Year 6 Literacy Home Learning – Week Beginning 27.04.20 Activity 1
Year 6 Literacy Home Learning – Week beginning 27.04.20
Activity 1
Here are some revision cards to remind us about modal verbs. These can also be found in your English Revision Guides.
Read the passage below from Chapter 6 of The Philosopher’s Stone. You’ll need this to help you complete Section C of the activities. The passage contains lots of modal verbs as it is a time of uncertainty for Harry. He is about to board the train to embark on his new adventure at Hogwarts but is unsure how to get to the platform and who to ask for advice on where to find it.
Extract from Chapter 6 Harry Potter and the Philosopher’s Stone Harry woke at five o’clock the next morning and was too excited and nervous to get back to sleep. He got up and pulled on his jeans because he didn’t want to walk into the station in his wizard’s robes – he’d change on the train. He checked his Hogwarts list yet again to make sure he had everything he needed, saw that Hedwig was shut safely in her cage and then paced the room, waiting for the Dursleys to get up. Two hours later, Harry’s huge, heavy trunk had been loaded into the Dursley’s car, Aunt Petunia had talked Dudley into sitting next to Harry and they had set off. They reached King’s Cross at half past ten. Uncle Vernon dumped Harry’s trunk on to a trolley and wheeled it into the station for him. Harry thought this was strangely kind until Uncle Vernon stopped dead, facing the platforms with a nasty grin on his face. ‘Well, there you are, boy. Platform nine – platform ten. Your platform should be somewhere in the middle, but they don’t seem to have built it yet, do they?’ He was quite right of course. There was a big plastic number nine over one platform and a big plastic number ten over the one next to it, and in the middle, nothing at all. ‘Have a good term,’ said Uncle Vernon with an even nastier smile. He left without another word. Harry turned and saw the Dursleys drive away. All three of them were laughing. Harry’s mouth went rather dry. What on earth was he going to do? He was starting to attract a lot of funny looks, because of Hedwig. He’d have to ask someone. He stopped a passing guard, but didn’t dare mention platform nine and threequarters. The guard had never heard of Hogwarts and when Harry couldn’t even tell him what part of the country it was in, he started to get annoyed, as though Harry was being stupid on purpose. Getting desperate, Harry asked for the train that left at eleven o’clock, but the guard said there wasn’t one. In the end the guard strode away, muttering about time-wasters. Harry was now trying hard not to panic. According to the large clock over the arrivals board, he had ten minutes left to get on the train to Hogwarts and he had no idea how to do it; he was stranded in the middle of a station with a trunk he could hardly lift, a pocket full of wizard money and a large owl. Hagrid must have forgotten to tell him something you had to do, like tapping the third brick on the left to get into Diagon Alley. He wondered if he should get out his wand and start tapping the ticket box between platforms nine and ten.
Using the resources above to help you, complete the activities below in your exercise books, you can copy out the sentences.
Section A – Underline the modal verbs in these sentences and circle the verb they are modifying
I think Harry will fight Malfoy by the end of term. Hermione can be a little bossy at times.
Ron should not try to do magic until he knows what he is doing.
Neville might find his toad eventually. Harry cannot wait to get to Hogwarts. Malfoy should be avoided at all costs.
No one could imagine how successful the Harry Potter books would be.
Section B – Can you choose the best modal verb? (For greater challenge – do not reuse modal verbs!) Ability Obligation Certainty may might can must
would shall could should
will ought (to)
Harry ______start Hogwarts when he is eleven. [certain]
He ______be sorted into Slytherin. [not certain]
He ______use an owl to send messages. [ability]
Ron ______take better care of his rat. [obligation]
Students ______stay out of the Forbidden Forest. [obligation]
Harry ______not avoid being recognised. [ability]
He ______change into his robes before they arrive. [obligation]
Section C – Based on the passage that you read earlier (extract from Chapter 6), write a prediction about what you think will happen next using the modal verbs listed above and any other that you may have come across. Write this in your exercise books please.
Activity 2
Read the following extract from Chapter 10 of ‘Harry Potter and The Philosopher’s Stone’ and answer the questions below in your books.
