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Week 6 - 1.6.20

Hello Year 4 and welcome back to the second half of the summer term.  We hope you have had a great break and managed to get outside as much as possible and enjoy the beautiful weather we've been having. 

This week in English we are excited to be starting a new class text - 'Who let the Gods out' by Maz Evans.  The school have purchased enough copies so that everyone in years 3 and 4 can borrow a book to use at home.  Thank you to those who have already picked up your copy.  For those that have not managed to yet, please phone the office to arrange a suitable time to go and collect your copy.  If you will not be able to do this, please e-mail Mrs Terry and let her know.  Mrs Johns and Mrs Terry will be taking it in turns to read a week's worth of chapters for you, so you can still complete the activities set even if you do not have a copy of the book.  

We have planned 5 reading, writing and maths sessions as usual, and then there are Science, History, PSHE and Music sessions for you to complete.  Finally there is a choice of either Art or Cookery.  But remember, please work at your own pace and if you do not complete all of the work set then it doesn't matter - as long as you have tried your best.

Do remember to blog your achievements so that we can all see the wonderful things you are getting up to at home - our Year 4 blog has been very quiet this week!

Finally, just to let you know that from now on Mr Reynolds is calling all of the Key Stage 2 families each week, so you should be hearing from him instead.  As always, if you have any questions about the home learning, please e-mail us via the school office : info@holbrook-pri.suffolk.sch.uk

Have a great week!

Mrs Terry and Mr Byam.

Spelling

L.O. I can add the suffix ‘ous’ to change a noun into an adjective.

Rule :

The letters ‘ous’ are a suffix, meaning ‘full of’.

Usually, adding ‘ous’ changes a noun into an adjective, as in danger to dangerous and there are rules for the spellings:

  • Words ending in ‘y’: delete the ‘y’ and add ‘ious’ (glory/glorious)
  • Words ending in ‘ge’: do not drop the ‘e’(courage/courageous)
  • Words ending in ‘ce’: drop the ‘e’ and add ‘ious’ (space/spacious
  • Words ending in ‘our’: change to ‘or’ and add ‘ous’ (humour/humorous)

 

Join up the following nouns with their correct adjective :

NOUN                               ADJECTIVE

space                                courageous  

envy                                  poisonous                  

courage                             various

fury                                   spacious

danger                              envious        

poison                              dangerous

mountain                          famous

fame                                 mountainous       

vary                                  furious

 

This week I would like you to focus on learning how to spell the words in the adjective list.  Ask an adult to test you at the end of the week.

Reading

Session 1 - Pre-reading

Today we start our new class text 'Who let the Gods out' by Maz Evans.  But before we actually get started with the story, I'd like you to predict what you think this book is going to be about.  Look at the front cover, back cover and (as it suggests on the back cover) p152 and answer the following questions:

1. What does the title suggest the story is about?

2. Is this fiction or non-fiction?  How do you know?

3. Who do you think the main character is?

4. What other characters are mentioned and what do we learn about them?

5. Do you think this story is written in a serious or comic style of writing?  How do you know?

           

 

Session 2 - Chapter 1

Today we will start to read the story 'Who let the Gods out'.  As you read, think about the predictions you made to see if you were correct (it doesn't matter if you weren't!).  

Please read Chapter 1 : Lying low.  Mrs Johns has recorded an audio version for those of you that don't have a copy of the book or those that would like to read along with an adult.

Comprehension questions : 

1. What does 'jubilantly' mean?

2. Is Elliot often in trouble?  How do we know?

3. Why do you think Mr Boil has no respect for Call Me Graham?

4. Where does Elliot go to school?

5. How old is Elliot?

Who Let the Gods Out, Chapter 1 audio

Session 3 - Chapter 2

Click on the link to Chapter 2 and read along with Mrs Johns.

Comprehension questions :

  1. What does the text mean when it says the farm had been the family home for 'generations'?
  2. What words show you that Elliot doesn't want to speak to Patricia Porshley Plum?
  3. Why might Elliot like the walk home so much?
  4. Why do you think Elliot lies about his mum being ill?
  5. Can you predict where his mum has gone?

