Year 3 WEEK 11 - Timetable for Home Learning Monday Tuesday Wednesday Thursday Friday English Talk for Writing Unicorns Uncovered workbook pgs 1 – 4 Invent your own mythical beast To start the unit of work, spend some time making up your own mythical beast. It could have different parts of interesting animals. Think about its legs, body and head. It might have a tail, wings or fins. English Talk for Writing Unicorns Uncovered workbook pgs 5-6 Read and understand the model text. Create a story map for the model text. OR Create a story plan for your own mythical beast English Talk for Writing Unicorns Uncovered workbook pgs 7-9 You can use a dictionary or online dictionary https://dictionary.cambridge.org/ Go back over the River Unicorn page and underline or highlight any words that you don’t know. Ask an adult to help you find the meaning or look in a dictionary online. You might also want to use google images to see pictures of the word. Let’s investigate those together: Complete the word bank dictionary worksheet on P.8 OR Investigate 8 new words from a book or text you have read English Talk for Writing Unicorns Uncovered workbook pg 10 Comprehension Use the model text 5-6 to complete the comprehension question on page 10 OR ANSWER THESE QUESTIONS ABOUT A BOOK YOU HAVE READ 1. Summarise the story into a few sentences. 2. Who is the main character and do you like them? Why? 3. How did you feel when you read the story and why? 4. How do you think the author made you feel like this? English Talk for Writing Unicorns Uncovered workbook pg 11 Spellings and grammar. Complete the worksheet on P.11 Create a bank of words you liked from the story and create your own sentences for them. OR Create a bank 8 of words you liked from your own book and write them in your own sentences Maths BBC Bitesize – YEAR 3 Maths 22 June Turns and angles all around us find them in your environment Activity 1 and 2 https://www.bbc.co.uk/bitesize/artic les/zwy3trd Activity 1 and 2 TTRockstars – 20 mins Maths BBC Bitesize – YEAR 3 Maths 23 June Comparing angles Learn how to recognise and compare different types of angles https://www.bbc.co.uk/bitesize/articles/z 2gcsk7 Activity worksheet 1 Interactive activity https://static.mymaths.co.uk/xml/player/ v2.2.9/build/index.html?contentPath=../. ./../en/primary/shape/angles/primary_nc _year_4_angles_lesson TTRockstars – 20 mins Maths BBC Bitesize – YEAR 3 Maths 24 June Recognise and compare different types of angles https://www.bbc.co.uk/bitesize/articles/z 2gcsk7 Activity worksheet 2 Interactive activity https://static.mymaths.co.uk/xml/player/ v2.2.9/build/index.html?contentPath=../. ./../en/primary/shape/angles/primary_nc _year_4_angles_lesson TTRockstars – 20 mins Maths BBC Bitesize – YEAR 3 Maths 25 June Recognise parallel and perpendicular lines https://www.bbc.co.uk/bitesize/articles/z 64kvwx Activity worksheet 3 Activity worksheet 4 TTRockstars – 20 mins Maths BBC Bitesize – YEAR 3 Maths 26 June White Rose Challenge https://www.bbc.co.uk/bitesize/articles/z 9n796f Activity on web page TTRockstars – 20 mins Reading CLPE Take 5 – Noah Barleywater Runs Away 1.Explore it (attached pack) -Read the extract. Think about/discuss the answers. -Write down a list of powerful phrases used to bring the scene to life. -Use these phrases in your own sentences. Reading CLPE Take 5 – Noah Barleywater Runs Away 2.Illustrate it (attached pack) - Draw what you see in your mind’s eye; anything that captures the place and the mood of this extract. How did you represent the overwhelming silence in your drawing? Reading CLPE Take 5 – Noah Barleywater Runs Away 3.Talk about it (attached pack) -Discuss the questions. Reading CLPE Take 5 – Noah Barleywater Runs Away 4. Imagine it (attached pack) -Write a diary entry about what strange sounds you heard when you were silent. Reading CLPE Take 5 – Noah Barleywater Runs Away 5.Create it (attached pack) - Draw a design a new toy and write an advert for it, telling your customers all about it and enticing them to buy it
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Year 3 WEEK 11 - Timetable for Home Learning
Monday Tuesday Wednesday Thursday Friday
English Talk for Writing Unicorns Uncovered workbook pgs 1 – 4 Invent your own mythical beast To start the unit of work, spend some time making up your own mythical
beast. It could have different parts of interesting animals. Think about its legs, body and head. It might have a tail, wings or fins.
