English Week 4

Activity 1: CAUSal conjunctions

Activity 2: If i ruled the world

Activity 3: balloon debate

Activity 4: mini reading comprehension

Activity 5: spelling practise

New reading challenge!

Exciting Expectations- Writing

● Sketches/pictures drawn in PENCIL

● Pictures to be coloured in

Capital letters in the correct

places

Date written and then underlined

LO written and then underlined

Full stops at the end of a sentence

Work to be edited in a different coloured pen before it is uploaded to

Seesaw

Written in pencil and in your best

joined handwriting

Writing to be on lines

Everything to be written in full sentences and conjunctions (and, because, but so) used to extend sentences where appropriate

English - Activity 1 - Causal ConjunctionsCausal conjunctions are words and phrases which are used to introduce a cause, reason or explanation for a given action within a sentence.

For instance 'because of', 'due to' and 'as a consequence of' are all causal conjunctions which link an action to its cause.

For example:

I am spending much more time at home because of the coronavirus.

Due to the rain, I am staying indoors.

The sun was shining therefore the ice cream melted.

English - Activity 1 - Contrasting ConjunctionsCausal conjunctions are words and phrases which are used to introduce a cause, reason or explanation for a given action within a sentence.

For instance 'because of', 'due to' and 'as a consequence of' are all causal conjunctions which link an action to its cause.

For example:

I am spending much more time at home because of the coronavirus.

Due to the rain, I am staying indoors.

The sun was shining therefore the ice cream melted.

These words link a cause with its effect (e.g. the sun was shining therefore the ice cream melted). Add the causal conjunctions to these sentences.

a) The plant was not given enough water __________ it died.b) The plant died __________ it was not given enough water.c) I love coming to school __________ I really like my teacher.d) I really like my teacher __________ I love coming to school.e) Annie apologised __________ she hurt Heidi’s feelings.f) Annie had hurt Heidi’s feeling __________ she apologised.

Choose two clauses and add a causal conjunction in the middle of the sentence. How many sentences can you make? Does the conjunction you choose change the meaning of the sentence?For example: I wrapped myself up in a thick jumper now that it was freezing cold outside.

It was freezing cold outside I went to bed

It was a boiling hot day I didn’t do my homework

I played outside with my friends I ate my dinner as fast as I could

I wrapped myself up in a thick jumper It was late at night

I was really hungry I was still full from eating my lunch

I put on my pyjamas I really wanted ice cream

Choose two clauses and a causal conjunction - I would like two sentences, one with the causal conjunction in the middle and one with the causal conjunction at the front of the sentence. How many sentences can you make?For example: I wrapped myself up in a thick jumper now that it was freezing cold outside.Now that it was freezing cold outside, I wrapped myself up in a thick jumper.

It was freezing cold outside I went to bed

It was a boiling hot day I didn’t do my homework

I played outside with my friends I ate my dinner as fast as I could

I wrapped myself up in a thick jumper It was late at night

I was really hungry I was still full from eating my lunch

I put on my pyjamas I really wanted ice cream

English - Activity 2 - If I ruled the world...If you ruled the world, what would you do?

For this activity you are going to tell me what you would do and then give me a reason why you would disagree.

For example:

If I ruled the world, I would make everyone eat pizza every day.

However, people would be unhealthy, they would get bored of eating the same thing every day and finally, it would not be fair to those people who do not like pizza.

One reason why you disagree

Two reasons why you disagree

Three reasons why you disagree

You are going to come up with at least 10 ideas for if you ruled the world. Feel free to do more if you want to!

English - Activity 2 - If I ruled the world...Sentence Stems:

If I ruled the world I would ….

Other ways to say ‘I disagree’However,

On the other hand …

This would not be good because …

I am concerned about …

That being said ...

One reason why you disagree

Two reasons why you disagree

Three reasons why you disagree

You are going to come up with at least 10 ideas for if you ruled the world. Feel free to do more if you want to!

Activity 3 - Balloon DebateImagine we are all in a hot air balloon - but the balloon is going down!! In order to save lives, some people will have to be thrown overboard.

Your task is to persuade me why you should be saved.Try to use causal conjunctions in your argument and if you would like, you can upload a video of your argument.

1 chilli Nurse, doctor, inventor, builder, teacher

2 chilli Another job which isn’t on the 1 chilli list.

3 chilli Come up with an item which would be useful in the balloon (the item must fit in the balloon).

