english support year 3 week three: 20/04/2020

English Support

Year 3

Week Three: 20/04/2020

Lesson one:

Overview and outcome:

Over the next two weeks, we will be reading the book Escape From Pompeii. Your child will

begin by exploring the illustrations and creating mystery setting descriptions, using a variety

of grammatical and authorial tools, going on to creating action, suspense and drama in their

middle-sections and endings. Towards the end of the two weeks, your child will write their

own historical stories, based upon the eruption of Vesuvius but using Herculaneum as the

named historical place, rather than Pompeii. I will then collect all the stories and publish

them in a class collections for others to read.

Learning objectives for this lesson:

1) To identify proper nouns

2) To participate in inferential discussion

3) To start to look at the features for historical fiction

Success criteria:

I can use capital letters to identify a proper noun and understand it is a name

How?

- Read up to ‘as anything more beautiful?’ but don’t show the front cover.

- Then ask them, what is a noun?

- Response: a noun is a naming word. They are used to identify a person, place, object,

animal or idea. There are several different types of noun; we most commonly use

‘common nouns’.

- Then explain to them what a common noun is. Common nouns are the general names

for people, places, objects or animals. For example: scientist, church, candle, gorilla.

- Then explain to them what a proper noun is. Proper nouns are different in that they name a specific place, object or person. They should also always start with a capital letter. For example, Sydney, Roald Dahl, London Eye.

- Explain to your child that months of the year, days of the week, some religious events

and brand names are also considered to be proper nouns.

- Next, ask your child to find as many proper nouns in the text as possible.

- Ask them, what do they tell you about the setting? What do they tell you about

everyday life?

- Next, show your child the picture below. Ask your child to list what you know and

what you think you know about the story and setting (example of how this can be

done is below the picture).

What I know: What I think know:

This is in the past – there are people

wearing robes.

It could be Roman times as I think the

markings are Roman numerals.

Independent work:

Complete the task below.

- Ask your child the following questions:

1) What inferences can we make about roman life?

2) What do we already know about roman life?

- Drawing upon this discussion, ask your child to use “There is…” and “There could

be…” sentence stems to continue to make statements about the illustration for the first

page.

- What inferences can we make about roman life? What do we already know about

roman life? Children to make notes about tall of these

Complete the above task and the one below.

- Ask your child to fill in this common noun and proper noun chart. The first missing

answer is completed for you:

Common Noun Proper Noun

woman J. K. Rowling

country

Africa

cartoon character

famous landmark

August

day of the week

city

restaurant

Complete the above tasks and the following questions.

Can you spot the missing capital letters for the proper nouns in Mr Whoops’

letter?

12 green lane,

whoopsville,

W3 TXD

Dear mr williams,

I am writing to you to complain about my recent visit to your supermarket, costsavers, on

thursday 12th january, 2017. After a recent holiday in europe (where I visited portugal, spain

and italy), I came to your store to purchase some ingredients to make a mediterranean meal

like the one I had eaten near the colosseum.

Whilst in your fruit and vegetable aisle, I accidentally tripped over a red onion and two of

your shop assistants, whose name badges read daniel and julie, proceeded to laugh at me

hysterically. They never offered me any help or assistance. I was appalled.

I raced outside, got into my car and went straight home empty-handed. I had to phone my

local branch of palace pizzas to order a takeaway meal. I will not be coming back in your

shop until I get a full apology. If I don’t receive a letter by wednesday 1st march, I am even

considering writing to whoopsville council or the prime minister to express my disgust.

Yours sincerely,

mr whoops.

Plenary:

- What is an inference?

- Discuss with children which statements were inferences and why.

- Your child knows about a character we created called Inference Iggy – remind them

of him.

Lesson 2:


1) To identify noun phrases.

Success Criteria:

I can identify noun phrases from the text

How?

- Introduce the term noun phrases to your child.

- Explain to them that noun phrase is a small group of words which contains a noun but doesn't contain a verb. A noun phrase usually contains a noun plus other words to describe it.

- Examples:

• That new pink bike is mine.

• In this sentence, ‘that new pink bike’ is the noun phrase. ‘Bike’ is the noun, and the other words describe the bike.

- As your child to discuss the different ways you can create noun phrases.

Different ways you can create noun phrases: - Adjective + Noun

- Noun+ Noun

- Next, read to ‘chase dogs down the street’. Ask your child to look out for noun

phrases whilst reading.

- After you have read up to this point with your child, as them to go back through and

collect as many noun phrases as possible. For example, sparkling bays of Naples,

busy tradesman.


Use the phrases collected and yesterday’s notes to rewrite a description of everyday roman

life from no particular point of view.

Show this description as a model of the piece of writing expected:

The bustling streets filled with busy tradespeople everyday, hopeful to make their living. As

the sun burned high in the sky, children played in the dusty streets overlooking the sparkling

bay of Naples.


Read the following sentences. Underline or circle the expanded noun phrase in each

sentence.

1. The brightly coloured parrot flew through the canopy.

2. After his lunch, Harold ate a sweet, delicious chocolate brownie.

3. Under the waves, the stripy fish swam quickly through the reef.

4. In a forest clearing, a dark, mysterious jaguar sauntered by the water.

Complete the above tasks and the one below.

Look at the sentences below. The noun phrases are very short. Can you improve the

sentences by expanding the noun phrases? The first one has been done for you.

1. The car drove down the road.

The impressive sports car with huge, black tyres drove down the winding country road.

2. The woman climbed the mountain.

3. There was a spider climbing up the wall.

4. The children ate the picnic.

5. The cat cased the mouse

Plenary:

- Recap on what a noun is and what a verb is.

- Ask your child, what other word classes do you know.

