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Castles Planning for Years Three and Four
Week beginning June 15th June – 26th June 2020
Home and school work
English, History, Art and Design, PE and PHSE
Monday 15th June
Year Three:
Focus: Punctuation
Today, you will begin a new unit of work, looking at the History of castles and their many
different features. The power points and resources you will need are on the main class
page.
Look at the Castles power point 1 and then correct my sentences by putting punctuation
(capital letters, full stops and commas) in the correct place.
1. castles are a type of home
2. the people who lived in castles were usually kings queens or lords and their families
3. there would also be soldiers cooks cleaners and other people who lived inside and
helped to look after and protect the king queen or lord
4. castles were designed to keep the people inside safe and to stop enemies from
getting in
5. many castles had moats this was where water completely surrounded the castle
6. some castles had flat walls and corners but others had rounded walls
7. at the top of the castle walls were the battlements the soldiers stood behind the wall
and tried to protect the people inside the castle
Year Four:
Focus: Punctuation
Today, you will begin a new unit of work, looking at the History of castles and their many
different features.
Look at the Castles power point 1 and then correct my sentences by putting punctuation
(capital letters, full stops and commas) in the correct place. This has been written as a
paragraph, so you will have to read it very carefully, to see where the punctuation needs to
be.
castles are a type of home the people who lived in castles were usually kings queens or lords
and their families there would also be soldiers cooks cleaners and other people who lived
inside and helped to look after and protect the king queen or lord castles were designed to
keep the people inside safe and to stop enemies from getting in many castles had moats this
was where water completely surrounded the castle some castles had flat walls and corners
but others had rounded walls at the top of the castle walls were the battlements the soldiers
stood behind the wall and tried to protect the people inside the castle
PE:
Today we would like you to be active! Please plan and create a fitness circuit in your home,
garden or outside space. Things you could include:
- stars jumps, squats, skipping, tuck jumps, marching, jumping on the spot, reaching
high, reaching low, lunges etc
- can you find something you can move over or under?
- time yourself, can you increase your speed?
Please make sure your warm up and warm down carefully.
See the cards on your class page to help you.
Tuesday 16th June
Year Three:
Focus: Punctuation
Today, we will continue to look at the Castles and their features. Please look at the Castles
power point 2 and correct my sentences, putting in the punctuation (capital letters, full
stops and commas)
1. some castles also had arrow slits soldiers could see through and shoot arrows
through these thin gaps in the wall
2. lots of castles had a bridge over the moat that led to the entrance
3. the drawbridge could be pulled up to stop enemies from getting across the water
and reaching the castle
4. the entrance to the castle was protected by a thick iron-studded wooden door
5. it was big and strong so that enemies could not break the door down and enter the
castle
Extension:
1. What was the Portcullis?
2. What was inside the castle walls?
3. Where was the safest part of the castle?
Year Four:
Focus: Punctuation
Today, we will continue to look at the Castles and their features. Please look at the Castles
power point 2 and correct my sentences, putting in the punctuation (capital letters, full
stops and commas)
some castles also had arrow slits soldiers could see through and shoot arrows through these
were thin gaps in the wall lots of castles had a bridge over the moat that led to the entrance
the drawbridge could be pulled up to stop enemies from getting across the water and
reaching the castle the entrance to the castle was protected by a thick iron-studded wooden
door it was big and strong so that enemies could not break the door down and enter the
castle
Extension:
1. What was the Portcullis and why was it used?
2. What was inside the castle walls? What did people do here?
3. Where was the safest part of the castle? Why do you think this was the safest place?
Art
Over the last term, your teachers have seen some wonderful drawings by some very
talented artists at Wincanton Primary School.
Today, we would like you to continue to develop these skills.
Watch the two videos below and then choose your favourite to draw a castle.
https://www.youtube.com/watch?v=R_8WQZ8x71I
https://www.youtube.com/watch?v=exX0HTRedK4
Wednesday 17th June
Year Three and Year 4:
Focus: Vocabulary
Put these words into alphabetical order:
catapult drawbridge battlement moat parapet
Next, find their meanings here:
http://home.olemiss.edu/~tjray/medieval/castle.htm
Write out the definitions in your best handwriting and then put each word into your own sentence.
