Year 8 Literacy Distance learning -lesson 2 - Cansfield High ...

Year8LiteracyHello!

Youshouldcompleteoneliteracylessonperweek.Hopetoseeyousoon!

Year8Literacy– WeeklyOverviewHereyouwillfindwhichtopicyouwillbestudyingeachweekandwhatslidenumberthatlessonstartsat.

WeekBeginning

Topic Startsonslideno.

WeekBeginning

Topic Startsonslideno.

23rd March PassivevsActive 3 25th May Punctuating Quotes 157

30th March PassivevsActive 27 1st June Punctuating Quotes 169

6th April SpellingPluralNouns 53 8th June Similes 177

13th April SpellingPluralNouns 68 15th June Metaphors 188

20th April Non-Fiction 82 22nd June Personification 198

27th April Non-Fiction 95 29th June Alliteration 210

4th May HowtouseTenses 108 6th July Onomatopoeia 222

11th May HowtouseTenses 123 13th July DescriptiveTechniques 231

18th May PastvsPresent 144

Lesson1WeekBeginning:23rd March

KQ:Howdoesthetheuseofpassiveoractivevoicesaffectcommunication?

Lesson1– PassivevsActive– Warm-up

Sortthesentencebuildersonthenextslideintofourdifferentsentences.

Don’tforgetthepunctuation!

Ifyouhaveaccesstoaprinter,youcouldprint

thissheetout,cutoutthewordsandorganise them

intosentences.Ifnot,writeyour

sentencesoutontoyourpage/paper.


Sortthesentencebuildersonthenextslideintofourdifferentsentences.ANSWERS:

1. Milograbbedthepostman’sleg.2. ThealienbailedoutofthespacecraftasithurtledtoEarth.

3. Atnight,thefoxsneakedintothegarden.4. Yesterday,Iateafullpacketofdoughnuts.

Lesson1– PassivevsActive– Learn

ActiveVoiceInanactivesentence,thesubject performstheaction (theverb)totheobject.

PassiveVoiceInapassivesentence,thethingthatwouldnormallybetheobject getsturnedintothesubject throughtheuseofthepassiveformoftheverb.Theyoftenincludeaprepositionalphrasestartingwith‘by’.


Considerthreedifferentpartsofasentence:

SUBJECT VERB OBJECT

Subject:Whowearetalkingaboutinthesentence.

Verb:The‘doingword’ofthesentence,whichtellsyouwhatthesubjectisupto.

Object:Thisisthethingtheverbisworkingon.


Usethissentenceasanexample:Milograbbedthepostman’sleg.

SUBJECT VERB OBJECT

Subject:Whowearetalkingaboutinthesentence.Miloiswhowearetalkingabout.

Verb:The‘doingword’ofthesentence,whichtellsyouwhatthesubjectisupto.‘Grabbed’istheverbinthesentence.

Object:Thisisthethingtheverbisworkingon.Intheexample,itwasthe‘postman’sleg.’


IdentifyingPartsoftheSentenceTobeabletorecogniseanduseactiveandpassivevoice,youmustbeabletoidentifythepartsofthesentence.Inthefollowingsentences,

identifythesubject, action (theverb)andobject:

Theplane isboardedbythefamily.Thedamage wascausedbythestorm.Isaac threw aball atthewindow.

Themagician pulled arabbit fromthehat.Helen practised herrecorder everyday.Theflowers weregrownbymynan.


IdentifyingPartsoftheSentenceTobeabletorecogniseanduseactiveandpassivevoice,youmustbeabletoidentifythepartsofthesentence.Inthefollowingsentences,

identifythesubject, action (theverb)andobject:

Theplane isboardedbythefamily.Thedamage wascausedbythestorm.Isaac threw aball atthewindow.

Themagician pulled arabbit fromthehat.Helen practised herrecorder everyday.Theflowers weregrownbymynan.

Didyounoticethepreposition‘by’insomeofthesesentences?

Lesson1– PassivevsActive– Practice

Now,sortthesesentencesinto‘Passive’or’Active’Theplaneisboardedbythefamily. Themagicianpulledarabbitfromthehat.

Isaacthrewaballatthewindow. Helenpractisedherrecordereveryday.

Theflowersweregrownbymynan. Thedamagewascausedbythestorm.


Now,sortthesesentencesinto‘Passive’or’Active’Theplaneisboardedbythefamily. Themagicianpulledarabbitfromthehat.

Isaacthrewaballatthewindow. Helenpractisedherrecordereveryday.

Theflowersweregrownbymynan. Thedamagewascausedbythestorm.

Active

Passive The plane is boarded by the family.

Helen practised her recorder every day.

Isaac threw a ball at the window.

The damage was caused by the storm.

The flowers were grown by my nan.

The magician pulled a rabbit from the hat.


Foreachsentenceintheparagraphbelow,highlightorunderlinethe:

SUBJECT VERB OBJECT

Garywashavingabadday.Heaccidentallythrewhisfavouritemagazineinthebin.Hethenbangedhislegonachairandfoundhis

mumhadshrunkhisbestsweaterinthewash.

(Thenextslideisaprintableversionthatyoucanprintoutanduse.Ifyoudon’thaveaprinter,simplywriteoutthesubject,verbandobject

foreachsentence).

Garywashavingabadday.Heaccidentallythrewhisfavouritemagazineinthebin.Hethenbangedhislegonachairandfoundhismumhadshrunkhisbestsweaterinthewash.

ItwasabaddayforGary.Hisfavouritemagazinewasaccidentallythrowninthebin.Hislegwasbangedonachairandhisbestsweaterhadshrunkinthewash.

Ifyouhaveaccesstoaprinter,youcouldprint

thissheetout,cutoutthewordsandorganisethem

intosentences.Ifnot,simplywriteoutthesubject,verbandobject

foreachsentence.

Paragraph1

Paragraph2

Lesson1– PassivevsActive– Practice-Answers

SUBJECT VERB OBJECT

Gary was havingabadday.He accidentally threwhisfavouritemagazine inthebin.He thenbanged hislegonachairandfoundhis

mum hadshrunk hisbestsweater inthewash.


Nowrepeatforeachsentenceinthenextparagraphbelow,highlightorunderlinethe:

SUBJECT VERB OBJECT

ItwasabaddayforGary.Hisfavouritemagazinewasaccidentallythrowninthebin.Hislegwasbangedonachairandhisbestsweaterhadshrunk

inthewash.

(Theprintableversionhasthesecondparagraphontooforyoutouse.Ifyoudon’thaveaprinter,simplywriteoutthesubject,verbandobjectforeach

sentence).

Lesson1– PassivevsActive– Practice-Answers

SUBJECT VERB OBJECT

Itwas abadday forGary.Hisfavourite magazine wasaccidentallythrown inthebin.Hisleg wasbangedonachair andhisbest

sweater hadshrunk inthewash.

Howdidyoudo?

Canyousaywhatisdifferent

aboutthisversionofevents?

Lesson1– PassivevsActive– Apply

Lookatthesentencesbelow.Canyoumaketheseactivesentencesintopassivesentences?1. Emmawritesuptotenlettersaday.2. Thelionenthusiasticallygobbleshismeat.3. Mermaidsoftensingthemostmelodiousandbeautifultunes.

Lesson1– PassivevsActive– Apply

Lookatthesentencesbelow.Canyoumaketheseactivesentencesintopassivesentences?1. Emmawritesuptotenlettersaday.Uptotenlettersadayare

writtenbyEmma.2. Thelionenthusiasticallygobbleshismeat.Meatisenthusiastically

gobbledbythelion.3. Mermaidsoftensingthemostmelodiousandbeautifultunes.The

mostmelodiousandbeautifultunesaresungbymermaids.

Lesson1– PassivevsActive– Checkyouhaveunderstood!Lookcarefullyatthenextthreesituations.Decidewhetheritwouldbe

bettertousethepassivesentenceortheactivesentenceineachsituationandexplainwhy.

1. Amumistellingoffherdaughter,sheIsangryandwantsthedaughtertoknow.

a) Elizabeth,youhavesmashedmybestvase!b) Elizabeth,thevasehasbeensmashed!

Lesson1– PassivevsActive– Checkyouhaveunderstood!

Lookcarefullyatthenextthreesituations.Decidewhetheritwouldbebettertousethepassivesentenceortheactivesentenceineachsituationand

explainwhy.

1. Amumistellingoffherdaughter,sheIsangryandwantsthedaughtertoknow.

a) Elizabeth,youhavesmashedmybestvase!b) Elizabeth,thevasehasbeensmashed!

Sentence‘a’wouldbebettertousebecauseitputstheblameontoElizabeth.Thesubjectisdoingtheaction.


Lookcarefullyatthenextthreesituations.Decidewhetheritwouldbebettertousethepassivesentenceortheactivesentenceineach

situationandexplainwhy.

2. Tonyistellinghisneighbourthathercathasbeenkilled.a) I’msosorry,acarranoverTiddles.b) I’msosorry,Tiddleswasrunoverbyacar.




2. Tonyistellinghisneighbourthathercathasbeenkilled.a) I’msosorry,acarranoverTiddles.b) I’msosorry,Tiddleswasrunoverbyacar.

Sentence‘b’wouldbebestbecauseitdoesn’tputanyblameonanyone.




3. Achildisexplainingwherethecookieswent.a) AsIleftthekitchen,Iatethecookies.b) AsIleftthekitchen,thecookieswereeaten.




3. Achildisexplainingwherethecookieswent.a) AsIleftthekitchen,Iatethecookies.b) AsIleftthekitchen,thecookieswereeaten.Sentence‘b’wouldbebestforthechildtousebecausetheydon’t

admiteatingthecookies,itcouldhavebeensomeoneelse.

Lesson2WeekBeginning:30th March

KQ:Howdoesthetheuseofpassiveoractivevoicesaffectcommunication?


Changethefollowingactivesentencestopassive.1. SimonCowellglaredatthequiveringXFactorcontestant.2. Theyear6childrenrunatuckshoponWednesdaymornings.3. Youcattookthelastbiscuitofftheplate.4. MrsTellmanorganisedatheatretriptowatchMacbeth.5. Thehandsometigergnawedaggressivelyatthebone.6. Johngavehisoldtoystothecharityshop.7. FreddiesawthelatestHarryPotterfilmatthecinema.8. MrMitchellspokeabouttheplaygroundincidentinassemblythis

morning.9. ThenewvicarreplacedFatherPeterlastyear.10. Sarahtookthehamstertothevet.

Lesson2– PassivevsActive– Warm-up-ANSWERS1. SimonCowellglaredatthequiveringXFactorcontestant.

• ThequiveringXFactorcontestantwasglaredatbySimonCowell.2. Theyear6childrenrunatuckshoponWednesdaymornings.

• Atuckshopisrunbytheyear6childrenonWednesdaymornings• OnWednesdaymornings,atuckshopisrunbytheyear6children.

3. Youcattookthelastbiscuitofftheplate.• Thelastbiscuitwastakenofftheplatebyyourcat/wastakenbyyourcatofftheplate.

4. MrsTellmanorganisedatheatretriptowatchMacbeth.• AtheatretriptowatchMacbethwasorganisedbyMrsTellman.

5. Thehandsometigergnawedaggressivelyatthebone.• Thebonewasgnawedataggressivelybythehandsometiger.


6. Johngavehisoldtoystothecharityshop.• ThecharityshopwasgivenJohn’soldtoys• John’soldtoysweregiventothecharityshop.

7. FreddiesawthelatestHarryPotterfilmatthecinema.• ThelatestHarryPotterfilmwasseenatthecinemabyFreddie/wasseenbyFreddieatthecinema.

8. MrMitchellspokeabouttheplaygroundincidentinassemblythismorning.• TheplaygroundincidentwasspokenaboutbyMrMitchellinassemblythismorning

• Thismorninginassembly,theplaygroundincidentwasspokenaboutbyMrMitchell.


9. ThenewvicarreplacedFatherPeterlastyear.• Lastyear,FatherPeterwasreplacedbythenewvicar• FatherPeterwasreplacedbythenewvicarlastyear.

10. Sarahtookthehamstertothevet.• ThehamsterwastakentothevetbySarah.

Lesson2– PassivevsActive– Recap

Activeverbs

Verbscanhaveanactiveorpassive voice.Whenaverbisactive,the

subjectofthesentenceisdoingtheaction.Forexample:

Thecatsatonthemat.

Here,catisthesubject,satistheactive verbandthematistheobject.


Passiveverbs

Contrastthiswiththepassivevoiceoftheverb:

Thematwassatonbythecat.

Here,thematisthesubject andissufferingtheactionofbeingsaton

bythecat.


Tobeabletounderstandpassiveandactivevoice,youneedtohave

agoodunderstandingofsubjects,verbs andobjects withinsentences.

Thebunny appeared fromthehat.

Thesubject iswhoorwhatwearetalkingaboutinthesentence,i.e.thebunny iswhatwearetalkingabout.

Theverb isthedoingword(appeared).

Theobject isthethingtheverbisworkingonoractingupon.Inthiscase,thehat.


Decidewhethertheverbineachsentencebelowisactiveorpassive.• Theschoolarranged avisit.

• Avisitwasarranged bytheschool.• Thedogburiedthebone.

• Thebonewasburied bythedog.• Thewallwaspainted bytheman.

• Themanpainted thewall.• Theballwasthrown atthewindowbythenaughtygirl.

