Home Learning Pack for Year 4 Week beginning 22nd June 2020
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Home Learning Pack for Year 4
Week beginning 22nd June 2020
This pack does not need to be printed. Pupils can work through the pack using their
own pad/exercise book. Pupils can gain extra support by scanning the QR codes
throughout this pack with a supporting device such as a phone/ipad. Simply open
the camera from your chosen device and scan the code.
This year, the Youth Sport Trust has teamed up with Sky Sports to run a national campaign which will aim to unite the country - families, schools, sport and businesses - in a celebration of the power of sport to bring people together, even during isolation. The UK-wide campaign will challenge people to take on their families, friends and neighbours in virtual sporting challenges – helping them to connect in an unprecedented period of school closures and social distancing.
How it works
Below are a series of challenges. Active challenges will all have an emphasis on togetherness, inclusivity and wellbeing.
They are things that you can do within the home and where you can engage in straightforward virtual competition with family and friends.
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Look at the plan below to help you organise your week
Activity Ideas
Use this personal challenge scorecard to record your personal bests throughout the week.
Take pictures and send them to your class email. Have fun!Topic
This week I would like you all to try some of the fun activities listed in the slides above.
Have a competition with yourself, a family member in your house or a member of your
family or a friend from a different house. Have a virtual competition or a socially
distanced one in the park. Good luck!
At the end of the day 1 activities I have included the slides from Votes for Schools. It
asks the question – Will the recent anti-racism protests lead to change in the US?
Please look at the slides below to find out more. There is an information letter to
parents included.Here are some arithmetic questions for you to practice this week. You can either complete them all in one go or do a few a day.
Day 1 – Roman numerals - read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value. (national curriculum) Watch this video today – Corbett maths – Roman numerals https://www.youtube.com/watch?v=P84MK_wJsPc In year 4 you will only need to know Roman numerals to 100 so please stop the video at 9 minutes as I don’t want you to get confused with the bigger numbers. There are a number of questions that you can practice at the end of the video. Make sure you pause the video at different points so that you have a chance to work out the answers. These are screen shots from the video in case you are not able to watch it.
Watch this video carefully and think about what is happening in the narrative https://www.youtube.com/watch?v=6HfBbSUORvo * Pathetic fallacy Writers use the weather to hint at events which are going to happen by creating a certain mood e.g a positive mood would be created by the writer through a sunny warm day to hint to the reader that something good is going to happen. You will notice this being used as you watch the video.
The animation video started off with a horrible stormy atmosphere to hint that a problem is going to happen. Look at the picture and see if you can think of some negative adjectives and adverbs to describe the weather. These are my ideas. Adjectives Adverbs miserable menacingly moody dangerously thunderous clouds heavy rain Now I am going to put my ideas into a sequence of sentences – It was a miserable, moody night, where thunderous clouds loomed over the town menacingly. The lonely lighthouse keeper was sat working nervously at his desk.
Task 1 - Now it is your turn to adapt the teacher model using your own ideas and your own vocabulary. You might not want to focus on the thunderous clouds. You might want to focus on the waves and the way that they are moving or the rain. Challenge yourself to describe what the main character is doing. Remember you are describing the lighthouse keeper and he is somewhere inside. What is he doing whilst the storm has started? Adjectives Adverbs Teacher idea- It was a miserable, moody night, where thunderous clouds loomed over the town menacingly. The lonely lighthouse keeper was sat working nervously at his desk.
Your idea - ………………………………………………………………………………………………………………… …………………………………………………... ………………………………………………………………………………………………………………… ………………………………………………….. Task 2 - Now we are going to gather a bank of verbs to describe how the lightbulb went out. Watch just the part of the animation where the light goes out. (0.47 – 0.59) Pay close attention to the way the light moves.
My ideas - Verbs faded flickered blinked *I have used these verbs to show that the light didn’t go off immediately. Now it is your turn – write down 3 verbs Verbs 1. 2. 3. Now I am going to use my ideas in a sentence. Teacher idea – In the blink of an eye, the bright lighthouse light flickered into darkness.
Your idea- ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… Task 3 – What is the lighthouse keeper’s reaction to the light going off? Teacher idea – Courageously, the lighthouse keeper stumbled up the stairs to investigate. Your idea – ………………………………………………………………………………………………………………………………………………………………………
NOTE FOR PARENTS – VOTES FOR SCHOOLS Dear Teachers/Parents/Carers, Here at VotesforSchools, we strive to promote equality and celebrate diversity in all its forms. With this in mind, we have made the decision to discuss the topic of racism this week in our KS2 lesson, to reflect the ongoing events across the world in response to George Floyd’s death. The lesson explores the impact of systemic racism & the changes the current Black Lives Matter protests hope to prompt. We focus primarily on the USA, particularly on the role of protesting, social media, and Government response. While these are serious themes, please rest assured we introduce students to them in an age-appropriate way. They will also be provided with ways that they can safely take a stand through our Call to Action, so we hope they feel empowered to make themselves heard. We are keen to stress that we too still have much to learn about the true extent of these issues, but hope that we have provided voters with a good grounding in what is happening and why things need to change. While it may not be a subject that pupils have looked at in depth before, we believe it to be a necessary conversation. Whether it is in the classroom or at home, we hope that the topic will prompt interesting, insightful, and impassioned discussion. We look forward to hearing what our young people have to say on this vital topic.
