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South Brent Primary School

South Brent Primary School

English

Ongoing Activity:

Reading - Please try to read at least once a day. 

 

Spelling Shed - Practice the words you have been set on Spelling Shed.  These will be updated each week. 

 

 

 

Friday 24th April

Today I would like you to try and identify some of the persuasive devices in the Save Our Oceans text from yesterday.  Have a look at the powerpoint that I included with yesterday's resources to remind of the different persuasive devices.  I would then like you to either highlight the text with examples of each or pick an example of each persuasive device and write it down in your book (making sure you label each one).  

I have highlighted some examples on the Reducing Plastic text, which you could look at before you find the examples in Save Our Oceans.  

I have also included an answer sheet with some of the examples highlighted on the Save Our Oceans text.  Neither text has any examples of opinions - you could add your own opinion to improve the text and you could even think of some better examples of emotive language.  

Thursday 23rd April

Today we are going to start a new unit of work on persuasive writing.  Before Christmas (which feels like a very long time ago now!), we used persuasive writing to create adverts for the products we made and then sold at the Junior Apprentice.  You will be using some of the same persuasive devices in this unit but instead of writing an advert, you will be trying to persuade people to pick a type of renewable energy (wind farm, solar panels, water wheel etc) to have in the village.  

 

Over the next few days, we are going to be looking at examples of different persuasive texts and then we will practise using some of those persuasive devices (emotive language, opinions, facts, rhetorical questions, statistics etc) in your writing.  

 

First, I would like you to read the two example texts (Save Our Oceans and Reducing Plastic).  In your home learning book, I would then like you to explain which you think is the most persuasive and why you think that.  There is no right or wrong answer - it is just your opinion but make sure you explain your choice.  If you have time, I would then like you to have a look at the powerpoint which gives examples of some of the different persuasive devices that are used in the text.  

Wednesday 22nd April

For you descriptive writing task I have given you two days to complete the writing (including editing and improving).  If you have finished the task, you could extend this piece of writing into a whole story.  Remember to make sure that you do this on a separate page, as I only want you to upload the descriptive writing to the link that I gave you yesterday.  

Tuesday 21st April

Today I would like you to use all of the things you have been practising to write a short description based on the picture of a ship at sea in a storm.  When you have finished writing your description, your parent or carer can then take a photo of your work and upload it using the link below.  You could do this task over the next two days, if you want but remember that the deadline for uploading your work is Friday 1st May. 

 

First, you need to look carefully at the picture and then plan what you are going to write.  You might start your writing from before the storm or you might go straight into the action.

 

Remember to include the things you have been practising in the previous tasks and think carefully how you will make the reader feel as though they are in the middle of the storm.  Make sure you include all of the senses:

- what sounds might you hear?

- how might you feel?

- what might you see?

- what would you taste or smell?

 

When you have finished writing, carefully check your work so:

- it makes sense

- it is punctuated correctly

- it is grammatically correct 

- your words are spelt as accurately

 

 

Here are a few things that you need to make sure you do:

 

  • Use the image below to write a description of a storm at sea.
  • Write your description by hand. 
  • Complete the task independently
  • Make sure that you don't include your name on the piece of work that you upload.
  • Please write no more than one side, and don’t spend more than 40 minutes on it.
  • Take a photo of what you have written.
  • Go to this link https://www.nomoremarking.com/cameraUpload/83561f14-e4cc-48ff-affc-d37d795269c4  and upload your photo. 
  • The deadline for submitting this is Friday 1st May.

  

 

 

Storm Picture Prompt

Descriptive Writing Task - Printable

 

 

 

 

Monday 20th April 

Tomorrow you are going to be doing your descriptive writing task so today I would like you to revise some of the things you practised last week on sentences, fragments and conjunctions.  

Remember you don't have to print out the work in the documents below - you can do the work straight into your books.  

Friday 17th April

Here are the answers for some of yesterday's work. There are lots of possible sentences which you could have written - mine are just possible suggestions.