• Thenaughtygirlthrewtheballatthewindow.

Lesson2– PassivevsActive– Recap-Answers

Decidewhethertheverbineachsentencebelowisactiveorpassive.• Theschoolarranged avisit.- active

• Avisitwasarranged bytheschool.- passive• Thedogburiedthebone.- active

• Thebonewasburied bythedog.- passive• Thewallwaspainted bytheman.- passive

• Themanpainted thewall.- active• Theballwasthrown atthewindowbythenaughtygirl.- passive

• Thenaughtygirlthrewtheballatthewindow.- active

Lesson2– PassivevsActive– ExtensionPractice

Activity1:Printthenextslideoffandplaythe“Passivevoice”boardgamewith

someoneathome.Teachparents/carerswhatpassivevoiceisiftheyaren’tsure.Betheexpert.

Activity2:https://www.bbc.co.uk/programmes/p02xnkyq - listentothe6Minute

Grammarepisode

Activity3:https://www.bbc.co.uk/bitesize/topics/z4hrt39/articles/zkttng8 - recapwhat

youhavelearnedandtakethequiz.

Lesson2– PassivevsActive– Quiz

Aim:Icancorrectlysaywhetherasentenceisintheactiveorpassivesense.

Eatingwellandexercisingregularlyisgoodforyou.

PASSIVE? ACTIVE?



Everyonewhoknowshimisawareofhowrichheis.

PASSIVE? ACTIVE?



Bengavemethespoon.

PASSIVE? ACTIVE?



PoorAyanwassofrightenedoftheuglytroll.

PASSIVE? ACTIVE?



Thejungleisinhabitedbymanystrangeandwonderfulanimals.

PASSIVE? ACTIVE?



Thetsunamiknockedmanytreesandbuildingsover.

PASSIVE? ACTIVE?



Allherpieshadbeeneatenbythegreedyheadteacher.

PASSIVE? ACTIVE?

Lesson3WeekBeginning:6th April

KQ:HowdoIcorrectlyspellpluralnouns?

Lesson3– PluralNouns– Warm-upChoosethecorrectformoftheverb(activeorpassive)togointheblanks.

1. Myjacket________a) haswashed.b) hasbeenwashed.

2. Mysister______thejacket.a) Haswashedb) Hasbeenwashed

3. Thetree________a) isfelling.b) isbeingfelled.

4. Theroom_______.a) locked.b) waslocked.

5. Rina______tomyparty.a) invitedb) wasinvited

6. Thework______intime.a) willdob) willbedone

7. Thebooks______.a) wastorn.b) tore.c) weretorn.

Lesson3– PluralNouns– Warm-up- AnswersChoosethecorrectformoftheverb(activeorpassive)togointheblanks.

1. Myjacket________a) haswashed.b) hasbeenwashed.

2. Mysister______thejacket.a) haswashedb) hasbeenwashed

3. Thetree________a) isfelling.b) isbeingfelled.

4. Theroom_______.a) locked.b) waslocked.

5. Rina______tomyparty.a) invitedb) wasinvited

6. Thework______intime.a) willdob) willbedone

7. Thebooks______.a) wastorn.b) tore.c) weretorn.

Lesson3– PluralNouns- Learn

• Apluralnounisusedwhenthereismorethanone ofsomething.• Mostnounsfollow rules toturnthemintopluralnouns.• Somepluralnounsare irregular andcanbedifficulttospell,whilstothers staythesame.

Noun- awordusedtoidentifyanyofaclassofpeople,places,orthings( commonnoun),ortonameaparticularoneofthese

( propernoun ).

Plural- ofawordorformshowingmorethanone.


PluralNouns• Pluralmeansmorethanone andanounisawordusedtoidentifysomething.So,pluralnounsarenounsthataremorethanone.‘Birds’isthepluralof‘bird’,forexample,andtheword‘cities’isthepluralof‘city’.• Somepluralnounscanbedifficulttospell.Therearerulesthatcanhelpyourememberhowtospellpluralnouns.


Rule1– Justadd‘s’Thesimplestpluralnountorememberiswhenyoujustaddan‘s’:

• birthday becomes birthdays• present becomes presents• animal becomes animals• dream becomes dreams

•Mostpluralnounsfollowthissimpleruleandthesewordsareeasytospell.


Rule1– Justadd‘s’Thesimplestpluralnountorememberiswhenyoujustaddan‘s’:

• birthday becomes birthdays• present becomes presents• animal becomes animals• dream becomes dreams

•Mostpluralnounsfollowthissimpleruleandthesewordsareeasytospell.

Rememberthataddinganapostrophe‘s’doesnotmakeapluralnoun.

Forexample:‘Wesawlotsofbird’sinthegarden’- isincorrect‘Wesawlotsof birds inthegarden’- iscorrect


Rule2– Justadd‘es’Ifanounendsinan‘s’,‘sh’,‘ch’or‘x’thenyoujustaddan‘e’andan‘s’ontheendoftheword.Ausefulwaytorememberthis,isthatwordsendingwitha‘hissing’,‘buzzing’or‘whooshing’soundendinan‘es’whentheybecomeplural:

bus becomes busesbox becomes boxes

church becomes churchesdish becomes dishes


Rule2– Justadd‘es’Ifanounendsinaconsonantandthenan‘o’youalsojustadd‘es’totheendoftheword:

volcano becomes volcanoeshero becomes heroesecho becomes echoes

Lesson3– PluralNouns- Practice

Practice!Sortthefollowingwordsintotwolists.

Adds Addes

platesisterlamp

witchshoeash

computertreepeach

batchbasketcouch

bottleglassfox

kissshirtchurch


Answers! Adds Addes

plates witches

sisters ashes

lamps peaches

shoes batches

computers couches

trees glasses

baskets foxes

bottles kisses

shirts churches


Rule3– Droppingthe‘y’andadding‘ies’Ifanounendsinaconsonantandthena‘y’,thenthe‘y’isremovedandan‘ies’isadded:

army becomes armiesstory becomes storiesberry becomes berries


•Rule3– Replacethe‘f’or‘fe’endingwith‘ves’Ifanounendsinan‘f’or‘fe’itisusuallyreplacedwitha‘ves’ending:

half becomes halveslife becomes lives

scarf becomes scarvesHowever,therearealsosomepluralnounsthatareirregularanddon’tfollowthisrule:

belief becomes beliefschef becomes chefs


Practice!Rewriteeachwordinitspluralform.

Onceyouhavechangedthemintoplurals,sortthemintotherulestheyfollow.

songbabygiraffe

countrybossapple

beliefchairbox

scarfbrushfamily

househalfleaf

librarybeachwatch

Adds Addes Drop Yaddies f/febecomes ves


Practice- Answers!

*Didyouremembertheonesthatdidn’tfollowtherule?

Adds Addes Drop Yaddies f/febecomes ves

songs bosses babies giraffes*

apples boxes countries beliefs*

chairs brushes families scarves

houses beaches libraries halves

watches leaves

Lesson4WeekBeginning:13th April

KQ:HowdoIcorrectlyspellpluralnouns?

Lesson4– PluralNouns– Warm-up

• box• bus• butterfly• cherry• church• dress• fox

• giraffe• hippo• knife• lily• mosquito• potato• rhino

• roof• safe• tomato• turkey• wolf

Changethesewordsintoplurals:

Lesson4– PluralNouns– Warm-up

• boxes• buses• butterflies• cherries• churches• dresses• foxes

• giraffes• hippos• knives• lilies• mosquitoes• potatoes• rhinos

• roofs• safes• tomatoes• turkeys• wolvesDidtheyallfollowtherules?

Changethesewordsintoplurals:

Lesson4– PluralNouns– Learn

Todaywearegoingtofocusonthe‘rebel’nouns!Thewordsthatdon’tfollowtherulesanddefinitelyonestowatchoutfor.• Somepluralsdon’tfollowanypatternsorrules- thesearealsocalledirregularplurals.• Theword‘foot’becomes‘feet’whenyoumakeitplural.‘Child’becomes‘children’.• Theseirregularpluralsaretrickytospellandoftenjusthavetoberemembered.

Lesson4– PluralNouns– Learn

Somenounsdon’tchangeatallwhenmadeplural.Manypluralsthatrefertoanimals,forexample,don’tchange:

•Wecaughtone fish andthenlaterlotsof fish.• One sheep escaped,therestofthe sheep

stayedinthefield.Althoughthesepluralrulesmayseemcomplicated,themoreyouread,themorefamiliartheywillbecome.

Lesson4– PluralNouns– Practice

1. Lookatthissentence.Findthewordsthatarespeltincorrectlyandwritethecorrectspelling.

Thechildsplayedwiththemouses andgooses.

2. Lookatthesesentences.Thewordsinboldneedtobechangedtoplurals.Writethecorrectpluralwords.Thetoothfairycollectsmytooth.Toothfairiesliveinsidecactus.

3. Lookatthissentence.Findthewordsthatarespeltincorrectly.Writethecorrectspellings.

Weallhadfisheswithourchips.Threeofushadcods.

Lesson4– PluralNouns– Practice

4. Lookatthesesentences.Thewordsinboldneedtobechangedtopluralsinthesecondsentence.Writethecorrectpluralwordsinthesesentences.

a) Ihaveonepairofscissors.Hardeephastwopairsof________.

b) Zoeownsonepairsoftrousers.Herbrotherownsfourpairsof________.

c) AtthezooIsawonemoose.OnholidayinCanada,Isawmany_______.

Lesson4– PluralNouns– Practice- Answers

1. Lookatthissentence.Findthewordsthatarespeltincorrectlyandwritethecorrectspelling.

Thechildren playedwiththemice andgeese.

2. Lookatthesesentences.Thewordsinboldneedtobechangedtoplurals.Writethecorrectpluralwords.Thetoothfairycollectsmyteeth.Toothfairiesliveinsidecacti.

3. Lookatthissentence.Findthewordsthatarespeltincorrectly.Writethecorrectspellings.

Weallhadfish withourchips.Threeofushadcod.

Lesson4– PluralNouns– Practice- Answers

4. Lookatthesesentences.Thewordsinboldneedtobechangedtopluralsinthesecondsentence.Writethecorrectpluralwordsinthesesentences.

a) Ihaveonepairofscissors.Hardeephastwopairsofscissors.

b) Zoeownsonepairsoftrousers.Herbrotherownsfourpairsoftrousers.

c) AtthezooIsawonemoose.OnholidayinCanada,Isawmanymoose.

Lesson4– PluralNouns– Apply

Thinkaboutthepluralswelookedatlastweekandthose’rebel’pluralsfromthisweek.ReadtheextractonthenextfewslidesandnotedownALLthepluralsyouspot– regularorrebel!

Lesson4– PluralNouns– ApplyExtractfromStarWars:TheForceAwakensbyAlanDeanFoster.Sheneededhim.Andhewasnowheretobefound.Therewasnooneelseshecouldrelyon.Noonelikeherbrother.Nooneelseatall,nowthattheNewRepublicstoodonthevergeofimplosion,ofdestruction,ofcompletecollapse.TheyhadthoughtthatwiththefalloftheEmpireitwouldallbesoeasy.Thatpeoplewouldunderstandtheneedforpatience,thattimewouldberequiredtorebuildthatwhichtheEmpirehadtakenaway.Cities,communications,trade.Allthesecouldandwerewellontheirwaytofullrestoration.Itwastheintangiblesthatprovedsomuchmoredifficulttore-establishthroughoutthegalacticsociety.Freedom,forexample.Thefreedomtospeakone’smind,toobject,todispute.Shesighed.Thosewhohadledtherebellionhadunderestimatedthedeeplyburieddesireoffartoolargeproportionofthepopulationwhosimplypreferredtobetoldwhatdodo.Mucheasieritwastofollowordersthantothinkforoneself.Soeveryonearguedanddebatedanddiscussed.Untilitwastoolate.

Lesson4– PluralNouns– ApplyPacingthechamber,shecaughtglimpseofherselfinalengthofpolishedmetal.Sheknewshelookedtired.Sometimesshewishedshehadbeenbornacommoner,anordinarycitizen,insteadofplanetaryroyalty.SuchthoughtsledherinevitablytomemoriesofAlderaan.Herhomeworld,nowmanyyearsgone,reducedtoashes.Andherownfatherhadbeenpartytoit.Itwasalegacyshecouldnotescape.Shecouldnotletsomethinglikethathappenagain,toanyotherworld,toanyotherpeople.Itwasherresponsibility,andtheweightofitwasheavy.Tooheavy?Easierifshehadhelp.Thekindofhelponlyherbrotherwascapableofproviding.Ifhewasn’tdead.No.Surelynot.Whereverhewas,ifhehadpassedon,shewouldhavesensedhisdemise.Ofthat,shewascertain.Ofthatmuchshehad tobecertain.

Lesson4– PluralNouns– Apply

Therehadcomeahint,aclue.Notmuch,butbetterthananyreportthathadfounditswaytoherinsometime.Shewouldhavefolloweduponitherself,forwhobettertosearchforcluestothelocationofamissingbrotherthanhisownsister?Whenshehadproposedtheidea,theshockobjectiononthepartofherfellowResistanceleaderscouldhavebeenheardhalfwayacrossthegalaxy.Reluctantly,shehadconcededtoreason.Someonewouldgoinherstead.Thenameofaparticularpilothadbeenputforth.Hisrecordwasnolessthanremarkable,andshecouldhardlyarguethatapilotscoutingsolowoulddrawlessattentionthanaperambulatingprincess.Sosheagreed.“Findingonemanshouldnot,inthefinalanalysis,besodifficult,”insistedoneofhercolleagues.“Evenonalltheknownworlds,thereareonlysomanyhidingplaces.”“Foranordinaryman,yes,”shehadreplied,“Butwe’renottryingtofindanordinaryman.We’relookingforLukeSkywalker.”