English - Activity 3 - Balloon Debate

Sentence StemsI would be a __________ because __________

One reason why I would be useful on the balloon is _______

Another reason why I would be useful is ______

I would argue that I would be better than _____ because_____

In addition to my earlier point, I feel that _____

To sum this up, I feel that ______

Use these as a guide - you can still use some of your own sentence starters if you wish.

Everyone must have at least one 1 chilli sentence stem as they are your argument openers.

Example:

I would be a pilot because I understand how to steer the hot air balloon.

One reason why I would be useful on the balloon is because I can use my knowledge to control the balloon and as a result stop it from hurting anyone.

Another reason why I would be useful is because I know how to fix things on the balloon.

I would argue that I would be better than an inventor because I am an expert in hot air balloons.

In addition to my earlier point, I feel that my expert knowledge makes me the most important person on the balloon, therefore I should stay on.

● Coordinating conjunctions

Activity 4 - Mini Reading Comprehension

Activity 4 - Mini Reading Comprehension

On the following slides you can see an extract from a book Miss Pearson has recently read followed by some questions.

You can copy your answers straight into your book - you don’t need to rewrite the question as long as you number them! There is also an additional activity which is optional.

This week’s extract is from The MASK of aribella

or

Suddenly, a patch of the mist cleared and the red moon illuminated the dark outline of an island.

Aribella’s heart leapt - land! Thank goodness! But she soon realized it was not any island she

knew. In the centre of it was a large hill, on top of which was a crumbling palazzo. The mist

separated the island from the water so that it appeared to be floating.

The hairs on the back of Aribella’s neck stood up. But the next moment the mist veil fell once

again and the island was swallowed up. Aribella blinked, breathing quickly.

She was about to tell Theo about it when a sharp hiss cut through the muffled silence, like a

fast-moving wind through trees. But there were no trees, just mist and sea… She looked back

the way they had come, searching for the source of the sound. The mist seemed to press into

her ears and eyes, blinding and deafening her.

From behind Theo, louder and clearer, came another sound - a slithering, like an oar moving

through water, or a sea snake. Aribella whipped her head round. Something pale was emerging

out of the mist behind the boat, behind Theo. Something so strange and so terrifying that it

looked as if it had come right out of a nightmare, with two dark eye sockets and a face that

gleamed, white as bone … A human skull floated in the mist, detached from everything.

The dead had risen, just as Gian had said.

Aribella heard her own scream rip through the air before she was aware she’d let it out.

1. Look at the quote (line 5). How do you think Aribella is feeling? Look back at the extract to help you.The hairs on the back of Aribella’s neck stood up.a) Excitedb) Nervousc) Angry

2. The author describes a misty veil over the characters. Why do you think the author has chosen to include mist?

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3. Find two similes which describes the sound (in the paragraph beginning ‘From behind Theo…’ )

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4. Is the thing that has appeared from the water a good or bad thing? Find evidence from the text to tell me why you think this.

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Extra hot: Emotions graph

1. Aribella spotting the island.2. Aribella not recognising the island.3. The island disappears.4. She hears the hiss but can’t see

where it’s coming from.5. She hears a slithering sound.6. Aribella sees the floating skull7. Aribella screams.

Place on the graph Aribella’s emotions during the 7 points in the extract.

1 = low emotion 10 = high emotions

Activity 5 - Spellings

To help support everyone, we will provide two groups of spellings.

The first set will focus on a sound or tricky words. If you normally go out with a TA to do your spellings, try this group first. There is also a purple mash task to support this group.

The second set will follow the Year 4 curriculum with a range of statutory words to learn alongside spelling patterns.

Feel free to look at both sets too!

Activity 5 - Spellings sound : ou and ow

Check Purple Mash for an activity based on these spellings!

Activity 5 - Spellings Spelling Test DictationRead out the dictation to the children on Friday 8th May once they have practised their new spelling list for the week.

Activity 5 - Spellings

Activity 5 - Spellings or

Spelling Test DictationRead out the dictation to the children on Friday 15th May once they have practised their new spelling list for the week.

Spelling Test DictationRead out the dictation to the children on Friday 15th May once they have practised their new spelling list for the week.

Read your way around the world!We have a new reading challenge for you…

We would like you to read around the world!

On the following slides you will see a map and a passport. On the passport there are various points along your journey worth 500 reading miles.

10 minutes of reading = 500 miles.

So 60 minutes of reading will take you to your first stop at New York!

We would like you to update us at the end of the week to let us know how far around the world you have got! How long will it take for you to read around the world?