English Talk for Writing Unicorns Uncovered workbook pgs 5-6 Read and understand the model text. Create a story map for the model
text. OR Create a story plan for your own mythical beast
English Talk for Writing Unicorns Uncovered workbook pgs 7-9 You can use a dictionary or online dictionary https://dictionary.cambridge.org/
Go back over the River Unicorn page and underline or highlight any words that you don’t know. Ask an adult to help you find the meaning or look in a dictionary online. You might also want to use google images to see pictures of the word. Let’s investigate those together: Complete the word bank dictionary worksheet on P.8 OR Investigate 8 new words from a book or text you have read
English Talk for Writing Unicorns Uncovered workbook pg 10 Comprehension Use the model text 5-6 to complete the comprehension question on page 10
OR ANSWER THESE QUESTIONS ABOUT A BOOK YOU HAVE READ
1. Summarise the story into a few sentences.
2. Who is the main character and do you like them? Why?
3. How did you feel when you read the story and why?
4. How do you think the author made you feel like this?
English Talk for Writing Unicorns Uncovered workbook pg 11 Spellings and grammar. Complete the worksheet on P.11 Create a bank of words you liked from
the story and create your own sentences for them. OR Create a bank 8 of words you liked from your own book and write them in your own sentences
Maths BBC Bitesize – YEAR 3 Maths 22 June Turns and angles all around us find them in your environment Activity 1 and 2
https://www.bbc.co.uk/bitesize/artic
les/zwy3trd Activity 1 and 2 TTRockstars – 20 mins
Maths BBC Bitesize – YEAR 3 Maths 23 June Comparing angles Learn how to recognise and compare different types of angles https://www.bbc.co.uk/bitesize/articles/z2gcsk7 Activity worksheet 1 Interactive activity
https://static.mymaths.co.uk/xml/player/v2.2.9/build/index.html?contentPath=../../../en/primary/shape/angles/primary_nc_year_4_angles_lesson TTRockstars – 20 mins
Maths BBC Bitesize – YEAR 3 Maths 24 June Recognise and compare different types of angles https://www.bbc.co.uk/bitesize/articles/z2gcsk7 Activity worksheet 2 Interactive activity https://static.mymaths.co.uk/xml/player/
v2.2.9/build/index.html?contentPath=../../../en/primary/shape/angles/primary_nc_year_4_angles_lesson TTRockstars – 20 mins
Maths BBC Bitesize – YEAR 3 Maths 25 June Recognise parallel and perpendicular lines https://www.bbc.co.uk/bitesize/articles/z64kvwx Activity worksheet 3 Activity worksheet 4
TTRockstars – 20 mins
Maths BBC Bitesize – YEAR 3 Maths 26 June White Rose Challenge https://www.bbc.co.uk/bitesize/articles/z9n796f Activity on web page
TTRockstars – 20 mins
Reading CLPE Take 5 – Noah Barleywater Runs Away 1.Explore it (attached pack) -Read the extract. Think about/discuss the answers. -Write down a list of powerful phrases used to bring the scene to life. -Use these phrases in your own sentences.
Reading CLPE Take 5 – Noah Barleywater Runs Away 2.Illustrate it (attached pack) - Draw what you see in your mind’s eye; anything that captures the place and the mood of this extract. How did you represent the overwhelming silence in your drawing?
Reading CLPE Take 5 – Noah Barleywater Runs Away 3.Talk about it (attached pack) -Discuss the questions.
Reading CLPE Take 5 – Noah Barleywater Runs Away 4. Imagine it (attached pack) -Write a diary entry about what strange sounds you heard when you were silent.
Reading CLPE Take 5 – Noah Barleywater Runs Away 5.Create it (attached pack) - Draw a design a new toy and write an advert for it, telling your customers all about it and enticing them to buy it
Bug Club - 20 mins Accelerated Reader – 20 mins Bug Club - 20 mins Accelerated Reader – 20 mins Bug Club - 20 mins
Spelling Put into sentences once a week and practice by writing each word in your best handwriting out 3 times daily. ible ending See worksheet and PowerPoint happiness, messiest, penniless, joyful, babies, moodier Spellings: Year 3 High Frequency Word List Buid, busy, complete, exercise
Creative / Topic Topic – Read through the PowerPoint and watch the video
https://www.youtube.com/watch?v=Mp0Bu75MSj8
Spanish – Review parts of the face. Make your own Picasso’s portrait and present your work in Spanish to someone at home (ppt on school website)
Creative – Create a flipbook animation
https://www.bbc.co.uk/bitesize/clips/zxyxrdm
PE - To be balanced completing the on-screen dance activity with an adult or by
Science Sounds are all around us but we can’t see them because they are invisible vibrations. Learn how sound vibrations travel into the ears and how our brains interpret them. https://www.bbc.co.uk/bitesize/articles/zfsbp4j Watch all of the videos and complete the two interactive activities at the bottom of the lesson page.
