Castles Planning for Years Three and Four

Week beginning June 15th June – 26th June 2020

Home and school work

English, History, Art and Design, PE and PHSE

Monday 15th June

Year Three:

Focus: Punctuation

Today, you will begin a new unit of work, looking at the History of castles and their many

different features. The power points and resources you will need are on the main class

page.

Look at the Castles power point 1 and then correct my sentences by putting punctuation

(capital letters, full stops and commas) in the correct place.

1. castles are a type of home

2. the people who lived in castles were usually kings queens or lords and their families

3. there would also be soldiers cooks cleaners and other people who lived inside and

helped to look after and protect the king queen or lord

4. castles were designed to keep the people inside safe and to stop enemies from

getting in

5. many castles had moats this was where water completely surrounded the castle

6. some castles had flat walls and corners but others had rounded walls

7. at the top of the castle walls were the battlements the soldiers stood behind the wall

and tried to protect the people inside the castle

Year Four:

Focus: Punctuation

Today, you will begin a new unit of work, looking at the History of castles and their many

different features.

Look at the Castles power point 1 and then correct my sentences by putting punctuation

(capital letters, full stops and commas) in the correct place. This has been written as a

paragraph, so you will have to read it very carefully, to see where the punctuation needs to

be.

castles are a type of home the people who lived in castles were usually kings queens or lords

and their families there would also be soldiers cooks cleaners and other people who lived

inside and helped to look after and protect the king queen or lord castles were designed to

keep the people inside safe and to stop enemies from getting in many castles had moats this

was where water completely surrounded the castle some castles had flat walls and corners

but others had rounded walls at the top of the castle walls were the battlements the soldiers

stood behind the wall and tried to protect the people inside the castle

PE:

Today we would like you to be active! Please plan and create a fitness circuit in your home,

garden or outside space. Things you could include:

- stars jumps, squats, skipping, tuck jumps, marching, jumping on the spot, reaching

high, reaching low, lunges etc

- can you find something you can move over or under?

- time yourself, can you increase your speed?

Please make sure your warm up and warm down carefully.

See the cards on your class page to help you.

Tuesday 16th June

Year Three:

Focus: Punctuation

Today, we will continue to look at the Castles and their features. Please look at the Castles

power point 2 and correct my sentences, putting in the punctuation (capital letters, full

stops and commas)

1. some castles also had arrow slits soldiers could see through and shoot arrows

through these thin gaps in the wall

2. lots of castles had a bridge over the moat that led to the entrance

3. the drawbridge could be pulled up to stop enemies from getting across the water

and reaching the castle

4. the entrance to the castle was protected by a thick iron-studded wooden door

5. it was big and strong so that enemies could not break the door down and enter the

castle

Extension:

1. What was the Portcullis?

2. What was inside the castle walls?

3. Where was the safest part of the castle?

Year Four:

Focus: Punctuation

Today, we will continue to look at the Castles and their features. Please look at the Castles

power point 2 and correct my sentences, putting in the punctuation (capital letters, full

stops and commas)

some castles also had arrow slits soldiers could see through and shoot arrows through these

were thin gaps in the wall lots of castles had a bridge over the moat that led to the entrance

the drawbridge could be pulled up to stop enemies from getting across the water and

reaching the castle the entrance to the castle was protected by a thick iron-studded wooden

door it was big and strong so that enemies could not break the door down and enter the

castle

Extension:

1. What was the Portcullis and why was it used?

2. What was inside the castle walls? What did people do here?

3. Where was the safest part of the castle? Why do you think this was the safest place?

Art

Over the last term, your teachers have seen some wonderful drawings by some very

talented artists at Wincanton Primary School.

Today, we would like you to continue to develop these skills.

Watch the two videos below and then choose your favourite to draw a castle.

https://www.youtube.com/watch?v=R_8WQZ8x71I

https://www.youtube.com/watch?v=exX0HTRedK4

Wednesday 17th June

Year Three and Year 4:

Focus: Vocabulary

Put these words into alphabetical order:

catapult drawbridge battlement moat parapet

Next, find their meanings here:

http://home.olemiss.edu/~tjray/medieval/castle.htm

Write out the definitions in your best handwriting and then put each word into your own sentence.

