St James the Great Catholic Primary SchoolCLASS 3

Home Learning Grid Week beginning Monday 1st June 2020Don’t forget to email one piece of work that you have completed and are proud of to me on Wednesday. year3@stjamesthegreat.southwark.sch.uk Then watch out on the school website on Friday to see our celebration of work.

Monday Tuesday Wednesday Thursday FridayEnglish Book: Flotsam

LI: To infer meaning from illustrations. SC: I can look closely at the images from the book. I can answer questions about these images.

Look at the next few images from the book and answer these questions:What is happening?

What has the boy found?

Have you seen an object like this before?

How is the boy feeling?

Who does he show the object to?

Did they help the boy?

What might the parents have suggested the boy do?

You can see the book: https://www.youtube.com/watch?v=3MTKWnxzqvM Only go up to page 8, 1.02 minutes in the video.

LI: To discuss a conversation between characters.SC: I can discuss with a family member what the characters might be saying to each other.

Look back at the images from yesterday. The boy goes to speak to his parents and a lifeguard.

What could they be saying to each other?How are they speaking? Discuss this with a family member and make notes for tomorrow’s session.

Think very carefully about your sentence before you say it.

Consider what types of voice you can use to interest your reader.

LI: To write a play script.SC: I can write a play script for characters in the story.

Today you are going to create a play script.

What is a play script? (Remember when we wrote a script for the crime scene for ‘The BFG’.)

What features will you need to include?Scene Description.Characters.New line for a different character when they speak.Stage directions.Remember this is a play script so you won’t need to include inverted commas. Your layout should indicate when someone is speaking.

This time your play script will have more characters in so try not to get confused between them. There will be the boy, mum, dad and a lifeguard.

See below in the resources for a small example to help you.

Challenge:When giving stage directions use adventurous

LI: To perform a play script.SC: I can perform my play script with my family members I can perform my play script. I can edit and improve my play script.

With your play script ask your family members to help you act it out.

You might find that you missed lines out or you may add in extra lines as you act. Some of your stage directions might not work either or you might want to refine these. So use today to edit and improve your script.

Does your play script match what is happening in the images? Make sure you check.

LI: To infer meaning from illustrations. SC: I can look closely at the images from the book. I can answer questions about these images.

Look at the next few images. The boy has gone to a photo shop to get the film from the camera developed. Look at the photos from the camera.

These photos are very odd. When you look at the images think about the following:

What do you know?

What do you think you know?

What do you want to know?

Choose two photos from the camera to answer the above questions. See my example below in the resource section.

Challenge: To use a range of conjunctions to justify your answers.

You can see the book: https://www.youtube.com/watch?v=3MTKWnxzqv

adverbs for description. E.g. slowly – gradually.

M Only go up to page 16, 2 minutes in the video.

Spellings and times table for the week:

Word families based on common words, showing how words are related in form and meaning

presssuppress expresscompressimpresspreventinventventureadventureeventfulSee resources below to help you learn theses- handwriting practise and a word search.

Recap on your 4 and 8 times tables. Don’t forget to use hit the button to build your speed. https://www.topmarks.co.uk/maths-games/hit-the-button

Reading(30 minute session) Book: ‘Old Possum’s Book of Practical Cats’

Our last week of this book!

LI: To reread the poems ‘The Rum Tug Tugger’ and ‘Mr Mistofelees.’SC: I can reread the poems ‘The Rum Tug Tugger’ and ‘Mr Mistofelees.’ I can remind myself of the features these poems had.

Look at the previous weeks learning grids for the links to the poems.

Reread these poems and remind yourself: What these poems are about?

What similar and difference have these poems?

What features do these poems have?

Are the features the same or different?

LI: To compare the two poems.SC:I can use a venn diagram. I can compare two poems written by T.S Eliot.

Using a venn diagram you are going to compare the two poems ‘The Rum Tug Tugger’ and ‘Mr Mistofelees.’See resources.

What can you compare?

You could compare the features and the characters of the cats.

Extension:Which poem did you prefer? Why? Justify your answer.

