Class 3 Learning Pack for Monday 30th March 2020
Below I have attached today’s tasks for your home learning. Remember that I have written these tasks in the order that you are used to completing them in school, following our school timetable, but you can complete them in any order that you wish.
Reading Task
LO: To find evidence in the text to support my views
Look at this section of text from A Bear Called Paddington by Michael Bond:
Mr and Mrs Brown first met Paddington on a railway platform. In fact, that was how he came to have such an unusual name for a bear, for Paddington was the name of the station.
The Browns were there to meet their daughter Judy, who was coming home from the school for the holidays. It was a warm summer day and the station was crowded with people on their way to the seaside. Trains were humming, loud-speakers blaring, porters rushing about shouting at one another, and altogether there was so much noise that Mr Brown, who saw him first, had to tell his wife several times before she understood.
“A bear? On Paddington station?” Mrs Brown looked at her husband in amazement. “Don’t be silly Henry. There can’t be!”
Mr Brown adjusted his glasses. “But there is,” he insisted. “I distinctly saw it. Over there - near the bicycle rack. It was wearing a funny kind of hat.”
Without waiting for a reply he caught hold of his wife’s arm and pushed her through the crowd, round a trolley laden with chocolate and cups of tea, past a bookstall, and through a gap in a pile of suitcases towards the Lost Property Office.
“There you are,” he announced triumphantly, pointing towards a dark corner, “I told you so!”
Mrs Brown followed the direction of his arm and dimly made out a small, furry object in the shadows. It seemed to be sitting on some kind of a suitcase and around it’s neck there was a label with some kind of writing on it. The suitcase was old and battered and on the side, in large letters, were the words WANTED ON VOYAGE.
Mrs Brown clutched at her husband.
“Why, Henry,” she exclaimed. “I believe you were right after all. It is a bear!”
She peered at it more closely. It seemed a very unusual kind of bear. It was brown in colour, a rather dirty brown, and it was wearing a most odd-looking har, with a wide brim, just as Mr Brown had said. From beneath the brim two large, round eyes stared back at her.
Seeing that something was expected of it the bear stood up and politely raised it’s hat, revealing two black ears. “Good afternoon,” it said, in a small clear voice.
“Er… good afternoon,” replied Mr Brown, doubtfully. There was a moment of silence.
The bear looked at them inquiringly. “Can I help you?”
Mr Brown looked rather embarrassed. “Well… no. Er… as a matter of fact, we were wondering if we could help you.”
Mrs Brown bent down. “You’re a very small bear,” she said.
The bear puffed out it’s chest. “I’m a very rare sort of bear,” he replied importantly. “There aren’t many of us left where I come from.”
“And where is that?” asked Mrs Brown.
The bear looked round carefully before replying. “Darkest Peru. I’m not really supposed to be here at all. I’m a stowaway!”
In your book, write the impression that you get of Paddington Bear in this section of the text and explain which clues in the text made you think this. Remember to use the sentence structure that we have practised using in class to help you:
For example:
In this piece of text I get the impression that Paddington is a very young bear because in the text it says that Mrs Brown thought that Paddington was a very small bear.
Remember: I want you to tell me more than one idea about the impression of Paddington Bear that you get from this section of the text!
Grammar Task
LO: To use the subordinating conjunction that in a sentence
I have written some sentences below that use the conjunction that to join two clauses. Read the sentences aloud and then underline the conjunction in the sentences:
When Howard Carter found the staircase he knew that there was a good chance he had found
Tutankhamun’s tomb. The passageway showed evidence that robbers might have discovered the tomb before Carter’s team arrived. The tomb contained plenty of treasures that showed the archaeological team what life was like in Ancient Egypt. Information that the team found out about Tutankhamun told them that he became Pharaoh at a very young age and he died at the age of 18 or 19.
Spelling Task
Write some sentences using the words that we practised spelling last week. Ensure that you spell the words correctly!
believe, century, early, furniture, heart, history, reign, touch, treasure, weigh, young
English Task
LO: To write the introduction to my information text, using past tense Success Criteria:
Write in past tense Introduce the topic
Use the correct determiner - a or an Use known spelling and punctuation rules
Today we are going to be writing the introduction to our information text about the Ancient Egyptians.
Before you begin writing your introduction, make sure that you check your plan from last week and remind yourself of the information that you decided that you wanted to include in your introduction.
Below I have written my example of an introduction to an information text, using the skills that we have been practising. You can read my model first before you have a go at writing your own introduction.
The ancient Egyptians are a people who lived a long time ago, from 7500BC until AD30. They lived in Egypt near to the River Nile. We have been able to find out information about the past by examining primary sources that have been found and preserved by archaeologists. The Egyptians believed in over 2000 gods that contributed to a complex belief system. A lot of the year was organised around the fact
that the River Nile would flood its banks. When the Nile would flood its banks, the people that farmed the land would then go to work building pyramids for the pharaohs. Religion was very important to the Egyptians and it affected many parts of daily life.
Maths Task
LO: To tell and write time from an analogue clock in 12 hour clock format Success Criteria:
Find the number the short hour hand is pointing at or nearest to Find the nearest number that the minute hand is pointing to Count on in minute intervals
Is it past or to?
Put it all together and say the time
In the Autumn term we looked at telling the time on an analogue clock to the nearest minute together.
Today we are going to continue practising this skill!
Look at my clock below:
This type of clock is what we call an analogue clock. The first thing that I need to do when telling the time is figure out the hour – the hour hand is the short hand. On my clock, the hour hand is pointing to a time just slightly after nine. Then I need to look at the minute hand. The minute hand is pointing to a time just past the twelve but it has not reached the one. I know that when the minute hands points to 1 five minutes have passed. The next step that I need to follow is count on to the nearest minute. Because the hand has not yet pointed to the one I know that the number of minutes passed must be less than 5 minutes – if I count the little lines that represent minutes I can see that the time is 2 minutes.
Therefore the time is 2 minutes past 9.
Now look at this clock:
This clock is still an analogue clock so I will still have to read the time in the same way. If I look at the hour hand I can see that the shorter hand is pointing to just before the number 2. I now need to look at the minute hand – the minute hand is pointing inbetween the 10 and the 11. I know that when the minute hand points to the 10 fifty minutes have passed. There are 60 minutes in an hour so this knowledge helps me to understand that there are less than 10 minutes until 2 o’clock. I can see that if I count on from the 10 there are 3 minutes more than 50 that have passed – so 53 minutes past to. However, we would say that the time is 7 minutes to 2. If you use the knowledge that there are sixty minutes in an hour then you can subtract the number of minutes that have passed from 60 – I mentally partition the number in my head to help me to figure this out.
60 – 50 = 10 10 – 3 = 7
The time is 7 minutes to 10.
Now it is your turn to write the time on the clocks below. In your book write the number and then the time that the clock says.
For example:
1. 23 minutes past 4
1.
2.
3.
4.
5.
6.
Challenge:
Anna goes out for a walk at 18 minutes past 8 in the morning. She looks at her watch when she gets to the park. What time does Anna arrive at the park? She gets home at 16 minutes to 2, just in time for lunch. Can you draw the hands on the clock face to show the time that Anna arrived home?
Topic Task – History - Ancient Egypt
Today you have got two jobs to do! Your first job is to check your mummified orange, draw a diagram of what you can see and write a description of the changes that you can see, in the chart that you created last week.
The second is to follow the instructions below to help you to play your own Senet game. This game was found in Tutankhamun’s tomb and was a popular game amongst the ancient Egyptians. When you have finished creating your game, challenge someone at home to playing a game with you!