English – News Stories – Tuesday 30th June

Learning Intention To use organisational devices

So that: I can structure my news article appropriately

Today. We’ll be using yesterday’s plan to write a short article.

What are the main features of a news article?

Re-read the article you looked at yesterday from First News and remind yourselves of all the features.

What type of language should be used in an article?  Think about the meed for using standard English.

When might you not use standard English?  If you were to write a direct quote, these are exactly what the person says.

If we did use a quote (see extension below), what other features would we have to think about?  e.g:
“These statues are a constant reminder of the past and should be consigned to history. Tear ‘em all down I say,” a 22-year-old protestor from Bristol said angrily.

How could you make this into an indirect quote?
When asked about the statue of a slave trader, one protestor (who was very angry) said they should all be torn down.

Main activity: Write a short news article based on yesterday’s plan including the features of a news article.

Extension: Re-read your news story and ensure you have included an appropriate direct or indirect quote.

Support

  • Remember to use capital letters and full stops for each sentence
  • Use past tense and 3rd person
  • Try joining ideas together using and, but, so, because
  • Include all the relevant information in chronological order

English – News Stories – Monday 29th June

Learning Intention To note and identify initial ideas

So that: I can plan a news story

Over the next couple of weeks, we will be selecting news stories which have interested us and we will be writing short reports about 3 or 4 of them.

What news stories or global concerns have we read about over the last 2-3 weeks?

Think about events that have been happening recently based on what we have seen on Newsround or we have discussed in class OR we have experienced ourselves.

Think about George Floyd, climate change, BLM protests, Corona virus and lockdown, refugee week, the issues around statues from the past, the restart of the Premier League, the re-opening of shops, etc.

If we were to write a few paragraphs about one of these events, what types of features would we need to include?

Think about a suitable headline, 5ws (what, when, where, who, why) for paragraph 1, details of the news story in paragraphs using facts, chronological order, quotes (possibly), 3rd person and past tense.  You may want to finish the article by explaining what has happened since; a summary of the story or an opinion.

Look at the  ‘We’re Open’  news article in First News on page 11. Read it and look at the features, thinking about which ones have been used and why.

Using the article, what might a plan for that story look like?  

Main activity: Today we are going to write a plan for a new story we have been interested in recently. Choose one of the stories discussed today and plan what information you want to include.

Extension Think about how you will link each of the paragraphs so that the story flows

Support

  • Choose a story
  • Write down the key events in chronological order
  • Use words or phrases to describe and or explain each event to help form sentences when you write the article.

Friday 26th June – Holes Comprehension (part 2)

Learning Intention To draw and justify inferences

So that: I can have a better understanding of a text

Today, we will revisit the next few chapters (ch 6-8) of Holes to answer some questions which require inference as a key skill in order to answer.

A lot of inference is needed to answer today’s questions. Recap what inference is and how we can infer using the text to help us touching on some of the points we mentioned last week. Discuss that inference involves ‘reading between the lines.’ The answers are not written in the text but they can be found by understanding what the text is trying to tell us.  Inference is similar to detective work; there are clues in the text which can help us to answer the questions.

Main activity  Read the questions here and answer using inference where appropriate.  Use the book (or previous videos) to help you when necessary.

Extension Justify your answers using evidence from the text.

Wednesday 24th June – Stanley’s Letter

Learning Intention To proofread for spelling, grammar and punctuation

So that: My letter will make sense to the reader

What must we check to ensure our reader can understand our letter?

How will we check for vocabulary?  Discuss the use of spelling rules (if at home, a dictionary or on-line dictionary can be used too).

e.g. if you have used the word: there/their/they’re, how can you check you have used the correct spelling?

If you have used the word ‘digging’ how will you ensure it is spelled correctly?  Discuss doubling the consonant before -ing…etc

How can you check you have used commas correctly?

Only use commas: in lists, after a fronted adverbial, to demarcate speech and to use a parentheses. Anywhere else should probably be a different type of punctuation.

Should we be grammatically correct all the time in our letter? Why/why not? Think about the use of intentionally incorrect grammar.  Can you find examples that you used in your text?

Main activity: Read through your text.  Check all spellings using known spelling rules and then all punctuation used precisely.

Extension Check you have used some deliberate misuse of English language to make the letter sound more real and authentic.

Tuesday 23rd June – Stanley’s Letter

Learning Intention To select the appropriate style of writing

So that: I can sign off my informal letter to my mom

Today we’ll be thinking about writing a conclusion in Stanley’s voice and we will be thinking about the type of words and phrases that he might use when talking to his mother.

What might Stanley include in his last paragraph? Maybe the fact that he misses them and wants mom to write back soon.  He might make light of his situation and say he’ll be back before they know it.  What might he want his mum to do next?

Whatever you decide to write, it must be consistent with the voice of Stanley in  your letter so far.

Main activity: Write a paragraph ending your letter and using some informal features.  Think about what you want to say to mom and how you are feeling.  What do you want to happen next and how will you ask?

Extension: Re-read your paragraph.  Have you used Stanley’s voice throughout? Think about the conversational style he would use and green pen your conclusion to include this.