L.I. I am learning to give examples to justify my opinions.

S.C. I can give an example, either from my experiences or directly from the text, in each of my answers.

Task 1: 20 minutes of silent reading

Task 2: Watch the teacher video which goes through the instructions for today’s task.

Instructions for today’s task:

In your literacy workbook add to your vocabulary page.

Chapter 8 Vocabulary: Kinship, Benign, Astonishment

Read Chapter 8 of The Giver.

You can choose to either listen to the audio book video (link: https://www.youtube.com/watch?v=z4kMZXalzz8 ), or read Chapter 8 independently (link to online version of The Giver text: https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjbGFzc2FsYmVydGl8Z3g6NzE3OTEzYzE0YTgxYzUyZA - scroll down to page 61).(The Giver text is on Google Classroom).

Task 3: Write the answer to the questions in your literacy workbook.

Upload a photo of your workbook answers to the Google Classroom Reading assignment for today.

Questions:

1. Describe the role of pain and difficulties in our lives.

2. Would you accept a job in which you have to endure pain?

3. Why do Jonas and the audience feel ill at ease at the start of Chapter 8?

4. What is announced as Jonas’ Assignment? What is the job?

5. What qualities does the Chief Elder explain Jonas will need?

6. How will Jonas’ life change as he trains to be Receiver of Memory? Make some predictions.

7. Describe the current Receiver of Memories.

8. Why was Jonas proud?

9. What are some of the requirements for the assignment of Receiver of Memories?

LI: We are learning to establish tightening tension techniques by studying a documentary

Informative Writing

Tightening Tension

The high point of tension in an informative text may not be as wildly dramatic as in an action movie or a persuasive speech, but it is just as important to keep the reader hooked.

In informative writing, the skill is knowing which groups of facts have the potential to be the most interesting. Here are the three techniques to use during our tightening of tension (all examples are from a snake documentary):

Paint a word picture

Paint a word picture using all of the senses to make the reader feel like they are present in the moment.

It’s a new day, I’ve just been born. I can feel the warm sun on my skin.

Opposition and contrast

Contrast images, words, pace or points of view to add drama.

The text starts with a normal, calm moment and then changes to the moment when the iguana sees the snakes.

I turn my head and I see them. Snakes. Dark snakes. Quick snakes. Hungry snakes.

Short, sharp sentences

Use short, sharp sentences to give a sense of haste or urgency.

Run, run, run! Jump left, go right.

Activity 1:

Now I want you to watch the video below. It is a small sample of a David Attenborough documentary. I want you to take notice and analyse how he sets the scene whilst creating tension and fear throughout the voiceover:

http://www.bbc.com/earth/story/20161114-from-planet-earth-ii-a-baby-iguana-is-chased-by-snakes

Can you answer these questions after watching the video (you may need to watch it more than once):

1. How does the clip start slow to set the scene?

2. What techniques does it use to build tension, e.g. short, sharp sentences?

3. What is the moment of climax?

4. What is the function of the voice-over at the end telling us that the baby iguana has escaped?

Activity 2:

Your next activity will involve creating a new voice over for the video! Whilst watching the video a second time, you can now create your own description of what is happening. Your voiceover/tightening tension must include examples of:

· Paint a word picture

· Opposition and contrast

· Short, sharp sentences

Extension Activity:

If you have enough time, you can now create your own voiceover video! Using the script you have written in Activity 2, you can create a voice recording, or even a video matching up your own tightening tension script with the original!

LI: We are learning to spell our selected words consistently

SC: I can write my words carefully

I can set out my work neatly in my exercise book

Activity One

Fill in your Tuesday column of your spelling list

Activity Two

You will need to write all your spelling words in the list attached.

You will need to write the word, number how many sounds in the word, split the word into its graphs, digraphs or trigraphs, then finally analyse the tricky part.

https://drive.google.com/open?id=1zXQVRRmdcC2QuzCMxc9R5M2hlvH6Fc9t