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Week 5 - 18.5.20

Hello Year 4, we hope you have had a lovely weekend.  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. 

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.  It's also great to see children positively commenting on each other's work, just as we like to do in class.  In order to do this you have to click on the title of the post and then you are given the opportunity to post a comment.  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.

Keep up the wonderful work you are doing Year 4!  

Mrs Terry and My Byam.

Spelling

This week, and over half term, we'd like you to consolidate your knowledge of the Year 3 and 4 statutory spellings.  Perhaps get an adult to test you on 15 at a time so you can see which ones you are secure on and which need practice.  You can use the strategies we have practised in class to help you to spell any tricky words (see spelling strategies sheet below).  If you are secure on all of the Year 3 & 4 spellings then you can start to learn the Year 5 & 6 spellings. 

We have included a word search pack for each set of spellings in case you would like to practise spellings in this way (if printing these out, to save paper print 2 pages per sheet).

English

This week we are learning about the Trojan war, one of the most bloody battles in history that lasted for over 10 years.  It 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 feedback on to the office on Wednesdays, we'd love to read your work, or alternatively share a photo of it on the blog for us all to enjoy!

Reading

During our reading sessions this week, we are listening to and watching a cartoon version of 'The Trojan War'.  It is told from the point of view of a guard.  The story 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 on the bbc webpage that you will be taken to by clicking on the links below.  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 the bottom of the bbc page and answer the 5 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 like yesterday, 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?

 

Additional reading: Take a look at extracts from The Iliad by the ancient Greek writer Homer about the Trojan War

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 : L.O. : 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 - how many different types of punctuation can you include?

 

Session 4: L O : 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 : L.O. : I can write a letter.

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

As usual please practice your times tables for 5-10 minutes each day.  There is now a quick link to TT Rockstars on the home learning page.

Week 5- geometry: properties of shapes

Session 1 : L.O. To be able to identify lines of symmetry in 2-D shapes.

For today’s session we will be learning about symmetry. First of all please watch the video below:

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

 

Next, go through the power point and answer any questions on the slides as you go:

Finally, in your home learning books, draw the following shapes and their lines of symmetry. Indicate the lines of symmetry with a dotted line (if you would prefer to do this using squared paper I have attached a document that you can print off below):

  • Square
  • Isosceles triangle
  • Equilateral triangle
  • Rectangle
  • Pentagon
  • Trapezium
  • Octagon

Label each shape and record how many lines of symmetry you find for each one.  Do you notice anything? (Is there a relationship between the lines of symmetry/number of sides?)

Extension task: Try and work out how many lines of symmetry a circle has.

Session 2 : L.O. I can answer questions on symmetry using reasoning and problem solving skills.

Please complete the worksheet below.

Session 3 : L.O. I can use my knowledge of symmetry to complete 2-D shapes and patterns

For this session you can use a small mirror to help you (if you have one to hand).  If you do not have one don’t worry!

Using your knowledge of symmetry, draw the shapes in their new position after being reflected in the mirror line (only do the first worksheet on the pdf file attached below):

Extension task: complete the second worksheet on the pdf. file (if you are feeling confident!).

The answers are on the pdf. file.

Session 4 : L.O. I am able to identify symmetry in everyday objects around the home and in nature.

For this session you are going to do an investigation! Look around your house and find things that have lines of symmetry. Make notes, draw pictures and take photos if you can.  Have a look for things with symmetry in your garden or when you go out for a walk.  Are there things in nature that are symmetrical?

Record your observations in your home learning book.

 

Session 5 : L.O. I am able to consolidate my knowledge of geometry: properties of shapes into an informational poster.

For this session you are going to make a geometry poster and travel back in time! Well almost. Imagine you are going to travel back in time to ancient Greece and show the school children there all the wonderful things you have learnt about geometry in Maths over the past few weeks.  It’s up to you whether you want to do a big poster on A3 or a slightly smaller one on A4.  Try and include information/diagrams about angles, triangles, quadrilaterals and symmetry. You can either include all of the areas we have covered on one poster OR just focus on one area (such as triangles).  If you want to focus on just one area and would like to do another poster on a different area that would be great.  You can be as creative as you like and use lots of colours and different materials.  Let your imaginations run wild!