Remember to use accurate punctuation and conjunctions (and, but, so, because, although, however)

History:

Castles were often under attack. Watch the two videos below, read the information

carefully under the second video and then answer the questions.

https://www.youtube.com/watch?v=xNeNPk4D_Ng

https://www.twinkl.co.uk/homework-help/history-homework-help/castles-facts-for-

kids/what-was-used-to-attack-medieval-castles

Questions:

1. Why do you think fire was used to attack early castles?

2. What did a battering ram do to the castle walls?

3. What was used to throw large stones or burning objects at castles?

4. What is a siege? How long could these last for?

Now draw and label two different strategies or weapons that could be used to attack

castles.

Thursday 18th June

Year Three and Year 4:

Focus: History chronological order

Look at the link below:

https://www.theschoolrun.com/homework-help/castles

Recap and read ‘What are castles?’

Look at the third section on timelines and complete the History timeline attached to

the main class page.

Fill in the missing sections

When did Edward 1st start to build concentric castles? Fill these dates in on the time

line.

What do you think the word concentric means?

Why do you think he did this?

History:

There were and still are many different jobs available in castles. Watch the power point

‘Castle Job Advert’ on the main class page.

Imagine that you are going to apply for one of these jobs. Which one would you choose?

Answer the following questions, imagining that you are completing the job application form.

Use some of the words below in the word bank to help you.

1. Which job are you applying for?

2. Why are you applying for this job?

3. Why would you be good at this job?

4. What relevant experience do you have?

Word bank for support:

reliable punctual hard – working friendly honest

confident organised trustworthy enthusiastic creative

resilient

PLEASE SEND THIS PIECE OF WORK TO YOUR TEACHER, WE WOULD LOVE TO SEE WHICH

ROLE YOU THINK YOU ARE MOST SUITED TO.

Friday 19th June

Year Three and Year Four:

Focus: Research and non-fiction writing.

Now it is time to do your own research. Choose one of the castles below to find out as much

interesting information as you can.

Windsor Castle Alnwick Castle

Sherborne Castle Edinburgh Castle

Year 3:

Remember when you are researching, always use your own words and never write

down something you don’t understand

Can you find out when the castle was built? Who lived there?

Use full sentences with conjunctions (and, but, so, because, also, whilst)

You need to write at least eight sentences

Read your writing aloud. Does it all make sense? Check your work carefully for

missing words, spelling errors and punctuation

Illustrate your work, drawing a detailed picture of your castle

Year 4:

Remember when you are researching, always use your own words and never write

down something you don’t understand

Can you find out when the castle was built? Who lived there?

Use full sentences with conjunctions (and, but, so, because, however, also, whilst)

You need to write at least two paragraphs, with at least five sentences in each

paragraph

Use a fronted adverbial

Include an interesting - Did you know fact?

Read your writing aloud. Does it all make sense? Check your work carefully for

missing words, spelling errors and punctuation

Illustrate your work, drawing a detailed picture of your castle

PHSE

The last few months have been very unusual. We would like you to reflect on your time at

home in a positive way. What have you enjoyed the most about lockdown? Have you

discovered your artistic talents? Are you now a keen baker, animator or gardener? Have you

enjoyed zoom chats or quizzes with family or friends? These are just some ideas, but we

know everyone will have their own favourite experience.

You could present this piece of work in any way you like. Here are some ideas:

as a letter to your class

as a mind map with illustrations or photographs

a piece of narrative writing

a video blog

PLEASE SEND THIS PIECE OF WORK TO YOUR CLASS TEACHER

Monday 22nd June

Year Three and Year Four:

Focus: To write a setting for a story

Use the descriptive setting word mat, on the main class page to help you.

This week, the unit of work will continue along the theme of castles, but with a fiction

element.

