Week 8 - 15.6.20
Hello Year 4, welcome to Summer Term Week 8 of home learning.
We hope you are all still keeping well - we are very much missing chatting to you every week but are pleased to see some of your learning on the blog. We hope you are enjoying reading the class text 'Who let the Gods out'. 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? If you are finding it too much to read each day, please do listen to the recordings we have made to keep up with the story - this week Mrs Terry is the narrator. You can always follow through the text whilst you are listening if that helps.
This week you have an exciting PSHE task to do from Mrs Clubb as well as more exciting science work on electricity. We are also learning about what they Ancient Greeks liked to eat and drink, and you have the opportunity to cook another traditional Greek dish for your family to enjoy. Finally, there are some new french words for you to learn in order to extend the sentences you can say.
We look forward to seeing your amazing efforts this week on the blog or by e-mail.
Have a great week Year 4,
Mrs Terry and Mr Byam.
L.O. : I can use the prefixes ‘un-’, ‘dis-’, ‘in-’, ‘re-’, ‘sub-’, ‘inter-’, ‘super-’, ‘anti-’, ‘auto-’
This week we are continuing our work using prefixes to change the meanings of root words. In the table below the prefixes are written in red and the root words are written in black.
Here are some suggestions for ways to practise using these prefixes :
Activity 1 : making words
Using the table above, how many words can you make using a prefix plus a root word? Write them down in your home learning book.
Activity 2 : a game for two people
Make cards by cutting a piece of paper into small rectangles. Write each of the words above onto a card. Then spread the prefix cards face down in the middle of the table. Make two piles of root words with 10 cards in each. Find somebody to challenge - each person is given a pile of root word cards.
Take turns to turn over the root word card at the top of your pile, and then choose a prefix card from the selection on the table (which are face down). If you manage to create a proper word you get 1 point. If you can put the word into a sentence which demonstrates that you understand the meaning, you get another point. Place the prefix card back on the table with the others (face down), and put the root word back at the bottom of your pile.
Have 10 turns each.
The winner is the person with the most points at the end of the game.
Activity 3 : wordsearch
Below are 2 wordsearches using the prefixes 'anti' and 'auto'.
Session 1 - Chapter 8, Patricia Horse's-Bum
Vocabulary check: enterprising, necessitated, deluded, assumed, sanctuary, reluctantly, facilities, defenceless
Read Chapter 8 p85 - 95, or listen to the recording below, and answer the following comprehension questions :
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?
Apologies for my mispronunciation of the word 'dynoflavinemperorclotheazines' on p 89. See if you can pronounce it better than I did...from Mrs Terry.
Session 2 - Chapter 9, Bad Council
Vocabulary check: flawless, refracted rainbow light, indignant, consequence, jeopardized
Read Chapter 9, p96 - 109, or listen to the recording below, and answer the following comprehnesion questions :
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?
Session 3 - Chapter 10, Plain Sailing part 1 p.110 -bottom of page 121
Vocabulary check: concealing, conspiracy, archaic, satyr, neutral, prohibited
Read the first part of Chapter 10 p85 - 95, or listen to the recording below, and answer the following comprehension questions :
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
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?
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:
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 - correct version!
Session 2 - L.O. I can use 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:
In your books:
* Apologies for the mistake with the rap backing track from Monday's lesson, it has now been corrected if you'd like to try your rap to music.
Session 3 - L.O. 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:
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 looks 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!
Summer week 8 – Correspondence problems
This week you are going to be solving correspondence problems and will build on your knowledge from year 3 of when 'n' objects relate to 'm' objects. You will be able to find all possible solutions to a correspondence problem and notice how to use multiplication facts to solve problems.
L.O. To be able to solve correspondence problems involving 2 sets of items.
For this session you are going to solve correspondence problems involving two sets of items.
First of all, watch the video below until 7 mins 20 secs:
Next, go through the power point below and answer any questions as they appear:
Finally, complete the 2 worksheets below:
L.O. To be able to solve correspondence problems with 3 sets of items.
For this session you are going to build on your knowledge of correspondence problems by using 3 sets of items instead of 2. You will also have to use you reasoning skills for some of the questions as well.
