Eaton Primary School Home Learning Planner

Year Group: 4 Week Beginning: 22.06.20

English Maths Topic

Monday Lesson 1: approx. length 1 hour Reading Learning objective: To use skimming and scanning skills to answer comprehension questions. Think and discuss: What is a myth? Why do you think the Greeks told myths? Read the passage of text and identify/list any new or unknown words. Using the resources available to you (dictionary, internet, an adult) find the meaning of each of the new word and write it down.

(Attached below) What was the myth about?

Lesson 1: approx. length 1 hour Learning objective: To recognise and identify different angles. Watch: today’s teacher video on Class Dojo. 5-a-day: Solve using the column method

1. 25 + 18 2. 123 + 74 3. 47 + 38 4. 269 + 24 5. 387 + 156 Challenge: 678 + 596

Watch: What is an angle? https://www.bbc.co.uk/bitesize/topics/zb6tyrd/articles/zg68k7h Fluency: Copy out the sentences and fill in the missing words: A right angle is _____ degrees. Acute angles are ______ than a right angle. Obtuse angles are _______ than a right angle. Label the angles. O for Obtuse. A for Acute and R for right angle.

Week 1: Computing lesson Learning Objective: To skim read and sift information to check its relevance and modify search strategies. Later this week in Art, we will be looking at Greek pottery. Using different search engines, research and find information/pictures on Greek pottery. How they were made? What were pots used for? Think about: What you found easy during your search? What did you find difficult? Did you have to change the way you searched for your information why? Which search engines did find more useful? Why? or/and Learning Objective: To understand that the information they use needs to be appropriate for the audience they are writing for e.g. copying and pasting difficult language Once you have completed your research, create a way to present what you have to found out in

To be

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Who were the main characters? What was the message in the myth? Watch: today’s teacher video on Class Dojo. Using your skimming and scanning skills (modelled in teacher video) to help find the evidence to answer the comprehensions questions.

Comprehension questions: 1. How does the King feel about Daedalus and his son arriving on the Island of Crete? Highlight one word to support your answer. 2. What did the King ask Daedalus to build? 3. Why does Theseus ask Daedalus for help? 4. Why did Daedalus agree to help Theseus? 5. What two warnings did Daedalus give to his son Icarus? 6. Find and copy a word to show the king was angry. 7. Number the events from 1-4 to show what order they happened. Icarus thinks about how close he is to the gods. Theseus returns to Athens. King Minos hears news of Daedalus’s arrival. Icarus and Daedalus begin to fly to freedom. Challenge: Summarise the myth in no more than 6 bullet points.

Reasoning:

Have a look at this angle. Teddy says: I know the angle is not obtuse. Alex says: I know the angle is acute. Whitney says: I think the angle is roughly 45 degrees. Who is correct? Explain your reasons.

Is this angle acute, obtuse or a right angle? Convince me your answer is correct.

Problem solving: Spot the mistake and explain your thinking.

appropriate way for younger children such as Yr 2 or Yr 3. Think about: -the language you use and may need to change (not just coping and pasting from large pieces of text) -the layout -pictures

Tuesday Lesson 2: approx. length 1 hour Learning objective: To identity and find the features of a myth. Over the next 2 weeks, you are going to write your own Greek Myth. Yesterday, you read one example of a Greek myth. Today, you will look at another example of a myth and begin to think about the features of Greek myth. Read the myth of Perseus and the Gorgon Medusa (attached below) Questions to think about and discuss: What was similar about the two Myths? Were there any differences between the myths? What makes a Myth a Myth? What do you think are the features of a Myth? Today, you are going to be finding features of Myth. Watch: today’s teacher video on Class Dojo. What do these words mean?

setting hero villain/monster problem object/weapon journey resolution Task: Read through the myth and use the feature checklist fill in the myth features sheet in full sentences. Challenge: Can you find the features from yesterday’s myth?

Lesson 2: approx. length 1 hour Learning objective: To order and compare different angles. Watch: today’s teacher video on Class Dojo. 5-a-day: Solve using the column method

1. 87 - 43 2. 196 - 85 3. 72 - 28 4. 483 - 76 5. 658 - 39 Challenge: 642 - 285

Fluency: Look at the shapes and diagrams below. Which shape or diagram has the largest angle? Shape A, B or C?

Order the angles below from largest to smallest.

A B C D E Then draw a larger obtuse angle and then a smaller acute angle than shown above. Remember to use a ruler! Copy and complete the sentences:

Angle ___ is smaller than angle ____. Angle ___ is larger than angle ____.

