Class 4A Assignments & Weekly Notes

Due on Friday, June 3, 2016

Spelling Contract (How we organize ourselves, weeks 5 & 6)

Democracy

Democracy (“rule by the people” when translated from its Greek meaning) is seen as one of the ultimate ideals that modern civilizations strive to create, or preserve. Democracy as a system of governance is supposed to allow extensive representation and inclusiveness of as many people and views as possible to feed into the functioning of a fair and just society. Democratic principles run in line with the ideals of universal freedoms such as the right to free speech.

The ideals of democracy are so appealing to citizens around the world, that many have sacrificed their livelihoods, even their lives, to fight for it. In a way, the amount of propaganda and repression some non-democratic states set up against their own people is a testament to the people’s desire for more open and democratic forms of government. That is, the more people are perceived to want it, the more extreme a non-democratic state apparatus has to be to hold on to power.

However, even in established democracies, there are pressures that threaten various democratic foundations. A democratic system’s openness also allows it to attract those with vested interests to use the democratic process as a means to attain power and influence, even if they do not hold democratic principles dear. This may also signal a weakness in the way some democracies are set up. In principle, there may be various ways to address this, but in reality once power is attained by those who do not genuinely support democracy, rarely, is it easily given up.

http://www.globalissues.org/article/761/democracy

Look for the underlined words and arrange them in alphabetical order	Parts of speech (noun, verb, adjective, adverb)	Write down you own definition /meaning/understanding	Check the dictionary for the exact meaning (put a tick for same meaning and an x if it’s different)
1. apparatus	noun

B. Show your understanding about the article in different ways. (comic, drawing, mind map/word map and more)

C. Read the 2^nd set of words and give your own definition or understanding in any way/form.

1. tessellation 6. colleague

2. tribunal 7. discrepancy

3. symmetry 8. acquit

4. plenary 9. congruent

5. cohort 10. elaborate

May 24 Homework - due tomorrow

Questions and Answers

1.	At least two sides are the same length

A.	Obtuse Triangle

B.	Right Triangle

C.	Isosceles Triangle

D.	Scalene Triangle

2.	Lines that cross at one point

A.	Congruent lines

B.	Intersecting lines

C.	Parallel lines

D.	Obtuse lines

3.	A polygon with 4 sides and 4 corners

Rhombus

Square

Trapezoid

D.	Quadrilateral

4.	Part of a line with one endpoint that continues in one direction

A.	Line segment

B.	Parallel line

C.	Intersecting line

Ray

5.	Opposite sides are the same length and parallel. There are 4 right angles.

Polygon

Trapezoid

Rectangle

D.	Parallelogram

6.	No sides are the same length

Square

Pentagon

C.	Scalene triangle

D.	Acute triangle

7.	There are two pairs of parallel sides. Opposite sides are the same length.

Rhombus

Polygon

C.	Parallelogram

Trapezoid

8.	Straight path that continues in both directions

Ray

Line

Segment

D.	Congruent line

9.	Figures with the same size and shape

A.	Line segment

Polygon

Congruent

Obtuse

10.

A polygon with 8 sides and 8 corners

Polygon

Decagon

Heptagon

Octagon

11.

A polygon with 7 sides and 7 corners

Heptagon

Hexagon

Octagon

Pentagon

12.

A polygon with 5 sides and 5 corners

Hexagon

Rhombus

Pentagon

Octagon

13.

A polygon with 10 sides and 10 corners

Octagon

Hexagon

Decagon

Trapezoid

14.

A polygon with 6 sides and 6 corners

Hexagon

Rhombus

C.	Parallelogram

Heptagon

15.

Part of a line with two endpoints

Ray

B.	Parallel line

C.	Congruent line

D.	Line segment

16.

Strait path that continues in both directions

Ray

Line

C.	Line segment

D.	Intersecting line

17.

Lines that do not cross

A.	Intersecting lines

Rays

C.	Parallel Lines

D.	Line segments

18.

A quadrilateral with only one pair of parallel lines

Rhombus

Square

Trapezoid

Rectangle

19.

Has two pairs of parallel sides. All sides are the same length.

Rhombus

B.	Quadrilateral

Trapezoid

Rectangle

20.

All sides are the same length. Opposite sides are parallel. There are 4 right angles.

Rectangle

Trapezoid

C.	Quadrilateral

Square

21.

All sides are the same length.

A.	Obtuse triangle

Trapezoid

C.	Equilateral triangle

D.	Acute triangle

22.

Triangle with one 90 degree angle

A.	Acute triangle

B.	Obtuse triangle

C.	Right triangle

D.	Isosceles triangle

23.

A triangle with 3 angles less than 90 degrees.

A.	Acute triangle

B.	Obtuse triangle

C.	Equilateral triangle

D.	Scalene triangle

24.

A triangle with one angle greater than 90 degrees

A.	Right triangle

B.	Scalene triangle

C.	Isosceles triangle

D.	Obtuse triangle

25.

A plane figure name by the number of sides and corners. (The corner is where the 2 sides meet)

A.	Quadrilateral

Trapezoid

Polygon

D.	Parallelogram

Spelling Contract (How We Organize Ourselves weeks 3 & 4) Due on Thursday, May 26, 2016

BEFORE A BILL IS INTRODUCED INTO THE LEGISLATIVE COUNCIL

Government bills, if the Government intends to propose new laws or amend existing law, the relevant policy bureau normally will first consult the parties affected by the bill and the relevant Panel of the Legislative Council, and then the Department of Justice ("DoJ") will be requested to put the proposal into the form of a bill. The bill will next be submitted to the Executive Council. Upon approval by the Executive Council, a notice of the Government’s intention to present the bill will be sent to the Clerk to the Legislative Council. The bill will then be published in the Gazette and introduced into the Legislative Council. Members’ bills Before a Member introduces a bill, he or she may first consult the relevant parties affected by the bill and the relevant Panel of the Legislative Council.

The Member who intends to introduce a bill is responsible for the drafting of the bill. A Member’s bill is required to be accompanied by a certificate issued by the Law Draftsman of DoJ that the bill conforms to both the form of bills according to the Rules of Procedure of the Legislative Council. Upon receipt of the certificate, the Member may send to the clerk to the Legislative Council a notice of intention to present the bill, and the bill will then be published in the Gazette and introduced into the Legislative Council. For a "private bill"1 , the Member is required to publish the bill in two successive publications of the Gazette and the notice of the bill is required .

http://www.legco.gov.hk/english/education/files/Factsheet/Factsheet7.pdf

Look for the underlined words and arrange them in alphabetical order	Parts of speech (noun, verb, adjective, adverb)	Write down you own definition /meaning/understanding	Check the dictionary for the exact meaning (put a tick for same meaning and an x if it’s different)
1. amend	verb

B. Write in sequence how the bills are made basing from the article.

C. Read the 2^nd set of words and give your own definition or understanding in any way/form.

1. impeach 6. ballot

2. propaganda 7. platform

3. campaign 8. parliament

4. secular 9. federal

5. constituent 10. revolutionary

May 18, 2016 Homework

Draw a real life objects to the following shapes.( make it 3D)
1, square
2. circle
3. star

4. heart
5. sphere
6. rectangle
7. cylinder
8. cone


HOMEROOM WEEKLY PLANNER
13/05/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 4 Week 39 (May 16-20, 2016) Reminders: · Continue researching and reading the biography of their chosen leader in preparation of their summative task Learning Engagements this week: Numeracy: · Polygons contd · Mental math · Speed test · Intro to symmetry Literacy: ·Text Type- Biography- 1^st draft ·Interview UOI: · 3 branches of govt- legislative, executive and judiciary · Parliamentary and presidential govt	Learning Engagements for next week: Numeracy: · Symmetry cont · Intro to tessellation · Mental math Literacy: ·Text Type- Biography- final draft ·Biography of a chosen leader UOI: · Formative task- poster about the govt of a given country · Preparing speech for the Politicians’ Tea Party Regards, Ms. D

Homework May 9, 2016

Biography Writing

As you are learning about biographies, please interview someone in your family/neighborhood and gather information about his/her life. This person could be your family member, helper (driver, nanny, gardener, etc) or your neighbor.

Do remember a few things when you are interviewing:

· Explain the reason of your interview and ask permission.

· Conduct the interview in the language in which the interviewee is most comfortable. If the person is more comfortable in Bahasa Indonesia, let him/her answer in Bahasa Indonesia and then you write here in English.

· Be polite and respectful throughout.

· Do not give the question/answer sheet to the interviewee. Let the person speak and then you write the information here.

· Make sure you understand the answers given by the interviewee. If not, ask them to explain to you one more time.

· Say “Thank You” when the interview is over. Take a picture of the interviewee (optional)

Regards,

Grade 4 Teachers

Questions to ask

Person being interviewed ________________________________

Your relationship with the interviewee_______________________

Interview Questions and Answers

· When and where were you born? ___________________________________________

· Where have you lived in your life? ___________________________________________________________________________________________________________________________________________________________

· What are some major events in your life? Why are they important?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

· Which is the most important event of your life? Why?

Who inspires you the most and why?

Homework April 3, 2016

The President of the United States administers the Executive Branch of our government. He enforces the laws that the Legislative Branch (Congress) makes. The President is elected by United States citizens, 18 years of age and older, who vote in the presidential elections in their states. These votes are tallied by states and form the Electoral College system. States have the number of electoral votes which equal the number of senators and representatives they have. It is possible to have the most popular votes throughout the nation and NOT win the electoral vote of the Electoral College.

The Legislative part of our government is called Congress. Congress makes our laws. Congress is divided into 2 parts. One part is called the Senate. There are 100 Senators--2 from each of our states. Another part is called the House of Representatives. Representatives meet together to discuss ideas and decide if these ideas (bills) should become laws. There are 435 Representatives. The number of representatives each state gets is determined by its population. Some states have just 2 representatives. Others have as many as 40. Both senators and representatives are elected by the eligible voters in their states.

