Grade 5/6 Remote LearningEnglish

Learning Intentions

In Reading, we are learning to:

● Complete daily reading and log

● Ask questions as we read

● Summarise what we have read

● Visualise as we read

● Make text to text, text to world and text to self connections

In Writing, we are learning to:

● Plan a narrative (story)

● Draft a narrative (story)

● Edit a narrative (story)

● Publish a narrative (story)

Reading Log

Grade 5/6 students should complete a minimum of 30 minutes of readinga day. Please log your reading below.

Please note:

Your learning intentions in this booklet for reading will require you to read afictional or realistic fiction text (Story)

However, please feel free to continue to read other text types throughout the week.

Parent signature ___________________________

READING - DAY ONELearning Intention:

We are learning to ask and answer questions as we read.

Success Criteria:● I can ask questions as I read.

● I can use images and clues from the text and explain my understanding.

Task● Read your independent reading book for 30 minute

● Complete your reading log

● After reading your text, use the template below to ask four differentquestions related to what you have just read in the text. Answer the question,remember to include the evidence from the text (e.g page number and language

used in the text).

WRITING - DAY ONE

TUNING IN & DESCRIBING A SETTING

LI: WALT plan, draft, edit and publish a narrative (story).

SC: I can describe how a setting might look, feel, taste, sound and smell.

I can use specific vocabulary to engage my intended audience.

I can use an image to write sentences with fronted adverbials.

Look carefully at the picture and imagine you are standing right here.

Image by: Guy Boily, One Big Photo

What can you hear, see, smell, taste, feel? Fill in the table.

I can see... I can hear... I can taste... I can smell... I can feel...

ACTIVITY

In your imagination, are there any people in this setting?__________________________

Are there any other animals? ___________________________________

Circle some vocabulary, relating to the image, that you could use in your story.

magically dead peaceful burnt

garden

desert wide party beach resting

motionless screaming night loud

blistering sleeping volcanic enormous

grey desolate lush green frightened bored

DESCRIBING A SETTING

IMAGERY is language used by writers to create images in the mind ofthe reader. Imagery includes figurative and metaphorical language to

improve the reader’s experience through their senses.

ONOMATOPOEIA is when a word describes a sound and actually mimicsthe sound of the object or action it refers to when it is spoken.

Example:

“During the day, everything was peaceful. In fact, the garden was completely silent.The only sound that was ever heard during the day was a gentle whispering that

seemed to be carried on the wind: a sweet melody of nature, celebrating the beautyof the earth and all creation.”

Look at The Garden of Life image again.

You have already brainstormed what you think this setting might look, feel, sound, smelland taste like and considered some specific vocabulary. Now...

ACTIVITY

Write down some words that could be used to create an image for:

Water: drip, splish, ____________, ____________, _____________, ___________

Wind/trees: whoosh, rustle, ______________, ______________, ______________

Animals/insects: squawk, flutter, ______________, _____________, ____________

ACTIVITY

Write a paragraph describing the setting in the picture. This will form part of your story.

Please include IMAGERY and ONOMATOPOEIA.

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READING - DAY TWOLearning Intention:

We are learning to summarise what we have read in an image (visual).

Success Criteria:

I can use a map to retell a summary of the text I have read.

Task● Read your independent reading book for 30 minutes

● Complete your reading log

● Using the template below, create a treasure map by identifying the main ideasand details of the text you have read.

Example below

Summary Treasure Map

WRITING - DAY TWO

PURPOSE, AUDIENCE & CHARACTER DEVELOPMENT

LI: WALT plan, draft, edit and publish a narrative (story).

SC: I can use an image as a stimulus to create a story.

I can identify the purpose and audience before writing my story.

I can use specific vocabulary, language features and literacy devices to engage my intendedaudience.

TASK, PURPOSE, AUDIENCE

ACTIVITY

Read the following and have a think about what you are writing, why and who it is for.

Colour, circle or underline which is appropriate for you to complete this task.

Task Purpose Audience

What am Iwriting?

Why am I writing? Who am I writing to?

A letter?

A story?

A report?

A news article?

An email?

An exposition?

A debate?

A speech?

Persuade - make someone think, feel, do or believe

something.

Inform - giving facts or true information.

Entertain - create an interesting plot in which things

happen.

Explain - how something is or works or how to do it.