Remember to use accurate punctuation and conjunctions (and, but, so, because, although, however)
History:
Castles were often under attack. Watch the two videos below, read the information
carefully under the second video and then answer the questions.
https://www.youtube.com/watch?v=xNeNPk4D_Ng
https://www.twinkl.co.uk/homework-help/history-homework-help/castles-facts-for-
kids/what-was-used-to-attack-medieval-castles
Questions:
1. Why do you think fire was used to attack early castles?
2. What did a battering ram do to the castle walls?
3. What was used to throw large stones or burning objects at castles?
4. What is a siege? How long could these last for?
Now draw and label two different strategies or weapons that could be used to attack
castles.
Thursday 18th June
Year Three and Year 4:
Focus: History chronological order
Look at the link below:
https://www.theschoolrun.com/homework-help/castles
Recap and read ‘What are castles?’
Look at the third section on timelines and complete the History timeline attached to
the main class page.
Fill in the missing sections
When did Edward 1st start to build concentric castles? Fill these dates in on the time
line.
What do you think the word concentric means?
Why do you think he did this?
History:
There were and still are many different jobs available in castles. Watch the power point
‘Castle Job Advert’ on the main class page.
Imagine that you are going to apply for one of these jobs. Which one would you choose?
Answer the following questions, imagining that you are completing the job application form.
Use some of the words below in the word bank to help you.
1. Which job are you applying for?
2. Why are you applying for this job?
3. Why would you be good at this job?
4. What relevant experience do you have?
Word bank for support:
reliable punctual hard – working friendly honest
confident organised trustworthy enthusiastic creative
resilient
PLEASE SEND THIS PIECE OF WORK TO YOUR TEACHER, WE WOULD LOVE TO SEE WHICH
ROLE YOU THINK YOU ARE MOST SUITED TO.
Friday 19th June
Year Three and Year Four:
Focus: Research and non-fiction writing.
Now it is time to do your own research. Choose one of the castles below to find out as much
interesting information as you can.
Windsor Castle Alnwick Castle
Sherborne Castle Edinburgh Castle
Year 3:
Remember when you are researching, always use your own words and never write
down something you don’t understand
Can you find out when the castle was built? Who lived there?
Use full sentences with conjunctions (and, but, so, because, also, whilst)
You need to write at least eight sentences
Read your writing aloud. Does it all make sense? Check your work carefully for
missing words, spelling errors and punctuation
Illustrate your work, drawing a detailed picture of your castle
Year 4:
Remember when you are researching, always use your own words and never write
down something you don’t understand
Can you find out when the castle was built? Who lived there?
Use full sentences with conjunctions (and, but, so, because, however, also, whilst)
You need to write at least two paragraphs, with at least five sentences in each
paragraph
Use a fronted adverbial
Include an interesting - Did you know fact?
Read your writing aloud. Does it all make sense? Check your work carefully for
missing words, spelling errors and punctuation
Illustrate your work, drawing a detailed picture of your castle
PHSE
The last few months have been very unusual. We would like you to reflect on your time at
home in a positive way. What have you enjoyed the most about lockdown? Have you
discovered your artistic talents? Are you now a keen baker, animator or gardener? Have you
enjoyed zoom chats or quizzes with family or friends? These are just some ideas, but we
know everyone will have their own favourite experience.
You could present this piece of work in any way you like. Here are some ideas:
as a letter to your class
as a mind map with illustrations or photographs
a piece of narrative writing
a video blog
PLEASE SEND THIS PIECE OF WORK TO YOUR CLASS TEACHER
Monday 22nd June
Year Three and Year Four:
Focus: To write a setting for a story
Use the descriptive setting word mat, on the main class page to help you.
This week, the unit of work will continue along the theme of castles, but with a fiction
element.
