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Monday 29 June   Hi Year 4,  Welcome to your week 12 learning pack. This week in English, we will continue looking at ‘The River’s Story’, creating our own version of the poem. For Maths, we will be finding out how to read and write Roman numerals. We have included the answers at the end of the maths section (No peeking until you’ve given it a go). There is a fun ear gong investigation for science and for topic we are asking you to start a project on Great Black Britons that can be entered into a national competition.  As you may have read in this week’s herald, we are now expecting you to post/upload 3 finished pieces of work for English and 3 pieces for maths to your Seesaw page… you can choose the ones you want to put on. We will be looking at these posts (as well as any others you post) and will choose 1 English piece and 1 maths piece to comment on. If you are not able to finish that many activities, just post as many as you can! As always, we understand that some days will be good learning days and sometimes bad - just try your best.   Take care of yourselves Kathryn, Nicola, Danika and Ed 

 Guided Reading & Spelling p 3-7  English  p 8 -15  Art p 45-46 Maths p 16-40 Computing  p 47 Science p 41- 42 PE p 48-49 Topic p 43 Calculation methods p 50-53 French p 44 Other useful resources p 54 

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Guided Reading Your adults should all have received details of how to access Rising Stars: Reading Planet On-line Library. Your teacher will 

have assigned several books for you to read on this website- there is a quiz at the end of each book for you to show your understanding. Please email admin@hitherfield.co.uk if you have not yet received these details. Go to: https://my.risingstars-uk.com/Default.aspx?ReturnUrl=%2f   

 Monday:  

       

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Tuesday:   

Handwriting practise.  The prefix -il and - ir  

     

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 Wednesday:   

   

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 Thursday:  

    

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 Friday:   

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English - Monday:   Task 1:   Read the three poems (The River, The River flows and ‘The River’s story’). You may want to use word hippo https://www.wordhippo.com/ to check definitions of unknown words.  Fill in the table of information (see page 11) with examples of personification, similes, metaphors, rhyme, alliteration and repetition, that you’ve identified from each poem. Look at week 11’s pack if you are unsure what these words mean.  

THE RIVER by Valerie Bloom 

 The river’s a wanderer, a nomad, a tramp. 

He doesn’t choose any one place to set up his camp.  

The river’s a winder, through valley and hill. He twists and he turns, he just cannot be still. 

 The river’s a hoarder and he buries down deep Those little treasures that he wants to keep. 

 The river’s a baby, he gurgles and hums 

And sounds like he’s happily sucking his thumbs.  

The river’s a singer, as he dances along The countryside echoes the notes of his song. 

 The river’s a monster, hungry and vexed 

He’s gobbled up trees and he’ll swallow you next. 

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The River Flows By Kailey Jennings 

 The river flows quiet and swift 

It twists and turns as the waters drift It branches and breaks—its fingers entwine 

It grows and grows—snakes like a vine.  

The river with the soft scent of a calm day With the smell of clean—hanging—still—in the grey And sweetness carried on the breath of morning 

It caresses the river—the waters flowing.  

The river—crystalline from winter melt And sweet with the summer soon felt 

It tastes of springtime—the season between And flows the river—so blue and clean. 

 The river—its lazy trickle of water 

The musical rhythm—the ocean’s daughter It whispers and murmurs—a song of its own Playing over and over—in continuous drone. 

 The river—so clear and cool 

The water flows—the colour like a jewel Its soft arms embrace the shore 

The river surging from the days before.  

The river flows quiet and swift It twists and turns as the waters drift 

It branches and breaks—its fingers in twine It grows and grows—snakes like a vine. 

    

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‘The River’s story’  by Brian Patten 

 I remember when life was good. 

I shilly-shallied across meadows, Tumbled down mountains, 

I laughed and gurgled through woods, Stretched and yawned in a myriad of floods. 

Insects, weightless as sunbeams, Settled upon my skin to drink. 

I wore lily-pads like medals. Fish, lazy and battle scarred, 

Gossiped beneath them. The damselflies were my ballerinas, 

The pike my ambassadors. Kingfishers, disguised as rainbows, 

Were my secret agents.  

It was a sweet time, a gone-time, A time before factories grew, 

Brick by greedy brick, And left me cowering, 

In monstrous shadows. Like drunken giants, 

They vomited their poisons into me. Tonight a scattering of vagrant bluebells, 

Dwarfed by those same poisons, Toll my ending.  

