i hope you’ve had a nice easter break and enjoyed time...

Good morning year 6

I hope you’ve had a nice Easter break and enjoyed time with family at home. You will find the spelling activity sheet in the folder and your 5 National Curriculum spelling words below. Use the activities on the sheet however they help you best. See if somebody at home can help you with your spelling test on Friday.

Your SPaG PowerPoint has the revision needed for the week and there will be separate activities for each day.

Some of the SPaG activities should be helpful reminders before you complete your writing activity.

Take care and stay safeMiss Williams

communicatecompetition conscienceconsciouscriticise

Monday

Task

Make a collection of noun phrases that describe the setting of this landscape picture.

Mild – expanded noun phrase using 2 adjectives and a comma (green part of explanation sheet)

Spicy – extend your sentence using a prepositional phrase (blue part of the explanation sheet)

Hot – Use high quality, ambitious synonyms (purple part of the explanation sheet)

Tuesday

What Is Figurative Language?

Figurative language is a way of using words to compare something to

something else – beyond the literal meaning.

Figurative language is used for emphasis and impact.

I’ve told you a million times to clean your room!

She ran as fast as lightning.

His team was on top of the world after winning the

championship game.

Why Use Figurative Language?

Figurative language makes our writing more interesting. It also helps the

reader create a mental image of our meaning.

Which sounds more

interesting?

We are alike.

OR

We are two peas in a pod.

Types of Figurative Language

Here are a few types we will discuss:

Simile

Metaphor

Personification

Hyperbole

Simile

A simile compares two things by using the words ‘like’ or ’as.’

Your eyes sparkle like diamonds.

The classroom looked like a tornado had gone through!

I tiptoed as quietly as a mouse.

Similes always include the words ‘like’ or ’as.’

Metaphor

A metaphor compares one thing to another without using ‘like’ or ‘as.’

Laughter is music for the soul.

You are my sunshine.

Those ideas are food for thought.

Metaphors say one thing is another.

Personification

Personification gives human qualities to animals, non-living objects

or ideas.

The stars danced in the sky.

In the jungle, the lion sings tonight.

That cake is calling my name.

Personification gives something non-human the qualities of a person.

Hyperbole

Hyperbole is obvious exaggeration to make a point.

She knows everything about math!

You are the best teacher in the entire universe.

My hands are ice cold!

Similes and metaphors can also be examples of hyperbole.

Quiz

Can you correctly identify the type of

figurative language?

Simile, Metaphor, Personification or Hyperbole?

My phone shouted at me from the other side of the room.

Personification


His heart was broken.

Metaphor


Your name sounds like music to my ears!

Simile


There’s no river wide enough, to keep me from getting to you.

Hyperbole

Task:Choose a mild, spicy and hot activity to complete.

Challenge: do both the spicy and the hot to help warm up your brain for today’s writing task.

Wednesday

What Are Formal and Informal Language?

Can you write definitions for ‘formal’ and ‘informal’ language?

Formal Language

Formal language is used for more official and serious purposes. The correct grammar should always be used.

Informal Language

In informal situations and informal writing, a more relaxed casual and chatty style can be used. Slang words and abbreviations are more acceptable.

Do you and your partner agree?

What Are Formal and Informal Language?

Sort the following criteria into formal or informal language conventions:

Do you and your partner agree?

is clear and to the point use more contractions and abbreviations (e.g.

it’s or TV)

has a more serious tone

has a more ‘chatty’ tone uses the correct

grammar and

punctuation

uses text-style words (lol)

uses specific vocabulary

for the subjectuses clichés (e.g.

raining cats and dogs)often uses complex sentence structures

What Are Formal and Informal Language? Answers

formal

has a more serious tone

uses the correct

grammar and

punctuation

uses specific vocabulary

for the subject

often uses complex sentence structures

informal

is clear and to the point

use more contractions and abbreviations (e.g. it’s

or TV)

has a more ‘chatty’ tone

uses text-style words (lol)

uses clichés (e.g. raining cats and dogs)

Formal or Informal

Formal Language

Informal Language

presenting an award

Formal and informal language are more suited to different situations. Can you sort

the following situations into the correct place in the table, according to which style

of language would be more suitable?

talking to the headteacher writing a letter of complaint

talking to friends talking on the phone to gran writing an email to a cousin

writing a report sending a text to a friend writing a personal diary

talking to the headteacher presenting an awardwriting a letter of complaint

writing a report

talking to friendstalking on the phone to granwriting an email to a cousin

sending a text to a friendwriting a personal diary

Formal or Informal Vocabulary

Formal

sufficient

injustice

profession

opportunity

Informal

now

sacrifice

immediately

chance

enough

job

give up

not fair

Some vocabulary is more formal, whereas other is more informal in tone. Can you

match these formal and informal words with the same meanings (synonyms)?

