Year 4 English Home Learning Summer 2 Week 3

Year 4 English Home Learning Summer 2 Week 3 SQUIRT AND READING COMPREHENSION • What book did we book did we start reading last week? • Who was it written by? • Where was it set? • Which characters were we introduced to? • What have we found out so far? Last week, we started reading A Midsummer Night’s Dream which was written by William Shakespeare, however, the one we are reading in Year 4 is an adaptation especially written for children which was written by Lois Burdett.

The story is set in Athens, Greece and so far we have been introduced to Duke Theseus (ruler of Athens), Egeus and his daughter Hermia, Lysander who loved Hermia and Demetrius who wants to marry Hermia.

We learnt that in the past, fathers chose husbands for their daughters and Egeus wanted his daughter to marry Demetrius. Hermia despised Demetrius but loved Lysander. Egeus visited the duke for advice and the duke threatens the young girl with death or to spend the rest of her life in a convent. We last read…

Hermia protested, “This law I defy! I’ll become a nun. I’ll even die!”

What does the way Hermia reacted tell us, the reader, about her character? Summarise (in your own words) what has happened here.

C: Write the opening to this part of the story using ‘show, don’t tell.’ How can you show that the atmosphere was tense without saying the atmosphere was tense? Hermia is very upset by her father’s demands to marry Demetrius. What does Lysander suggest they do?

Why do you think he suggests this?

What time of day do you think ‘twilight’ is?

Can you predict what Shakespeare wrote next?

C: Write the next part of the story. How is Hermia feeling? Use evidence from the text to support your answer.

Is she going to meet Lysander? What words in the text tell you this?

What simile, in the letter, does Hermia use to describe Lysander? Why do you think she describes him this way?

C: Which word in the text means to go? Learning Objective, Success Criteria…

LO: To understand how to identify explicit details from the text

Success Criteria Key Vocabulary: Vocabulary I can skim and scan passages to answer a Inference variety of questions using evidence from Prediction the text. Evaluate Retrieval I can skim and scan to answer questions. Summarise sequence

I can answer retrieval questions about the text.

Don’t forget at the end of the lesson to self assess (SA) on your sticker how successful you have been with your learning using Starter Read the text through and answer the questions on the next slide.

This was only the second occasion in her life that Tamsin had attempted to play tennis. Trying to forget how it had ended last time, she picked up the racket and hit it against her hand. The strings were surprisingly hard and left a pattern of square marks on her skin. ‘Ready?’ called Jamila from the opposite side of the row of chairs they were using as a net. Tamsin nodded and bent down like she had seen the professional players do on the telly. When the ball approached, she swung her arm, then watched in dismay as the ball disappeared over the fence. Questions

1. Find and copy the word in the first sentence is closest in meaning to time.

______

2. What game was Tamsin attempting to play?

______

3. What did Tamsin hit against her hand?

______What is skimming and scanning and why is it useful?

Skimming and scanning are reading techniques that use rapid eye movement and keywords to move quickly through text for slightly different purposes. Skimming is reading rapidly in order to get a general overview of the material. Scanning is reading rapidly in order to find specific facts.

When would you use skimming? (reading rapidly to get a general overview of the material)

When would you use scanning? (reading rapidly to find specific facts)

Watch if you can: https://www.bbc.co.uk/teach/skillswise/skimming-and-scanning/zd39f4j

When would you use skimming and scanning during a reading comprehension?

You may use your skimming techniques when you first look at a text to see what it is about. Looking at headings, sub headings, layout and pictures might give you a quick idea about what type of text you might be reading about.

You MUST then read the text carefully. This is neither skimming or scanning.

Now that you are really familiar with the text and you are ready to answer the questions, you would use scanning to locate a specific date, word or phrase in the text.

You would continue to skim through the text to locate the answer to questions rather than having to read whole chunks of the text again.

Don’t forget though, questions are usually written in order so the answer to the first question is usually at the beginning of a text. Yellow Group Read the postcard and then use skimming and scanning to answer the questions. For each of the questions include the evidence from the text that supports your answer.

