St James the Great Catholic Primary SchoolCLASS 4

Home Learning Grid Week beginning Monday 18/5/2020

Monday Tuesday Wednesday Thursday FridayEnglish LI To be able to

tell a story through dialogue.

Read the story again.

There is a lot of dialogue in this story between Rumpelstiltskin and the miller’s daughter in which we are told what is happening in the story.

For example, in the parts of the story where Rumpelstiltskin offers to spin the straw into gold, we are “listening” to the conversation between the two characters rather than being told what happens through description.

When you write your story, you will need to use dialogue in a similar way.

Today, you are going to write your dialogue in the form of a playscript between your magical creature and Character 2 (the character who

LI To use our playscripts to create a passage of correctly punctuated reported speech.

Now you need to turn your playscripts into reported speech so that you can include them in your story.

In order to do this you will need to think about two things:

1) Accurate punctuation

2) Reporting clauses

See below for more information.

Rewrite all five passages of dialogue that you created yesterday as reported speech.

If you want a challenge, you may want to add in some adverbials to show what the character is doing while or immediately after they are speaking.

LI To write the first half of our stories.

Over the past few lessons, you have planned out your characters, your plot, your setting and your dialogue. Now it is time to put it all together and start writing your story.

Today, you are going to write the first half of your story, up to the point where Character 2 promises their most precious possession to the magical creature and the magical creature completes the impossible task.

LI To complete our stories.

Today you are going to finish your story. Write from where you finished yesterday to the very end and then remember to read over your whole story, checking for spelling, punctuation and grammar mistakes.

LI To edit and redraft our stories, using pronouns to improve cohesion.

What mistake have I made in this passage?

Once upon a time there was a miller who was poor, but the miller had a beautiful daughter. Now it happened that the miller got into a conversation with the king, and to make an impression on the king, the miller said, “I have a daughter who can spin straw into gold.”

The problem is that I have repeated the noun miller over and over again. I should have used a pronoun instead to replace the noun.

Once upon a time there was a miller who was poor, but the miller had a beautiful daughter. Now it happened that the miller got into a

suffers as a result of the impossible claim)

You will need to write five short passages of dialogue.

Passages 1,2 and 3 show the reader the three separate times when the magical creature helps Character 2 and what Character 2 promises in return for his help.

Passage 4 shows the reader what happens when the magical creature returns for his final prize, Character 2 begs him to reconsider and what he offers in return.

Passage 5 shows Character 2 finding out the secret information that the magical creature did not want them to find out.

If you want a challenge, think about how the characters might speak differently from each other.

Can you show those differences in your dialogue?

conversation with the king, and to make an impression on the king, the miller said, “I have a daughter who can spin straw into gold.”

So instead, I need to redraft this whole passage like this: Once upon a time there was a miller who was poor, but he had a beautiful daughter. Now it happened that he got into a conversation with the king, and to make an impression on the king, he said, “I have a daughter who can spin straw into gold.”

Now, read over your whole story and look for any passages that you think you can improve. You can choose to improve it in any way you like but focus in particular on whether there are any places in which you have repeated the same noun too many times and you could have used pronouns instead.

Reading LI To draw upon LI To identify key LI To make LI To use our LI To evaluate

context and knowledge of words around to make meaning.

Watch the video from 14 minutes and 10 seconds to 20 minutes and 33 seconds.

Then, complete the activity below, using your understanding of the context and of the other words in the sentence to work out the meanings of the unfamiliar words.

details in the text that will help us make predictions.

Re-read the passage from Teddy shouted from the house to Rikki-tikki will go.

Before we can make predictions about what we think will happen next, we need to think about what we have learned in this passage.

Which events in this passage do you think are the most important and will be most useful if we want to make a prediction about what will happen next?

Complete the table below, sorting the events in this passage according to whether you think they will be helpful in predicting what will happen next in the story.

If you want to challenge yourself, you could add in another column to your table explaining why you think the event is useful or not useful.

predictions based on knowledge of the text.

Re-read the passage from Teddy shouted from the house to Rikki-tikki will go.

Have a look at the events that you decided yesterday were useful for making predictions.

What predictions can you make using these events?

What do they suggest to you about what is likely to happen next in the story?

Use each event that you decided was useful to make a prediction about what will happen next in the story, egEventRikki-tikki is preoccupied by thoughts of Nag and Nagaina and becomes angry

PredictionRikki-tikki will find them and fight them again.

