L.I. : To identify key events recounted in the narrative.
(As you already know, L.I. stands for Learning Intention and a narrative is a story.)
Our new book is called 'The Finger Eaters' and is written by Dick King-Smith.
Have you read any of his other books?
He has written over a hundred , including
The Sheep Pig, Babe, The Hodgehog and Back to Front Benjy.
Listen and enjoy the story.
You might want to laugh and you might feel disgusted.
Look at the list of things that you wrote earlier,that you would find hard to do without your index finger.
Next, you are going to write a list poem based on these observations.
Here is an example:
Things that are tricky to do without my index finger!
Scoopimg a dollop of peanut butter directly from the jar,
Picking a stubborn stain from my jeans,
Tucking my fringe behind my ear,
Scratching my head when I am trying to have an intelligent thought.
Now, it is you turn to write a list poem about this.
Use Sheet 2 for this.
L.I.: To identify words from a text that describe appearance.
What do bat ears look like? Are you visualising large or small ears? Are they pointy or curved?
What does the phrase 'frog-face' tell you about his appearance?
Write you answers on Sheet 1 (Lesson 2)
What do these words/phrases mean?
Write your answers on Lesson 2 Sheet 2 and also put them into sentences to show what they mean.
L.I : Read a text indicating that they understand what they are reading.
Read aloud pages 16 to 20 to someone in your family.
Today you are going to write a recount of what happened in Chapter 1.
Read the chapter from the start and you can also listen to the audio recording.
Write notes about each page first and then use Sheet 1 Lesson 3 to write your recount.
Some features of a recount to remember:
- Use first or third person when you are writing.
- Use the past tense.
- Use time conjunctions to show chronological order
- For example:
- After that
- In a while
- In the end,
L.I.: To use conjunctions in a story.
Look at the picture and think about it.
Next, read the Story Starter and write what happened next , including conjunctions.
For example : and, because, but , or , if
Down in the town, streets became abandoned as people scuttled into their houses to escape the sudden downpour. Those left stranded took shelter under their umbrellas, or those without darted to find cover in shop doorways. Many ‘tut-tutted’ as they went, glancing up at the sky and frowning. It did seem to have rained a lot recently!
The weather in this particular town had always been strange. The town’s inhabitants would often debate the current weather over their breakfasts, jokingly asking “wouldn’t it be wonderful if someone could control the weather?” That was, of course, a ridiculous thing to say. No-one could control the weather, could they?!
Can you continue the story of the Weather Tree?
What causes the weather to change in this town?
Can you explain how different types of weather are generated?
Who is the figure that lives in the tree?
Who do you think lives in the town?
How are they similar/different to use?
What came first: the town or the tree?
L.I.: To write a story , including subordinating conjunctions.
Read the story and write what happens after that and remember to include subordinating conjunctions.
For example: when , because, after, while
In a world where everything seemed black and white, it brought colour. In a world where things were often bleak, it brought joy.
The drawing of a girl’s outstretched fingers pointed at the red balloon as it floated skywards.
Many years ago a real girl had held a real balloon, releasing it into the sky as she hoped her dreams and prayers would be answered. Now, her image and memory were etched on the very walls behind the spot where she once stood.
Her story, and that of the red balloon, would be told for many generations to come…
Can you tell the story of the little girl and the red balloon?
Can you design a piece of graffiti that you could do in school? Remember: it has to be something that people will enjoy, and that your Headteacher would approve of!
Spellings : Apostrophes for contraction
We are going to go over the work from Year 2 and then move on next week to Year 3 work.
In our song , Happy by Pharrell Williams, that you can find in the Wellbeing section, has lots of apostrophes for contraction.
Count how many you can find and let me know.
You can write them as well, if you want to.