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Friday 3rd July 2020

 

Question of the week

LI: To give a personal response making connections to the text

 

Today's Reading Mastery gives you the opportunity to consider what you know and what you have learnt from the text in the week. You should make links to the knowledge you have already and use idea from the text. 


 

Question of the Week

 

Do you think that Theseus was right to go and slay (kill) the Minotaur? 

Explain your answer fully giving reasons using ideas from the text.  Write a paragraph to explain your thinking clearly. 

Thursday 2nd July 2020

 

Thinking caps - To infer information from a text

 

Today you will be using your inference skills to work out what is happening using clues in the text.

 

Our success criteria for today is:

  • Use clues in the text
  • Use evidence from the text to support your answers
  • Read between the lines (look for meaning that is suggested but not stated)
  • Use your prior knowledge and own experience

Read the text carefully.

Read the text carefully. 1
Read the text carefully. 2

Questions 

 

1. Why do you think the 13 children were shivering’  when Theseus got onto the boat?  Explain your reason as fully as you can.

 

I think the 13 children were shivering’  when Theseus got onto the boat because ...

 

2. Compare the characters of Theseus and Aegeus using the words brave/ coward. Give reasons to explain and justify your choice.

 

……………. is a brave character because…………. However ……… is a coward because ……………………...

 

3. Imagine that you are Theseus about to fight the Minotaur. Describe how you feel. Use evidence from the text to explain and  support how you feel with reasons.

 

I feel …………… about going to fight the Minotaur because………….

 

4. Describe King Minos’s character using the text to help you give reasons to explain your view.

 

King Minos is a/an ………………….person, because ……………..

 

Answers

1. I think the 13 children were shivering’  when Theseus got onto the boat because they were terrified about going to Crete and being offered to the Minotaur. They knew that the Minotaur was a vicious beast.

2. Theseus is a brave character because he was willing to put his own life in danger to try and defeat the Minotaur to save the children. However King Aegeus is a coward because he didn’t have the courage to stand up to King Minos, instead he agreed to put 14 children in danger rather than putting his own life in danger.

 

3.I feel terrified/scared because the Minotaur is such a vicious beast that it has to be locked away inside a huge, spiralling maze. I hope that I am successful and that the string works. If it doesn’t, I could be trapped forever.

Or

I feel brave and ready to defeat the Minotaur because I am fast on my feet. I am hopeful that he  ball of string will help me find my way out of the maze once I have tricked the beast and brought it to its death!

(Answers that relate some evidence from the text to the feelings described would be also be correct.)

 

4. King Minos is an unkind and cruel person because the texts tells us that his own daughter Ariadne ‘wanted to escape from her father and his unfair laws. This shows the way he behaves is very unfair to the people around him. He is also a greedy and cunning person because the text says that he enjoyed attacking Athens when they were not expecting it.

Wednesday 1st July 2020

Rapid Retrieval -  To retrieve information from a text

 

Today you will be using your retrieval skills. That means finding the exact information you need in the text and using that for your answer.

 

The steps to success for retrieval are:

  • Skim and scan the text to find the information
  • Find and identify key words
  • Pick out the information from the text to answer the question

Read the text carefully.

Read the text carefully. 1
Read the text carefully. 2

Questions

1. Each year, how many girls were offered to the minotaur? 

     Each year …………. girls were offered to the minotaur.

 

2. What city was King Aegeus king of?

King Aegeus was the king of  ……………

 

3. Who gave Theseus the ball of string?

…………..gave Theseus the ball of string.

 

4. What was the Minotaur locked inside?

The Minotaur was locked inside ……………………..

 

5. Why did Daedalus agree to help Theseus and Ariadne?

Daedalus agreed to help Theseus and Ariadne because….

 

6. Name one way in which Theseus was better than the Minotaur. 

Theseus was better than the Minotaur because …………..

Answers

 

  1. Each year 7 girls were offered to the minotaur.
  2. King Aegeus was the king of  Athens.
  3. Daedalus gave Theseus the ball of string.
  4. The Minotaur was locked inside a complex maze.
  5. Daedalus agreed to help Theseus and Ariadne because he wanted to be a hero.
  6. Theseus was better than the Minotaur because he was much quicker/smarter.

Tuesday 30th June 2020

 

To explain the meaning of words in context

 

Word detectives

 

Today’s lesson is looking at the vocabulary in ‘The Story of Theseus and the Minotaur’.

Remember, steps to success for finding out the meaning of an unfamiliar word are:

Read around the text to work out what the word means.

Use your knowledge of synonyms for that word.

Use a dictionary (online or a book) to find the definition of the word.

 

Read the text first and write down any words you are unfamiliar with.  - Use a dictionary, or ask an adult, to help you to understand the meaning of those words first.

Read the text carefully with an adult first. Re-read the text on your own if you can.

Read the text carefully with an adult first. Re-read the text on your own if you can. 1
Read the text carefully with an adult first. Re-read the text on your own if you can. 2

Questions

 

 1. In the 3rd paragraph which begins ‘Aegeus was shocked…’ the text tells us ‘Aegeus begged Theseus to find another way…’ Can you find a synonym that means the same as ‘begged’?

 

A synonym that means the same as ‘begged’ is .......

 

*Can you use begged in a sentence of your own?

 

2. Look at the paragraph beginning ‘Before Aegeus could even…’ 

   Find and copy one word which means the same as beat.

 

A word that means the same as beat is .......

 

3. 'After a long battle, he emerged victorious.’  Which other word from the choices has a similar meaning to victorious

a. Happy

b.Triumphant

c. Elated

 

.............. has a similar meaning to the word victorious.

 

*Can you use victorious in a sentence of your own?

 

 

 

Now check your answers.  Check your own sentences with an adult.

1. A synonym that means the same as ‘begged’ is pleaded/urged.

2. A word that means the same as beat is defeat.

3. Triumphant has a similar meaning to the word victorious.

Monday 29th June 2020

 

Text talk - To summarise the main points in a text

 

This week we will be looking at a text called ‘The Story of Theseus and the Minotaur’ and answering questions about it.

You will need to use the skills we practised each week in our Reading Mastery lessons.

 

Read the text first and then try the questions. The answers are below but don't check them until you have had a good go at answering each question.

Read the text carefully on your own and read it again with an adult listening.

Read the text carefully on your own and read it again with an adult listening. 1
Read the text carefully on your own and read it again with an adult listening. 2

Before starting your questions;

Can you retell the main points of the story to an adult in your own words?

How do you know that this is a story? Think about the features that make it a story and not an information text.

Did you enjoy the story? Explain why you liked it or why you didn't like it.

Which was your favourite part of the story?  

 

Questions 

 

1.Summarise what is happening in the final paragraph.

 

Theseus immediately made his way to the ship with Ariadne. He had done it! No more children would ever have to meet the Minotaur. Feeling tired but happy, Theseus hoisted the black sails of his ship and headed for home, forgetting all about the promise that he had made to his father.

 

In the final paragraph ..............

 

 

2. Place the following events in the correct order using the numbers 1 - 4:

 

  • Theseus and Ariadne asked Daedalus for help.
  • Theseus defeated the Minotaur.
  • Theseus and the children set sail for Crete.
  • King Aegeus begged Theseus not to go to Crete.

