Welcome to Jellyfish Class!
We are Jellyfish Class and we are Year 4.
Our teacher is Miss Kelly and our brilliant teaching assistant is Miss Boston!
Summer Term 1
Novel Study
Our novel this half term is The Boy in the Girls' Bathroom by Louis Sachar.
Blurb:
"Give me a dollar or I'll spit on you." That's Bradley Chalker for you. He is the oldest child in the class. He tells enormous lies. He picks fights with girls, and the teachers say he has "serious behaviour problems." No one likes him - except Carla, the new school counsellor. She thinks Bradley is sensitive and generous, and she even enjoys his far-fetched stories. Carla knows that Bradley could change, if only he weren't afraid to try. Sometimes the hardest thing in the world is believing in yourself.
"Give me a dollar or I'll spit on you." That's Bradley Chalker for you. He is the oldest child in the class. He tells enormous lies. He picks fights with girls, and the teachers say he has "serious behaviour problems." No one likes him - except Carla, the new school counsellor. She thinks Bradley is sensitive and generous, and she even enjoys his far-fetched stories. Carla knows that Bradley could change, if only he weren't afraid to try. Sometimes the hardest thing in the world is believing in yourself.
By the end of this unit I will be able to write…
- Diary entry
Literary devices I will be practising throughout this writing journey:
- Revise key SPaG:
- Fronted adverbials followed by a comma: prepositional phrases starting with an adjective and ending in “-ed”
- The more, the more (sentence type)
- Emotion word, comma (sentence type)
- indicate possession by using the possessive apostrophe with singular and plural nouns (girl’s name, girls’ names).
- extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
- Correctly applying punctuation covered in previous years groups and use commas after fronted adverbials (how, where and when - beyond ly.)
Mathematics
Fractions:
The small steps include: what is a fraction?, equivalent fractions, fractions greater than 1, count in fractions, add 2 or more fractions, subtract 2 fractions, subtract from whole amounts, fractions of a quantity, and calculate quantities.
Decimals A:
The small steps include: tenths as fractions and decimals, tenths on a place value chart and number line, divide a 1-digit number by 10, divide a 2-digit number by 10, hundredths as a fraction and decimal, hundredths on a place value chart and divide a 1 or 2-digit number by 100.
Decimals B:
The small steps includes make a whole, write decimals, compare decimals, order decimals, round decimals and halves and quarters.
Money:
The small steps include: pounds and pence, ordering amounts of money, using rounding to estimate money and four operations.
Time:
The small steps include: hours, minutes and seconds, years, months, weeks and days, analogue to digital - 12 hour and analogue to digital - 24 hour.
Knowledge Organiser - Fractions
Knowledge Organiser - Decimals A
Knowledge Organiser - Decimals B
Knowledge Organiser - Money
Knowledge Organiser - Time
Topics
History: Ancient Greece
Geography: Volcanos
Religious Education: Judaism 2: Joseph, Moses and the Exodus
Science
Sound:
Children will be taught to identify how sounds are made, associating some of them with something vibrating. They will be taught recognise that vibrations from sounds travel through a medium to the ear. Children will find patterns between the pitch of a sound and features of the object that produced it. They will find patterns between the volume of a sound and the strength of the vibrations that produced it. Children will recognise that sounds get fainter as the distance from the sound source increases.
Children will be taught to identify how sounds are made, associating some of them with something vibrating. They will be taught recognise that vibrations from sounds travel through a medium to the ear. Children will find patterns between the pitch of a sound and features of the object that produced it. They will find patterns between the volume of a sound and the strength of the vibrations that produced it. Children will recognise that sounds get fainter as the distance from the sound source increases.