Activity 5- • Write about a school trip you have been or would like to go on. Describe the time, frequency, place, manner and degree. Try to use at least five sentences which have fronted adverbs.
Activity 6 – Expanded noun phrases
Starter – Spellings, -ssion, sion -ssion is used when the root word ends in -ss or -mit. discuss + ssion discu ss ssion ssion omi t + ssion omit Can you see what is happening ? If a word ends in ss just add – ssion. If the word ends in mit you must drop the t from mit before adding ‘ssion’.
Have a go at adding ‘ssion’ to these words. Discuss Confess Transmit Emit Obsess Permit
Did you get them right? • Discussion • Confession • Transmission • Emission • Obsession • Permission
Suffix -sion The suffix – sion means ‘the state of’. For • example, conclusion means the ‘result of concluding’. There are about 50 words in common use • that end in – sion. Most verbs change their endings in order to • add the suffix.
Suffix -sion -sion is used when the root word ends in -se or – d, -de, -l, -r, -s or -t. precise + sion preci se sion sion exten d + sion extend Can you see what is happening ? If a word ends in se just remove the se and add – sion. If the word ends in – d, -de, -l, -r, -s or -t you must drop the letter and add ‘sion’.
Have a go at adding ‘sion’ to these words Tense Expand Invade Confuse Explode P recise
Did you get them right? • Tension • Expansion • Invasion • Confusion • Explosion • P recision
Expanded noun phrases An expanded noun phrase is a phrase made up of a noun and at least one adjective. If one or more adjectives are listed to describe the noun, a comma should be added to separate the sentence. Example: The shops had lots of yummy, white chocolate Easter eggs. This is a great video that will help explain- https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z3nfw6f
An expanded noun phrase gives much more detail than a simple noun phrase, for example: A teacher Add a noun to modify A maths hs teacher Add adjectives to modify A he helpful, friendly maths teacher Add a prepositional phrase to give A helpful, friendly maths extra details teacher with h a fluffy moustache he
A ship Add a noun to modify A pi pirate ship Add adjectives to modify An en enormous, men enacing pirate ship Add a prepositional phrase to give extra details An enormous, menacing pirate ship on the he still, calm ocean
Use the 3 words below to create an expanded noun phrase that would make sense. bell door loud
Example: • The loud loud , annoying bell above the he door… You could expand thi his by including some more in inform ormation tion. • The loud loud , annoying bell above the he door continued to ring, until the petite, quiet girl stopped the bell from ringing.
Activity 6- • See if you can identify the expanded noun phrase with prepositional language in the sentences on the worksheet. • Can you write some of your own expanded noun phrases using the images on the worksheet?
Activity 7 – Varying long and short sentences
Starter - Handwriting (ascenders and descenders) • P ractise writing the letters sat accurately on the line and so they don’t overlap with one another. An ascender is the upwards part of a letter that exceeds the mean line of font. They are used in handwriting and help to recognise letters . The lower case letters that are ascenders are: 'b, d, f, h, i, j, k, l, t'. A descender is downward stroke which joins two letters together in Cursive Handwriting. They normally sit underneath the line, such as g, f, j, p, q, y.
Short and long sentences Long sentences can be used to slow a description down to create a sense of relaxation or time dragging. Short sentences are more punchy, quick and dynamic, and are good for describing dramatic events, creating tension or action.
Read the text, what do you notice? What does it make you feel? Why does it make you feel this? Her body froze. She tried to call for help. She couldn’t. Her lips wouldn’t move. She started to panic. Where was she going? What if nobody noticed she had gone? She closed her eyes. Tears started to roll down her cheeks. Her throat was dry, her tongue thick and heavy in her mouth. She opened her eyes and couldn’t believe what she was seeing. The magnificent trees stood tall and proud, while a blanket of snowdrops danced towards to glittering ground. Kitty shivered. As she steadied her gaze towards the majestic trees in front of her, she noticed that icicles, which were hanging from every branch, glistened like liquid diamonds. P atches of misty light shone through the gaps in the trees with a trail of fresh footprints heading towards the clearing. She felt uneasy. The hairs on the back of her neck prickled with dread. She took a deep breath and followed the footprints.
