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Our fiction book for this half term is...

The Arrival

Task 1 - Making a prediction

 

Look at the pictures below. As you do, think about the questions and make bullet point notes to answer each one...

 

  • What can you see on the front cover and blurb? What can you describe?
  • What do you think is happening? How do you think the characters are feelings?
  • What can we predict will happen from the front cover, blurb and illustrations from the first page? Does it give you extra clues to help your prediction?

Can you answer this question in your book?

 

What do you predict will happen and what evidence can you find to justify (back up) your ideas?

 

Use PEE and the sentence starters below to write a detailed prediction paragraph.

 

I predict that... because...
It reminds me of...
The ...... could/might be.....

Also,
In Addition,
As well as that/this,
Additionally,

At the end of the story, I think...

 

 

 

 

Task 2 - To summarise events and characters.

Lesson 2...

Still image for this video

Book Trailer: The Arrival - Shaun Tan

Now look at the first five pages of the story below. This is a story with NO words... ONLY pictures. If you 'read' each line of pictures, you will be able to follow the story.

Think about these questions:

  • What do you think is happening?
  • Why do you think this?
  • Who are the main characters?
  • How are the characters feeling?
  • Why are they feeling like this?

 

For each page, can you summarise what is happening? 

Can you also include expanded noun phrases to help bring your descriptions to life?

Remember, an expanded noun phrase has two adjectives to describe a noun....

e.g. The     cold ,  dark      house

 

 

 

Task 3 - Using fronted adverbials

 

We use fronted adverbials to make sure our writing and ideas are organised and so the reader can follow it clearly.

 

Take a look at the word bank below to recap some examples...

 

Now pretend that you are the girl in the story (using the pictures from task 2 above).

 

You will be writing in 1st person. Can you also include fronted adverbials (at least one for each paragraph).

 

Don't forget to explain:

  • what is happening
  • how you feel at each point
  • what you are thinking
  • what you are doing.

 

For example...

 

 

 

Task 4 - Weekly Spellings 

 

To see each week's spellings, please click 'Homework' on the main Year 5 page and find the correct week and correct group.

 

You can practice these however you think will help (neat handwriting, colours, bubble writing, spelling scribble.....)

 

 

 

Task 5 - Using relative clauses in my writing

 

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

Listen to the song below to recap what a relative clause is...

The Relative Clause Song

Did you remember why relative clauses are used?

They are 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.

 

Examples.....

I rose from my bed, which had rusty railings and a dusty blanket.

The shadows, that made me cry, lurked over my head as we walked down the path.

 

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

 

Now, for each picture below, can you think of some relative clause examples that describe what is happening? 

 

Remember to write as though you are the girl (in 1st person). Use 'I', 'My', 'We' and 'Us'.

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