Year 5

Summer 2 Week 8, Lesson 1

2020

https://youtu.be/p4cM66sgpTI

▪ Deadline 28th of June.

▪ To write your own newspaper article.

▪ You will email your final copy to your class teacher.

▪ All submissions will be anonymised.

▪ The school community will vote.

▪ The winner will get a massive trophy.

▪ Write in columns (this can be done for your final draft).

▪ Formal Language

▪ Semi-colons (x1,2,>2)

▪ Relative clauses (x2,4,>5)

▪ Dashes and parenthesis

▪ Fronted adverbials across paragraphs (x1,2,>2)

▪ Passive sentence (1,2,>2)

▪ Colon (followed by a list or bullet points)

▪ Speech

▪ Modal verbs

▪ You draw a line down the middle of your page, and write in columns.

Formal Informal

This is when you talk to

someone that is official

or important, like the

queen or Mr Simmons.

Basically you talk

making sure to make

your words fancy, not

abbreviating words,

and showing off your

vocabulary.

This is the language you

would use everyday with your

friends, it is your unofficial

style and manner. You can

use contracted words

(couldn’t, hasn’t’ etc) and even

slang.

▪ Semi-colons can be used between two independent clauses (that are linked in some way).

▪ They can also be used in a list (with a lot of extra information)

▪ Click on the semi-colon or the link to help refresh you how they work.

https://www.youtube.com/watch?v=th-

zyfvwDdI

*note the clip is American so they use

the word ‘period’ instead of ‘full stop’.

Relative clause is a subordinate clause (that means the sentence can work with out it) that is in a sentence that normally starts with a relative pronoun (who, which, whose etc.)

Parenthesis is the use of brackets, dashes or commas. Both these objectives can be used in one sentence e.g.

Today - while I was doing my home learning – I didn’t have any distractions or food around me.

Below is a good explanation.

▪ Fronted adverbials is something you learn in year 3 and 4.

▪ Fronted adverbials are used in year 5 and 6 to build cohesion across paragraphs.

▪ If you have forgotten what a fronted adverbial is click on the picture or link to refresh your memory.

▪ Remember to punctuate them correctly they need to have a comma at the end of the adverbial phrase.

https://youtu.be/Lk-_LIc3dWA

▪ Passive sentence are ones that use passive verbs. For example:

▪ Active sentences will go: subject (the person or object doing the action), verb (the action), object (...an object, but can be a person or animal).

▪ A passive sentence will go: Object, verb then subject.

▪ Active: Jez has been arrested for not wearing a mask on the tube.

▪ Passive: Jez was arrested by police for not wearing a mask on the tube.

▪ Top tip: if it has the word ‘by’ in your sentence it is probably a passive sentence.

▪ So you already know how to use a colon before a list.

▪ Mr Lev showed you how to use a semi-colon to separate to independent clauses back in week 1. Remember to keep using them!

▪ When introducing a list make sure to start with a colon as in the example from this child’s book on the right.

Used a colon

to introduce

the list.

Didn’t

start with

a capital.

Each new

point is

punctuated

differently;

it should be

consistent.

▪ Speech is something you learn in year 3 and 4 but can be a bit tricky.

▪ Before you open speech marks there should be punctuation.

▪ Your speech should start with a capital (unless the character is carrying on speaking from a senence before).

▪ You should use punctuation before closing speech marks.

▪ New speaker, new line.

https://youtu.be/6-YFmLctwDY

▪ Imperative verbs

▪ These are more easily understood as ‘bossy verbs’ because it’s the verbs that command someone to do something.

▪ Watch this song to help your understanding.

Modal verbs

These are verbs that indicate the possibility or likelihood

of something happening. E.g.

You should eat your peas.

You must eat your peas.

This video will help to clarify your understanding.

When you are a journalist there are a few things you need:

▪ A good story/event to write about.

▪ Write with honesty and fairly (have a balanced argument).

▪ To have your writing interesting (sensationally)

▪ Very simple.

▪ But think what other angles are there?

▪ Who is in charge of the paving slab?

▪ Who would you interview?

▪ Who else would you get in contact with to make a balanced argument?

Mr Crawford, 29, a teacher at Oliver Goldsmith Primary School in Kingsbury, London, narrowly avoided a fatal encounter with a paving stone yesterday morning.

While taking his usual route to the school, MrCrawford encountered a loose paving slab, which the council had failed to repair, even though they had recently carried out extensive repairs in the area.

Mr Crawford said,“I was minding my own business, walking to school, when a paving stone caught my foot and I stumbled forward. Luckily, due to my training in Karate, I was able to regain my balance almost immediately and continued walking to my place of employment. I am traumatised by this event; I could have been killed!”

The local council were asked to make a statement but declined although they have agreed to pay for the expenses incurred by Mr Crawford, who needed to have a recent pedicure redone.

▪ Very simple.

▪ But think what other angles are there?

▪ Where did this happen?

▪ Was the pencil special in any way?

▪ How did this happen?

▪ Who would you interview?

▪ Who else would you try to get in contact with?

........, aged 9, of ................ Primary School, was working on some particularly challenging maths work in his classroom, Room ...., when he realised his pencil, given to him by his mother, was nowhere to be found.

.......... said 'I put my pencil down for a moment while I went to get a rubber. Unfortunately our school cannot afford to have rubbers for every child so I had to find one instead. When I returned to my desk I realised my pencil was no longer on the desk. I then saw that ....... was using a pencil identical to mine.'

........... was forced to use a school pencil. We tried to contact ........ about the pencil but she was unavailable for comment although her lawyer insists that she is innocent.

▪ Have a look at one of these sentences and turn it into a three paragraph story.

▪ Think carefully how you would sensationalise it.

▪ Bonus if you are able to include the toolkit into your work.

Child at home decides to go out for a run/cycle.

Child bakes a cake for family dessert.

Child missed the bus, so had to walk to school.