Kandinsky daily planner

Daily

Planner for:

Kandinsky

Class

Day: Friday 14th May

2020

Subject You are learning: You can find out how to do this here:

Here are some important

things to remember:

Reading GR LO: Can answer two

different questions using

two different dogs?

Signs of success:

- Can I use Cassie

the

Commentator?

- Can I use

Summarising

Sheba?

- What do these

dogs help me to

do?

Chapter 26 – one more chapter to go! Almost ready for chapter 27, the

final chapter.

1. What do you think Edward has learned by the end of Chapter

26? (Cassie the Commentator)

2. Re-tell Chapter 26 from the old doll’s point of view. (Summarising

Sheba).

For question one use your opinion and evidence from the text to help you

explain what you think Edward has learnt and why? Cassie the

Commentator helps us to do this.

For question two Summarising Sheba helps us to pick out the key points

from the chapter to explain what has happened. This would be the same

as telling your friend about something you did at the weekend in order of

events. This time you are explain what happened in the dolls point of

view. Sheba Cassie

Word of the day

What does ‘acquaintance’

mean?

Here is the sentence from the

chapter.

‘“How do you do?” she said in

a high, thin voice. “I am

pleased to make you

acquaintance.”’

Think about whether anyone

has said this to you before, or if

you have heard it before?

Writing LO: Can I choose a

picture to inspire me to

write a story or a poem?

Signs of success:

- What is

happening in the

picture?

- Can I use my

inference skills?

- Can I plan and

write a short

story/poem based

on the picture?

A picture tells a thousand words! What could be happening in this picture? Why is the boy small? This makes me think back to Alice in Wonderland when she turned big and small from the food and drink! Is it his mum, sister, teacher, nanny? Or is it a little girl not a boy? Do you think the person on the computer has noticed the small person?

Who lives here? Where is it? What creatures may be around? Is it a small creature or a big creature who lives here? Is this a magic place? Is it a fairy or a gnome? This picture makes me think of the hobbits from Lord of the Rings. What does it make you think of? Choose a picture and talk about it with someone you live with to help you with ideas. Perhaps you would like to combine the two pictures.

Spelling LO: spellings homophones

TEST DAY!

Spelling test day! Woohoo! We love a spelling test! As a lesson starter

perhaps you would like to test yourself on the meanings of the words,

using the correct spelling.

The spellings are also at the bottom of the page again today!

Maths LO: How can I order

decimals?

Today is all about challenges, how exciting! There is no video clip for

today just a sheet to download and print. Follow this link: https://whiterosemaths.com/homelearning/year-4/

(summer term, week 1, lesson 5).

There is also a printable copy of the maths sheets, on the school website

but the answers are not ready yet! Although you can share your progress

on Twitter if an adult you live with has a twitter account. Remember to be

safe online.

I would love to see your progress if you would like to send it to me too.

There is no challenge today, as this lesson is all about challenges!

Basic maths

facts

LO: Can I work out

questions related to time?

Have a look at the films below and answer the questions that follow.

Have you got a clock or a

watch in our house to help

you?

1. Which film has the longest length of time?

2. Which film has the shortest length of time?

3. Monsters University starts at 10:30 AM, how many more minutes

until A Bug’s life starts?

4. The Lion King starts at 05:00 PM and is 1 hour and 58 minutes long,

what time will it finish?

5. How many more minutes are needed for The Incredibles to be 2

hours long?

6. A Bug’s Life starts at 11:15 AM what time will it end?

7. The Lion King starts 20 minutes later than it was supposed to, what

time did it start?

You can make up your own questions and answers if you would like to,

and ask an adult to answer them. You can email them to me if you would

like me to answer them too

Send me your answers, I would love to see them. This is also uploaded

separately on the website if it is easier for you to read or print.

Topic work

Computing

Algorithms

LO: Can I create a

flowchart for my

algorithm?

Signs of success:

- Can I create a

flowchart?

- Can I give my

flowchart to

someone else to

follow?

- Why is it important

to explain each

step?

What are algorithms?

An algorithm is a sequence of instructions or a set of rules to get

something done.

You’ll favour a particular route home from school – you can think of it as

an algorithm. There are plenty of alternative routes home, and there’ll be

an algorithm to describe each one of those too. There are even

algorithms for deciding the shortest or fastest route, such as form the basis

of satnav systems.

Algorithms are written for a human, rather than for a computer to

understand. In this way, algorithms differ from programs.

For example, we use algorithms to make a simple piece of toast,

interesting right?

Here is a useful website on

what an algorithm is, you might

enjoy the video!

https://www.bbc.co.uk/bitesize

/topics/zkcqn39/articles/zqrq7t

y

Next lesson we will look at some

more fun lessons like this. We

will look at creating a crazy

character.

Your task!

Yesterday you should have completed an algorithm just like this piece of

toast above. Today we are going to look at creating a flow chart for this

algorithm. You can do a different algorithm than yesterday but it might

be easier to stick to the same one, up to you!

Here is an example for making toast (to link to the diagram above)

It is very important to make sure you have thought about everything

before following instructions.

For example, if you put the jam on the bread before you put it in the

toaster, what do you think would happen?

Or if I put my toothbrush in my mouth before I put the toothpaste on,

what would happen then?

This is why we need to give very clear instructions. It is the same when

using the internet – If I searched cat, how likely is it going to be that I find

a page of all black cats? It isn’t! I would need to type in ‘black cats’ to

be more specific and clear.

Give your flowchart algorithm to someone else in your family to follow.

Did they follow it correctly? Or is there something you need to think about

adding? (There is a bigger picture of the flow chart below, after the

chapter).