dragon demolishes school library!...year 3 and 4 english newspapers week 2 day 1 - planning a...
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Year 3 and 4 English Newspapers Week 2 Day 1 - Planning a Newspaper Report
Last week, we learnt about all the features of a newspaper report and this week we are going to put our
learning into practice by becoming journalists and writing our very own newspaper report.
Task 1: Read the model text below
Trumpington Times Monday 15th June By Ruth Griffiths
Dragon destroys library
Yesterday evening, Trumpington Park Primary School was attacked by a fearsome dragon. Reports
say he flew in sometime after midnight through a crack in the window before burning all the books in
the school library as the caretaker slept soundly in his bed.
The vicious attack also left a trail of destruction
throughout the school. The playing field is covered
in scorches from its powerful flames and the walls
of the classrooms are smothered in claw marks and
thick black ash. Not only that, but classrooms have
been left ransacked and furniture smashed to smith-
ereens.
Mr Cassidy, the school caretaker, only be-
came aware of the dreadful situation when the
fire alarm went off. When he rushed to the
scene, he was shocked to find the library roar-
ing with ferocious flames before coming face
to face with the terrifying beast! Mr Cassidy
told Trumpington Times that he was petrified
at the near death experience. “I never ex-
pected to be confronted with a monster, I was
half expecting it to be some pesky kids from
the local estate. I haven’t slept a wink since
the incident,” he said.
The kitchen fridges were emptied as the fire
spread from the library and ripped through the
school hall. Mrs Shute the school’s head
teacher, is saddened by the attack and the in-
terruption to the children’s learning. She said,
“The majority of our children rely on our deli-
cious, hot school meals and now we have
nothing left to feed them with. We are also
deeply saddened by the loss of all our lovely
books but we hope to be open again very
soon.”
Luckily, the caretaker’s dog, named Rocky,
barked and scared off the dragon which flew
away hastily before the police arrived at the
scene.
CCTV from the school cameras clearly show the dragon, which is believed to be a
Welsh Green, wrecking the outstanding primary school.
The school remains closed while the incident is investigated by the police and the
repairs are carried out. Meanwhile, there have been no reported sightings of the
dragon but a dragon slayer has been employed to exterminate it before any more
havoc is caused.
Classrooms ransacked
Task 2: What could happen at school to create
a news story? Maybe an alien spaceship has
landed on the playing field, or a troop of mon-
keys has escaped from the local zoo and in-
vaded the school, maybe there’s been a theft
or a break in? Your task is to use the plan-
ning sheet to plan your article.
Dragon Demolishes School Library!
Year 3 and 4 Newspapers Week 2 Day 1 — planning a newspaper report
Headline: Can you use a pun or alliteration?
Task 2 Planning sheet
Year 3 and 4 Newspapers Week 2 Day 2 — writing the headline and first paragraph
Task 1: Re-read the first paragraph from the model text:
It should include the 4 W’s:
What happened? The School was attacked by a fearsome dragon.
Where did it happen? At Trumpington Park School in the library.
When did it happen? Yesterday evening
Who did it happen to? The school/ the caretaker
Now look back at your planning sheet. It should answer the four W’s:
What happened?
Where did it happen?
When did it happen?
Who did it happen to?
Once you have jotted down your answers to these questions you should be able to put them into sentences and write the
first paragraph on your news report sheet.
Yesterday evening, Trumpington Park Primary School was attacked by a fearsome dragon. Reports say he flew in sometime after midnight
through a crack in the window before burning all the books in the school library as the caretaker slept soundly in his bed.
Task 2:
Use the newspaper
template or divide
your book into col-
umns, to write the
name of your news-
paper, the headline
and the first para-
graph.
Tip: For your headline
remember to use
large font1
Use this model to help you understand what should go in your news
report.
Year 3 and 4 Newspapers Week 2 Day 3 — writing the main body of the report
Task 1: Today we are going to write the main body of the news report. This should include more detail about the events
that happened, the order they happened in, and at least one direct speech quote from someone at the scene.
RE-CAP: Look back at your planning grid to remember what order the events happened in. Write down 3 adjectives to de-
scribe parts of your monster/alien/dragon e.g. razor-sharp claws, piercing green eyes, flaming hot breath
1.
2.
3.
Write down 3 nouns and adjectives to describe the
devastation that was caused. E.g. broken tables, scorched carpets etc.
1. 2. 3.
Try to use these descriptions in your writing.
Remember to include a direct quote from a person at the scene and put the words they are saying in speech marks.
Re-read the text from the model news report:
The vicious attack also left a trail of destruction throughout the school. The playing field bares the scorch marks from its powerful flames and the walls of the classrooms are
smothered in claw marks and thick black ash. Not only that, but classrooms have been left ransacked and furniture smashed to smithereens.