 

Today, I would you like you to practise expanding sentences in order to tell the reader when, where and why something happened. Remember you can also use relative clauses, prepositional phrases and expanded noun phrases to add extra detail to your sentences. 

Thursday 16th April

 

Hi Year 5 - here are the answers to the work from yesterday.  I hope you managed to make you subject and verbs agree!

Answers to subject/verb agreement task

Today, I would like you to look at sentences and fragments, in preparation for you writing task at the beginning of next week.  Try to complete as many of the tasks as you can and be creative when extending your sentences.

 

Sentences and fragments task

 

 

 

Wednesday 15th April

Today, I would like you to do some revision of sentences and how they require a verb and a subject.  You also need to be able to make sure that your subject and verb 'agree' so that they are grammatically correct and that they also sound right too.

You can complete the work on the sheet (which can be found below) if you are able to print it out or you can carry out the work in your home learning book.  

Remember to carefully reread your work, to check it is grammatically correct and that it makes sense.

Subject/Verb Agreement Activity

Tuesday 14th April 2020 

 

This week we will be starting a unit of work on descriptive writing.  At the end of the unit, I would like you to complete a 'No More Marking' assessment.  You completed one of these in the autumn term based on the Lighthouse animated film.  

 

Today, I would like you to complete the sheet which is attached.  You will be using different coordinating conjunctions to create compound sentences.  I have also included a video and game to help you become more confident when using each one.  

 

English Activity

 

 

 

 

 

 

 

 

 

 

 

 

Use the writing prompt below to create your own poem. Try to use simile, metaphor or personification.

Tuesday 24th March 

Today I have given you a different writing prompt, which starts with an imaginary conversation between an butterfly and a bee.  You could use this as the start of a poem which has other imaginary conversations between things you would find in nature; you could use it as the start of an argument between the butterfly and the bee about who is best or it could be the start of a story.  How you choose to continue the writing and in what style is up to you.  Be as creative as you can, and try to be ambitious with your word choices.

Wednesday 25th March

Morning Year 5 - I hope the home learning is going well and that you have enjoyed the two writing activities.

 

Today, I would like you to revise and practise using direct speech in preparation for some story writing. 

Have a look at the extract from 'The Twits' by Roald Dahl.  Some of the punctuation from the direct speech is missing and I would like you to correct it.  You can write the corrected speech straight into you home learning journal. I have also included a short video to remind you how to punctuate and set out direct speech. Don't forget the punctuation inside the inverted commas (speech marks)!

 

I will include the corrected speech today so that you can check you have done it correctly.  Once you have checked it, I would like you to write an imaginary conversation between either you and a favourite character, from a book you have read, or a conversation between two characters from different stories.  For example, it could be a conversation between Willy Wonka and Fantastic Mr Fox or between Harry Potter and Peter Pan.  What would they say to each other?  Try to make sure they speak as their character would in the original story.  

Direct Speech to correct

Corrected direct speech

Extract from the Twits ‘The Frog’ pp.12-15 

 

To pay her back for the glass eye in his beer, Mr Twit decided he would put a frog in Mrs Twit’s bed. 

He caught a big one down by the pond and carried it back secretly in a box. 

That night, when Mrs Twit was in the bathroom getting ready for bed, Mr Twit slipped the frog between her sheets. Then he got into his own bed and waited for the fun to begin. 

Mrs Twit came back and climbed into her bed and put out the light. She lay there in the dark scratching her tummy. Her tummy was itching. Dirty old hags like her always have itchy tummies. 

Then all at once she felt something cold and slimy crawling over her feet. She screamed. 

‘What’s the matter with you?’ Mr Twit said.


‘Help!’ screamed Mrs Twit, bouncing about. ‘There’s something in my bed!’


‘I’ll bet it’s that Giant Skillywiggler I saw on the floor just now,’ Mr Twit said.


That what screamed Mrs Twit.


