Week 2 (30th March - 3rd April)

English Work For Week 2 (30th March – 3rd April)

English Aims For This Week:

• Use co-ordinating and subordinating conjunctions with increasing confidence (e.g. as, while, despite, even though). DEPTH: Varying the position of the subordinate clause in a sentence and using compound/complex sentences
• Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet
• Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

Please note, if you scroll down the page, you will find links to the worksheets (highlighted in yellow below) which will save you signing in to websites and downloading them.

Day 1:

LI: to use a variety of co-ordinating conjunctions (FANBOYS)

BBC bitesize – watch the video explaining their purpose and try out the quiz https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z9wvqhv

Look at Day 1 Helpsheet to remind you how to use the more tricky conjunctions (for, yet, nor).

Play the game to help understand the purpose of the FANBOYS http://flash.topmarks.co.uk/4047

Open Day 1 Worksheet and choose your level of work (look at the stars at the bottom) https://www.twinkl.co.uk/resource/au-t2-e-3149-coordinating-conjunctions-fanboys-differentiated-activity-sheets?

Day 2:

LI: to use a variety of subordinating conjunctions ensuring accurate use of commas

What is the difference between a coordinating and a subordinating conjunction? https://www.chompchomp.com/terms/coordinatingconjunction.htm (note, we DON’T use a comma before a co-ordinating conjunction or before ‘and’ in a list, like it says in this document – everything else is fine though).

Take a look at Day 2 Helpsheet if you want more guidance about how to use subordinating conjunctions and when to use commas.

Open Day 2 worksheet and pick your challenge.

Choose the right conjunction to show: time, cause or condition:

• Time: after, before, as soon as, while, when, as, until
• Cause: because, since, as,
• Condition: if, provided that, as long as, unless

Day 3:

LI: understand the key features of a limerick through creating my own

Read through the selection of limericks. https://www.rd.com/funny-stuff/limericks-for-kids/ What do they have in common: themes, structure, patterns?

Look at Day 3 PowerPoint which outlines the structure and form of this type of poetry.

Write your own limerick: based on one of the following:

• Challenge 1/2: base it on someone in your family – it could even be your pet
• Challenge 3: make it space-themed (planets, solar system, Moon, Sun, Space Race etc.) – see ch3 examples on last few slides of PowerPoint.

Extension: it was customary at the time for limericks to accompany an absurd illustration of the same subject (have a look on Google for some examples type in ‘limerick illustration Edward Lear’). When finished, come up with an illustration for your limerick.

Day 4:

LI: understand the key features of a riddle through creating my own

Open Day 4 PowerPoint – see if you can solve the riddles.

What is the difference between a riddle and a limerick?

Have a look at: https://www.poetry4kids.com/news/writing-riddles/

Try solving the riddles on Day 4 Worksheet and check your answers on the second page.

Use Day 4 Planning Sheet to help you write your own riddle:

Writing a riddle is the reverse of solving a puzzle – you have to start with the answer. Pick an object or animal and think of the clues that will lead someone to guess it. Imagine you are that thing and describe yourself.

Helpful sentence stems: I look like…, I sound like…, You find me…, I have…, I am…, I feel…

Things to remember:

• Don’t give away the answer by using the exact word in your riddle
• Don’t use more than 5 or 6 lines because a riddle should be easy to remember
• It doesn’t have to rhyme but it can if you like
• Finish with the line ‘What am I?’

Try it out on someone in your family? Do you need to slightly edit anything to make it better?

Day 5:

LI: (1) to apply growing knowledge of root words, prefixes and suffixes (morphology and etymology)

(2) checking that the book makes sense to me, discussing my understanding and exploring the meaning of words in context

Guided reading task.

Challenge 1: open Day 5 Ch1 Worksheet

Read each sentence and use the context clues to determine the meaning of the highlighted word.

Challenge 2/3: open Day 5 Ch2&3 Worksheet

Read through the extract from ‘Stormbreaker’, by Anthony Horrowitz, and then answer the questions linked to the meaning of different words in the text.

**Additional Writing Activity**

Check out the ‘Picture of the Day’ on this website http://www.pobble365.com/ and then choose an accompanying writing challenge!