Mr Cassidy, the school caretaker, only became aware of the dreadful situation when the fire alarm went off. When he rushed to the scene, he was shocked to find the li-
brary roaring with ferocious flames before coming face to face with the terrifying beast! Mr Cassidy told Trumpington Times that he was petrified at the near death experience.
“I never expected to be confronted with a monster, I was half expecting it to be some pesky kids from the local estate. I haven’t slept a wink since the incident,” he said.
Challenge:
Can you try to include a fact and
an opinion somewhere in your re-
port?
Tip: Remember to write in the past
tense. You are reporting on some-
thing that has already happened.
Year 3 and 4 Newspapers Week 2 Day 4 — writing captions and a concluding paragraph
Now you have your main body of the report written. You should have covered in detail what happened and the devasta-
tion and losses that was left behind after the incident. You should also have included some quotes from people who were
interviewed at the scene and put these into direct speech.
Task 1:
Now it is time to write your final paragraph.
Re-cap on the final two paragraphs of the model text below:
The concluding paragraph sums up what will happen next, in the future.
For example: Does the school now have to close? Has there been a big fundraiser or cake sale to raise money to replace
equipment that was damaged? Has the whole community come to the school’s aid and helped get it ready so it can wel-
come back pupils? Have the creatures been captured and taken to a zoo? Have the aliens mysteriously vanished as quickly
as they came leaving only a circular strange mark on the school field? Have the police, FBI, MI5, NASA etc been called?
Task 2: Draw your pictures and add a caption for each
Now your report is complete, add two pictures as if they were photographs taken at the scene.
Write a one sentence caption below each picture to explain what is being shown.
Luckily, the caretaker’s dog, named Rocky, barked and scared off the dragon which flew away hastily before the police arrived at the scene. CCTV from the school cameras clearly
show the dragon, which is believed to be a Welsh Green, wrecking the outstanding primary school.
The school remains closed while the incident is investigated by the police and the repairs are carried out. Meanwhile, there have been no reported sightings of the dragon but
a dragon slayer has been employed to exterminate it before any more havoc is caused.
Year 3 and 4 Newspapers Week 2 Day 5 — checking your report makes sense and editing
Task 1: Steps to success
Look back through your report and check it contains the following:
Task 2:
Read your text aloud and make sure your sentences make sense.
Edit anything that needs changing.
Title of newspaper
Headline
Introduction with 4 w’s
(what, when, where, who)
Quote with direct speech
A fact
An opinion
Concluding paragraph
Name of reporter
Caption
If you completed :
All 9 steps you are a top dog.
5 or more, you are a cool cat.
Vocabulary Explain
The word/phrase ______________ shows that…
A synonym for __________ is…
The word(s) ______________________ suggest that the character is feeling…
A definition for the word ___________ is…
The most interesting/exciting part was… because…
I think the text is arranged in this way because…
The best structural/literacy feature was … because…
The author engages the reader by…
Inference Retrieve
The description of (character) shows that they are…
The following word(s)/phrase makes the reader feel…
My overall impression of this text is... because…
I can tell that… because….
The character behaved in this way because….
The key characters in the text are…
The story takes place in a/near to a …
The genre of this text is horror/fantasy/ historical fiction/adventure. I
know this because…
With adult support, consider appropriate responses to:
How did…? How often…? How … is ...?
Who had…? Who is…? Who did….?
What happened to…? What does ... do?
Where did … go?
Prediction Summarise
Based on the front cover, I think this text will be about…
I think this story will be about…because…
In the next chapter, I think (character) will… because….
The story is set in…. this makes me think that…
I think (character) will change their mood/behaviour/feelings in the future
because…
The first thing that happened in this chapter was…
The main theme of this story/chapter/page is…
The key events in chronological order are…
A Heading for this chapter could be… because…
At the beginning…
In the middle…
CPET Year Three and Four Home Learning– Reading
Read for 15 minutes and complete a sentence stem in your Reading Diary using a different skill each day.
Use the sentence stems you have been taught already and please don’t worry if you are unsure of any others at the moment.
For example, you could write:
The best structural feature of the newspaper report about the football match was the headline ’Super Sanchez Winner’ because it used
alliteration and made me want to know what made it so super.
CPET Year 3 and 4 Home Learning Science
Week beginning: 15.6.2020
Seed Dispersal
To get started ...
Can you remember your role-play of the plant life-cycle from the
last task? After the seed is formed through fertilisation, they are
dispersed (the movement of seeds away from the parent plant).