Lesson4– PluralNouns– Apply- Answers• cities• communications• intangibles• orders• thoughts• memories• years• ashes• clues• leaders• colleagues• worlds• places

Thesewerethepluralsyoushouldhavespottedandnoteddownfromtheextract.

Lesson5WeekBeginning:20th AprilKQ:CanIreadformeaning?

Lesson5– Non-Fiction- Recap

Correctthemistakes:1. Therearethreecatunderthetree.2. Thesepencilaremine.3. I’mafraidofdog.4. Idon’tliketoeatsalmons.5. Thosechildarefrommyclass.6. Lizputthreeknifeonthetable.7. Thesehorsearebeautiful.8. Youcanseealotoffisheshere.9. Readthistextsaloud,please.10. Thesetoyarenewandinteresting.

Lesson5– Non-Fiction– Recap- Answers

Correctthemistakes:1. Therearethreecats underthetree.2. Thesepencils aremine.3. I’mafraidofdogs.4. Idon’tliketoeatsalmon.5. Thosechildren arefrommyclass.6. Lizputthreeknives onthetable.7. Thesehorses arebeautiful.8. Youcanseealotoffish here.9. Readthistext aloud,please.10. Thesetoys arenewandinteresting.

Lesson5– Non-Fiction– Reading

Eitherprintthenexttwoslidesofforreadthetextonthescreen.

• Highlight/notedownanywordsyoudon’tknowthemeaningofasyouread.

• Whenyouhavefinishedreading,lookupthemeaningofthosewordsusingadictionaryoranonlinedictionary.

• Youwillneedtoreadcarefullyasyouwillbeansweringquestionsaboutwhatyouread.

Lesson5– Non-Fiction– Comprehension

AnswerallthequestionsbelowinFULLSENTENCES– usewordsandphrasesinthequestiontoconstructyouranswers.

1. Whatisaconspiracytheory?2. Whatdoconspiracytheoristsbelievewasthemotivationforfakingthemoonlandingin1969?

3. Whatdoflatearthersthinktheworldlookslike?4. Nametwopopstarswhoarebelievedtohavebeenreplacedinsecret.

5. HowmuchdidDenverInternationalairportcosttobuild?6. DescribeoneofthestrangeworksofartatDenverInternationalairport.

7. WhatisaFreemason?8. WhoisDavidIcke?

9. WhydoconspiracytheoristsbelievetheassassinationofJohnFKennedyisnotasitseems?10. WhokilledLeeHarveyOswald,andwhy?

Lesson5– Non-Fiction– Comprehension-Answers

1. Whatisaconspiracytheory?Atheorythatthe“official”versionofeventssurroundinganeventisnottrue,andthat

peopleinpowerarecontrollingormanipulatingthetruth.2. Whatdoconspiracytheoristsbelievewasthemotivationforfakingthemoonlanding

in1969?Theybelievethat,becausetheUSAwasinvolvedinthespaceracewithRussia,they

knewtheywouldnotbeabletolandonthemoonfirst,sotheyfakeditinorderto“win”therace.

3. Whatdoflatearthersthinktheworldlookslike?TheybelievethattheearthisaflatcirclewiththeArcticinthecentre.Aroundtheoutsideofthecircleisa150ftwallofice,whichstopspeoplefallingoffintospace.

4. Nametwopopstarswhoarebelievedtohavebeenreplacedinsecret.TwocelebritieswhoarebelievedtohavebeenreplacedinsecretareAvrilLavigne and

PaulMcCartney.


5. HowmuchdidDenverInternationalairportcosttobuild?Denverairportcost$4.8bntobuild.

6. DescribeoneofthestrangeworksofartatDenverInternationalairport.Either:

•apaintingfeaturingasoldierinagasmaskbrandishingagunandstabbingadove;or

•apaintingshowingachildinafuneralcasket,whileotherchildrenfleeaforestfire–supposedlyshowingaworldoutofsyncwithnature;

or•thesculptureofa32-foothighbluehorsewithredglowingeyes,nicknamedBlucifer.


7. WhatisaFreemason?Amemberofamale-onlysecretsocietywhichmeetsin“lodges”.Theyhavespecial

symbols,clothingandceremonies,aswellastheirownhandshake,sotheycanrecogniseotherMasonswithoutexplicitlystatingtheirmembership.

8. WhoisDavidIcke?Aformerprofessionalfootballplayer,nowaconspiracytheoristwhobelievesthattheworldiscontrolledbyaraceofalienreptilescalledtheBabylonianBrotherhood,who

canshape-shiftintohumanformandcontrolhumanity.


9. WhydoconspiracytheoristsbelievetheassassinationofJohnFKennedyisnotasitseems?

Becausethereweremoreshotsfiredthanoriginallythought;thebulletdidnotseemtocomefromwhereOswaldwasstanding;Oswaldneverconfessedandsaidhehadbeen

setup;thecasenevercametotrial,asOswaldwasmurdered.10. WhokilledLeeHarveyOswald,andwhy?

DallasnightclubownerJackRubyinordertospareMrsKennedytheupsetofatrial.

Lesson6WeekBeginning:27th AprilKQ:CanIreadformeaning?

Lesson6– Non-Fiction– Warm-up

Usingadictionaryoranonlinedictionary(www.dictionary.com orhttps://kids.wordsmyth.net/we/)lookupthefollowingwordsandwritetheirdefinition.1. refugee2. minority3. ethnic4. subsidise5. aid6. scholars(scholar)7. venture8. monsoon9. mortar10. ghetto

Lesson6– Non-Fiction– Warm-up- Answers

Usingadictionaryoranonlinedictionary(www.dictionary.com orhttps://kids.wordsmyth.net/we/) lookupthefollowingwordsandwritetheirdefinition.1. refugee- apersonforcedtoleavehisorherhomeorcountrytoseeksafetyorprotection.2. minority- agroupofpeoplewhoserace,religion,orpoliticsisdifferentfromthelargerpopulationgroup.3. ethnic- oforrelatingtoagroupofpeoplewhosharethesameculture,race,ornationality.4. subsidise- toprovidefinancialassistancefor;supportwithmoney.5. aid- togivehelptoorassist.6. scholars(scholar)- anystudent.7. venture- anactivityorundertakinginwhichthereisriskortheresultisnotcertain.8. monsoon- awindsystemoftheIndianOceanthatblowsfromthesouthwestinthesummerandthe

northeastinthewinter.Thesouthwestmonsoonbringswithitaseasonofheavyrain.9. mortar- amaterialmadefromlime,sand,andwaterandusedtoholdbricksorstonesinplace.10. ghetto- suchanareawherepeoplelive,notbylaw,butbecausetheyarepoororarediscriminated

against.

Lesson6– Non-Fiction– Warm-up- Answers

Usingadictionaryoranonlinedictionary(www.dictionary.com orhttps://kids.wordsmyth.net/we/) lookupthefollowingwordsandwritetheirdefinition.1. refugee- apersonforcedtoleavehisorherhomeorcountrytoseeksafetyorprotection.2. minority- agroupofpeoplewhoserace,religion,orpoliticsisdifferentfromthelargerpopulationgroup.3. ethnic- oforrelatingtoagroupofpeoplewhosharethesameculture,race,ornationality.4. subsidise- toprovidefinancialassistancefor;supportwithmoney.5. aid- togivehelptoorassist.6. scholars(scholar)- anystudent.7. venture- anactivityorundertakinginwhichthereisriskortheresultisnotcertain.8. monsoon- awindsystemoftheIndianOceanthatblowsfromthesouthwestinthesummerandthe

northeastinthewinter.Thesouthwestmonsoonbringswithitaseasonofheavyrain.9. mortar- amaterialmadefromlime,sand,andwaterandusedtoholdbricksorstonesinplace.10. ghetto- suchanareawherepeoplelive,notbylaw,butbecausetheyarepoororarediscriminated

against.

Allthesewordsarefoundinthislesson’s

readingcomprehension.Agoodtipistohighlightthesewordsinthetextsoyouunderstandwhattheymeanasyouread.

Lesson6 – Non-Fiction– Comprehension

AnswerallthequestionsbelowinFULLSENTENCES– usewordsandphrasesinthequestiontoconstructyouranswers.

1. Whymighttheauthorbeginbyquestioningthereaderabouttheirschoolexperience?2. Theauthorgivesseveralreasonsforneedinganalternativetoaschoolbuilding.Givethreeofthese.

3. Howdoestheauthordepictfirst-worldeducationasdifferentfromeducationinthedevelopingworld?4. Howdoestheauthorshowusthatplatformschoolshavebeensuccessful?

5. Giveoneexampleofaneducationalprovisionthathasdevelopedtodealwithaveryspecificproblem.6. Whymightthewriterstartthefirstparagraphafterthe‘FloodedandBombed’subheadingwithasking

thereadertoimaginebeinginanaturaldisaster?7. Accordingtothewriter,whyisitimportantforstudentsandteacherstoreceivethe‘SchoolinaBox’as

soonaspossible?8. Whatisoneinnovationusedintheboatschoolsprogramme?

9. NametwodifficultiesexperiencedbythoserunningtheCaveSchoolinChina.10. Whatdoestheauthormeanby‘thedarkestdays’oftheHolocaust?

Lesson6 – Non-Fiction– Comprehension-Answers

1. Whymighttheauthorbeginbyquestioningthereaderabouttheirschoolexperience?Youmayhavedifferentanswersforthisquestionbutyoushouldbethinkingabout

engagementofthereaderfromtheoffsetofthearticle,introducingthesubjectofthetext,speakingdirectlytoanaudienceofstudentsratherthanadults.

2. Theauthorgivesseveralreasonsforneedinganalternativetoaschoolbuilding.Givethreeofthese.

Childrenmightbeinvolvedinanaturaldisaster,livinginpovertyorawarzone.


3. Howdoestheauthordepictfirst-worldeducationasdifferentfromeducationinthedevelopingworld?

Theauthorshowsfirst-worldeducationasavailabletoeveryonegenerallywhileeducationinthedevelopingworldisconstrainedbyissuesofpovertyandwar.Theauthordescribesitasthe‘privilegeofthewealthy’andmentionsthegreatsacrifices

parentsmustgothroughtoprovideaneducation.4. Howdoestheauthorshowusthatplatformschoolshavebeensuccessful?

Theauthormentionsaseriesofnumericalfactsabouttheschools– theyhaveeducated6000pupilsandarenowin12stations.Theauthoralsomentionsthegrowthofthe

grouptoincludejobrelatedtraining.Theschoolshavenowbeeninoperationforover30years,showingthesuccessofthegroup.


5. Giveoneexampleofaneducationalprovisionthathasdevelopedtodealwithaveryspecificproblem.

Anumberofdifferentprovisionscouldbementionedhere– refugeecampsusingthe‘SchoolinaBox’program,theboatschoolstocombatmonsoonweather,thetentschoolssetupaftertheearthquakesinHaitimadetheschoolbuildingsunsafe.6. Whymightthewriterstartthefirstparagraphafterthe‘FloodedandBombed’

subheadingwithaskingthereadertoimaginebeinginanaturaldisaster?Againthisquestionrelatestotryingtogetthereaderintothemindsetofthosewhoexperiencehardship.Italsomirrorsthe‘flooded’elementofthesubheadingaboveit

linkingthesubheadingwiththefollowingparagraphsforcohesion.

Lesson6 – Non-Fiction– Comprehension-Answers7. Accordingtothewriter,whyisitimportantforstudentsandteacherstoreceive

the‘SchoolinaBox’assoonaspossible?Theauthormentionstheeducationalandemotionalwell-beingofbeinginvolvedinaschoolenvironmentagain.Oftenthepupilscannotutilisethelocaleducationsystemandwouldstruggletosucceedwithouteducation.Theschoolsgivehope

topupilsandparents.8. Whatisoneinnovationusedintheboatschoolsprogramme?

Innovationsincludewirelesstechnology,solarpanelsforelectricityandtheuseofcomputersintheclassroom.Theschoolsarefullymobile,takingadvantageoftheswollenstateoftheriversduringmonsoonseasonratherthanbeingconstrained

byit.


9. NametwodifficultiesexperiencedbythoserunningtheCaveSchoolinChina.Thesemightincludethebatsandbirdsinthecave,thelackofequipment,the

lackofelectricityandwaterandthelackofmoneyforteachersandsupplies.ThegovernmenteventuallychosetoclosetheschoolaswellsinceitmadeChinese

educationseemprimitive.10. Whatdoestheauthormeanby‘thedarkestdays’oftheHolocaust?

TheauthorusesacommonalliterativephraseheretoshowthebleaknessoftheHolocaustperiodfortheJewishpeoplelivingthroughit.Itremindsthereaderofthelackofhope– ‘dark’beingconnotedwithevilwhile‘light’inconnotedwith

good.

Lesson7WeekBeginning:4th May

KQ:WhattenseshouldIuseinmywriting?