Chapter 2, audio

Session 4

Do you ever look up into the sky at night to look for patterns of stars? These are called constellations.  They are groups of stars that form the shape of an animal or a god.  We call them the constellations of the zodiac.  They are defined by the annual path of the sun across our sky, meaning that different constellations are clearer during different months. Because Earth orbits in a flat plane around the sun, we see the sun against the same stars – the constellations of the zodiac – again and again at regular intervals throughout the year. They form a sort of family of 12 Gods and animals in the sky and were created by ancient Greek astronomers to make sense of them and to make stories about the heavens.

Now open your book at chapter 3 and either read the chapter alone, or if you wish you can read along with Mrs Johns by clicking the audio below:

Chapter 3, audio

In chapter 3 we are introduced to Elysium, the place where the gods all live.  The chapter opens with all the gods seated around a large table, having a meeting.  Together they form a Council.

Comprehension questions :

1. Can you find any words that show us that Elysium is a paradise?

2. Why might cyclops be entitled to half price eye care?

3. Why doesn't the Zodiac Council want to bestow more serious responsibilities upon Virgo?

4. Why does Virgo almost immediately regret her decision to leave?

5. What stone circle might Virgo be looking for?

6. What are Virgo's responsibilities? 

7. What is involved in the Prisoner Forty-Two task?

Session 5 - Chapter 4

Read chapter 4, or listen to Mrs Johns reading it. 

Comprehension questions : 

1. What does the phrase 'Mum's the word' mean?

2. What does discern mean?

3. Why do you think the author, Maz Evans, puts inverted commas around "borrow" money?

4. Why was Elliot so worried?

5. Why is Elliot unsure about whether he'll ever know about his father?

6. Why are there lots of IOUs in the money jar?

7. Why do you think Elliot doesn't study?

8. What is the really scary letter?

9.Why can Elliot see the stars so well?

10. Explain what will happen if Elliot doesn't pay his debts.

Chapter 4.mp3

Writing

Session 1  L.O. : I understand what is meant by the signs of the zodiac.

The story 'Who let the Gods out' refers to the signs of the zodiac, so in this session we will be researching what these are.  Firstly I would like you to watch the following video clip :

Your ‘sign of the zodiac’ depends on when your birthday is e.g. if your birthday is on May 30th your star sign would be Gemini (May 22nd to June 21st). 

 

According to the Ancient Greeks, each of the zodiac signs is associated with a planet, called its ruler. This planet exerts a stronger influence over a given sign than any other planet. It affects how your zodiac sign interacts with others, approaches life, and forms relationships.

 

 

Look at the following document to see what star sign your birthday is in.

Activity : In your home learning book, write whether you agree with what your zodiac sign says about you?  If so, which elements are like you?  If you disagree, why?

Extension - can you research and find anything else out about your star sign?

 

Session 2  L.O. : I can write a character description using information stated and implied in the text.

In chapter 1 we were introduced to the characters of Mr Boil and Graham Sopweed (otherwise known as ‘Call me Graham’).

Using information from the text, I would like you to draw what you think each of these two characters looks like.  Then, write a paragraph describing what each character is like.  Use evidence from the text to back up your views.

e.g. Call Me Graham speaks quietly and nervously – he whispers and stammers.  He is scared of Mr Boil, and screams when Mr Boil bursts into his office. 

 

Session 3   L.O. I can write the next part of the story.

After reading chapter 2 : What do you think might happen next?  Where has mum gone?  Will Elliot find her?  How?  What will happen to him?

In your books, write the next part of the story, predicting where mum has gone. 

 

If you'd like  an opening to help you get started, continue on from here:

Elliot rushed outside, the feeling of panic rising inside his chest as he scoured the garden frantically for signs of where she might be.  He looked beyond the garden to the fields ...

 

Session 4 - L.O. I can write a job advertisement

After reading chapter 3. We'd like you to write a job advertisement for Virgo's job at the Zodiac Council.  Here is one I've written for Taurus:

Job Title:

Taurus, Chief Council to Venus, the Goddess of Love and Beauty

Duties of the Job:

You will answer to Venus and do as she tells you, organising every aspect of immortal life from justice to jumble sales.

Desirable features:

Appearance

Beautiful, stunning, show-stopping good looking

Age

Must be over 1,000 years

Desirable characteristics:

Personality

You will be determined and stubborn, never backing down from an argument.  You will share Venus’s love of art, having a really good time and luxury and comfort.