For example: Where is Helen on vacation?

I know that Helen is …… because in the text it says, ‘ ………….’ BLUE GROUP

Read the postcard and then use skimming and scanning to answer the questions. Green Group Answer these questions in your book.

1) Who has written the postcard? 2) Who is the postcard written to? 3) When was the postcard written? 4) Why has the writer written the postcard? 5) Where is Vanessa holidaying? 6) What is the weather like? 7) What did Vanessa do yesterday? 8) Did she enjoy it? How do you know? 9) What is Vanessa going to do tomorrow? 10)Why does Vanessa have to stop writing her postcard? Plenary

Would you use skimming, scanning or both in the following?

C: Explain why

• Making a cake • Picking a book from the library to decide whether to take it home and read it • Finding a word in a dictionary • Reading a newspaper • Doing a reading comprehension SPaG • What are Hermia and Lysander planning to do?

• Why and when? Which character are we introduced to?

Why is she sad?

C: What phrase does Helena use to describe how sad she is? What does Lysander tell Helena?

Do you think Lysander will regret telling her this?

C: What do you think the phrase ‘heart on fire’ means? Learning Objective, Success Criteria…

LO: To understand how to identify prepositions

Success Criteria I can name, identify and explain the Key Vocabulary: grammatical function of a range of Prepositions prepositions. Time Place I can identify prepositions of time, place Cause and cause.

I am beginning to identify different prepositions in sentences.

Don’t forget at the end of the lesson to self assess (SA) on your sticker how successful you have been with your learning using

What is a preposition?

They took the dog out to walk before dinner. Place prepositions

These were all examples of place prepositions.

The apple is behind the book.

After lunch, I noticed an apple under the table.

A rogue apple fell between the wooden crates. You have been using prepositions to describe where the apples are. Practise

Write some of your own sentences including a place preposition. Time prepositions

Prepositions can also tell us about time. She is always up before dawn. At 12 o’clock we all go to lunch. In autumn, the leaves fall off the trees.

On a cold day, I will always take a coat with me.

During the show, waiters were serving the audience drinks and delicious snacks. Cause prepositions

Other prepositions tell us how something is caused by something else.

Kylie got a sticker for her excellent writing.

The car got muddy from driving across the field.

Because of a layer of blubber, whales can survive very cold waters.

I closed the door of my class on account of all the noise outside. Yellow Group

I can name, identify and explain the grammatical function of a range of prepositions. Look at the text below. Write a list of all of the prepositions. After that, identify the type of preposition (place, time or cause) and then explain the job of the preposition in the sentence.

In Athens, Greece, a long time ago, a Duke called Theseus ruled over the country. He was to be married in four days time to Hippolyta. Throughout the great city, excitement grew. Theseus had planned a huge feast and entertainment for everyone. While he was planning all of this he continued to govern the town of Athens.

A man names Egeus burst into the room; he had a frown upon his face. The man’s daughter followed on behind him. She too looked worried but she knew why her father was there. Opposite the pair, stood a young man who was called Lysander. He truly loved the young girl but knew it was going to cause problems. After the young Lysander another young lad called Demetrius brought up the rear.

Egeus bowed low to the Duke and confided in him that his daughter was refusing to marry the one that he had chosen. Demetrius stood with his head held low. The old man declared that her refusal to marry Demetrius was making him beg the Duke for him to change the law. Blue Group

I can name and identify different prepositions. Look at the text below. Write a list of all of the prepositions. After that, identify the type of preposition (place, time or cause).

I can name and different prepositions. Look at the text below and write a list of all of the prepositions.

Write the sentences that contain a preposition. SQUIRT A Midsummer Night’s Dream is often called, ‘The play within a play.’ Why do you think this is?

What are the following jobs: Weaver Bellows mender Tailor Tinker Joiner

C: What do you think Quince’s role is? What was Bottom’s role?

How did he feel about being given this role? Support your answer with evidence from the text.