Lesson7– Tenses– Warm-up

Anadjectivedescribesanoun.Identifytheadjectivesinthesentencesbelow.1. Carolinecleanedherdirtyroom.2. Danielandhismotherateshortbreadcookies.3. Iwalkedupthecreakystairsoftheoldbuilding.4. Canyousingasoothingsong?5. Don’tforgettobringyourdeliciouslunch!6. Herbrotherforgottobringhistartanshirt.7. Lincolnsquintedashelookedatthebrightsun.8. Pete’snaughtydogchewedhisnewshoes.

Lesson7– Tenses– Warm-up- Answers

Anadjectivedescribesanoun.Identifytheadjectivesinthesentencesbelow.1. Carolinecleanedher dirtyroom.2. Danielandhismotherateshortbreadcookies.3. Iwalkedupthecreakystairsoftheold building.4. Canyousingasoothingsong?5. Don’tforgettobringyourdelicious lunch!6. Herbrotherforgottobringhistartan shirt.7. Lincolnsquintedashelookedatthebrightsun.8. Pete’snaughty dogchewedhisnew shoes.

Lesson7– Tenses– Learn

• Whenwriting,it’simportanttousethecorrectformofaverb.• Theverbisthepartofasentencethatshowsthetense- itshowswhen somethingishappening.• Verbscomeinthreemaintenses- pasttense, presenttense and futuretense.


PASTTENSE• Mostnovelsarewritteninthepasttense.Readersaremorefamiliarwiththistensebecausetheyareusedtobeingtoldastorythathasalreadytakenplace.• Formostverbsyou addan‘ed’attheendoftheword tochangeittothepasttense- forexample,‘shetalks’becomes‘shetalked’.


PASTTENSE• However,therearesome irregularverbs wherethewholewordchangesinthepasttense.Forexample:

Ichoose- IchoseTheybuild- theybuiltSheswims- sheswam

• It’salsoimportanttomakesureyouusetherightwordforthepasttenseoftheverb‘tobe’.

• Use‘was’whenyou’rewritingaboutasingleperson- ‘Iwas,hewas,shewas’.• Use‘were’formorethanonepersonandfordirectaddress- ‘Wewere,theywere,

youwere’

Lesson7– Tenses– Practice

PASTTENSEChangethesesentencestothepasttense.1. Thecatslidesdowntherailtogreettheboy.2. Myfathermowsbotherthefrontandbacklawns.3. Hisfavouritefruitisjuicywatermelon.4. Shegladlyswallowsbitesofthedeliciouscake.5. Theywhisperinthelibrarysoastonotdisturbanyone.6. Theturtlewillbelessactiveinthewintermonths.7. Thefootballertackleshisopponents.8. Shewillsliceavocadosforthesandwiches9. Theteachercorrectsthemathsproblem.10. Thelibrariansearchesthestacksfornonfictionbooksforus.

Lesson7– Tenses– Practice- Answers

PASTTENSEChangethesesentencestothepasttense.1. Thecatslid downtherailtogreettheboy.2. Myfathermowed botherthefrontandbacklawns.3. Hisfavouritefruitwas juicywatermelon.4. Shegladlyswallowed bitesofthedeliciouscake.5. Theywhispered inthelibrarysoastonotdisturbanyone.6. Theturtlewas lessactiveinthewintermonths.7. Thefootballertackled hisopponents.8. Shesliced avocadosforthesandwiches9. Theteachercorrected themathsproblem.10. Thelibrariansearched thestacksfornonfictionbooksforus.


PRESENTTENSE• Thepresenttenseisusedwhenwritingaboutsomethingthatis happeningatthatmoment.Sometimesafictionwritermayusethepresenttensetomaketheirwritingmoreimmediate,asinthisexamplefrom TheTimeTraveller’sWifebyAudreyNiffenegger:‘It’shardbeingleftbehind.IwaitforHenry,notknowingwhereheis,

wonderingifhe’sokay.It’shardtobetheonewhostays.’


PRESENTTENSE• Itisalsocommonfor essays tobewritteninthepresenttense.Forexample:

‘StevensonsuggeststhatmanisinherentlyevilbyshowingthechangesinJekyll’scharacterashedevelopsfromafriendly,kindandwell-

manneredgentlemanintoaviolentcriminal.’


PRESENTTENSE• However,ifyouarewritingaboutthewriterofthetextwhentheyarenolongeralive,youcanusethepasttense.Forexample:'Dickenswasinterestedinthosecharactersontheedgesofsociety.'

Lesson7– Tenses– PracticePRESENTTENSEReadthisextractfrom TheTimeTraveller’sWifewritteninthepresenttense.Thelibraryiscoolandsmellslikecarpetcleaner,althoughallI canseeismarble.IsigntheVisitors’Log:ClareAbshire,11:1510-26-91 SpecialCollections.IhaveneverbeenintheNewberryLibrarybefore,and nowthatI’vegottenpastthedark,forebodingentranceIamexcited.I haveasortofChristmas-morningsenseofthelibraryasabigboxfullof beautifulbooks.Theelevatorisdimlylit,almostsilent.Istoponthethird floorandfilloutanapplicationforaReader’sCard,thenIgoupstairsto SpecialCollections.Mybootheels rapthewoodenfloor.Theroomis quietandcrowded,fullofsolid,heavytablespiledwithbooksandsurroundedbyreaders.Chicagoautumnmorninglightshinesthroughthe tallwindows.Iapproachthedeskandcollectastackofcallslips.I’mwritingapaperforanarthistoryclass.MyresearchtopicistheKelmscott PressChaucer.Ilookupthebookitselfandfilloutacallslipforit.ButI alsowanttoreadaboutpapermakingatKelmscott.Thecatalogisconfusing.Igobacktothedesktoaskforhelp.AsIexplaintothewomanwhat Iamtryingtofind,sheglancesovermyshoulderatsomeonepassing behindme.“PerhapsMr.DeTamble canhelpyou,”shesays.Iturn,preparedtostartexplainingagain,andfindmyselffacetofacewithHenry. Iamspeechless.


FUTURETENSE• Thefuturetenseisoftenusedinspeech,forexamplewhen planningafutureevent:

‘Wewillmeetat5pmatthemuseum.’• Inwriting,itcouldalsobeusedtotalkabout somethingthathasn’thappenedyet.Youmightusethefuturetensewhenwritinganintroductiontoascientificreportoressay,toletreadersknowwhatyouwillbediscussing.Forexample:‘Inthisreport,Iwillbecoveringthedetailsoftheexperimentandmy

findings.’


FUTURETENSE• Thefuturetensemightalsobeusedto createanimpact inapieceofnon-fictionwriting.Forexample,inapersuasivespeech:‘Shouldweletthemcontrolourlives?No!Weshallfindwaystofight

back.’

Lesson7– Tenses– PracticeFUTURETENSEChangethesesentencestofuturetense:1. Thewolfhowledatthemoon.

Thewolf_______atthemoon.2. Today,Iamdoingallofmy

homework.Today,I________allofmyhomework.

3. Yesterday,Icarriedalloftheshoppinghome.Tomorrow,I_______alloftheshoppinghome.

4. Ihavebeen tothecinema.I______tothecinema.

5. Thebravemanissavingherlife.Thebraveman______herlife.

6. Peterranallthewaytoschool.Peter______allthewaytoschool.

7. Lastyear,Itravelledhalfwayaroundtheworld.Nextyear,I______halfwayaroundtheworld.

8. Mybrotherisgrowingtallerthanmydad!Mybrother_______tallerthanmydad!

Lesson7– Tenses– PracticeFUTURETENSEChangethesesentencestofuturetense:1. Thewolfhowledatthemoon.

Thewolfwillhowl/willbehowlingatthemoon.

2. Today,Iamdoingallofmyhomework.Today,Iwilldo/willbedoingallofmyhomework.

3. Yesterday,Icarriedalloftheshoppinghome.Tomorrow,Iwillcarry/willbecarryingalloftheshoppinghome.

4. Ihavebeen tothecinema.Iwillgo/willbegoingtothecinema.

5. Thebravemanissavingherlife.Thebravemanwillsave/willbesavingherlife.

6. Peterranallthewaytoschool.Peterwillrun/willberunningallthewaytoschool.

7. Lastyear,Itravelledhalfwayaroundtheworld.Nextyear,Iwilltravel /willbetravellinghalfwayaroundtheworld.

8. Mybrotherisgrowingtallerthanmydad!Mybrotherwillgrow tallerthanmydad!


KQ:HowisthePresentPerfecttenseformed?

Lesson8 – Tenses– Warm-up

Lookatthetextbelow.Howmanyverbscanyouspot?Dotheseverbsshowactionsinthepastorpresent?

Lastsummer,AmirandIwentcampingbyalakeinWales.IhaveknownAmirforyears,wemetin2007whenhemovedintoourtownwithhisparents.Wehavebeeninseparableeversince.Thetwoweekswespentatthecampsiteflewbyreallyquickly.Onthelastnight,wemadeafireandtoastedmarshmallows.Ihaveneverhadsomuchfun!

Lesson8– Tenses– Warm-up- Answers

Lookatthetextbelow.Howmanyverbscanyouspot?Dotheseverbsshowactionsinthepastorpresent?

Last summer, Amir and I went camping by a lake in Wales. I have knownAmir for years, we met in 2007 when he moved in to our town with hisparents. We have been inseparable ever since. The two weeks we spentat the campsite flew by really quickly. On the last night, we made a fireand toasted marshmallows. I have never had so much fun!


IhaveknownAmirforyears.

Wehavebeeninseparableeversince.

Ihave neverhad somuchfun.

The action in these sentences happened in the definitemoment in the past (last summer, in 2007). We use theSimple Past tense for these verbs (went, met, spent).

The action in these sentences happened in the indefinitemoment in the past and is still connected to the present.We use the Present Perfect tense for these verbs (haveknown, have been).

Lastsummer,AmirandIwent camping.

Wemet in2007.

Thetwoweekswespent atthecampsiteflew byreallyquickly.

Wemade afireandtoastedmarshmallows.


IhaveknownAmirforyears.

IknewAmirinthepast.

Istillknowhimnow.


Wehavebeeninseparableeversince.

Webecameinseparablein

thepast.

Wearestillinseparable

now.


ThePresentPerfectTenseisusedwithactionsthathappenedinthepast,butwedon’tknowexactlywhen;andwithactionsthathappenedinthepastandare

connectedtothepresent.

Examples: IhavebeentoItaly.Ihavelostmykeys.


Whichofthesesentencesshowtheactionhappenedinthepastandconnectedtothe

present:

1. Don’tworry.Ihavebookedahotelalready.

2. Iboughtanewpairofshoesyesterday.

3. Afterhelefttheparty,hewentstraighthome.

4. Mumhasjustgothomeandiscookingdinner.

5. Ican’tgooutasIhavenotfinishedmyhomeworkyet.


Theanswersareunderlined.

1. Don’tworry.Ihavebookedahotelalready.

2. Iboughtanewpairofshoesyesterday.

3. Afterhelefttheparty,hewentstraighthome.

4. Mumhasjustgothomeandiscookingdinner.

5. Ican’tgooutasIhavenotfinishedmyhomeworkyet.


Whichofthesesentencesshowtheactionhappenedinthepastbutwedon’tknowexactlywhen.

1. Whenhegothome,Johnhadacupoftea.

2. Johnhashadacupoftea.

3. IhaveseentheEiffelTower.

4. IsawtheEiffelToweronmyfirsttriptoParis.


Theanswersareunderlined.

1. Whenhegothome,Johnhadacupoftea.

2. Johnhashadacupoftea.

3. IhaveseentheEiffelTower.

4. IsawtheEiffelToweronmyfirsttriptoParis.

Lesson8– Tenses- Learn

REMEMBERThePresentPerfectTenseisusedwithactionsthathappenedinthepast,butwedon’tknowexactlywhen;andwithactionsthathappenedinthepastandare

connectedtothepresent.

Examples:Johnhashadacupoftea.

Mumhasgothomeandiscookingdinner.

Lesson8– Tenses- Learn

FORMINGTHEPRESENTPERFECTTENSEThePresentPerfecttenseisformedwithanauxiliary(helping)verbtohaveand

thepast participle ofthemainverb.

IYouWereThey

have +PastParticiple(been,gone,played)

HeSheIt

has +PastParticiple(been,gone,played)


CompletethesentenceswiththePresentPerfecttense.1. I________(arrange)asurprisebirthdaypartyforJoshua.2. Thesun________(go)down,it’stimetogobackinside.3. ________youever________(try)caviarbefore?4. We________(drive)forhoursandstillwearen’tthere.5. Anna________(lose)herpen.6. Theirteam________not________(win)thematch.7. James________(see)thisfilmbefore.


Checkyouranswers.1. IhavearrangedasurprisebirthdaypartyforJoshua.2. Thesunhasgonedown,it’stimetogobackinside.3. Have youevertried caviarbefore?4. Wehave driven forhoursandstillwearen’tthere.5. Annahaslostherpen.6. Theirteamhave notwon thematch.7. Jameshasseenthisfilmbefore.


Choosethecorrectanswer.1. Ididn’teat/haven’teatentodaybutI’mnothungry.2. IamnottalkingtoJames.Weargued /have argued yesterday.3. Theschoolfinished /hasfinishedat3o’clock.4. Thedogneedsawalk.Ididn’t /haven’ttakenheroutyet.5. Jasoncalled /hascalledanhourago.6. Taraistired.Shehad /hashadalongday.

