L.O: I can answer VIPERS questions about a text.
Rewrite this to make the tense a past perfect tense- I am making dinner.
Add in a subordinating conjunction to show we did these things at two separate times- I played in the field I went to the shops
Circle the 3 prepositions- Inside of the house, the television was placed across from the sofa and above the fireplace.
What is the grammatical term for the following sentence- The bushy, thorny hedge was buried in the soil.
Listen to the story again (link below). Summarise the book in 20 words or less - think blurb!
Vocabulary activity - synonyms and antonyms
Focus word: bright
Focus word: old
Focus word: miniscule
Focus word: freezing
Vocabulary Task - using an online thesaurus (link below)
.O: I can plan a diary entry.
Rewrite this active sentence to become a passive sentence- The dog barked.
Add the correct punctuation to the sentence- I ate all my dinner said the little boy
Rewrite the sentence using standard English- Me and my friends had chips for our dinner.
What word class does the underlined word have? Matt likes to play video games.
Grammar activity- Relative Clauses
- Go through relative clause quiz ppt - you may not need to use all the slides, you may need to just recap using 1 or 2 activities.
- Look at the sentences which contain relative clauses. Underline the relative clauses (see answers below).
- Complete the gap fill exercise below:
whose which who that whom
Most of my friends, ______________________________________________________, could hear the bell.
Sarah, _____________________________________________________, couldn’t hear the sound anymore.
Every Christmas, _____________________________________________, we listened out for Santa Clause.
My sister, _______________________________________________________________, stopped believing.
The bell, _________________________________________________________________, still rings for me.
Those who believe, _____________________________________________________________, can hear it.
- Write 5 of your own sentences including relative clauses.
- We are going to plan a diary entry focusing on a particular aspect of the train journey.
- Re-read that part of the Polar Express journey to recap what happens. Summarise that section of the story.
- Complete diary plan
This could include:
- First person perspective
- Past tense
- Personal emotions and feelings
- Time conjunctions and adverbials
- Chronological order
- Voice of character
- Relative clauses – as we have looked at those this week too
Victoria, whose reign was the longest in British history before Elizabeth II, became Queen in 1837.
My dog, whose fur is very curly, is called Frizz.
Mallorca, where we go on holiday, is a Spanish island.
In 2008, when my brother was born, I was two years old.
My mum, whose her name is Safira, is a doctor.
Hospitals (where doctors and nurses work) are very busy places.
Grandma – whose eyes are sensitive – has to wear dark glasses.
George was passed by a fire engine, which had its blue lights on.
L.O: I can write a diary entry.
Add a possessive apostrophe in the correct place- The girls gloves were made of gold.
Circle the 3 adjectives in this sentence- The glittery, shiny necklace was displayed on the polished stand.
Write the sentence to change the determiner into a possessive pronoun- The cake is tasty.
Rewrite this sentence to change the adjective into a verb - The car was speedy.
Write diary entries independently using your plan.
Self- mark your work using your marking sticker.
Polar Express Questions:
- Who is telling the story? How do you know this? Use evidence from the text to support your answer. – the boy, first person perspective, personal pronouns such as I, my etc
- What happened after the boy heard a sound outside? – he looked though his window and saw the train
- What does ‘an apron of steam’ mean? – the steam was wrapped around the train, covering it so it was barely visible
- Why did the conductor look at his pocket watch? – he was waiting for the boy to come out and get on the training, it was as if he only had a certain amount of time to wait and he was going to be late
- Give an example of an activity the boy did on the train. – ate candies, drank cocoa
- Find and copy one word which tells you the train was moving quickly. – raced, thundered
- How does the mood of the train journey change on page 4? – happy experiences inside the train of cocoa and candies, with lights of towns soon change to cold, dark forests with nobody around except the wolves which is more sinister
- Why did the boy’s friend tell him he would never hear Santa’s sleigh bells? – because his friend didn’t believe in Santa
- Find and copy an example of some figurative language used. – nougat centers as white as snow, cocoa as rich as melted chocolate bars etc
- The boy can ask Santa Claus for anything in the world. Why do you think he chooses a simple bell? - various responses
- Why do you think the text is arranged at the side of a large illustration? – so the illustrations can tell the story, engage the reader and stimulate the imagination
- Which section of the story do you think was the most exciting part? Explain your answer giving 3 reasons to support your opinion. - various responses
- At the end of the story, the boy can still hear the bell whilst his sister and friends cannot. What do you think Van Allsburg wants the bell to represent? – believing in Santa
- Imagine you are able to go on a magical journey like the boy. Where would you go? How would you get there? How are you changed by the experience? – various responses
Complete flashback 4, then review video and complete Get Ready and Let's Learn on paper.
When finished, complete your fluency and reasoning task and then fluency sheet. See GDS challenge for extension. Answers below for fluency.