Monday- Comprehension

Questions

Tuesday- Grammar Apostrophes, Subordinate Conjunctions and Embedded Relative Clauses Spelling: Choose and spell the correct homophone

Dictation: Write three sentences using the homophones we have looked at and add embedded relative clauses.

Grammar

1. Finish off the sentences by adding more detail to these subordinate clauses. a) While the rain poured down, ____________________. b) Before the party had started, ___________________. c) ________________ before it’s too late. d) ________________ because I don’t know the answer. 2. Now try adding an embedded clause into this sentence. a) Alan the footballer, _________________________ , scored the first goal. 3. These sentences begin with a main clause. Add a subordinate clause to each one to finish the sentences. Remember that the subordinate clause should not make sense on its own.

a) Jack plays rugby _____________________________.

b) Tim likes to draw _____________________________.

c) Flying a kite is fun _____________________________. d) I love sunny mornings _____________________________.

e) Bath-time is fun in our house _____________________________. Ext: Write a paragraph using apostrophes, subordinate conjunctions and embedded relative clauses.

Wednesday- Short Write

The SPLAT members are looking for a new recruit. When applying for a job, you will always need to fill out an application where you will be able to write about what makes you a good candidate for that role. Today we will be writing an application to become a member of SPLAT. Your Task: Fill out an application form to become a member of plat Below you will find the advert for the role as well as the format you will need to use to fill out the application form and some persuasive writing examples. Ext: Write a letter back to yourself to state whether you have been successful or unsuccessful in your application. Ensure you include the reasons why you have been successful or unsuccessful.

The advert:

Format:

Thursday- Long write Your task: Write a plan for all members of SPLAT – where do they need to be and what do they need to do. Write a plan to generate your possible SPLAT team to support the 'normals' in their quest to eliminate the Demon Headmaster. Ext: Design a new logo for your SPLAT team. Note down o All equipment needed, o Purpose of the mission, o Who is involved, o What they need to do, o Imperative verbs to use. Layout: Introduction Purpose / reason and justification Who, what and where How to Special warning Conclusion / motivation

Instructions tell us how to do something.

•An introduction to explain what the end result will be (what the instructions will help the reader to do). This will usually include questions to engage the reader. •A list of things the reader will need, such as ingredients for a recipe, materials for a building project or equipment for a craft activity. •An outline of the method needed to complete the task (usually in chronological order). •Imperative verbs are usually used within the method to ‘boss’ the reader around! •Conjunctions, prepositions and adverbs to show time, place and cause should be used throughout, e.g. After that, Inside the box, as soon as it has melted, etc. •Extra tips and advice may be given to the reader for especially tricky parts of a task. •Pictures or diagrams can be used to provide clarification, e.g. a series of pictures or diagrams corresponding to each step of the method, a single picture or diagram of a tricky part of the process or an illustration of the final product. •Pictures or diagrams can be used to provide clarification, e.g. a series of pictures or diagrams corresponding to each step of the method, a single picture or diagram of a tricky part of the process or an illustration of the final product. •A conclusion to sum up the task and help the reader check that they have achieved the correct outcome.

Carefully Slowly

Safely Sensibly

Secretively Roughly

Wisely Quickly

Gradually Cleverly

Throw Collect

Tell Close

Hold Give

Place

Connectives

firstly secondly

thirdly finally

next then

after

meanwhile

Friday- Comprehension

The class book review: The Train to Impossible Places

Teacher review

Suzy Smith, no-nonsense physics aficionado, is woken in the middle of the night by the strange sound of metal on metal. Creeping downstairs, she sees her parents fast asleep on the sofa, and a troll building train tracks through her hallway. The Train to Impossible Places – a magnificent steam engine, driven by another troll, a bear, and pulling a mail carriage and the postmaster behind it – must take a diversion through Suzy's house.

I love Suzy's scientific curiosity; her drive to and out and make sense of this new world is irresistible. As readers, we run to keep up with every twist and turn and gravity inversion of this strange and brilliant new world. The world-building is superb, vivid and well realised, filled with fascinating delivery stops: magic towers, a watery grave, a troll town under a bridge, all packed with characters you would love to meet.

Crepuscula, the villain, is convincingly scary – the sense of menace drives the pace at breakneck speed, full steam ahead. But for all that, the plot never feels out of control or rushed. We return from our travels exhilarated, satisfied and, I must point out, very pleased to and mum and dad still fast asleep on the sofa.

It is a distinct pleasure to read a fantasy quest that doesn't depend on a parent being absent, abducted or dead, as the impetus, but instead on the main character doing the right thing because it is the right thing to do. Suzy is smart, brave and caring without being sanctimonious – someone we can all look up to in any dimension. There's a self-organised queue of children wanting to borrow the book as soon as it goes back into the library, and I'm convinced this will be one of our most-borrowed books this year once the other classes write out about it. Caroline Wood is the librarian at Ashleigh Primary School in Lancashire Pupil reviews 'I cried a lot' I really liked this book because it was very adventurous and exciting. I cried a lot – I first cried at the bit where Wilmot and Fredrick were going to crash into the ivory tower after they had tried so much to get to it and they were saying that they were going to die, and I just cried because I didn't

want them to die after they had come so far. Then I cried at the fact that they had to leave Wilmot with Crepuscula, and Suzy was so heartbroken. I give this book 10/10 because it is so amazing. Amelia, Year 6 'The pace was just right' I found the book really engaging and it sucked me in at the start. Around the middle of the book, I started to get bored, but overall, the pace was just right for me. The description was amazing, and it really helped me to create a picture in my head of what it would look like in real life. I would definitely recommend it to anyone who likes a lot of action. Keira, Year 6

Questions 1. Name the main character in this book. 2. Who was the character building the train tracks? 3. What characters were on the steam train? What were they doing? 4. What word in the text has the same meaning as attractive? 5. What stops did the train make? 6. What does the word exhilarated mean in context? 7. What genre is this book? 8. What age group is this suitable for? 9. What phrase was used by one of the children that shows the reader they enjoyed the book? 10. Can you find evidence of a part of the story that one of the children have discussed? Ext: Re-read the text and underline any words you are unfamiliar with. Then use a dictionary to check their meanings and write in your vocab books.