Look at the images of the castles below. Choose one as a setting for your story.
Year 3:
First give your castle a name (don’t forget capital letters)
Brainstorm vocabulary you will use to describe your castle. What does it look like?
What can you see in the distance? What do you think you would be able to feel and
hear if you were there?
Begin to write about your setting. Write in full sentences
Use different adjectives (describing words)
Use a range of different openers
Use conjunctions – and, but, so, because, whilst, also
Write at least eight sentences
Read your writing aloud. Does it make sense? Check your work carefully for missing
words, spelling errors and punctuation
Now go back and underline all your adjectives with a colouring pencil
Year 4:
First give your castle a name (don’t forget capital letters)
Brainstorm vocabulary you will use to describe your castle. What does it look like?
What can you see in the distance? What do you think you would be able to feel and
hear if you were there? Use a simile (see Alan Peat’s sentence types)
Begin to write about your setting. Write in full sentences
Use different adjectives (describing words)
Use a range of different openers
Use conjunctions – and, but, so, because, whilst, also
Write at least two paragraphs, with five sentences in each paragraph
Use a fronted adverbial
Read your writing aloud. Does it make sense? Check your work carefully for missing
words, spelling errors and punctuation
Now go back and underline all your adjectives with a colouring pencil
Design and Technology Task:
Working from home:
Choose from either a, b or c:
a) Make a cardboard castle (see the video below to help you)
https://www.youtube.com/watch?v=HGH2bteGpTA
Don’t be afraid to change your design, according to what you have available at home
b) Make a Mine craft castle (see the video below to help you)
https://www.youtube.com/watch?v=JjE7rU8WGGo
c) Use different shapes of rocks, sticks and branches to create your own castle outside
Working from school:
Choose from either a or b
a) Make a Mine craft castle (see the video below to help you)
https://www.youtube.com/watch?v=JjE7rU8WGGo
b) Use different shapes of rocks, sticks and branches to create your own castle outside
Tuesday 23rd June
Year Three and Year Four:
Focus: To write two different character descriptions
Look at the images below. Choose two characters that will become part of your story.
Year 3:
Brainstorm the vocabulary you will use for each character
Think about:
What do they look like?
What do they sound like?
What type of person are they? (kind and generous or mean and spiteful?)
Write two paragraphs, one for each of your characters
Use different adjectives (describing words)
Use a simile
Use conjunctions – and, but, so, because, whilst, also, however
Read your writing aloud. Does it make sense? Check your work carefully for missing
words, spelling errors and punctuation
Now go back and underline all your adjectives with a colouring pencil
Year 4:
Brainstorm the vocabulary you will use for each character
Think about:
What do they look like?
What do they sound like?
What type of person are they? (kind and generous or mean and spiteful?)
Write two paragraphs, one for each of your characters
Use different adjectives (describing words)
Use a simile
Use conjunctions – and, but, so, because, whilst, also, however
Use a fronted adverbial
Read your writing aloud. Does it make sense? Check your work carefully for missing
words, spelling errors and punctuation
Now go back and underline all your adjectives with a colouring pencil
Design and Technology Task:
Next, you are going to plan and design a medieval banquet for your characters.
Watch the power point presentation (on the main class page) and then create your own
banquet.
Illustrate this beautifully and carefully please.
Wednesday 24th June
Year Three and Year Four:
Focus: To create a story plan
Now you need to think about what will happen to the characters in your story. All good
stories need to have a beginning, a middle and an ending.
Your story will involve the characters having a problem within and around the castle you
have described.
It could be a fantasy story, with the mythical characters you have described.
The dilemma may be the worries and concerns your characters have about the problem,
and then finding a resolution to this – solving the problem.
Draw out your story mountain or if you can print out the one the class page to help you.
Remember you are not writing in full sentences but using key words and phrases, with
bullet points. This will be a prompt for you to write your story tomorrow.
Extension:
Outside your mountain or on a new page, draw speech bubbles that show what your
characters might say.
