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Week 4

28.1.21

Begin today with these short interactive grammar activities. It is important for us to recognise the different word classes:

  • Nouns are the names places, people or things.

  • Adjectives usually describe a noun.

  • Verbs are doing or being words.

  • Adverbs usually describe a verb.

If we understand the difference between these groups of words, then we can make sure that we are including them in our writing, and using them correctly.

Activity 2:

Today I would like you to write a set of instructions instructing a hobgoblin in 'How to cook a rainbow.'

 

The colours you will need to include are: red, orange, yellow, green, blue, violet and indigo.

 

Your instructions must include some adverbs. Adjectives only need to be included in instructions if it is really important for somebody to know something specifically. For example: Open the jar of red glitter. The colour of the glitter is very important here as you wouldn't want somebody to use the gold or blue glitter.

 

The next thing I would like you to include today are some 'time signposts.' The order of your instructions is very important. 

First

After that

Next

Then

Once

Now

Finally

 

I have attached a copy of my instructions below.

 

27.1.21

Your grammar focus for today is Adverbs. We use adverbs to tell us how and action should be done, so these are really useful when it comes to writing instructions. Adverbs often end in -ly. Have a practise using the sheet below.

Activity 2:

Instruction writing lends itself really nicely to games and you can have a lot of fun giving instructions to a partner. Your second activity is to verbally give instructions to someone at home to put on a jumper. Your partner has to do exactly what you tell them so you are going to have to think really carefully about each step and make your instructions clear.

 

Activity 3: 

Speaking and listening skills are important ones to practise. There were some lovely videos yesterday of you verbally giving instructions for your partner to draw a picture. If you didn't get a chance to play this game, have a go today. I have attached a couple of examples below that you could use.

 

Activity 4:

Design or make a simple game that you could play with your friends. It could be a board game, card game, ball game, playground game - it's up to you! You will need to create some instructions to go with it, explaining how the game is played, as well as a list of any equipment that we might need. Think about the instructions you found yesterday and have a go at trying to include some of the features you put in your toolkit. You might like to include a labelled diagram to clearly show your instructions, step-by-step.

 

It will be lovely to have a whole collection of brand new games to play when we are all back together. 

26.1.21 WALT: Recognise the features of instructions

 

Term 3 continues with a non-fiction focus on instructional writing.

 

 

Last week I asked you to write a set of instructions for ‘How To Trap A Giant’ by way of a cold write task (although I gave you a little help), but now we are going to dive a little deeper. Today I would like you to become a features detective and see what examples of instructions you can find around your house. Now these aren't just going to be written instructions. I want you to listen out for them carefully as well. With your eagle eyes and ears I would like to you think really carefully about why instructions are written or given the way that they are, and if there are certain words or features that you see show up more than once. Make a list of these features as we are going to need them for our Instruction Writing Toolkit.

Attached are some examples of instructions which you can use to get you started. I think you will surprised at how many sets of instructions you can find around your house.

 

There are three documents below, each with a Mild ⭐️, Spicy ⭐️⭐️ and Hot ⭐️⭐️⭐️ level. Choose one and complete the activity at your chosen challenge level. Remember to follow these three key steps to up-level your sentences.

 

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