Previous Job experience

Experience in communicating with the Gods is essential.  You must provide proof of your excellent organisational skills and willingness to serve your community.

Location

Elysium, a land of perfect happiness at the end of the Earth, on the banks of the Oceanus.

Either print and use the template below (word doc) or write out each subheading as above, here's some useful vocabulary to describe Virgo's character:

 

Session 5   L.O. I can express time and cause using conjunctions

Today's focus is on grammar, we'd like you to revise how to use 'time conjunctions' to tell us when something is happening.

Watch the powerpoint below and have a go at the activities.

Maths

Summer term 2 week 1

Geometry: Position and Direction

For this unit you will be learning how to describe positions on 2-D grids, how to draw polygons by plotting points on a grid and how to describe movements between positions.

Session 1   L.O.  I can read and write coordinates in the first quadrant.

First of all watch the video clip below but only up until 3 mins 25 secs.

https://www.youtube.com/watch?v=6eX4PZJjofI&t=6s

 

Next, go through the power point and answer any questions as you go.

Finally, answer the questions below:

Session 2     L.O. I can plot points on a 2-D grid.

For this session you will be using coordinates to plot points on a 2-D grid. There are two short questions on plotting points and then there is a fun battleships game to print off and play with a partner.

First of all complete the questions below (the answers are attached at the bottom of the page):

Then print off and play the battleships game below (instructions are included):

If you do not want to print off anything or do not  have access to a printer you can click on the link below to play an online version of battleships:

https://www.puzzleplayground.com/g/sink-the-ships

Session 3      L.O. I can translate points and shapes on a 2-D grid.

For this session you will learn how to translate (move), a point or shape on a 2-D grid.  First of all watch the video below up until 2 mins 17 sec:

https://www.youtube.com/watch?v=8Dtz5fBe7_Q

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

Finally, answer the two worksheets below:

Session 4     L.O. I can describe movements of points and shapes on a grid using specific language.

Following on from yesterday’s session, you will be describing the movements of points and shapes on a grid using specific language.  Please complete the worksheet below:

Session 5      L.O. I can apply reasoning and problem solving skills to grids and coordinates.

For this session you will be going over everything you have learnt this week about geometry: position and direction, using reasoning and problem solving skills.

First of all go through the power point below and complete the fun activities:

Finally, if you have time and want to extend your learning even further please complete the worksheet below:

Science

L.O. I can explain ways in which electricity is generated.

What is electricity?

 

This term's topic is all about electricity.  Watch this short video and consider what makes all the items work:

https://www.bbc.co.uk/bitesize/clips/zwqd7ty

All of the items in the clip are powered by electricity.  What do you know about electricity? Where does it come from? How do switches work? Which materials allow electricity to flow through them?  Tell a grown up everything you know about electricity and write a mind map in your book, here is an example of how to lay it out.

https://www.bbc.co.uk/bitesize/topics/z2882hv/articles/zcwnv9q

Next look at the ppt below, go straight to page 5.

Now tell someone in your household  the difference between renewable and non-renewable energy.  What are some renewable ways of getting electricity?

Task

Hunt for items in your house that run on electricity.  Write a list of all the electric items that you can find, your kitchen is a good place to start. Which of the electric items in your house relies on fossil fuels?   Are any powered by renewable energy such as hydro, wind or solar?  How you would cope without each one of these items?

Additional activities on our topic of electricity:

Make an electric buzzer game: https://sciencewithkids.com/science-games/electronic-buzzer-game.html

Electric circuits: https://www.andythelwell.com/blobz/guide.html

Topic - History

L.O. : I can list the events of the Battle of Marathon in chronological order.

Have you ever wondered where the term 'marathon' came from?  It was actually a name that was derived from the Ancient Greeks and one of their finest battles : The Battle of Marathon. The city states in Ancient Greece, such as Athens and Sparta, often fought but the only time they came together was when they faced an external threat; Persia. In 490BCE, Persia tried to attack Athens. The Athenians tried to ask for help from Sparta but they didn’t arrive in time due to being in the middle of celebrating a religious festival!  Help! The Athenians ended up fighting the Persians alone and outnumbered but they skillfully managed to win.