If you want a challenge find evidence from further back in the story that will support your predictions.

knowledge of the text to make predictions.

Watch the video from 20 minutes and 33 seconds up to 27 minutes and 5 seconds.

We are coming to the end of the story.

What do you think is going to happen next?

Re-read the passage from Rikki-tikki tingled all over to where the sun strikes nearly all day.

Pick five key events from this passage and use them to make predictions about what will happen next and how the story will end.

It might also be useful to think back to the opening paragraph:

This is the story of the great war that Rikki-tikki-tavi fought single-handed, through the bath-rooms of the big bungalow in Segowlee cantonment. Darzee, the Tailorbird, helped him, and Chuchundra, the musk-rat, who never comes out into the middle of the floor, but always creeps

our predictions.

Watch the video from 27 minutes and 5 seconds up to the end.

Look back at the predictions that you made yesterday.

How accurate were your predictions?

For each prediction that you made, give yourself a mark out of ten based on how accurate it was and explain why you have chosen that mark.

round by the wall, gave him advice, but Rikki-tikki did the real fighting.

Maths Multiplying and dividing mentally

Try working through these as quickly as you can.

5 x 83 x 68 x 79 x 87 x 63 x 96 x 4

Now that you are a little warmed up, try the work below in the maths section.

Today we are looking at using multiplication and division facts to support us in solving problems.

Look below for the work you should complete.

Multiplication and division word problems.

Read through the problems carefully. Ensure that you understand the problem and what you are being asked to solve.Identify the numbers that you will be working with and then the operation that you need to use. Is it multiplication or is if division?

Arithmetic test.

See below, take as long as you need but if you are feeling up to a challenge, try to complete it in under 15 minutes.

Problem solvingSee below.

RE Read Acts 4: 1-26

Take the time to read it a few times.

Think about what is happening in this passage.Why is this important?

Rewrite the passage in your own words.

Try to think about how John and Peter feel in this moment.

Take the role of one of the disciples and write to Jesus asking for support in the trial that’s ahead of you.

Visit the Wednesday word website and download this week’s WW

Take on the role of one of the council members who was interrogating John and Peter.

What would you ask them? What would you want to know?

Write 5 questions to them interrogating their belief in Jesus.

Science

Think about what the function of each of your teeth is, how many do you have of each type? Does it differ from the number of teeth that your parents or siblings have?

Below you will find more detailed descriptions of the sets of teeth these can help you after you have done some exploring in your mouth.

After thinking about your own teeth, look at the three images of the animal skulls and answer these questions:

1. What teeth do the animals have in common if any? What teeth do the animals not have in common? Why do you think this is so?

2. What does this tell us about the diet of these animals? What do you think they eat?

3. What do you think the differences will be about the Lion if it had the Elephants teeth?

Images to support are below.Geography On the Line

Identify the position of the Prime Meridian. What is the significance of the Prime Meridian? What countries, cities or towns does the Prime Meridian move through? What other name does the Prime Meridian have?

Explore some of the countries that you would find on the Prime Meridian Line.

Look in more detail at a few of the areas that you will find on the Prime Meridian Line which ones would you most like to visit and why?

PSHE We are going to try to learn techniques to help us deal with negative emotions.

Keep Calm and Relax!

You may recognise that you experience conflicting emotions and when you

might need to listen to, or overcome these.

What emotions or feelings tend to make you act in a way that you don’t like or put you into situations that you don’t think are positive for you?

- How can you avoid these, or reduce there effect. Sometimes they are unavoidable but, they do not have to ruin our lives!

Try to think of different ways that we can calm down and relax, what techniques would you use to help you, or would you suggest to someone else?For example, one technique that helps me in a lot of different ways is something called ‘Box breathing’ it is very simple and very effective, all you have to do is breath in for a count of 4 seconds, hold your breath for 4 seconds, breath out for 4 seconds and then hold your breath for 4 seconds. You count the whole time you are doing this and you do it for as long as you need to, 10 breaths are a good target.Try it and see how you feel.

Now that you’re relaxed, create an explaination text, a leaflet or brouchure, telling people 3 relaxing texhniques. You can use my Box breathing as one of your own if you would like.

ART Look at the image below for support and here for further support.

Use paper card and recycled materials to help you. Try to make a structure that can support itself.

A challenge would be to make it using very little or no glue.

Can you make different joins that will hold themselves? DT LI: To make pizza dough and toppings

If you have the ingredients and facilities available to you, use the recipes below to make your own pizza dough and toppings.

