English WB 04.05.20

Writing

These 4 lessons are based on the dreamgiver www.literacyshed.com/dreamgiver

lesson 9
LO I am learning to write a recount

Share the BFG trailer  http://www.literacyshedblog.com/blog/teaser-trailer-the-bfg
Discuss how they would feel if they saw The BFG in the street.  Watch the opening of ‘The Dreamgiver’
up to 57 seconds.  We do not see anyone in the film, but imagine if someone was looking out of their
window and they saw ‘The Dreamgiver’ what would they think?

Task
Write an eyewitness report of what you saw include

• your name
• where you were when you saw it
• the time you saw it
• what you saw

Remember to use factual descriptions ( expanded nouns), time conjunctions, prepositions and write in 3rd person

Then write what 2 other witnesses saw of the dream giver.

Here's an example of an eyewitness account
Mrs Smith said that she was soundly sleeping in her bedroom when her cat suddenly 
howled behind the curtains so she got out of bed it was about 1.30 am. Then she walked
over to where her cat was  in her flowery nightdress and looked through the window.  
There she saw a strange glowing thing zoom towards the orphanage window,
and she felt scared.


lesson 10
LO I am learning to use indirect reported speech.
Be ready for this task by reminding yourself of your headlines and orientations from previous session
( see wb 27.4.20) You should also have completed witness statements too from lesson 9
Demonstrate how to turn this information into a newspaper recount. Explain that we will only be
telling the story of The Dream Giver entering the orphanage, as no one else knows what happened
inside

Task
Change your eyewitness statements from session 9 into indirect reported speech.

Reported speech is how we represent the speech of other people or what we ourselves say. There are two main types of reported speech: direct speech and indirect speech. Direct speech repeats the exact words the person used, or how we remember their words: Barbara said, “I didn’t realise it was midnight.”

In indirect speech, the original speaker’s words are changed.

Barbara said she hadn’t realised it was midnight.

Here is my demonstration of  how to use small extracts of what they have recorded rather than
copying it out verbatim.
For example:  Mrs Smith said that she was soundly sleeping when her cat suddenly howled
 behind the curtains so she got out of bed and looked through the window in her 
flowery nightdress and saw a strange glowing thing zoom towards the orphanage window,
and she felt scared.
 - may become- Mrs Smith told reporters that her cat had started howling at a strange glowing object which 
shot across the dark sky. Discuss which information is relevant/irrelevant –we do not need to know that Mrs Smith was in her nightdress 

Lesson 11
LO to write a newspaper report  

Use your headline and orientation that you wrote last week and the reported indirect speech from lesson 10

Task

We will only be telling the story of The Dream Giver entering the orphanage, as no one else knows what 
happened inside. Look at the headlines  you wrote last week  which is most effective? once you've decided write your headline in big bold writing using a couple of lines and writing across the whole page. Next divide the rest of the page vertically down to form a newspaper template and write out your orientation making sure it briefly lays out the 5 ws.
Then write out your orientation that you wrote last week in the left hand column. draw a picture and write a caption underneath to go with the article.


lesson 12
LO recount events in detail to write a newspaper report

Watch the opening of ‘The Dreamgiver’ up to 57 seconds. write the 5w who, what, where, when and why

Explain that, in order to flesh out the story, you could include information about this also happening in other
 towns or quotes from the police/experts. You could also offer several ‘theories’ as to what is happening.

Task
Finish the newspaper report that was started in lesson 11.  recount the information in the orientation but in more detail. Remember to 

• write in past tense
• retail the events in order of time and in greater detail
• use time conjunctions to link e.g
• use factual expanded nouns
• eye witness direct and indirect speech
• conclude the report by including an update to tell the reader what is happening now
  

Reading

Listen to your child read and let them discuss what they have read. Encourage them to read with expression and intonation.
 ● Watch Newsround and discuss what is happening in the wider world.  
● Get your child to read a book on Oxford Owl, discuss what your child enjoyed about the book.  
● Get your child to read and complete the activities. These focus on comprehension skills. Sound Waves 
● Explore new vocabulary you find when reading. What are the origins of this word? Can it be modified? Can you find any synonyms or antonyms for your new word? 
 ● With your child, look in magazines, newspapers and books for new vocabulary they are unfamiliar with. They could use a highlighter to highlight in magazines and newspapers.

Wb 4/5/20 Miss Davies’ performance poetry family task

Work together to learn and perform this poem.

Be careful if you are doing this one indoors with a real ball!

What
Can You
Do With A
Football
?

Well...

You can
kick it you can catch
it you can bounce it – all
around. You can grab it you can
pat it you can roll it – on the ground.
You can throw it you can head it you
can hit it – with a bat. You can biff it
you can boot it you can spin it you
can shoot it you can drop it
you can stop it – just
like that!

Copyright © James Carter
From Journey to The Centre Of My Brain (Macmillan Children's Books, Jan 2012)

SPaG

Practise the Year 3/4 for Common Exception words. 

● Practise your spelling on Spelling Shed 

● Practise your spelling on Spelling Frame 

● Choose 5 Common Exception words. Write a synonym, antonyms, the meaning and an example of how to use the word in a sentence. Can the word be modified?

 ● Choose 5 Common Exception words and practise spelling them using across and down. Write the word across the page then down the page, e.g

s p e l l i n g 

p

e

l

l 

i 

n 

g