The Judicial part of our federal government includes the Supreme Court and 9 Justices. They are special judges who interpret laws according to the Constitution. These justices only hear cases that pertain to issues related to the Constitution. They are the highest court in our country. The federal judicial system also has lower courts located in each state to hear cases involving federal issues.

Answer the questions:

TRUE or FALSE . 3 Branches of U.S. Government

_____________1. Congress is made up of 100 judges and 435 representatives.

_____________2. The most important duty of the legislative branch is to make laws.

_____________3. It is the responsibility of the judicial branch to Collect and spend money from taxes.

_____________4. The U.S. Government is spilt into 3 branches: Legislative, Executive and Judicial.

_____________5. The President signs bills into laws.

_____________6. The Supreme Court gives advice to the President about important matters.

_____________7. Decisions made by the Supreme Court are final, and cannot be overruled.

_____________8. The Executive branch decides if laws agree with the Constitution.

_____________9. The Vice-President is the commander-in-chief of the U.S. armed forces.

_____________10. The President appoints Supreme Court justices.

Write what branches of the government has the power to do the following:

( Executive Legislative Judicial)

_______________________1. Sign bills into laws.

_______________________2. Declare laws unconstitutional.

_______________________3. Make laws and write bills.

_______________________4. Vote on whether or not the bills should become laws.

_______________________5. Veto or reject bills.

_______________________6. Decide if laws agree with the Constitution.

_______________________7. Declare war.

_______________________8. Make the final decision - no other court can overrule those decisions.

_______________________9. Approve and carry out laws passed by the Legislative branch.

_______________________10. Collect and spend money from taxes.

HOMEROOM WEEKLY PLANNER

29/04/16

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 4 Week 36 (May 2-4, 2016)

Reminders:

· Holiday : 5 May- Ascension of Jesus Christ

· Holiday : 6 May- Ascension of Prophet Muhammad

Learning Engagements this week:

Numeracy:

· Angles continued

· Intro to polygons

Literacy:

·Text Type- Explanation

UOI:

· Presentation of summative task

· Intro to new UOI- How we organize ourselves

· Discussion about central idea, lines of inquiry, concept profile/attitude/skills

· Tuning In- meaning of Government and Leadership

· Identifying world leaders

· Acrostic poem about leaders

Learning Engagements for next week:

Numeracy:

· Polygons contd

· Mental math

Literacy:

·Text Type- Explanation- publishing of final work

UOI:

· Discussion about various types of governments- anarchy, autocracy, theocracy, monarchy, democracy, republic

Regards,

Ms. D.

28, April 2016 Homework

Read Carefully:

There are three different levels of government in the United States: federal, state and local. Officials in

each level are elected by the people to serve and protect the people within the jurisdiction, or area of

authority. The federal government handles relations between the United States and other countries,

including war, peace treaties and trade. It is also in charge of printing money and running the military.

State governments are responsible for public education, health and safety. Local governments provide

services, such as parks, police and fi re protection, to members of the community. The federal

government is the national level of government. It is divided into three separate branches: the

legislative branch, the judicial branch, and the executive branch. The three branches work together to

make sure the power is balanced, and no individual branch becomes too powerful. This is known as a

system of checks and balances. Congress is the legislative branch. It is responsible for making laws.

Congress is made up of two separate chambers: the Senate, and the House of Representatives. Each

state is represented in each chamber. A state elects two senators to the Senate. Each state’s

representation in the House of Representatives is based on the state’s population.The judicial branch is

responsible for interpreting laws and for hearing court cases. These court cases decide if a law has been

broken or if a laws is unjust. The Supreme Court is our nation’s highest court and has power over all

lower courts when deciding matters concerning in the U.S. Constitution. The executive branch is

responsible for executing, or carrying out, laws. The president of the United States is in charge of this

branch and is assisted by his cabinet of advisors. The president signs bills into law and can also veto

proposed laws. In addition, the president is commander in chief of the U.S. armed forces. The three

branches of the federal government work together to ensure that the rights of citizens are not lost. The

ultimate power in the U.S. government belongs to the people. Citizens entrust their power to

government officials by voting to elect them.

Answer the following questions based on the reading passage. Don’t forget to go back to the

passage whenever necessary to find or confirm your answers.

1) What does a system of checks and balances protect against?

__________________________________________________________________________________

_______________________________________________________________________________

2) Which of the branches of the federal government is divided into two separate chambers? What are

the chambers?

_______________________________________________________________________________

3) What is the difference between representation in the House and representation in the Senate?

_______________________________________________________________________________

_________________________________________________________________________________

4) What is the judicial branch responsible for?

_______________________________________________________________________________

5) The president of the U.S. is in charge of which branch of government?

Read the questions carefully and choose the best answer.
1) To interpret the meaning of the laws is a function of which branch?

a) Executive
b) Legislative
c) Judicial

2) Which branch has the function of making the laws?

a) Judicial
b) Legislative
c) Executive

3) The function of the executive branch is to?

a) interpret the law
b) make the laws
c) enforce the laws

4) Who is the head of the Executive Branch?

a) the mayor
b) senators
c) the president

5) Conducting trials is an activity of the branch of government whose function is to?

a) make the laws
b) interpret the laws
c) enforce the laws

6) Who is head of the Judicial Branch?

a) the president
b) the judge
c) the Supreme Court

7) Who is head of the Legislative Branch?

a) the president
b) Congress
c) the Supreme Court

8) Writing proposed legislation is an activity of which branch?

a) Executive
b) Legislative
c) Judicial

9) Sentencing convicted persons is an activity of which branch?

a) Judicial
b) Legislative
c) Executive

10) Which branch of government appoints federal judges?

a) Legislative
b) Executive
c) Judicial

_______________________________________________________________________________

_______________________________________________________________________________
22 April 2016

Spelling Contract (Sharing the Planet weeks 5 & 6) Due on Friday, 29th April

Modern-Day Plague

Deforestation is clearing Earth's forests on a massive scale, often resulting in damage to the quality of the land. The world’s rain forests could completely vanish in a hundred years at the current rate of deforestation.

Forests are cut down for many reasons, but most of them are related to money or to people’s need to provide for their families. The biggest driver of deforestation is agriculture. Farmers cut forests to provide more room for planting crops or grazing livestock. Often many small farmers will each clear a few acres to feed their families by cutting down trees and burning them in a process known as “slash and burn” agriculture.

Not all deforestation is intentional. Some is caused by a combination of human and natural factors like wildfires and subsequent overgrazing, which may prevent the growth of young trees.

Deforestation has many negative effects on the environment. The most dramatic impact is a loss of habitat for millions of species. Seventy percent of Earth’s land animals and plants live in forests, and many cannot survive the deforestation that destroys their homes.

Removing trees deprives the forest of portions of its canopy, which blocks the sun’s rays during the day and holds in heat at night. This disruption leads to more extreme temperatures swings that can be harmful to plants and animals.

Trees also play a critical role in absorbing the greenhouse gases that fuel global warming. Fewer forests mean larger amounts of greenhouse gases entering the atmosphere—and increased speed and severity of global warming.

The quickest solution to deforestation would be to simply stop cutting down trees. Though deforestation rates have slowed a bit in recent years, financial realities make this unlikely to occur.

A more workable solution is to carefully manage forest resources by eliminating clear-cutting to make sure that forest environments remain intact. The cutting that does occur should be balanced by the planting of enough young trees to replace the older ones felled in any given forest. The number of new tree plantations is growing each year, but their total still equals a tiny fraction of the Earth’s forested land.

http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview/

Look for the underlined words and arrange them in alphabetical order	Parts of speech (noun, verb, adjective, adverb)	Write down you own definition /meaning/understanding	Check the dictionary for the exact meaning (put a tick for same meaning and an x if it’s different)
1. canopy	noun

B .List down the problems caused by deforestation mentioned in the article and explain your understanding about it..You may show it in different ways.

C. Read the 2^nd set of words and give your own definition or understanding in any way or form.

1. barren 4. acres 7.replace

2. occur 5. remote areas 8. subsequent

3. natural factors 6. adverse 9. assumptions

10. ultimate


HOMEROOM WEEKLY PLANNER
22/04/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 4 Week 36 (April 25-29, 2016) Reminders: · Spelling Contract due on the 29th of April Learning Engagements this week: Numeracy: Angles continued - Estimating angles - Measuring using protractor Literacy: ·Text Type- Explanation Continued · UOI: · Summative presentation - Tic-Tac-Toe · Introduction to the next unit, "How We Organize Ourselves"	Learning Engagements for next week: Numeracy: · Shapes - polygons - properties of polygons - identifying between similar and congruent shapes Literacy: ·Biography text type - use of simple past tense - action verbs to descrobe the evnts - use of connectives to link time UOI: · Introduction to the next unit, "How We Organize Ourselves" .- Centrak Idea, Lines of Inquiry, attributes, attitudes and profiles - Videos on types of government - roles of leaders in the government and their contributions to the running of the system Regards, Ms. D.


HOMEROOM WEEKLY PLANNER
15/04/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 4 Week 35 (April 18-22, 2016) Reminders: · Summative Task – Tic-Tac-Toe Oresentation Learning Engagements this week: Numeracy: ·Lines- parallel, perpendicular and intersecting, vertical and horizontal ·Angles- acute, right, obtuse, straight line and reflex ·Angles- use of a protractor to measure and draw angles. · Literacy: ·Text Type- Explanation · UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Planning for the summative task	Learning Engagements for next week: Numeracy: · Angles continued - Estimating angles - Measuring using protractor Literacy: ·Text Type- Explanation Continued UOI: · Summative presentation - Tic-Tac-Toe · Introduction to the next unit, "How We Organize Ourselves" Regards, Ms. D.