 Children, come and find me if you wish, 

I am your inheritance. Behind the derelict housing-estates, 

You will discover my remnants. Clogged with garbage and junk, 

To an open sewer I’ve shrunk. I, who have flowed through history, 

Who have seen hamlets become villages, Villages become towns, towns become cities, 

Am reduced to a trickle of filth, Beneath the still, burning stars. 

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Tuesday:   This week you are going to be writing your own poem about the journey or story of a river.  You can write about either:  -A river's life through its history  

Or  -The river's journey from its source (beginning - where it starts as a spring) to its mouth (end - where it joins the sea). 

 Task: Today we are going to plan our poem. Watch Seesaw video English 1.  -Think about what the three parts of your poem are going to be.  -Look back at your timeline, river vocabulary mind map and sentence examples that you created last week (week 11). You may want to add to the vocabulary mind map with new ideas gained after reading the two new poems on Monday.  -Draw out your river and draw and label keywords that will help you tell the story of your poem.  

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 Wednesday:   Today you are going to write the first part (verse/stanza) of your poem. Watch Seesaw video English 2.  -The mood in this part of your poem should be joyful, cheerful and exciting.  -The river is clean, unpolluted, healthy and pure. Describe the river, it’s wildlife and surrounding landscape.  - Use personification, similes and metaphors to compare the river to a young child or something else fresh and new.  - Use personification, similes and metaphors to compare the wildlife and river’s surrounds to different things that have similarities. 

 Keywords (nouns):  Spring stream mountains ice  snow hills waterfalls    trees forests woods meadows fields farms riverbanks

 fish ducks swan  geese kingfisher otter water vole  damselfly dragonfly insects lilly pads water weed algae  

reeds rocks stones pebbles boulders    

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 Thursday:  Today you are going to write the second part (verse/stanza) of your poem.  Task 1: Start by watching this video clip on playing with the sound of words: https://www.bbc.co.uk/teach/class-clips-video/english-ks1-ks2-poetry-playing-with-words/zmxf8xs  Definitions of sound words: 

Task 2:  -The mood in this part of your poem should be dark, dreary and hopeless.  -The river is dirty, unhealthy and dying. The surroundings are urban, industrialised and polluted.   -Create a word bank for this verse of your poem.   Task 3:  - Make lists or mind maps of assonance words, alliteration words and onomatopoeia words that would match the mood of this part of your poem. Watch Seesaw video English 3.  -Write your second verse using at least one example sentence of each of 

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the sound of words poetic devices (assonance, alliteration and onomatopoeia). Friday:  Today you are going to write the third and final part (verse/stanza) of your poem.  -The mood in this part of your poem is one of change and hope for the future.  -The river is getting better, the water cleaner and wildlife returning.  -You will be experimenting with Repetition in this verse.  Task 1:  Look back through your first two verses. Are there any lines or phrases you could reuse or change slightly to make more positive? E.g.   1st verse: The river is a child at play, skipping and jumping down the steep and rocky mountain. 

Changed to...  3rd verse: The river reborn, a child again, skips and jumps, this time toward the open sea.  Write 2-3 lines that use repetition from earlier verses.  Task 2:  You can also use repetition within a verse. For example in The River, The River flows (see page 8-7) Many of the lines start exactly the same. In The River’s story (see page 10) the word ‘become’ is repeated to create a pattern. You could copy this pattern e.g.  The river became clean, so fish could return and grow old. The river became strong, so the filth and poisons could be washed away. The river became happy, as the kingfisher and otter returned to play hide and seek upon its banks.  Write 2-3 lines that use repetition of a word or phrase. You could use the 

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sentence starter The river became, or create your own.  

Maths MATHS INFORMATION FOR PARENTS:  

● Don’t forget the NCETM parent support page for homelearning. Go to https://www.ncetm.org.uk/resources/54432 for access to support in the form of learning games, activities, videos and Facebook groups.  

● Whiterose maths has also produced some great learning sequences with short, clear explanation slideshows and related activities. Our maths for this week comes from here. https://whiterosemaths.com/homelearning 

● Please remember to continue practising your times tables using https://www.ttrockstars.com/ and https://mathsframe.co.uk/. Try to complete 1 Soundcheck quiz each week on TTRockStars.  

Top tips! 

For this week all Roman numeral answers are included at the end of the week’s maths learning. 

Remember that the calculation methods we use at school are at the end of this pack. Also remember that to find a unit fraction of a number you need to divide by the denominator. So if it says ‘find ¼ of 28’ you need to divide the 28 by 4. 

