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Week 8 15.6.20

Good morning everyone!

 

We hope you've all had a great weekend enjoying the return of the sunshine! 

 

We hope that you're all enjoying Who let the Gods Out and managing to keep up with the reading.  This week, Mrs Terry is the narrator.  There's a really tricky word on page 89 that caught her out, dynoflavinemperorclotheazines, can you pronounce it correctly?  Can you spot some different words in it?  This week Elliot gets to meet the Zodiac Council, he doesn't go down too well with them!  Whilst he's trying to get home, his mum is being taken in by Mrs Porshley Plum.  Will he make it home in time to save the farm?

Our maths focus is on 2D and 3D shapes and their properties, building on last week's work on angles and the different types of line.  For science, we've a fun and simple experiment to see if you can make your own battery cell.  Last week, we were delighted to see photos of your home made circuits, Joshua and Riley yours looked like it worked really well, super work! 

 

If you are a child of a key worker, so that you don't repeat any lessons at home, these are the topics we'll be teaching in the afternoons this week:

Tues: Mrs Johns Weds: Mrs Johns Thurs: Mrs Terry Friday: Mrs Terry
Art & PSHE Science & veg patch History & music Forest School

As always, please do email in any work that you've done, we'd love to see it.  Have a great week everyone!

Mrs Johns and Mrs Terry

English

Spelling

We have selected 10 words from the Year 3 statutory list to learn this week.

probably promise purpose quarter question
recent regular remember sentence reign

 

To help you practise each word, play one game each day from spelling frame:

https://spellingframe.co.uk/spelling-rule/71/33-Word-list-years-3-and-4---pro--to-sen-

 

Reading

Session 1 - Chapter 8, Patricia Horse's-Bum

 

Vocabulary check: enterprising, necessitated, deluded, assumed, sanctuary, reluctantly, facilities, defenceless

 

What vocabulary shows Patricia is spoilt?

What does Patricia mean by 'I hope you kept the receipt'?

Why does Patricia dislike Elliot?

Why does Patricia take a cake?

Why does Josie look so dreadful?

How does Patricia figure out that Josie is unwell?

Chapter 8

Session 2 - Chapter 9, Bad Council

 

Vocabulary check: flawless, refracted rainbow light, indignant, consequence, jeopardized 

 

What words show Aries is angry?

Find the vocabulary that shows that the Council doesn't respect Virgo very much.

Does Elliot enjoy flying?  How do you know?

How does Virgo learn more about Thanatos?

What will happen to Virgo if she uses her powers again?

Chapter 9

Session 3, Chapter 10, Plain Sailing part 1 p.110 -bottom of page 121

 

Vocabulary check: concealing, conspiracy, archaic, satyr, neutral, prohibited

 

Why do you think the chapter is called Plain Sailing?

Why do they need to take public transport?

What do you think is Elliot's initial impression of the boat? Why?

Why does Elliot start to get worried about the time?

Why does Elliot want the Earth Stone?

Chapter 10 part 1.mp3

Session 4 - Chapter 10, 'Plain Sailing' part 2 from the bottom of page 121 - p126

 

Vocabulary check: descent, limbs, wince, bemused, parchment

 

Read the second part of Chapter 10 p121 - 126, or listen to the recording below, and answer the following comprehension questions :

 

Who do Elliot and Virgo decide they need to recruit the help of?  Why?

Explain the difference between Elysium public transport and Earth public transport.

Why are all the Chaos Stones the wrong colour?

Chapter 10, part 2

Session 5 - Chapter 11, 'A trip down memory flame' p 127 - 137.

 

Vocabulary check: oblivion, ebony, hound, languidly, inferno, cacophony.

 

Read Chapter 11, or listen to the recording below, and answer the following comprehension questions : 

 

What vocabulary makes Tartarus look daunting and scary?

Is Thanatos pleased at the housing being built?  How do you know?

How does Tantalus feel when his shopping arrives?

How does he feel when he opens it?

Why does Charon think Tantalus wouldn't have minded toilet paper?

Why does Thanatos make Sisyphus drop the boulder?

Why does Thanatos doubt that Hypnos will be pleased to see him?

Chapter 11

Writing

Session 1 - L.O. I can write a rap

 

Today, we'd like you to have a go at writing a short rap about Patricia Porshley- Plum. 


First read the verses below to introduce you to the rules for writing a rap.

 

Hey, everybody, let’s write a rap.

First there’s a rhythm you’ll need to clap.