 

Answers

 

  1.  In final paragraph Theseus happily sets sail for home with Ariadne, after killing the Minotaur, but he forgets to change the boat’s sails to white.

 

 

  2. Check the order

  • Theseus and Ariadne asked Daedalus for help.      3
  • Theseus defeated the Minotaur.                           4
  • Theseus and the children set sail for Crete.         2
  • King Aegeus begged Theseus not to go to Crete.   1

 

 

Friday 26th June 2020

 

Today for English you have been set a reading comprehension task with a mix of questions similar to the questions you are asked on different days during Daily Reading Mastery sessions in school. 

 

Your text is linked to our history unit of work all about life in the Iron Age. Remember to use what is in the text of it is a retrieval question. For inference questions you will need to think a little bit harder what you learn from the text and your knowledge already. 

Comprehension text

Comprehension text 1
Comprehension text 2
Picture 1
Picture 2
Once you have completed your comprehension check through your answers using the answers sheet below.
Picture 1

Thursday 25th June 2020

 

Today you will look at prefixes which are important to understand to help you with your spelling of words and understanding of new words.

 

A prefix is something which is added to the beginning of a word to make a new one. Different prefixes have different meanings.  

 

Today you will will explore the prefixes mis- dis- un-

Picture 1

Take a closer look at how prefixes are used and how they/ can change the meaning of words.

Take a closer look at how prefixes are used and how they/ can change the meaning of words. 1
Take a closer look at how prefixes are used and how they/ can change the meaning of words. 2
Take a closer look at how prefixes are used and how they/ can change the meaning of words. 3

Match the prefix with the root word to make a new word

Match the prefix with the root word to make a new word 1

Extra tasks for application work.

Extra tasks for application work. 1

Write 5 sentences, each time select a different word to use. Make sure you understand the meaning of the words you use so that your sentence makes sense.

Write 5 sentences, each time select a different word to use. Make sure you understand the meaning of the words you use so that your sentence makes sense.  1

Wednesday 24th June 2020

 

Earlier this week I asked you to think about what you have been reading while we have been working away from school at home. Today you will find out about the ideas authors have when planning their books and you will create a book review for a book of your choice that we can display in our library when we return to school. Please keep your finished work safe! It would be great if you could tweet your book review n our school Twitter feed. Tag us in @KensingPrimary

Learn

People who write books are called authors.
Watch this clip to learn about what authors do.

https://www.bbc.co.uk/bitesize/articles/zfjxdp3

An author chooses everything about a book:

where it is set
what happens
who the characters are
what those characters are like

This is called authorial intent.

 

Authors also think hard about what they want their readers to feel when they are reading their books.
When someone reads a book and really likes it, they often read other books by the same author. This is because they enjoy how that author writes and how that author makes them feel.
For example: Lots of people enjoy reading Roald Dahl’s books because they know they’re usually funny, have interesting characters and will be written in a way that makes them feel happy.
Picture 1
Picture 1

Task 2

Now think about a book you’ve enjoyed reading or listening to. You're going to review that book and the author - just like Aimee did in the video.
 
Fill in the book review activity sheet or make one of your own explaining what you like about that book and the way the author writes.

Book review template to help you create your own. Use the heading and subheadings to help you organise you ideas.

Book review template to help you create your own. Use the heading and subheadings to help you organise you ideas. 1

Authorial intent and book review home learning tasks as PDF documents - click the link to access

Tuesday 23rd June 2020

 

We would like you to continue to send your teacher a message on your reading plus account if you haven't already, to tell us about something you have read while you’ve been at home that you have enjoyed. We will reply back to you this week! 

 

Today for English you are going to look at some basic skills activities linked to spelling the very important homophones they're, there and their.

Homophones are words that sound the same but are spelled differently and have different meanings.
Their, they're and there are homophones that often confuse people.

What's the difference between 'their', 'there' and 'they're'? - English In A Minute

What's the difference between 'their', 'there' and 'they're'? Watch Georgina's explanation and then fill the gaps of this sentence using 'their', 'there' and...

Examples of using the homophone

Examples of using the homophone 1

Tasks to complete

Tasks to complete  1
Tasks to complete  2

Monday 22nd June 2020

 

Today we would like you to send your teacher a message on your reading plus account to tell us about something you have read while you’ve been at home that you have enjoyed. We will reply back to you this week! 

 

Today for English you are going to look at some basic skills activities linked to using paragraphs to link similar ideas together. There are a range of different activities for you to complete on paper. By the end of the activities you should understand how to group ideas together and how to use paragraphs in your own writing. 

Picture 1
Picture 2
Picture 3

Friday 19th June 2020

LI: To invent a diary log. 

 

Today you will be inventing (writing) your own Diary log. You will be using everything that you have learned this week to help you along the way. 

 

You’re now ready to write your own jungle log. Have a look at the poster below. This will explain the success criteria that we will be looking for you to include in your jungle log.

 Remember to re-read Jed’s Jungle log to jog your memory of what yours should be like!

 

 

 

Task

 

Use your plan to draft your log on a separate piece of paper. 

 

Remember to: 

- add detail to your sentences by using and or but; 

- add explanation to your sentences using because; 

- use fronted adverbials like After that or because, to start some 

  sentences; 

- check your capital letters at the start of sentences, full stops at the end and commas after a fronted adverbial or the phrase introduced by the fronted adverbial. 

 

★Don't forget to read your work and check it flows and makes sense. 

Thursday 18th June 2020

LI: To use subordinating and coordinating conjunctions.

 

Today you will be developing your knowledge and use of subordinating and coordinating conjunction to add more detail to your sentences. 

 

You can add detail to your sentences by using the simple coordinating conjunctions and or but. For example: 

 

1. I trudged through the dense forest and collected samples of the plant life. 

2. I tried to catch a fish but they were too fast for me.

 

Notice how I also included adverbs and adjectives to further describe my Jungle exploration.

 

Task 1-

 

Create sentences about your jungle and add detail using and or but. 

 

Use your plan from yesterday to write your own detailed sentences that you can use in your jungle log tomorrow!

______________________________________________________________________________________________________________________________________________________________________________

 

The log uses sentence signposts to tell the reader when something happened in the journey. The ones used in the log are known technically as ‘fronted adverbials’ – adverbs (or phrases beginning with adverbs) that are placed at the front of sentences to show us WHEN.

 

These include: First, Next, After that, Then, Afterwards, After a while, Finally, When ... , 

 

 

Task 2-

 

It’s now time to redraft your sentences, using fronted adverbials to show WHEN things happened. 

 

Have a look at the examples below; 

1.Next, I trekked to a clearing and found a beautiful plunge pool.

2.Finally, I headed back to camp but struggled to find my way. 

 

Now its your turn!

___________________________________________________________________________________________________________________________________________________________________________________________________

 

Now it’s time to add in a little more detail. This time you will be using because- this will help you explain your sentences further. Try practising some sentences that will help you explain what you were doing, using because to enable you to explain. 

