Your English work continues to be top noch! Thank you for all your efforts and keep up your hard work as it will really help you when you return to school.
This week we are going to learn how to use Fronted Adverbials. These help to make our writing much more interesting to read and help us to vary the types of sentences we use. Also, to kick off our new topic, this week's writing activities are all based on a beautiful picture book called 'When the Giant Stirred'. We're going to use the beautiful illustratuions in this book to help us write a setting. We will be describing a volcanic island and an erupting volcano. It might be good to complete some of the reading tasks first to give you some good ideas of vocabulary you could use.
Learning Activiy 1:
We’re going to learn about fronted adverbials. Think about what an adverb is – an adverb describes the verb – it tells you how, when or where something happened. When this description is at the start (the front) of the sentence, we call it a fronted adverbial. Watch the clip below and look through the power point to find out more. Then, complete the activity.
Learning Activity 2:
If you can’t find any words of your own, you can use the one that’s been done for you.
Learning Activity 3:
Read the story and imagine what it must have been like to be on the island when the volcano began to erupt. Think about what you might have seen, heard, smelt, felt all around you. Watch the video clips of erupting volcanoes and take a look at some of the pictures on the ppt. Now complete the 'ideas planner' to record some of your brilliant ideas - you will need these to look back on in the next activity.
Learning Activity 4:
Look again at the pictures and video clips (above in task 3) and then write a setting describing the erupting volcano.
A big well done for all the fantastic writing work you have been sending in! We love to see it, so please keep it coming.
This week our English work is going to be based on an Ancient Egyptian myth called 'Osiris and Isis' which is all about the Egyptian Gods. Please read the opening to the story on the power point below and then complete the different tasks. Remember these tasks can be completed any time up to half term, so spread them out and choose when you’d like to do them. You can find the full story in our 'Reading' section.
We would really like you to learn about when we use a or an in our writing. Watch the video and then work your way through the power point to find out more about when we use a and when we use an. When you think you have a good understanding, have a go at the activity. You simply have to decide whether to use a or an in the sentence. The sentences are all based on our story for this week and we’ve included answers to help you check your work.
Today we’re going to focus on using subordinating conjunctions such as ‘when, after, before, while, because’. You have done this before, but start by watching the clip to refresh your memory about how we use these conjunctions.
Now have a go at these really straight forward activities. Choose your level of challenge and use the answers to check you are correct. The instructions are included at the top of the page.
Let’s practice our knowledge on speech again. Watch the clip below and look through the PowerPoint to refresh your memory on the rules of using inverted commas (speech marks).
Now choose your level of challenge and use the answers to check you are correct. The instructions are all included at the top of the page.
Draw a story map to retell the opening of the story. You have done this many times in class and we have included Mrs Cameron’s example as well as an example from one of our Key Worker children below to help you. Try to include speech sentences and sentences with subordinating conjunctions you could use at different points in the story. We've also included the story maps as a PowerPoint so you can see them more clearly.
Re-read the opening to the story again. Now have a go at retelling the opening to the story. Use the success criteria and the word bank to help you. Try to include all of the things you have been practicing this week. We've included a couple of examples from the Key Worker children to help you.
Over the next two weeks, our English will be based on a wonderful book set in Ancient Egypt called 'Egyptian Cinderella'. Click the link below to hear the story being read aloud. Stop when the eagle drops the slipper in the Pharaoh's lap then have a go at our exciting writing activities. When you have completed them, read the rest of the story and enjoy!
In the story, the author uses adventurous vocabulary, especially powerful verbs to help create images in the reader’s mind. Remember a verb is an action or ‘doing’ word. However, you may not often hear some of the verbs used in the story. Once you know the meaning and other words that mean the same, try to write them in a sentence or use them when you’re talking to your parents or brothers and sisters.
The author uses similes to create vivid pictures in the reader’s mind and to make the story more interesting. Have a go at writing some similes of your own. The ppt below explains what you need to do and helps to give you some ideas. We’ve included possible answers too parents. There are 3 levels of challenge – the trickiest is slide 2, slide 3 gets easier and slide 4 makes it easier again. You can choose what level of challenge you’d like to accept or have a go at slide 2 and if you need some help, use slide 3 or 4.
Listen to or read the story again up to where the eagle flies off with Rhodopis’ slipper. Create a ‘role on the wall’ (this is clear on the power point) to describe Rhodopis at the start of the story. We have included the answers to help parents guide your children.
Watch the clip to refresh your memory on the rules of speech.
Next choose your level of challenge.
You must read each sentence carefully and make sure it is punctuated correctly and that you have clearly reported who said it.
We have included the answers to help.
Have a go at retelling the opening of the story of Egyptian Cinderella. Use the success criteria and the word bank to help you. Try to include all of the things you have been practicing this week. The success criteria challenges you to also remember what you learned about compound and complex sentences. Try to include some of these too.
We have also included a WAGOLL (what a good one looks like) if you need some help, guidance, or want to check out what yours is like compared to Mrs Golby’s – we bet you will blow hers out the water! Remember sometimes it helps to read the WAGOLL first and try to spot all of the things from the success criteria to give you an idea of where to start. We can’t wait to read your stories.
Look through the power point 'Understanding Poetry' to help you understand what makes a poem a poem and the features poets include in their poems.
Next, read the poems in the power point 'poem examples'. You will learn about 6 different types of poems and how you can spot them.
See if you can find any of the poetic features from the previous power point.
Look up any words you don't understand in a dictionary.
Think about which poem you like best and say why.
Open the power point to watch wintery clips and look at snowy images. Maybe even go out on your own winter walk.
Then complete the planning sheet (you can choose the easier or trickier one) to write down your ideas to describe winter which you can use to write your own poem.
Have a go at writing your own winter Poem.
You can write it in whatever style you like - acrostic, calligram, free verse etc.
Use the examples of poems from activity 1, your ideas from your planning sheet in activity 2 and the success criteria below to help you. You can choose the easier or trickier one to follow.
We would love to see some examples of your poems when they're finished.
Read your poems out loud to your family. Think carefully about the volume and expression of your voice. Can you add any actions to bring your poem to life.
We would love to see any pictures or videos of you performing your poem.