C: What phrase does Bottom use to tell Quince to carry on with giving out the different parts? Learning Objective, Success Criteria…

LO: To understand how to use prepositions

Key Vocabulary: Prepositions I can use a wider range of prepositions of Prepositional phrases time, place and cause. Time Place Cause I can use prepositions of time and place with a word bank.

I am beginning to use different prepositions with a word bank.

Don’t forget at the end of the lesson to self assess (SA) on your sticker how successful you have been with your learning using Starter Prepositions are words that tell you the position of something(where something is).

What other functions do these words have? What is a preposition?

A preposition is a linking word in a sentence, used to show where things are in time or space. There are prepositions of place, time and cause. Prepositions are generally placed before the noun or pronoun to which they are referring in a sentence.

There are hundreds of them so here are just a few… What is a preposition phrase?

A prepositional phrase is a group of words that are used to show where things are in time or space. There are prepositions phrases that can tell where, when or the cause of something. Prepositions phrases are also generally placed before the noun or pronoun to which they are referring in a sentence. Yellow Group I can use a wider range of prepositions of time, place and cause. Using this brief summary of the opening to A Midsummer Night’s Dream. Re-write it using a wide range of prepositions and prepositional phrases showing where, when and the cause.

Egeus went to visit the Duke of Athens to ask for advice. His daughter came with him, followed by a young boy called Lysander and another called Demetrius. Egeus bowed to the Duke. He complained that his daughter was refusing to marry the lad that he had chosen for her and instead marry Lysander. The noble Duke stood before them all and announced that he could not allow her to make her father angry and refuse him. Hermia pleaded as she thought the rule was unfair. She declared that she hated Demetrius but loved Lysander.

Think carefully about where these characters might be and how they might be behaving. Also, use the word bank to support your writing. Blue Group I can use prepositions of time and place with a word bank. Using this brief summary of the opening to A Midsummer Night’s Dream. Re-write it using a range of prepositions and prepositional phrases.

Think carefully about where these characters might be and how they might be behaving. Also, use the word bank to support your writing. Support: Try starting with: Egeus burst into the room where the Duke of Athens sat.

Green Group I am beginning to use different prepositions with a word bank

Add prepositions to these sentences from A Midsummer Night’s Dream. Feel free to add extra words, phrases, clauses or sentences so that your work makes sense. Use the word bank to help you.

1) Egeus burst ………………………. 2) His daughter followed ……………….. 3) Demetrius came………………………… 4) Egeus bowed …………………….. 5) He confided …………………………………. 6) Hermia looked on ………………………….. 7) The noble Duke rose ………………………… 8) Poor Hermia pleaded………………………. Preposition Poetry

The Dream Every line is made up Despite an entire season on the bench of a preposition On a Saturday afternoon phrase. During the cup final Can you identify Amid screams and gasps the prepositions? Beneath stares of astonishment Down the green pitch Over the half-way line Around defenders Between midfielders and strikers By dribbling, feinting, and kicking Through the goalkeeper’s outstretched hands Towards the empty net Into the wrong goal. Beyond my wildest hopes and dream. Plenary

Read through your work and check your punctuation. In particular, please check that you have used capital letters for the start of ALL of your sentences and proper nouns (specific people’s names and specific place names). Also, where you may have started your sentence with a prepositional phrase, remember to separate it from the rest of the sentence with a comma, for example: From his lofty throne, the Duke of Athens rose and stood before Egeus. SQUIRT and Writing Skills How does the author SHOW that Flute was excited to be given the part of Thisbe?

What argument does Thisbe come up with for not being able to play this part? Use evidence from the text to support your answer.

C: Why is Snug worried about his part? Does he need to be worried? Why/why not? True or False Nick Bottom is the comedian of the group.

Explain your thoughts. Who was following Lysander and Hermia? Why?

C: Find out what a ‘mortal’ is and use it in a sentence. Learning Objective, Success Criteria…

LO: To understand the features of a postcard

Key Vocabulary: Success Criteria Address I can identify, describe and explain Recipient features. Opening Main body conclusion I can identify and describe features.

I am beginning to identify features with a word bank.

