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Seal Church Of England Primary School

Seal Church Of England Primary School

Thursday 7th January 2021





There are 2 options for guided reading.

You can read a section from our new book and answer the questions that I will

post below. I have recorded a video of me reading the text and asking the

questions but please only use this if you are unable to read the text



If you find the task above too challenging, I have found some books to read.

Have a look through, if you would like help with a level or a book to read a day

then please email me and I will help.

Guided Reading

LO: To be able to understand how to use inference.

SC1: I can identify what inference is.

SC2: I can make inferences based on the information I have read.

SC3: I can justify my inferences with evidence from the text.

  1. What do you think made Hiccup look ‘unmemorable’?

  2. Can you infer how Snotlout was feeling when he took charge?

  3. Can you infer why Snotlout took charge? What evidence can you find to support your opinion?

  4. The author describes Dogsbreath as ‘a great, big gorilla of a boy.’ What do you think he is inferring from these vocabulary choices?

  5. What can you infer about the character ‘Clueless’? 




9:40 – 9:50

Joe Wicks virtual PE – bodycoachtv on



Cosmic Yoga



LO: To be able to use appropriate vocabulary to add description. 

SC1: I can identify what a character’s actions tell the reader about them.

SC2: I can apply my knowledge of describing actions to describe characters in

greater detail.

SC3: I can select ambitious, yet relevant, vocabulary to describe a character’s




Today, we are going to build on our learning from yesterday by recognising how

the actions of characters add description. We will then build our own

descriptions of charter’s actions using similes, adjectives and metaphors. 

Using the expert piece, can you notice where Roald Dahl has described Miss

Trunchbull using her actions? What about in the extract added to the

documents below, taken from ‘How to Train Your Dragon’?

Using a mind-map I would like you to firstly look at actions you would typically

expect the character you chose yesterday to do. Now, up-level those words and

add adverbs for extra description. Can you build these into sentences with

fronted adverbials?

I would now like you to take your action sentences and re-write them,

incorporating your learning from yesterday. 

Reflection- What did you find most difficult and what can you do to overcome


For an additional challenge, you could investigate how other authors have used

character’s actions to add description.

Remember, there are word mats available below to support you in the writing



Break time/snack time

11:10 – 11:30


Take part in the TTRockstars Year 4 challenge. Go to the ‘Battle of the Bands’

to make Beavers the best. OR you can try a sound check or even challenge me

if you would like. 

11:30 – 12:15


LO: To be able to know how to multiply
SC1: I can understand what multiply means
SC2: I can know what symbol mean multiply
SC3: I can partition a number

Good Morning Year 4, we are continuing with our Multiplication series of

lessons, but moving onto the next formal written method. Have a look at the

video below and see what I would like you to do today. 



If you are unsure, you can always watch the video again or have a look at the

worked example below which gives you a step by step idea of how to work

through the problems. 

12:15- 1:15


1:15 - 2:15


LO: To be able to know about a Viking warrior (KNOW)
SC1: I can identify how the Vikings fought
SC2: I can understand what equipment the Vikings used
SC3: I can identify different fighters within the Viking army

Today we are going to learn about the Viking warrior. Vikings are best known

for their warriors and I would like you to find out all you can about them so that

you can write a character description using what you have learned. 

Try working your way through this interactive website. I would like you to make

notes on what you read. I have included an example to help you structure your

writing and see what I expect. 

You will be writing a character description about a Viking Warrior, so make this

the focus of your research.

How did the Vikings fight? - BBC Bitesize

or for more information read...

Warriors and Weapons - The Vikings for Kids and Teachers - Lesson Plans, Games, Powerpoints, Activities (

Viking Warriors | Great Viking Warriors | DK Find Out


Using the information you have found, I would like you to write a character

description of a Viking just before they go into battle. 

Things to think about with your description

  • What were they wearing? 

    • Can you describe the sword, armour and shield

    • What were they doing? 

      • Were they relaxed, afraid. What actions would they do to show

      • these?

I have included a model of my own to help you attached at the bottom. You can

magpie ideas from mine, but do not copy. 


2:15- 2:30

Exercise – e.g. mindfulness yoga, fresh air in the garden, run up and down the

stairs seeing if you can get faster every time!

2:30 - 3:00

Wellbeing and Rights Respecting


Dear Year 4,

Please look at the table attached to the documents below and rate yourself in

terms of your own

personal body language. An example would be,

1. Appropriate facial expressions are a 4. 2.Gestures are a 5.

Find out what your total is and answer the two questions underneath the table.

Please write your notes in a note pad and remember to bring your work back

into school once we reopen. I will then be able to stick the work into your

wellbeing books.

Thank you.

Mrs Brocker


3:00 - 3:15

Class Reader





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