Your Turn – Formal Vocabulary

Choose a square to reveal a picture. Say or write a sentence using a formal

alternative of the word given:

? ? ?

? ? ?

get better job live in

now enough speak to

Formal or Informal?Read the following emails and decide whether they are formal or informal:

Dear Sir/Madam,

I am writing to inform you of my upset when I opened the lucky dip bag I had recently purchased with my own pocket money.

I was disappointed to find that my favourite toy brand had been replaced with an inadequate copy, which even had pieces missing.

I shall expect to be fully compensated for the distress and inconvenience this experience has caused me and hope that you send a replacement promptly.

Yours sincerely,Miss F. James

Hi Kerry,

You know the lucky dip bag I bought when we went into town yesterday? Well, you’ll never believe what happened when I opened it – there was a broken, copy of the toy instead of the real thing!

I was so shocked and annoyed that I’ve emailed the company to tell them what I think.

I hope they send me a new one ASAP so I can complete the set.

Was your pack ok? I hope so.

C u soon,Frankieformal informal

Your Turn – Informal Vocabulary

Choose a square to reveal a picture. Say or write a sentence using an informal

alternative of the word given:

? ? ?

? ? ?

require inform you refund

purchase apologise spectacles

Formal or Informal?Read these sentences. What do you notice about them?

The teacher demands that you be present in PE.The teacher demands that you be present in PE.

Our Queen requests that you attend at 9am prompt. Our Queen requests that you attend at 9am prompt.

If I were you, I would try harder in my lessons.If I were you, I would try harder in my lessons.

These sentences all use the subjunctive verb form,

which makes sentences sound more formal.

Quick Quiz 1Which sentence is written in formal language?

You’ll have a great trip!

I guarantee that your experience will be a positive one.

The flight was quite bumpy.

I guarantee that your experience will be a positive one.

Quick Quiz 2Change these sentences from informal to formal language:

Please come to see me tomorrow.

I am requesting that you visit me tomorrow.

I reckon we’ll have a fun time together.

I guarantee that we will have an enjoyable time together.

Let me know if you can make it ASAP.

Please inform me if you are able to attend as soon as possible.

TaskYou have a mild and a spicy/hot task activity to choose from. Try to

choose lots of good words, where as many of your selections as possible

help to build the formal/informal character.

Challenge:

Some of you were developing your range of vocabulary and punctuation

to show clearly the character voice. The formal/informal work today will

help you with your informal diary writing work later.

Year 6 Grammar Revision

Thursday

Relative Clauses: The Rules

Jess was going to a fancy dress party. She was dressed as Batman.

Relative clauses give extra information related to a previously mentioned nounor pronoun within a sentence. A relative clause always starts with a relative

pronoun.

Jess, who was dressed as Batman,was going to a fancy dress party.

The second sentence adds some extra information about the noun in the first sentence so we can turn it into a relative clause, like this...

Who is a relative pronoun so this clause of extra information is called a relative clause. As this is extra, non-essential (non-restrictive) information we put the clause in

commas.

A relative clause almost always starts with a relative pronoun. Other relative pronouns are:


that whom whose

who which

Where in a sentence?

always been in the middle of the main clause e.g.

25 Maple Street, which has been up for sale for years, is apparently haunted.

A ghost, whose name is Mr. Stonegarden, roams the corridors.

The estate agent, who badly needs a sale, is frightened to show people around.


They were all embedded* inside the main clause.Therefore, we could also call them embedded relative clauses.

25 Maple Street, which has been up for sale for years, is apparently haunted.

A ghost, whose name is Mr. Stonegarden, roams the corridors.

The estate agent, who badly needs a sale, is frightened to show people around.

*in the middle of

Where in a sentence?

Look at this sentence. Where is the relative clause now? How do you know?

The children all did well in the spelling test,

which made their teacher smile.


Which is the relative pronoun so this time the relative clause is after the main clause. We still need a comma before the relative

clause as this is also extra, non-essential (non-restrictive) information.

The children all did well in the spelling test,

which made their teacher smile.

