HT5 W1 and 2 up to two additional summit stamps can be ... · Read for 30 mins. Fill in and parent sign . Writing Spelling and Grammar Quiz Divide 1 or 2 digits by 100 Week 2 Day

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1

Year 4 HT5 Home Learning Pack Weeks 1 and 2

ENGLISH (Reading, Writing, Spelling & Grammar)

How does this pack work? Each day, you will complete two different tasks: either a Reading or a Writing task and a Spelling & Grammar task. The tasks you are doing will change each day. How long should I spend on each task? You should allow around 30 minutes for each task. You might be able to do some of the Spelling & Grammar tasks in less time, and you may need some more time for the Writing tasks. Can parents, carers and siblings help? Yes, of course! Family members can help by: • Readings parts of the text with you out loud. • Showing you how to look up tricky words in an online

dictionary. • Writing down all the exciting and difficult words you have

found. What else can I do if I love reading and writing and want more of a challenge? There are plenty of ways you can challenge yourself to extend your learning. You could: • Write a story based on your own ideas. • Explore www.lovereading4kids.co.uk or www.newsela.com to

find other extracts to read and write about • Get an adult to take a picture of your work and send it to your

teacher by email

2

If you have any questions, you can always email us! • 4 Durham: [email protected] • 4 New York: [email protected] &

[email protected] • 4 Oxford: [email protected]

Daily checklist: tick off the circles as you complete each task! Week 1 Day 1 (Monday 20th April)

o Reading o Spelling & Grammar

Page 3

Week 2 Day 1 (Monday 27th April) o Writing o Spelling & Grammar

p. 29

Week 1 Day 2 (Tuesday 21st April) o Reading o Spelling & Grammar

p. 9 Week 2 Day 2 (Tuesday 28th April) o Reading o Spelling & Grammar

p.31

Week 1 Day 3 (Wednesday 22nd April)

o Writing o Spelling & Grammar

p. 15 Week 2 Day 3 (Wednesday 29th April)

o Writing o Spelling & Grammar

p. 39

Week 1 Day 4 (Thursday 23rd April) o Writing o Spelling & Grammar

p. 17 Week 2 Day 4 (Thursday 30th April) o Reading o Spelling & Grammar

p. 41

Week 1 Day 5 (Friday 24th April) o Reading o Spelling & Grammar

p. 21 Week 2 Day 5 (Friday 1st May) o Writing o Spelling & Grammar

p.46

3

Week 1 Day 1: Reading

(a) Before reading Have a look at the cover of the text we are going to start reading this week. What do you predict that it is going to be about?

(b) During reading Now read the first part of Chapter 1 (p. 1-7). While you are reading, make a list of every new character you meet below. For a challenge, write a short description of them.

Sentence Starters

• I predict/imagine/suspect that… • This is because… • The protagonist might be…

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4

Reading Strategies

Don’t forget to use your reading strategies

while you a

re reading:

•C

ircle any w

ords you d

on’t know.

•W

rite in the meanings of a

ny word

s that

you have worked out.

•Underline a

nything that you think might

be im

portant!

5

6

7

(c) After reading: Which character you think is the most important and why?

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8

Week 1 Day 1: Spelling & Grammar

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Week 1 Day 2: Reading (a) Before reading What happened in the pages that you read two days ago (p.1-7)? Write a short paragraph summarising the opening of the story. (b) During reading Now, read the rest of Chapter 1 (p.8-15). While you are reading, make a list of any interesting words. For a Challenge, write a short definition of the word. Word Challenge: Definition bonnet (n) An old-fashioned kind of hat

Sentence Starters

• In the opening, the narrator introduces…

• The Bolds are a family of hyenas, who…

• When the Bolds were in Bushy Park, they…

• In my opinion, …

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11

12

13

(c) After reading: Quick-fire questions – page 14. 1. According to Mr Bold, what are the benefits of rolling in mud? ________________________________________________________________ 2. What interrupted Mr Bold’s thoughts of home? ________________________________________________________________

14

Week 1 Day 2: Spelling & Grammar

15

Week 1 Day 3: Writing

Plan a diary entry

Imagine you are Bobby. You will be writing a diary entry about the fun day you had in the rain. Make sure you have Chapter 1! Use this space to plan your diary entry. Remember to look back in the text and underline any key words or phrases which you could use.

Paragraph Ideas Paragraph 1 How were you feeling when you woke up?