HOMEROOM WEEKLY PLANNER
08/04/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 4 Week 34 (April 11-15, 2016) Reminders: · Summative Task – Tic-Tac-Toe research due on 12/04/16 · Grade 4 Build Skill for Tomorrow 13-15 April. Please check the details on the blog Learning Engagements this week: Numeracy: ·Lines- parallel, perpendicular and intersecting, vertical and horizontal ·Angles- acute, right, obtuse, straight line and reflex ·Angles- use of a protractor to measure and draw angles. · Literacy: ·Text Type- Explanation · UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Presentation of ‘True price’ of an object	Learning Engagements for next week: Numeracy: · Angles continued Literacy: ·Text Type- Explanation UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Planning for the summative task Regards, Ms. D.

Grade 4 Camp

April 13-15, 2016

Date	Time	Activities	Note
April 13 (Wednesday)	06:45- 07:00 07:00 08:30 –12:00 12.00- 13.00 13.00-14.00 15:30	Arrival to Simprug. Meeting place- Marketing Lobby Leave for Lubana Sengkol Team building activities at Lubana, Sengkol, Tangerang Lunch Sharing and closing session Estimated Arrival Time in Simprug and Student Dismissal	Attire: PE uniform and sports shoes Things to bring: Snacks Water bottle Wet tissue Spare clothes Slippers/sandals
April 14 (Thursday)	16:00 16.00 – 17.00 17.00-18.00 18.00- 19.00 19.00-20.00 20.00- 21.30 21.30	Arrival to Simprug-Meeting place- Marketing Lobby Assembly, essential agreements and socialising Dessert preparation Dance workshop Dinner Movie watching Bed time	Attire: Free clothes Things to bring: Snacks Water bottle Wet tissue Night clothes Spare Clothes Towel Toothbrush/toothpaste Soap/face wash Sleeping bag
April 15 (Friday)	05:30 06:00 – 07:00 07:00 – 07:45 08:00	Morning Call Exercise and yoga Breakfast Student Dismissal Basement 1-Tower A	Attire: Yoga/gym outfit

Apart from the items mentioned in our letter, your child will also need the following items to be used during breakfast on 15^th April:

· 1 Plate,

· 1 bowl for cereal,

· Fork and spoon

Please ensure that all the above items are reusable and not the disposable ones as it is part of our learning to reduce waste.

On 14^th April, our students will prepare a dessert. This would be a group activity. Each group needs to bring the following:

1) 2 packs of Malkist crackers

2)250 gms condensed milk

3)250 ml whipping cream

4) Sliced/diced fruits

5) small plastic box to assemble and set the dessert

6) Bowl (for mixing)

7) 1 Spoon/ knife for layering

_________________________________________________________________________________


HOMEROOM WEEKLY PLANNER
18/03/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 32 (March 21-24 2016) Reminders: Movie Making due on Tuesday, March 22 Celebrate Earth Hour on 19^th March. Switch off your lights from 8:30-09:30pm. Take a selfie/normal picture and share with others. · Student Led Conference on 24^th March · Term break (25^th March- 01^st April). School resumes from 04^th April. Learning Engagements this week: Numeracy: ·Volume word problems Literacy: ·Text Type- Explanation UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming	Learning Engagements for next week: Numeracy: ·Intro to Lines- parallel, perpendicular and intersecting, vertical and horizontal Literacy: ·Text Type- Explanation · class novel UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Finding ‘True price’ of an object · Planning and preparation for SLC Regards, Ms. D.


HOMEROOM WEEKLY PLANNER
11/03/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 31 (March 14-18 2016) Reminders: · · Grade 4 assembly on 16^th March. Parenst are invited to attend the assembly. · Students’ costume for assembly- black trousers/shorts/skirts with blue t-shirt /top · Movie about an environmental problem is due on 22/03/16 Learning Engagements this week: Numeracy: ·Word problems related to area and perimeter ·Intro to Volume Literacy: ·Kensuke's Kingdom- class novel UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Making of a cloth bag from old t-shirts · Art from waste	Learning Engagements for next week: Numeracy: ·Word problems related to Volume ·Intro to Lines- parallel, perpendicular and intersecting Literacy: ·Text Type- Explanation Articles and passages related to the unit ·Kensuke's Kingdom- class novel UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Analyzing a news article Regards, Ms. D.


HOMEROOM WEEKLY PLANNER
04/03/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4D: Term 3 Week 30 (March 7-11 2016) Reminders: · Reflection and Action – How the World Works on managebac is due on 07/03/16 for those who are not yet done. · Bring old t-shirts and the article (about an environmental problem) on 07/03/16 · Waste materials for ‘art from waste’ on 11/03/16 Learning Engagements this week: Numeracy: ·Word problems related to area and perimeter Literacy: ·Ties that bind , ties that break- class novel UOI: · Intro to new unit- Sharing the Planet · Unlocking of the Central Idea and discussion of the LOIs · ICT- movie making	Learning Engagements for next week: Numeracy: ·Word problems related to area and perimeter ·Intro to Volume Literacy: Kensuke's Kinbdom- class novel Reading Comprehension- articles related to the unit UOI: · Environmental problems – pollution, deforestation, trash management, endangered species and global warming · Making of a cloth bag from old t-shirts · Art from waste Regards, Ms. D.

March 02, 2016

Dear Parents,

Keeping in line with our current unit ‘Sharing the Planet’, we aim to inculcate environment friendly habits in our students. To further this, we plan to initiate a recycling project which will go beyond the 6 weeks of this UOI and two hands on projects:

· For the recycling project, we have joined hands with ‘XS Project’. XS Project Indonesia is a World Fair Trade Organization and it gives 100% commitment to Fair Trade in all their business activities. XS Project works to collect and transform waste into creative and useful items such as bags, pouches, pencil cases, etc. This organization collects certain types of used plastic pouches from trash pickers and pays them good price for it. It has also collaborated with various schools of Jakarta to collect these used pouches.

To further its commitment to society, it also undertakes the responsibility of education of children of these trash pickers.

Visit http://xsproject-id.org/aboutxs/ to learn more about XS Project

We request you to collect and send these used pouches to us at school. Enclosed here is a list of pouches that can be used and also the steps for cleaning that will be required before you can send the pouches to school.

· Reusing old-t shirts to make cloth bags - Please send 1 XS/S size and 1 M/L/XL used t-shirt. Students will learn to make bags from these t-shirts. T-shirts due on 07/03/16

· Art from waste – students will use the waste from home to make new usable items. For eg, students can make pencil holders, photo frames, candle holders, etc from the waste collected from home. Students are advised to first plan on what they wish to make and collect only those waste materials which will be useful in making their final product. Waste items from home due on 11/03/16.

Looking forward to your continuous support.

Thank you very much.

Yours truly,

Ms. D.

WASTE POUCHES for XS

	Company	Brand	Size
DETERGENT
	PT. Unilever Indonesia Tbk.	Attack	1 kg
	PT. Unilever Indonesia Tbk.	Rinso Excel	1 kg
		Smart Klin	1 kg
		Surplus	1 kg
LIQUID DETERGENT
		Matic
FABRIC SOFTENER
	PT. Unilever Indonesia Tbk.	Molto	450ml/900ml/1800ml
	PT. SC Johnson & Son Ltd.	Soft & Fresh	200ml/800ml/1800ml
	PT. Sayap Mas Utama	Softener So Klin	250ml/450ml/900ml/1800ml
	PT. Sayap Mas Utama	Pewangi So Klin	900ml
		Silky	450ml
	PT. Kinocare Era Kosmetindo	Sleek	550ml/1100ml
	PT. Cussons Indonesia	Cussons Baby	900ml /1800ml
	PT. Alvitama Sentosa	Sofy	900ml
	PT Megasurya Mas	Softener	900ml
	PT. Naga Corigo Kencana	Binggo	900ml
SOFTENER FOR IRONING
	PT. Unilever Indonesia Tbk.	Trika	450ml
	SC Johnson & Son Inc.	Astri	450ml/375ml
	PT. Sayap mas Utama	Rapika	450ml
	PT. Spariondo Mustika	Aro	900ml
	PT. Joenoes Ikamulya	Tril	410ml
FABRIC FRESHNER
		Refresh	450ml
DISH SOAP
	PT. Unilever Indonesia Tbk.	Sunlight	400ml/800 ml
	PT. Lionindo Jaya	Mama Lemon	225ml – 800ml
	PT. Birina Multidaya	Idola	800ml
	PZ Cussons	Morning Fresh	750ml
	PT. Karibuntex Internusa	Emori	800ml
	PT. Naga Corigo Kencana	Binggo	900ml
		Reliance	900ml
	PT. Megasurya Mas	Pizzy	900ml
	PT. Spariondo Mustika	Aro	900ml
	PT. Smartindo Utama	Giant	800ml
	PT. Lotus Mas	Antik	800ml
	PT. Megasurya Mas	Dishwashing	900ml
	Unilestari	Moonlight	900ml
	PT. Joenoes Ikamulya	Ligent	250gr
GLASS CLEANER
	PT. SC Johnson & Son Inc.	Clear	450ml
	PT. SC Johnson & Son Inc.	Widex
		Glass Cleaner	410ml
		Vista	450ml
FLOOR CLEANER
	PT. SC Johnson & Son Inc.	Axi	800ml
	PT. SC Johnson & Son Inc.	Keramik	200ml
	PT. SC Johnson & Son Inc.	Bebek semerbak	450ml
	PT. Pritho	SOS	400ml/800ml
	PT. Sayap Mas Utama	So Klin	900ml/1800ml/2000ml
		Super Sol	2000ml
	PT. Unilever Indonesia Tbk.	Super Pell	400ml/800ml
	PT. Kinocare Era Kosmetindo	Sleek	375ml
	PT. Unilever Indonesia Tbk.	Domestos Wipol	450ml/900ml
	PT. Alvitama Sentosa	Nosy	800ml
	PT. Sara Lee Household Indonesia	Densol	900ml
	PT. Joenoes Ikamulya	Aganol	750ml
	PT. Alvitama Sentosa	Lindy
	PT. Smartindo Utama	Giant	800ml
	PT. Sinar Antjol	B-29	800ml
	PT. Naga Corigo Kencana	Binggo	800ml
	PT. Joenoes Ikamulya	Yuri-Sol	700ml
CERAMIC CLEANER
	PT. SC Johnson & Son Inc.	Fantastik	400ml
	PT. SC Johnson & Son Inc.	Bebek Bathroom	450ml/900ml
	PT. SC Johnson & Son Inc.	Bebek Kloset	450ml
SOAP FOR CAR WASH
	PT. SC Johnson & Son Inc.	Kit – wash & Glow
	PT. Megasari Makmur	Sonax
		Reliance	900ml
	PT. Alvitama Sentosa	Nosy	900ml
TISSUE
	PT. Megasari Makmur	Mitu	60pcs
	PT. Sara Lee Household Indonesia	Zwitsal	60pcs
		Wetkins	60pcs
BATH SOAP
	PT. Unilever Indonesia Tbk.	Lux	450ml
		Cussons	400ml
		Imperial leather	225ml
		Nuvo
		Lifebuoy	250ml
		Pucelle	250ml
	PT. KAO Indonesia	Biore	250ml/450ml
		Botanical	250ml
	PT. Reckitt Benckiser Indonesia	Dettol	250ml
	PT. Sara Lee Household Indonesia	Sanex	250ml
		Kodomo	180ml
		Pigieon	600ml
SHAMPOO
		Dee-dee	225ml
HAND SOAP
	PT. Joenoes Ikamulya	Yuri	375ml
	PT. Reckitt Benckiser Indonesia	Dettol
		Dee-dee
		Antik	300ml
		Barco
		Avena
	PT. Alfa Retailindo Tbk.	Sari Murni
	PT. Fortune Indonesia	Fortune	2000ml
	PT. Fortune Indonesia	Sania
SOFT DRINK
	PT Aorta	Caprisonne	200ml