 

Task 3-

 

Take sentences from your ideas above but try adding because to explain why you did something. Start your sentence with a fronted adverbial again. Remember, you can spin your sentence round and start with because, as well. For example: 

 

1. First, I set out early because the jungle was far away.

2. Because the jungle was far away, the first thing I did was set out early. 

3. After that, I packed my camera because I wanted to photograph the 

flowers.

 

Now it’s your turn!

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

 

REMEMBER TO KEEP YOUR SENTENCES SAFE AS YOU WILL BE USING THEM TOMORROW.

Wednesday 17th June 2020

LI: To develop and imitate a jungle discovery diary log.

 

Today you will be developing your own jungle discovery in preparation for you to write your own jungle diary. 

 

Task 1-

 

The first task you are going to complete is to watch the video below, this will take you on a journey through a jungle- while you are watching take note of the things you see, hear and feel. You could also imagine the things you would smell and touch. 

 

Watch the first 15 minutes!

Our Planet | Jungles | FULL EPISODE | Netflix

Task 2-

Now its your turn! Imagine you have gone through a wardrobe  and you are in a new jungle. If you had a telescope, an instrument that makes far away objects look closer; 

what would you see through it?

What would the new jungle be like?

What weird and wonderful things would be in this new place? 

 

In the circle below, draw what you would see through your telescope. 

 

 

Task 3-

Now that you have created your own Jungle, it’s time for you to plan your own jungle log. 

 

Now let’s imagine you have explored your new jungle and you are going to write your explorer’s log. Follow the same pattern as Jed’s and use this planner to jot down the ideas for yours.

 

Remember these are just jottings, you do not need to write down everything you will be including!

 

 

 

Tuesday 16th June 2020

LI: To understand and use varied vocabulary 

 

Today you will be using our shared text to understand, find and use the varied vocabulary that is in our shared text. 

 

Task 1-

The first task you will need to do is re-read or re-listen to our shared text. When you are doing this make sure to underline any words that you do not understand. You will be able to find out the meaning of these words later on. (scroll down for the story and link!) 

 

Here is a list of words that we found tricky- we used our Reading Mastery skills to find out what the meaning of the words were. 

 

 

Remember to find the meaning of words you must…

1. Read around the text to understand the meaning of the word

2. Use a dictionary

3. Use synonyms to work out the meaning of an unfamiliar word

 

 

Task 2- Below you will see a grid with 4 separate words. Your task is to find the meaning of the words by following the above steps. If you don’t have a dictionary at home, you can use the internet- follow the link for an online dictionary. 

 

https://kids.wordsmyth.net/we/

 

Find what the word means and then draw a picture of the meaning. 

 

 

Task 3- Which synonym is correct? Below you will see a table with several words and synonyms for them. 

 

First you will need to find the meaning of the words and then decide which synonym matches with the correct word. 

 

Remember; Synonyms are words with the same or similar meanings.

 

Can you find any other synonyms for the words? Write them down! 

 

 

Task 4- Now it’s time for you to have a go at using the words you have discovered in today’s learning. Underline the correct meaning of the words in bold then have a go at using them in a fantastic, descriptive sentence. We bet you can write better ones that we did!

 

Does mesmerising mean ‘something that is boring’ or ‘something that is really exciting’? 

 

Is turquoise close to the colour blue or close to the colour red? 

 

Does trek mean ‘to run quickly’ or ‘to go on a difficult journey’? 

 

Does discovery mean ‘something you do all the time’ or ‘finding something for the first time’? 

 

For example; The sky looked turquoise this morning. 

____________________________________________

____________________________________________

____________________________________________

Monday 15th June 2020

LI: To use comprehension skills to answer questions based on a diary entry. 

 

This week we will be focusing on an explorer's diary entry, we will be doing lots of different activities based on his diary entry, so get ready!

 

Our explorer is called Jedediah or Jed for short. He had this to say when we spoke to him earlier; 

 

‘Would you believe me if I told you that I have a wardrobe that takes me to magical places? I have been a jungle explorer for many years. I have explored the Cloud Jungle in Peru, the wild jungles of Borneo and even the Ancient Waipoua Forest in New Zealand. However, six years ago, I bought a beautiful wardrobe at a market and when I got it home, I discovered that it was not just beautiful, but magical too! Every week, on a Sunday evening, if I step into the wardrobe, I’m transported to a magical jungle that is out of this world. Come and discover these new lands with me!’ 

 

 

Exploring jungles is very exciting. Every time Jed goes through his wardrobe, he discovers a new one, he writes in his ‘Jungle Log’. It is a bit like a diary, and it is where he writes down what has happened on his visits. 

 

Here is his entry from his visit to the Atlanti Jungle in Oreno, an amazing place where the sky is yellow and the soil pink. 

 

TASK 1-

The first thing you will need to do is read the jungle log below. However if you prefer, you can follow the link below and listen to the jungle log instead. 

 

https://soundcloud.com/talkforwriting/jungle/s-4Ye8khPyx1x

 

Jungle Log: 18th April, 2020

 

Today has been an amazing day of discovery! I woke early and got ready for my trek into the Atlanti Jungle. I was excited and couldn’t wait to see what lay ahead of me. I packed my rucksack and put on my sturdy walking boots. I made sure my camera was working because I wanted to record as much of the day as possible. I left the camp at 6am. 

 

First, I trudged through the dense forest and collected samples of the plant life. My favourite was a thorny bush. It had tiny, yellow flowers growing on it, which smelt like ice cream! Next, I studied some of the mesmerising insects that were crawling up the rough bark of every tree. One insect looked like a caterpillar but had 2 sets of wings and tiny hands on the ends of its 20 legs. Excitedly, I photographed as many creatures as I could because I wanted to show my explorer friends what I had discovered. 

 

After a short tea break, I measured the circumference of the tallest trees to work out how old they were. One measured 10 metres around and was so tall that I couldn’t see the top of it. It reminded me of the beanstalk in a famous children’s story. Next, I trekked to a clearing and found a beautiful plunge pool. The water was turquoise and tiny neon fish were splashing on the surface. I tried to catch one, but they were too fast for me. Then it was time for a rest. I lounged on pink grass, soaking up the purple sun beams and listened to the strange jungle noises around me. 

 

Finally, I headed back to camp because the sun began to set. It sets quickly in Oreno and I was worried I might get lost. When I got to my tent, I unpacked my rucksack and stored my plant samples safely. I’m really looking forward to where my wardrobe will take me next week! 

 

Task 2- It is now time for your second and final task today.

 

You will see below a task sheet with several different types of comprehensions question, you will need to use your Reading Mastery skills in order to answer these questions- remember to use our text as much as possible!

 

Friday 12th June 2020

 

Today you should continue with your story. If you wrote it yesterday, you should use today to go over it and edit it. This means you change things to make your writing better.

 

Read yesterday's lesson again to remind yourself of what you need to do and what you should be including. 

 

Don't forget to share your work with us! https://twitter.com/kensingprimary 

 

If you have finished that, or you want an extra challenge, you could complete this task:

 

This picture could be part of your final published piece.

 

 

Thursday 11th June 2020

 

Today you are going to start writing your story. Story writing involves planning, drafting (that's your first go at writing it), editing (making changes) and then publishing the final version. You may want to split this lesson up over two days.