I tried to kill it but it got away, Mr Twit said. It’s got teeth like screwdrivers Help screamed Mrs Twit. Save me! It’s all over my feet!


‘It’ll bite off your toes,’ said Mr Twit. 


Mrs Twit fainted.


Mr Twit got out of bed and fetched a jug of cold water. He poured the water over Mrs Twit’s head to revive her. The frog crawled up from under the sheets to get near the water. It started jumping about on the pillow. Frogs love water. This one was having a good time. 

When Mrs Twit came to, the frog had just jumped on to her face. This is not a nice thing to happen to anyone in bed at night. She screamed again. 

‘By golly it is a Giant Skillywiggler!’Mr Twit said. ‘It’ll bite off your nose.’ 

Mrs Twit leapt out of bed and flew downstairs and spent the night on the sofa. The frog went to sleep on her pillow. 

 

Speech to correct 

 

What’s the matter with you? Mr Twit said.


Help! screamed Mrs Twit, bouncing about. There’s something in my bed

I’ll bet it’s that Giant Skillywiggler I saw on the floor just now, Mr Twit said.


That what screamed Mrs Twit.


I tried to kill it but it got away, Mr Twit said. It’s got teeth like screwdrivers Help screamed Mrs Twit. Save me! It’s all over my feet!


‘It’ll bite off your toes,’ said Mr Twit. 


 

 

Corrected direct speech

“What’s the matter with you?” Mr Twit said.


“Help!” screamed Mrs Twit, bouncing about. 

“There’s something in my bed!”

“I’ll bet it’s that Giant Skillywiggler I saw on the floor just now,” Mr Twit said.


“That what?” screamed Mrs Twit.

“I tried to kill it but it got away,” Mr Twit said. “It’s got teeth like screwdrivers!”

“Help!” screamed Mrs Twit. “Save me! It’s all over my feet!”

“It’ll bite off your toes,” said Mr Twit.


Thursday 26th March 

 

Hopefully you came up with some interesting conversations between your characters and also remembered how to punctuate the direct speech correctly.  

 

Today I would like you start planning and writing a story of your own that starts with dialogue (direct speech).  I have included some story openers which include direct speech, which I would like you to use. Alternatively, you could think of you own dialogue to use or you could use the conversations you wrote yesterday.  

 

Remember the dialogue (direct speech) needs to tell the reader about the characters or help to move the story along.  You also need to make sure that your story isn't just speech - remember to use it sparingly.  It would also be great if you included some examples of relative clauses and expanded noun phrases, especially when describing the characters or settings.

You will also have tomorrow to write your story so use your plan to help organise your story and your time.  

 

Story starts using dialogue:

 

"What have you done?" the headmaster bellowed, all eyes now turned to me.

 

"Witches don't exist!" My gran's words echoed around my head as the horrific visage gurned at me through my bedroom window.

 

The phone rang. "Hello," I said, "Hello." No one was there.  I hung up. All the lights went out...

"Welcome to the future!" said the teacher as she removed the sheet with a flourish, revealing what had been hidden beneath. 

 

“Can’t you drive a bit faster please, Mum?” said Emma.  “I’m going to be late for the talent show audition at this rate.”

“Not on these country lanes, young lady”, replied her mum sternly.

 

“Where am I?” I mumbled in a daze, “and who are you?” I asked the woman standing opposite me.

 

 

Friday 27th March

 

I hope your story writing is going well. Today I would like you to finish your stories and then read them carefully.  Make sure you have checked your non-negotiable targets (capital letters, full stops, spelling of common words etc). You should try to underline and check the spelling of at least five words in your work.

 

I would then like you to pick two things to try and improve about your writing - it could be that you find some more ambitious words in a thesaurus or on the internet;  it might be that you include a wider range of sentence types or you could try to build up the tension by revealing clues to the reader about what is happening.  Only pick a small part of your story to improve.   You could also add an illustration or illustrations to your story. 

 

 

2019/20 - Year 3/4 enjoying a day with their Roman visitor
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