Don’t forget at the end of the lesson to self assess (SA) on your sticker how successful you have been with your learning using Starter Watch the short video clip below and answer the questions: 1) Where were the 3 countries that Emma mentioned at the start of the clip? 2) Where is Emma going to take her holiday? 3) Where is she staying? 4) Name 2 activities that she has taken part in. 5) What has she eaten?

C: Which tenses has she used to write her postcard?

https://www.bbc.co.uk/learningenglish/course/lower-intermediate/unit- 8/session-4 On the next slide is a model text. Read it through twice.

Can you work out what type of text it is?

C: Can you spot any organisational features? Model Text Yellow Group I can identify, describe and explain features.

Re-read the model text. Draw a spidergram (like the one below) and write all of the features that you noticed in the postcard. Once you have written the features, write a paragraph about the features, explaining in more detail what each features contains, for example, the opening of a postcard is usually includes information about where the person is writing from.

Features of a postcard Blue Group I can identify and describe features.

Re-read the model text. Draw a spidergram (like the one below) and write all of the features that you noticed in the postcard.

C: Draw a table to show the differences and similarities between a postcard and a letter

Features of a postcard Green Group I am beginning to identify features with a word bank. Re-read the model text. Draw a spidergram (like the one below) and write all of the features that you noticed in the postcard. Use the word bank to support you.

Word Bank • Recipient’s address • Informal salutation – Hi, • present/past/future Features of a tense postcard • Simple paragraphs Plenary Check this list of features against yours

• Recipient’s address written on the right • Possible informal salutation – Hi, Hey (Dear may also be used) • It will be written in the first person (I) • Paragraphs are short. • Opening paragraph may explain where you are. • The main body of the text may explain what you have been doing • Closing paragraph may say what you are looking forward to doing in the future. • The postcard will probably contain a mix of tenses – present, past and future • The postcard will end with an informal ending and your name– bye for now Extended Writing Starter

Spot the preposition or prepositional opener. C: Can you say what type of preposition it is? Starter

Spot the preposition or prepositional opener. C: Can you say what type of preposition it is? Learning Objective, Success Criteria…

LO: To understand the features of a postcard

Key Vocabulary: Success Criteria Prepositions I can use a wider range of prepositions of Time time, place and cause to add effect in my Place writing. Cause

I can use prepositions of time and place in my writing with a word bank.

I am beginning to use prepositions with a simple writing frame.

Don’t forget at the end of the lesson to self assess (SA) on your sticker how successful you have been with your learning using Read the model text again. Can you remember the features of a letter?

Look back at yesterday’s work to remind you if you are not sure. Model Text Look at the features below. Did you remember them all?

Recipient’s address on the right Opening – where Salutation – who are you are you writing writing to (can be informal) from

Features of a postcard

Signing off Main body - what have Conclusion – what you you been doing are looking forward to doing Draw a VGP grid into your book. Spend 5 minutes ‘magpieing’ the VGP from the model text.

• Vocabulary (adjectives, verbs and adverbials)

• Grammar (different clauses structures, conjunctions, adverbials,)

• Punctuation (capital letters for proper nouns, commas after fronted adverbials etc • Apostrophes for possession and contraction) You writing task

Imagine that you are Hermia. You are going to plan and write a postcard to your father from the woods. You might explain why you left, what your plans are etc

Blue Group/Yellow Group Things to consider in your plan:

• How would you begin your postcard? • Are you going to say where you are writing from? • What would you include in the main body? • How might you conclude? • How would you sign off your postcard? Don’t forget to plan your VGP. Remember to plan for • Green Group see next slide. the use of apostrophes for possession and contraction. Green Group Planning Sheet Now that you have planned your postcard including the vocabulary, grammar and punctuation it’s time to write.

Yellow Group: I can use a wider range of prepositions of time, place and cause to add effect in my writing. Blue Group : I can use prepositions of time and place in my writing with a word bank. Green Group: I am beginning to use prepositions with a simple writing frame.

Simple template on the next page. Word Bank for prepositions.

Plenary

Finished? Now read back your work and edit your writing.