Thursday:

  1. Go over your plan and make any changes you would like to make.
  2. Write the first draft of your story.

 

Friday:

  1. Read over your draft and make any changes. These changes will include improving vocabulary, spotting and changing any small mistakes, and making your sentences flow better.
  2. Publish your story. This could be writing it up neatly, making a small picture book, or typing it up on a laptop, computer or tablet.

 

Remember to use:

  • Your mind map to remind you of what is happening
  • Onomatopoeic words
  • Expanded noun phrases
  • Similes and metaphors
  • And, as always, correct punctuation

 

 

Here is a story starter to get you going. You can use this as the beginning of your story, you could take the ideas from it to begin your own story, or you could do something completely different altogether.

 

 

 

 

Share your stories with us on Twitter @KensingPrimary https://twitter.com/kensingprimary

Wednesday 10th June 2020

 

Today we are going to be writing some super sentences to go into our story. You will already have some with onomatopoeia from yesterday, and you should have a good idea of your story from the work you did on Monday.

 

 

Task 1: The sentences below are not very exciting. Your first task today is to improve them.

(Remember, dice is the plural; it means more than one. 'Die' is the singular; it means just one. You have one die, two dice, three dice etc).

 

One way to improve them is to use adjectives to describe the nouns in the sentence. This is called an expanded noun phrase and you can find out more about it here: https://www.bbc.co.uk/bitesize/articles/zhfgcqt

 

If you remember the work we did on 2A sentences then you will already be good at writing expanded noun phrases.

 

The second sentence in the list already has 2 adjectives (big and black) to describe the dots. However, we know that we need to use more adventurous vocabulary if we want our writing to be interesting. 

 

The word mat below has some good ideas for more adventurous adjectives.

 

 

Task 2: Now write some of your own descriptive sentences to include in your story. They could be about the giants, the game they're playing, or the place it is happening in.

 

Include expanded noun phrases in your descriptions.

 

Another great way to improve your sentences is to use similes and metaphors to compare the giant / die / beach / waves to something else.

This page will remind you how similes and metaphors work: https://www.bbc.co.uk/bitesize/articles/zmmpscw

 

simile compares one thing to another using like or as.

eg. The giant roared like a dragon.

     The beach was as golden as the sun.

 

A metaphor describes one thing as if it really is another thing.

eg. The die was huge boulder that had thumped into the sand.

(The die isn't really a huge boulder but in the sentence it is described as though it is.)

 

or

 

The water was glass, slicing into the sand.

(Again the water isn't really glass but it is used to help the reader imagine what it looked like.)

 

This word mat will give you some ideas to describe the beach and the sea, but you also need to describe the giants and the die.

 

Keep your descriptive sentences safe, ready to use in your story tomorrow.

 

 

Tuesday 9th June 2020

 

Today we will be looking at different language devices we can use to make our writing more interesting. Poetry using lots of different techniques but we can use these in our story writing as well. We will specifically be looking at onomatopoeia.

 

This video explains it a bit more:

https://www.bbc.co.uk/bitesize/topics/z4mmn39/articles/z8t3g82 

 

 

Onomatopoeia words sound like the thing they are describing! For example, the word hiss sounds like you are hissing when you say it.

 

 

This video shows how onomatopoeia works in poetry, but the same is true for our story writing:

https://www.bbc.co.uk/teach/class-clips-video/english-ks1-ks2-poetry-playing-with-words/zmxf8xs

 

Now think again to the picture we were looking at yesterday.

 

Task:

Keep these sentences somewhere safe because we can use them when we come to write our story!

 

Here are some other onomatopoeic words you could use:

Monday 8th June 2020

 

This week we will be focusing on one unusual picture and creating our own story about the picture. The picture has come from https://www.pobble365.com/ which features a new picture and tasks every day. Check it out if you want to try something different.

 

The picture we are focusing on this week is this:

 

Answer these questions to get you thinking about what is happening here:

 

Put your ideas down in a spider diagram like the one below. I have included some questions to prompt you but you can include any information that you think is useful. You can draw your own giant or use the one on the blank spider diagram.

 

 

 

The more detailed your answers are today, the easier you will find the rest of the tasks this week, as you will have a good idea of your story already in your mind.

 

 

Friday 5th June 2020

 

Today you are going to publish your shape poem by turning your lines of poetry into the shape of your chosen creature. 

It is also an opportunity for you to read over your draft poems from yesterday and make any changes to improve you vocabulary choices, similes, and use of alliteration for example.

Remember the features you should have included in you poem if possible.

Remember the features you should have included in you poem if possible. 1

Templates you could print if you have a printer or use them to help you sketch an outline. Be creative!

Templates you could print if you have a printer or use them to help you sketch an outline. Be creative!  1
Templates you could print if you have a printer or use them to help you sketch an outline. Be creative!  2

Thursday 4th June 2020

 

Today you are going to draft your own poem that will become a shape poem about an animal/creature. 

 

Remember when you make a draft it is based on your first ideas and word choices. You can cross through words as you write to improve your word choices.

The success criteria will help you to include key features to make your poem interesting.

The success criteria will help you to include key features to make your poem interesting. 1
The success criteria will help you to include key features to make your poem interesting. 2
You have a few choices of activities to complete today. You only need to draft/plan one poem about an elephant or a butterfly.

Vocabulary support

Vocabulary support 1
Vocabulary support 2

Task - Complete you poem draft using this template to help you.

Task - Complete you poem draft using this template to help you.              1

Here are a few ideas to get you thinking about your own poem.

For example, 

 

How now beautiful butterfly,

What’s with your fragile, fluttery wings?

And your tiny, black beady eyes?

....

Or you could use the ideas below to help you write a poem of your own using the ideas below. You can still use the template to help you gather your lines of poetry.

Or you could use the ideas below to help you write a poem of your own using the ideas below. You can still use the template to help you gather your lines of poetry. 1
Or you could use the ideas below to help you write a poem of your own using the ideas below. You can still use the template to help you gather your lines of poetry. 2
Or you could use the ideas below to help you write a poem of your own using the ideas below. You can still use the template to help you gather your lines of poetry. 3

Wednesday 3rd June 2020

 

Today you are going to take a closer look at the poem titled Brown Owl. You are going to re-read this poem, consider vocabulary in the poem and look at some of the features it includes. 

 

Before you you read the poem Brown Owl, can you show someone in your house a scowl?

Talk to an adult about the differences between the layout of the poem. Which do you prefer? Why is it your favourite? What is different?

Talk to an adult about the differences between the layout of the poem. Which do you prefer? Why is it your favourite? What is different? 1
Talk to an adult about the differences between the layout of the poem. Which do you prefer? Why is it your favourite? What is different? 2

Task 1 Think and answer the questions below. 

 

What does the verb ruffle mean when it says a ruffle of wings? 

 

Why are the the owls eyes like gold rings?

 

Why do you think the poet asks the owl are your neighbours loud?

Picture 1
Picture 2

Learning support to help you find features in the poem Brown Owl.

Learning support to help you find features in the poem Brown Owl. 1
Learning support to help you find features in the poem Brown Owl. 2
Learning support to help you find features in the poem Brown Owl. 3
Learning support to help you find features in the poem Brown Owl. 4
Task 2 - Can you find any of the features in the success criteria for the poem Brown Owl?
Picture 1

Other choice of task - You could complete a table like this to show what you have found out about the features in the poem. The empty spaces you could include e.g. similes in the poem, calligrams?