You may need to zoom in to 120% when viewing these slides online so that you can see the print.
https://www.bbc.co.uk/iplayer/episode/b0bpwm2m/doctor-who-series-11-3-rosa
How will you vote?
Day 2 – Fill in the missing numbers on the hundred square then play one of the online games on the page listed below.
Task - Go to mathsframe.co.uk and play some of their free online games to help you learn more about roman numerals. https://mathsframe.co.uk/en/resources/category/572 There are lots of different games to choose from so have a go at a different one everyday this week.
Reading – day 2
Day 2 – Writing Begin by watching the animation ‘The Lighthouse’ again. Today we are thinking about the sounds the lightkeeper might hear and adjectives we could use to describe them. Look at the pictures below to inspire you -
What sounds might the lighthouse keeper hear around him?
weather / other people / shipsTeacher ideas Your ideas
Patter of rain
Claps of thunder
Blaring ship horn
Faint chatter
Whistling wind
Teacher idea – A faint chatter of the townspeople could be heard in the
distance. An unmistakable sound of a ship’s blaring horn could be heard
travelling in the whistling wind.
Your idea - ……………………………………………………………………………………………………………………………..Now consider the moment when the ship is getting close to the rocks. It has no idea it is so close to the shore as the light is out on the lighthouse. Teacher idea – The ship dangerously crept closer and closer to the rocky cliff. Your idea - ……………………………………………………………………………………………….
Day 3 – maths Play this ‘Four in a row’ game with someone at home If you don’t have a dice. Make a selection of cards with roman numerals V,X,L,C,D and M and place them face down in a pile and take it in turns to pick one from the top.
Writing – day 3 Watch the animation today to recap. Today we are going to focus on the actions of the lighthouse keeper when he springs into action to help the people on the ship. Is he calm or is he panicking? We are going to add adverbs and verbs to describe his movements. Remember verbs are the action – sprinting / walking. Adverbs describe the manner in which you do this action. Role play – imagine you see the ship heading for the rocks. How would you move when you realise you must help?
Teacher ideas – rapidly, desperately, clumsily, sprinting, searching (for ways to help) Your ideas - ……………………………………………………………………………………………. Now I am going to use these words in a sentence. Desperately, the lighthouse keeper sprang into action, clumsily smashing the lightbulb in his haste. He rapidly sprinted down the spiral staircase in search for help. Your ideas - …………………………………………………………………………………………….
Now you are going to gather a word bank of nouns as the lighthouse keeper open his door and see a group of townspeople coming together with their lanterns to create a lovely glow to try and help him and we are going to use this to create a simile. Similes – compare one thing to something else. For example, the lantern shone as bright as the sun. Consider what you could compare the group of people or the brightness of the light to.
Teacher ideas - army, tribe, sun, golden jewel, a million pieces of gold. Your ideas - …………………………………………………………………………………………… Teacher sentence – As he swiftly opened the door, the townspeople stood greeting him like a powerful army. They were armed with candles and lanterns which dazzled like a golden jewel. Your sentence ……………………………………………………………………………………….. Lastly, how is the lighthouse keeper going to be feeling now all the townspeople have come to support him? Teacher sentence – The glow of candles warmed his heart as he breathed a sigh of relief. Your sentence ………………………………………………………………………………………..
Day 4 – maths – watch this Roman numeral song from Singsongalong https://www.youtube.com/watch?v=z1UmAgekzbs Task – make a Roman numeral (to 20 to begin with) bingo game to play with your family. Create bingo boards similar to the ones below for the people that you are going to play your game with. Use a random number generator to pick a number between 1-20 when you play. Number generator idea - https://random-name-picker.com/random-number-generator-1-20/
Day 4/5 – writing For the next two sessions you will be writing your narrative inspired by the problem in The Lighthouse. You will be using the sentences that you have written this week to help you write your story. Here is my narrative using the sentences created in the past 3 sessions and a few more to add detail. It was a miserable, moody night, where thunder clouds where thunder clouds loomed over the town menacingly. The lonely lighthouse keeper sat working nervously at his desk. In the blink of an eye, the bright lighthouse light flickered into darkness. Courageously, the lighthouse keeper stumbled up the stairs to investigate. The faint chattering of the townspeople could be heard echoing in the distance. An unmistakeable sound of a ships blaring horn could be heard travelling in the wind. The ship dangerously crept closer and closer and closer to the rocky cliff. Desperately, the lighthouse keeper sprang into action, clumsily smashing the lightbulb in his haste. He rapidly sprinted down the spiral stairs in search of
help. As he swiftly opened the door, the townspeople stood greeting him like a powerful army. They were armed with candles and lanterns which dazzled like a golden jewel. The glow of the lanterns warmed his heart as he breathed a sigh of relief. Read through your writing. Does it make sense? Does it use the right punctuation? Are you proud of it? Please send me a photo of your finished work. I would love to see it.
Day 5 – maths – Roman numerals
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