Read the following version of events detailing how the name 'marathon' came about for a 26 mile race.

Now I'd like you to watch the following clip from 'Horrible histories' : 

Battle of Marathon (Horrible Histories)

Activity : in your home learning book please order the events of the Battle of Marathon (see the file below).

 

Extension : The distance from Marathon to Athens is approximately 25 miles, yet a modern day marathon is 26.2 miles.  Can you research to find out why and when the length of a marathon was extended to 26.2 miles?

P.S.H.E.

L.O. : I can recognise how friendships change and how to manage when I fall out with my friends.

 

Complete the sentence : ‘A friend is someone who can…’

 

Think about : What are the positive things about having friends? Are there any negative things about friendships?

Changes in friendship is a normal part of life, and as we get older our friendship groups can change.

For example, my best friend at secondary school was a girl called Katherine.  We always used to sit together in class, play together at break and go round to each other’s houses at the weekends and in the holidays.  Since leaving school, however, we have grown apart and I am no longer in contact with her. But does this mean that we are no longer friends?  If I were to meet her would we be friendly towards each other?

 

Can you think about the ways in which friendships can change or end.

• Can you say to someone ‘I want to end our friendship’ without hurting their feelings?

• Can you break friends but remain friendly?

Write down your thoughts in your home learning book or discuss with an adult.

 

Imagine the scenario : You have a friend that you often play video games with. There’s one game your friend is really good at and always wins. A couple of days ago you managed to beat them for the first time. You posted a message on the game’s forum that read ‘Eat that losers!’. The next day your friend was sulky and bad tempered about it. It turned into a big argument and you haven’t spoken since. You’d like to be friends again but don’t know how.

In your home learning book, suggest how you could get through this problem in your friendship.

 

Look at the two ‘Make Friends, Break Friends?’ scenarios below.  For each one, read the scenario through and think through the situation in role as the character. Try to enter into the situation and imagine how you might really feel.  Think about whether the friendship in each scenario should continue or will have to end. Is it a problem that can be resolved or is the friendship going to break up?  Remember the ‘Solve it together’ or the ‘Mending Friendships’ technique (see file below).

Also think about whether the scenarios have included:

• A breach of trust

• A breach of loyalty

• Anger

• Feeling betrayed

• Good empathy between the pairs

• Good negotiating skills

• An effective compromise

 

Make Friends, Break Friends? Scenario 1

You have a friend who you have known ever since you went to playgroup together. You have always got on well together but as you’ve become older you have found it difficult because your friend always wants to play outdoors, doing active, sporty, sometimes risky things. You’d rather play quieter games, you love reading and you enjoy making and building things. You try to keep up with your friend but you’re afraid this friendship is not really allowing you to be yourself.

 

Make Friends, Break Friends? Scenario 2

You have two best friends and have known them for a long time. You’ve always hung around together in a three. Just lately one of your friends has been spending time with a different group that you don’t get on with. You talked to your other friend about it and you both said some unkind things about the situation. Now you feel completely let down because both your friends have been sending messages that say you have been talking about them behind their backs.

 

Finally, think about…If a friendship ends, does it have to be on bad terms or can it be an amicable agreement?

Music

L.O. : I can list musical instruments in the different sections of the orchestra.

This week I'd like you to revise the names of all the instruments of the orchestra.  They are split into 4 different section : strings, woodwind, brass and percussion. 

In your home learning book I would like you to draw the following table :  

Now watch the following guide to the orchestra (see youtube video below).  For each instrument mentioned, I would like you to place its name in the correct section of your table.  Check the vocabulary list for the spellings of the different instruments.  Do you recognise any of the tunes the instruments are playing? 

Introduction to the Instruments of the Orchestra

You can use the following file to check if you correct and add any others that were not featured on the video clip.

COOKERY

Greek yoghurt strawberry and Banana smoothies

With the lovely weather we've been having we thought we'd give you something healthy and refreshing to make.  If you live in Holbrook, you could pick up a punnet of fresh strawberries from the Abbott's stall, they're deliciously sweet and perfect for making smoothies.  Here's a recipe:

https://www.wellplated.com/greek-yogurt-smoothie/ 

 

ART

If you want an extra activity to do, why not make your own 3D zodiac constellation?

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