Keep that rhythm and stay in time,

‘cause a rap needs rhythm and a good strong rhyme.

 

The rhyme keeps coming in the very same place

so don’t fall behind and try not to race.

The rhythm keeps the rap on a regular beat

and the rhyme helps to wrap your rap up neat.

 

‘But what’ll we write?’ I hear you shout.

There ain’t no rules for what a rap’s about.

You could rap about a robber, you could rap about a king,

you could rap about a chewed up piece of string …

(well, you could rap about almost … anything!)

 

Today write a rap about Patricia Porshley Plum

But don’t be rude, or we’ll tell your mum!

Rap about the way she holds her nose in the air,

Rap about how she’s a such mean millionaire!

 

Then look back through chapter 8 and p.12 - 14 and write a list of phrases that describe her, for example: smiling mouth, but not her eyes, tweed jacket and generous hips. 

Work out how you can use your phrases in a a rap, remember that the last word in each line must rhyme and it must have rhythm!

 

Below are some additional devices that you could use in your rap:

Similes that describe her e.g. like a new-born foal on roller skates (p.14)

Alliteration pesky Patricia Porshley-Plum  (every word begins with a P)

powerful verbs her narrow eyes scanning every millimetre (p.12)

expanded noun phrase the ridiculous high heels

onomatopoeia the humming of the flickering lights

 

 

eg.  She wears a tweed jacket on her generous hips

       Totters in high heels that match the pink of her lips

 

If you're stuck on rhyming words, this is a useful site:

http://www.rhymezone.com/r/rhyme.cgi?Word=plum&typeofrhyme=perfect&org1=syl&org2=l&org3=y

 

Try to write two verses, or for a challenge write three.  When you've written it, play the audio file whilst you recite your rap.  Have some fun with it!  If you're pleased with your rap, do email it in to the office, we'd love to see it!

Rap backing track

Session 2 L.O. I can use fronted adverbials

 

Fronted adverbials

Adverbials are words or phrases that give more information to the sentence.

"I discovered fronted adverbials, earlier today."

'Earlier today' is the adverbial.

"Earlier today, I discovered fronted adverbials."

A fronted adverbial is when the adverbial word or phrase is moved to the front of the sentence, before the verb. So here, 'earlier today' is a fronted adverbial.

Watch this short video to find out more:

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zp937p3

In your books:

Session 3 - I can research facts about Charon

Who is Charon?

We know from the book that he sails a boat on the River Styx. Do you remember, it was the river that Achilles's mother dipped him into, gripping hold of his heel?

Maz Evans writes a powerful description of him on p.113:

'he was deathly white, almost transparent.  His stringy yellow hair hung limply down to his chin and a pair of pale-grey eyes stared out of their dark sockets.  His short figure was swathed in a rough brown robe, his dirty veins hands jutting from the sleeves.'

In Greek mythology, he has an important job in the underworld. Today we'd like you to do some research and find out a more about him.  As he is quite an unsettling character, you may wish to ask an adult to look at this with you.

Here are some useful websites: 

https://kids.kiddle.co/Charon_(mythology)#:~:text=In%20Greek%20mythology%2C%20Charon%20or,the%20world%20of%20the%20dead.

https://greece.mrdonn.org/greekgods/riverstyx.html

http://www.talesbeyondbelief.com/greek-gods-mythology/charon.htm

Find out: 

What is his job? Who is his father? Who is his brother? How much did passengers have to pay for their journey? What happened if they couldn't pay it?  Why were souls sent to the underworld?

Session 4 - L.O. I can design a fantasy vehicle.

 

 

Charon uses a boat to travel along the River Styx. 

 

 

 

 

 

 

 

In this session, your task is to design a vehicle for the immortals (e.g. Virgo) to travel around Elysium in (for when they don’t want to fly) or to help mortals such as Elliot travel safely around Elysium.  Think about how it could travel from cloud to cloud.  It needs to be able to land on something soft.  It could have wings? Or a propeller? Or use a balloon of some sort to allow it to float?  It could be a winged-animal?  Be creative!

Draw a labelled diagram to show what your mode of transport look like and its features.  Then write a paragraph, explaining how it moves around.

Session 5 – L.O. I can create an advertisement.

In the last session you designed a fantasy vehicle which can travel safely around Elysium.  Today, you need to create an advertisement to try and convince the Zodiac Council to buy your vehicle.  This should be in the form of a poster.

Remember the features of an advertisement.