 

           

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Monday: For this lesson watch the See Saw teaching video named:  Maths, Mon, Wk beg 29th June Today we are going to find out about Roman numerals.  You may remember looking at Roman numerals in year 3, when learning about telling the time on a Roman numeral labelled clock face.  Roman numerals originated in Ancient Rome. It is thought that the symbol for ‘I’ began as a single tally mark. 

 

We will start by looking at Roman numerals 1-20    

Roman numerals have a set of rules which allow you to write down any number: 

 1.) If a smaller numeral comes after a larger numeral, add the smaller 

number to the larger number  

2.) If a smaller numeral comes before a larger numeral, subtract the smaller number from the larger number  

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3.) Do not use the same symbol more than three times in a row Activity 1 

Activity 2                

        

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 Activity 3 

- What are these Roman numerals as normal numerical numbers?  

1.) III 2.) V 3.) X

4.) XI 5.) IV 6.) VIII  -What are these numerical numbers as Roman numerals?  

1.) 6 2.) 15 3.) 7   4.) 14 5.) 20 6.) 19 

 -What are these Roman numeral number sentences. Give the answers in both, numerical answers and Roman numerals? (Look closely at the operation)  

1.) II + IV = 2.) X + V = 3.) VIII + IV =   

4.) X - V = 5.) VII x II = 6.) XX - VI =   -Answer the following Roman word problems:   1.) Jupiter bought VI pearls and I emeralds. How many gems did Jupiter have altogether?  

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2.) Mercury gave Diana VII amethyst and XII jasper. How many gems did Mercury give Diana altogether? 

Tuesday: For this lesson watch the See Saw teaching video named:  Maths, Tues, Wk beg 29th June Today we are going to find out about Roman numerals 1-100 Roman numeral amounts are all made using a combination from 7 basic symbols.        You can make any number 1-100 using a combination of these symbols.  Remember the rules from yesterday:  

4.) If a smaller numeral comes after a larger numeral, add the smaller number to the larger number 

 5.) If a smaller numeral comes before a larger numeral, subtract the 

smaller number from the larger number  

6.) Do not use the same symbol more than three times in a row  Activity 1 Click on the below link and complete level 1 of the Roman numerals jigsaw.  Roman numerals jigsaw quiz 

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https://www.transum.org/Maths/Activity/Jigsaw/Roman_Numerals.asp?Level=1 Activity 2

 Activity 3

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Activity 4

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Wednesday: Today we are going to look at problem solving questions based on Roman numerals 1-100.  Activity 1  

    

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 Activity 2 

 Activity 3  

 

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Activity 4                Activity 5                Challenge: Can you spot any patterns? If 20 is XX, what might 200 be?   

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Thursday Today we are going to look at Roman numerals greater than 100.  

 Activity 1  Play space invaders 

 Click on the link, then click on play game.                 Next, scroll down, using the arrow, to Roman               numerals. Finally choose the level that is             right for you.  Can you do the 1-1,000 level?  

https://mathsframe.co.uk/en/resources/resource/289/KS2_Maths_Invaders 

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 Activity 2    - What are these Roman numerals as normal numerical numbers?  

2.) CC 2.) D 3.) CLIII

4.) DCLXII 5.) CIX 6.) CM  -What are these numerical numbers as Roman numerals?  

2.) 186 2.) 400 3.) 1,001   4.) 140 5.) 754 6.) 526   Do you notice that some Roman numerals have less digits in than their numerical numeral equivalent?  Activity 3  You can also write the date and year using Roman numerals.  For example today’s (Thursday) date 2/ 7 / 2020 can be written as  II / VII / MMXX Have a go at finding out the following dates in Roman numerals:  -Your date of birth  -Date of birth for other people in your family  -The date the Titanic sunk (You will probably have to research this)  

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Challenge (This is tricky - give it a go if you feel confident): 

 

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Friday challenge Print off and cut out the Tarsia Roman numeral triangular jigsaw pieces (3 pages). Can you match the numerical numbers with the Roman numerals to create a hexagon?  

 

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Roman Numeral maths answers  

Monday answers  Activity 1 

 Activity 2 

        

       

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Activity 3  - What are these Roman numerals as normal numerical numbers?  

1.) III =3 2.) V =5 3.) X =10

4.) XI =11 5.) IV =4 6.) VIII =8  -What are these numerical numbers as Roman numerals?  