Extract from Chapter 10 - ‘Harry Potter and The Philosopher’s Stone’
What’s he doing?’ Harry whispered. ‘Why isn’t he down in the dungeons with the rest of the teachers?’ ‘Search me.’ Quietly as possible, they crept along the next corridor after Snape’s fading footsteps. ‘He’s heading for the third floor,’ Harry said, but Ron held up his hand. ‘Can you smell something?’ Harry sniffed and a foul stench reached his nostrils, a mixture of old socks and the kind of public toilet no one seems to clean. And then they heard it – a low grunting and the shuffling of gigantic feet. Ron pointed: at the end of the passage to the left, something huge was moving towards them. They shrank into the shadows and watched as it emerged into a patch of moonlight. It was a horrible sight. Twelve feet tall, its skin was a dull, granite grey, its great lumpy body like a boulder with its small bald head perched on top like a coconut. It had short legs thick as tree trunks with flat, horny feet. The smell coming from it was incredible. It was holding a huge wooden club, which dragged along the floor because its arms were so long. The troll stopped next to a doorway and peered inside. It waggled its long ears, making up its tiny mind, then slouched slowly into the room. ‘The key’s in the lock,’ Harry muttered. ‘We could lock it in.’ ‘Good idea,’ said Ron nervously. They edged towards the open door, mouths dry, praying the troll wasn’t about to come out of it. With one great leap, Harry managed to grab the key, slam the door and lock it. ‘Yes!’ Flushed with their victory they started to run back up the passage, but as they reached the corner they heard something that made their hearts stop – a high, petrified scream – and it was coming from the chamber they’d just locked up. ‘Oh, no,’ said Ron, pale as the Bloody Baron. ‘It’s the girls’ toilets!’ Harry gasped. ‘Hermione!’ they said together. It was the last thing they wanted to do, but what choice did they have? Wheeling around they sprinted back to the door and turned the key, fumbling in their panic – Harry pulled the door open – they ran inside. Hermione Granger was shrinking against the wall opposite, looking as if she was about to faint. The troll was advancing on her, knocking the sinks off the walls as it went. ‘Confuse it!’ Harry said desperately to Ron, and seizing a tap he threw it as hard as he could against the wall. The troll stopped a few feet from Hermione. It lumbered around, blinking stupidly, to see what had made the noise. Its mean little eyes saw Harry. It hesitated, then made for him instead, lifting its club as it went. ‘Oy, pea-brain!’ yelled Ron from the other side of the chamber, and he threw a metal pipe at it. The troll didn’t even seem to notice the pipe hitting its shoulder, but it heard the yell and paused again, turning its ugly snout towards Ron instead, giving Harry time to run around it. ‘Come on, run, run!’ Harry yelled at Hermione, trying to pull her towards the door, but she couldn’t move, she was still flat against the wall, her mouth open with terror. The shouting and the echoes seemed to be driving the troll berserk. It roared again and started towards Ron, who was nearest and had no way to escape. Harry then did something that was very brave and very stupid: he took a great running jump and managed to fasten his arms around the troll’s neck from behind. The troll couldn’t feel Harry hanging there, but even a troll would notice if you stick a long bit of wood up its nose, and Harry’s wand had still been in his hand when he’d jumped – it had gone straight up one of the troll’s nostrils. Howling with pain, the troll twisted and flailed its club, with Harry clinging on for dear life; any second, the troll was going to rip him off or catch him a terrible blow with the club. Hermione had sunk to the floor in fright; Ron pulled out his own wand – not knowing what he was going to do he heard himself cry the first spell that came into his head: ‘Wingardium Leviosa!’ The club flew suddenly out of the troll’s hand, rose high, high up into the air, turned slowly over – and dropped, with a sickening crack, on to its owner’s head. The troll swayed on the spot and then fell flat on its face, with a thud that made the whole room tremble. Harry got to his feet. He was shaking and out of breath. Ron was standing there with his wand still raised, staring at what he had done. It was Hermione who spoke first. ‘Is it – dead?’ ‘I don’t think so,’ said Harry. ‘I think it’s just been knocked out.’ He bent down and pulled his wand out of the troll’s nose. It was covered in what looked like lumpy grey glue. ‘Urgh – troll bogies.’ He wiped it on the troll’s trousers. A sudden slamming and loud footsteps made the three of them look up. They hadn’t realised what a racket they had been making, but of course, someone downstairs must have heard the crashes and the troll’s roars. A moment later, Professor McGonagall had come bursting into the room, closely followed by Snape, with Quirrell bring up the rear. Quirrell took one look at the troll, let out a faint whimper and sat quickly on the toilet, clutching his heart. Snape bent over the troll. Professor McGonagall was looking at Ron and Harry. Harry had never seen her look so angry. Her lips were white. Hopes of winning fifty points for Gryffindor faded quickly from Harry’s mind. ‘What on earth were you thinking of?’ said Professor McGonagall, with cold fury in her voice. Harry looked at Ron, who was standing with his wand in the air. ‘You’re lucky you weren’t killed. Why aren’t you in your dormitory?’ Snape gave Harry a swift, piercing look. Harry looked at the floor. He wished Ron would put his wand down. Then a small voice came out of the shadows. ‘Please, Professor McGonagall – they were looking for me.’ ‘Miss Granger!’ Hermione had managed to get to her feet at last. ‘I went looking for the troll because I – I thought I could deal with it on my own – you know, because I’ve read all about them.’ Ron dropped his wand. Hermione Granger, telling a downright lie to a teacher? ‘If they hadn’t found me, I’d be dead now. Harry stuck his wand up its nose and Ron knocked it out with its own club. They didn’t have time to come and fetch anyone. It was about to finish me off when they arrived.’