  • Use a slogan or catchy heading e.g. CloudMobile 2000 – the fastest way to travel around the clouds!
  • Highlight the unique features e.g. A soft landing every time due to its cushioned landing blades.
  • Show the price e.g. Only 2500 drachma
  • Use alliteration or similes e.g. The comfiest, constellation-transporting cloudmobile
  • Ask questions e.g. Are you tired of having to use your constellation to travel around?  Wouldn’t you rather something else does all the hard work for you? 
  • And don’t forget to make it look appealing with colourful pictures and exciting font/styles of writing.  You may want to use CAPITAL LETTERS or bubble writing for some statements or headings.

Look at the file below for more ideas about the features of advertisements if you need :

We’d love to see your ideas on the blog!

Maths

Get your maths brain working by begin each session with one of the days from the mental starter slides below:

 

Session 1: To identify rectangles including squares

 

In this lesson, we will be looking in detail at the properties of rectangles and identifying these. This will build on our work on angles, particularly right angles.

Here are the start words which you will be focusing on today.

 

 

 

 

 

 

 

Click on the link below to start your lesson:

https://classroom.thenational.academy/lessons/to-identify-rectangles-including-squares

If you'd like to print the worksheet, you can download the one below.  For those that would like an extra challenge, here's a fun game to play: https://nrich.maths.org/10071

Session 2 L.O. I can describe 2-D shapes based on their properties

In this lesson, we will recap what the various properties of 2-D shapes are and begin to identify them within 2-D shapes. We will think about how to work efficiently and systematically.

https://classroom.thenational.academy/lessons/to-describe-2-d-shapes-based-on-their-prop

 

Session 3 - L.O. I can draw 2-D shapes based on their properties

 

In this lesson, we will be applying 2-D shape vocabulary to accurately describe and draw them.

Do you know what all of these mathematical words mean?

 

 

 

 

To begin today's online lesson, click here:

https://classroom.thenational.academy/lessons/to-draw-2-d-shapes-based-on-their-properties/activities/2

Websites to explore 2D shapes:

Have fun creating tessellations with: https://www.coolmath4kids.com/manipulatives/pattern-blocks

Try making shapes using this geo board app: https://www.mathlearningcenter.org/resources/apps/geoboard

Session 4 – L.O. : I can describe the properties of 3D shapes

 

 

In this lesson, we will be looking in detail at the properties of 3D and identifying these. This will build on our work on angles and 2D shapes.

 

 

 

 

 

Click on the link below for today's lesson :

https://classroom.thenational.academy/lessons/to-describe-the-properties-of-3d-shapes/activities/2

Session 5 – L.O. : I can identify and describe symmetry in 2D shapes

 

 

In this lesson, we will be looking in detail at the definition of symmetry and how to recognise this in familiar 2D shapes. This will build on our work on the properties of 2D shapes.

 

 

 

To begin today's lesson please click on the link below :

https://classroom.thenational.academy/lessons/to-identify-and-describe-symmetry-in-2d-shapes/activities/2

Science

Year 3, we loved seeing the photos of  some of you making a circuit last week, top work! Test your knowledge from last week’s experiment by watching this short film and scrolling down to the quiz:

https://www.bbc.co.uk/bitesize/topics/zq99q6f/articles/zt8vg82

When we draw a circuit we need to use the correct symbols, take a look at them and learn what each one means.

 

Watch this video to help:

https://www.bbc.co.uk/bitesize/topics/zq99q6f/articles/zs7g4j6

 

 

In your books, draw two diagrams, one that has a closed circuit and one that is open.

A Fun experiment to try at home

 

Did you work out what the lemon and coins that I mentioned last week could be used for? You can create your own electrical charge by following the instructions below.   Don't forget to blog your results!

Wet cell battery instructions (use 5 or 10 pence pieces in place of dimes)

If an adult has a volt meter at home, you could also try using a potato or an orange to create a charge:

https://www.instructables.com/id/Wet-Cell-Battery-out-of-Food/

TOPIC - HISTORY

This week we are learning about food and drink in the Ancient Greek times.  One way in which historians have found out about what the Ancient Greeks ate and drank has been by looking at the decorations on pottery. 

 

 

There was one food that was, and still is, a staple part of the Greek diet.  Look at this picture and think about what it was, and how it was harvested (picked from the plant) :

 

 

 

 

 

 

 

 

 

 

 

 

 

The answer is written in white below.  To reveal what it is, highlight the text by holding down the left hand button on your mouse and hovering over the text.

This shows olives being picked from the olive tree by people hitting the olives with sticks, causing them to fall off.  Somebody else picks them up off the ground.