Week 1: RE lesson Learning objective: To understand and compare Humanism and religious beliefs. Humanism is not a religion; it is a non-religious belief. Humanists do not believe in a God. They trust in science to explain the universe. Google: BBC Bitesize. Search on BBC Bitesize for: non-religious beliefs. Scroll down and click: What is humanism? Watch the video on Humanism and read the information below the clip. Write down a definition of Humanism. You can be non-religious and believe in Humanism. You can also be non-religious and not believe in Humanism. You can also be religious and believe in religious beliefs. Sort the following beliefs into categories using a Venn diagram: religious values, non-religious values and both.

- Belief in a God - Do not believe in a God - Do not use God’s name in

vain. - Care for people in need - Look after earth and nature

Reasoning:

Ron says: Angle B is bigger than Angle A because it has longer sides. Do you agree with Ron? Explain your thinking.

Here are five angles. There are two pairs of identically sized angles and one odd one out. Which angle is odd one out? Explain your reason.

Problem solving: Estimate different angles by playing the game on NRICH: Estimating angles. https://nrich.maths.org/1235 How close can you get to the target angle? You must click the circle for the angle to start spinning and then click again for it to stop it for your estimate.

- All humans are equal - Belief in an afterlife - A place of worship Is

important - We should make the most of

our lives - Belief in science only

Each religious and non-religious group have their own symbol. For example, Christianity has the cross and Judaism has the Star or David. This is the humanist symbol.

Write a sentence explaining why you think this symbol represents Humanist beliefs. Can you design your own Humanist symbol?

Wednesday Lesson 3: approx. length 1 hour Learning objective: To identify and use fronted adverbials. Now, that we have looked at the features of a myth. We are going to remind ourselves and

Lesson 3: approx. length 1 hour Learning objective: To recognise and classify different triangles. Watch: today’s teacher video on Class Dojo.

Week 1: Art lesson Learning objective: To describe some of the key ideas and techniques of Greek pottery.

practise our Year 4 skills that we want to include in our own writing. Today, our focus will be on a fronted adverbial. Watch: today’s teacher video on Class Dojo. What is a fronted adverbial? Read the passage and highlight or copy the fronted adverbials you can find. Challenge: Can you identify if it is a fronted adverbial of time, place or manner? With a deep breath, Perseus remembered his gifts from the gods. Just in time, he lifted up his shield as he heard a terrible hissing sound. He used his shining shield to look at Medusa’s reflection. He shut his eyes tightly, swung his sword and with one strong swoop he cut off Medusa’s head. On the cave floor, the serpents ceased writhing and lay, lifeless. With great disgust, he picked up the gorgon’s head, and placed it in the pouch and set off back to King Polydectus. Rearrange the sentences so that the adverbial phrase comes at the beginning of the sentence.

1. Perseus crept slowly deeper and deeper into the depths of the cave.

2. He swung his sword frantically until he felt the sword slice through Medusa’s head.

3. Perseus picked up the head without hesitation and place it into his pouch.

5-a-day: 1. 7 x 5 2. 7 x 50 3. 70 x 5 4. 70 x 50 5. 700 x 5 Challenge: What other derived facts can you list?

Fluency: Label each of these triangles: isosceles, scalene or equilateral.

A. B C D E Look at the triangles below. Note down what is the same and what is different.

Using a ruler, draw: - An isosceles triangle - A scalene triangle

Reasoning: Cut out strips of paper, straws or string that are 6cm, 5cm, 4cm and 3cm long. How many different triangles can you make with your strips?

Look at the different pictures of Greek pottery below:

What do you notice about them? What similarities/differences can you see? How do you think they were made? Task: Sketch and design your own Greek pot. Practise: Before designing and sketching your pot. Practise sketching different patterns and pictures you may want to include on your pot. Once you have done this, decide which one you think will work best for your pot and sketch and design your final product.

Task: Using the fronted adverbial word bank or your own fronted adverbials. Write at least 6 of your own sentences with a variety of adverbial phrases based on Perseus and the Gorgon Medusa. Tip: Remember to punctuate your fronted adverbial with a comma. Support: Add an appropriate fronted adverbial to these sentences. 1. ___________, Perseus began his long arduous journey to Medusa’s case. 2. ___________, he arrived at Medusa’s cave his heart was pounding violently. 3. ___________, Perseus tiptoed further into the dark depths of the cave until his was plunged into darkness. 4. ___________, Perseus swung his sword above his head. Challenge: Write a paragraph about Perseus arriving at the cave and defeating Medusa, with a variety of different fronted adverbials. Think about how your sentences link, when and where is appropriate to place a fronted adverbial (Don’t overuse them!)

In the examples below, the yellow strip is 3cm, the green strip is 6cm and the red strip is 5cm.

Can you find three strips which cannot be made into a triangle when you use them together? Keep your strips for tomorrow! Problem solving: Here is a square. Inside the square is an equilateral triangle. The perimeter of the square is 60cm. Find the perimeter of the triangle. Support: Find the perimeter of ONE length of the square then remember what we know about equilateral triangles!