Box A – Questions 1-5 are about Extract A
1) Where are most of the teachers?
______1 mark
2) Name two things Harry and Ron notice which warn them that the troll is nearby, before they see it.
______
______1 mark
3) They shrank into the shadows and watched as it emerged into a patch of moonlight.
Which word is closest in meaning to shrank? Tick one.
deflated shortened shook retreated 1 mark
4) How is the troll ‘like a boulder’?
______
______1 mark
5) The troll stopped next to a doorway and peered inside. It waggled its long ears, making up its mind, then slouched slowly into the room.
Choose one interesting verb from the text above. What image of the troll does the verb create?
______
______1 mark
6) …as they reached the corner they heard something that made their hearts stop…
Who is making the noise and why does it make ‘their hearts stop’?
______1 mark
7) Name two things that Harry and Ron do to distract the troll.
a.______
b.______1 mark 8) The shouting and the echoes seemed to be driving the troll berserk.
What does the word berserk mean in this context?
______1 mark
9) Find and copy a group of words which show that the troll has dull senses.
______
______1 mark
10) …or catch him a terrible blow with the club.
What does the word blow mean in this context? Name another synonym which could replace it?
______
______2 marks 11) What happens to make the troll unconscious?
______1 mark
12) What makes Ron finally move after being frozen in shock?
______
______2 marks 13) Tick one box in each row to show whether each statement is true or false.
True False
Harry spoke first after the troll fell.
Quirrell fainted when he saw the troll.
The teachers first noticed Hermione when she stood up.
Ron knew that Hermione would tell a lie to the teachers.
2 marks
14) Now think about all three extracts. Why are Hermione’s actions surprising? Why do you think that she lies about what had happened? Can you explain your thinking?
______
______
______
______3 marks
Activity 3
In last week’s home learning, I gave you some meanings of words that are specific to Harry Potter. Quidditch and snitch were two of them. If you remember, Quidditch is a game that they play at Hogwarts. It is a team sport (made up of 7 players per team) played on broomsticks in which goals are scored by throwing a ball (a quaffle) through any of the 3 hoops, which are fixed at either end of the pitch. The game ends when the golden snitch is caught earning the team 150 points. The team with the most points at the end of the game wins.
For this week’s writing, we are going to produce a radio commentary for the Quidditch match in the film. Watch the following clips, which is Harry’s first ever game of Quidditch. https://www.youtube.com/watch?v=1A6z7R-aaDw&safe=active https://www.youtube.com/watch?v=QMMr_T4YXvU&safe=active
When watching the clip, please make notes about the events that take place using the question prompts below – the answers will also be the plan for your writing. Some of the characters’ names are mentioned in the clip but I know you may not know all the character’s names so please feel free to make them up if you need to. I’m sure you’ll know this already, but the boys that are trying to reach the golden snitch (the seekers) are Draco Malfoy for Slytherin and Harry Potter for Gryffindor – please use these character’s names correctly when referring to these characters.
Please answer the questions in your book, you may need to watch the clips a few times when answering them.