Other choice of task - You could complete a table like this to show what you have found out about the features in the poem. The empty spaces you could include e.g. similes in the poem, calligrams? 1

Tuesday 2nd June 2020

 

LI: To create calligrams

 

Today you will learn what a calligram is and how to create some calligrams of your own.

Interesting facts about calligrams

Interesting facts about calligrams 1

Calligrams look very different to how we would normally write. The letters of the word are written to make an image in our heads that represents the meaning of the word.

 

The dictionary definition of a calligram says ‘a word or piece of text in which the design and layout of the letters creates a visual image related to the meaning of the words themselves.’

 

Take a look at some of the calligrams below. Also type calligrams into Google to explore some other ideas for calligrams. 

Examples of calligrams

Examples of calligrams 1

Success criteria

Success criteria 1
Remember to share the calligrams you create on our school twitter page @KensingPrimary. We would love to see your creative ideas. I wonder who will create the best calligrams...

Task - Create your own calligrams. BE CREATIVE!

Task - Create your own calligrams. BE CREATIVE!  1

Monday 1st June 2020

 

This week your English tasks focus on poetry and poetic devices you can use to make writing poems fun, creative and totally unique. 

 

Poetry Warm up!

Poetry Warm up! 1

Focus for the week: Shape poetry

Focus for the week: Shape poetry 1
Focus for the week: Shape poetry 2
Focus for the week: Shape poetry 3
Focus for the week: Shape poetry 4
Focus for the week: Shape poetry 5
Focus for the week: Shape poetry 6
Focus for the week: Shape poetry 7

Friday 22nd May 2020 – To write a story from a different perspective

 

Today we will be retelling Catch It from the perspective of the meerkats. This means we are writing as if we are one of the meerkats. It is in the first person. You will use the pronouns I, me, we, our etc. For example I really wanted to get the fruit back.

 

Choose your vocabulary and sentence types carefully to make your story as exciting as possible.

 

It does not need to be really long. You need to cover the main events and make sure it is interesting to read.

 

 

 

Here are some other ideas you could complete based on the film:

 

 

You could do some of these over the half term holiday.

 

 

Thursday 21st May 2020 – To write direct speech

 

Watch the video again and think about what the animals might say to each other at different points, particularly what the meerkats might say to the vulture.

 

https://www.youtube.com/watch?v=c88QE6yGhfM

 

 

 

Now use these ideas to write the conversation as direct speech. This is when we show what a character has said using inverted commas “   ” and then we say who said it. It is how we would see a conversation written in a story book.

 

For example:

 

We need to run! exclaimed the meerkat.

 

  • What is being said
  • punctuation
  • inverted commas
  • who said it
  • final pucntuation

 

Use this page to recap direct speech if you need to https://www.bbc.co.uk/bitesize/articles/z7s6t39

 

Catch It - ESMA 2015

Discover more ESMA animation movies by subscribing: bit.ly/ESMAmovies Découvrez encore plus de films d'animation de l'ESMA en vous abonnant: bit.ly/ESMAmovie...

Wednesday 20th May 2020 – To write a verb poem

 

A verb is a word used to describe an action, state or appearance. It is sometimes called a doing word as it is often something that we do.

 

Every sentence needs a verb.

 

A verb is the word we change to show if we are speaking in the past or present tense.

 

You can use this page to remind you of what a verb is:  https://www.bbc.co.uk/bitesize/articles/zfc2mfr

 

Watch the Catch It film again to help you with today’s activity: 

https://www.youtube.com/watch?v=c88QE6yGhfM

 

 

Don’t forget to share your poems with us on Twitter www.twitter.com/kensingprimary          @KensingPrimary

 

Catch It - ESMA 2015

Discover more ESMA animation movies by subscribing: bit.ly/ESMAmovies Découvrez encore plus de films d'animation de l'ESMA en vous abonnant: bit.ly/ESMAmovie...

Tuesday 19th May 2020 – To understand what a collective noun is

 

We are going to have a focus on grammar in this lesson, using Catch It as our inspiration.

 

We are looking at collective nouns. Remember, a noun is a person, place, thing or idea.

 

 

There is a quick reminder of what nouns are here https://www.bbc.co.uk/bitesize/articles/zjrdwty

 

Today we are learning about collective nouns.

 

 

There are lots here http://www.rinkworks.com/words/collective.shtml

 

 

 

Monday 18th May 2020 – To respond to a story

 

This week we will be basing our lessons on a short film called Catch It.

 

Today you will be answering questions about the film. You will need to stop the video at different points so be ready to pause it when you need to! You can record your answers on paper or you can say them aloud to an adult.

 

Watch the film and remember to pause it at the right moments

https://www.youtube.com/watch?v=c88QE6yGhfM

 

Catch It - ESMA 2015

Discover more ESMA animation movies by subscribing: bit.ly/ESMAmovies Découvrez encore plus de films d'animation de l'ESMA en vous abonnant: bit.ly/ESMAmovie...

 

 

 

 

Friday 15th May 2020

 

Today you will focus on thinking about the characters feelings at different points in the story. We have looked at inferring what characters are feeling from language used in texts. You will remember the feelings work we have completed already. 

 

You will look at writing ‘show not tell sentences’ to express characters feelings. 

 

This type of sentence shows how the character is feeling without saying the feeling. 

E.g. If the character is upset the storyteller might say... Sophie’s eyes filled with tears and she stared down At the ground. 

Read the examples of show not tell sentences you could include in your story.

Read the examples of show not tell sentences you could include in your story. 1
Read the examples of show not tell sentences you could include in your story. 2

Can you sort the show not tell sentences to match the correct emotion?

Can you sort the show not tell sentences to match the correct emotion? 1

Main task to end the week - To write your own adventure story based on the storyboard pictures you have.

 

Think about all of the work you have completed this week based around the storyboard and make it as exciting as possible.

Success criteria: 

  • beginning, middle, ending
  • Make it exciting
  • adjectives/ 2A sentences
  • fronted adverbials especially for time
  • show not tell sentences
  • speech between characters
  • Punctuation , . ! ? “    ”

 

We can’t wait to read your stories. Tweet them on Twitter and tag us @KensingPrimary

Support vocabulary from this week

Support vocabulary from this week 1
Support vocabulary from this week 2
Support vocabulary from this week 3
Support vocabulary from this week 4

Thursday 14th May 2020

 

Today you are going to look at how to use adverbs to improve your story telling. 

 

Click the the link to watch a video and learn more about different types of adverbs.

https://m.youtube.com/watch?v=pRTCQTHZsVc 

 

 

Read about adverbs and complete the starter task

Read about adverbs and complete the starter task 1
Read about adverbs and complete the starter task 2
Read about adverbs and complete the starter task 3

Task 2 - To write 4 sentences that include adverbs. 

Remember a good way to start a sentence is by using an adverb opener (fronted adverbial) If you begin with the adverb it must have a comma after it. 

E.g. Slowly, Sophie and her brother plodded down the empty street. 