HOW TO COLLECT WASTE PLASTIC POUCHES

Step 1 - Cut the top Step 2 – Rinse Step 3 – Dry Step 4 – Send to school


HOMEROOM WEEKLY PLANNER
26/02/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 29 (Feb 29- March 4 2016) Reminders: · Spelling contract due on 01/03/16 Learning Engagements this week: Numeracy: ·Area and perimeter of composite figures UOI: · Conservation of energy · Save or waste- energy poster · Preparation and presentation for the summative task-Science Fair · Reflection and Action	Learning Engagements for next week: Numeracy: ·Word problems related to area and perimeter ·Intro to Volume Literacy: ·Kensuke's Kingdom- class novel UOI: · Intro to new unit- Sharing the Planet · Unlocking of the Central Idea and discussion of the LOIs · ICT- movie making Regards, Ms. D


HOMEROOM WEEKLY PLANNER
19/02/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 28 (Feb 22-26 2016) Reminders: · Science Fair – Parents are invited to attend Day and date: Thursday, 25/02/16 Venue: 6^th Floor, Tower A Foyer Time: 12:30pm onwards Learning Engagements this week: Numeracy: ·Area and perimeter of triangle Literacy: Kensuke's Kingdom - class novel UOI: · Conservation of energy · Save or waste- energy poster · Preparation for the summative task-Science Fair	Learning Engagements for next week: Numeracy: ·Area and perimeter of composite figures ·Word problems related to area and perimeter Literacy: Kensuke's Kingdom - class novel UOI: · Conservation of energy · Save or waste- energy poster · Preparation and presentation for the summative task-Science Fair Regards, Ms.D


HOMEROOM WEEKLY PLANNER
12/02/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 27 (Feb 15-19, 2016) Reminders: · Literacy Week - Monday, 15/02/16 - students come in their costume · Friday : - students come to school using pyjamas. · ISA Test - Tuesday and Wednesday Dismissal Time for Monday - 11.30 a.m, Tuesday and Wednesday is 12 noon Learning Engagements this week: Numeracy: ·Conversion of units · Area and perimeter · ISA practice Literacy: · Persuasive and Narrative writing · Kensuke's Kingdom:- class novel UOI: · Advantages/disadvantages of different sources of energy · Conservation of energy Save or waste - Energy chart · Planning for the summative task-Science Fair	Learning Engagements for next week: Numeracy: · Conversion of units · Area and perimeter · Literacy: · Persuasive and Narrative writing · Kensuke's Kingdom:- class novel UOI: · Advantages/disadvantages of different sources of energy · Conservation of energy Save or waste - Energy chart · Planning for the summative task-Science Fair Regards, Ms.D.

HOMEROOM WEEKLY PLANNER

05/02/16

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 3 Week 26 (Feb 8-12, 2016)

Reminders:

· Chinese New Year Holiday- Monday, 08/02/16(no classes)

· UOI- sharing of experiments due on 09/02/16

· ISA practice (writing ) due on 9/02/16

Work on their shoe box for the circuit model due on Tuesday, 09/02/15

Learning Engagements this week:

Numeracy:

· Conversion of units

· ISA practice

Literacy:

· Persuasive and Narrative writing

· Procedural writing – circuit model

· James and the giant peach- class novel

UOI:

· Energy conversion – matrix chart

· Simple experiments related to energy conversion

· Making a circuit model

· Planning for the summative task-Science Fair

Learning Engagements for next week:

Numeracy:

· Conversion of units

· Area and perimeter

· ISA practice

Literacy:

· Persuasive and Narrative writing

· Kensuke's Kingdom:- class novel

UOI:

· Advantages/disadvantages of different sources of energy

· Conservation of energy

Save or waste - Energy chart

· Planning for the summative task-Science Fair

Regards,

Ms.D.

01 /02/16

How the World Works

Summative Task-Science Fair : 25/02/16

Students will help the audience (students of Grades 3 and 5) and parents understand the feature of different forms of energy and conservation of energy.

The following will be part of the presentation:

· A working model (experiment) of a form of energy

· A poster describing the form of energy used in the model and procedural text about the experiment

· Sources of energy (each group has chosen one source)

- Meaning and use of the source

- Advantages and disadvantages of the source

- How will/how much that source be used in the future

- Data about the usage of the source from at least 3 countries

- Data about the usage of the source in Indonesia

· Ways to conserve energy

Things to remember:

Students must remember to include references related to their research.

Each group must shortlist 2-3 experiments, consult with the teacher to finalize one experiment (due by 09/02/16)

All research work due by 18/02/16

Regards,

Grade 4 Teachers

HOMEROOM WEEKLY PLANNER

29/01/16

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 3 Week 25 (Feb 1-5, 2016)

Reminders:

· Mathletics - Units of Measurement

· ISA practice (Persuasive and Narrative writing ) – due on 5/2/2016
Chinese New Year Celebration Assembly on February 3^rd 2016: Students are advised to wear any Chinese traditional costume or any red colored outfits on that day.

Learning Engagements this week:

Numeracy:

·ISA practice

Units of measurement

Literacy:

·Persuasive and Procedural writing

·Kensuke's Kingdom- class novel chapters 3 & 4

UOI:

· Sources of energy

· Simple experiments related to energy conversion

· Creating a class energy conversion matrix chart

Learning Engagements for next week:

Numeracy:

· Units of measurement continued

Introduction to Area and Perimeter

·ISA practice

Mathletics during ICT sessions

Literacy:

·Persuasive and Procedural writing

· ·Adjectives and command words

·Kensuke,s Kingdom- class novel

chapters-4-7

UOI:

· Start circuit model investigation

Uses of energy

How energy is changed

Save and Waste – in our daily lives. Planning Summative task - is scheduled on the 25-2-2016

Regards,

Ms. D

HOMEROOM WEEKLY PLANNER
22/01/16 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 3 Week 24 (Jan 25-29, 2016) Reminders: · ISA practice Persuasive and Narrative Writing) – due on 26/01/16 Learning Engagements this week: Numeracy: ·Intro. To Probability ·ISA practice Literacy: ·Adjectives ·Reading Comprehension text related to the UOI ·Kensuke’s Kingdom – class novel UOI: · Forms of energy · Simple experiments to understand what is energy and how it changes form · Energy used at home	Learning Engagements for next week: Numeracy: ·Probability continued ·Intro to area and perimeter ·ISA practice Literacy: ·Persuasive and Narrative writing ·Intro to procedural writing ·Adjectives and command words ·Kensuke’s Kingdom - class novel UOI: · Sources of energy · Simple experiments related to energy conversion Regards, Ms. D
BAHASA INDONESIA WEEKLY PLANNER
Kamis, 21 Januari 2016 Kepada Orangtua murid kelas 4 Bahasa Literatur , Pada pertemuan minggu ini, dalam pembelajaran bahasa Indonesia murid telah : o Cerdas Cermat dengan tema “Mengenal Indonesia Tanah Airku” o Membaca buku Aku Ingin Tahu Sains 21 “Sumber Energi” dan membahasnya dalam bentuk diskusi kelompok dan mempresentasikan salah satu sumber energi yang terdapat dalam buku Aku Ingin Tahu Sains 21 o Membahas PR Untuk pertemuan minggu depan, murid akan : o Kegiatan membaca (home reading activity) o Menonton video pembelajaran Energi dan Kegunaannya dan menuliskan kesimpulan dari penayangan video tersebut o Membaca bacaan dengan judul “Kisah Ali si Biji Energi” dan " Bendungan " kemudian menjawab pertanyaan yang terdapat dalam bacaan o Mendiskusikan kembali tentang sumber-sumber energi Kegiatan Membaca : Kegiatan membaca akan kembali dilakukan mulai hari Rabu, 27 Januari 2016. Siswa dimohon untuk membawa buku cerita berbahasa Indonesia namun dianjurkan bukan dalam bentuk komik. Buku bacaan dapat dibeli sendiri atau meminjamnya dari PYP Library.