- Ask your child to consider the sentence, ‘Beyond the massive city walls he could see

Pompeii’s greatest protector looming in the distance’.

- Ask your child to highlight any word classes they can see.

Lesson 3:


1) To create noun phrases using the preposition of

Success criteria:

I can turn verbs into nouns

I can create descriptive phrases

I can use prepositions

How?

- Begin by reading up to ‘chase dogs down the street’ again.

- Next, explain to them what a soundscape is – a soundscape is a sound or combination

of sounds that forms or arises from an immersive environment.

- Then, ask your child what sounds they think would create a soundscape – ask them to

focus on words ending in the suffix - ing.

- Next, discuss how these are usually verbs, but can also be used as nouns and

sometimes adjectives.

Nouns for sounds:

- Next, model using sticky notes to label sounds, using verbs to describe the sound that

could be taking place, e.g. chatting, rolling, trickling.

- Ask them to label as many sounds as they can from what they’ve read.

- Then, ask what is making the sound, e.g. who is chatting?

- Next, model joining these nouns to create noun phrases – for example: the chatting of

the tradesman// the trickling of the water.


Then, ask your child to create as many noun phrases as they can – they can embed these into

their descriptions from yesterday.


Create expanded noun phrases (with similes and metaphors if you’re brave!) for these

mythical animals:

Example:

A tall, beautiful, fierce horse with a mighty blue tail.

If they are struggling – they can use this to help them:


You are at the park taking your dog for a walk when you see a Basilisk in front of you. You

are amazed and watch it’s piercing eyes staring at you. Using your knowledge expanded noun

phrases, write a letter to me telling me about the Basilisk that you saw.

A adjective, adjective, adjective dragon with adjective noun.

Lesson 4:


1. To use prepositions to join noun phrases

Success criteria:

I can create cohesive descriptive sentences to depict roman life

I can identify and use prepositions

I can use noun phrases in description

How?

- Begin by recapping the work done from the previous session. Ask the children to

share some of the sentences they developed (from task ). E.g. I could hear the

chatting of the people in the street.

- Discuss strategies children might use for joining these phrases together to create

varied sentences.

- Give the example of joining phrases with ‘whilst’, e.g. I could hear the chatting of

people whilst in the street// Whilst in the theatre, I saw the actors rehearsing their

play.

- Then model creating an atmospheric setting description by linking the phrases

together with a range of prepositions (and prepositional phrases). Include such as:

behind, above, below, around in front of, around.


Ask your child to use their descriptive noun phrases, joining them with different prepositions

and write their own descriptive atmospheric settings of roman life in another town -

Herculaneum.

Here are four pictures that could depict life in a busy roman town. Ask your child to pick one

and to create some descriptive sentences about them which include noun phrases and

prepositions.

Here is a preposition work bank to help assist your child in creating these sentences.

Varying sentences will help to make your child’s texts more interesting - by using

sentences of varying lengths, with different openings and endings, and with a variety of

structures.

wit

Beside In front Around Onto Off To Up

Below Off In front In Opposite Toward

Underneath Beneath Behind Beside Near Next to

Upon Down Into At On Outside

Round Through Between At beyond Inside Over

Above Towards

Note to parents - one way to create an expanded noun phrase is to use a prepositional phrase to

add further information about the noun and to make the writing more efficient.

For example, it takes two sentences to say: The woman sat in the church. She wore a purple hat.

However, we can write this more succinctly by expanding the noun phrase: The woman with the

purple hat sat in the church.

If struggling to form expanded noun phrase, this word mat can assist your child in

formulating these sentences.


Read the following sentences. In each sentence, underline or circle the expanded noun

phrase that has been expanded with a prepositional phrase.

1. In the market, the man with the long robe smiled at the crowd.

2. The market stall with the chocolate bites was extremely popular.

3. At the table, Esme bought some sugar sweets with some yellow bananas in them as a gift

for her friends who were all sat round the table.

4. The girl in the white robe swirled and spun in time with the music.

5. Marisol lived in the house adjacent to the market, so she could see many people buying

things for their loved ones.

6. Antonio’s mother asked him to water the flowers on the frontside of the house whilst she

was out.


Using your knowledge of descriptive noun phrases and by joining them to different

prepositions, create a poem about one of these pictures.

Lesson 5:


1. To ask questions that accurately search for information

Success criteria:

I can identify how to find out a fact by asking a search question

How?

- Begin by reading back and up to ‘but eventually his attention began to wander’.

- Ask your child: What could be making him to this?

- Next, tell your child that you have a new piece of information coming in in the form

of a Roman news article.

- Then, show them this news article with the title Volcano “Safe” claims Senator.

- Then ask them, what do you think this newspaper article is talking about?

- Next, read through the article below with them.

- After reading it, begin to discuss what this article is about. This discussion should

focus around the idea that the senator is reassuring the citizens of Pompeii that

everything is fine, despite fears of an eruption from Vesuvius.

- Then ask them the following questions:

- What do we know about volcanoes? Pass pumice stones around.

- Have they always been in this form? What makes the holes?

- Share knowledge and discuss – linking to materials – how these stones would have

formed.


Using an online children’s encyclopaedia, ask your child to gather information on volcanoes.

Encourage them to use accurate questions to find out direct answers.

Here is a talk to the hand question prompt which can support them to use a variety of

question stems.

If struggling, here are some question prompts to help your child focus their research.

1. What is a volcano?

2. How is a volcano formed?

3. Name some famous volcanoes.

4. Where re some of the most famous volcanoes?

Complete the above

task and the one below.

Using an online children’s

encyclopaedia, decipher whether

these facts about volcanoes are

true or false. Sort them into two

different groups.


Using all the information you have complied, create a fact file about volcanoes.

english support year 3 week three: 20/04/2020

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