PE:
It is time to be active again. Please complete two of the following videos
https://www.bbc.co.uk/iplayer/episode/m000jsdq/otis-boogie-beebies-series-1-2-get-dancing
https://www.bbc.co.uk/iplayer/episode/m000jsnw/otis-boogie-beebies-series-1-5-feeling-good
https://www.youtube.com/watch?v=RYgIVc5Jvjg
Now have another go at creating your own routine. You could include:
stars jumps, squats, skipping, tuck jumps, marching, jumping on the spot, reaching high,
reaching low, lunges
Thursday 25th June
Year Three and Year Four:
Focus: To write a story
Using your story map and your character and setting descriptions, you are now going to
write your own story. Remember to include:
A clear beginning, middle and end
Paragraphs
Use of inverted commas (speech marks) to show when a character is speaking
Read your writing aloud to yourself. Can you edit it? Check your work carefully for
missing words, spelling errors and punctuation
Now, read your story to your family, do they like it? What do they think you could
improve on?
Art and Design:
A coat of arms is a visual design on a shield of a medieval knight. Many families began to
have their own coat of arms.
Design your own coat of arms. What will you include? Often the knights included pictures of animals on their coat of arms. If you have any pets will you include these on your coat of arms? You can use this simple template to help you draw a basic outline for your coat of arms, or you can print it (from the main class page) if you are able to.
Here are some examples to help you:
Friday 26th June
Year Three and Year Four:
Focus: To edit and publish my story
Today, you are going to edit, improve and publish your story.
Read your story aloud again
What can be improved? Have you spotted any spelling or punctuation errors? Are
there any missing words?
Can you up-level (improve) any sentences?
Now, you are going to rewrite and illustrate your story onto a fresh piece of paper
using your BEST handwriting or you can type your story onto a word document, if
you are able to.
PLEASE SEND THIS TO YOUR CLASS TEACHER.
Art Task:
Create a front cover, for your story.
Don’t forget to include:
- a title (use bubble writing)
- the name of the author (yourself )
- a drawing of your favourite scene before colouring it in
Well done for completing this unit of work. Please email your class teacher some pieces of
work that you are most proud of.
Monday 15th June
Year Three Answers
1. Castles are a type of home.
2. The people who lived in castles were usually kings, queens or lords and their
families.
3. There would also be soldiers, cooks, cleaners and other people who lived inside and
helped to look after and protect the king, queen or lord.
4. Castles were designed to keep the people inside safe and to stop enemies from
getting in.
5. Many castles had moats, this was where water completely surrounded the castle.
6. Some castles had flat walls and corners but others had rounded walls.
7. At the top of the castle walls were the battlements, the soldiers stood behind the wall
and tried to protect the people inside the castle.
Year Four Answers
Castles are a type of home. The people who lived in castles were usually kings, queens or
lords and their families. There would also be soldiers, cooks, cleaners and other people who
lived inside and helped to look after and protect the king, queen or lord. Castles were
designed to keep the people inside safe and to stop enemies from getting in. Many castles
had moats, this was where water completely surrounded the castle. Some castles had flat
walls and corners but others had rounded walls. At the top of the castle walls were the
battlements, the soldiers stood behind the wall and tried to protect the people inside the castle.
Tuesday 16th June
Year Three Answers
1. Some castles also had arrow slits soldiers could see through and shoot arrows
through these thin gaps in the wall.
2. Lots of castles had a bridge over the moat that led to the entrance.
3. The drawbridge could be pulled up to stop enemies from getting across the water
and reaching the castle.
4. The entrance to the castle was protected by a thick iron-studded wooden door.
5. It was big and strong so that enemies could not break the door down and enter the
castle.
Year Four Answers
Some castles also had arrow slits soldiers could see through and shoot arrows through these
were thin gaps in the wall. Lots of castles had a bridge over the moat that led to the
entrance. The drawbridge could be pulled up to stop enemies from getting across the water
and reaching the castle. The entrance to the castle was protected by a thick iron-studded
wooden door. It was big and strong so that enemies could not break the door down and
enter the castle.