Seed dispersal can happen in many different ways:
Animals — Some seeds have handy hooks which attach to a hu-
man’s clothes or an animal’s fur. Alternatively, the seeds might be
within tasty fruit which animals eat. They then excrete the seeds
through droppings elsewhere.
Wind — Some seeds are shaped to float, glide or spin through the
air. They may have ‘wings’ or ‘parachutes of hairs’.
Water — Plants growing near a river, sea or ocean may use the
flowing water to transport their seeds.
Explosion — Some seed pods are designed to explode and throw
the seeds a good distance from the parent plant.
Watch the video about these types of seed dispersal if you have
access to a device:
https://www.bbc.co.uk/bitesize/topics/zxfrwmn/articles/z28dpbk
Activity
Look at the pictures of seeds on the next page
and sort them into the columns of the table, de-
ciding how they are dispersed. Look carefully at
what features they have. (You can cut the pic-
tures up and sort them or you can just write
the names of the seeds in the columns).
Challenge 1
Design your own seed! Draw or make a new
seed with features that help it to be dispersed
in at least one of the ways you have learnt
about. Explain how its features help it to be
dispersed.
Challenge 2
Explain why seed dispersal is important.
What would happen if seeds stayed in the
same space around the parent plant?
CPET Year 3 and 4
Home Learning Science
Pictures to sort
CPET Year 3 and 4
Home Learning Science
CPET Year Three and Four Home Learning Menu
Week beginning 15.6.2020
Quiz
Please click on the following link to complete the Science quiz
about Plants:
https://forms.office.com/Pages/ResponsePage.aspx?id=KbjZ4RaYVEydnK3i2OOqbpartnYO_sRCvNpINx9RFnhUQlNQTVhKTFZJM09ZRk5UNEFORVdSQk9aNi4u
Seed dispersal sorting table Challenge 1 - my example
Candyfloss seeds
These seeds can be dispersed well as
they are lightweight, so can easily be
blown by the wind like the seeds of a
dandelion. Furthermore, their bright
pink colour attracts animals and they
are super sweet so creatures love eat-
ing them. The seeds can then be ex-
creted in their droppings miles away.
They also become sticky when it
rains, which allows them to attach to
an animal’s fur to be carried elsewhere.
Challenge 2
Seed dispersal is important because if seeds stayed
in the same space around the parent plant, there
would be too much competition. The seeds would
grow into fully sized plants and then all of the
plants would compete for water, sunlight, space and
nutrients (form the soil) because they would all need
these things to grow properly. Because of the compe-
tition, there might not be enough water, sunlight,
space and nutrients for all of the plants to be
healthy.
CPET Year 3 and 4
Home Learning Science
Answers
CPET Year Three and Four Home Learning History
Week beginning 15.6.2020
History Task
L.P. To understand some ideas that Ancient Egyptians had about the afterlife.
People have lots of different ideas about what happens to us after we die. Today you are going to learn about what the An-
cient Egyptians believed. Historians have learnt about these beliefs from books of the dead. These were books of spells and
instructions that were supposed to help an Ancient Egyptian get to the afterlife.
Follow this link to see a short film https://ed.ted.com/lessons/the-egyptian-book-of-the-dead-tejal-gala
Here are some of the important points:
1. After death, Ancient Egyptians would have some of their organs removed. Their body
would be covered in salt and wrapped in bandages. This is called ‘Mummification’.
2. They then believed that their spirit would wander though a scary underworld where Gods
and Demons would scare them and test them.
3. The most important test would be when their heart was weighed by the God Anubis, who
had the head of a jackal. This was to find out if they had lived a good life.
4. If their heart weighed less than a feather, they would go to the afterlife.
5. If their heart weighed more than a feather, it would be eaten by a very scary god who was part hippo, part lion and
part crocodile.
Task
Use the video link and the 5 sections above to create a fact file about the Ancient Egyptian ideas on the afterlife. You can
choose how you present it. You might wish to design a poster, a leaflet or create a story board. You might want to add in
diagrams to support your facts. To find out more about this subject follow this link: https://www.bbc.co.uk/teach/class-clips-video/
history-social-studies-ks2-the-afterlife-in-ancient-egypt/zvphf4j
R.E.—The Five Pillars of Islam
Did you know the word Kaaba in Arabic means cube?
Mecca is a holy city to Muslims because it is the place where Allah spoke to the prophet Mohammad and he wrote down
the words of God in the Qu’ran (the Muslim holy book). Can you find out where Mecca is on a world map?
Once in Mecca Muslims have various rituals to observe.
1) On Hajj all Muslims change into white clothes called Ihram. This shows they are pure and ready to worship Allah..