Things to think about: What shape will your pot be? What will your pot be used for? How will your pot be decorated? Will it include geometric patterns or will it include figures and depict a story?

Thursday Lesson 4: approx. length 1 hour Learning objective: To identify and use expanded noun phrases. Yesterday, we looked at our Year 4 skill, fronted adverbials. Today, we are going to focus on descriptive language and expanded noun phrases.

Lesson 4: approx. length 1 hour Learning objective: To recognise and classify different quadrilaterals. Watch: today’s teacher video on Class Dojo. 5-a-day: Solve using the grid or column method.

1. 26 x 3 2. 37 x 2

Week 1: History lesson Learning objective: To order historical events in chronological order. This term our topic is Ancient Greece.

What is a noun phrase? Watch: today’s teacher video on Class Dojo. Read the sentences and underline or copy out the expanded noun phrases. Then highlight the noun being described and the adjectives used to describe it in different colours. She was the most hideous creature he had ever laid eyes upon. She was twice his height, with greying skin which smelt of decay. She had long, jagged teeth which were deep set into her black jaws. Her red, bloodshot eyes dared him to look into them. Most petrifying of all though were the snakes. So many snakes, all different varieties, squirming, writhing and hissing from her head. Every single one of the vicious, venomous reptiles was desperately trying to reach him.

Pick a mythical creature. Think of your own noun phrases to describe that creature and see if someone in your household (an adult, a

3. 146 x 5 4. 361 x 4 5. 224 x6 Challenge: 237 x 12

Fluency: Label the quadrilaterals using the word bank below.

trapezium square rhombus rectangle parallelogram Describe each shape using the criteria below.

four sides polygon 2 pairs of parallel sides 1 pair of parallel sides four equal sides 4 right angles Which criteria can be used more than once? Which shapes share the same criteria? Draw and label:

Have a look at the list of historical periods below. Can you see the Ancient Greeks? Anglo Saxons AD 449 to AD 1066 Stone Age 15000 BC – 2500 BC The Endurance Ship Sank 1915 World War 1 AD 1939 to AD 1945 Romans in Britain AD 43 to AD 410 Ancient Egypt 7500 BC to AD 30 The Titanic Sank AD 1912 Bronze Age 3000 BC to 800 BC World War 1 AD 1914 to AD 1918 Vikings AD 793 to 1066 Ancient Greeks 776 BC to 146 BC Iron Age 800 BC to AD 43 These historical periods are listed in a random order. All of these dates and historical periods need putting in chronological order. That means in time order. Create a timeline with these dates in chronological order. Start by writing the dates in order, with the most recent first. Then plot them on a timeline. Remember, BC means Before Christ and AD means Anno Domini which means any years after the birth of Christ.

sibling) can guess which mythical beast you are describing. Task: Choose one of the mythical creatures or sketch your own mythical beast that will feature in your Greek myth. Think of some exciting and descriptive language to describe your beast and write around your picture. Use them in sentences to describe the beast underneath. Support: Can you improve these sentences by adding adjectives and a noun phrase? 1. She had _____________ snakes that curled and writhed on top of her head. 2. Her eyes looked at Perseus urging him to look into them. 3. Inside her mouth were teeth that were deadly to any human.

- A rhombus - A parallelogram - 3 different trapeziums

Reasoning: Copy and complete the table with a different quadrilateral in each box.

Which box cannot be completed? Explain why. Problem solving: Use the strips from yesterday’s lesson. You will need: Some 4cm strips. Some 6cm strips. How many different quadrilaterals can you make using the straws? Calculate the perimeter of each shape.

Your timeline could be in a straight line like the one above. Or it could be in an S shape like below. When plotting your historical periods on your timeline, try and think about the distance you will need between each event. For example, if your two events are only a year apart you might not leave much gap on your timeline. However, if your events cover a large amount of time you may need to section of a larger area of your timeline.

Friday Week 1: PE Lesson The Daily Mile This week, your challenge is to go for a walk or run for 15 minutes every day. That's it, 15 minutes from door to door. If you would like to go for a longer walk/run then that's great, but your challenge is to be out for at least 15 minutes. We are going to make it slightly more fun than just a walk or run. Where do you go for your Daily Mile? What do you see along the way? Do you turn left or right or go straight on? Think carefully about your route and draw a map of it when you get home. Don't forget to send me some photos. Ready, Steady, Go! Please ensure when you do The Daily Mile, you are following the latest guidance issued by the government. This could include: - Maintaining 2 metres distance between yourself and others - Washing your hands before and after doing The Daily Mile at Home - Avoiding crowded places where it may be difficult to follow guidelines.

English- Monday

Tuesday- Features of a myth

Wednesday-