{"id":1609,"date":"2020-06-19T07:41:58","date_gmt":"2020-06-19T07:41:58","guid":{"rendered":"http:\/\/blog.stpeterswaterlooville.co.uk\/year3\/?p=1609"},"modified":"2020-06-19T07:41:58","modified_gmt":"2020-06-19T07:41:58","slug":"19th-june-2020","status":"publish","type":"post","link":"https:\/\/blog.stpeterswaterlooville.co.uk\/year3\/2020\/06\/19\/19th-june-2020\/","title":{"rendered":"19th June 2020"},"content":{"rendered":"

Hello Happy Hippos and Lovely Lions,\u00a0<\/strong><\/p>\n

\u00a0We hope you are loving all of the work we have set for you- who knew there were dragons around!\u00a0<\/strong><\/p>\n

Here is our learning for this week…<\/strong><\/p>\n

 <\/p>\n

Topic:<\/u><\/strong>\u00a0 <\/strong><\/p>\n

China is well known for origami, a skill taught in which paper is folded to make art work. Below is a link to make your very own origami fox!<\/p>\n

https:\/\/www.easypeasyandfun.com\/origami-fox\/<\/a><\/p>\n

Can you challenge yourself and make any other animals?<\/p>\n

 <\/p>\n

English<\/u><\/strong>: \u00a0Direct speech <\/u><\/p>\n

Activity 1: Revision. <\/strong><\/p>\n

What can you remember about how to punctuate speech? Remember: Speech is what someone is saying. The attachment gives you lots of different activities around speech to help you revise how to correctly punctuate sentences where someone is speaking. Think hard about all the work we\u2019ve already done in class but there\u2019s also a handy parents guide for a grown up to help you if you get stuck.<\/p>\n

Speech SPAG and sentences<\/a><\/p>\n

Activity 2: <\/strong><\/p>\n

In newspapers, reporters often use direct speech in their stories.<\/p>\n

When interviewed about the Dragon incident at school. The following staff members had the following to say:<\/p>\n

Mrs Pike<\/strong>: I couldn\u2019t believe what I saw. The classroom was a total mess and all the children\u2019s work was destroyed. I\u2019m so grateful we weren\u2019t in class at the time.<\/p>\n

Mr Cunningham:<\/strong> It\u2019s a nightmare. There is a huge amount of damage which will cost so much money to repair.<\/p>\n

Miss Shaw:<\/strong> The dragon was enormous. Smoke billowed from its nostrils and the screech that came from it was deafening. I was terrified.<\/p>\n

Mr Chapman:<\/strong> Tiles were falling off the roof and parts of the classroom were still smouldering. I had to work quickly to make sure the site was safe before anyone got seriously hurt.<\/p>\n

Rewrite these sentences using the correct speech punctuation \u2013 this will be for a newspaper so you need to add as much information for the reader as possible. <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Remember: <\/strong><\/p>\n

-Use inverted commas around the words that person is saying.<\/p>\n

-Who is speaking? How are they speaking? You are not allowed to use the word \u2018said\u2019<\/strong>. Can you add an adverb or further information to improve the sentence?<\/p>\n

– You can split the speech in 2 sections.<\/p>\n

– Can you improve the rest of the punctuation?<\/p>\n

Challenge: Can you add a subordinate clause to give extra information? <\/strong><\/p>\n

There are many different ways to write speech sentences. Have a go at different ways to see what you prefer and what you think sounds best.<\/p>\n

Here are some examples: <\/strong><\/p>\n

\u201cI couldn\u2019t believe what I saw! The classroom was a total mess and all the children\u2019s work was destroyed. I\u2019m so grateful we weren\u2019t in class at the time!\u201d exclaimed Mrs Pike despondently.<\/p>\n

Mrs Pike, one of the year 3 teachers at St Peter\u2019s Primary school, exclaimed \u201c I couldn\u2019t believe what I saw! The classroom was a total mess and all the children\u2019s work was destroyed. I\u2019m so grateful we weren\u2019t in class at the time!\u201d<\/p>\n

\u201cI couldn\u2019t believe what I saw!\u201d exclaimed Mrs Pike as she struggled to fight back tears, \u201cthe classroom was a total mess and all the children\u2019s work was destroyed. I\u2019m so grateful we weren\u2019t in class at the time.<\/p>\n

Challenge:<\/strong> If you\u2019d like to challenge yourself, please take a look at this<\/a>\u00a0PDF. It tells you all about direct speech and reported speech. See if you can rewrite any of your sentences from your work as reported speech instead.<\/p>\n

 <\/p>\n

Guided reading:<\/u><\/strong><\/p>\n

    \n
  1. Complete the comprehension task below<\/u>. There are 3 levels so ensure you challenge yourself \u2013 ask a grown up to help you decide if you\u2019re not sure.<\/li>\n<\/ol>\n

    Reading comrehension<\/a><\/p>\n

    2. Take some time to read a selection of newspapers and articles<\/u>. Think about the way they are written, what they trying to tell you, how the journalist makes it interesting for the reader. The Newsround website is a great place to start. First News (the paper we have in school) is also offering free downloads of digital copies, available via their website with an email address.<\/p>\n