Lesson8– Tenses– Practice– Answers

Checkyouranswers.1. Ihaven’teatentodaybutI’mnothungry.2. IamnottalkingtoJames.Weargued yesterday.3. Theschoolfinished at3o’clock.4. Thedogneedsawalk.Ihaven’ttakenheroutyet.5. Jasoncalled anhourago.6. Taraistired.Shehashadalongday.

Lesson8– Tenses–Apply

Writeyourownsentences.UsethePresentPerfecttense.1.I/drive/car

Ihavedrivenacar.

4.Marcy/go/beach

2.Cat/cross/road 5.Monster/scare /children

3.Billy /break/glassjar 6.Apple/notripen/yet

Lesson8– Tenses–Apply- Answers

Writeyourownsentences.UsethePresentPerfecttense.1.I/drive/car

Ihavedrivenacar.

4. Marcy/go/beach

Macyhasbeentothebeach.

2.Cat/cross/road

The cathascrossedtheroad.

5.Monster/scare /children

Themonsterhasscaredthechildren.

3.Billy /break/glassjar

Billyhasbrokentheglassjar.

6.Apple/notripen/yet

The applehasnotripenedyet.

Lesson8– Tenses– Practice– Apply

Answerthequestionsaboutyou.Usethepresentperfectinyouranswers.

1. Howmanycountrieshaveyoutravelledto?2. Whatinterestingfoodhaveyoueaten?3. Whatfamouspersonhaveyouseen?

4. Wherehaveyoulived?5. Whatlanguageshaveyoustudied?

6. Whatdangerousthinghaveyoudone?7. Howmuchmoneyhaveyouspenttoday?

8. Haveyoueverseenaghost?


KQ:HowdoIknowwhentousepastorpresenttense?


Matchuptheninesentencesthatusefrontedadverbials.a)Manyyearsago, 1)therelivedabeautifulandverybraveprincess

b)Allthroughthesummer, 2)nocturnal animalsstarttocomeout.

c)Withoutasound, 3)itisfuntocollectpebblesand shells

d)At dusk, 4)Ieatmysandwicheswithmyfriends.

e)Suddenly, 5)mybrotherandIplayedfootballinour garden.

f)Atlunchtime, 6)Ikeepmycollection ofdinosaurs.

g)EverySunday night 7)therewasaflashoflight.

h)Onthebeach, 8)Icreptalongthecorridor.

i)Inmybedroom, 9)Isitdowntodomyhomework.


Matchuptheninesentencesthatusefrontedadverbials.a)Manyyearsago, 1)therelivedabeautifulandverybraveprincess

b)Allthroughthesummer, 2)nocturnal animalsstarttocomeout.

c)Withoutasound, 3)itisfuntocollectpebblesand shells

d)At dusk, 4)Ieatmysandwicheswithmyfriends.

e)Suddenly, 5)mybrotherandIplayedfootballinour garden.

f)Atlunchtime, 6)Ikeepmycollection ofdinosaurs.

g)EverySunday night 7)therewasaflashoflight.

h)Onthebeach, 8)Icreptalongthecorridor.

i)Inmybedroom, 9)Isitdowntodomyhomework.

a+1b+5c+8d+2e+7f+4g+9h+3i+6

Lesson9 – Tenses– Recap

PastvsPresent• Somewritersliketousethe presenttense totellastoryinordertogivetheimpressionthatitishappeningrightnow.• Infictionwritingthepresenttensecancreateadramaticeffectandmakeyourreaderfeelasthoughtheyarewiththecharacters ‘inthemoment’.• Itisthe verbs inasentencethatdetermineits tense.


PastvsPresentHowmanystorieshaveyoucomeacrossthatbeginwiththe

infamousphrase''OnceUponaTime''?• Thisisbecausestoriesweretraditionallytoldusingthepasttense.Thismadethenarratorsoundasiftheywerenarratingeventsfromadistance,insteadofbeing'present'amongsttheaction.• Usingthepasttenseisalsothenaturalwayyoumighttellastoryaboutsomethingthathashappenedtoyou.• However,manynewwritersusethepresenttense,particularlyinactionsequences.Thepresenttenseverbsmaketheactionsoundimmediateandurgent.


Remember…• Thereisnorightwayoftellingastory.Thinkaboutwhythepresenttensemayormaynotworkinyourownwriting.Experimentwithaparagraphinthepresentandpasttensetoseewhichfeelsbest.It'suptoyou.• Ifyoudecidetowriteastoryusingthepresenttense,makesureyouareconsistentwithhowyouuseit.• Sometimesitisdifficulttosustainwritinginthepresenttense,soyoumayneedtousethepasttensewhenreferringtoeventsthathavealreadyhappenedtoacharacter.

Lesson9 – Tenses– Practice

Findallthepast-tenseverbsthatyouwouldhavetochangeinordertoputthetextintothepresenttense.

Iwasracingtocatchthebuswhen,withoutanywarning,myshoelacebroke.Ifellinaheapanddroppedmyhomework.Thewindblewiteverywhere.AndthatiswhyIwaslatetoschool!

Lesson9 – Tenses– Practice- Answers

Findallthepast-tenseverbsthatyouwouldhavetochangeinordertoputthetextintothepresenttense.

Iwas racingtocatchthebuswhen,withoutanywarning,myshoelacebroke.Ifell inaheapanddroppedmyhomework.Thewindblew iteverywhere.AndthatiswhyIwas latetoschool!


Nowchangealltheverbsintothepresenttense.

Iwas racingtocatchthebuswhen,withoutanywarning,myshoelacebroke.Ifell inaheapanddroppedmyhomework.Thewindblew iteverywhere.AndthatiswhyIwaslatetoschool!


Nowchangealltheverbsintothepresenttense.

Iam racingtocatchthebuswhen,withoutanywarning,myshoelacebreaks.Ifall inaheapanddropmyhomework.Thewindblows iteverywhere.AndthatiswhyIamlatetoschool!

Lesson9 – Tenses– Apply

Nowseeifyoucanchangethiswholeparagraph.Rewritetheparagraphwiththeverbschangedintothepresenttense.

Thecombinationoflightanddustblindedherforamomentasherfeetlandedonbarefloorboards.Warmthshehasn’texpectedwrapsitselfaroundherlikewelcomingarms.Onceacclimatisedtotheroom’sunexpectedbrightness,Tildacanhardlybelievethesightwhichgreetsher.Theatticstretchesacrosstheentirelengthandwidthofthebuilding;asTilda’sgazebouncesfromonecornertothenext,sheisshockedtoseethateverycentimetre ofspaceisfilledwithexactlythesamething...

Lesson9 – Tenses– Apply- Answers

Nowseeifyoucanchangethiswholeparagraph.Rewritetheparagraphwiththeverbschangedintothepresent

tense.Thecombinationoflightanddustblindedherforamomentasherfeetlandedonbarefloorboards.Warmthshehadn’texpectedwrappeditselfaroundherlikewelcomingarms.Onceacclimatisedtotheroom’sunexpectedbrightness,Tildacouldhardlybelievethesightwhichgreetedher.Theatticstretchedacrosstheentirelengthandwidthofthebuilding;asTilda’sgazebouncedfromonecornertothenext,shewasshockedtoseethateverycentimetre ofspacewasfilledwithexactlythesamething...


KQ:HowdoIcorrectlypunctuateaquoteinanessay?

Lesson10– PunctuateQuotes– Warm-up

Turnthewordsinitalicsintocontractions(shortenedform).Rememberthattheapostropheislocatedwherelettershavebeenremoved.Thefirstonehasbeendoneforyou.1. Turdydoesnotunderstandherhomework.– doesn’t2. Samerarelylaughswhileheis sleeping.3. Billlikeschocolatebuthehasstoppedeatingit.4. Wehave triedtobefairtoeveryone.5. KarenandSarahthinktheyarecuterthanyou.6. Mariarefusedtoadmitthatshehad putbutterinherpocket.7. Ashleypromisedthatshewould sendusanemail.8. Thereportwillbehandedinbutitwill belate.9. Iwonderifitis propertoeatsoupwithaknifeandfork.10. Thatisthesilliestsongtheyhave eversung.

Lesson10– PunctuateQuotes– Warm-up-AnswersTurnthewordsinitalicsintocontractions(shortenedform).Rememberthattheapostropheislocatedwherelettershavebeenremoved.Thefirstonehasbeendoneforyou.1. Turdydoesnotunderstandherhomework.– doesn’t2. Samerarelylaughswhileheis sleeping.– he’s3. Billlikeschocolatebuthehasstoppedeatingit.- he’s4. Wehave triedtobefairtoeveryone.– we’ve5. KarenandSarahthinktheyarecuterthanyou.– they’re6. Mariarefusedtoadmitthatshehad putbutterinherpocket.- she’d7. Ashleypromisedthatshewould sendusanemail.- she’d8. Thereportwillbehandedinbutitwill belate.– it’ll9. Iwonderifitis propertoeatsoupwithaknifeandfork.- it’s10. Thatisthesilliestsongtheyhave eversung.–they’ve

Lesson10– PunctuateQuotes– Learn

• Inaquotationit’simportanttomakesureyouusetheexactwordsfromtheoriginaltext.• Inmostliteratureessays/exams,it’sbettertouseshorterquotationsinaprecisewayratherthanwriteoutverylongquotations.• Youcanusesingleinvertedcommas ‘’ ordoublequotationmarks “” topunctuatethequotation.Justmakesureyousticktothesamepunctuationmarkanddon’tswapbetweenthetwo.


• Thesepunctuationmarksshouldcontainthewordstakenfromthetext:In AChristmasCarol byCharlesDickensthecharacterofScroogeisdescribedasbeing‘Hardandsharpasflint’.

• Intheexampleabove,‘Hardandsharpasflint’istakendirectlyfromthetext.• Remembertoclosethepunctuationmarksattheendofthequotation.Onlyuseacapitalletterinaquotation,ifoneappearsintheoriginaltext.


Punctuationinsidequotations• Punctuationthatappearsintheoriginaltextshouldbeusedinthequotation:ThecharacterofScroogeisdescribedas‘self-contained,

andsolitaryasanoyster.’• Inthisexample,thecommaandfullstopinthephrase‘self-contained,andsolitaryasanoyster.’appearintheoriginaltextandthereforeneedtobeincludedwiththequotation.


Punctuationinsidequotations• Sometimesafullstopisusedoutsideofthequotationmarks,thisisbecausethefullstopbelongstothewholesentence,nottheoriginalquotation:InAChristmasCarolbyCharlesDickensthecharacterofScroogeisdescribedasbeing‘Hardandsharpasflint’.

Lesson10– PunctuateQuotes– Practice

Punctuatethefollowingsentenceswithquotationmarks.

Lesson10– PunctuateQuotes– Apply

Readthisexampleexamanswer:DickenspresentsScroogeasanoutsiderinthisextractbythewayheisdescribed.HeusestheweatherinthefirstparagraphtoshowhowScroogeiscolder thananythingtheweathercanthrowathim:heaviestrain,andsnow,andhail,andsleet.ThelistingoffourtypesofbadweatherintensifiesthedescriptionofScroogebeingnaturallyisolatedandcold,asifheis,likebadweather,naturallycold.DickensthengoesontogiveexamplesofnormalsocialbehaviourinordertoshowthatScroogeisoutsideofsociety. Heusesexamplesofdirectaddress:MydearScrooge,howareyou? inordertohighlighthowunusualitwouldbeforanyonetoaddressScroogelikethis.ThisisthensummarisedbystatingthatScroogedoesn’twanttobesociableandinfactlikeshisisolation:itwastheverythingheliked.


Thewordsandphrasesinbluearetakendirectlyfromthetext.Whataretheymissing?DickenspresentsScroogeasanoutsiderinthisextractbythewayheisdescribed.HeusestheweatherinthefirstparagraphtoshowhowScroogeiscolder thananythingtheweathercanthrowathim:heaviestrain,andsnow,andhail,andsleet.ThelistingoffourtypesofbadweatherintensifiesthedescriptionofScroogebeingnaturallyisolatedandcold,asifheis,likebadweather,naturallycold.DickensthengoesontogiveexamplesofnormalsocialbehaviourinordertoshowthatScroogeisoutsideofsociety. Heusesexamplesofdirectaddress:MydearScrooge,howareyou? inordertohighlighthowunusualitwouldbeforanyonetoaddressScroogelikethis.ThisisthensummarisedbystatingthatScroogedoesn’twanttobesociableandinfactlikeshisisolation:itwastheverythingheliked.


Thewordsandphrasesinbluearetakendirectlyfromthetext.Whataretheymissing?DickenspresentsScroogeasanoutsiderinthisextractbythewayheisdescribed.HeusestheweatherinthefirstparagraphtoshowhowScroogeis“colder” thananythingtheweathercanthrowathim:“heaviestrain,andsnow,andhail,andsleet.” ThelistingoffourtypesofbadweatherintensifiesthedescriptionofScroogebeingnaturallyisolatedandcold,asifheis,likebadweather,naturallycold. DickensthengoesontogiveexamplesofnormalsocialbehaviourinordertoshowthatScroogeisoutsideofsociety.Heusesexamplesofdirectaddress:“MydearScrooge,howareyou?” inordertohighlighthowunusualitwouldbeforanyonetoaddressScroogelikethis.Thisisthensummarised bystatingthatScroogedoesn’twanttobesociableandinfactlikeshisisolation:“itwastheverythingheliked.”