• Fronted adverbials (As I peered through the window, I…)

• Noun phrases (glorious weather)

• Conjunctions (but, because, so…) Past tense

Paragraph 2: What did you do when you were at the park?

• Fronted adverbials (As soon as we arrived,…)

• Verbs and adverbs (stomped excitedly)

• Relative clause (My twin sister, who is____, ….)

Past tense

Paragraph 3: What did you do when you arrived home? How did you feel?

• Fronted adverbials (Exhausted but delighted, we…)

• Noun phrases • Power of three

Use three adjectives or three short sentences! Past tense

Challenge: Paragraph 4 What do you hope will happen again soon?

• Conditional sentence (If….,______) • Power of three • Rhetorical question (?)

Future tense

16

Week 1 Day 3: Spelling and Grammar

17


Write a diary entry Write your diary entry as if you are Bobby after his day at the park. Refer back to the plan you made yesterday, make sure your pencil is sharp and use your best cursive handwriting. Remember to include the date of writing on the line below and to miss a line between each paragraph. Dear diary,

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Send your writing to your teacher. Ask someone to help you take a photo and email your work. We are looking forward to reading them. 4 Oxford: [email protected] 4 New York: [email protected] and [email protected] 4 Durham: [email protected]

19


Definitions: 1. 2. __________________________________________________________________________ Sentences: 1. 2. __________________________________________________________________________

20

minute

mention

medicine

material

library

length

learn

knowledge

isl and

interest

Word

Look

Cover

Write

Check

21


(a) Before reading

(b) During reading Now read Chapter 2 (p.16-28). While you are reading, put an asterisk ( * ) next to all of Mr Bold’s jokes. (c) After reading Which is your favourite of Mr Bold’s jokes? Explain your answer.

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22

23

24

25

26

27

28


29


Complete Ms Kumar’s weekly writing challenge!

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31


(a) Before reading

(b) During reading Now, read the first part of Chapter 3 (p.29-37). While you are reading, make a list of any interesting words. For a Challenge, write a short definition of the word. Word Challenge: Definition saucer (n) Small plate, sometimes used for putting a cup

of tea on

32

Reading Strategies

Don’t forget to use your reading strategies

while you a

re reading:

•C

ircle any w

ords you d

on’t know.

•W

rite in the meanings of a

ny word

s that

you have worked out.

•Underline a

nything that you think might

be im

portant!

33

34

35

36

37

(c) After reading

38


39

Week 2 Day 3: Writing Plan a story Choose an animal you like. Think about its behaviour and what it might do if it had to live like a human. Use the boxes below to record all of your ideas. Think carefully about how your animal might have to hide what it really likes doing to convince the humans! I have chosen a ______________________________________.

What do they do to start their day?

What do they wear?

What do they like doing?

What do they hate doing?

What do they eat at meal times?

Where do they live? Who with?

Challenge: Write any additional information about the way that your animal lives here!

40


41


(a) Before reading What do you think will happen at the end of Chapter 3? Write a short prediction. (b) During reading Now read the rest of Chapter 3 (p.38-43). As you are reading, underline three bits of direct speech. (c) After reading What do you think Hector was going to tell the Bolds? Carry on his speech.

Sentence Starters

• I predict/imagine/suspect that…

• This is because… • Eventually, • Perhaps, • Possibly, • Without a doubt,

________________________________________________________________________________________________________________________________________________________________________________________________________

“I’ll tell you the important news you are all waiting for… ____________________________________________________________________________________________________________________________________________________________________________________________________________________

42

43

44

45


46

Week 2 Day 5: Writing Write your own story: imagine that you are the animal! Write a story about a day in the life of your animal in a world of humans. Use this toolkit to help you structure your story and tick off each paragraph when it is complete. Can you include every feature in your story?

Paragraph Story features Examples Tick Paragraph 1: What happened when you woke up?

fronted adverbials noun phrases conjunctions

As I slowly opened my eyes, I… freshly ironed shirt when, before, because, so, while

Paragraph 2: What did you do during the day?

fronted adverbials inverted commas verbs and adverbs

After I had gobbled up my breakfast, I… “Shall we sing sweetly with the birds in the garden?” I asked politely. sprinted rapidly

Paragraph 3: What did you do at the end of the day?

fronted adverbials noun phrases relative clause

As the sun set, I… soft fur My house, which is____, is….

Paragraph 4: Challenge – What did you dream about?

fronted adverbials conditional sentences rhetorical question

When I closed my eyes, I… If only I could … What would life be like if….?