HOMEROOM WEEKLY PLANNER

15/01/16

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 3 Week 23 (Jan 18-22, 2016)

Reminders:

· Spelling contract - due on 22/01/16

· Field trip to Energy Museum on 21/01/16. Bring snacks and water bottle in a small bag. Wear your cap.

· ISA practice (Persuasive and narrative writing) – due on 18/01/16

Learning Engagements this week:

Numeracy:

·Average- mean, median and mode

·ISA practice

·Math review

Literacy:

·Persuasive and Narrative writing

·Reading comprehension related to the UOI

UOI:

· Intro to the new unit- How the word works

· Discussion of CI and LOIs

· K-W

· Mind map about their understanding on Energy

Learning Engagements for next week:

Numeracy:

·Probability

·ISA practice

Literacy:

·Persuasive and Narrative writing

·Intro to procedural writing

·Adjectives and command words

·Ties that bind , ties that break- class novel

UOI:

· Forms of energy

· Simple experiments to understand what is energy and how it changes form

· Energy used at home

Regards,

Ms. D

December Homework:

Narrative Writing (Introduction, Body, Conclusion)

A Boat Along the Shore
A Boy by the Window

Reminders:

1. Indention, punctuation and spelling

2. Space every after paragraph

3. Introduction should answer the questions Who, What, Where and When

4. At least 300 words

Persuasive writing (Introduction, Body and Conclusion)

Reminders:

1. Indention, punctuation and spelling

2. 3 reasons with supporting details and an example (3 paragraphs in the Body)

3. Introduction taliks about the topic.

a. in a form of a question

b. an observation

c. experience

d. qoutation

Is reading ﬁction a waste of time? Why or why not? Explain your answer
Carpooling, recycling, and planting trees are all activities that are good for the environment. Agree or Disagree. Explain your answer.

English Home task: Due Monday, Decemeber 7

Recount writing :
Topic: A day in your life if you were living in Ancient Egypt Civilization (you can choose to be a farmer, Pharaoh, scribe, builder, a house wife or The High Priest, Visier )

Things to remember:

1.Introduction - Tells the reader who was involved, what happened and where, when and sometimes

why the events took place

2. Body - Sequence of events - telling what happened - in correct order.

3. Conclusion - to round off the events or it could be a personal comment about the events.

Spelling: Due on Thursday, December 10.

1. religion

2. mythology

3. decipher

4. language

5. barley

6. agriculture

7. monsoon

8. mischief

9. tributary

10. contemporary

11. recline

12. escape

13. behavior

14. nuisance

15. relief

16. meaning

17. because

18. annoy

19. support

20. ancient

· Find the meaning of all the words from a dictionary

· Use them in meaningful sentences

· Write a goofy spelling story using 10 words in the list and

underline as you use the words. Illustrate and colour your story

Note: Make sure that you have covered all the tasks on the list.


HOMEROOM WEEKLY PLANNER
7/12/15 Dear Parents, Greetings! Please find attached weekly update for the coming week Class 4A: Term 2 Week 20 ( Dec 7 - 11, 2015) Reminders: >Tuesday - "Battle of the Brains Year 2" Students wear their olympic t-shirts from home >Wednesday - No Classes(Regional Elections) >Thursday - Year End Party, from 12 - 2 p.m. >Friday - PTC(Parent-Teacher-Conference) Learning Engagements this week: Numeracy: ·Intro to Data Handling ·Completing a table from given data ·Reading and interpreting data ·Solving problems using information presented in the tables ·Reading, and interpreting line and bar graphs and pie chart graphs Literacy: ·Reading comprehensions related to UOI ·Recount Writing- assessment UOI: · Summative Task- Mini exhibition and dance performance for their summative task presentation - about the various systems of Ancient Egyptian Civilization · 3D models · PowerPoint showing brief information about each system	Learning Engagements next week: Numeracy: ·Elapsed Time continued ·Reading and interpreting data ·Solving problems using information presented in the tables ·Reading, and interpreting line and bar graphs and pie chart graphs Semester Math Review Literacy: ·Reading Log ·Recount Writing- assessment Novel - City of Ember UOI: · Triple Venn Diagram on the three civilizations Peer Assessment . Unit reflection Regards, Ms. D

Math Homework , December 1

Complete the table by finding the time.

Start Time End Time Elapsed Time

1) 8:00 A.M. 11:00 P.M. _______________

2) _____________ 8:30 A.M. 19 hours and 30 minutes

3) 3:30 A.M. __________ 15 hours

4) 10:30 P.M. 1:30 A.M. _______________

5) _____________ 4:30 P.M. 8 hours and 30 minutes

6) 6:30 P.M. ___________ 14 hours

7) ____________ 2:30 P.M. 10 hours

8) 9:00 P.M. 10:00 A.M. _______________

9) _____________ 5:30 P.M. 6 hours

10) 6:30 P.M. ___________ 16 hours

December 1 Homework

English Homework (Short story)

Value of Time

Once, a king and a lazy man named Haria were very good friends. One morning, the king said, "Why don't you do work to earn some money?"

Haria said, "No one gives me job. My enemies told everyone that I never do any work in time."
The kind king said, "You can go into my treasury and collect as much wealth as you can, till sunset."
Haria rushed home to tell this to his wife. She said, "Go and get the gold coins and gems now."
"I cannot go now. Give me lunch first."

After lunch, he took a nap for an hour. Then in the late afternoon, he picked some bags and went to the palace. On the way, he felt hot so he sat under a tree to rest. Then, two hours later, he got up to go but saw a man showing some magic tricks. He stopped to watch for an hour again.
When he reached the palace it was already time for sunset. The palace gates had been shut. So Haria had lost a golden chance because he had not learnt the value of time.

Tasks:

1. Make four questions using Why, How, If you were, What if.

2. Sequence the important events in the story through a comic strip.

3. Why is the story titled, "Value of Time”? Discuss and explain.

November 30 Homework
1. English (Buffalo paper)

Using a Venn diagram, compare and contrast "City of Ember" (movie and story)
What scene from the movie you like most? Draw and write a description below it.
Give three kinds of feelings that were shown in the movie. Explain/discuss how and when were these feelings shown.
Is the behavior shown by the mayor in the movie still happening now? Yes/No? Why? Support your answer.

2. Math (Buffalo paper)

Divide the buffalo paper into two and write the 12 -hour clock and the 24 - hour clock

HOMEROOM WEEKLY PLANNER

27/11/15

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 2 Week 19 (Nov. 30- Dec 4, 2015)

Reminders:

· Summative task presentation- Unit 3 (Parents are invited to participate in our celebration of learning)

Date: 3-12-2015

Time: 12.30-2.00pm

Venue: Floor 9 hall

· No Electives on 04^th Dec. Dismissal at 11:20 am

Learning Engagements this week:

Numeracy:

·Intro to Time

·Time duration, elapsed time

·Word problems related to Time

·Word problems on decimals

Literacy:

·Reading comprehensions related to UOI

·Recount Writing

·Spelling test

UOI:

Imaginary excavation of the future and student’s

prediction

· Research work online and reading books- for topics on Ancient Egyptian civilization assigned to each group

· Discussion in class on the prompts

· Summative Task- Mini exhibit about the systems of Ancient Egyptian Civilization

· 3D models

Learning Engagements next week:

Numeracy:

·Intro to Data Handling

·Completing a table from given data

·Reading and interpreting data

·Solving problems using information presented in the tables

·Reading, and interpreting line and bar graphs and pie chart graphs

Literacy:

·Reading comprehensions related to UOI

·Recount Writing- assessment

UOI:

· Summative Task- Mini exhibition and dance performance for their summative task presentation - about the various systems of Ancient Egyptian Civilization

· 3D models

· PowerPoint showing brief information about each system

Regards,

Ms. D

November 24 homework

Math HW Elapsed Time

1 ) 4:40 P.M. to 5:51 P.M. 2 ) 2:20 P.M. to 5:00 P.M. 3 ) 6:00 A.M. to 7:22 A.M.

4 ) 9:20 P.M. to 11:49 P.M. 5 ) 7:00 P.M. to 9:48 P.M. 6 ) 6:20 P.M. to 9:40 P.M.

7 ) 7:00 A.M. to 9:22 A.M. 8 ) 6:40 A.M. to 8:19 A.M. 9 ) 7:20 A.M. to 12:17 P.M.

10 ) 9:20 A.M. to 1:09 P.M. 11 ) 7:00 P.M. to 10:49 P.M. 12 ) 8:40 A.M. to 11:23 A.M.

13 ) 1:20 P.M. to 3:54 P.M. 14 ) 5:40 A.M. to 7:39 A.M. 15 ) 5:00 A.M. to 6:50 A.M

English HW

Government

Ancient Egyptian government was not characterised by a democratic system. Power was concentrated in a single individual- The Pharaoh. He controlled and dominated the country. Pharaoh was considered as the living god having ultimate control over the people and the land. His eldest son was usually his successor.

Egypt had features of theocracy also. Religion was not kept away from the state. Priests and holy men who formed their own social class exercised sufficient influence over the government. They were respected and regarded as an upper class of the society compared with commoners.

The government structure of ancient Egypt involved other officials, including viziers, army commanders, and chief treasurers, minister of public works, and tax collectors, all of whom answered directly to the pharaoh.

The status of a vizier was equivalent to that of a Prime minister. Governors of specific pieces of land were sometimes controlled by the vizier. Court officials and nobles who held high officer helped in the governance.

A strong government and well organised bureaucracy were the necessity of time. The key areas of administration were the Treasury, the Department of Agriculture, the Ministry of Works, the judiciary and the army .The duties of central government varied over time.