Thewordsandphrasesinbluearetakendirectlyfromthetext.Whataretheymissing?– Theyweremissingquotationmarks!DickenspresentsScroogeasanoutsiderinthisextractbythewayheisdescribed.HeusestheweatherinthefirstparagraphtoshowhowScroogeis“colder” thananythingtheweathercanthrowathim:“heaviestrain,andsnow,andhail,andsleet.” ThelistingoffourtypesofbadweatherintensifiesthedescriptionofScroogebeingnaturallyisolatedandcold,asifheis,likebadweather,naturallycold. DickensthengoesontogiveexamplesofnormalsocialbehaviourinordertoshowthatScroogeisoutsideofsociety.Heusesexamplesofdirectaddress:“MydearScrooge,howareyou?” inordertohighlighthowunusualitwouldbeforanyonetoaddressScroogelikethis.ThisisthensummarisedbystatingthatScroogedoesn’twanttobesociableandinfactlikeshisisolation:“itwastheverythingheliked.”

Lesson10WeekBeginning:1st June

KQ:HowdoIcorrectlypunctuateaquoteinanessay?

Lesson10– PunctuateQuotes– Warm-up

Rewritethefollowingexamanswerwiththequotationmarksincluded.Inthisextractfromtheendofthenovella,weseeScroogeasareformedcharacter.Whereheisdescribedastight-fistedandgraspinginStaveI,inthisfinalsectionweseehimaslightasafeather. ThesimilesthatScroogeusesinhisdialogueshowhowcheerfulheis.Theyareclichédideasthatcarryasenseofhisnewcarefreespirit.WhenwefirstmetScroogehisrepeatedexpressionwasagloomyBah!andadismissiveHumbug!showingthereaderthathewasmean-spirited.Here,however,heischangedtoamanwhocheerfullycriesWhoop!andHallo! andevenMerryChristmas!TheonomatopoeiaofWhoop!carriesasenseofhisjoyandtherepeatedexclamationmarksaddtothepresentationofamancaughtupinachild-likejoy.


Usingquotationsinanessay• Therearedifferentwaystouseaquotationinanessay.• Forexample,youcouldembedaquotationintoyoursentenceorseparatethequotationwithacolonafteryourpoint.


Embeddingquotations• Themosteffectivewaytousequotationsistoembedthemintoyourargument.Embeddingiswhenthequotationbecomes partofyourownsentence:ThereadergainsanegativeimpressionofScrooge,whois

describedasa‘tight-fisted’manandan‘oldsinner’.• Thismethodallowsyoutousequotationsinaprecisewayandselectevidencecarefully.


Usingquotationsattheendofapoint• Anothercommonmethodistouseaquotationattheendofapoint.Acolonmustbeusedbeforethequotation:

ThereadergainsanegativeimpressionofScrooge:‘Buthewasatight-fistedhandatthegrindstone,Scrooge!asqueezing,wrenching,grasping,scraping,clutching,

covetous,oldsinner!’


Howtoseparatealongerquotation• Ifamuchlongerquotationisbeingused,itisappropriatetoseparateitfromthemainessayby leavingaline and indentingthetext.Indentingmeansleavingagapaftertheleft-handmargin.Itisnotnecessarytousequotationmarksifthetextisseparatefromthemainessay.Youcouldintroducethequotationlikethis:InthebeginningofthenovelDickensestablishesthedetailsofScrooge’scharacterforhisreaderinacollectionofnegative

verbsandpowerfulsimiles.• Belowtheintroductorysentenceyouwouldleavealineandthenindentthequotation.


Usinganellipsis• Anellipsisisapunctuationmarkofthreedotsinarowthat showssomethingismissing fromthesentence.Anellipsisinaquotationcanbeusedifyouwanttoleaveoutasection.Thismightbeusefulifyouwantashorterandmoreprecisequotation:Dickensusesvariouspowerfulsimiles,‘Hardandsharpasflint…solitaryasanoyster.’tocreateavividandnegative

impressionforthereader.


ReadtheextractfromAChristmasCarol(StaveThree,page51)

Inthisextract,theGhostofChristmasPresentisshowingScroogetheCrachitfamily’sChristmasdinner.

Writearesponsetothefollowingquestion:

HowdoesDickenspresentBobCratchit inthisextract?

Remembertousequotesfromthetextwithquotationmarks.

Lesson11WeekBeginning:8th June

KQ:HowdoIuseasimileindescriptivewriting?

Lesson11– Similes– Warm-up

Imagineastrangeandmythicalbeastthatno-onehaseverseenbefore.

Whatdoesitlooklike?

Where does it live?

What does it sound like?

What does it eat?

How does it move?

Lesson11– Similes– Warm-up

Chancesare,youcomparedyourbeasttootheranimalstoenableyourpartnertounderstandyourdescription.

Youmighthavesaid:

Itsclawsarelike…

It’sasbigas…

Lesson11– Similes– Practice

Findandwritethesimilesineachsentence.

1. Thepistonofthesteam-engineworkedmonotonouslyupanddown,liketheheadofanelephantinastateofmelancholymadness

2. A smallstrawberry-pinkvilla,likesomeexoticfruitlyinginthegreenery.3. Thecypress-treesundulatedgentlyinthebreeze,asiftheywerebusily

paintingthesky4. Rosesdroppedpetalsthatseemedasbigandsmoothassaucers5. Marigoldslikebroodsofraggedsuns6. Athousandballerina-likebloomsquiveredexpectantly.

Lesson11– Similes– Practice- Answers

Findandwritethesimilesineachsentence.

1. Thepistonofthesteam-engineworkedmonotonouslyupanddown, liketheheadofanelephantinastateofmelancholymadness

2. A smallstrawberry-pinkvilla,likesomeexoticfruitlyinginthegreenery.3. Thecypress-treesundulatedgentlyinthebreeze,asiftheywerebusily

paintingthesky4. Rosesdroppedpetalsthatseemedasbigandsmoothassaucers5. Marigoldslikebroodsofraggedsuns6. Athousandballerina-likebloomsquiveredexpectantly.

Lesson11– Similes– Practice

Copyandcompletethefollowingsentences:

• Therainsoundedlike_____________.

• Thewindwhistledlike____________.

• Thesunwasashotas______________.

• Thebeautifulsnowglistenslike____________.

Lesson11– Similes– Learn

WARNING!Similescanbeveryeffectiveaidsinyourimaginativewriting;however,ifasimileisusedtoooftenittendstoloseitseffect.Forexample,thestatement‘Theyoungchildwasasgoodasgold’containsasimile(‘asgoodasgold’)butthecomparisonissocommonthatveryfewpeoplewhenreadingitthinkofthepreciousnatureofgoldandhowthisemphasisesthevalueofthechild’sbehaviour.Overusedsimilessuchasthisareknownasclichésandrelyingonthemtoomuchisasignoflazywriting.Trytoavoiddoingthisatallcosts.


Somesimilesaresocommonthattheyhavebecomeclichés– phrasesweknowsowellthattheyarepredictableandthereforelosetheirimpact.

Forexample:“Asbraveasalion.”

Whyshouldweavoidclichédsimilesinourwriting?Canyouthinkofanyotherexamplesofclichédsimiles?


• Someoverusedsimilesarelistedbelow.Thinkofsomemoreoriginalcomparisonsandthenmakeupsentencesinwhichtheyareused:

cleanasawhistlequietasamousecoolasacucumberstraightasanarrow

aseasyaspielikeabullinachinashop

runlikethewindhungryasahorseflatasapancakeascoldasice.

Lesson11– Similes– Apply

ReadthedescriptionbyGeraldDurrellandwritedownanysimilesyouspot.

Halfwayuptheslope,guardedbyagroupoftall,slim,cypress-trees,nestledasmallstrawberry-pinkvilla,likesomeexoticfruitlyinginthegreenery.Thecypress-treesundulatedgentlyinthebreeze,asiftheywerebusilypaintingtheskyastillbrighterblueforourarrival.

Thevillawassmallandsquare,standinginitstinygardenwithanairofpink-faceddetermination.Itsshuttershadbeenfadedbythesuntoadelicatecreamy-green,crackedandbubbledinplaces.Thegarden,surroundedbytallfuschiahedges,hadtheflowerbedsworkedincomplicatedgeometricalpatterns,markedwithsmoothwhitestones.Thewhitecobbledpaths,scarcelyaswideasarake’shead,woundlaboriouslyroundbedshardlylargerthanabigstrawhat,bedsintheshapeofstars,half-moons,triangles,andcirclesallovergrownwithashaggytangleofflowersrunwild.Rosesdroppedpetalsthatseemedasbigandsmoothassaucers,flame-red,moon-white,glossy,andunwrinkled;marigoldslikebroodsofshaggysunsstoodwatchingtheirparent’sprogressthroughthesky.Inthelowgrowththepansiespushedtheirvelvety,innocentfacesthroughtheleaves,andthevioletsdroopedsorrowfullyundertheirheart- shapedleaves.Thebougainvillaeathatsprawledluxuriouslyoverthetinyironbalconywashung,asthoughforacarnival,withitslantern-shapedmagentaflowers.Inthedarknessofthefuschia-hedgeathousandballerina-likebloomsquiveredexpectantly.Thewarmairwasthickwiththescentofahundreddyingflowers,andfullofthegentle,soothingwhisperandmurmurofinsects.

Lesson11– Similes– Apply- Answers

ReadthedescriptionbyGeraldDurrellandwritedownanysimilesyouspot.

Halfwayuptheslope,guardedbyagroupoftall,slim,cypress-trees,nestledasmallstrawberry-pinkvilla,likesomeexoticfruitlyinginthegreenery.Thecypress-treesundulatedgentlyinthebreeze,asiftheywerebusilypaintingtheskyastillbrighterblueforourarrival.

Thevillawassmallandsquare,standinginitstinygardenwithanairofpink-faceddetermination.Itsshuttershadbeenfadedbythesuntoadelicatecreamy-green,crackedandbubbledinplaces.Thegarden,surroundedbytallfuschiahedges,hadtheflowerbedsworkedincomplicatedgeometricalpatterns,markedwithsmoothwhitestones.Thewhitecobbledpaths,scarcelyaswideasarake’shead,woundlaboriouslyroundbedshardlylargerthanabigstrawhat,bedsintheshapeofstars,half-moons,triangles,andcirclesallovergrownwithashaggytangleofflowersrunwild.Rosesdroppedpetalsthatseemedasbigandsmoothassaucers,flame-red,moon-white,glossy,andunwrinkled;marigoldslikebroodsofshaggysunsstoodwatchingtheirparent’sprogressthroughthesky.Inthelowgrowththepansiespushedtheirvelvety,innocentfacesthroughtheleaves,andthevioletsdroopedsorrowfullyundertheirheart- shapedleaves.Thebougainvillaeathatsprawledluxuriouslyoverthetinyironbalconywashung,asthoughforacarnival,withitslantern-shapedmagentaflowers.Inthedarknessofthefuschia-hedgeathousandballerina-likebloomsquiveredexpectantly.Thewarmairwasthickwiththescentofahundreddyingflowers,andfullofthegentle,soothingwhisperandmurmurofinsects.


KQ:WhatisametaphorandhowdoIusetheminmywriting?

Lesson12– Metaphors– Warm-up- DulceetDecorumEstWilfredOwen(1893-1918)

Bentdouble,likeoldbeggarsundersacks,Knock-kneed,coughinglikehags,wecursedthroughsludge,TillonthehauntingflaresweturnedourbacksAndtowardsourdistantrestbegantotrudge.Menmarchedasleep.ManyhadlosttheirbootsButlimpedon,blood-shod.AllwentlameallblindDrunkwithfatiguedeafeventothehootsOftired,outstrippedgasbombsthatdroppedbehind.

Gas!Gas!Quick,boys!Anecstasyoffumbling,FittingtheclumsyhelmetsjustintimeButsomeonestillwasyellingoutandstumbling,Andflound'ringlikeamaninfireorlime.Dim,throughthemistypanesandthickgreenlight,Asunderagreensea,Isawhimdrowning.Inallmydreams,beforemyhelplesssight,Heplungesatme,guttering,choking,drowning.

IfinsomesmotheringdreamsyoutoocouldpaceBehindthewagonthatweflunghimin,Andwatchthewhiteeyeswrithinginhisface,Hishangingface,likeadevil'ssickofsinIfyoucouldhear,ateveryjolt,thebloodComegarglingfromthefroth-corruptedlungs,Obsceneascancer,bitterasthecudOfvile,incurablesoresoninnocenttongues,Myfriend,youwouldnottellwithsuchhighzestTochildrenardentforsomedesperateglory,

TheoldLie:DulceetdecorumestPropatriamori.

Inthispoem, WilfredOwencertainlyuseseffectivedescription- butasyouwillsee,thatisnothisprimarypurpose.Inprofessionalwriting,writersneverdescribeforthesakeofdescribing- thedescriptionalwaysunderpinsasecondpurpose- oftentopersuade.ButOwen'spoemcertainlycontainsdescriptionatitsveryfinestandmostrealisticseeming:thedreadfulimagesofFirstWorldWartrenchwarfarefeelasiftheyarebeingetchedontoourminds.

