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Safety, Learning, Respect- our three key values. Arlecdon primary School is proud to be part of the West lakes Multi-Academy Trust

Panther's Tasks

Meet the rhi-swano-zeb-tah

03.07.20

  • Add to the provided sentences by inventing some new facts about the Rhiswanozebtah, using sentence signposts that signal addition: for example: additionally, in addition to, also, furthermore and moreover.
  • Next try some of your own. Invent 3 statements about the Rhiswanozebtah and then add on to them using any of the add-on sentence signposts above.

01.07.20

  •  Complete the sentences by adding in some additional information about Rhiswanozebtahs by inserting a pair of commas.
  • Try writing some of your own sentences about them, using brackets to add additional information.
  • Try using some sentence patterns from the Rhiswanozebtah report and create new sentences using the same structure: Use adverb sentence starters and your own made-up facts to engage your reader.

26.06.20

  • Using the definitions, look at the pictures and tick the one that shows an example of the word.
  • Fill in the gaps with the correct word from our list to finish the sentences.
  • What can you remember? Underline the correct definition of the words.
  • Now it's time to to answer some comprehension questions about The Rhiswanozebtah.

24.06.20

Now you have found out more about the Rhiswanozebtah, what are your thoughts about this animal? Use the booklet to write what you were interested in, what you would like to know more about and your top facts.

 

Next, go back through the text and underline any words you don't know the meaning of. Can you find out? Ask an adult, use a dictionary or try using Google. 


If you manage to discover the meaning of any of the words you underlined, list them. We can come back to them at the end of this work and see if you still remember them. 

The Game

If you can, take a picture of your written work and send it to me at: jolliffej@westlakesmat.org.uk

All work will need to be done before the next Zoom session smiley

17.06.20

Time to start drafting! Try and get a picture of your draft sent to me by Friday. Our Zoom call on Friday will be a quick one to chat about your progress and for me to help if there are any issues. I shall mark drafts over the weekend, ready for you to edit and write up your final stories.

Have fun!

12.06.20

Final planning stage! Use the boxed-up planner to plan your whole story. Use your previous boxing up to help you plan specific structures of writing that you are going to include in each section, such as: sentences of 3, use of semi colons, fronted adverbials etc Remember - the more detail you add to your plans, the easier it will be to write your first draft.

Enjoy!

 

10.06.20

Now you are going to plan a brand new finding tale. It can be set anywhere you like and does not have to involve a game. Have a look at some of the ideas in the booklet. You may even write the story of what happens to Billy finds the game. 

Remember - you're just completing the plan for now and we shall write the stories next week. Get creative and have fun! laugh

05.06.20

 

Time to try out your new plans for your new problem section of the story. Use your structure from when we changed the problem before to help you scaffold your new paragraph. 

You may hug closely to the model shown below (which we used before), or move away from it - as long as you include the relevant details.

 

Start with a sentence of 3 including the signs that something bad is about to happen, then a sentence showing how the children react. 

Remember commas after fronted adverbials and commas for lists!

 

Next, introduce the threat. Where did it come from? What did it look like? Use substitution from the original text if you struggle for ideas. 

 

Finally, describe what the threat actually did. Again, use the rule of 3, as in the original text and describe the reactions of people in the classroom. Refer to the text as well as your plans to help you with your ideas of what to include.

 

Check your punctuation and spellings, as well as selecting your vocabulary for effect. Do not be afraid to edit and make changes to improve your writing.

 

You may wish to illustrate your paragraph, too.

 

Have fun getting creative!

03.06.20

Try a new setting for The Game. Change the classroom setting to somewhere else. Where could this happen? What will come out of the game in the new setting and what will it do once it’s released? Plan your ideas - you could use page 20 of the booklet to record your ideas but don't write the story just yet!

22.05.20

On page 19 of the booklet, use the examples to try out your new plans for your new problem section of the story.

 

Start with a sentence of 3 including the signs that something bad is about to happen, then a sentence showing how the children react. Either use the sentence starter "At that moment..." or choose one of your own.

Remember commas after fronted adverbials and commas for lists!

 

Next, introduce the new threat. Where did it come from? What did it look like? Use substitution from the original text if you struggle for ideas. Use the sentence starter "In the blink of an eye..." or choose one of your own.

 

Finally - and this is not in the booklet - describe what the threat did. Again, use the rule of 3, as in the original text and describe the reactions of people in the classroom. Refer to the text as well as your plans to help you with your ideas of what to include.

 

Check your punctuation and spellings, as well as selecting your vocabulary for effect. Do not be afraid to edit and make changes to improve your writing.

 

You may wish to illustrate your paragraph, too.

20.05.20

 

1) On page 16 of the booklet, fill in the blanks with new adjectives to make the tarantula sound gruesome.

2) With the same paragraph, now change the verbs to make it sound even scarier!

3) On page 18 of the booklet, plan out a new problem by substituting what comes out of the game and what problems it causes. Do not write the story - just plan the new problem. Keep the setting the same.

15.05.20

Time for some grammar!

On pages 14 & 15 of the booklet, drop in some embedded relative clauses.

Now try adding a relative clause on the end - remember what the relative pronoun is referring to dependent on placement.

 

Now for some sentence imitation - page 15.

Write a minimum of 3 sentences each for:

  • Opening a story with names and a short sentence
  • Sentence of 3 for description

 

Watch your punctuation!

13.05.20

You will need to open the booklet for this task. Answer the comprehension questions on pages 11, 12 and 13 as we discussed in the session. Please write in full sentences and punctuate correctly, and don't forget detail in your answers!

08.05.20

Make up your own sentences by using substitution, about the pictures in the booklet. Check your punctuation and make sure you use the same format for the sentences:

 It had silver scales that glittered in the sunlight , blood–red fins and a golden crown. 

It had giant paws that thundered across the earth , sandy fur and a fearsome roar. 

 

Can you create your own board game using these animals?

06.05.20

 

Go back through the text and look up any words that you do not know.

 

Take a look at the definitions of the words from the text in the booklet. Take each word and put them into new sentences. Check that your punctuation is accurate. How many sentences can you create? Make them as interesting as you can.

 

Now you have read the whole story, in full sentences write down what (you):

a) liked

b) disliked

c) puzzled you

d) surprised you

  

30.04.20

What next?    

We’ve stopped at an interesting part of the story. Summarise what  you think could happen next. 

"I predict that..."

Don't forget to include why you think that might happen.

Write in full sentences and don't forget to check your punctuation!

 

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