1.) 6 =VI 2.) 15 =XV 3.) 7 =VII   4.) 14 =XIV 5.) 20 =XX 6.) 19 =XIX  

   

1.) II + IV = 2+4=6 (VI) 2.) X + V =10+5=15(XV) 3.) VIII +IV=8+4=12(XII)  

4.) X - V= 10-5=5 (V) 5.)VII x II=7X2=14(XIV)6.)XX-VI=20-6=14(XIV)  -Answer the following Roman word problems:   1.) Jupiter bought VI pearls and I emeralds. How many gems did Jupiter have altogether? 6+1= 7 (VII)  2.) Mercury gave Diana VII amethyst and XII jasper. How many gems did Mercury give Diana altogether? 7+12= 19 (XIX)     

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Tuesday answers  Activity 2 

 Activity 3  

a) 26 - twenty six - XXVI b) 49 - forty nine - XLIX

 c) LXXV -> +10 -> LXXX d) XXX -> -1 -> XXXI

 Activity 4  

1.) Answer D 2.) Answer B 3.) Answer C 4.) Answer D 

   

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Wednesday answers  Activity 1  

          

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Activity 2                  

Activity 3 = Answer C  Activity 4 & 5 

Challenge answer: If 20 = XX, then 200 = CC  

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Thursday answers  Activity 2    - What are these Roman numerals as normal numerical numbers?  

3.) CC =200 2.) D =500 3.) CLIII =153

4.) DCLXII =662 5.) CIX =109 6.) CM =900  -What are these numerical numbers as Roman numerals?  

3.) 186 =CLXXXVI 2.) 400 =CD 3.) 1,001 =MI   4.) 140 =CXL 5.) 754 =DCCLIV 6.) 526 =DXXVI

 

Activity 3 

 -The date the Titanic sunk 15th April 1912 = XV / IV / MCMXII

  

           

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Challenge 

 

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Friday  Tarsia answers 

       

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Science - How sound travels Last week we found out that sound is made by vibrations created by movement. This week we will investigate how sound moves from its source to our ears.  Task 1: Watch these videos to show you:  How sound travels through air https://www.bbc.co.uk/bitesize/clips/ztwkjxs  How are sounds detected https://www.bbc.co.uk/bitesize/topics/zgffr82/articles/zx9hcj6  Task 2: Use a metal coat hanger and 2 pieces of string to make some ear gongs. 

Compare the sound made from hitting the hanger whilst wearing your ear gongs and when not wearing them.   What differences did you notice? 

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Task 3:    Make a knocking sound on a table, then repeat the knocking sound, but with your ear to the table.    

Because sound waves travel more easily through the solid table than the air, the sound is clearer.  Test different materials to see how sound travels through them. Identify different materials that you can try listening through,  e.g. glass window, concrete, carpeted or wooden floor, metal radiator.   Rank the materials according to which they heard the sound through most clearly, i.e. which material allowed the vibrations to travel from the source to the ear most easily.   What sort of material gave the loudest sound/quietest sound?   Can you spot a pattern?          

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Topic - 100 Black Britons competition 

 

  In your topic time over the next couple of weeks, we would like you to create your own entry to the 100 Great Black Britons competition: https://www.100greatblackbritons.co.uk/competition.html#children16  To enter the competition you will need to research your choice of one or several Great Black Britons using the information on this website: https://www.100greatblackbritons.co.uk/resources.html  You will then need to create a unique and innovative project to celebrate their work and legacy. This could be:  

● for a presentation (examples could include a slide presentation, a short film, a speech, poetry, a drama or dance performance)

● for a display (such as artwork, photography, sculpture) ● a project or campaign (such as recorded interviews, a

magazine, a music project) ● any other way of promoting the stories of Great Black Britons

(perhaps a social media campaign, website design, posters) 

Share your projects on Seesaw, but all competition entries should be made via the website. Good luck! 

 

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French -  Christophe has written a bit of information about himself, where he lives, his garden and animals he likes.  

  Use your french knowledge to answer the below questions as though you are Christophe. Think about how we would answer these questions in the classroom e.g.  Je m’appelles…  J’habite…  Il y a…  Dans le _____ Il ya...  j’aime...  If you need to check what a question, phrase or word means in English, use Google translate. 

 

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Art - Yayoi Kusama 

Gosh, there are so many ways you could respond to this incredible artist but here are some activities you might like to try. 

Activity 1:  

  

 

Why not make these pumpkin style pictures. All you need is a paper plate and some paint. 

Top tip: Paint the background first then add on the dots. You could use a potato cut out as a stamp! 

Consider the colours Kusama uses and how this affects the final image. 

