Good morning Year 4! We hope you are well and staying safe.
Today’s English home learning is:
Wednesday 6th January 2021
To understand and apply historical vocabulary.
Please complete this task on the blog, although you may want to have a piece of paper and pencil/pen just to make notes to help you.
Starter:
Read through the text below, and change the word in italics to a contraction. You can underline it if you wish, to make it stand out!
Example: Trudy does not understand her homework. Trudy doesn’t understand her homework.
Today’s lesson:
If your name is read out by Mr Inman, then your task is to watch the video and complete the work that Mr Inman sets.
If you name IS NOT read out, then please see below for your task.
http://https://www.youtube.com/watch?v=Wru00DcpgGM&feature=youtu.be
Upload Here Mr Inman’s Group
When writing historical stories, it is important that we use historical vocabulary to make it sound more realistic. We can do this by defining and using the words we hear in other examples of historical stories and non fiction texts.
Examples could be ‘Tom paid ten shillingsย to the shopkeeper’. ‘The roaring engine of the Spitfireย sounded ever closer’.ย
Task one:
Read through the extracts below, and make a list of the historical vocabulary that you come across. I have highlighted the first one for you!ย
Goodnight Mr Tom, Michelle Magorian
FIND FOUR WORDS BEGINNING WITH w, s, e, b
The warden, Tom discovered, was the caretaker of the local school. He and several other men
had been elected to be wardens by the people in the area. He sat down by Tom.
“You know, dogs ain’t allowed in shelters, sir.”
Tom stood up to leave, but the warden touched him gently on the arm. “I think we can
overlook that, though.”
He gazed at Tom, puzzled.
“Where you from then? You look like a country man.”
“I am,” he answered. “I’ve come lookin’ for a boy what stayed with me, like. Evacuee he was.”
The warden looked astounded.
“I think you’d best head back home. We’ve hundreds of the blighters runnin’ away. We send
them back. Makes no difference. They just come runnin’ back again. You’re the first person
I’ve met who’s come lookin’ for one.”
A young girl peered cautiously over the edge of one of the hammocks that were slung from
the ceiling. The warden caught her eye, and she lay back quickly and disappeared from sight.
“That’s one,” he said, indicating her swinging sleeping quarters. “Fifteen times she’s run back
here. She ses she’d rather be at home even if bombs do drop here than be miserable and safe
in the country.”
Letters from the Lighthouse, Emma Carroll
FIND WORDS FIVE WORDS BEGINNING WITH n, a, t, a-r, g-m
โYouโre disgusting, you are,โ I replied, not taking my
eyes from the newsreel. The footage was of men in
RAF uniforms walking across an airfield. Immediately,
it made me think of Dad.
In August last year weโd had a telegram from the
War Office, telling us Dadโs plane had been shot down
over France. Six long months had passed, of every
day hearing someone in my family crying, and Mum
getting sadder and thinner. I couldnโt sleep through a
whole night any more. Often I barely slept at all.
โLook for the light,โ Dad used to say when things
were difficult.
I did try. Heโd died for his country, people said. He
was a hero. Watching the news helped me believe this
was true, and as I listened to what a mightily fine job โour
boysโ were doing, I could feel myself filling up with pride.
Tonightโs news switched from RAF men to a city
somewhere abroad โ I didnโt catch where.
Abruptly, the film stopped. The lights came up.
I blinked at the announcement on the screen:
Air Raid in Progress.
Please Leave the Theatre Immediately.
Head to the Nearest Shelter.
โBlast it,โ I said, reaching for my coat and gas mask.
โCome on, Cliff, weโd better find Sukie.โ
People began to leave, though not very quickly. All
around us seats thudded as they flipped upright. Coats
were shaken out, hats pinned in place. There was a fair
bit of complaining going on too.
โShould we ask for our money back?โ asked Cliff.
โWhat?โ I was still half thinking of those poor people
in the newsreel.
Task two:
We will now need to define what each of these words mean, so that we can use them in our writing! Write the word, a colon, and the definition.ย
For example:
Shilling: A former British coin equal to twelve pence.
If you have a dictionary at home, remember to use these techniques:
Look carefully at the spellings, and if you can, organise them alphabetically!
If you do not have a dictionary at home, use this online dictionary tool:
https://dictionary.cambridge.org/
Task three:
Choose five words, and use them in your own sentences.
Example: The cool, dark shelter made James tingle from head to toe.
Link the sentences to historical stories, and make them exciting to read!
Challenge: Can you find any other historical vocabulary using the books you have at home, or the text we shared with you in Literacy yesterday?
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