Use the picture storyboard to help you write your sentences. You can do more than 4 sentences if you want to.  

Storyboard and adverbs support sheet

Storyboard and adverbs support sheet 1
Storyboard and adverbs support sheet 2

Finally retell your your story trying to use the following things we have looked at this week. Include: 

  • adjectives, 2A sentences
  • fronted adverbials for time (time openers) 
  • adverbs ( fronted adverbials to show how)

Wednesday 13th May 2020

 

Today you will recap fronted adverbial for time as they are very important when writing and telling stories. Fronted adverbial for time help your story ideas to flow and they tell the readers/your audience when exactly each event is happening. The more descriptive they are, the more they enhance your story.

Read the fronted adverbial for time poster to remind yourself about them

Read the fronted adverbial for time poster to remind yourself about them 1

Task 1 - Look at the storyboard images/pictures and on your paper write 4 sentences that begin with different fronted adverbial for time. 

 

 

Picture 1

Task 2 -  Now tell your story out loud a few times making it better each time by adding adjectives (expanded noun phrases and 2A sentences) from yesterday and the fronted adverbial/time openers from today. 

 

E.g. After arguing and smashing mum’s favourite photo frameSophie and Ben walked down the quiet, deserted street. A while later, they came to a derelict, rubbish filled junkyard.

Tuesday 12th May 2020

Today you are going to focus on using exciting adjectives to up level sentences about some of the pictures in the story.

 

You task is to write sentences using expanded noun phrases. 1 adjective to describe the noun.

E.g. The little girl tiptoed through the forest.

 

Improve further :

The little girl tiptoed through the empty forest.

 

Extend to use two adjectives separated by a comma , to describe the noun. (2A)

 

The terrified, little girl tiptoed through the forest.

 

Improve further :

The terrified, little girl tiptoed through the dark, gloomy forest.

Useful adjectives

Useful adjectives 1

Tasks to complete on paper

Tasks to complete on paper 1
Tasks to complete on paper 2
Tasks to complete on paper 3
Tasks to complete on paper 4
Tasks to complete on paper 5

Final Task - Now enjoy telling your story to somebody in your house including your expanded noun phrases and descriptive 2A sentences from the writing tasks today. 

Picture 1

Monday 11th May 2020

 

This week you will be looking at a storyboard of images from a story. You may recognise some of the images or even the story that they have been taken from.

 

Your focus is to think about adventure and mystery.

Adventure - A story in which the characters go somewhere exciting and dangerous. 

Mystery - A story that contains a puzzling event that is not solved until the end of the story.

By the end of the week you will write your own story based on today’s storyboard of images.

Picture 1

Look at the storyboard of pictures and start thinking about ideas for your own story based on the pictures you see.

Look at the storyboard of pictures and start thinking about ideas for your own story based on the pictures you see.  1
Picture 1
Picture 2
Picture 3
Picture 4

Thursday 7th May 2020 – To infer information from a text

 

Today you will be using your inference skills to work out what is happening using clues in the text. Our success criteria for today is:

  • Use clues in the text
  • Use evidence from the text to support your answers
  • Read between the lines (look for meaning that is suggested but not stated)
  • Use your prior knowledge and own experience

 

 

 

1. Why does Doctor Magnetor talk through gritted teeth at the beginning of the text?

 

Doctor Magnetor talks through gritted teeth because …

I know this because the text says …

 

 

2. How do the two characters settle their argument at the end? Do you think this is a good way to end the argument?

 

The two characters settle the argument by …

I know this because the text says …

 

I think this is / is not a good way to end the argument because …

 

 

 

 

Answers

 

1. Doctor Magnetor talks through gritted teeth because he is holding on to the ledge tightly and he is putting a lot of energy into keeping hold of it.

I know this because the text says One of his hands was tightly gripping the overhanging rock above his head.

 

 

2. The two men settle the argument by playing rock, paper, scissors. I know this because the text says they raised their fists and mutter rock, paper,scissors and then opened their fists. This is how you play the game.

 

I think this is a good way to end the argument because it is fair and both people have an equal chance. If they have both agreed that this is what they will do, then the winner or loser cannot really argue with the results.

 

or

 

I think this is not a good way to end the argument as it does not make up for everything that has happened between them in the past three years. A game cannot solve all of the problems they have had and they will probably end up still arguing once the game is over.

 

As long as you can give an opinion and support it with good reasoning and evidence then your answer will be right.

 

Wednesday 6th May 2020 – To retrieve information from a text

 

Today you will be using your retrieval skills. That means finding the exact information you need in the text and using that for your answer. The steps to success for retrieval are:

  • Skim and scan the text to find the information
  • Find and identify key words
  • Pick out the information from the text to answer the question

 

 

1. What did Doctor Magnetor grab hold of?

 

Doctor Magnetor grabbed hold of …

 

2. Where is this story set?

 

This story is set …

 

3. How long had Professor Magnetor been evading Professor Amazing for?

 

Professor Magnetor had been evading Professor Amazing for …

 

4. What is Professor Amazing’s catchphrase?

 

Professor Amazing’s catchphrase is …

 

 

 

 

Answers

 

1. Doctor Magnetor grabbed hold of an angry bat.

 

2. The story is set in a vaulted cave.

 

3. Professor Magnetor had been evading Professor Amazing for three years.

 

4. Professor Amazing’s catchphrase is ‘You’ve been caught by Professor Amazing’.

 

 

Tuesday 5th May 2020 – To explain the meaning of words

 

Today’s lesson is looking at the vocabulary in The Decider. Remember, steps to success for finding out the meaning of an unfamiliar word are:

  • Read around the text to work out what the word means.
  • Use your knowledge of synonyms for that word.
  • Use a dictionary (online or a book) to find the definition of the word.

 

Read the text first and write down any words you are unfamiliar with. Use a dictionary, or ask an adult, to help you to understand the meaning of those words.

 

 

1. What does shadows engulfed him tell us about Doctor Magnetor at this point?

 

This tells us that …

 

2. Find and copy a word that tells us Doctor Magnetor had been hiding from or avoiding Professor Amazing.

 

A word that tells us that Doctor Magnetor had been hiding from Professor Amazing is …

 

3. Replace the word firmly with a synonym (a word with a similar meaning which won’t change the meaning of the sentence).

 

A synonym for firmly is …

 

4. What does the word cautiously tell us about how they felt when they approached each other?

 

a) They were both ready to fight.

b) They couldn’t see what was ahead of them.

c) They didn’t trust each other.

 

 

 

 

 

 

Answers

 

1. This tells us that the shadows covered him completely.

 

2. A word that tells us that Doctor Magnetor had been hiding from Professor Amazing is evading.

 

3. A synonym for firmly is securely/solidly/forcefully etc.

 

4. c) The word cautiously tells us that they didn’t trust each other.

Monday 4th May 2020 – To summarise the main points in a text

 

This week we will be looking at a story called The Decider and answering questions about it. You will need to use the skills we practised each week in our Reading Mastery/Active Reading lessons.

 

Read the text first and then try the questions. The answers are below but don't check them until you have had a good go at answering the question.