First of all, watch the video below from 7 min 20 sec to 14 min 30 sec:https://www.youtube.com/watch?v=sVcbbtcwbcs
Next, go through the power point below and answer any question:
Sessions 3 and 4
L.O. I can apply my knowledge of correspondence problems to a real-world setting.
For session 3 and 4 you are going to apply your knowledge of correspondence problems to creating your own pizzeria! I want you to come up with a name for your pizzeria and then design your own menu with at least 5 signature pizzas (but more if you want to!). Your menu can have 2 types of bases (e.g. thin or deep pan), 2 types of sauces (e.g. classic tomato or bbq), 2 types of cheese (e.g dairy or non-dairy) and lastly, 5 different toppings (e.g pepperoni, chicken, jalapenos, onions, peppers etc). Feel free to change the amounts of each item just make sure you can calculate all the possible combinations afterwards!
After you have decided on your menu choice, calculate how many possible combinations of pizza you could make by showing the multiplication that proves it (? X ? x ? x ? = ?). Hint: the total number of pizza combinations could even be a key feature of your pizzeria??? Next, design at least 5 signature pizzas, give them each a unique name and list the ingredients e.g. The Tex Mex – Deep pan base, bbq sauce, mozzarella cheese, spicy beef and jalapenos.
There are lots of online pizza menus to look at for inspiration. Here are some examples:
For this session there will not be any new work set. Instead, look back at what you have learnt in the previous two weeks and either: go over anything you have found difficult; finish off any work outstanding; go over again to reinforce your understanding.
There are lots of fun activities related to division, multiplication and correspondence problem solving on topmarks.co.uk. click on the links below:
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:
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:
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:
Topic - History
L.O. : I can design a typical Ancient Greek menu.
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 :
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?
L.O. : I can use adjectives to describe animals.
By the end of this session you will understand and say a number of adjectives, and understand the agreement of simple nouns and adjectives.
This week’s main vocabulary :
grand - big
petit - small
fort - strong/loud
lent – slow
rapide – quick
féroce - fierce
timide - shy
To begin with I would like you to remind yourself of the following animal vocabulary :
Le lion - lion
La poule - chicken
Le kangourou – kangaroo
Le poisson – fish
Le coucou – cuckoo
L’éléphant – elephant
L’âne – donkey
L’oiseau – bird
Le cygne – swan
La tortue – tortoise
Notice that some animals use Le and others use La. The masculine words use le or l’ and the feminine words use la. In your home learning book, list the animals above in 2 columns :
What do you notice about the spelling of the word meaning ‘small’ in these 2 sentences?
Le poisson est petit. La tortue est petite.
(The fish is small) (The tortoise is small)
Do you notice that for the feminine word (la tortue) the word ‘petite’ has an ‘e’ at the end, but for the masculine word (le poisson) it doesn’t.
For feminine nouns, the adjective always has an ‘e’ on the end. This applies to the following adjectives : grand-big, petit- small, fort-strong/loud and lent –slow.
The following adjectives already have an ‘e’ at the end so they stay the same for both masculine and feminine words : rapide –quick, féroce-fierce, timide -shy
Using the table below to help, write sentences describing different animals.
Remember ‘est’ = ‘is’ and ‘et’ = ‘and’
e.g. Le lion est grand et féroce = the lion is big and fierce.
La tortue est lente et timide = the tortoise is slow and timid.
***REMEMBER THE SPELLING RULES FOR ADDING ADJECTIVES TO MASCULINE AND FEMININE NOUNS***
Mrs Clubb has set you an exciting task for your PSHE session this week - to write a letter introducing yourself to a Foundation child who will start in September as next year we are asking the Year 5s to be buddies to the Foundation children. Please see the letter below and ask your parents to check their e-mails for your allocated child's name.
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 notice how she blends the yellow and green on the olive. The paint is kept watery, not too thick.
Olive branch pen drawing: https://www.youtube.com/watch?v=STwp2O81CBE
Olive tree drawing tutorial: https://www.youtube.com/watch?v=XoUAHw6_IPU
Patates Limonates! Lemon Potatoes Recipe
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.
- 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 (google says it's a good substitute if you don't have semolina)
- salt and freshly ground pepper
- 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!