Year 3 Home Learning

Week beginning

29.06.2020

English: Finish Joy Story

1. Collecting ideas, writing paragraph for

Plotpoint 6

2. Writing paragraph for Plotpoint 7

3. Writing paragraph for Plotpoints 8 and 9

4. Finishing, checking and editing

5. Spellings and handwriting

Daily tasks:

Mathletics and times tables

practice

Spellings practice

Independent reading

Reading to someone else

Exercise!

Maths

1. Drawing measurements accurately

2. 2D shapes

3. 3D shapes

4. Telling the time to 5 minutes

5. Friday challenge

Optional extra challenges

Science

To complete the investiga-

tion about plants: write your

conclusions.

Art

Designing symbols for a map of the

school.

Geography: map skills

Using a key to explain symbols.

Drawing a local area sketch map.

French

Revision 2: numbers and how to

ask and answer questions about

your age.

RE

What is Shabbat?

Computing

Touch typing

One hour of code: to use

blocks to write a program.

TASK 1: Joy story Plotpoint 6

https://www.youtube.com/watch?v=1lo-8UWhVcg

We are going to finish our work on Joy Story about a little dog called Joy

and a heron. The only other character is Joy’s owner, a fisherman.

We are going to continue our 3rd person, past tense narrative to retell Joy

Story. There is very little plot. Your writing will be mainly descriptive. There

are 9 plotpoints which can be written as 9 paragraphs. We are up to Plot-

point 6. (Plot point 6: For the babies Time: 1:51 – 2:10 )

Brainstorm words and phrases you could use for the following pic-

tures. I have started you off with some ideas.

Describe Joy’s feelings and expression:

Proud, smug, pleased with himself, important,

Describe the heron in flight through the land-

scape:

Magnificent bird, majestic, huge wings, long

legs, graceful, misty mountains, flap, flutter,

feathery

Describe the heron’s nest and the babies

Beautiful lakeside setting, amongst tall grasses,

golden grass, noisy, squawking babies,

Describe Joy’s feelings and expression

Concerned, worried, understood

Now you have collected words, you are ready to write the para-

graph for Plotpoint 6.

Your 3 writing challenges for this paragraph are to

Include alliteration (where words start with the same letter)

Include commas in a list

Write about Joy’s inner thoughts.

TASK 2: Joy Story Plotpoint 7 (Plot point 7: Kind gesture Time: 2:11 – 2:27)

Collect words and ideas for the pictures below. I have started you off with

some ideas.

Describe Joys feelings and actions

Thoughtful, quick-thinking, quickly, kind, ex-

cited,

Describe the heron’s actions

Watchful, cautious, on guard, sudden

swoop, quick, like a silent statue, as

quick as a flash, suddenly, silently

Describe the noise from the nest

Squeaking, squealing with excite-

ment, crying with joy, high pitched

sounds

Now you are ready to put your ideas into sentences to write a para-

graph

Your 3 writing challenges for this paragraph are to

Include a simile to describe the heron’s actions (you could use

‘like’ or ‘as’ to compare the heron to something.

Include adverbs to describe the heron’s actions (an adverb de-

scribes a verb, e.g noisily, silently…)

Include a sentence that describes the landscape around them.

TASK 3: Joy Story Plotpoints 8 and 9 Plot point 8: Let’s swap Time: 2:28 – 2:50 Plot point 9: Fish galore Time: 2:51 - end

What kind of noises did Joy make here? Why? Describe the sound and movement of the boat

Describe the heron here

Describe Joy’s inner thoughts

For the last part of the story, your 3 writing challenges are to

Begin a sentence with as/when/while

Describe the movement of the boat

Describe Joy’s inner thoughts

Example

As the boat drifted and bobbed past the tall reeds, the heron grew

more distant. The boat wobbled gently as Joy moved to settle down,

the only sound was the slap of oars.

Have I begun a sentence with as/when or while?

Have I described the movement of the boat?

I have not yet described Joy’s inner thoughts….

TASK 4:

Joy Story—Complete, check and edit your story

Now you need to complete the whole story, including the beginning and end.

Does it all make sense?

Have I included punctuation?

Have I checked my spellings?

Is it consistently in the past tense?

Have I written in clear paragraphs? The plotpoints will help you. A paragraph can be very short, from 3 sentences to about 12

sentences.

Have I chosen the best words I can?

Did I include the 3 writing challenges from each day?

Have I written in neat, joined up handwriting?

Are there any sentences I can improve?

Do send us in finished work to the year 3 email. We’d love to see it.

TASK 5a: Spelling

This week we will focus on the suffix –ion. This suffix can be preceded by a

‘t’, ‘s’, ‘ss’ or ‘c’ . So how do you know the correct spelling? These are the

clues:

1. –tion is the most common spelling. It is used if the root word ends in t or te,

e.g. Invent—invention

2. –ssion is used if the root word ends in ss or –mit. express—expression; per-

mit—permission

3. –sion is used if the root word ends in d or se. This is the pattern you will be

practising on this

week. Can you

guess the root

words from them?