The basic duties included Building royal monuments, controlling civil order, conducting population census, managing industries, collecting taxes, Maintaining army, recording rainfall and water levels of river Nile, enforcing law and punishment etc.

Achieves was a prominent feature of administrative system. Everything was recorded, wills, conscription lists, tax lists, letters, and trial transcripts.

The government was divided into the central government and provincial government. Both Upper and Lower Egypts had their own governments and rulers. Upper Egypt was divided into 22 districts and Lower Egypt into 20 districts.

Upper and Lower Egypt were eventually united in 3118 BC. The framework of the earlier Ancient Egyptian government included the districts. The districts were called nomes and the governor, or head, of the provincial administration was called a nomarch.

The police force was called Medjay. The police maintained public order. Though Egypt was one of the most peaceful countries, there existed an army. Military recruitment was not always voluntary.

Taxation existed mostly in forms of labour and goods. Taxes were often a burden to the public. Laws were drafted and implemented. The concept of Maat and customs were very important. Doing 'wrong' invited public disapproval and disgrace.

Though the general way of governing was consistent in Egyptian history, governments were often replaced or overthrown due to reasons like invasions, chaos or excessive influence of religion etc.

Tasks to do:

1. Describe the following:

a.High priests and nobles

b. Officials, scribes andminor priests

c. Craftsmen

d. Servants, labourers and peasants

2. How is the form of government in Ancient Epypt? Explain

3.Using a t-chart, Compare Upper Egypt from Lower Egypt

4.Draw a pyramid showing the structure of government in Ancient Egypt. (Classes of people from the highest to the lowest)

Math HW, November 23, 1015

1 ) _____ Weeks = 1 Year 2 ) _____ Days = 1 Year 3 ) 7 _______ = 1 Week

4 ) ____Seconds = 1 Minute 5 ) 60 Seconds = 1 ____ 6 ) ___ Minutes = 1/2 Hour

7 ) 15 Minutes = ____ Hour 8 ) _____ Days = 1 Year 9 ) 24 Hours = 1 ___

10 ) 60 Seconds = 1 ________ 11 ) 365 Days = 1 _______ 12 ) _____ Minute = 60 Seconds

13 ) 7 Days = ____ Week 14 ) 7 Days = 1 _______ 15 ) 12 Months = 1 _______

16 ) 12 Months = ____ Year 17 ) _____ Minutes = 1/2 Hour 18 ) _____ Days = 1 Week

19 ) 12 _______ = 1 Year 20 ) _____ Minutes = 1/2 Hour

November 23, 2015 English HW

Ancient Egypt Cloze Fill in the blanks with the words in the boxes.
Civilization on the Nile River
transportation			Desert		thousand		pyramids		Nile
Ancient Egyptian civilization, which is famous for its colossal ____________________ began over five ____________________ years ago. It was centered around the ____________________ River and surrounded by the inhospitable Sahara ____________________. The ancient Egyptians depended on the Nile for everything from water to ____________________.
Floods and Irrigation
irrigate		tears			crops		flood		fertile
Though it almost never rains in the Nile River Valley, rains in the far away Ethiopian Highlands cause the Nile River to ____________________ every year. Ancient Egyptians believed that these yearly floods were caused by the ____________________ of the goddess Isis. The floods carried rich soil with them, covering the Nile Delta with ____________________ soil for growing ____________________. Ancient Egyptians created an elaborate system of ditches and canals to _________________ their crops with the flood waters.
Pharaohs
tombs				pharaohs		crown		Great House
The ancient Egyptians were ruled by the ____________________, a title that means ____________________. The pharaohs wore a double ___________________, which represented their rule over Upper and Lower Egypt. When the pharaohs died they were buried in elaborate ___________________.

Egyptian Writing
walls				scribes		picture		papyrus
	Ancient Egyptians developed a system of ____________________ writing called hieroglyphics. Ancient Egyptians recorded their beliefs using hieroglyphics on temple and tomb ____________________. They also wrote on scrolls made from ____________________. People who could write were important government officials called ____________________.

Spelling Contract Week 3-4)

1. granary

2. minuscule

3. clamber

4. artifact

5. archeology

6. gesticulate

7. geography

8. animosity

9. tyrant

10. civilization

11. timeline

12. statue

13. urban

14. enormous

15. decipher

16. chopstick

17. myth

18. season

19. session

20. absence

· Use them in meaningful sentences

· Choose 10 hard words for you then write them a

second time backwards

· Choose 10 words and write them again using fancy

letters. Example: myth urban

Mini Exhibit- Summative Task

Each group works on one system

· Daily Routine (daily life, agriculture, work, food, clothing, etc)

· Religion / Beliefs

Government

· Art and Architecture

· Education and Language(script)

Guidelines:

· How did the system work during the Ancient Egypt Civilization?

· Highlights of the system

· What aspects of Ancient Egypt Civilization have survived till today? (hint: we still use mud bricks for construction)

· Compare and contrast the system with the present day system of your country or in general, of the world

· Every group must begin with the introduction of the civilization and a brief time-line of it

· Include pictures to make your research clear and interesting

· Make a 3D model of an object or structure related with your system. For eg, under Art and Architecture, The Great Pyramids can be made. Under Govt, the statue of The Pharaohs can be made

· Use multiple resources (books + websites) for your research. Include the references:

# If you are using a book, the name of the book and the name of the author

# If you are using a website, mention the website’s url

# Google is not a website, it is a search engine

# Do not depend only on Wikipedia

Some useful websites:

http://www.history.com/topics/ancient-history/ancient-egypt

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

//www.youtube.com/watch?v=rntwqqRSGbA

http://bogglesworldesl.com/ancient_egypt.htm

HOMEROOM WEEKLY PLANNER

20/11/15

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 2 Week 18 (Nov. 23-27, 2015)

Reminders:

· BINUS Olympics on 26^th Nov. From 8:30am-12:00pm

· No Electives on 27^th Nov. Dismissal at 11:20am

Learning Engagements this week:

Numeracy:

·Word problems using decimals

·Percentage

Literacy:

·Reading comprehensions related to UOI

·Recount Writing

·Spelling test

UOI:

· Ancient Egypt Civilization- daily routine, government, education, religion, transportation, art/architecture and agriculture

Learning Engagements next week:

Numeracy:

·Intro to Time

·Time duration, elapsed time

·Word problems related to Time

Literacy:

·Reading comprehensions related to UOI

·Recount Writing

·Spelling test

·Novel: City of Ember chapters 15 - 17

UOI:

· Summative Task Preparation- Mini exhibit about the systems of Ancient Egypt Civilization

· 3D models of Ancient Egypt

Regards,

Ms. D.

November 18 Homework

Convert each decimal into percent:

a) 0.12 = _______ b) 0.04 = ________ c) 0.5 = _________

d) 0.37 = ________ e) 1.25 = _________ f) 0.13 = ________

g) 0.07 = _________ h) 0.8 = _________ i) 1.5 = ________

j) 0 2.3 = ________ k) 0.49 =_________ l) 0.33 = ________

English HomeworK

Read the article and answer the questions:

The Great Pyramid at Giza is one of the world's most amazing landmarks. Rising high above the Sahara Desert in the Giza region of northern Egypt, the Great Pyramid stands some 450 feet into the burning desert sky and occupies an area of 13 acres. The rough climate of the Sahara has actually caused the pyramid to shrink 30 feet from its original height.

The pyramid was such an amazing feat of engineering that it remained the tallest structure in the world for over 3800 years! The entire pyramid was orginally faced with polished limestone to make it shine brilliantly in the sun. Most Egyptologists, scientists who study ancient Egypt, agree that the Great Pyramid was built around 2560 BC, a little more than 4,500 years ago. It took tens of thousands of workers twenty years to build. The pyramid contains over two million stone blocks. Although most of the blocks weigh two or three tons, some weigh up to 80 tons!

The Great Pyramid of Giza was ordered built by the Pharaoh Khufu as a magnificent tomb. His vizier (advisor) Hemon is credited with being the pyramid's architect. Khufu's pyramid is actually part of a complex of pyramids that includes the Pyramid of Khafre, the smaller Pyramid of Menkaure, a variety of smaller pyramids and structures, and the Great Sphinx. The Great Pyramid of Giza is the last remaining of the Seven Wonders of the World.

Questions:

After reading the passage, which "word" would the author use FIRST to describe the pyramids? Why? Support your answer.

? troubling
? confusing
? incredible
? outdated

The purpose of the first paragraph is to....... and what made you say so?

? give statistics and background about the Great Pyramid at Giza
? describe how long it remained the world's tallest structure
? describe the effect the desert climate has had on the Pyramid.
? describe where Giza is located.

What could be a title for the second paragraph? Explain why you chose that title.

? The Great Pyramid at Giza: Standing Tall in the Desert
? The Great Pyramid at Giza: Once the Tallest Structure in the World
? The Great Pyramid at Giza: One of the Greatest Man-made Wonders in the History of the World.
? The Great Pyramid at Giza: The Tomb of the Pharaoh

What is the third paragraph about?

? The Great Pyramid of Giza and its surrounding pyramids
? The Seven Wonders of the World
? The Sphinx
? The life of Hemon

Additional tasks:

1. List down at least 3 important details in each paragraph.

2. Basing from what you have read, how is it connected to the present? Explain.

3. What is your understanding about the phrase, “Seven Wonders of the World”? Discuss.

November 17 Homework

Convert each fraction to percent:

1. 3 = ________ 2. 4 = ________ 3. 2 = _______ 4. 1 = _________ 5. 11

10 50 5 4 25

6. 5 = ______ 7. 7 = ________ 8. 9 = ______ 9. 12 = _________ 10. 3 =

10 50 20 25 50

English: Choose one from the topics below and make a Recount Writing about it.