2) They also perform tawaf. This is where they have to walk around the Kabbba (Islam’s most important mosque) anti-
clockwise seven times. It is performed at both the beginning and end of Hajj. They usually perform the first three cir-
cuits at a hurried pace and the next four at a leisurely pace. If possible, Muslims are also meant to touch or kiss the
black stone but as this is rarely possible due to the crowds they hold out their hands as a mark of respect instead. is
supposed to signify the ‘oneness’ of God.
Your task (Choose one of the options below)
1. Make a Kabba out of a cereal box. Put on some white clothes and walk around your Kaaba anti-clockwise 7 times as
a Muslim would in the ritual of Tawaf. Three times fast and the next four at a walking pace.
2. Watch the clip about Sara’s experience of Hajj https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks2-my-life-my-religion-muslim-pilgrimage
-hajj/zndfcqt
3. If you could choose one place on Earth where you feel safe where would that be? E.g. North
Pole, the Rainforest, a tiny Island in the middle of the ocean. Come up with a 5 point plan.
How would you travel? What would you take? What would you do when you got there? What
would you think about?
Photo of Kabbba (Kabba
means cube in Arabic)
CPET Year Three and Four Home Learning
P.S.H.E.
L.P. To explore the 5 Ways to Wellbeing: Take Notice
In this PSHE activity you are going to think about one of the 5 Ways to Wellbeing:
Take Notice.
Take Notice means: paying more attention to the present moment, to thoughts and feel-
ings and to the world around.
This boosts our wellbeing.
Activity
Scavenger Hunt
1. Find something that makes you feel happy.
2. Find something to give someone else to make them smile.
3. Find one thing that you love to smell.
4. Find one thing that you enjoy looking at.
5. Find something that is your favourite colour.
6. Find something you are thankful for in nature.
7. Find something that you can use to make a gift for someone.
How did you feel when you were doing the Scavenger Hunt? Which was your favourite item to find?
Sequencing
Today we are going to be playing a game called ’Robots’ which will help us to think about and understand
sequencing and repetition in Computer Science. In Computer Science, a sequence is the order in which each step in an algo-
rithm (a set of instructions) is carried out by the computer. For example: Step 1… Step 2… Step 3…
For the game you will need a partner. This could be any body else who is
in your household.
TASK: In the game ‘Robots, one of you must act as the ‘instructor’ who
calls out the commands and the other must act as the ‘robot’ who follows
the instructions in the order that they are given. Just like a computer
would follow instructions in the correct sequence.
To play:
1 - Choose a starting point in your house or in an outside area for the
person who is the ‘robot’. The person instructing then tells the ’robot’ how
to get to a specific end-point. For example, they could instruct the ’robot’
from the kitchen table to the sink or from the tree to the garden shed.
2 - The instructor may only use the following commands and must wait
until the ‘robot’ has finished moving before calling out the next instruction:
Forward 1 Backward 1 T Turn a quarter turn left Turn a quarter turn right
3 - Swap roles with your partner. However, this time whoever is the instructor can give more than one instruction at a
time, as long as it is the same instruction. For example, instead of saying: Forward 1. Forward 1. Forward 1. Turn left 90
degrees, they could say: Forward 3. Turn Left 90 degrees. This is known as repetition, as one step is being repeated 3
times
Finish
Start
Forward 1
Example:
CPET Year Three and Four Home Learning
Computing
CPET Year Three and Four Home Learning
Computing
Challenge
Have an internet connection at home? Follow the link below to the following website on your tablet or com-
puter and practise your sequencing skills by putting the code in
the correct sequence so that the angry bird gets to the pig!
https://studio.code.org/s/coursec-2019
1. When you open the link above it will come up
with a webpage that looks like this:
2. Scroll down using the side bar and select
sequencing activity ‘4.’ by clicking here:
3. Watch the video and then click ‘Continue’
to begin the tasks.
There are up to 11 tasks for you to have
a go at!
CPET Year Three and Four Home Learning
Computing—Key Vocabulary
Term Definition Example
Algorithm A step-by-step set of instructions to
solve a problem.
It is sometimes called a procedure.
To make a rectangle:
Forward 100
Right 90
Forward 50
Right 90
Forward 100
Right 90
Cod e Letters, signs and symbols wh ich
a computer can und erstand.
a < / { } 2 0
Debug Find and correct mistakes in the
cod e.
CPET Year Three and Four Home Learning
Computing—Key Vocabulary
Term Definition Example
Repetition When an algorithm, or part of an
algorithm, repeats itself.
Sequence The ord er in wh ich each step in
an algorithm is carried out by a
computer.
Forward 100
Right 90
Forward 100