LI: To recognise descriptive vocabulary used in these poems.SC: I can recognise descriptive vocabulary in two poems.

What is descriptive vocabulary?

Descriptive vocabulary can be adjectives, verbs and adverbs that help you to imagine a character.

Look back at ‘The Rum Tug Tugger and Mr Mistofelees.’ Make a note of the descriptive language the poet has used.

You can refer to this tomorrow.

LI: To use descriptive vocabulary to describe your own cat.SC: I can add descriptive vocabulary to describe my own cat.

Look back at the drawing of your cat that you created in the previous weeks. Using your drawing add descriptive vocabulary to describe what your cat looks like and their personality.

Will they be a cheeky cat? Or a helpful cat? Or maybe they will be similar to the ‘Rum Tum Tugger’ cat and always like the opposite of things. Can you think of any other cat that you could base your cat on? E.g. Puss In Boots, Slinky Maliky, The Cat in The Cat.

LI: To write a poem in the style of T.S Eliot.SC: I can write a poem about my own cat in the style of T.S. Eliot.

Write a poem about your cat using the descriptive vocabulary you added yesterday.

Remember to include a title, short phrases, alliteration, similes and at least 2 verses.

Challenge:Can you add rhythm and rhyme?

What name will you give your cat?

It is up to you to decide what character you cat has and what it is like.

Maths LI: To recognise fractions of shapes.SC: I can recognise fractions of shapes.

See worksheets in resources.

You should be able to complete Ruby and Pearl. Diamond is your challenge!

LI: To recognise tenths of shapes and numbers.SC: I can recognise tenths of shapes and numbers. I can place tenths on a number line.

See worksheet below.

You should be able to complete Ruby and Pearl. Diamond is your challenge!

LI: To find a fraction of a number. SC: I can find a fraction of a number.

See worksheet below.

You should be able to complete Ruby and Pearl. Diamond is your challenge!

Remember when finding a unit fraction you should be able to use your division facts to help you. E.g.¼ of 16= 44 Divided by 16= 4

LI: To compare and order fractions.SC: I can compare and order fractions.

See worksheet below.

You should be able to complete Ruby and Pearl. Diamond is your challenge!

Mental maths test.

See worksheet below. If you can’t print these, then complete it on a piece of paper. Just make sure you include the date and question number.

Also this week make sure you keep practicing your 4,6,7 and 8 times tables, try the division facts too. You can use this website to keep building your speed:

https://www.topmarks.co.uk/maths-games/hit-the-button

RE Topic: Reconciliation.

LI: To discuss a story.

SC: I can discuss a story and answer questions.

Read the story below (see resources)

Activity:

Discuss the questions (see resources) with a family member.

Write down the message that you have taken from this story.

Key words: reconciliation, choice, sin, conscience, sorrow, confession.

Don’t forget at 12pm everyday to stop for a few minutes and reflect. Say our school prayer and remember that hopefully soon our world will be safe again, for us to go back to school.

LI: To recognise the choices I make.SC: I can recognise good and bad choice that I make.

What are good choices?What are good choices? How do you know when you have made a good choice?How do you know if you have made a bad choice?

Usually when we make good choices we often feel happy and proud of ourselves. If we make bad choices often this can make us feel sad or unhappy.

Activity:Over the next few days make a table to record our good and bad choices. E.g.:

Good choices

Bad choices

Helped with the washing up

Ignored mum when she asked me to go to bed

After a few days (2-3 days) look at the different choices you have made.What do you notice? If you have a few bad choices, reflect on this and think about how you can make more good choices.

Science Topic: Plants

LI: To begin to understand how plants drink.SC: I can begin to understand that plants use their roots to drinks.

See resources for explanation and activity sheet.

Key words: plant, drink, spreading, roots, tap root, growing, healthy,

LI: To understand how the stem carries water to other parts of the plant.SC: I can explain how the stem carries water to other parts of the plant.

See resources for explanation and activity sheet.

Key words: plant, stem, water, celery, travel, carries.

History/ Geography Topic: Ancient Egypt

LI: To locate places of importance on a map of Egypt.SC: I can locate many places of importance on a map of Egypt.