Task 5b: handwriting

This week why don’t you try using the tab

‘Write it right on letterjoin? You will find it by

clicking ‘Fun’: this will open a new list; Write it

right is towards the bottom of the list.

Practise by drawing

around the word to

show the shape.

White Rose Home Learning, Year 3, Week commencing

29th June

https://whiterosemaths.com/homelearning/year-3/

Extra Challenges

ANSWERS FOR EXTRA MATHS CHALLENGES

Maps

Watch the PowerPoint Geography—Using a

Key

Here is a sketch map of someone's local area.

A sketch map:

Has a title

Is not to scale

Does not give too much detail

Shows where North is

Has a key to explain symbols

I’d like you to draw a sketch map of the area around your house.

You will need to use a pencil. I had a go and it took me a few tries

and I definitely needed a rubber.

If you look at an online map it might help you, but remember, your

map does not need to be to scale and does not need to include

nearly so much detail.

You could also go for a walk and have a really good think about

where everything is.

You will need to find out which direction north is from your house.

You will need to have symbols on your map, and a key to explain

your symbols.

Use the tick list on the previous page.

Here is the area around the school and Hills

Road. Can you see the symbol for cafe/

restaurant? And the symbol for supermarket? Please send in your maps to the

year 3 email.

Year3@stpauls.cambs.sch.uk

As you can clearly see from this photograph, the to-

mato plant on the right which I haven’t watered for 2

weeks has stopped growing and it’s wilting. My investi-

gation is over and I can now write my conclusions….I

wonder what has happened to your plants? If you

haven’t been able to do the experiment please don’t

worry! You can use my photos.

When we started the new

topic on plants we set up

our investigation, like this

below. I hope you wrote it as well.

If you did, please find it. If you did-

n’t, you’ll need to catch up with it.

It was lesson 1 on Oakland Nation-

al academy: https://

classroom.thenational.academy/

lessons/plants-what-conditions-

could-we-change-to-investigate-

the-growth-of-a-pl/activities/2

2. the investigation.

That was in lesson 3 on the website at the minute 11.03:https://

classroom.thenational.academy/lessons/parts-and-function-of-a-

plant/activities/1

1. the set up

3. The Conclusion—THIS IS YOUR NEW TASK.

A. I shared what happened to my plant left out without water for 2 weeks

here on the left. What happened to yours?

B. Watch the rest of the video on that same link, minute 13.08 up to the

end

C. Draw your own conclusions by observing carefully either your plants or

my plants on the photograph and following the layout the teacher gives

on the screen. Can you add more details?

D. If you have time, make a presentation on a powerpoint or a big poster to

show me and the class in the school gallery.

This week you will be revising numbers

from 1-12 with games and a little song.

You will also be using them to learn how to

ask and answer questions about your or

somebody else’s age.

8

Your work is in

the powerpoint

‘French Lesson

5’. You do not

need to print it.

Extension work (in the pdf file ‘French

Activity busy bees’)

I hope to see some of your great work

in French this week!

Designing symbols

A good symbol needs to

be clear, not complicated.

Every time you draw it, it

should look exactly the

same.

Examples of map symbols

What is Shabbat and how do Jewish families celebrate it?

Shabbat is the Jewish day of rest which starts from sunset of Fri-

day night to sunset of Saturday.

In the video Charlie, 11, says that he likes lots of things about

Shabbat – playing games, candles, no homework, singing, family

gathering, chicken dinner, bread and juice, time to talk, an extra

meal, time to ponder, a fresh start for a new week.

Watch the video and see if you can spot all eleven things which

Charlie likes about Shabbat. Can you also spot the 5 things

which he finds a bit harder about Shabbat? What are the things

which you find it hard to do without even for one day?

ACTIVITY:

Use the file called’ Shabbat’. Choose from 2 levels of

difficulty. Page 1 is trickier than page 2.

Page 1:

Put the events of Shabbat in order and match them

with the correct labels.

Page 2:

The events are already in order but you need to match

them with the correct labels.

If you want to find out more about

Shabbat you can

Touchtyping

I wonder how you are getting on with your touch

typing skills?

This week’s task is to practise the home row again

and then try Level 1 stage 2: adding ‘e’ and ‘i’ to

them.

Here is the link again: https://toybox.tools.bbc.co.uk/

activities/id/activity-dance-mat-typing/exitGameUrl/http%

3A%2F%2Fwww.bbc.co.uk%2Fguides%2Fz3c6tfr

Or simply click on the picture to go straight to the

lesson.

Coding

In Computer science, ‘code’ is a set of instructions that a

computer can understand. This week’s task is to keep

practicing ‘coding’, ‘programming’ (to write code) and

‘debugging’ (to check code for mistakes and try to fix

them).

This week you will program with blocks on the computer

but you can also use pen and paper to write your code

before trying it out .

This is the link for this week’s lesson: https://studio.code.org/hoc/1