Activity 2:  

 

 

 

 

Fancy something a little more 3D. These two examples really capture the spirit of Kusama. 

The first is made using a cardboard box and then clay to make the pumpkin. 

The second uses card and foam. 

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Activity 3:  

 

Use pastels, paint or felt tips to create these funky pumpkin pictures. Consider the shapes and patterns used in Kusama's art.  

Activity 4:  

 

Why not become a designer for a day! Use Yayoi Kusama's art to design an item of clothing. 

These are some suggestions of things you might like to try but no need to limit yourself to any of these activities. Look at her art and be inspired! 

  

Seesaw link: https://app.seesaw.me/pages/shared_item 

 

 

  

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Computing -  

 Learn to code with Minecraft or Dance Party Hour of code activities. 

Choose one of the below activities.  

Click on the link and then follow the tutorial instructions. 

Dance Party (Includes an unplugged computer activity) 

https://code.org/dance 

Minecraft 

https://code.org/minecraft 

 

 

     

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PE - Our PE topics for this half term are athletics and tag rugby. This week, we will practice throwing and catching skills. 

 

 

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 And remember these for when you are at home/inside:  ● Join Joe Wick’s for his PE lesson every weekday https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ Cosmic Kids Yoga https://www.youtube.com/results?sp=mAEB&search_query=cosmic+kids ● Just Dance - can you find your favourite tune?  https://www.youtube.com/channel/UChIjW4BWKLqpojTrS_tX0mg ● Try a daily Joe Wicks 5 minute mover video https://www.youtube.com/watch?v=d3LPrhI0v-w     

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Calculation methods used in Year 4  Addition: We use a numberline for addition in Year 4: 48 + 36 = 84 ‘Put the biggest number first (48), and then partition the smaller number (36 = 30 + 6) and count on: 48 + 30 + 6.’

+10 +10 +10 +1 +1 +1 +1 +1 +1

48 58 68 78 79 80 81 82 83 84 If children are confident, use more efficient jumps…

+ 30 +2 +4

48 78 80 84 And : 423+ 248 =

+ 200 + 40 + 8

423 623 663 671

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We also use the partitioning method to add numbers:

48 + 36 = 84 40 8 30 6

40 + 30 = 70 8 + 6 = 14

70 + 14 = 84 48 + 36 = 84

Partition the numbers into tens and ones/units. Add the tens together and then add the ones/units Together. Recombine to give the answer’. Subtraction: We use an empty number line to subtract in year 4: 126 – 45 = 81

-5 -10 -10 -10 -10

81 86 96 106 116 126 When confident children can use more efficient jumps:

-5 -40

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81 86 126

Extend with larger numbers by counting back… 216 – 27 = 189

-1 -6 -20

189 190 196 216

…and by counting on to find the difference (small difference):

231 – 198 = 33

+2 +30 +1

198 200 230 231

‘The difference between 198 and 231 is 33.’ Multiplication: In year 4 we partition to multiply and use our times tables facts to support us. So: 13 x 5 = 65 (Partition 13 into 10 + 3) 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Children in Year 4 also use an empty number line to show their

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multiplication 13 x 5 = 65 10 x 5 = 50 3 x 5 =15 0 50 65 Division: In year 4 we use our times tables facts to support us with division - showing this on a numberline. So: ‘Eight jumps of three and one left over.’ 25 ÷ 3 = 8 r1 1 3 3 3 3 3 3 3 3

0 1 4 7 10 13 16 19 22 25 Alternatively you could jump forwards in multiples of three from zero to twenty four (‘and one more makes 25’) 25 ÷ 3 = 8 r1 3 3 3 3 3 3 3 3 1 0 3 6 9 12 15 18 21 24 25    

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Other useful resources: 

KS2 BBC bitesize - https://www.bbc.co.uk/bitesize/subjects/z826n39   

Oak Academy - https://www.thenational.academy/online-classroom/year-4#subjects 

Mathematics Shed - http://www.mathematicshed.com/visual-stimulus-shed.html   

WhiteRose Maths - 

https://whiterosemaths.com/homelearning/year-4/ 

Nrich - https://nrich.maths.org/  

Topmarks - https://www.topmarks.co.uk/ 

Fun art activities - https://www.happinessishomemade.net/quick-easy-kids-crafts-anyone-can-make/

https://craftwhack.com/100-crazy-cool-drawing-ideas-for-kids/ 

French - have a look at the French area on the Hitherfield Home learning page 

http://fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/HitherfieldRedesign/MainFolder/MP/Week-7/French-Week-6.pdf