LI: I can revise adverbials and correctly punctuate them
Ask your child what an adverb is and its purpose before they begin today’s learning.
What we need to know:
- Adverbials can add details to a recount. We use the term ‘adverbial phrase’ to help change a verb or a clause in one or more words. Adverbs can be used as adverbials, but also preposition phrases and subordinate clauses, such as: Ahmed told his family his secret last night. (noun phrase modifying told). He worked until he had finished. (subordinate clause modifying worked). He will arrive home in five minutes. (adverbial /preposition phrase modifying will arrive).
- Adverbials can be placed in different places in a sentence, at the start, in the middle and at the end. Fronted adverbials (at the start of a sentence) are often followed by a comma. Look at resource examples.
- Identify some adverbials on your resource sheet of adverbials in sentences from the book.
- When you have identified examples of adverbials in the sentences, write some sentences of your own about Ahmed or one of the other characters in the book, which contain an adverbial.
- Challenge - position one adverbial at the beginning of a sentence, one at the end of another sentence and one in the middle of a third? What about a sentence with more than one adverbial (remember a singular adverb can act as an adverbial)?
LI: I can write a recount in the first person.
In this lesson, you shall be imagining that you are Ahmed and retelling his story in the first person.
- Empathise with Ahmed by asking yourself these questions: How would he have been feeling when he told his family the secret? What may you have been able to tell your family recently that was important to you? What did your family say? How did they react to your news through actions?
- Time words can be used to recount this in the first person. For example: At first, then, afterwards, next, finally
- Putting yourself in Ahmed’s shoes, write a recount in the first person of what happened when he proudly told his family his secret. You might use some quotations or direct speech and should try to use at least 3 time adverbs/ adverbials/ conjunctions.
- When finished, re-read your writing, edit and redraft it.
LI: I can summarise a text.
Today, you will need to read the short picture book 'Hurricane' by David Wiesner in your learning packs.
- Before you begin reading it: does the book look interesting? Would it make you want to read it?
- Read the first page & then predict what will happen. Read next two pages. Were any predictions about the cat and the lights correct?
- Then read up to where the boys first climb onto the fallen tree. They were imagining the tree as a jungle – what else could the tree become in their imaginations?
- Read on to end. Note this text is written in the third person. The book is set in the USA. However, in recent years in the UK, there have been some large storms. Can you describe what happened to yourself or a friend or a relative or what you saw on the TV? Have you played on any fallen trees?
In this lesson you are to précis a text, i.e. picking out the key words, characters, settings and events, and leaving out descriptive details.
Summarise the events of 'Hurricane' using the past tense. It will be a short recount. What features of recounts will you include?
Write a summary of 'Hurricane' using these features.
LI: I can identify features of recounts.
You will notice from your reading yesterday that 'Hurricane' is another book with excellent illustrations. Read the book again this time focusing on what you can see in the illustrations.
- The illustrations of the real tree and imagined settings blend in a dream-like way. Recounts often contain photos rather than illustrations. The boys show good imaginations, e.g. George said, “It looks like a sleeping giant.” And David said, “It’s like a jungle.”
- Study the story in detail now, can you find many examples of cliff hangers at the end of the pages? What was the purpose of these and why are they effective?
- They make the reader want to turn the page and carry on reading. Similarly in The Day of Ahmed’s Secret the writer kept us waiting until the end of the book to find out what the secret was.
- In your learning packs, you will have a selection of personal and impersonal written recounts about the effects of storms.
- Read and look for features of recounts and tick any you see in each recount on a checklist.
LI: I can create a role-play based on a text.
- Read the last page of Hurricane again. What are the boys hoping will happen at the end?
- They would like the other tree to fall down for them to have a new place to play. Have the boys really thought about the consequences? What are some pros and cons for the tree falling?
- It might fall on a house (theirs or next door’s); it will die and not be such fun after a while; it’s a home to many creatures; they’ll have no shade in the summer; it would be a great place to play; if it fell in their yard no-one would cut it up; their friends would like to play there with them; it might bring down a powerline.
- You are going to map out and write what happens next in Hurricane. Start the morning after the next storm. Will the tree fall or will the boys find a way of enjoying the elm tree that is still standing?
- You don’t need to write anything down, just create some possible ideas for what the next day shall bring.
- Then write down the plan for your favourite idea. This will become your sequel (the continuation of the story).
Awards we have received so far.