Week 3 and 4

WALT write to describe

Uncharted Waters

Story Starter: Use this sentence in your writing

It was time; time to prepare for another invasion; time to seek out new lands; time to conquer.

Footprints in the Sand

Story Starter: Use this sentence in your writing

The footprints had to lead somewhere.

Journey Across New Lands

Story Starter: Use this sentence in your writing

Suddenly they heard an almighty crunch beneath their feet!

Green Week 4

Explore Young Ocean Explorers.

Start your epic adventure:

  1. Select a topic

  2. Read, listen and learn about your chosen topic (Remember to use your own words and not copy and paste your information)

  3. Create a slide or blog post displaying your new learning

  4. Finish your slide with a message - How can you encourage others to look after our ocean?

Remember to think about your audience.

Workshop Activities: To be completed with your teacher

Sentence Challenge

  1. Make a list of nouns you can see in the picture.

  2. Make a list of adjectives to describe those nouns.

  3. Make a list of verbs to describe what the nouns in the picture are doing.

  4. Can you make a sentence using at least 1 verb, noun and adjective from your lists?

  5. Can you add an adverb to your sentence?

Sentence Challenge

Onomatopoeia is the creation of a words that imitate natural sounds, such as swish and splash.

  1. Is it possible to begin a sentence with an example of onomatopoeia?

  2. Can you end a sentence with an example of onomatopoeia?

  3. What about trying to start and end a sentence with an example of onomatopoeia?

Sick Sentences

Can you improve these sentences by including more descriptive words (nouns, verbs, adjectives and adverbs)

TEACHER MODEL:

The men dug their oars into the sea. The boat moved forwards. The baby screamed.

YOUR TURN: Improve these sentences.

It was very early. We walked across the ice. It was cold.

Identifying Descriptive Language

  1. Underline any powerful words that stand out to you.

  2. Underline as many ADJECTIVES as you can.

  3. Underline as many ADVERBS as you can.

  4. Highlight/ circle the part which describes the following sentences:

  • The river is windy

  • The river is dangerous

  • The water is cold

5. Can you find the sentences that describe:

  • SIGHT/ SEE

  • SMELL

  • TASTE

  • SOUND

  • TOUCH


Now let's have a go and putting it all together:

Write one paragraph to describe WATER. Think about the things you can see, smell, taste, hear and touch. Don’t forget to use powerful words, adjectives and adverbs and to use plenty of your senses to describe.

(Print out link to the left for students)

Editing - Capital Letters and Full Stops

WALT use capital letters and full stops in the correct place

Teacher Model:

  • i saw a giraffe at the zoo it was as tall as a house

  • after tea I went to the murray helberg park my friend peter was there

  • the explorers is my favourite book to read


Follow up: Worksheet below

Sentence Punctuation.pdf

Spelling - They're There Their?

WALT understand the difference between they're, there and their

Teacher Model:

  • Look at the beautiful horizon over _____.

  • _____ is nobody home at the moment.

  • As soon as _____ here, we can leave.


Follow up: Worksheet below

They're There Their.pdf