Questions about the clip Notes First clip Which teams are involved in the game? What game are we listening to? What is happening before the games start? Can we list the players on each team and a little information about them? What does the teacher do/say? Who gets the quaffle first? What happens with it? How many points does this give the team? Who is in the lead? How does the crowd react? Who shoots for Slytherin? Who saves the goal? Which team has possession of the ball after this? Which team members pass the ball between one another? Who scores? How does the crowd react? What is the score now? Who is in the lead? Who has possession of the ball after the goal? Who shoots? Who saves? How did the crowd react to this? What happened to the Gryffindor player? How did the crowd react? Who has possession of the ball after the player from Gryffindor falls? Who scores? How does the crowd react? What is the score now? What happens between 3 of the players? Who are they? What has happened to another member of the Gryffindor team? How does the crowd react? What does this mean for Gryffindor? Who scores next? What is the score now? How does the crowd react? Describe for the audience how Harry Potter goes after the golden snitch? Describe what happens to Harry’s broomstick? How does the crowd react to this? Second clip Describe the quaffle chasing Harry Which characters are trying to get the golden snitch? Describe the events that take place between them when trying to get to the golden snitch. Who catches the snitch? Who wins? How does the crowd react?
Listen to the following clip of commentary. https://www.youtube.com/watch?v=oNVF1sySdow&safe=active
Think about the way in which language is used and how events are described to the listener. Remember that when people are listening to the radio, they are unable to see what is happening and therefore, events need to be described to the listener. Think about the way in which they refer to players and how the commentators react when a goal is scored. Feel free to magpie and make a note of the way in which language is used and apply this to the Quidditch match you have watched. Use the questions which you answered earlier and the ideas you have gained from the commentary in order to write your own commentary. Please complete this in your exercise books.
Features and Structure
Here are some features to use in your writing and ways in which it can be organised:
Features and Structure Paragraph 1 Introduction – what are we listening to? What is the name of the radio station? Make the reader feel like they are there as soon as your commentaries start – descriptions of surroundings and the stadium. Introduce some players and give a brief overview of them (make this up if you’re unsure)
Paragraphs 2, 3,4 … - use your notes from the clips to help you here. Chronological order – this is the order in which you answered the questions about the clip. Describe the key events – goals, who scored them, injured players, did one team nearly score, is one person closer to catching the snitch (this is all in the questions you answered about the clip)
Final paragraph – conclusion Sum up what has happened, the crowds’ reactions, the players’ reactions, the head teacher’s reaction.
Formal language Never in the 1st person. Noun phrases Powerful/emotive language Rhetorical questions to engage the listeners Don’t be narrative – we need to be succinct in what we tell the audience A range of punctuation – remember that punctuation helps us to convey meaning when we can’t use too much language Begin sentences in different ways – don’t just use nouns and pronouns. Think about adverbial phrases and ways in which we can include extra information.
Model writing
Here are some ideas that you may wish to adapt. The ideas I have given you are in no particular order:
It’s a race between Potter and Malfoy to get to the golden snitch. They’re out of sight at this present moment in time, weaving between the darkest depths of the 500ft tall stadium.
Potter for Gryffindor appears to be experiencing difficulties with his broom – the Nimbus 2000. It appears to be completely out of control causing him to make complete 360 degree turns.
The crowd are gasping in horror as the second Gryffindor player retires from the game injured. Two players down could mean disastrous consequences for the side.
There are spectacular scenes here in the grounds of Hogwarts. Potter is stood on his broomstick reaching towards the golden snitch. Can he make it? He’s fallen! My word, what a magnificent effort from the young wizard – such courage and bravery!
Good afternoon and welcome to The Wizarding World on 1872.7fm. You are joining us at Hogwarts School for Witchcraft and Wizardry for this afternoon’s Quidditch match between Slytherin and Gryffindor.
For the first time, Harry Potter – the son of Lily and James Potter – will take the position of seeker for his house, Gryffindor. We have been given news in the commentary box that Harry will be using the latest model of broomstick – The Nimbus 2000. As seeker for the opposition, we have Draco Malfoy, whose father works for the Ministry of Magic. Looking very much like his father, Draco will no doubt be a powerful wizard like his father.
Let’s have some fun!
If you would like to film yourself reading your commentary out loud, please feel free to do so and then send it to me – I’d love to hear how it should sound to listeners!
If you would like to, you could also create your own Quidditch team – give it a name, design a kit, give descriptions of the players’ strengths and weaknesses and how the perform in Quidditch matches.