      \n
    1. CHALLENGE<\/strong>: https:\/\/www.funenglishgames.com\/writinggames\/newspaper.html<\/a><\/li>\n<\/ol>\n

       <\/p>\n

       <\/p>\n

      Maths<\/u><\/strong><\/p>\n

      Here are the next two Oaks Academy lessons to complete- here is a revision lesson on parallel and perpendicular lines from last week.<\/p>\n

      https:\/\/classroom.thenational.academy\/lessons\/to-revise-parallel-and-perpendicular-lines<\/strong><\/a><\/p>\n

      Here is a lesson starting our new learning on 2d shapes-<\/p>\n

      https:\/\/classroom.thenational.academy\/lessons\/to-identify-rectangles-including-squares<\/strong><\/a><\/p>\n

      If you fancy a challenge try these –<\/p>\n

      \u00a0<\/u><\/strong>https:\/\/nrich.maths.org\/13125<\/strong><\/a><\/p>\n

      https:\/\/nrich.maths.org\/1142<\/strong><\/a><\/p>\n

       <\/p>\n

       <\/p>\n

      SPAG- spelling\u00a0<\/strong><\/p>\n\n\n\n\n
      young<\/strong><\/td>\ndouble<\/strong><\/td>\ntouch<\/strong><\/td>\n<\/tr>\n
      trouble<\/strong><\/td>\ncountry<\/strong><\/td>\nrough<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      This week we are focusing on the <\/strong>\/u<\/strong>\/ sound spelt \u2018ou\u2019. Look at the words above. \u2018box up\u2019 these words, for example-<\/strong><\/p>\n

      \"\"<\/a><\/p>\n

      \u00a0Challenge- can you now <\/strong>create a word search <\/strong>hiding these words? <\/strong><\/p>\n

       <\/p>\n

       <\/p>\n

      Grammar: <\/u><\/strong><\/p>\n

        \n
      1. When do we add \u2018a\u2019 or \u2018an\u2019 before words?<\/strong> Write the rule down.<\/li>\n<\/ol>\n

        Challenge: <\/strong>Can you think of any exceptions?<\/p>\n

        \"\"<\/a><\/u><\/strong><\/p>\n

          \n
        1. What is a prefix?<\/strong> Complete the following activity.<\/li>\n<\/ol>\n

          Challenge:<\/strong> Can you find the meaning of each prefix? Can you think of any other examples\u00a0 – create a word web for each prefix.<\/p>\n

          \"\"<\/a><\/u><\/strong><\/p>\n

            \n
          1. Use your English work to complete. <\/strong><\/li>\n<\/ol>\n

            \"\"<\/a><\/p>\n

              \n
            1. Remember that an adverb adds to the verb. <\/strong><\/li>\n<\/ol>\n

              \"\"<\/a><\/p>\n

              Science <\/u><\/strong><\/p>\n

              Have a watch of the following video https:\/\/www.bbc.co.uk\/bitesize\/clips\/zk9rkqt<\/a> . Feel free to explore other videos in the Magnets collection in addition to this one if you\u2019re interested. If you have them, have a play with some magnets to see if you can get them to attract\/repel each other. Or you could use toy trains like these.<\/p>\n

              \"\"<\/a><\/p>\n

              Here’s<\/a>\u00a0an Activity Sheet to complete.<\/p>\n

              This website has a very good explanation and an interesting experiment to try too\u2026 https:\/\/nationalmaglab.org\/education\/magnet-academy\/try-at-home\/make-a-compass<\/a><\/p>\n

               <\/p>\n

              Music from Mrs Sumba<\/u><\/strong><\/p>\n

              Go to the website below and watch Naomi Wilkinson\u2019s video about Grazyna Bacewicz.<\/p>\n

              https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/classical-music-grazyna-bacewicz-overture\/zf2k382<\/a><\/p>\n

              Why was Grazyna\u00a0\u00a0Bacewicz considered a musical trail blazer?<\/p>\n

              Now listen to the whole piece in the second video. Can you hear the morse code pattern\u00a0\u00a0v \u2026-\u00a0\u00a0for victory?<\/p>\n

              Why not try creating your own secretive rhythms<\/p>\n

                \n
              1. This is top secret.<\/li>\n<\/ol>\n

                2. Don\u2019t tell a soul.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Science from Miss Stapley <\/u><\/strong><\/p>\n

                Balloon Car Racers https:\/\/www.rigb.org\/families\/experimental\/balloon-car-racers<\/a> \u00a0– to watch the video<\/p>\n

                The activity \u2013 Make cars which are propelled by balloon power.<\/p>\n

                ExpeRiment with designs and see what factors affect how fast or how far your car goes.<\/p>\n

                Learn how a balloon car works just like a rocket.<\/p>\n

                https:\/\/www.rigb.org\/docs\/ballooncarracers_infosheet_1_1.pdf<\/a> \u00a0– to view the information sheet<\/p>\n

                What to do:<\/p>\n