Year 6 English Group 3 Week 11

Year 6 English Group 3 Week 11Monday 22nd June 2020WALT use adverbials effectively to add detail and extend our sentences.

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Adverbs

Adverbs ‘add’ to, or modify, verbs.

Adverbs add detail to a sentence.For

example:

I went to the shop.

I went to the shop yesterday.

Adverbs can add information about

how, where or when the action

occurs.

Adverbials

An adverbial is a phrase or clause that has been used like an adverb to add further information about the action in a sentence.

Adverbials are used to explain how (manner), when (time) or where (place) something happens. For example: She was waiting by the bus stop. The boy ran as fast as he could. John went for a swim every morning.

Spot the Adverbial Look at the sentences below. Copy out the sentences (use it as handwriting practice) then underline the adverbial or adverbials in each sentence. The first one has been done for you.

1. He threw the ball against the wall.2. The dinosaur stomped through the forest and roared a mighty roar. 3. The little girl jumped up and down like a yo-yo. 4. Finally, the plane landed at the airport. 5. An enormous boat sailed along the river Mersey. 6. As the sun began to set, birds twittered in the trees. 7. The fairy flew like a firework. 8. He stood and waited under the clock. 9. The ballerina was practising her dance moves throughout the day. 10. After completing the race, Jasmine felt tired. 11. Like an excited child, Arturo jumped up and down when he arrived at the theme park.

Adverbial SortDraw a table with three columns into your home learning book. Label the columns ‘manner’, ‘time’, ‘place’.Read each of the adverbials below and write them into the correct column. You can then use your table for ideas when writing.

• when the taxi arrived• behind the teacher’s

desk• without a sound• below the crashing

waves• through the park• during the film• all along the road• on the rocks• in a forest clearing

• with a flick of his wand

• after eating lunch• running quickly • as the sun was rising• like a giant • last week• with a huge smile • for three years• as cold as ice

TASK 3:Turn the page to apply your understanding of adverbials with a short independent writing task.

Year 6 English Group 3 Week 11Monday 22nd June 2020WALT use adverbials effectively to add detail and extend our sentences.

.

Adverbs

Adverbs ‘add’ to, or modify, verbs.

Adverbs add detail to a sentence.For

example:

I went to the shop.

I went to the shop yesterday.

Adverbs can add information about

how, where or when the action

occurs.

Adverbials

An adverbial is a phrase or clause that has been used like an adverb to add further information about the action in a sentence.

Adverbials are used to explain how (manner), when (time) or where (place) something happens. For example: She was waiting by the bus stop. The boy ran as fast as he could. John went for a swim every morning.

Look at this picture taken of the London marathon.

Using some of the fronted adverbials in the table below, or some fronted adverbials of your own, write a description of this picture. Remember to always place a comma after the fronted adverbial to separate it from the main clause.

Year 6 English Group 3 Week 11Monday 22nd June 2020WALT use adverbials effectively to add detail and extend our sentences.

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ANSWERS

Manner Time Place

with a flick of his wand running quickly like a giant with a huge smile as cold as icewithout a sound

after eating lunchas the sun was risinglast weekfor three yearswhen the taxi arrivedduring the film

behind the teacher’s desk• below the

crashing waves

• through the park

• all along the road

• on the rocks• in a forest

clearing

Adverbial sort

Year 6 English Group 3 Week 11Tuesday 23rd June 2020WALT use semi-colons to separate clauses

Todays SPaG lesson is all about using semi-colons to separate clauses.

VARIED FLUENCY

REASONING

EXTENSION:Design a poster to explain how to use semi-colons, for someone in Year 5.

Remind yourself about semi-colons by watching this short clip:https://www.youtube.com/watch?v=1FIfloC0t5A&feature=emb_logo

Semi-colons are mainly used within a sentence to separate clauses. The clauses must be on the same theme and not be joined together with a conjunction; the semi-colon takes the place of the conjunction within the sentence.

Year 6 English Group 3 Week 11

Tuesday 23rd June 2020

WALT use semi-colons to separate clauses

ANSWERSVARIED FLUENCY

REASONING

Year 6 English Group 3 Week 11

Wednesday 24th June 2020

WALT generate powerful vocabulary to describe a setting

This week, you will be writing the opening to a story inspired by this image. Today, Group 3, you will be creating a word mat of your own to help with your writing.

Remember to use :• Five senses

• figurative language, • powerful verbs, • ‘juicy’ adjectives

• and spectacular sentence starters.