(Lined A notebook)

Field Trip Weekend Holiday Celebration

Reminders:

1. Verbs should all be in the past tense

2. Use of indentions and punctuation marks

3. Introduction (First paragraph

- contents should answer the questions: who, what where and when

4. Body – should have all the things or events that had happened

5. Conclusion

November 16, 2015, Homework

Copy the contraction in each sentence and beside it, write the complete words. (English Lined A)

1. I will be very ecstatic if she’ll make us breakfast.

2. I bet you that he’ll have over twenty excuses for not showing up on time.

3. Do you know who’s traveling to the cabin with us?

4. There’s many ways to solve a problem.

5. We have to make sure they’ll complete the job on time.

6. Do you know if they’re the proper workers for the task at hand?

7. I feel that you’re well informed about the dust bowl.

8. I believe you’ve found the solution to the problem.

9. Can you tell if they’d fix the television?

10. There shouldn’t be a lot of movement on the bus.

Division of decimals: (Square C)

1. 33.5 ÷ 0.6 2. 12.9 ÷ 0.5 3. 42.1 ÷ 0.3 4. 8.9 ÷ 0.2 5. 41.8 ÷ 0.9

Ancient Egypt - Arts
By Ekaterina Zhdanova-Redman

¹     The arts developed very early in the history of ancient Egypt. Egyptians loved beautiful objects, and the craft items that have survived still amaze people today. There are shining gold rings and pendants, necklaces inlaid with glass and dazzling blue pottery called faience (fah-yahns). Jars made of a smooth white stone called alabaster have been preserved in almost perfect condition, along with chairs and chests made of cedar wood imported from the Near East.

²     The art of ancient Egypt was extremely naturalistic, with charming portrayals of everyday scenes of hunting and fishing, or scribes and craftsmen at work. Egyptians made beautiful baskets and storage pots. Pots were made of river clay and were shaped by hand, or later, on a potter's wheel. Some were polished with a smooth pebble to make their surface shine.

³     Ancient Egyptian jewelers had a fine eye for color and an excellent sense of design. Beautiful pieces of gold and silver jewelry were found in tombs of Egyptian kings. Egyptians almost never used precious stones in their works. Instead, lots of semiprecious stones were exploited: carnelian, amethyst, garnet, red and yellow jasper, lapis lazuli, feldspar, turquoise, and agate--all natural minerals of different colors.

⁴     Egyptians were also masters in working with glass. Some historians even believe that Egyptians actually invented glass and glaze (a clear or colored coating on a ceramic object). In fact, Egypt was the center of glass manufacturing from about 1500 BC to about 300 BC. They made all kinds of beads, vases, jars, and miniature sculptures of glass.

⁵     The Egyptians were great architects. Their greatest and probably the most well-known constructions are the pyramids--huge stone tombs of Egyptian royalty with square bases and triangular walls. The Great Pyramid of Giza, the tomb of the Pharaoh Cheops, built in 3,000 BC, is one of the Seven Wonders of the World. In fact, it is the only one of the Wonders that still exists.

⁶     Egyptians also built towering temples with thick walls that slopped gently toward the top. The most well-known ones are the huge temples at Karnak and Luxor. The temple of Amon-Re at Karnak honored the chief god of Egyptian Empire--Amon-Re. It took several generations of Egyptians to finish the construction. King Ramses II completed the Great Hall of the temple in the 1200's BC. It had wonderfully colored relief paintings on the walls and columns. Ruins of 134 columns (all of them were more then 23 meters tall) attract many visitors today. The Great Hall (also called the Festival Hall) was the largest columned hall ever built by man.

⁷     Ramses II was a great builder, and another remarkable monument built during his reign was the temple of Abu Simbel. Excavated from the living rock, it represents the plan of the usual Egyptian temple: colossal seated statues emerging from the facade, which is the cliff face; a pillared hall followed by a second hall leading to a vestibule; and a shrine with four statues of gods, including one of Ramses, himself.

⁸     Egyptians planned their architecture to last forever. The dry climate of the deserts helped to preserve a lot of Egyptian architecture and art. Many of the beautiful items were placed in tombs, because the people of ancient Egypt believed that the dead persons could use them in the next world. That certainly helped modern scientists to learn a lot about Egyptian culture.

Copyright © 2015 edHelper

Ancient Egypt - Arts

1.	Faience is: Jars made of white stone Miniature sculptures Glass vases Blue pottery

2.	Egyptians almost never used precious stones in their jewelry. True False

3.	The art of ancient Egypt was far from naturalistic; it only showed the life of gods. True False

4.	Craftsmen of ancient Egypt did not know glass. True False

5.	What Egyptian monument was considered to be one of the Seven Wonders of the Ancient World? The Great Pyramid at Giza The temple of Abu Simbel The statue of Ramses II The Great Hall in the temple of Amon-Re

6.	Ancient Egyptians usually built their temples by excavating them from the rocks. True False

7.	The temple of Amon-Re in Karnak became famous because: It was one of the Wonders of the Ancient World It was the largest temple in the world It had a famous statue of Ramses II in it It had the largest columned hall ever built by men

8.	The base of Egyptian pyramids is triangle in shape. True False

HOMEROOM WEEKLY PLANNER

12/11/15

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 2 Week 17 (Nov. 16-20, 2015)

Reminders:

· After school assembly practice on Monday and Tuesday. Dismissal at 3:15pm

· Grade 4 Assembly. Parents are invited for the assembly:

Day and Date: Wednesday, 18^th November

Time: 7:40am

Venue: 8^th Floor Multipurpose Hall

Learning Engagements this week:

Numeracy:

·Multiplication and division using decimals

·Word problems using decimals

Literacy:

·Reading comprehensions related to UOI

·Spelling test

UOI:

· Systems that make a society- daily routines, government, language, education, art and architecture, transportation

· Ancient Egypt

Learning Engagements next week:

Numeracy:

·Word problems using decimals

·Percentage

·Intro to Time

Literacy:

·Reading comprehensions related to UOI

·Recount Writing

·Spelling test

UOI:

· Ancient Egypt Civilization- daily routine, government, education and agriculture

Regards,

Ms. D

November 11,2015, Homework

Ancient Egyptian Mummies

Ancient Egyptians believed that there was a life after death called the 'afterlife.' They also believed that a body had to be preserved after death so that a person could safely reach the afterlife.

And so, they Egyptians made mummies to preserve the dead bodies of kings, queens and nobles. Mummification was a long, expensive process that took about 70 days to complete. Egyptians used the chemical natron to dry out the body and prevent it from rotting away.

First, the organs such as the stomach, intestines, lungs, and liver were removed from the body and preserved with natron. The organs were then put in jars called 'canopic jars' to be placed next to the body. The brain was then pulled out of the head through the nose using a long hook.

Then the body was covered with natron and dried for about 40 days. After that, the inside of the body was stuffed so that it would keep its shape. Then the body was wrapped in bandages. Finally, a religious ceremony was held to help the dead reach the afterlife.

1) Why did Egyptians preserve the bodies of dead people?

(2) Who usually got made into mummies?

(3) How long did it take to make a mummy?

(4) Why did Egyptians use the chemical natron?

(5) What organs does the article mention?

(6) What happened to the organs?

(7) Where were the canopic jars placed?

(8) What happened to the brain?

(9) How long was the body dried?

(10) Why was the body stuffed?

(11) What was the body wrapped in?

Ancient Egyptian Beliefs

Ancient Egyptians believed that there was a life after death called the 'afterlife.' They believed that the afterlife was a 'Field of Reeds' where people would live forever without sickness or death.

But not everybody was able to reach the afterlife. Only people who were good were allowed into the afterlife. And so, to prove they were good, the dead were put on trial.

The God Anubis (who had the head of a jackal) brought the dead person to the Hall of the Dead. There, Anubis weighed the dead person's heart to see if it was heavier than the 'Feather of Truth.' If a person was good then their heart was lighter than the feather.

However, if a person had done many evil things, their heart was heavier. In that case, the demon Ammit (who had the head of a crocodile and body of a hippo and lion) ate the heart and the person could not enter the afterlife.

Finally, if a person had a light heart, they were brought before the gods and had to declare that they had done no evil in life. They had to swear they had killed nobody or committed no evil. Only then could they enter the afterlife.

(1) What did the ancient Egyptians believe the afterlife was?

(2) What was the afterlife like?

(3) Who was allowed to enter the afterlife?

(4) Who weighed the hearts of the dead?

(5) What did Anubis look like?

(6) What did Anubis weigh the heart against?

(7) What did it mean if the heart was lighter than the feather?

(8) What happened to the heart if the heart was heavier than the feather?

(9) What did Ammit look like?

(10) What did the dead person have to swear?

November 9, 2015

English Homework, due tomorrow

Reading Comprehension

Read the passage below and answer the questions that follow.

People of long ago used to live in groups in caves or in jungles. They wandered from place to place hunting animals and looking for food like nuts, roots, wild fruits and berries.

Then later people began to settle along or near rivers. They lived near the rivers because they were sources of water, food, trade and transport. They used the river water for drinking, cooking and washing. Their animals also drank from these rivers.

The rivers were full of fish. Birds also lived and laid their eggs near rivers. Birds got their food from rivers too. As a result, these areas provided a good source of food for the people. The people caught the fish, collected the birds' eggs and trapped the birds as food.

Rivers also made good farmland for these early river settlers. During the yearly flood, rivers carried along with them river mud which was very fertile. This fertile soil was left behind after each flood. Thus river banks or valleys were suitable places for farming. The people started to cultivate their own crops. This means they could settle down in one place and they didn't have to wander in search of food any more.

Besides the fertile soil, rivers were also used as a form of highway. Men began to use rafts and boats as a form of water transport to carry their extra food. They sailed to another part of the river to trade with the other settlers. So they became farmers as well as trades. When they began to travel up and down the rivers, they learned about the customs and beliefs of the other settlers.