The book that I bought yesterday cost me five pounds.

That is a relative pronoun so this is a relative clause. This time the information in the extra clause is essential (restrictive) to the meaning

Relative Clauses: The Tricky Bits

Relative clauses can be non-restrictive (not essential to the meaning of the sentence) or restrictive (essential to the meaning of the sentence).

Here is a restrictive relative clause...

The distraught teacher threw the test papers that were full of mistakes up in the air.

The book that I bought yesterday cost me five pounds.

The distraught teacher threw the test papers that were full of mistakes up in the air.

Quiz! Part 1

Tick two boxes to show which of the words in the sentence below arerelative pronouns.

The plumber, who arrived late, had forgotten to bring his plunger, which meant he was unable to unblock

our sink.

The plumber, who arrived late, had forgotten to bring his plunger, which meant he was unable to unblock

our sink.

Quiz! Part 2

Read these two sentences. Rewrite them as one sentence, which contains an embedded relative clause.

Tawny owls eat mice and other small mammals. Tawny owls are nocturnal birds.

Tawny owls, which are nocturnal birds, eat mice

and other small mammals.

or

Tawny owls, which eat mice and other small mammals, are nocturnal birds.

TasksTask 1

Extend a sentence using a relative clause at the end. Choose an activity from:

Sheet 2 (matching clauses) Sheet 3 (joining clauses) or sheet 4 (finishing sentences)

Task 2

Extend a sentence by adding in an embedded, relative clause in the middle. Choose an activity from:

Sheet 5 (given the pronoun) or sheet 6 (choose your own pronoun).

Task 3

Identify the relative clauses on sheet 7. The sheet asks you to colour them but you can just find them without doing this.

Challenge:

Identify essential and non-essential relative clauses (sheet 8 or 9)

Success Criteria

Aim

• Statement 1 Lorem ipsum dolor sit amet, consectetur adipiscing elit.

• Statement 2

• Sub statement

Success Criteria

Aim• I can recognise and use complex (multi-clause) sentences.

• I can recognise that a complex sentence contains a main (independent) clause and at least one dependent clause.

• I can recognise two types of dependent clause: subordinate clauses and relative clauses.

• I can use ‘I SAW A WABUB’ to remember some of the main subordinating conjunctions to use in subordinate clauses.

• I can use relative pronouns/relative adverbs to create relative clauses.

• I can write my own complex sentences.

Getting Started

What is a main clause?

A main clause (or it could be called a simple sentence) is a group of words

that expresses one complete thought. Every main clause must contain a

subject and a verb. They can also be called independent clauses.

Can you spot the subjects and the verbs in these

main/independent clauses?

The horse galloped.

Mr Richardson ate some cheese.

The horse galloped.


The horse galloped.


subject verb

Getting StartedWhat is a complex sentence?

A complex sentence is made up of a main clause and then one or more dependent clauses.

There are two ways of creating dependent clauses:

• by using a subordinating conjunction (e.g. after) to create a subordinate clause, e.g.

The horse galloped after it jumped the fence.

• by adding extra information using a relative clause.

Mr Richardson, who was feeling ravenous, ate some cheese.

Next Steps: Subordinating ConjunctionsFirstly, let’s look at creating complex sentences by using

subordinate clauses that begin with a subordinating conjunction.

I S A W A W A B U B

is an acronym to help you remember the first letters

of some of the most important subordinating

conjunctions.

If Since As When Although

While After Before Until Because

before the holidays

Next Steps: Subordinating Conjunctions

So, how do we use subordinating conjunctions?

Subordinating conjunctions are the first words within a subordinate clause. Subordinate clauses do not make sense on their own (they are dependent) but when they are used with a main clause, they create a complex (multi-clause) sentence.

Subordinate clauses will always have a subject and verb within them, e.g.

before they left

subordinating

conjunction

subject

verb

is a subordinate clause

here ‘before’ is being used as

a preposition

is not a subordinate clause

I SAW A WABUB!


Can you spot the subordinate clause and the

subordinating conjunction in this complex sentence?

I SAW A WABUB!

Juvenile penguins are able to

swim, although their feathers

aren’t yet waterproof.


swim, although their feathers





I SAW A WABUB!

The boy scouts sang around

the campfire until it was time

for bed.

The boy scouts sang around

the campfire until it was time

for bed.




I SAW A WABUB!

Hakim could win the talent

contest if he improved his

juggling skills.

Hakim could win the talent

contest if he improved his

juggling skills.