Top tips before you get started:

1. Talk through the events for each paragraph with someone at home or on the phone to an adult from school.

2. Re-read each sentence and each paragraph carefully before starting the next one.

3. Make sure your pencil is sharp and use your best cursive handwriting.

4. Leave a line between each paragraph.

5. Be imaginative!

47

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Extension task: Use this space to draw an illustration to go alongside your story when it is finished!


49


Week 1 Day 1

Week 1 Day 2

Week 1 Day 3

Week 1 Day 4

Week 1 Day 5

Week 2 Day 1

Week 2 Day 2

Week 2 Day 3

Week 2 Day 4

Week 2 Day 5

PAGE 1

Maths Reasoning Home Learning Pack Year: Year 4 Name: QR code for video lessons: (hold a camera over me)

Contents

Half Term 5 Page Finished?

Lesson 1: Recognise tenths and hundredths 2

Lesson 2: Tenths as decimals 4

Lesson 3: Tenths on a place value grid 6

Lesson 4: Tenths on a number line 8

Lesson 5: Dividing 1 digit by 10 10

Lesson 6: Divide 2-digits by 10 12

Lesson 7: Hundredths 14

Lesson 8: Hundredths as decimals 16

Lesson 9: Hundredths on a place value grid 18

Lesson 10: Divide 1 or 2- digits by 100 20

PAGE 2

Lesson 1 LO: Recognise tenths and hundredths

PAGE 3

PAGE 4

Lesson 2 LO: Tenths as decimals

PAGE 5

PAGE 6

Lesson 3 LO: Tenths on a place value grid

PAGE 7

PAGE 8

Lesson 4 LO: Tenths on a number line

PAGE 9

PAGE 10

Lesson 5 LO: Dividing 1 digit by 10

PAGE 11

PAGE 12

Lesson 6 LO: Divide 2-digits by 10

PAGE 13

PAGE 14

Lesson 7 LO: Hundredths

PAGE 15

PAGE 16

Lesson 8 LO: Hundredths as decimals

PAGE 17

PAGE 18

Lesson 9 LO: Hundredths on a place value grid

PAGE 19

PAGE 20

Lesson 10 LO: Divide 1 or 2- digits by 100

PAGE 21

PAGE 1

Arithmetic Home Learning Pack Year: Year 4 Name: Contents

Half Term 5 Page

Lesson 1: Using written subtraction with one exchange

2

Lesson 2: Using written subtraction with two or more exchanges

3

Lesson 3: Using column method to multiply

4

Lesson 4: Using column method to multiply

5

Lesson 5: Quiz time! 6

Lesson 6: Multiplying by 100 7

Lesson 7: Dividing by 100 8

Lesson 8: Finding unit fractions of amounts 9

Lesson 9:Finding non-unit fractions of amounts

10

Lesson 10: Quiz time! 11

PAGE 2

Lesson 1 LO: Using written subtraction with one exchange

Steps to success: Me

Family

Numbers are lined up according to their place value Start calculating from right to left Numbers are regrouped from the column to the left

Exemplar

Complete mentally

298 – 10 = 3089 – 100 = 2576 – 100 = 2078 – 100 = 2603 - 10 =

Complete on a separate peace of paper using working out

1) 3,514 – 2,902 = 2) 2,938 – 1,482 = 3) 5,247 – 3,514 = 4) 3,819 – 2,046 5) 6,428 – 3,510 = 6) 3,789 – 1,856 =

Solve this problem

PAGE 3

Lesson 2 LO: Using written subtraction with two or more exchanges


Family

Numbers are lined up according to their place value Start calculating from right to left Numbers are regrouped from the column to the left

Exemplar

Calculate mentally 1) 3687 – 300 2) 5978 – 800 = 3) 2798 – 70 = 4) 5978 – 4000 = 5) 2798 – 20 = 6) 3489 – 400 =

Calculate using the written method

1) 5,326 – 2,145

2) 8,914 – 2,657

3) 7,827 – 1,438

4) 5,246 – 3,458

5) 3,728 – 1,959

6) 9,146 – 3,277

Solve this problem

PAGE 4

Lesson 3 LO: Using column method to multiply


Family

Align digits according to their place value Multiply ones first, then tens, then hundreds Carry over digits to the column on the left

