Forestdale Primary School

Believe - Aspire - Excel


Please stay safe during lockdown.....


Lesson 1

LI: I can use commas to clarify meaning in a recount

Last week, we finished reading 'Hurricane' and discussed the fact that the book was left on a cliffhanger. Would the tree fall or not and what might happen?

  • Building on your role-plays last week, you are to write your sequel to the Hurricane. 
  • Consider what may have happened overnight and what the boys shall wake up to in the morning, 
  • What adventure may the children have (we know they have wonderful imaginations). 

As you are writing your recount, it should be: 

  • In chronological order
  • Uses time adverbials
  • Uses a range of sentence types 
  • Uses speech (direct and reported)
  • Uses commas to clarify meaning. Is the sentence multi-clause or single-clause. If it uses a subordinate clause (ISAWAWABUB) at the start then a comma is needed to separate it from the main clause. 

Lesson 2

LI: I can finish, edit and redraft a sequel to a recount

Today, you shall continue writing your recount, finish it and then edit and improve it.

  • Continue your recount and end it at a suitable point. Could you also include a cliffhanger like at the end of Hurricane?
  • When complete, proof-read it. Check for any spelling mistakes, if there are words you are uncertain of, underline them and then check them at the end.
  • Look back through your work and check you have written in accordance with the success criteria. 
  • After you have completed the edits to your writing, re-write it in neat including the new and improved edits. 

Lesson 3

LI: I can discuss and create chapter summaries

Before you begin today's lesson, read the blurb to the class novel this half term ('Warhorse' by Michael Morpurgo). Following this, read the author's note which was from the front of the novel. This sounds like a personal recount based on his note, however Michael Morpurgo had chatted to many local villagers in order to piece together his story. Two of whom had worked with horses in WW1 and a third person remember seeing the army acquire horses from their village. 

  • Read chapter 1 of 'Warhorse.'
  • Who is telling the story?
  • What other characters are introduced in the chapter?
  • What is the setting and how is it described?
  • How old are Joey and Albert at the start of the story?

Create a chapter summary of the opening chapter of Warhorse. To do so, identify the most important details or events from the chapter and summarise them in a series of short sentences.

Lesson 4

LI: I can recognise different types of sentences.

Within 'Warhorse', Michael Morpurgo uses a range of different sentence types. Today you shall look at some different examples, identify what type of sentence they are and then practice writing your own using 'Warhorse' as your inspiration. 

  • Within Warhorse, there are many different ways of writing a sentence. Michael Morpurgo does this to create a flowing prose but also to vary the effect of his sentence for a purpose. 
  • We can modify clauses within a sentence by moving them around. For example:

Wherever you are, I’ll find you Joey.

I’ll find you Joey wherever you are.

  • Note that when we moved the subordinate clause to the start of the sentence we have used a comma to separate the clauses..
  • Multi-clause sentences are good for building detail, developing character detail and slowing the pace of the story to build tension.
  • Single-clause sentences are used for impact and to speed up the action in a story.
  • Read through your copies of chapter 6.  Look for examples of single-clause and multi-clause sentences. Highlight them in a different colour.  Collect as many examples of conjunctions as you can. 
  • Why has Morpurgo used single-clause sentences at specific parts of the chapter and at other times used multi-clause sentences?

Lesson 5

LI: I can revise the use of commas in a sentence.

In this lesson you shall be studying the use of commas in a sentence, identifying why they are being used and then creating your own sentences applying commas accurately. 

  • The purpose of commas is for a variety of reasons within a sentence; some separate phrases; some separate clauses; some indicate parenthesis and some separate items in a list. 
  • Further uses of commas is to separate fronted adverbials from the main clause at the start of a sentence. 
  • Their use to a reader is to clarify meaning of the sentence and to indicate when to pause and to use the correct tone of voice when reading. 
  • Study some sentences from 'Warhorse' that contain commas. What is their purpose in the sentence? Refer back to the purposes at the start of this lesson.


Awards we have received so far.

  • Primary Science
  • Healthy Schools
  • Health for Life
  • Artsmark Award
  • EEF
  • Big Lottery Fund
  • Music Mark