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