Monday Prepositions – Please don’t complete this work until we have finished Monday’s zoom lesson.

Prepositions

1. Using the preposition word mat on the year 4 page, look at the picture and write 5 prepositional phrases about it. Underline the preposition in your sentence.

For example: The guitar is on the floor

2. Add a prepositional phrase to the end of these

sentences to show where the events happened.

a) The boy climbed over the fence

b) The man was standing

c) The girl jumped

d) The dog ran

Chose two of the sentences you have just written and change the position of the prepositional phrase.

Although they are only little words, prepositions are very important. Changing the preposition can totally change the meaning of a sentence. For example: The car drove through the water

The car drove by the water

The car drove under the water

4. Change the meaning of each of these sentences by changing the preposition.

a) The cat was sitting by the box

b) The path went behind the woods

c) The boy scrambled through the hedge

d) Sophie walked by the river

e) George was hiding in the bin

Tuesday – DADWAVERS Different ways of opening a sentence.

Step 1 – Watch the full clip of the lighthouse again.

https://www.literacyshed.com/the-lighthouse.html

Over the next three days we will be building up to a piece of descriptive writing about the lighthouse, so you might want to make yourself really familiar with the story by watching it a few times and look back at your story board from last week.

Step 2 – DADWAVERS:

DADWAVERS is an acronym for the different ways you can start a sentence. It stands for the following:

Description

Action

Dialogue

Where

Adverbial (Adverb)

Verb

Estimation of time

Rhetorical Question

It helps us to remember what each letter stands for.

Step 3 - Today we are going to look at the AW of the acronym.

Adverb

Where

Where – Yesterday we looked at lots of prepositions to tell us where things were in the picture. We can use a prepositional phrase as a fronted adverbial.

For Example: On top of the dark hill, the lighthouse stood proud.

Can you come up with your own sentence using fronted adverbials to tell us where something is around the lighthouse? Use the word bank from Monday to help you.

Step 4 – Adverb

What is an adverb?

Can you write an explanation of what an adverb is? If you’re not sure use this link to help you.

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zgsgxfr

Look at the sentence below:

Highlight the verbs in the sentence.

Merrily, the villagers laughed and chattered late into the evening, cheering and applauding every time the familiar light circled.

Rewrite the sentence and first underline the adverb. Then label the fronted adverbial and the main clause in the sentence.

What do you notice about the adverb and the fronted adverbial in this sentence?

Look at this sentence:

The wave crashed against the jagged rocks.

Rewrite the sentence, then underline the verb. Can you come up with an adverb to describe that verb?

Download the adverb word mat to help you.

Step 5 – Finally, I would like you to write three sentences that describe a part of the video that use each of the examples that you have learnt today. Make sure that they use a fronted adverbial that uses an adverb or describe where something is.

Wednesday – Time related Fronted Adverbials

Step 1 – First watch the video again.

https://www.literacyshed.com/the-lighthouse.html

Return to your story board from last week. Are you happy that you have included all the important parts of the story and that you have got your story board in chronological order?

Write a short sentence to describe what is happening as if you are a narrator for each part of the story (6 lines).

Step 2 – Sometimes we might want to use a time connective to say when something is happening as a fronted adverbial. It is important to use these when placing events of a story in order.

While watching the video below, can you write down all the words that you notice that tell us when something is happening.

For example: Firstly, shake hands with a very friendly fish.

‘Firstly’ is our time related fronted adverbial.

https://www.youtube.com/watch?v=seaeluxIsqw How many did you find?

Step 3 - Next, go back to the sentences you wrote at the beginning of today’s activity. Can you use a time related fronted adverbial to place the sentences in order.

Think about which time adverbial you are going to use for each sentence. Would ‘Finally’ work for your first sentence?

Write your sentences in neat as a short narrative of our Lighthouse story.

Thursday – Planning your descriptive piece of writing

Our next step is to plan our descriptive piece of writing.

Step 1 – Cut the picture out and stick it in your book. Using your word mat from last week and the word mats on the year 4 page, can you come up with as much exciting vocabulary as possible to describe this picture. You might want to come up with some phrases that you can use in your setting description. Place your words and phrases around the picture like a mind map.

Step 2 – The senses

Senses Adjectives

Sight:

dark

shiny

long

skinny

fat

thin

small

large

speckled

light

bright

dotted

Smell:

fresh

delicious

bitter

rotten

salty

smoky

sour

spicy

stale

stinky

sweet

Sounds:

loud

noisy

quiet

silent

squeaky

creaky

melodic

fizzy

shrill

deafening

faint

Close your eyes and think of the picture.

· What can you smell while walking through the streets of the village?

· What can you smell while standing on top of the hill?

· List the things that you can smell.

Use the senses adjectives to put each of those things into some descriptive sentences.

· What sounds can you hear while standing on top of the light house?

· What can you hear while standing outside the town pub?

· List the things that you can hear.

Use the senses adjectives to put each of those things into some descriptive sentences

· What can you see from the lighthouse?

· What can you see out at sea or in the sky?

· What does the village look like?

Use the senses adjectives to put each of those things into some descriptive sentences

Step 3 – Take 3 of your sentences as examples. Now I won’t you to edit these sentences so that they include a fronted adverbial to describe when, how or where something is.

Friday - Descriptive setting for the lighthouse

Today I would like you to write a descriptive setting for the lighthouse using all the different kinds of fronted adverbials and exciting vocabulary that we have looked at over the last two weeks.

Step 1 – Writing warm up

Can you think of a preposition to explain where the light house is?

Can you think of a sentence that uses an adverb as a sentence opener (fronted adverbial) to explain how the clouds are moving in the sky?

Step 3 – It’s now time to write your descriptive setting. Make sure that you use as many different types of fronted adverbials as possible to describe where, when and how something happens.

For Example:

Above the brightly lit village, the imposing lighthouse stood. Dramatically, the clouds were spiraling around the wind-swept light house. Brightly, the lights shown from every window as the darkness set in. Beside the towering lighthouse, the jagged rocks stop the powerful waves from flooding the village. Covering the lighthouse, the waves make the air salty.