using recycled items.

ART

The shield was a very important form of protection in Ancient Greece. Greek soldiers, called Hoplites, carried a large wooden shield into battle. They were called hoplons or aspis.

A hoplon shield was a deeply-dished shield made of wood. Some shields had a thin sheet of bronze on the outer face. This was placed just around the rim. These large shields were designed for a mass of hoplites to push forward into the opposing army, and it was their most essential equipment.

Probably the most famous decoration is the Spartan. This was a capital lambda(Λ). From the late 5th century BC onward, Athenian hoplites usually used the Little Owl (Athena's sacred bird). The shields of Theban hoplites were sometimes decorated with a sphinx, or the club of Heracles.

 

This week we'd like you to design your own Greek shield for a soldier to carry into battle.  You could include one of the Greek gods or a mythical character in your design, make it original! First draw out your design on paper. Then find some scrap cardboard to turn it into a real shield. Decorate it with paint and scrap paper too.  

For some inspiration see:

http://www.timetrips.co.uk/gw%20armour.htm

Here are some instructions:

https://www.activityvillage.co.uk/make-a-greek-shield

Have fun and don't forget to post photos on the blog!  

PHSE

Had we been at school, this term we would have been discussing relationships.

This week's discussion is all about family and the roles and responsibilities that different members have in it.  We'd like you to look at the photos below and consider the following questions:

Does there have to be specific male or female jobs?

Are there some jobs that are more suitable for women? Why? Are there any jobs that only men can do? Are there any jobs that only women can do?  In your house are there any differences in the jobs the boys are expected to do and the girls expected to do? Is this fair? How do you feel about this?  If you live with one adult, what jobs do they do in and out of the house?  Do you help out?  How?

We'd like you to draw each member of your family and to identify two jobs that each person does, including you do.

MUSIC

On the BBC Music website, vocal coach David Grant has seven exciting songs to learn, each one linking to an episode of the story of the Trojan War. Each of the songs has a tutorial video in which David teaches the songs in a lively style.  Have a go at learning one of the songs.  They are all different styles of music so pick your preference.

Click on this link to take you to the website : https://www.bbc.co.uk/teach/school-radio/music-ks2-heroes-of-troy-index/zn4d8xs

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