Look at the images of the castles below. Choose one as a setting for your story.

Year 3:

First give your castle a name (don’t forget capital letters)

Brainstorm vocabulary you will use to describe your castle. What does it look like?

What can you see in the distance? What do you think you would be able to feel and

hear if you were there?

Begin to write about your setting. Write in full sentences

Use different adjectives (describing words)

Use a range of different openers

Use conjunctions – and, but, so, because, whilst, also

Write at least eight sentences

Read your writing aloud. Does it make sense? Check your work carefully for missing

words, spelling errors and punctuation

Now go back and underline all your adjectives with a colouring pencil

Year 4:

First give your castle a name (don’t forget capital letters)

Brainstorm vocabulary you will use to describe your castle. What does it look like?

What can you see in the distance? What do you think you would be able to feel and

hear if you were there? Use a simile (see Alan Peat’s sentence types)

Begin to write about your setting. Write in full sentences

Use different adjectives (describing words)

Use a range of different openers

Use conjunctions – and, but, so, because, whilst, also

Write at least two paragraphs, with five sentences in each paragraph

Use a fronted adverbial

Read your writing aloud. Does it make sense? Check your work carefully for missing

words, spelling errors and punctuation

Now go back and underline all your adjectives with a colouring pencil

Design and Technology Task:

Working from home:

Choose from either a, b or c:

a) Make a cardboard castle (see the video below to help you)

https://www.youtube.com/watch?v=HGH2bteGpTA

Don’t be afraid to change your design, according to what you have available at home

b) Make a Mine craft castle (see the video below to help you)

https://www.youtube.com/watch?v=JjE7rU8WGGo

c) Use different shapes of rocks, sticks and branches to create your own castle outside

Working from school:

Choose from either a or b

a) Make a Mine craft castle (see the video below to help you)

https://www.youtube.com/watch?v=JjE7rU8WGGo

b) Use different shapes of rocks, sticks and branches to create your own castle outside

Tuesday 23rd June

Year Three and Year Four:

Focus: To write two different character descriptions

Look at the images below. Choose two characters that will become part of your story.

Year 3:

Brainstorm the vocabulary you will use for each character

Think about:

What do they look like?

What do they sound like?

What type of person are they? (kind and generous or mean and spiteful?)

Write two paragraphs, one for each of your characters

Use different adjectives (describing words)

Use a simile

Use conjunctions – and, but, so, because, whilst, also, however

Read your writing aloud. Does it make sense? Check your work carefully for missing

words, spelling errors and punctuation

Now go back and underline all your adjectives with a colouring pencil

Year 4:

Brainstorm the vocabulary you will use for each character

Think about:

What do they look like?

What do they sound like?

What type of person are they? (kind and generous or mean and spiteful?)

Write two paragraphs, one for each of your characters

Use different adjectives (describing words)

Use a simile

Use conjunctions – and, but, so, because, whilst, also, however

Use a fronted adverbial

Read your writing aloud. Does it make sense? Check your work carefully for missing

words, spelling errors and punctuation

Now go back and underline all your adjectives with a colouring pencil

Design and Technology Task:

Next, you are going to plan and design a medieval banquet for your characters.

Watch the power point presentation (on the main class page) and then create your own

banquet.

Illustrate this beautifully and carefully please.

Wednesday 24th June

Year Three and Year Four:

Focus: To create a story plan

Now you need to think about what will happen to the characters in your story. All good

stories need to have a beginning, a middle and an ending.

Your story will involve the characters having a problem within and around the castle you

have described.

It could be a fantasy story, with the mythical characters you have described.

The dilemma may be the worries and concerns your characters have about the problem,

and then finding a resolution to this – solving the problem.

Draw out your story mountain or if you can print out the one the class page to help you.

Remember you are not writing in full sentences but using key words and phrases, with

bullet points. This will be a prompt for you to write your story tomorrow.

Extension:

Outside your mountain or on a new page, draw speech bubbles that show what your

characters might say.