 

 

1. Summarise what is happening in this paragraph:

 

A purple ash sprang out of the darkness and darted towards the professor. He’d been expecting it though and swivelled out of the way. There was a heavy thud. Professor Amazing shook his head sadly as he watched Doctor Magnetor dust himself off and rub his head where he’d crashed into the wall.

 

In this paragraph …

 

 

2. Place the following events in the correct order using the numbers 1 - 4:

 

  • Doctor Magnetor asks for a sonic blaster.
  • Doctor Magnetor and Professor Amazing play rock, paper, scissors.
  • Doctor Magnetor and Professor Amazing shake hands.
  • Doctor Magnetor insults Professor Amazing’s catchphrase.

 

 

Answers

 

 

 

1. In this paragraph, Doctor Magnetor tries to attack Professor Amazing but he misses.

or

In this paragraph, the doctor hurts himself by bumping into a wall.

 

2. 

  • Doctor Magnetor asks for a sonic blaster.     3
  • Doctor Magnetor and Professor Amazing play rock, paper, scissors.     4
  • Doctor Magnetor and Professor Amazing shake hands.       1
  • Doctor Magnetor insults Professor Amazing’s catchphrase. 2

Friday 1st May 

 

Today your task is to think about writing a short poem of your own about the changes you can make in the world to make it a better place.

Title: Ways to change the World

 

You can take ideas from the changes poem from yesterday.

You can also look at some of the ideas below. 

 

Remember when you write a poem a new idea goes on a new line.

Each stanza can have 4 lines. 

Try and write 3 stanzas. 

Here is the start of a poem we have created. 

 

Ways to change the world

Get ready, set, go,

Make the changes to improve our World,

Be the person to make the change,

Start now,

 

Share an act of kindness with your brothers or sisters,

Recycle what you can when you can, 

 

Read this poem for ideas.

Read this poem for ideas. 1

Other ideas to help you...

Other ideas to help you... 1
Other ideas to help you... 2
Other ideas to help you... 3

Thursday 30th April 

Today you are going to read some poetry linked to this week’s important theme of making a change like Captain Tom did. Did you know? Today is Captain Tom’s 100th birthday. What a truly inspirational man he is! 

 

Task- Read the the poems I have uploaded below and talk about them with someone in your house.

Discuss: Which is your favourite poem?

Why is it your favourite poem?

Did anything surprise you?

Did any of the stanzas/ lines of poetry leave you feeling puzzled?

What was the message in the poem?

Poems to read and share. Read out loud and read with your family.

Poems to read and share. Read out loud and read with your family. 1
Poems to read and share. Read out loud and read with your family. 2
Poems to read and share. Read out loud and read with your family. 3
Poems to read and share. Read out loud and read with your family. 4

Now complete the comprehension questions below on your paper.

Now complete the comprehension questions below on your paper.  1

Wednesday 29th April

 

Today have some fun with reading about some very strange and wonderful ways you can create your own world record. 

Use the links to read about ways you could create a new world record. 

 

 

Task - Create your own poster for a World Record. You can be as creative and imaginative as you like. You can create a poster with a picture of the achievement you completed and information about it including;

  • the title of your achievement
  • subheadings
  • Explain what the achievement was (what you did)
  • Where did it take place?
  • How long did it take? was it timed?
  • Who was involved? (was it just you or all of your family)
  • Explain what was good about your achievement
  • Explain how you felt when you realised you had got a World record!

 

Remember to tweet any work you complete on our school Twitter and tag us @KensingPrimary

Tuesday 28th April 

Good morning all, today’s task is to reread the newspaper article from yesterday and write down the key facts including:

what the record of achievement was - include all details

who completed it?

when was it completed?

how long did it take to complete?

how the children felt when it was completed - use your inference skills

Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making record

Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making  record 1
Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making  record 2
Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making  record 3
Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making  record 4
Task - Look at the examples from the Guinness book of World record pages then produce a poster to show the achievement for the sandwich making  record 5

Monday 27th April 

This week your English tasks are a mix or reading and short writing tasks linked to making a positive change to our world. 

 

Today's reading task is a newspaper article. Read the article carefully with an adult or older brother/sister if this is possible. 

Remember:

  • use a dictionary or Google to find the meaning of any unfamiliar words to help you understand what they mean.
  • Think - Why has this article been written?What does this article tell me?
Picture 1
Picture 2

Task: Complete the comprehension questions below.

If you cannot open the Word document here are the questions.

 

  1. Who made the sandwiches?
  2. How many sandwiches were made in the event?
  3. Who were the sandwiches given to once they had been counted and checked?
  4. Who does the Alpha project help?

 

5. What is the reason why the school made a video of their sandwich event?

  • because people in the Alpha Project wanted to see it
  • because it was one of the rules that Guinness gave the school
  • because they always make one when they have big events
  • because Chaim Heller told them they had to do it

 

6. What is the main idea in the article?

  • the rules students need to follow to make a good sandwich
  • the rules schools need to follow to beat a world record
  • what the "Guinness Book of World Records" is in charge of
  • how students broke a record while helping their community

 

7. What is the main idea in the section titled "Their Eyes Were On A Record"?

  • what the sandwich event was like
  • what the old sandwich record was
  • who tracks all of the world records
  • who the sandwiches were made for

 

Answers – check your work.

  1. The students made the sandwiches.
  2. 868 sandwiches were made.
  3. Once the sandwiches had been checked and counted they were given to a charity group called the Alpha project.
  4. The Alpha project helps people who are homeless.
  5. The school made a video of their sandwich event because it was one of the rules that Guinness gave the school.
  6. The main idea in the article is how students broke a record while helping their community.
  7. The main idea in the section titled "Their Eyes Were On A Record" was what the sandwich event was like.

Friday 24th April 2020 – To write a story

 

If you need to watch the story again, do so here:

 

https://www.youtube.com/watch?v=6HfBbSUORvo

https://vimeo.com/21910518

 

Today we want you to retell the story, starting from the point where the lamp smashes and the ship begins to approach the shore (from the middle of the story to the end – this is the most dramatic part!). Use your comic strip from yesterday to help you.

 

Here are some things you could include to make your story interesting and your writing better:

 

 

 

Alternatively, or in addition to, you could use the story to complete some of these activities. Make sure you keep your work to show us when we return to school, and if you can tweet it to us @KensingPrimary!

 

 

Thursday 23rd April 2020 – To recall the main events in a story

 

Watch the video again (you should know it pretty well by now!)

 

https://www.youtube.com/watch?v=6HfBbSUORvo

https://vimeo.com/21910518

 

Create your own comic strip showing the main events of the story. You only have 6 boxes to use so think carefully about the events you are going to include and how you will represent them. Include some speech bubbles to show what is being said and thought bubbles to show what the characters are thinking and how they are feeling.

 

 

Wednesday 22nd April 2020 – To identify nouns, adjectives and verbs

 

Watch the video again:

 

https://www.youtube.com/watch?v=6HfBbSUORvo

https://vimeo.com/21910518

 

Now read the following poem. This is a diamante poem (the poem makes the shape of a diamond).

 

 

These poems follow this structure:

 

 

Use the video and your own ideas to create your own diamante poem about the lighthouse and the sea.

 

Here is some vocabulary to help you. The words have been colour coded.

