Reevy Hill Primary School

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Writing

Writing

 

This week we are going to learn the skills we need to write a diary.

Lesson 1:
LO: to select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.
I can: 
    -    Use adverbs of ‘how’ as sentences starters.
    -    Vary my sentence starters and punctuate them correctly. 
 

Starter:
Think about how Shif is feeling in the container, sort these feelings words into the Zone of relevance'

Input:
We can use adverbs to describe how something is done.

E.g. Angrily, I pushed the bread across the urine soaked 
floor.

Activity 1:
Copy these sentences and underline the adverb.

 

1. Apprehensively, I moved closer to the bolted door to try 
and get some air.
2. Doubtfully, I thought of Mum and Lemlem and never seeing
their faces again. 
3. Defiantly, I chewed the bread although it was dry and tough.
4. Slowly, I sipped the water to make it last longer.
5. Cruelly, the guard starred straight into Bini's face and 
threatened him with the prisoner cell.

Activity 1:
Copy these sentences and add your own adverb.

Use the word mat above to help you!


Check you have punctuated your sentences correctly!

1. ____________, I starred at the floor as the guard watched 
our every move.
2. ____________, I stayed close to Bini as I knew I was safe 
with him.
3. ____________, I cradled my growling stomach.
4. ____________, I ground my teeth together as I listened to
the guards laughing outside.

Lesson 2:
LO: to use a range of devices to build cohesion within and across paragraphs.
I can:
    -    Select appropriate cohesive devices for my writing.

 

Starter:
Watch the video to remind yourself what a cohesive device is.

Create a mini poster on your post it note to remind you during the lesson and how to use them.

What are cohesive devices?

Activity 1:
Look at the paragraph below.


What cohesive devices could we use to make this paragraph more interesting for the reader?

 

It is Tuesday. I’m not quite sure anymore. All the days are running into one. My eyes creep open. I can only make out the tiny bullet shaped holes in the side of my new found home. The beams of light sting my eyes and the reality hits that I am still here. I am surrounded by the smell of human waste. The constant shuffling of frail, hungry bodies keeps me awake at night. Everyone moves towards the centre of the container to get away from the walls, which change temperature from one extreme to the other.  

Lesson 3:
LO: to use semi colons, colons or dashes to mark boundaries between independent clauses. 
I can:
    -    Identify independent clauses.
    -    Choose appropriate punctuation for my sentences.

Starter:
Rewrite the sentence below into your books using a semi colon.

 

 

Input:
How to use a semi colon
A semi-colon can also be used to replace a conjunction.
A semi-colon identify the break between the two sentences which make sense on their own.
For example...

Activity 1:

Rewrite these sentences using a semi colon

Activity 2:
Find the two matching sentences and connect them with a semi colon.
Rewrite the sentences using a semi colon into your book.


 

Lesson 4 - SPELLING

Here are the spellings to learn for this week. 

Lesson 5
Learning Objective: To identify and explain how writers use grammatical features for effect. 
I Can: 
- Unpick a WAGOLL by identifying a range of writing features 
- Write a success criteria using the WAGOLL

 

Starter:
Read through the WAGOLL.
Make a list of any key writing features that you can find.

Activity 1: Draw the table into your books. Complete the table finding evidence of the writing features listed.

Activity 2:
Create a success criteria for your writing. 

 

Which feature do you think you are going to find the trickiest to 
include (5)?

 

Which feature do you think you are going to find the easiest to 
include (1)?

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