See slides in resources and activity sheet.

Challenge: Draw the River Nile on your map of Egypt. Extension: Find out why these places were important to the people during Ancient Egyptian times.

Key words: Ancient Egypt, Cairo and Luxor, The River Nile, The Valley of the Kings, the Valley of the Queens.

PSHETopic: Aim High

LI: To identify achievements and suggest how my actions can help me achieve.SC: I can identify opportunities for achievement. I can discuss my own personal achievements and how they make me feel. I can identify steps I have taken to achieve some goals.

Look at the slides below and complete the activity, see resources.

Key words: achievements, aims, success, goal, behaviour, action, accomplish,determined, effort, resilience.

DT The Bake Off!

LI: To bake delicious cupcakes.

Continuing with our baking theme, this week I would like you to bake delicious cupcakes. Here is the link which provides you with the recipe and instructions, there is also a video to:https://www.bbcgoodfood.com/recipes/cupcakes Follow the simple recipe and ask an adult to help you!

I can’t wait to see how they turn out! Send me a photo. Mandarin

Remind yourself of the songs you learnt:Greeting: https://www.youtube.com/watch?v=0fm11XFw8uY

Family members: https://www.youtube.com/watch?v=uc7qd9xPpDY

Extended family members: https://www.youtube.com/watch?v=Ug8RULhzNMA

Happy New Year: https://www.youtube.com/watch?v=nc3tHFvM2zk

Colours: https://www.youtube.com/watch?v=tHmkDmZVZt8 PE Join in with Joe Wicks every morning at 9am! I will be joining in to Year 3! Try and encourage

your family to join in, fitness is good for everyone.https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

On Friday join in with Joe’s homework! I will be watching to see if your homework will be chosen to be read out.

Resources for subjectsEnglish

Monday

Wednesday

Discovery of Mystery Object Scene.The Boy emerges from the whirlwind of the wave. He wipes away the cold, salty water from his eyes. He blinks a few times to help adjust his eyes to the bright, dazzling sunlight. Something catches his eye, this time it is not an animal. He swivels his head to stare at a small, rectangular box. The Boy gradually got up from the sand walks over to pick up the box. He wonders to himself and looks puzzled. He wonders what this is. He knew he had to ask his parents for help so he strolls back

through the gritty, hot sand to where his mum and dad are to ask for help. The Boy: (Shouting) Mum! Dad! I need to ask you something. Mum and Dad look up from their newspapers and had a confused expression on their faces.

The Boy: (excitedly) A horrendous, giant wave just threw me around like clothes in a washing machine. Then spat me out onto the sand but it also spat out this strange looking box. Do you know what this is?Mum and Dad looked closely at the rather strange box.

Mum: I haven’t seen one of these in years! Dad: Me either dear, I didn’t think they made these any more. Fancy that being washed up.The Boy: (very impatient now) what is it? Can you just tell me? Mum and Dad look at each other and laughed…………………….

Friday

Photo 1

Photo 2

Photo 3

Photo 4

Photo 5

Photo 6

Example: Photo 1

I know that there are different types of fish in this photo, because they are different sizes and shapes. I think I know that some of the fish are real and some are not, because one fish seems to run by clockwork. I want to know where this photo was taken, so I can find out more about the clockwork fish.

Spellings

Guided reading

Tuesday

MathsMonday

Tuesday

Wednesday

Thursday

Friday

RESession 1:

Questions to discuss: What do the words choice and consequence mean?

What choices can you find in the story?

What two choices did Mum give Paul?

What do you think Paul said to his Mum?

How do you think Jane felt when she heard what Tom said, and what Andrew said?

How do you think Paul felt?

What were the consequences of Paul’s choice?

What choices have you had to make recently, how did you choose and what were the consequences? 

Science Session 1:

Ativity for session 1:

Session 2:

Activity for session 2:

Once you have completed your experiment draw a diagram to show what has happened. Challenge: add explanation to your diagram.

History/ Geography

Activity sheet:Label these correctly on the map of Egypt.

Answers:

PSHE

Activity: