Reevy Hill Primary School

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Monday - Task 1:


Listen to 'The Promise' again, this time thinking about the girl's feelings and emotions throughout the story.

The Promise by Nicola Davies

Read with Miss E this extraordinary story. On a mean street in a mean, broken city, a young girl tries to snatch an old woman's bag. But the frail old woman,...



Can you fill in the table, thinking about the girls feelings throughout the story?



What are the key events in the story?

Character feelings:

How does the girl feel at this point?


Evidence from the text:

Can you find a word or phrase from the text that shows how the girl is feeling?

Setting – city






The people in the city






Theft of the bag





Plant the acorns.




The city changes as the plants grow. 








Tuesday - Task 2:


Today we are going to look at the language features we can use in our own writing for 'The Promise'.


Can you find examples of these features in the WAGOLL?


Now, lets think about adding our own alliteration ideas to add description.


Remember....alliteration is when two or more words have the same sound at the beginning....

Silly Sizzling Sausages


If you are struggling to think of your own ideas for each picture, use the word bank to help you.

Some examples for the pictures could be...

Mean, miserable people

Dusty, dark alleyway




Wednesday - Task 3:


This task is all about....Fronted Adverbials!


Look at these two sentences;


  1. Suddenly, I saw my prey, an old frail structure with an arched back.
  2. I saw my prey, an old frail structure with an arched back.


What has been added to sentence one?

Why do you think the author has used this word? Explain.


Can you complete these sentences by adding your own fronted adverbials? Use the word bank below if you need to.


_________________, I stalked the streets like a great white shark

_________________, I saw my prey, an old frail structure with an arched back.

_________________, the lady was stronger than she looked.

_________________, unexpected words came from the innocent victim, “if you promise to plant them, I’ll let go”.

_________________, the lady loosened her grip and the bag was mine.

Thursday - Task 4 - Spelling Practice


 Mrs Foster's Group       Miss Clay / Mrs James' Group
















Friday - Task 5:


Today, we are learning about....relative clauses!


Listen to the song below to find out what a relative clause is...

The Relative Clause Song

A lyrics video for Anchor Creative Education's RELATIVE CLAUSE SONG to sing along with for free!


So...we now know that a relative clause is used to add extra information about a NOUN. They start with a RELATIVE PRONOUN such as:


  • who
  • that
  • which
  • whose


They can either go in the middle or at the end of a sentence. They must have a comma (or two if it is the middle of a sentence) to separate it from the rest of the sentence. Have a look at the examples below...


The black crows , that swoop around the tall buildings, call to each other.


The railings, which are rusty, surround the balcony above.


You can use the relative pronoun help sheet below to decide which one to use for your relative clause. 


Can you choose the best relative clause to complete the sentences?


that were crumbling apart

which were looking down at the ground

which was made by an angry driver


1. Silent, bleak buildings, ________________________________________________________________ ,

line the streets like guards on parade.


2. I will never know as the tops of their heads, ,______________________________________________________________, move in slow motion through the maze of the city streets.


3. Only the distant sound of the traffic and the occasional beep of a horn, __________________________________________________________,

could be heard.


Finally, can you think of your own full sentences that include relative clauses for your big write?