Y4 Resources 06.07.20

Resource 1 1 2 3 4 Resource 2 English - A Dangerous Pet Sheet 4 Day 1 - Question time! 1. Why has the King given his children a dragon? 2. Do you think it’s a wise decision? 3. What do you think the children will try and train their dragon to do? 4. Can you think of any strategies that the children might use to train their dragon? 5. Where do the children live? 6. Can you think of a good name for their kingdom? 7. Why do you think the children will need ‘all the help they can get’ when they come to rule? 8. Can you think of names for the children? 9. What is the boy feeding the dragon? 10. What do you think the girl is carrying? Day 2 Sentence challenge! Sick sentences! 1. Can you make a list of adjectives to describe the dragon? Can you make a list of verbs to say what the dragon is doing? Can you make a list of adverbs to describe how the dragon is eating? Can you now write a sentence using a verb, an adverb and at least one adjectives? 2. Can you help improve these sentences? Remember to up level them by varying the start of the sentences, using powerful vocabulary and description (adjectives, adverbs, similes, metaphors). Join the sentences into a paragraph by using conjunctions. The boy held out some food. The dragon ate it. He was green and had horns. Day 3 Story Starter – Can you write the next part of the story? The King had known that the gift he presented to his children on their 5th birthday was dangerous. He was prepared to take the risk of letting them own a pet dragon, however. One day, the twins would rule the kingdom together, and they would need all the help they could get. No-one could deny that a dragon was a powerful ally! Before that day, though, the children had much work to do. They had to train their dragon! 5 Resource 3 What Are Joints and What Do They Do? Joints are where two bones meet. They make the skeleton flexible — without them, movement would be impossible. Joints allow our bodies to move in many ways. Some joints open and close like a hinge (such as knees and elbows), whereas others allow for more complicated movement — a shoulder or hip joint, for example, allows for backward, forward, sideways, and rotating movement. Joints are classified by their range of movement: • Immovable, or fibrous, joints don't move. The dome of the skull, for example, is made of bony plates, which move slightly during birth and then fuse together as the skull finishes growing. Between the edges of these plates are links, or joints, of fibrous tissue. Fibrous joints also hold the teeth in the jawbone. • Partially movable, or cartilaginous (kar-tuh-LAH-juh-nus), joints move a little. They are linked by cartilage, as in the spine. Each of the vertebrae in the spine moves in relation to the one above and below it, and together these movements give the spine its flexibility. • Freely movable, or synovial (sih-NO-vee-ul), joints move in many directions. The main joints of the body — such as those found at the hip, shoulders, elbows, knees, wrists, and ankles — are freely movable. They are filled with synovial fluid, which acts as a lubricant to help the joints move easily. Three kinds of freely movable joints play a big part in voluntary movement: 1. Hinge joints allow movement in one direction, as seen in the knees and elbows. 2. Pivot joints allow a rotating or twisting motion, like that of the head moving from side to side. 3. Ball-and-socket joints allow the greatest freedom of movement. The hips and shoulders have this type of joint, in which the round end of a long bone fits into the hollow of another bone. Our bones would not be able to move without muscles. https://kidshealth.org/en/parents/bones-muscles-joints.html Watch this for extra information if you can. 6 7 8 Resource 4 Red roses and white: A brief history of the Tudor Rose One of the most distinctive and unmistakable flowers in England is the Tudor Rose. This specific type of rose is both red (around the outside) and white (in the centre), and has been in use as the country’s plant emblem since the Tudor Era. But there is more to the Tudor Rose than meet the eye. The flower is not just a sight for sore eyes – it is a representation of the merging of two warring houses, and the end of years of conflict. Our story begins in the 13th century, when the rose introduced in England as a royal emblem by Eleanor of Provence, the wife of King Henry III. Eleanor used the golden rose of Provence as her badge while she was Queen Consort, and the emblem was later adopted by her son, Edward I. However, it wasn’t until the 15th century, during the period of conflict between the Houses of York and Lancaster, that the rose to prominence as the floral badge of England. When King Edward III died in 1377, he was succeeded by his grandson, Richard II. However, although the beginning of his reign had been marked by hope and prosperity, Richard grew increasingly unpopular, and in 1399, was deposed by his cousin, Henry Bolingbroke, who ruled as Henry IV. The new King was the son of John of Gaunt, the Duke of Lancaster and the third son of the late King Edward. Henry IV was succeeded by his son, another Henry, who strengthened the Lancastrian hold on the throne through spectacular victories in the Hundred Years War again France. Unfortunately, Henry V died of dysentery in 1422, leaving his nine month-old son, Henry VI, to rule the country. Throughout the new King Henry’s minority, England was controlled by regents, and even as an adult, the King was was in no state to rule. Not only was he a weak and ineffective leader, but Henry VI also displayed many signs of mental illness. He often succumbed to bouts of insanity, and failed to recognise his son, Prince Edward, who was born in 1453. It was under these circumstances that Richard, Duke of York, a descendant of Edward III’s fourth son, Edmund of Langley, staked his claim to the throne. The Duke had a powerful ally in Richard Neville, the Earl of Warwick, and together with their armies, the two of them marched into London to overthrow the mad King Henry. This was the beginning of a Civil war between the two greatest factions in England – the House of Lancaster and the House of York. The years of armed conflict, sometimes known as the Cousins’ War (owing to the fact that both Richard, Duke of York, and King Henry VI were directly descended from Edward III and therefore cousins), are most commonly known as the Wars of the Roses. The name is derived from the heraldic badges used by the two houses – the Red Rose of Lancaster and the White Rose of York. In Shakespeare’s Henry VI Part I, noblemen are shown allying with either the House of Lancaster or the House of York by picking a 9 red or white rose respectively, and the Lancastrians and Yorkists fought under banners bearing their factions rose. The Wars of the Roses came to an end with the Battle of Bosworth in 1485. King Richard III was defeated by the Lancastrian claimant, Henry Tudor, who ascended the throne as Henry VII. King Henry secured the succession and cemented his rather tenuous claim to the throne by marrying Elizabeth of York, the daughter of the Yorkist King Edward IV. Their marriage united the two warring houses once and for all, and it was around this time that Henry VII introduced the Tudor Rose, which combined the red rose of Lancaster with the white rose of York. The Tudor Rose was adopted as the national emblem of England, and was a symbol of peace and unity in the period following the long civil war. The Tudor Rose is a common sight in England even today. The floral emblem can be seen on a number of old buildings, most notably Hampton Court Palace, which was built during the reign of Henry VII’s son, King Henry VIII. The badge is found on the uniforms of the Yeoman Warders at the Tower of London, and even on the back of 20p coins! And if you look closely, you can even see Tudor Roses growing out of the ground on which the Lion and the Unicorn stand in the Royal Coat of Arms of the United Kingdom. 10 Resource 5 Correct the Spelling Mistake 5 The spelling mistakes in these sentences have been highlighted. Write the correct spelling for EACH highlighted word in the box. 1. What time does the train arrivve? 2. In a ressent survey, it was found that cats prefer fish to meat cat food. 3. Allthough it was bedtime, Lily wasn’t tired. 4. The boy stood in the sentre of the circle. 5. We all live on planet Errth. 6. Ben tripped Halima up on purpurse. 7. My brother made a promiss not to annoy me again. 8. I accidentilly trod on my dog’s tail. EACH sentence below HAS one word THAT is incorrect. Write the correct spelling of the word in the box. 1. Dad was too bisy to go to the shops.

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