• Use my language planning sheet on the next page to help you organise your ideas.• You might also be able to magpie fantastic language from books you have at home, from

the online thesaurus www.thesaurus.com or using the word list function on the spellzonewebsite:

https://www.spellzone.com/word_lists/list-5175.htm

Is there anything eerier than an abandoned amusement park? It’s a place where laughter and children’s giggles once drifted through the air, and where brightly-coloured Ferris wheels and thrilling rides made ever-lasting memories. But after being abandoned, the neglected parks become home to apocalyptic scenes of decaying rides and roller coasters that are being reclaimed by mother nature.

Year 6 English Group 3 Week 11

Wednesday 24th June 2020

WALT generate powerful vocabulary to describe a setting

Year 6 English Group 3 Week 11

Thursday 25th June 2020

WALT plan a story opening effectively

What makes a great story opening?Let’s find out by watching this short lesson from BBC Bitesize:https://www.bbc.co.uk/bitesize/articles/z69hnrd

And then a quick read of the information on great beginning strategies, here:

https://k12.thoughtfullearning.com/minilesson/starting-stories-5-great-beginning-strategies

Now, continue to write the opening of your story, using your vocabulary bank from yesterday’s lesson.

TASK 1

TASK 2

TASK 3

Year 6 English Group 3 Week 11

Thursday 25th June 2020

WALT write a story effectively, using powerful language to create atmosphere

When you have finished your story, you need to edit and improve it. You should use the short story checklist to help, as well as looking out for the non-negotiables like spelling, punctuation, paragraphing and organisation.

Tell Me No Lies, by Malorie Blackman

Today’s reading lesson is based on extracts from this book, Tell Me No Lies, by Malorie Blackman.

Year 6 English Group 3 Week 11Friday 26th June 2020WALT infer a character’s thoughts, feelings and motives from their actions

Today, Group 3, you will be watching and/or reading extracts from the books and answering questions in your home learning books about the story. Turn to the next page to get started…

Gemma longs for her lost mother, taking comfort from

the cuttings in her scrapbook; pictures of mothers

who loved their children come what may.

Mike is new to the area; a boy with a terrible secret to

hide. A secret about his missing mother.

Gemma and Mike - two kids hurt by their past and

now inextricably linked. Their effect on each other's

lives will be explosive.

Year 6 English Group 3 Week 11

Friday 26th June 2020

Extract 1Gemma turned the page. Here, a mum with smiling eyes and untidy hair like a halo hugged her daughter tight, whilst the headline below the photograph yelled out, MOTHER SAVES CHILD FROM OVERTURNED CAR. And on the opposite page, a mum standing next to a boy, her arm around his shoulders. The headline that went this photograph declared, MUM FLIES OFF WITH SON FOR NEW HEART. Gemma only ever kept the headlines that went with her mums – never the full newspaper article – but she could remember the story that went with this one. The mum’s son needed a heart and liver transplant and the doctors in Britain had all but written him off. But not his mum. His mum was determined to do whatever it took to keep her son alive, so she’d taken him to America. And it had had a happy ending. The boy received his transplant and lived.

Gemma sighed. She liked happy endings.

Watch Strictly star Dianne Buswell read an extract the book, or read it yourself, below. Think about the following:

• What is your first impression of Gemma?• How do you know that she cares about these newspaper

clippings?

Complete this task, then turn to the next page to read extract two and complete the activity.

https://www.bbc.co.uk/bitesize/articles/zdnkd6f

Year 6 English Group 3 Week 11

Friday 26th June 2020

Extract 2Mike glared at his grandad. All the long drive down, Mike hadn’t said a single, solitary word. He’d nodded, shaken his head or shrugged as appropriate whenever Nan or Gramps asked him a question, but that was it. Mike remembered how months before Gramps and Nan sat together in the courtroom never saying a word to him or each other. And how much he’d hated them for it.

‘I know what you’re thinking and you needn’t worry.’ Mike glared at his grandparents. ‘I’m not going to disappoint you.’

In this extract, we find out about the character of Mike.

https://www.bbc.co.uk/bitesize/articles/zdnkd6f

Let them take that any way they wanted!

‘I see that whatever else your mother did, she certainly didn’t teach you any manners,’ Gramps told him. ‘Or respect for your elders.’

‘My mum taught me that families are supposed to stick together.’ Mike said pointedly.

‘Meaning?’ Gramps prompted with a frown.

‘The meaning can wait until Mike has settled in,’ Nan said briskly. ‘We’re all getting off on the wrong foot here. Come on, Mikey. I’ll show you up to your room.’

Nan took hold of one of Mike’s smaller bags and led the way up the stairs. Reluctantly, Mike picked up his larger suitcase and followed her. Nan waited until they were on the landing before she spoke again.

‘You mustn’t mind your grandad,’ she said smiling. ‘He’s all bark and no bite.’

His bark is so bad that he doesn’t need to bite, Mike couldn’t help thinking.

CHALLENGE & EXTEND