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English

Lesson 1

LI: To use descriptive language to describe a setting.

We are continuing our work focusing on Augustus and his smile.  Today we will be looking at the section where Augustus is searching under water.

Activity

Your task today is to write descriptive sentences for this setting.  You need to include more detail and description – include adjectives, verbs and adverbs so that the reader is able to picture in their own mind what Augustus is experiencing.

Remember to include;

Who, What, Where, When and Why – see my example.

 Deep in the calm, still, turquoise ocean, Augustus, searched for his lost smile. The icy, cold water is filled with shoals of colourful fish that swim past taking no noticing of the huge cat in their watery home. With determination, he searched through bright corals filled with creatures from the deep, he searched on the seabed where the snails and crabs hide and the water whips up the sand.  Near the surface, he swam and leapt with  dolphins but still Augustus couldn’t find his smile.  This made him sorrowful.

 

Lesson 2

LI: To use descriptive language to describe a setting.

Today we are looking at a new setting for Augustus to search. 

First, take a look at the picture of the snowy mountains.

Think about what you can see, hear and feel and make notes – you will need these for you writing.

Activity

Next, write descriptive sentences for this setting.  You need to include more detail and description – include adjectives, verbs and adverbs so that the reader is able to picture in their own mind what Augustus is experiencing.

Remember to include;

Who, What, Where, When and Why – see my example.

Cautiously, Augustus climbed to the tops of the snowy mountain peaks where the mountains met the clouds.  High in the sky, the air was cold against Augustus’s fur and his paws left deep large paw prints in the unmarked, white snow.  With every step, Augustus heard the crunch of the snow beneath his paws and saw the wind whipping up the soft snow.  Frost patterns could be seen on the rocks that hadn't been covered by the blanket of snow but his smile was nowhere to be found.  This made him feel dismayed.

 

Lesson 3

LI: To plan a story

Now that you have had lots of practise at using lots of description in out writing it is time to plan our own version of Augustus and his smile. 

Activity

Using the planning frame in your pack you are going to plan the opening of the story and the first place that Augustus goes to search for his smile.  You do not need to write in sentences but need to include detailed notes as these will help you when writing your own story.

 

Think about using a variety of sentence openers for you story so that your writing isn’t predictable. 

  • As the sun started to rise,
  • As quick as a flash,
  • Cautiously,
  • Slowly,
  • Frantically,

Remember to use adjectives to describe – don’t just use tree – you could use gigantic, towering tree.

Remember to include how Augustus or the things around him move – swaying, tip-toeing, crawling, running (verbs)

 

Lesson 4 – L.I. To plan a story using the boxing up planning model.

 

Introduce LI. Ask: What does it mean to plan? Elicit and scaffold: key ideas, notes, good vocabulary etc.

 

Model planning the sea setting. What vocabulary can be used? What do we need to include? What tense should my verbs be in?

 

 

Activity

Row 1:

Plan the sea setting and the closing section of your story. Write down key vocabulary that you would like to use and plan in note form.

 

 

 

Row 2 and 3:

Plan the sea setting and the mountains setting of your story. Write down key vocabulary that you would like to use and plan in note form.

 

 

Row 4:

Plan the sea setting and your own setting of your story. Write down key vocabulary that you would like to use and plan in note form.

 

   

 

Lesson 5 – L.I. To use expanded noun phrases

 

Ask children the following questions:

What is a noun phrase?

- What is a noun?

- What is an adjective?

- What is a phrase?

 

 

Activity row 1: Find 6 different animals on the internet. Children to use an expanded noun phrase to describe the characters.

 

e.g. The furry, huge bear roamed around in the dark, mysterious forest

 

Activity row 2, 3 and 4: Children re write this passage adding expanded noun phrases before the nouns. Don't forget to include a comma between the adjectives. 

 

On that night, the Titanic hit an iceberg that was floating through the North Atlantic. Ignoring warnings about the icebergs, the captain ordered his crew to carry on sailing which caused the ship to hit the iceberg. At first, the passengers did not realise the situation they were in. But as the water began to fill the decks of the ship, they started to panic. Many passengers placed their life jackets on and headed towards the ship’s deck. They begain to get into the lifeboats….

 

 

 

 

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