Describe - giving more detail than can be provided in one

paragraph.

Inquire - seeking information.

Family?

Friends?

Young children?

Older children?

Siblings?

School Principal?

Members of the community?

People working in a particular fieldor job?

Sentence Challenge - Fronted Adverbials

A fronted adverbial goes at the beginning of a sentence.

It describes the verb in the sentence.

It describes where, when or how.

Eg During the day, the animals sleep. After sunset, the lady comes to life.

ACTIVITY

Using the image as a stimulus, write your own sentences starting with these frontedadverbials:

● After a while, _________________________________________.

● All of a sudden, _______________________________________.

● As quick as a flash, ____________________________________.

● Without a sound, ______________________________________.

● Unexpectedly, ________________________________________.

● Before long, __________________________________________.

● In the blink of an eye, ___________________________________.

● Without warning, ______________________________________.

● As night fell, __________________________________________.

⭐ Put a star next to three of these sentences that you might use in your story.⭐

DESCRIBING CHARACTERS

ACTIVITY

How many main characters will be in your story? ___________

Are they people, animals or both? _______________________

Giving non-humans things, such as animals, human characteristics is calledPERSONIFICATION. Will your animal characters be personified? (Eg. They

might talk, walk on two legs instead of four, interact with other animals and/orhuman characters etc.)

ACTIVITY

Complete a character profile to provide details about each of your maincharacters. (Example on the next page.)

- One profile per character.

- Print extra copies or copy into your book.

- Use these details in your story writing.

READING - DAY THREELearning Intention:

We are learning to visualise as we read.

Success Criteria:

I can draw and explain my visualisations from the text I have read.

Task● Read your independent reading book for 30 minutes

● Complete your reading log

● Complete the task card below

WRITING - DAY THREE

PLANNING FOR NARRATIVE WRITING &CREATIVE WRITING

LI: WALT plan, draft, edit and publish a narrative (story).

SC: I can use an image to create a story.

I can follow a narrative structure when planning and writing my story.

PLOT DEVELOPMENT

The plot is the sequence of events that unfold within a narrative.

A problem or challenge (which must be overcome by the maincharacters) is central to the development of a plot. This problem or

challenge is called the ‘complication’.

As the main characters attempt to overcome the complication, aseries of events unfolds. These events lead to a point of high

suspense, called the ‘climax’.

The climax is the BIG MOMENT of the narrative. It is the point atwhich the main character will either succeed or fail in their task. The

outcome of the climax is called the ‘resolution’.

The resolution may be positive or negative for the maincharacters.

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ACTIVITY:

Use the narrative writing template at the back of your booklet toplan your story.

READING - DAY FOURLearning Intention:

We are learning to make connections as we read.

Success Criteria:

I can make text to text, text to self and text to world connections with the text I have read.

Task● Read your independent reading book for 30 minutes

● Complete your reading log

● Complete the activity below

WRITING - DAY FOUR

CREATIVE WRITING

LI: WALT plan, draft, edit and publish a narrative (story).

SC: I can use an image to create a story.

I can follow a narrative structure when writing my story.

ACTIVITY

Continue and complete your story. Expectations fornarrative at Year 5 & 6 level is

AT LEAST TWO PAGES.

If you finish your story today and still have time, use theediting checklist at the back of the book to proof read, edit

and make improvements your work.

READING - DAY FIVELearning Intention:

We are learning to describe the main character from the text I have read.

Success Criteria:

● I can describe a character from a text with evidence of the appearance, personality,actions.

● I can provide examples of how the character changes over time.

Task● Read your independent reading book for 30 minutes

● Complete your reading log

● Choose a character from your text and use the template below to make acharacter description about them.

Example provided: Character ‘Hagrid’ from Harry Potter

WRITING - DAY FIVE

EDITING AND PUBLISHING

LI: WALT plan, draft, edit and publish a narrative (story).

SC: I can use an image to create a story.

I can edit my writing using an editing checklist.

I can publish my work by hand or using digital software.

You are now at the final stages of your narrativewriting process.

It is now time to edit your work using the Narrative TextChecklist at the back of your learning pack.

Publish your writing by handwriting, creating a book orusing Word or PowerPoint.

Include illustrations for a ‘professional’ finish.

Supporting Resources&

Extension Activities