Please upload your work to the blog-we would really love to see what you come up with.

Below are some ideas of what a geometry poster can look like:

Science & 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 whilst at home 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.

 

If you haven’t used Power Point before, 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

 

If you don’t have the means to create a Power Point, you could make your own booklet.  Create a PowerPoint presentation or booklet about human teeth. Make a slide/page 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 previous sessions.

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 come 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

L.O. : I can make an Ancient Greek shield

 

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!  

French

L.O. : I can describe where an animal lives

This week, we are going to think about where the animals from ‘The Carnival of the animals’ live.  First of all, match the french name of each animal to its picture to revise this vocabulary from last week. Think about where each animal would live (its habitat).

le lion

le kangourou

le poisson 

le coucou

l’éléphant

l’âne

l’oiseau

la tortue

la poule

le cygne

 

New vocabulary to practise this week : 

La savane - the savanna

La forêt - the forest

La mer – the sea

Une ferme – a farm

La campagne - the countryside

Où habites-tu ? - Where do you live ?

J’habite dans….I live in

 

Look through the powerpoint below called 'Animal habitats'.  For each habitat, try and answer the question 

Qui habite dans…?       (Who lives in…?)

 

You will answer with the name of the animal e.g. le poisson habite dans la mer (the fish lives in the sea).

 

The 1st five slides give you the names of the different habitats, the last slides will tell you which animals live in each habitat.

 

At the end of the slide show there are sentences to show you how you might put this vocabulary into a conversation.

 

Activity : using the conversation at the end of the powerpoint slide show as a guide, make up your own conversation between yourself and one of the other animals.  You can write this down in your home learning book or just practise saying it out loud.

 

Note : if you are saying that you live in a village/town you would use à to mean 'in' e.g. J'habite à Holbrook = I live in Holbrook.

PSHE

L.O. : I know how most people feel when they lose someone or something they love.

We are continuing to think about relationships this week.  Last week you were thinking about jealousy.  This week is a little harder, and may be very challenging for some people as it involves thinking about someone or something you have lost, perhaps because a person has died or because they have moved away and you can't see them easily.  We will be thinking about how you can cope with this loss.  It may help to discuss this activity, and any feelings you have as a result, with an adult.

 

Think about : 

• Have you ever lost something important to you?

• Has one of your friends moved away?

• Have you had to change school because you moved house?

• Have you found something you thought you lost?

• Have you helped someone look for something they’d lost?

• Have you moved home to live in a different country?

 

When we lose special people, pets and things in our lives the feelings we get are normal. Loss is a fact of life - sooner or later we will all have times when someone close dies or leaves us, or there is a big change in our lives, like moving away. The reason loss can be hard is because we love and value the people around us and the thing, person or place we have lost and losing someone special hurts us and can make us feel vulnerable or unsure/insecure.

 

Can you suggest the things we can do and say day-by-day to make sure our special people know they are important to us?

 

Activity 1 : Choose one of the following situations and write it down in your home learning book.  Then list all the feelings you would have if you were in this situation :

1) You have to move to a new school and leave your best friend behind

2) A pet dies

3) A grandparent dies

4) You lose a special object that was given to you

5) You lose a special piece of work that you have spent a long time doing

6) You lose your place in a sports team

 

After you have written these feelings down, think about the order in which you might feel these feelings and write numbers next to them.

 

It is very normal for the ‘loss’ or ‘grief’ cycle of feelings usually follows the same pattern of:

• denial (not believing it’s happened)

• feeling angry

• bargaining (e.g. wishing things could be back how they were)

• depression/ sadness

• acceptance (e.g. remembering the good things about the thing or person we lost)

 

Sometimes people like to make a memory box to keep special things inside to remember people, pets and places.

Activity 2 : Have a look at what is in this memory box and think about why the following things have been put in there : model of a landmark, perfume, birthday card, photo of children, pocket watch.  Think about who, what or where each object may remind the person of. 

You can write down your thoughts or discuss with an adult.

Music (optional)

On the BBC Music website, vocal coach David Grant has seven exciting songs to learn, each one linking to each 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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