 

Now read through the following powerpoint which tells you more about food and drink in Ancient Greece : 

If you would like more information, have a look at the following websites : 

https://www.dkfindout.com/uk/history/ancient-greece/what-did-ancient-greeks-eat/

https://www.ducksters.com/history/ancient_greece/food.php

Activity: As you have read, families in Ancient Greece would have three meals a day.  Using the information you have learnt, your task is to plan and write out an authentic menu for the day for a rich family.  After you have written your choice of food into each section, you may choose to decorate with pictures of the food.

Extension activity : write out a menu for a poor family.  How would it be different?

ART

 

Linking to the history of Greek cooking and the important part that the olive tree plays in providing a vital ingredient in many dishes, we'd like you to draw or paint an olive tree or  olive branch.  Below are some links to videos that show you how to draw or paint an olive tree.  If you're confident with drawing and painting,  draw what you see in the photos above or perhaps you have an olive tree at home that you could sketch?

Water colour of olives: https://www.youtube.com/watch?v=CQBY6NYRZI4

Olive branch pen drawing: https://www.youtube.com/watch?v=STwp2O81CBE

Olive tree drawing tutorial: https://www.youtube.com/watch?v=XoUAHw6_IPU

 

COOKERY 

Patates Lemonates - Crispy Greek Lemon Potatoes

These lemony potato wedges would go really well with a fish dish or barbeque, or just on their own as a tasty treat at the end of a day of home school.

 

Ingredients

  • 7 large potatoes (maris piper)
  • 3 cloves of garlic, minced
  • 150ml olive oil (3/4 cup)
  • 150ml water (3/4 cup)
  • 1 tablespoon dried oregano
  • juice of 2 lemons
  • 1 teaspoon semolina or plain flour
  • salt and freshly ground pepper

 

Instructions

  • Preheat the oven to 200C / 400F
  • To prepare these extra crispy Greek lemon potatoes, cut the potatoes into wedges and place them on a large metal roasting pan. Into a bowl add the remaining ingredients (including the semolina (or flour) and the 150ml of water) and blend; pour the semolina-lemon mixture over the potatoes and season well with salt and pepper.
  • Bake for 40 minutes, until a nice golden crust has formed on the potatoes; turn them out of the oven, toss them a little bit to bring them upside down, sprinkle with a pinch of oregano and put back into the oven for another 30-40 minutes. If all of the liquid has been absorbed and the pan appears to be getting dry, add 1/4-1/2 of a cup hot water into the pan or some extra lemon mixture, before they have fully browned
  • The secret for these extra crispy Greek lemon potatoes is to sprinkle the potatoes with some semolina, as it helps to form a nice golden crust around them. Don’t be afraid of over baking them- they will become even more delicious!

PSHE - Being A Global Citizen

L.O. I can explain how some of the actions and work of people around the world help and influence my life. 

 

How many different countries can you name?

 

What do you have that comes from a different country? Do you know where your phone, clothes or food come from and who makes them?
 

Where do you think the chocolate in the picture comes from?

(About ¾ of the world’s cocoa comes from just 4 African countries: Ivory Coast, Ghana, Nigeria and Cameroon).

Do you know where your phone, clothes or food come from and who makes them?

 

 

 

 

 

Rice comes from countries such as China, India, Indonesia, Bangladesh, Vietnam, Thailand.

Sugar comes from countries such as Brazil which grows just over half of the world’s sugar.

Clothing: production costs for clothes are much cheaper in countries such as Bangladesh, India, China, Vietnam, Ethiopia, Indonesia, Sri Lanka and the Philippines. So many of the clothes we buy are made in these countries. 

Take a look at the label inside a t shirt, where is it made?

Some of the actions and work of people around the world has an influence and impact on our own every-day lives. We are all closely connected to other! In many ways, we depend on people across the globe to provide us with things we need, just as they depend on the money they get from selling these things to us.

 

Questions to think about and discuss with someone else in your household:

How do goods reach us from all across the world?

Where and how did these items start their lives?

What do you think life is like for the people who grew /made them?

How is your life different from that of the people who grew/made these items?

Does the trade in food give equal benefits to people abroad who grow it and to people in this country who buy it? 

How do these people help you?

How might knowing how this product is made influence what you buy?
What does fair trade mean?  Take a look at 'Thank you' story slides below to find out the journey of chocolate and then do the activity.

Extension activity: watch this short film to find out about fair trade footballs:

https://schools.fairtrade.org.uk/resource/football/

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