This paragraph builds tension by using short sentences. It makes you pause after finding out each part of information… Her body froze. She tried to call for help. She couldn’t. Her lips wouldn’t move. She started to panic. Where was she going? What if nobody noticed she had gone? She closed her eyes. Tears started to roll down her cheeks. Her throat was dry, her tongue thick and heavy in her mouth. She opened her eyes and couldn’t believe what she was seeing. The magnificent trees stood tall and proud, while a blanket of snowdrops danced towards to glittering ground. Kitty shivered. As she steadied her gaze towards the majestic trees in front of her, she noticed that icicles, which were hanging from every branch, glistened like liquid diamonds. P atches of misty light shone through the gaps in the trees with a trail of fresh footprints heading towards the clearing. She felt uneasy. The hairs on the back of her neck prickled with dread. She took a deep breath and followed the footprints. This paragraph includes more longer sentences which provide more detail, this gives a better picture of what is happening. Although there are longer sentences being used, some short sentences are still in there adding extra tension.
Which sounds better? A or B? Ask yourself or tell someone next to you, why you think this. A- She stood still. She didn’t want them to see her. She didn’t know what he would do if he knew she was there… B- She stood really still so the boy didn’t see her, she didn’t know if he knew she was stood there and thought he would probably be mad if he saw her.
A- Beautiful, blue waves crashed against the rickety rocks as the rain clashed and clattered down from the sky. B- The rain slammed down. The rocks were shaky. The rain hit them hard.
Activity 7- • Take a picture or look at an image, write 6 sentences about this picture using only 6 w 6 words in each sentence. • Write the passage again using the same 6 sentences, however expand them by using 10-20 words. • Write the passage a third time, this time using a minimum of 25 words for each sentence. • Finally, re-write the sentence a fourth time, using a combination of the sentence lengths.
Activity 8 – Complex sentences using subordination
Starter – Spelling dictated sentences Read the passage below. Can you identify any words spelt incorrectly? I have a very bizzy year this year. There are lots of dates with a big sircle drawn around them on my calinder. In Feburary, I am going on an exstream sports holiday to take part in lots of sports, including hang-gliding, abseiling and water-skiing. It should be a fun expeareance! Hopefully in May, there will be a very special occatian when I finally move house. It has taken such a long time to buld. I am so looking forwerd to having a new addrres. In June, Grandad and Granny Whoops will arreave in England to stay for a few weeks. Hopefully, my new spare room will be compleet by then so that they have somewhere to sleep!
Answers I have a very busy year this year. There are lots of dates with a big circle drawn around them on my calendar. In Feburary, I am going on an extreme sports holiday to take part in lots of sports, including hang-gliding, abseiling and water-skiing. It should be a fun experience! Hopefully in May, there will be a very special occasion when I finally move house. It has taken such a long time to buld. I am so looking forward to having a new address. In June, Grandad and Granny Whoops will arrive in England to stay for a few weeks. Hopefully, my new spare room will be complete by then so that they have somewhere to sleep! Can you rewrite the mis-spelt words 5 times?
Complex sentences A complex sentence is made up of a main clause and then one or more dependent clauses. Subordinating conjunctions are the first words within a subordinate clause. Subordinate clauses do not make sense on their own (they are dependent) but when they are used with a main clause, they create a complex (multi- clause) sentence.
Subordinating conjunctions are the first words within a subordinate clause. Subordinate clauses do not make sense on their own (they are dependent) but when they are used with a main clause, they create a complex (multi- clause) sentence.
Subordinate clause While the family slept, the mouse ran through the kitchen and ate the bread. Main clause
Can you identify the main clause and subordinate clause in this sentence? On his birthday Adam received a football, which he traded for a baseball bat.