As trade and transportation grew, the population also grew. These river settlements grew into cities, and these cities became centers of great civilizations like those found in early Egypt, India and China. These civilizations had powerful governments with many laws and government workers. Then these cities grew into some of the important and powerful countries in the world.

Why did people of long ago settle along rivers?

(A)

Because there were sources of water for drinking, cooking and washing.

(B)

Because there were sources of food like fish, birds' eggs and birds.

(C)

Because there were sources of food, water, trade and transport.

(D)

because there were sources of food like nuts, roots, fruits and berries.

Why were river banks suitable for farming for the early settlers?

(A)

Because yearly floods occurred there.

(B)

Because the soil was fertile.

(C)

Because the rivers carried along with them river mud.

(D)

Because the early settlers could settle down there and cultivate their own crops.

The word cultivate can best be replaced with

(A)

obtain.

(B)

look for

(C)

buy

(D)

grow

How could rivers be used as a form of highway ?

(A)

Boats could sail up and down the rivers when the settlers traded with the others along the river.

(B)

Rivers helped the settlers to become traders.

(C)

Rivers helped the settlers to carry their extra food.

(D)

Rivers helped the settlers to learn about the customs and beliefs of the settlers.

All the statements are true EXCEPT

(A)

As trade and transportation grew, the population of river settlements also grew.

(B)

As the river settlements grew, they became cities and centers of civilization.

(C)

Egypt, India and China were at one time centers of great civilization.

(D)

Egypt, India and China were the only important and powerful countries in the world to have rivers.

The BEST title for this passage would be

(A)

River water.

(B)

River cities.

(C)

Rivers and the beginning of civilization.

(D)

Rivers and the customs and beliefs of the settlers.

WEEKLY PLANNER ( November 9 - 13,2015)

Dear Parents,
Greetings!
This is the weekly update for this week.

Field trip to National Museum (Thursday, November 12)
Bring water bottle and snacks

Learning Engagements this week:
Numeracy
Decimals (Addition, Subtraction, Multiplication and Division) continued
Literacy
Reading Comprehension related to UOI
Recall past tense of Verbs
Writing text type - Recount
City of Ember - chapters 11 - 14
UOI
Introduction to Ancient Civilization
How Civilization started?
Watch video clips of Ancient Civilization
Unlock and explain some vocabulaties related to the unit
( systems, exploration, discoveries and more)

Ancient Egyptian Myths

The Betrayal of Set

In ancient Egyptian mythology, the God

Set was a very powerful god. He can be easily identified on wall paintings by his long snout (nose). He was the god of storms and the desert. He was also a brother of the wise king Osiris.

Set was jealous of his brother Osiris and wanted to become the king of Egypt. So, he plotted to kill Osiris with a trap: Set made a beautiful box and brought it to a feast. Set told everybody at the feast that whoever could fit into the box perfectly could have the box as a gift. However, Set made the box so that it would only perfectly fit his brother Osiris.

Osiris saw the beautiful box and wanted to have it, so he got into the box and it fit him perfectly. He smiled and said, "The box is mine!"

At that moment, Set put the lid on the box and locked it shut. He took the box away and threw it in the river. Osiris, who was trapped in the box, died and Set became the king of Egypt.

The Betrayal of Set

(1) What god is this article mostly about?

(2) What is Set the God of?

(a)

(b)

(3) Who was Set's brother?

(4) Why was Set jealous?

(5) What plan did Set make?

(6) What did Set bring to the feast?

(7) Who did Set say he would give the box to?

(8) Who did the box fit?

(9) What did Set do when Osiris was in the box?

(10) What happened to Set after Osiris was dead?

www.bogglesworldesl.com

Ancient Egyptian Myths

Isis and Osiris: the First Mummy

Two of the most important ancient Egyptian gods were Isis and Osiris. Osiris was a wise king of Egypt and Isis was his wife.

When Osiris's brother Set killed Osiris, cut up his body into 14 pieces and threw the pieces into the Nile River, Isis wept. In some stories, the tears of Isis cause the flooding of the Nile River, which brings the water and soil needed for growing crops.

Isis searched far and wide to retrieve the pieces of her dead husband Osiris. The crocodiles left the pieces alone because they respected Isis. And so, after a long search, Isis was able to find all of the pieces except for one, which was eaten by a fish.

Isis sewed the pieces together and wrapped them in bandages. Then she used a spell to bring him back to life. And so, Osiris became the first mummy and his coming back to life, represents the journey to the afterlife.

Later, Osiris became the god of the dead. He is often depicted with green skin (the color of rebirth) and his lower body wrapped in white bandages (like a mummy).

Isis and Osiris: the First Mummy

(1) What two gods is the article mostly about?

(2) Who was Osiris?

(3) Who was Isis?

(4) What terrible thing happened to Osiris?

(5) What do some stories say the tears of Isis cause?

(6) Why are the floods important to Egyptians?

(7) What animal didn't eat the pieces of Osiris?

(8) Why didn't the crocodiles eat the pieces of Osiris?

(9) Did Isis find all of the pieces?

(10) What happened to one of the pieces?

(11) What did Isis do the pieces?

(12) What did Osiris become?

(13) What does Osiris look like in pictures?

www.bogglesworldesl.com

Ancient Egyptian Myths

The Revenge of Horus

Horus was the ancient Egyptian god of the sky. Sometimes he appears as a falcon and sometimes he appears as a person with the head of a falcon. (A falcon is a fast hunting bird that looks like a hawk.)

Ancient Egyptians said Horus's right eye was the sun and his left eye was the moon. As he flew across the sky, the sun and moon moved overhead. One story about Horus explains why the moon is not as bright as the sun. This story is called the Battle between Horus and Set.

Horus was the son of the gods Osiris and Isis. Before Horus was born, his father Osiris was the king of Egypt. However, another God named Set (who was Horus's uncle) killed Horus's father to become King of Egypt.

After Horus grew up his mother convinced him to battle his uncle to claim the throne of Egypt. There was a long struggle between Set and Horus, which lasted over 80 years. Although Horus eventually won and become King of Egypt, in the battle Set damaged Horus's left eye. The eye healed but it was never as bright again.

The Revenge of Horus

(1) What god is this article mostly about?

(2) What does Horus look like?

(a)

(b)

(3) What is a falcon?

(4) What did the ancient Egyptians say about Horus's eyes?

(5) What does one story about Horus explain?

(6) Who does Horus fight?

(7) Who were Horus's parents?

(8) How did Set become the king of Egypt?

(9) What did Horus's mother convince him to do?

(10) How long did the battle between Horus and Set last?

(11) Who won the battle?

(12) What happened to Horus's eye?

www.bogglesworldesl.com

Grade 4 English Language

Spelling Contract (Where We Are in Place and Time,Week 1-2)

1. mummy

2. preserve

3. amulet

4. deity

5. embalm

6. archaeologist

7. pharaoh

8. mutter

9. obelisk

10. radical

11. believe

12. appear

13. survive

14. error

15. search

16. repeat

17. solution

18. conclusion

19. journal

20. punctual

1.Find the meaning of all the words from a dictionary

· 2. Use them in meaningful sentences

· 3. Make a chart/table and write the words into the correct

Column

Noun

Verb

Adjective

· 4. Write the words that come before and after these words (in your dictionary): mutter, deity, radical, search and journal

Note: Make sure that you have covered all the tasks on the list.

Due on Monday, November 9, 2015

Dear Parents,

This is the last week of our unit, How We Express Ourselves. The kids were asked to do the unit end reflection. I have sent the template in your emails for them to work with regarding this. Once they are done writing or filling in, they will upload it in managebac. You can help them complete the reflection.

The template looks like this: They will check the transdiciplinary skills, profiles and attitudes they used, then answer the questions inside the 2 boxes. The due date is until November 13, 2015
Thank you very much.

End of Unit Reflection

Name: _____________ Date: _____ Class: ____ : __________________________

Appreciation
Confidence
Commitment
Cooperation
Curiosity
Creativity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance

Social Skills
Research Skills
Thinking Skills
Communication Skills
Self-management Skills

Caring
Principled
Balanced
Knowledgeable
Inquirer
Open-minded
Risk-taker
Thinker
Communicator
Reflective

How will you use the learning of this unit in your daily life?

Choose any one transdisciplinary skill/attitude/profile and explain how you demonstrated that in this unit.

HOMEROOM WEEKLY PLANNER

30/10/15

Dear Parents,

Greetings!

Please find attached weekly update for the coming week

Class 4A: Term 2 Week 3 (Nov. 2-6, 2015)

Reminders:

· Parent Information Session (PIS)

Day and Date: Thursday, Nov. 5, 2015

Time: 8:00am-9:00am

Venue: 3^rd Floor Meeting Room, Tower C

· Bring 1-2 artifacts (any object typically an item of cultural or historical interest. Could be a household object or piece of jewelry or pottery that is unique or antique. If you can’t bring the object, bring a picture of an artifact. Be prepared to answer questions about your object.

Learning Engagements this week:

Numeracy:

·Intro to decimals

·Conversion of fractions to decimals and vice-versa

Literacy:

·Reading comprehensions related to UOI

·Figurative Language- Onomatopoeia

·Poetry assessment

UOI:

· Drama – writing of a script based on a social issue and in class presentation of the drama

Learning Engagements next two weeks:

Numeracy:

·Conversion of fractions to decimals and vice-versa continued

·More drills on addition /subtraction of decimal

·Multiplication and division of decimals

Literacy:

·Reading comprehensions related to UOI

·Contractions

·Past Tense

·Spelling contract (will be uploaded on the class blog next week)

UOI:

· Presentation of Drama

· Intro to the new unit – Where We Are in Place and Time

· Placemat organizer

· Watching of ‘The Croods’

Regards,

Ms. D

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