Lesson12– Metaphors– Warm-up- DulceetDecorumEstWilfredOwen(1893-1918)

Bentdouble,likeoldbeggarsundersacks,Knock-kneed,coughinglikehags,wecursedthroughsludge,TillonthehauntingflaresweturnedourbacksAndtowardsourdistantrestbegantotrudge.Menmarchedasleep.ManyhadlosttheirbootsButlimpedon,blood-shod.AllwentlameallblindDrunkwithfatiguedeafeventothehootsOftired,outstrippedgasbombsthatdroppedbehind.




Notedownallthesimilesyoucanfindinthepoem.

Lesson12– Metaphors– Warm-up- DulceetDecorumEstWilfredOwen(1893-1918)- Answers

Bentdouble,likeoldbeggarsundersacks,Knock-kneed,coughinglikehags,wecursedthroughsludge,TillonthehauntingflaresweturnedourbacksAndtowardsourdistantrestbegantotrudge.Menmarchedasleep.ManyhadlosttheirbootsButlimpedon,blood-shod.Allwentlame,allblindDrunkwithfatigue,deafeventothehootsOftired,outstrippedgasbombsthatdroppedbehind.




Notedownallthesimilesyoucanfindinthepoem.

Lesson12– Metaphors- LearnThismetaphorimpliesthatlifeislikearollercoasterride.Ithasitsupsanddownsandcanbescaryandyetexciting.Muchisconveyedinafewsimplewords! • Ametaphorisafigureofspeechthat,likea

simile,drawscomparisonsbetweenobjects.However,ametaphordoesnotcontainthewords“like”or“as”.

• Metaphorscanbeusedtodescribebothfixedandabstractideassuchasemotions.

• Metaphorsaremoresubtlethansimilesanduseimplicit,impliedorhiddencomparisonsbetweentwothingsorobjects.

Thesecondmetaphorsuggeststhattheexamwasasstressfreeasawalkinthepark.Itwaseasy.

Lesson12– Metaphors- LearnTheDifferenceBetweenSimiles&Metaphors

Thedifferencebetweensimilesandmetaphorscanbeshownbysimilarlyricsfromtwodifferentsongs.

Lesson12– Metaphors- PracticeTheDifferenceBetweenSimiles&Metaphors

“TheHighwayman”byAlfredNoyescontainsametaphorandtwosimilesinthesameverse.Canyouidentifythem?

Lesson12– Metaphors– Practice- AnswersTheDifferenceBetweenSimiles &Metaphors

“TheHighwayman”byAlfredNoyescontainsametaphorandtwosimilesinthesameverse.Canyouidentifythem?

“Hiseyeswerehollowsofmadness,Hishairlikemouldyhay”

Buthelovedthelandlord’sdaughter,Thelandlord’sred-lippeddaughter.

Dumbasadoghelistened,Andheheardtherobbersay.”

Lesson12– Metaphors– Apply

ChangetheSimiletoaMetaphorPutthesesimilesintonewsentenceswheretheybecomemetaphors.1. Shedancedlikeshewasfloatingonair.2. Thewavescrashedontothebeachlikecharginghorses.3. Hewaseatinglikehewasshovellingcementintoamixer.4. Katiewasaspowerfulasatrainwhenshecrossedthefinishline.5. Jamesswamasgracefullyasadolphin.6. Mr.Jonessanglikethesoundofwatergoingdownadrain.

Lesson12– Metaphors– ApplyChangetheSimiletoaMetaphor

Putthesesimilesintonewsentenceswheretheybecomemetaphors.1. Shedancedlikeshewasfloatingonair.

Metaphor:Shefloatedonairwhenshedanced.2. Thewavescrashedontothebeachlikecharginghorses.

Metaphor:Thewaveswerecharginghorses,crashingonthebeach.3. Hewaseatinglikehewasshovellingcementintoamixer.

Metaphor:Hewasshovelling cementintoamixerwhenheate.4. Katiewasaspowerfulasatrainwhenshecrossedthefinishline.

Metaphor:Katiewasapowerfultrainasshecrossedthefinishline.5. Jamesswamasgracefullyasadolphin.

Metaphor:Jameswasagracefuldolphinasheswam.6. Mr.Jonessanglikethesoundofwatergoingdownadrain.

Metaphor:Mr.Jones’singingwasthesoundofwatergoingdownadrain!

Lesson13WeekBeginning:22nd June

KQ:WhatispersonificationandhowdoIuseitinwriting?

Lesson13– Personification– Warm-up

Lookatthepenyouareusing.Reallyexamineitcarefully.Usingyourimagination,thinkabout:

Wherewasyourpenmade?Howoldis

yourpen?

Isyourpenhappyorsad?

Ifyourpenhadavoice,whatwoulditsoundlike?

Doesyourpenhaveanyfriends?Whoarethey?

Whatdoesyourpenlikewritingtheleast?

Whatdoesyourpenlikewritingthemost?


Anauthorwhotooktheideaofhiswritingmaterialsbeingalive,isDrewDaywaltwhowrote,TheDaytheCrayonsQuit.Thebookiscollectionoflettersfromaboy’spackof

crayons.


BringingThingstoLife!

Obviously,yourpenorDaywalt’s crayonsdon’thaveanythoughtsorfeelings,butwriterswilloftentreatinanimateobjectsliketheyarealive.Whatdowecall

this?

Whydowritersusepersonification?

Lesson13– Personification– Learn

PersonificationinRealLife!Lookattheseexamples.Canyouidentifywhatisbeingpersonifiedineachone?

Whateffectisthewritertryingtoachieve?

“Come,civilnight,Thousober-suitedmatron,allinblack”

RomeoandJulietbyWilliamShakespeare

“agreatplatformofpinkgranitethrustupuncompromisinglythroughforestandterraceandsandandlagoontomakearaisedjettyfourfeethigh”

LordoftheFliesbyWilliamGolding


PersonificationinRealLife!Lookattheseexamples.Canyouidentifywhatisbeingpersonifiedineachone?

Whateffectisthewritertryingtoachieve?

“NowthedaybleedsIntonightfall”

SomeoneYouLoved byLewisCapaldi

“Icanhearthefuturecalling,letitwait”

Younger byJonasBlue


YourPenNow,lookatthisdescriptionofapen:

Whatdoesthisparagraphtellyouaboutthepen?

Whatdoesittellyouaboutthepersonholdingthepen?

The pen was heavy in his hand and reluctantly scratchedmeaninglessly at the paper. It remembered the good old days,when it was full of ideas and would race excitedly across thecrisp white sheet, scribbling sentences and leaving ink blots inits haste. Now it was old, slow, ready to retire to the pencil caseand live out its days dreaming of when it had been inspired.

Lesson13– Personification– Practice

TheWindCriesMary– JimiHendrix

Canyoufindpersonificationinthesesonglyrics?

Youcanhearhappinessstaggeringondownthestreet

FootprintsdressedinredAndthewindwhispersMary

Abroomisdrearilysweepingupthebrokenpiecesofyesterday’slifeSomewhereaqueenisweepingSomewhereakinghasnowifeAndthewind,itcriesMary.

Lesson13– Personification– Practice- Answers

TheWindCriesMary– JimiHendrix

Canyoufindpersonificationinthesesonglyrics?

Youcanhearhappinessstaggeringondownthestreet

FootprintsdressedinredAndthewindwhispersMary

Abroomisdrearilysweepingupthebrokenpiecesofyesterday’slifeSomewhereaqueenisweepingSomewhereakinghasnowifeAndthewind,itcriesMary.

It’sreallythepersonholdingthebroomwhoismoving

drearily– givingtheemotiontothebroommakesitseem

muchstronger.

Thewalkerisprobablywearingredshoes– eachstepismadewiththered

soles.

Someoneissojoyful(andmaybeverytiredafteraparty)thattheyarestaggeringalong.The

happinesshasbecometheirwholepersonality.

Thewindcansoundlikeahumanwhisperofcry– thesingerfeelsthateventheweatheristhinkingabout

‘Mary’andsayinghername.

Lesson13– Personification– Apply

Thetreesintheforestseemedsad,asiftheyhadlongagogivenuphope.Theirleafygarmentshadleftwiththesummerand,tothem,itseemedlikewinterwasheretostay.Theirlongbonyfingersstretchedout,almostasifattemptingtotouchthehouse.Itstoodtall,itslegslongandspindly,toweringabovetheswamp.Thehut'sbrighteyesshoneintothenightand,asthewindblew,itseemedtogroan;complainingtotheweather.Thefirefliesintheforestshonelikeminiaturelanternsandthewebsofhiddenspidershunglikecurtainsfromthemossytrees.Beamsofsunlightstruggledthroughthecanopy,wrestlingwiththestrongarmsofthetrees.Creepershungfromthebranchesandthemistwasclosetotheground.Thewateraroundthefeetofthestrangedwellinggrabbedlazilyatitslimbs,lilypadsswamslowlyacrossthefaceofthepond.Hereandtheresplashesofcolourpeekedthroughthedenseearthyundergrowth;fairytaletoadstoolsworkinghardtobenoticedandtinycrimsonbloomsreachingforthelight.Dustdancedthroughtheair-thewholeclearingitsstage.Anoldowl,likeasilentsoldier,keptwatchoverthecottage,awaitingthereturnofitsowner.

Identifythepersonificationusedinthisdescription.

Challenge:Canyouspotanysimilesormetaphorstoo?

Lesson13– Personification– Apply- Answers

Thetreesintheforestseemedsad,asiftheyhadlongagogivenuphope.Theirleafygarmentshadleftwiththesummerand,tothem,itseemedlikewinterwasheretostay.Theirlongbonyfingersstretchedout,almostasifattemptingtotouch thehouse.Itstoodtall,itslegslongandspindly,toweringabovetheswamp.Thehut'sbrighteyesshoneintothenightand,asthewindblew,itseemedtogroan;complainingtotheweather.Thefirefliesintheforestshonelikeminiaturelanternsandthewebsofhiddenspidershunglikecurtainsfromthemossytrees.Beamsofsunlightstruggledthroughthecanopy,wrestlingwiththestrongarmsofthetrees.Creepershungfromthebranchesandthemistwasclosetotheground.Thewateraroundthefeetofthestrangedwellinggrabbedlazilyatitslimbs,lilypadsswamslowlyacrossthefaceofthepond.Hereandtheresplashesofcolourpeekedthroughthedenseearthyundergrowth;fairytaletoadstoolsworkinghardtobenoticedandtinycrimsonbloomsreachingforthelight.Dustdancedthroughtheair-thewholeclearingitsstage.Anoldowl,likeasilentsoldier,keptwatchoverthecottage,awaitingthereturnofitsowner.

• Similes

• Personification

• Metaphors


KQ:WhatisalliterationandhowdoIuseitinwriting?

Lesson14– Alliteration- Recap

Ricochet,youtakeyouraimFireaway,fireaway

YoushootmedownbutIwon’tfall

Iam titanium

Titanium– DavidGuetta

Welcometothe HotelCalifornia

Suchalovely place (Suchalovelyplace)

Suchalovely faceTheylivin’itupatthe Hotel

CaliforniaWhatanicesurprise(what

anicesurprise)

HotelCalifornia– TheEagles

‘Cause,baby, you‘rea firework

Comeon,show’emwhat you‘reworth

Firework- KatyPerry

Withalltheforceofa greattyphoonBeaman

Withallthestrengthofa ragingfire

I’llmakeamanoutofyou-Mulan

You‘rea fallingstar, you‘rethe getawaycar.

You‘rethe lineinthesand whenIgotoofar.

Everything– MichaelBublé

Thinkbacktowhenwelearnedaboutmetaphors!Lookatthesonglyricsbelow.Wherearethemetaphorsandwhatdoyouthinktheyaredescribing?

Lesson14– Alliteration– Recap- Answers

Ricochet,youtakeyouraimFireaway,fireaway

YoushootmedownbutIwon’tfall

Iam titaniumTitanium– DavidGuetta

Welcometothe HotelCalifornia

Suchalovely placeSuchalovely face

Theylivin’itupatthe HotelCalifornia

WhatanicesurpriseHotelCalifornia– TheEagles

‘Cause,baby, you‘rea firework

Comeon,show’emwhat you‘reworthFirework- KatyPerry

Withalltheforceofa greattyphoonBeaman

Withallthestrengthofa ragingfire

I’llmakeamanoutofyou-Mulan

You‘rea fallingstar, you‘rethe getawaycar.

You‘rethe lineinthesand whenIgotoofar.

Everything– MichaelBublé

Inthisdanceclassic,shecomparesherselftooneofthestrongestmetals. Sheisshowingthatnomatterwhatyouthrowather,orhowmuchyoutrytoknockherdown,youwon’tsucceed.

Inthissong,theEagles,temporary,andfalsenatureofalltheglamorfoundinHollywood-landtothatofashort-stayinahotel.Nooneknowshowlongtheyaregoingtobe famous,sotheyhavetomakethemostoutofit.

Evertheromantic,MichaelBubleuseshissong tocomparehiswifetomultiplethingsthroughoutthesong,eachshowingthatsheisthebestpartofhim.

Theoverarchingmetaphoristhateveryoneisafirework:unique,special,andcapableofdoinggreatthings.

ThismetaphorcompareshowMulanshouldactlikeafireoratyphoon:strong,brave,andleavingwreckageinherpath.

Lesson14– Alliteration- Learn

WhatisAlliteration?Alliterationisthe

repetitionofthesamesoundorletteratthebeginningofeachormostofthewordsina

sentence.


Asidefromtonguetwisters,alliterationisalsousedinpoetryto

createdifferenteffects,eitherforadescriptionorto

createmoredramaordanger.