Wellbeing Strengths Discuss a time during the lockdown when you had to do Something difficult and you got through it e.g. staying away from family members. Explore how you felt beforehand and how you overcame the challenge. Think about which character strengths you used to help you. Draw a superhero labelled with these strengths. Feel Good Music Make a playlist of your favourite feel-good music. Keep adding to the playlist as you think of more music that makes you feel happy. Share playlist with other children in the class. Have a dance session with your favourite feel good dance music.
Welcome to the fifth and final batch of our English workbooks.
We have now produced 40 extended English units, with audio included, all available completely free.
The number of downloads of these resources has been astonishing! We’re very pleased to have been able to help schools, parents and children at what we know has been a difficult time.
We also want to say a huge THANK YOU! Through your voluntary donations, we have now raised over £25,000 for Great Ormond Street Hospital and the NSPCC.
For a final time, in exchange for using these booklets, we’d be grateful if you are able to make a donation to the NSPCC.
We are asking for voluntary contributions of:
• £5 per year group unit
Schools using or sending the link to a unit to their pupils
• £2 per unit
Parents using a unit with their child, if they can afford to do so
DONATE HERE
www.justgiving.com/fundraising/tfw-nspcc
The booklets are ideal for in-school bubble sessions and home learning. If they are used at home, we recommend that children should be supported by teachers through home-school links.
With best wishes,
Pie Corbett Talk for Writing
What is Talk for Writing? Thousands of schools in the UK, and beyond, follow the Talk for Writing approach to teaching and learning. If you’re new to Talk for Writing, find more about it here.
Thank you for working with me. Have you enjoyed writing your unicorn page? You could make your very own ‘Unicorns Uncovered’ book. Or you could add it to your troll writing and begin your own mythical creature anthology!
Now that you have a new page, why not publish it? Below are some simple instructions for making a mini book from a piece of A4 paper.
If you have access to the Internet, type this into Google:
https://cutt.ly/QtvAkwq
Here, you can watch a mini-book being made and follow the instructions.
You may use this resource freely in your home or school but it cannot be commercially published or reproduced or used for anything other than
educational purposes without the express permission of CLPE.
whatever stood out most to you. Then take a pen or pencil and a bit of scrap paper. You can use the back of
an old envelope, letter or cereal packet; whatever is to hand if you don’t have paper.
Draw what you see in your mind’s eye; anything that captures the place and the mood of this extract. How
did you represent the overwhelming silence in your drawing? Did you draw the toys in the shop? Noah? Did
you draw him from the outside looking in, or inside the shop? Did you add anything else around the shop
that helps you place it in a wider setting? Remember, everyone has their own ideas and imagines things
their own way. This is a good thing! Add any words and phrases that have helped you make your picture,
which might come from the passage or from your own imagination.
3. Talk about it
What do you know about Noah and his family from the sentences, ‘He didn’t have any money to buy anything, of course, but it didn’t do any harm to look at what he couldn’t afford.’ and ‘And if he
was very good, there was even a chance that his parents might but him a special treat, even if he
was eating them out of house and home and they had no money to spend on luxuries.’? Whose
voice do you think might be echoed in this final sentence?
Why do you think Noah was worried that people ‘realised he didn’t belong there’? Why do you
think he didn’t belong? What does this mean to you? Why do you think he thinks the people would
‘call the police’? What might cause them to do this?
What does the fact that Noah ‘felt as if he had been sucked inside the shop without his making any
decision at all, as if the whole thing had all been entirely outside of his control and the ‘total
absence of sound’ make you feel about this place and the wider story? What type of story do you
think this will be? What do you think might happen next? Why do you think this?
4. Imagine it
Throughout the extract, the author talks about the toys and Noah wanting to ‘see what was on display’, but
never talks about the toys. What do you think might be on display inside the shop? How are your choices
influenced by the fact we know it is silent? Would there be some toys that you think aren’t in the shop
because of this? Why might that be?