PE:

It is time to be active again. Please complete two of the following videos

https://www.bbc.co.uk/iplayer/episode/m000jsdq/otis-boogie-beebies-series-1-2-get-dancing

https://www.bbc.co.uk/iplayer/episode/m000jsnw/otis-boogie-beebies-series-1-5-feeling-good

https://www.youtube.com/watch?v=RYgIVc5Jvjg

Now have another go at creating your own routine. You could include:

stars jumps, squats, skipping, tuck jumps, marching, jumping on the spot, reaching high,

reaching low, lunges

Thursday 25th June

Year Three and Year Four:

Focus: To write a story

Using your story map and your character and setting descriptions, you are now going to

write your own story. Remember to include:

A clear beginning, middle and end

Paragraphs

Use of inverted commas (speech marks) to show when a character is speaking

Read your writing aloud to yourself. Can you edit it? Check your work carefully for

missing words, spelling errors and punctuation

Now, read your story to your family, do they like it? What do they think you could

improve on?

Art and Design:

A coat of arms is a visual design on a shield of a medieval knight. Many families began to

have their own coat of arms.

Design your own coat of arms. What will you include? Often the knights included pictures of animals on their coat of arms. If you have any pets will you include these on your coat of arms? You can use this simple template to help you draw a basic outline for your coat of arms, or you can print it (from the main class page) if you are able to.

Here are some examples to help you:

Friday 26th June

Year Three and Year Four:

Focus: To edit and publish my story

Today, you are going to edit, improve and publish your story.

Read your story aloud again

What can be improved? Have you spotted any spelling or punctuation errors? Are

there any missing words?

Can you up-level (improve) any sentences?

Now, you are going to rewrite and illustrate your story onto a fresh piece of paper

using your BEST handwriting or you can type your story onto a word document, if

you are able to.

PLEASE SEND THIS TO YOUR CLASS TEACHER.

Art Task:

Create a front cover, for your story.

Don’t forget to include:

- a title (use bubble writing)

- the name of the author (yourself )

- a drawing of your favourite scene before colouring it in

Well done for completing this unit of work. Please email your class teacher some pieces of

work that you are most proud of.

Monday 15th June

Year Three Answers

1. Castles are a type of home.

2. The people who lived in castles were usually kings, queens or lords and their

families.

3. There would also be soldiers, cooks, cleaners and other people who lived inside and

helped to look after and protect the king, queen or lord.

4. Castles were designed to keep the people inside safe and to stop enemies from

getting in.

5. Many castles had moats, this was where water completely surrounded the castle.

6. Some castles had flat walls and corners but others had rounded walls.

7. At the top of the castle walls were the battlements, the soldiers stood behind the wall

and tried to protect the people inside the castle.

Year Four Answers

Castles are a type of home. The people who lived in castles were usually kings, queens or

lords and their families. There would also be soldiers, cooks, cleaners and other people who

lived inside and helped to look after and protect the king, queen or lord. Castles were

designed to keep the people inside safe and to stop enemies from getting in. Many castles

had moats, this was where water completely surrounded the castle. Some castles had flat

walls and corners but others had rounded walls. At the top of the castle walls were the

battlements, the soldiers stood behind the wall and tried to protect the people inside the castle.

Tuesday 16th June

Year Three Answers

1. Some castles also had arrow slits soldiers could see through and shoot arrows

through these thin gaps in the wall.

2. Lots of castles had a bridge over the moat that led to the entrance.

3. The drawbridge could be pulled up to stop enemies from getting across the water

and reaching the castle.

4. The entrance to the castle was protected by a thick iron-studded wooden door.

5. It was big and strong so that enemies could not break the door down and enter the

castle.

Year Four Answers

Some castles also had arrow slits soldiers could see through and shoot arrows through these

were thin gaps in the wall. Lots of castles had a bridge over the moat that led to the

entrance. The drawbridge could be pulled up to stop enemies from getting across the water

and reaching the castle. The entrance to the castle was protected by a thick iron-studded

wooden door. It was big and strong so that enemies could not break the door down and

enter the castle.