Professionalpumpkinpickersarepronetopicktheplumpestpumpkins Thelazylodgerlodgedwith

thethelandlordslazylodgingson.

BettyBotterboughtsomebutter,“but,”shesaid,“the

butter’sbitter” Swanswamoverthesea,swim,swanswim!

SwanswambackagainWellswum,swan.PeterPiperpickedapeckof

pickledpeppers.


Alliterationisoftenusedinsonglyrics…

ShakeMyWindowSweet Seducing Sighs”

HumanNature- MichaelJackson

“And, baby,nowwe’vegot bad blood”

BadBlood– TaylorSwift


…andwithinstore,teamorbrandnames.


Inthesecartooncharacters’namesthereisalliteration.

MickeyMouse MinnieMouse DonaldDuck

Lesson14– Alliteration- Practice

Spotthealliterationinthefollowingpoem.

CuriousCatsCuriouscatscrouchonthewindowsillWatchingunwaveringlythroughtheglassAsbluebirdsflyby.CuriouscatsareAlmosttwoheadedinasensitivesense,StillalertandawareOftherunning,rottenratsbehindthem.

Lesson14– Alliteration– Practice- Answers

Spotthealliterationinthefollowingpoem.

CuriousCatsCuriouscatscrouchonthewindowsillWatchingunwaveringly throughtheglassAsbluebirds flyby.CuriouscatsareAlmosttwoheadedinasensitivesense,StillalertandawareOftherunning,rottenrats behindthem.

Lesson14– Alliteration– ReadIfyoucaughtacaptiouscuratekillingkippersforthecook,Inthecloisterswithaclubyclept1 acleek2,WouldyousayhewasaswilyAsacunningcrocodilyCatchingcockleswithacorkscrewinacreek?

Ifyoubeheldabattleboat bombardingBiscayBayWhilethebiggunsbellowedboldfrombrazenthroat,WouldyousayitwasasfunnyAsabouncingblue-backedbunnyBlowingbubbleswithabobbyinaboat?

Ifyousawadrivellingdreamerdrowningducklingsinaditch,Anddeductingdatadryasdusttosee,Wouldyousaythatthisdeath-dealerWasofducksanddrakesastealer,OrofDarwin'sdeadideasadevotee?

1 Anold-fashionedwordmeaning"called"or"named"2 Ahookorgolfclub

Lesson14– Alliteration– Apply

Thechallenge:Trytowritea26linealliterationtonguetwisterusingall26lettersofthealphabet.

Therules• YoumuststartatA andendwithZ.• Youmustuseevery letterofthealphabet.• Youmustuseone letterperline.

TOPTIPS• Thinkofanounbeginningwitheachletter(eg.Alligator)• Thinkofanadjectivebeginningwiththesameletterasthenoun(Angry)• Thinkofaverbbeginningwiththesameletter(agitated)• Ifyoucan’tthinkofone– useadictionary!

Lesson16WeekBeginning:6th July

KQ:Whatis‘Onomatopoeia’andhowdoIuseitinmywriting?

Lesson16– Onomatopoeia– Warm-up

Lesson16– Onomatopoeia– Learn

WhatisOnomatopoeia?Onomatopoeiareferstowordswhichmakethesound theysuggest,

e.g.zip,crack,crash,buzz.Onomatopoeiaishardtosayandevenhardertospell,howeverit'snot

asscaryasitlooks!


Onomatopoeiacanbeusedinanunsubtleway,asyoumightrememberfromchildhoodbooksandnurseryrhymes.Thewritingofanimalsoundsisanexampleofonomatopoeia.Soundstoreplicate

thoseofnatureorofterribleaccidentsarefamiliar,too,andyoumighthaveseenonomatopoeiaingraphicnovelsasvisualsoundeffects.


WhydoWritersUseOnomatopoeia?Poetsandotherwritersuseonomatopoeiatomakeyou"hear"particularsoundswhenreading,aswhentheywriteof"reeds

whispering","branchescreaking"or"watergurgling".It'sgoodtoexperimentwithonomatopoeiainordertomakeyourwritingmoreinteresting,buttrytouseitsparinglyandinventively,sincemanyof

thesephraseshavebecomeclichédovertime

Lesson16– Onomatopoeia– Practice

Findtheonomatopoeicword(s)inthefollowingsentences.1. Thesaucepanlidscrashedandclatteredontothefloor.2. Thestormbrokewithrainandflashesoflightning.3. Dogssplashedandsploshedintheburblingbrook.4. Listen!Thefireiscracklingandthethewoodishissing.5. Thebeesbuzzedandwhizzedfromflowertoflower.6. Theoldchairraspedandcreakedasitrocked.7. Birdschirpedastheyflewoverthegurglingstream.8. Thewindshriekedandblewtherattlingleavesalong.9. "Zap!""Pow!""Splat!"Theherowasthewinner.10. Wailinggnatswhirredaroundthecascadingwater.

Lesson16– Onomatopoeia– Practice-AnswersFindtheonomatopoeicword(s)inthefollowingsentences.1. Thesaucepanlidscrashedandclattered ontothefloor.2. Thestormbrokewithrainandflashes oflightning.3. Dogssplashed andsploshed intheburbling brook.4. Listen!Thefireiscrackling andthethewoodishissing.5. Thebeesbuzzed andwhizzed fromflowertoflower.6. Theoldchairrasped andcreaked asitrocked.7. Birdschirped astheyflewoverthegurgling stream.8. Thewind shriekedandblewtherattling leavesalong.9. "Zap!""Pow!""Splat!"Theherowasthewinner.10. Wailinggnatswhirredaroundthecascading water.

Lesson16– Onomatopoeia– Read– PoemTheBells– EdgarAllenPoeI

Hearthesledgeswiththebells-Silverbells!

Whataworldofmerrimenttheirmelodyforetells!Howtheytinkle,tinkle,tinkle,Intheicyairofnight!

WhilethestarsthatoversprinkleAlltheheavens,seemtotwinkleWithacrystallinedelight;Keepingtime,time,time,

InasortofRunicrhyme,Tothetintinnabulationthatsomusicallywells

Fromthebells,bells,bells,bells,Bells,bells,bells-

Fromthejinglingandthetinklingofthebells.

II

Hearthemellowweddingbells,Goldenbells!

Whataworldofhappinesstheirharmonyforetells!ThroughthebalmyairofnightHowtheyringouttheirdelight!Fromthemolten-goldennotes,

Andanintune,Whataliquiddittyfloats

Totheturtle-dovethatlistens,whileshegloatsOnthemoon!

Oh,fromoutthesoundingcells,Whatagushofeuphonyvoluminouslywells!

Howitswells!Howitdwells

OntheFuture!howittellsOftherapturethatimpelsTotheswingingandtheringingOfthebells,bells,bells,Ofthebells,bells,bells,bells,

Bells,bells,bells-Totherhymingandthechimingofthebells!

Lesson17WeekBeginning:13th July

KQ:Canyourecognisedescriptivetechniquesintext?

Lesson17– DescriptiveTechniques

• Thislesson,youwillapplyalltheknowledgeyouhavelearnedfromthelast5lessonstoavarietyoftexts.

TasksforeachText1. Makeakey– similartotheoneintheboxtotheright–

youcanchangethecolourstocoloursyouhaveathome.2. Printoutthenext3slides(ifyoudon’thaveaprinter– try

tonotedownasmanyexamplesofeachasyoucanorcopythetextintoaworddocumentanddoitonthe

computer)3. Choose3textsandreadeachofthem.

4. Highlightthedescriptivefeaturesyoufindineachtextinthecorrectcolour – allthesimilesinblueforexample.

KEY:Simile

PersonificationMetaphorAlliteration

Onomatopoeia

Text1–TaylorSwift–IK

newYou

WereTrou

ble

Onceup

onatime

Afewm

istakesago

Iwasinyou

rsights

Yougotm

ealon

eYoufoun

dme

Youfoun

dme

Youfoun

dme

Igue

ssyou

didn'tcare

AndIgue

ssIliked

that

Andwhe

nIfellhard

Youtookastep

back

With

outm

eWith

outm

eWith

outm

eAn

dhe

'slonggon

eWhe

nhe

'snextto

me

AndIrealize

Theblam

eison

me

'CauseIknew

you

weretrou

blewhe

nyouwalkedin

Sosh

ameon

meno

wFlew

metoplacesI'dneverbeen

'Tilyoupu

tmedo

wn,oh

Ikne

wyou

weretrou

blewhe

nyouwalkedin

So,shameon

meno

wFlew

metoplacesI'dneverbeen

Now

I'mlyin'onthecoldhardgrou

ndOh,oh

Trou

ble,trou

ble,trou

ble

Oh,oh

Trou

ble,trou

ble,trou

ble

Noapologies

He'llneverse

eyoucry

Preten

dhe

doe

sn'tknow

Thathe'sthe

reason

why

You'redrowning

You'redrowning

You'redrowning

AndIheardyou

…

Text 2 – Eagle - by Alfred,LordTennysonHeclaspsthecragwithcrookedhands;Closetothesuninlonelylands,Ring'dwiththeazureworld,hestands.

Thewrinkledseabeneathhimcrawls;Hewatchesfromhismountainwalls,Andlikeathunderbolthefalls

Text4– TheBellJar– SylviaPlathIsawmylifebranchingoutbeforemelikethegreenfigtreeinthestory.Fromthetipofeverybranch,likeafatpurplefig,awonderfulfuturebeckonedandwinked.Onefigwasahusbandandahappyhomeandchildren,andanotherfigwasafamouspoetandanotherfigwasabrilliantprofessor,andanotherfigwasEeGee,theamazingeditor,andanotherfigwasEuropeandAfricaandSouthAmerica,andanotherfigwasConstantinandSocratesandAttilaandapackofotherloverswithqueernamesandoffbeatprofessions,andanotherfigwasanOlympicladycrewchampion,andbeyondandabovethesefigsweremanymorefigsIcouldn’tquitemakeout.Isawmyselfsittinginthecrotchofthisfigtree,starvingtodeath,justbecauseIcouldn’tmakeupmymindwhichofthefigsIwouldchoose.Iwantedeachandeveryoneofthem,butchoosingonemeantlosingalltherest,and,asIsatthere,unabletodecide,thefigsbegantowrinkleandgoblack,and,onebyone,theyploppedtothegroundatmyfeet.

Text2- Room,byEmmaDonoghueIdon’ttellMaaboutSpider.Shebrusheswebsaway,shesaysthey’redirtybuttheylooklikeextra-thinsilvertome.Malikestheanimalsthatrunaroundeatingeachotheronthewildlifeplanet,butnotrealones.WhenIwasfourIwaswatchingantswalkingupStoveandsheranandsplattedthemallsotheywouldn’teatourfood.Oneminutetheywerealiveandthenextminutetheyweredirt.Icriedsomyeyesnearlymeltedoff.Alsoanothertimetherewasathinginthenightnnnnngnnnnngnnnnng bitingmeandMabangedhimagainstDoorWallbelowShelf,hewasamosquito.Themarkisstillthereonthecorkeventhoughshescrubbed,itwasmybloodthemosquitowasstealing,likeateenyvampire.That’stheonlytimemybloodevercameoutofme

Text6– MoominValleyinNovember– ToveJanssonTheforestwasheavywithrainandthetreeswereabsolutelymotionless.Everythinghadwitheredanddied,butrightdownonthegroundthelateautumn'ssecretgardenwasgrowingwithgreatvigourstraightoutofthemoulderingearth,astrangevegetationofshinypuffed-upplantsthathadnothingatalltodowithsummer.Thelateblueberrysprigswereyellowish-greenandthecranberriesasdarkasblood.Hiddenlichensandmossesbegantogrow,andtheygrewlikeabigsoftcarpetuntiltheytookoverthewholeforest.Therewerestrongnewcolours everywhere,andredrowanberrieswereshiningallovertheplace.Butthebrackenhadturnedblack.

Text7– TheHalloweenTree– RayBradburyBehindonedoor,TomSkelton,agedthirteen,stoppedandlistened.

Thewindoutsidenestedineachtree,prowledthesidewalksininvisibletreadslikeunseencats.

TomSkeltonshivered.Anyonecouldseethatthewindwasaspecialwindthisnight,andthedarknesstookonaspecialfeelbecauseitwasAllHallows'Eve.Everythingseemedcutfromsoftblackvelvetorgoldororangevelvet.Smokepantedupoutofathousandchimneysliketheplumesoffuneralparades.Fromkitchenwindowsdriftedtwopumpkinsmells:gourdsbeingcut,piesbeingbaked.

Text5– APlaceCalledPerfect– HelenaDugganSometimesVioletlikedsilence,butnotnow.Blindnessmadesilencescary.Shepushedherhandsunderherthighsandswungherlegs,tryingtorememberahappysong.Suddenlysheheardfaintfootstepsentertheshopatspeed,growinglouderastheypacedtowardsher.Shelookedblindlyinthedirectionofthesound.“Ineedtospeaktoyourdad,”avoicewhisperedinherrightear.“Who’sthere?”shegasped.Thenheavierfootstepsenteredtheshop.“I’vecaughtyounow,youmangyorphan,”adifferentvoicepanted.

Year 8 Literacy Distance learning -lesson 2 - Cansfield High ...

Documents

Transcript of Year 8 Literacy Distance learning -lesson 2 - Cansfield High ...