Green = noun

Red = adjective

Purple = verb

 

 

Use this to help you to structure your poem. Again it has been colour coded to help you.

 

 

Tuesday 21st April 2020 – To answer comprehension questions

 

Watch the video of the Lighthouse again:

 

https://www.youtube.com/watch?v=6HfBbSUORvo

https://vimeo.com/21910518

 

Now read this extract which is based on the video. Use the text to answer the following questions. Say your answers out loud to someone in your house, or write them down. Make sure you answer in full sentences.

 

 

The answers can be found below but don't look at them until you've had a good go at the questions.

 

 

 

 

 

 

 

Question 6 is looking for you to give a good reason for your answer. Eg. I think the villagers cheered because they were celebrating a birthday. I think this because it says they were dancing and applauding, which tells me they were having some kind of celebration.

 

 

Monday 20th April 2020 – To write descriptive sentences

 

Your work this week will be based around a video called The Lighthouse.

 

A lighthouse is a tall building that has a light near the top. Lighthouses are built on the coast of an ocean or lake. The lighthouse protects ships from crashing into shore by sending the light out towards the sea. The light usually turns in a circle so that ships see a flashing light.

 

 

Watch the video by following these links:

 

https://www.youtube.com/watch?v=6HfBbSUORvo

https://vimeo.com/21910518

 

As you watch, see if you can spot any of the objects listed below. You may need to watch the video again to catch any that you missed first time.

 

 

These objects are all nouns as they name something. Now choose 3 of the nouns and write a sentence about each one. Try to use 2 adjectives (words that describe a noun) in each sentence. Make sure each sentence has the correct punctuation.

 

For example,

 

The villagers gathered on the steep, crumbling steps leading up to the lighthouse.

Friday 3rd April 2020

We know that lots of you always ask to write your own story so today your task is to transform yourself into an author!

 

TasK 1 Re-read chapter 1 and 2 of Mr Majeika following the link below. 

 

Picture 1

Task 2 - Write your own chapter 1 on your paper. See the task below. 

Think about including: 

  • key characters - introduce us to them spin the beginning
  • set the scene/ setting in the beginning 
  • what exciting way will your new character arrive? What is special about them?
  • use fronted adverbial for time and manner
  • use interesting adjectives (2A sentences)
  • Include contracted words with apostrophes used correctly

 

Upload your story to our school Twitter page so the teachers and other children can read them if you can! @KensingPrimary

Thursday 2nd April 2020

 

Today you will continue your work using apostrophes for contracted words. 

Look back at your work and video clip from yesterday if you need a reminder.

 

Task 1: To write 3 sentences of your own that include different contracted words.

Write these on your paper and underline the contracted words to check you have used one every time. 

Can you write sentences that start with contracted words and sentences that have them in the middle of the sentence? Play around with your sentence structure and try to make them as exciting as possible. 

 

Task 2: Diary entry writing. Read the task below. 

Try apply your knowledge of apostrophes by including contracted words in your diary entry. 

Remember a diary must include: 

  • Dear diary,  opener
  • write about the events that have happened
  • Write how how felt - use emotive language/show not tell sentences
  • close your diary entry with your thoughts now as you write

 

 

Diary writing task

Diary writing task 1

Wednesday 1st April 

 

Today’s task links to the story extract from Mr Majeika that you have been reading this week. 

 

Task 1 Read through chapter 1 and chapter 2 extracts and write down 10 contracted words you see in the text. 

contraction is a shortened form of two words written as one word in which an apostrophe takes the place of the missing letter or letters. E.g. She will - She’ll , Do not - don’t 

 

Task 2 Follow the link to play a game to test your understanding of contracted words with apostrophes. 

BBC Bitesize games and support https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zcyv4qt

Help to understand contractions - https://study.com/academy/lesson/contractions-lesson-for-kids.html 

 

 

Task 3 Activities to try on paper - contracted words#

Task 3 Activities to try on paper - contracted words# 1
Task 3 Activities to try on paper - contracted words# 2

Tuesday 31st March 2020

 

Task1 - Read over the extract from Mr Majieka again to remind yourself of the story. 

Task 2 - On your paper complete the comprehension questions about the extract. 

Task 3 - Have a go at completing the GPS tasks.

 

Picture 1
Picture 2
Picture 3

Week 2 

Monday 30th March

This week your work for English is linked to the story extracts taken from the book Mr Majieka! Before you complete today’s tasks you need to read chapter 1. When you have read chapter 1 complete your tasks on paper. 

 

There are 3 shorter tasks to complete today.

Task 1 Before you read the extract think about or write your thoughts about ...

Task 1 Before you read the extract think about or write your thoughts about ... 1

Task 2 

In the extract the author uses some interesting word choices. Look at some of the words below and discuss with an adult or use google to find the meaning of them. When you understand what they mean use each word in a sentence of your own. They can be linked to the extract or be a sentence of your choice. You may choose your own words or use the words below. 

Write the word then the sentence. 

 

E.g. muttered - The boy muttered the answer under his breathe, because he was unsure if it was correct.

Find: quarrel - 

       nuisance - 

       uproar -

      briskly - 

Task 3

Talk about or write down your answers to these questions. 

What was your favourite part of the extract? My favourite part was when... 

What were you intrigued by? I was intrigued when.... 

Did anything confuse you? I felt confused when...

Make a prediction about what you think will happen in chapter 2. I predict that....

Picture 1

Friday 27th March 2020

 

It's time to finish your story. Remember to read what you have already written, and finish your story with a fantastic ending.

 

If you have already finished your story, re-read and edit it with an adult or older brother/sister in your house. If you need to change some of your spellings, you can use the google dictionary or a dictionary if you have one!

 

Then, 

 

Use some of your spare time today to go on Reading plus and Spelling Shed. 

Thursday 26th March 2020

 

It's time for you to write your own short story based on the picture. 

 

- Remember to include all of the things that you have been working on this week. 

- Don't forget to include correct punctuation, paragraphs and direct speech ("I feel as tall as a tower!" exclaimed the boy.)

 

Here is an example of how you could start your story;

 

It was the greatest match the world had ever seen! The boy's colossal legs waded through the deep, blue stretch of water, sending shockwaves through the city engulfed by shadow. With a loud grunt the enormous child lunged towards the bright, sparkling sun, ready to take the shot........

 

We cant wait to read them!

Wednesday 25th March 2020

 

Today you are going to plan your own story! Use the ideas you gathered yesterday to create your own story about the boy in the picture. Remember your story will need a beginning, a build up (where the action begins), a problem, a resolution (how your problem is solved) and an ending. 

 

Use the example plan below, you could copy it out onto a sheet of paper or set it out how you wish. 

Picture 1

Tuesday 24th March 2020

 

Using the picture below, answer the following questions: 

 

1. Where is the boy?

2. Where has he been?

3. Where is he going next?

4. What other characters might he meet?

5. What might they get up to together?

 

Record your ideas in a table like this:

Good Morning Year 3! Here is your first English activity, remember you know much more than you think! 

 

Keep smiling! 

Monday 23rd March 2020

 

Look at the picture below. Write down as many adjectives that you can think of to describe the picture below.

 

 

 

 

 

Picture 1
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