Have you ever experienced total silence before? Is your home totally silent – even when everyone is still?
Sit together and try to be as quiet as possible. Then listen. Can you still hear sounds ‘seeping’ into the room
as Noah describes in his home? What are the sounds? Can you tell or are they ‘strange, unidentifiable
sounds’?
5. Create it
Can you think of a brand new toy that could be sold in a toy shop? Think carefully about the type of toys
that you can currently buy. Will it be a soft toy? A doll? An electronic toy? A game? How would your toy be
different? Who would want to buy it? Why? How much do you think it should cost?
Draw a design for your new toy and write an advert for it, telling your customers all about it and enticing
them to buy it. Will your advert be for the TV, or a magazine? How will you use descriptive language to
draw your customers in? How will you use persuasive language to get them to buy it? Write and design
your advert, either as a page for a magazine or as a storyboard for a TV advert. Try it out on someone else
in your house – would they buy your toy? Why or why not?
Answers
1) Complete these sentences:
An angle less than a right angle is called an acute angle.
An angle greater than a right angle, but less than 180°, is called an obtuse angle.
2) Label each of these angles as obtuse, acute or a right angle. Draw your own angle in the empty box and label it:
1)
2)
1) Multiple answers possible, such as:
2) Carla. Angles are formed where straight lines meet so this shape only has two angles.
acute right angle
right angle
acute
acute
obtuse
obtuse obtuse
Multiple answers possible.
Has at least one acute angle
Has at least one obtuse angle
A
YKM
E
T
CJ
visit twinkl.com
1) Complete these sentences:
An angle less than a right angle is called
an angle.
An angle greater than a right angle, but less than
180°, is called an angle.
2) Label each of these angles as obtuse, acute or a right
angle. In your book, draw and label your own angle.
1) Complete these sentences:
An angle less than a right angle is called
an angle.
An angle greater than a right angle, but less than
180°, is called an angle.
2) Label each of these angles as obtuse, acute or a right
angle. In your book, draw and label your own angle.
twinkl.com twinkl.com
1) Are the angles between the hour and
minute hands on these clocks obtuse,
acute or right angles?
2) PlacetheseletterscorrectlyintheVenndiagram:
K E M T C Y
1) Are the angles between the hour and
minute hands on these clocks obtuse,
acute or right angles?
2) PlacetheseletterscorrectlyintheVenndiagram:
K E M T C Y
twinkl.com twinkl.com
Has at least one acute angle
Has at least one acute angle
Has at least one obtuse angle
Has at least one obtuse angle
A A
J J
1) In your book, draw a shape with
two obtuse and two acute angles.
2) Nikolas and Carla describe
thisshapedifferently:
Who do you agree with? Explain why.
1) In your book, draw a shape with
two obtuse and two acute angles.
2) Nikolas and Carla describe
thisshapedifferently:
Who do you agree with? Explain why.
twinkl.com twinkl.com
This shape has four
right angles. Two of
them are curved.Nikolas
This shape has four
right angles. Two of
them are curved.Nikolas
This shape has two
right angles.
Carla
This shape has two
right angles.
Carla
1) Complete the sentences:
Straight lines that never meet and stay the same distance apart are called lines.
Straight lines which meet at a right angle are called lines.
2) Write the number of pairs of parallel and perpendicular lines you can see in each shape.
Mark the right angles for the perpendicular lines.
1) Robin wants to draw parallel lines.
Which points should he join up to create a pair of parallel lines?
He says, “If I draw a line from A to D, and one from B to C, the lines will be perpendicular to each other.”
Is he correct?
Prove it on the picture!
2) Tick the correct statements:
Line AC is parallel to line DF.
Line DE is perpendicular to line EF.
Line AB is perpendicular to line AC.
Line AB is parallel to line EF.
pairs of parallel lines: pairs of parallel lines: pairs of parallel lines:
pairs of perpendicular
lines:
pairs of perpendicular
lines:
pairs of perpendicular
lines:
A
C
B
D
A
B C F
ED
visit twinkl.com
1) This pentagon has no parallel lines. Can you explain, or show on the diagram, how you know?
2) Draw a picture of a house which has at least three pairs of parallel lines and three pairs of perpendicular lines.
visit twinkl.com
96
2 marks
1 a) Use two colours to trace the vertical and horizontal lines in this rectangle.
b) Now use the same colours on all the vertical and horizontal lines you can see in this flag.