Exemplar

Complete mentally

1) 9 x 11 = 2) 7 x 8 = 3) 6 x 8 = 4) 5 x 12 = 5) 9 x 9 = 6) 6 x 9 =

Use the written method to complete

1) 315 x 2

2) 312 x 6

3) 141 x 5

4) 152 x 4

5) 142 x 3

6) 306 x 7

Solve

PAGE 5

Lesson 4 LO: Using column method to multiply


Family

Align digits according to their place value Multiply ones first, then tens, then hundreds Carry over digits to the column on the left Exemplar

Complete mentally

1) 7 x __ = 63 2) 8 x __ = 48 3) 5 x __ = 60 4) 7 x __ = 84 5) 12 x __ = 108 6) 9 x __ = 27

Use the written method to complete

1) 234 x 6

2) 486 x 7

3) 249 x 9

4) 187 x 8

5) 352 x 6

6) 849 x 7

Solve

PAGE 6

Lesson 5 QUIZ TIME LO: To apply my learning in an arithmetic quiz.

PAGE 7

Lesson 6 LO: Multiplying by 100


Family

Write the number in the place value grid x 10 – move each digit one space to the left

x 100 – move each digit two spaces to the left

Place holders are added as required. Exemplar

Multiply by 10 1) 9 x 10 = 2) 11 x 10 = 3) 12 x 10 = 4) 7 x 10 = 5) 2 x 10 = 6) 5 x 10 =

Multiply by 100

1) 93 x 100 =

2) 87 x 100 =

3) 12 x 100 =

4) 46 x 100 =

5) 38 x 100 =

6) 64 x 100 =

Apply in these equations

1) __ x 100 = 6,200

2) __ x 100 = 4,500

3) __ x 100 = 3,800

4) __ x 100 = 7,600 5) __ x 10 = 4,500 6) __ x 10 = 290

PAGE 8

Lesson 7 LO: Dividing by 100


Family

Write the number in the place value grid x 10 –move each digit one space to the left x 100 – move each digit two spaces to the left Place holders are added as required. Exemplar

Divide by 10 1) 100 ÷ 10 = 2) 20 ÷ 10 = 3) 50 ÷ 10 = 4) 70 ÷ 10 = 5) 120 ÷ 10 = 6) 200 ÷ 10 =

Divide by 100

1) 20 ÷ 100 = 2) 39 ÷ 100 = 3) 56 ÷ 100 = 4) 43 ÷ 100 = 5) 87 ÷ 100 = 6) 91 ÷ 100 =

Apply

1) __ ÷ 100 = 0.5

2) __ ÷ 100 = 0.77

3) __ ÷ 100 = 0.6

4) __ ÷ 100 = 0.81

5) __ ÷ 100 = 0.19

6) __ ÷ 100 = 0.09

PAGE 9

Lesson 8 LO: Finding unit fractions of amounts


Family

Find the denominator Divide the whole number by the denominator Exemplar

Use known multiplication facts to work out

1) 21 ÷ 7 = 2) 64 ÷ 8 = 3) 36 ÷ 4 4) 81 ÷ 9 = 5) 121 ÷ 11 = 6) 108 ÷ 12 =

Find fractions of amounts

1) !" of 72

2) !

# of 84 3) !

$ of 58

4) !% of 85

5) !

& of 90

6) !

' of 84

Solve

PAGE 10

Lesson 9 LO: Finding non-unit fractions of amounts


Family

Identify the denominator The whole number is divided by the denominator.

Identify the numerator The resulting answer is then multiplied by the numerator.

Exemplar

Work out mentally

1) !" of 27

2) !

# of 16

3) !

& of 18

4) !

( of 32 5) !

!$ of 48

6) !

!! of 99

Work out

1) $" of 75

2) "

# of 96

3) #

' of 91

4) %

& of 84

5) $

" of 99 6) %

& of 540

Solve

PAGE 11

Lesson 10 QUIZ TIME LO: To apply my learning in an arithmetic quiz.

1

Year 4 HT5 Humanities Pack Week 1 and 2 Name: ____________________

Is England a secular country? In this unit you will think about religion in England and how the country might, or might not, be affected by the main religion, Christianity. Remember, as with all our lessons on different religions, we are not teaching you to BE religious we are teaching you ABOUT religions. Secular means not connected to a religion. Lesson Page Number Completed? HT5 Knowledge Organiser Lesson 1- Is your school secular or religious?

Lesson 2- Identify secular activities Lesson 3- Research secular project Lesson 4-The difference between England and France

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HT5 Knowledge Organiser: Is England a secular country?

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Week 1 Lesson 1. Is your school secular or religious?

Task 1. Read box 1, Key terms, to your adult. Play ‘When I say…., you say….’ Learn the first 3 off by heart. See if you can write down the definitions of the first 3 without looking!