Main clause On his birthday Adam received a football, which he traded for a baseball bat. Subordinate clause
Activity 8- In each of the sentences on the worksheet, can you underline (or just identify) the subordinate clause and circle the subordinating conjunction. Write some complex sentences. Don’t forget to include the punctuation in the correct place.
Activity 9 – Using causal conjunctions (therefore, if, then)
Starter – P ossessive apostrophes An apostrophe is the same shape as a comma (,) but placed above the line (‘). Apostrophe hes sho how two thi hings: That one thing belongs to another. • That some letters of a word have been left out to • shorten the word.
Apostrophes can be used to show that something belongs to someone or something. This is called po possession. When we are talking about one thing, we call this si sing ngular. For example, a man or a bike. When we need to say that something belongs to something singular, we put an apostrophe he and the hen an ‘s’ at the he end of the name it belongs to. e.g. the he man’s bike.
Catherine’s house is old and large.
The Statue of Liberty is probably one of America’s most famous landmarks.
Rule:
Rewrite the sentences with the apostrophe in the correct place. • The bikes brake’s were very squeaky. • Jimm’ys pizzas are the tastiest. • Yorkshires’ weather can be wet and cold.
Answers: • The bike’s brakes were very squeaky. • Jimmy’s pizzas are the tastiest. • Yorkshire’s weather can be wet and cold.
Causal conjunctions- if, therefore, then Causal conjunctions are used: • to link independent clauses in the middle of sentences • e.g. I dislike dogs, so so I don’t enjoy visiting my uncle who has four huskies. • to link independent clauses at the beginning of a sentence Because I had forgotten my lunch, the school cook let me • e.g. Be have a hot dinner. • at the beginning of a sentence to refer to the sentence before • e.g. I lost my homework on the way to school. Con ly , Consequently I will have to stay in to complete it at lunchtime. • to add cohesion within paragraphs • e.g. Many schools have a rule that children wear uniform, which most parents and children are happy with. Wearing a school uniform means that pupils all look the same and nobody feels different. Acco Accordin dingly , most pupils attend school looking smart and feeling proud to be part of their school.
What Do You Notice about the Highlighted Words? I am usually late be because I often forget to set my alarm. My sister loves animals, so so we went on a trip to the zoo for her birthday. As As a resu sult of practising hard, I came first in the gymnastics competition.
What Do You Notice about the Highlighted Words? They are all ca causal co conjunct ctio ions , which are used to explain how things work or why something happens. They can be: • subordinating conjunctions, e.g. be because ; • co-ordinating conjunctions, e.g. so so ; • causal adverbials, e.g. as as a result .
Identify the causal conjunctions in the sentences below. We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.
We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.
We had to search to find the candles in the dark because the power was cut during the thunderstorm last night.
Samira was behaving inappropriately during the lesson. Accordingly, she was sent to talk to the headteacher at lunchtime.
Samira was behaving inappropriately during the lesson. Accordingly, she was sent to talk to the headteacher at lunchtime.
Activity 9- • Complete the sentences using a causal conjunction. • Write some of your own sentences which include causal conjunctions.
Activity 10 – Using brackets and dashes for parenthesis
Starter – Spellings -tion Sp Spellin ing tip ips for addin dding -ti tion • If the verb ends in a t t just add -ion. diffrac t t - diffraction. • Remove a final e e before adding -tion. interven e e – intervention. • Sometimes you must add or remove a vowel before adding – tion. • If you so sound nd out the new word you may be able to work out the • spelling: add - addition (add an i), register – registration (remove an e). • Other changes are also possible. For example: evolve - evolution.
Look at the root words and decide which spelling rule they should follow and which box they should go in to:
What is parenthesis? https://www.bbc.co.uk/sport/av/supermovers/43119200 P arenthesis is a word, phrase or sentence that is put in writing as extra information or an afterthought. If the parenthesis is taken away, the passage would still be complete without it.
( ) P arenthesis can be made known by using 3 - different types of punctuation: commas, , brackets and dashes.
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