PS
Challenge 1
3 marks
3 marks
1 Lines that are always the same distance apart are parallel. Colour pairs of parallel lines in these parallelograms the same colour.
2 Lines that meet at a right angle are perpendicular. Colour pairs of perpendicular lines in these rectangles the same colour.
Challenge 2
Marks ........../2
Marks .......... /6
Lines
97
4 marks
2 marks
1 In this rectangle (shape 1), Look at this octagon (shape 2). line AB is parallel to line CD and perpendicular to lines AC and BD.
A
C
B
D
Complete these sentences.
a) One of the lines parallel to line AB is line .
b) One of the lines perpendicular to line AH is line .
c) One of the lines parallel to line CD is line .
d) One of the lines perpendicular to line FE is line .
2 Use different colours to show parallel and perpendicular lines on this Union Jack.
1
BA
GH C
2
D
EF
Total marks ............. /14 How am I doing?
Challenge 3
Lines
Marks .......... /6
Look, Say, Cover, Write, Check Rule: after y
Weekly Spelling List
Day 1 Day 2 Day 3 Day 4
happiness messiest penniless joyful babies
moodier build
complete exercise busy
Practise your spellings, then put each word into a sentence. Write the sentences in your Homework Book.
Look, Say, Cover, Write, Check Rule: after y
Weekly Spelling List
Day 1 Day 2 Day 3 Day 4
happiness messiest penniless joyful babies
moodier build
complete exercise busy
Practise your spellings, then put each word into a sentence. Write the sentences in your Homework Book.
Look, Say, Cover, Write, Check Rule: after y
Weekly Spelling List
Day 1 Day 2 Day 3 Day 4
silliness tried joyful swaying
terrifying cried
medicine mention occasion
occasionally Practise your spellings, then put each word into a sentence.
Write the sentences in your Homework Book.
Look, Say, Cover, Write, Check Rule: after y
Weekly Spelling List
Day 1 Day 2 Day 3 Day 4
silliness tried joyful swaying
terrifying cried
medicine mention occasion
occasionally Practise your spellings, then put each word into a sentence.
Write the sentences in your Homework Book.
Attract or Repel
Look at the list of objects below and decide whether they will be attracted or repelled by a magnet:
Use this Venn diagram to help you sort out your ideas.
• paperclip
• cork
• a rubber
• a plastic pen
• a drawing pin
• an aluminium can
• some iron fillings
It will be attracted by the magnet
It will not be attracted by the magnet
I’m not sure
Label These Diagrams
Attract or repel?
Attract or repel?
The Dancing Paperclip
Make the paperclip dance across the table without touching it.
Task:
• some paperclips
Describe what you would do with this equipment to make the paperclip dance.
Instructions:
Equipment:
• a table
• a magnet
Challenge:Design a child’s game using this equipment.
True or False?1) These magnets will attract:
False. Two like poles repel.
2) These magnets will attract:True. Opposite poles attract.
False. Forces are measured in Newtons (N).
True. Plastic is not magnetic.
False. The forces are unbalanced.
3) Forces are measured in newts.
4) Plastic is not magnetic.
5) If a car is moving along the road, the forces acting on the car are balanced.
False. Aluminium is not magnetic6) Aluminium is magnetic.
True. The force stopping us from floating into space is called gravity.7) The force stopping us from floating into space is called gravity.
Different Forces
1) Make a door open 2) Make the car move
door person
• Describe what you must do to make a door open.
• Describe/show in a drawing which forces are acting on the door.
toy car person
• Describe what you must do to make a car move.
• Describe/show in a drawing which forces are acting on the car and the road.
road
Different Forces
3) Make the candle light 4) Make the boat float
• Describe what you must do to make the candle light.
• Describe/show in a drawing which forces are acting on the wick, the match, and the matchbox.
candle matches
• Describe what you must do to make the boat float.
• Describe/show in a drawing which forces are acting on the boat and the water to stop the boat from sinking.
matchbox boat lake
Friction
Challenge:Why do you think cars have to stop much earlier when the road is very wet?
This 1976 Porsche completed 5 laps of the racing track in a week.
Photo courtesy of ([email protected]) - granted under creative commons licence – attribution
Day 1: Sunny and brightDay 2: RainingDay 3: Foggy with misty, fine rainDay 4: MistyDay 5: Heavy rain
On a sunny day, the Porsche travelled at an average speed of 175 km/h. Complete the table to show your predictions for the Porsche’s speed in the different weather conditions.