1. Anglican………………………………………………………………………….

2. Archbishop of Canterbury …………………………………………….

3. The Church of England…………………………………………………………

Challenge: What’s the link?

For today’s video, search for: “Y4 Hums Wk 1secular or religious” Or find it on the Year 4 Playlist on the ‘ksa guest’ channel!

The monarch is being coronated by the ………………………………………… This adds to his mystique and power! Source C- Anglo -Saxons

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Task 2 a. Define Secular [ box 1, number 7]

………………………………………………………………………………………….. Let’s look at your school, King Solomon Academy.

Circle the correct answer to each question. Does it matter what religion you are when you join? Yes or No Does it matter if you have no religion when you join? Yes or No Do your teachers promote their religious beliefs in their lessons? Yes or No Are your assemblies all about one kind of religion? Yes or No Are you only allowed to the summit party if you are a particular religion? Yes or No Our school is a …………………… institution because…………………………….. …………………………………………………………………………………………… …………………………………………………………………………………………… Challenge: Can you think of a non-secular (religious) school? How do you know it is non-secular? …………………………………………………………………………………………… ……………………………………………………………………………………………

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Week 1 Lesson 2 Identify secular activities

Task 1 Read box 1, Key terms, to your adult. Play ‘When I say…., you say….’ Learn 4-6 off by heart. See if you can write down the definitions without looking!

4.monarch………………………………………………………………………………… 5.pluralist………………………………………………………………………………….. 6. Prime Minister…………………………………………………………………………..

Task 2 What went wrong? Re-write the sentence to fix the mistake. Secular means connected to a religion Secular means….……………………………………………………………………………. Task 3 Identify which activities are secular and which are religious? Write secular or religious under each picture.

…………………………………..

Painting and decorating an egg

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……………………………………..

……………………………………..

………………………………………..

……………………………………………..

……………………………………………….

Eating an Easter Egg

Visiting father Christmas

Joining in with prayers in a mosque

Teaching and learning in an English school

Joining in a church service to celebrate Easter Sunday

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Task 4 Can you think of any other activities to illustrate the difference between secular and religious? secular religious …………………………………. …….. ………………………………………….. ………………………………….. …... ……………………………………………

Explain to your adult why you chose those secular activities as examples. ‘ This is a secular activity because…………………………………..’ ‘ This is a religious activity because………………………………….’

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Week 2 Lesson 3 Research project

Task 1 Fill in the gaps using box 2

a. At KSA we teach from a …………………perspective. We are not linked with a particular…………….

b. This means in this unit, we are learning ……… religion not……religions.

c. Some countries are officially secular like…………………..

Task 2 Read this paragraph

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For more information visit: https://kids.kiddle.co/Secularism Now answer these questions.

a. Which 3 countries have a state religion? ……………………………………………………………….

b. Which country passed a law to separate government and religion? …………………………………………………………………

c. Why was that law passed? ………………………………………………………………. Task 3 What is your opinion? Is it better to live in a country with a state religion or a country which separates religion and government, and why?

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Week 2 Lesson 4 The difference between English and French schools

Task 1 Correct the mistakes using box 2 a] At KSA we teach from Christian perspective. We are linked with a particular perspective. b] Some countries are officially secular, like England. Task 2 Look at the following information about France and England. Think about:

1. Are you allowed to express your religious beliefs in what you wear? 2. Do you learn about different religious stories and beliefs?

England France

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English school children-uniform French school children- no uniform

Underline any information in the text that talks about religion in school.

Now answer these questions: 1. Are you allowed to express your religious beliefs in what you wear?

_____________________________________________________________________________ _____________________________________________________________________________

2. Do you learn about different religious stories and beliefs?

__________________________________________________________________________________________________________________________________________________________

Task 3 Tell someone in your family 3 differences between English and French schools.

England

France

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Task 4 Describe the differences between English and French schools.

Useful words: secular, religious symbols, religious teaching, uniform

Sentence starters: In many English schools you are allowed

Furthermore….

However, in many French schools…

This is because…

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Challenge: learn these terms on your KO and research what they mean.

In the next 2 weeks we will learn about what it means to be Christian or pluralist.

Then you will decide:

Is England secular?

Or is England Christian or pluralist?

