LI: To be able to consider and evaluate other viewpoints
Start by explaining that the book we are looking at this week is about a refugee and tells how he fares in the place where he arrived. We do not know where he came from or why he left his country.
- Discuss the meaning of the term ‘refugee’. Find out what your child understands about the plight of refugees, what they have heard on the news, heard from elsewhere.
- Point out that many families have to flee from countries torn by war.
- Show the link shown below to give your child an experience of seeing what and who refugees can be.
- Read through the information cards written by refugees. What does your child learn about them?
- Get your child to create their own information card, similar to those that they read on the activity sheet.
LI: To be able to investigate character’s motives
The focus of this lesson falls on a book called ‘The Island’ and shall test your child’s comprehension skills.
- Introduce ‘The Island’ by Armin Greder. Explain that this book is also about life as an outsider, but that the outcome is rather less positive. Read this, focussing carefully on the illustrations as you go. This book will inevitably evoke much discussion.
- Ask prompting questions to your child: How we do not know why the man took to his raft. Why are we not told his name? What does the illustration on the page where the author shows life as ‘it always had been’ shows about the people and their culture? Why are the islanders so scared of this man? What effect does your child think the incident had on the island as a whole?
- After completing and discussing book, your child shall complete a comprehension sheet checking their understanding of it.
LI: To be able to write a newspaper report provoking emotion
- Show your child the image from ‘The Island’ where an elderly couple are reading a newspaper with a look of terror on their faces. What do you think the article in the paper is saying? Why does the headline read ‘Foreigner Spreads Fear in Town’? How does this affect an already suspicious and fearful population?
- Get your child to look at the resource with a selection of headlines from recent years that discuss immigrants. Discuss these with your child, identifying what fear the headlines would cause, and discussing what might be a newspaper’s motives in writing these headlines.
- Taking the headline ’Foreigner Spreads Fear in Town’, write a list of what the details of the report might include and its aims.
- Your child may now take the role of one of the Islanders. They are to write a newspaper report from that person’s perspective about the arrival of the stranger on the raft. They can use the prompt writing points to help them on the newspaper template sheet.
link ideas across paragraphs by using adverbials
In this lesson, your child shall be using adverbs and adverbial phrases to make their ideas flow more smoothly from sentence to sentence.
- Ask your child if they can recall what an adverb is (a word that adds description to the verb). Use the link below to recap what an adverb is and move on to the term ‘adverbial phrases’ using the same site:
- Explain that we use adverbs to make a piece of writing flow better (more cohesively) and also to add extra detail, creating interest.
- Give your child the two sentences below that can be improved and made more cohesive. Ask them to identify where they can include adverbs:
- Sentence 1: The boy dashed through the snow.
- Sentence 2: The raft rocked in the waves.
- Use both resources to help your child build their knowledge and use of adverbs and adverbials. The first is a five-minute exercise to remind your child what adverbials are and how they may be placed within the sentence.
- The second is to illustrate how removing adverbials make a text dry and dull to read. Your child will need to then re-write the passage using adverbs and adverbials, focusing especially on creating flow between paragraphs. This shall be completed over the next two days.
- Use the list of adverbs below to guide your child:
- In today’s lesson introduce your child to the phrase ellipsis. Your child might have been introduced to this phrase in Year 5.
- Explain to your child that ellipsis involves three dots indicating that words have been removed, an interruption or act as a means of building tension.
- Share an example “Wait, what’s that over…” but his words were lost by a large crash.
- Ask your child why ellipsis has been used in the example (for interruption and to build tension).
- Share the extract with your child. There are lots of unnecessary words that they can remove. Get them to rewrite the extract using ellipsis to remove some of these unnecessary vocabulary.
- Secondly, your child shall then finish yesterday’s piece of work, ensuring they use adverbials to link paragraphs and adverbs or adverbials to add colour to their writing within paragraphs. They can re-write this in neat if their editing becomes difficult to follow.
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