In the complex sentences we have looked at so far, the

subordinate clause has always come after the main

clause but watch…

I SAW A WABUB!


swim although their feathers


Although their feathers aren’t yet

waterproof, juvenile penguins are

able to swim.


I SAW A WABUB!

Although their feathers aren’t yet

waterproof, juvenile penguins are

able to swim.

Subordinating conjunctions can also be used as the first word in a complex sentence. When the subordinate clause comes before the main clause, make sure you remember to use a comma to

mark where the subordinate clause ends.


Can you swap these sentences around so that the

subordinate clause comes before the main clause?

Don’t forget your commas!

The boy scouts sang around the

campfire until it was time for bed.

I SAW A WABUB!

Hakim could win the talent contest

if he improved his juggling skills.

Until it was time for bed, the boy

scouts sang around the campfire.

If he improved his juggling skills,

Hakim could win the talent contest.

Complex Sentence Hunt

Can you spot the complex sentences in this text?

How have they been created?

The sun was beginning to disappear behind the nearby mountain.

Philip’s heart sank as he knew he was lost. The group of climbers,

who Philip had started out with, were nowhere to be seen. Philip

shouted for help but it was hopeless. While there was still a little

light, Philip tried to make himself a bed using leaves and twigs. The

temperature, which was now close to zero degrees, could be

extremely hazardous. If he couldn’t find a way to keep warm, he

would be in serious danger. It was going to be a long night.

The sun was beginning to disappear behind the nearby mountain.

Philip’s heart sank as he knew he was lost. The group of climbers,

who Philip had started out with, were nowhere to be seen. Philip

shouted for help but it was hopeless. While there was still a little

light, Philip tried to make himself a bed using leaves and twigs. The

temperature, which was now close to zero degrees, could be

extremely hazardous. If he couldn’t find a way to keep warm, he

would be in serious danger. It was going to be a long night.

Complex Sentence Hunt

Why aren’t these sentences complex?

The sun was beginning to disappear behind the nearby mountain…

This is just a main clause (or you might call it a simple sentence). It is extended by using a prepositional phrase ‘behind the nearby mountain’, but this doesn’t make it a complex sentence.

Philip shouted for help but it was hopeless.

This is a different type of multi-clause sentence: a compound sentence. It has two main clauses that are joined by a co-ordinating conjunction.

It was going to be a long night.

This again is just a main clause (simple sentence). It is still a good idea to include some of these in your writing for effect.

Practise Your Skills

I SAW A WABUB!

Now, it’s your turn. Could you add a subordinate clause (using an I SAW A WABUB! subordinating conjunction) to this main clause to

create a complex sentence:

my little sister is so irritating

Did you place your subordinate clause before or after the main clause? Did you include the correct punctuation?

Practise Your Skills

I SAW A WABUB!

Now, it’s your turn. Could you add a subordinate clause (using an I SAW A WABUB! subordinating conjunction) to this main clause to

create a complex sentence:

the dolphin jumped up from

the water

Did you place your subordinate clause before or after the main clause? Did you include the correct punctuation?

Quiz questionWhich of these examples are complex sentences?

Can you explain why?

Giraffes have very long necks, which they use to their advantage to reach tall trees.

The alien approached the spaceship so the crew gasped.

Before lunch, Cassie cycled into town.

Before his Grandma arrived, Billy frantically tidied his bedroom.

Giraffes have very long necks, which they use to their advantage to reach tall trees.

Before his Grandma arrived, Billy frantically tidied his bedroom.

Success Criteria

Aim


• Statement 2

• Sub statement

Task• Task 1

• On page 1 (Mild), page 3 (spicy) or page 5 (hot) there is a subordinate conjunction activity. Complete the activity by speaking the sentences out loud with the correct subordinating conjunction.

• Task 2

• Choose an activity sheet to practise adding subordinate clauses to sentences.

Success Criteria

Aim


• Statement 2

• Sub statement

Success Criteria

Aim• I can recognise and use complex (multi-clause) sentences.

• I can recognise that a complex sentence contains a main (independent) clause and at least one dependent clause.

• I can recognise two types of dependent clause: subordinate clauses and relative clauses.

• I can use ‘I SAW A WABUB’ to remember some of the main subordinating conjunctions to use in subordinate clauses.

• I can use relative pronouns/relative adverbs to create relative clauses.

• I can write my own complex sentences.

i hope you’ve had a nice easter break and enjoyed time...

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