You can add different toppings if your favourite ones aren’t there! Don’t forget to take some photos of them if you can.

PE Make your own PE lesson using the 60 minute Pick and Mix activities

Daily PE with Joe Wicks

Yoga for Kids!

English

Monday

Passage 1

Rumpelstiltskin: Good evening, Mistress Miller, why are you crying so?

Miller’s Daughter: Oh, I am supposed to spin straw into gold, and I do not know how to do it.

Rumpelstiltskin: What will you give me if I spin it for you?

Miller’s Daughter: My necklace.

Passage 2

Rumpelstiltskin: What will you give me if I spin the straw into gold for you?

Miller’s Daughter: The ring from my finger.

Passage 3

Rumpelstiltskin: What will you give me if I spin the straw this time?

Miller’s Daughter: I have nothing more that I could give you.

Rumpelstiltskin: Then promise me, after you are queen, your first child.

Miller’s Daughter (to herself): Who knows what will happen.

Passage 4

Rumpelstiltskin: Now give me that which you promised.

Queen: I will give you all the wealth of the kingdom if you let me keep the child.

Rumpelstiltskin: No. Something living is dearer to me than all the treasures of the world.

Queen: Is there nothing I can do to make you reconsider?

Rumpelstiltskin: I will give you three days’ time. If by then you know my name, then you shall keep your child.

Passage 5

Rumpelstiltskin: Now, Madame Queen, what is my name?

Queen: Is your name Kunz?

Rumpelstiltskin: No

Queen: Is your name Heinz?

Rumpelstiltskin: No.

Queen: Is your name perhaps Rumpelstiltskin?

Rumpelstiltskin: The devil told you that! The devil told you that!

Tuesday

“Good evening, Mistress Miller, why are you crying so?” asked the creature, with a look of mock concern on his wrinkled face.

I have remembered to use inverted commas around what the character is saying.

My punctuation is inside my inverted commas

I have used a verb other than said in my reporting clause

I have added in an adverbial to give the reader more information about how the creature is asking.

“Oh, I am supposed to spin straw into gold, and I do not know how to do it,” sighed the miller’s daughter in reply.

My punctuation here is a bit more complicated. In my playscript, I had a full stop at the end of the sentence. But now that I have added a reporting clause, it is no longer the end of the sentence, so I had to change the full stop to a comma.

If I had written the sentence the other way round, with the reporting clause at the beginning, I would have had to do this slightly differently. Like this:

In reply, the miller’s daughter sighed, “Oh, I am supposed to spin straw into gold, and I do not know how to do it.”

Now, the full stop is at the end of the sentence so it remains a full stop.

But, I have had to add in a comma after my reporting clause, immediately before the inverted commas.

Reading

Monday

1) Find the sentence which begins “His father ran out with a stick…”. Which of these options is closest in meaning to lunged in this sentence? a) Stepped outb) Looked outc) Thrust his head forwardsd) Hissed

2) Find the sentence which begins “’I have settled it all’. Which of these options is closest in meaning to a providence in this sentence?a) A good luck charmb) A sign of bad luckc) An uninvited guestd) A member of the family

3) Find the sentence which begins “He whimpers and cheeps…”. Which of these options is closest in meaning to whimpers in this sentence? a) Shoutsb) Singsc) Jumpsd) Cries

4) Find the sentence which begins “The house was as still as still…”. Which of these options is closest in meaning to faintest in this sentence? a) Quietestb) Loudestc) Angriestd) Longest

5) Find the sentence which begins “He stole off to Teddy’s bath-room…”. Which of these options is closest in meaning to stole in this sentence? a) Took something that was not hisb) Hidc) Snuckd) Ran

Tuesday

EventUseful when making predictions

Not useful when making predictions

Karait is killed by Teddy’s fatherRikki-tikki is preoccupied by thoughts of Nag and Nagaina and becomes angryRikki-tikki threatens to bite ChuchundraChuchundra tells Rikki-tikki that Nag is still in the gardenRikki-tikki hides in the bathroom so that he can hear what Nag and Nagaina are sayingRikki-tikki eavesdrops as Nag and Nagaina discuss their planNagaina tells Nag that he should kill Teddy’s father in revenge for killing KaraitNagaina reminds Nag that their eggs are about to hatchNag argues that they only need to kill the humans – not Rikki-tikki

Maths:

Monday

Tuesday

Wednesday

Thursday

Arithmetic test –

Problem solving

RE:

DT

Science

Art