Christian pluralist secular England

Year 4 HT 5 W1 and W2 Science booklet

Contents Page

HT 4 Knowledge Organiser 2

HT 5 Knowledge Organiser 3

Week 1 Lesson 1 - To classify animals according to their characteristics q Do Now q Task 1 q Task 2

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Week 1 Lesson 2 - To classify animals according to their characteristics q Task 1 q Task 2 q Task 3

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Week 2 Lesson 1 - To classify plants according to their characteristics q Do Now q Task 1 q Task 2

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Week 2 Lesson 2 - To classify plants according to their characteristics q Task 1 q Task 2

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Week 1 LO: To classify animals according to their characteristics

Search ‘Year 4 – Science HT5 Week 1 – How are animals categorised?’

Lesson 1 Do now –5 minutes.... go!

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Key Vocabulary: Classification – The process of classifying something into groups. Characteristics - A feature or quality belonging to a particular thing, place, person or animal. Vertebrate – An animal with a backbone. Invertebrate - An animal without a backbone. Today you will need KO section: 1 & 2 Task 1 - Make notes about how different animals can be classified

Task 2 - Tell the story of how animals are classified into different groups to a family member. Use your notes from the previous task.

Me

Family

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Lesson 2 Task 1 – Match the animal to the correct groups Mammals

Vertebrate Birds

Snails and slugs

Amphibians

Fish

Invertebrate Reptiles

Insects

Spiders

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Task 2 – Reading a news article and completing the quiz Read the news article twice. Highlight or underline any key bits of information you read. If there is a word that you don’t understand, circle it and use a dictionary to research it. Then answer the quiz questions.

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Task 3 – Mini write

Steps to success: 1. Include all

scientific terms used in task 3.

2. Explain your points.

3. Give examples of animals.

How are different animals categorised and grouped? Challenge: Why do you think experts categorise animals?

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Week 2 LO: To classify plants according to their characteristics

Search ‘Year 4 – Science HT5 Week 2 – How are plants categorised?’

Lesson 1 Do now - 5 minutes... go!

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Key Vocabulary Classification - the act of putting animals, plants into groups according to their characteristics Characteristics - a typical feature that somebody has Flowering plant – a plant that produces flowers Non-flowering plant – a plant that does not produce flowers Today you will need KO section: 1 & 3 Task 1 - Make notes about how different plants are categorised

Task 2 - Tell the story of how animals are classified into different groups to a family member. Use your notes from the previous task.

Me Family

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Lesson 2 Task 1 – Complete the graphic organiser

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Task 2 - Mini write - finish the sentence starter

The most important thing about classifying plants according to their characteristics is….. Challenge: Why do you think experts need to categorise plants?

Steps to success:

1. Include all scientific terms used in task 3.

2. Explain your point.

3. Give examples of plants.

Art lessons- still-lifes continued

If possible, work on a larger piece of paper, that you have at home.

These still-lies all use colour and pattern. The artists have used abstraction to turn the images into shapes. Which is your favourite? Would you like to copy it? In the next two weeks, experiment with abstract still-lifes. You will find more examples on the internet. Your pictures will look like the objects but also like patterns.

Date: __/__/2020 Me parent

LO: To create shapes and pattern, in a still life

Do Now 1 2 experiment Make 5 different sized lines, using a ruler.

Overlap 5 squares of different sizes.

Make a pattern from 10 circular shapes- overlap, inside each other, large and small.

Steps to success; 1. Set up a still-life using 4 objects with simple shapes such as cups, plates, fruit. Overlap the items. 2. Use a ruler to divide up the objects into smaller sections. 3. Use colour or patterned lines to decorate each block.

Challenge- mix and blend colours to create vibrant, bright patterns. Use this colour wheel to help you explore which colours are brighter next to each other

Date: __/__/2020 Me parent

LO: To work from close up, in a still life.

Do Now 1 2 experiment Shade 5 lines of different darkness.

Use a line, a square, a circle and a wriggle to create a picture.

Draw your fingernail in close up. Copy the wrinkles on your finger.

Steps to success; 1. Set up a still-life using 4 objects with simple shapes such as cups, plates, fruit. Overlap the items. 2. Sit close, so that you are about 10 cm’s apart and the still life fills your vision. Imagine it is a giant

world and you are tiny. 3. Use shading and patterns to create this close-up world, look closely at the textures. 4. Challenge- using the same still life, imagine you are a giant and draw your objects from above, as

if they are tiny.

Documents

HT5 W1 and 2 up to two additional summit stamps can be ... · Read for 30 mins. Fill in and parent sign . Writing Spelling and Grammar Quiz Divide 1 or 2 digits by 100 Week 2 Day