9 - 9.30
1st lesson: Numeracy
2nd lesson: Literacy
a. Pattern of three:
Catherine Fisher (author of The Snow-Walker's Son) uses the pattern of three actions in a sentence to advance the action and inject a sense of pace into her writing. This helps to balance description, action and dialogue. e.g.
• The keeper hung his lantern on a nail, took the key from a dirty string around his neck, and fitted it into the keyhole.
• With both hands he turned the key, then tugged out the red chain in a shower of rust and pushed the door.
• He stepped well back, handed the stranger the lantern, and jerked his head.
★ Can you come up with three of your own sentences using this device?
b. Semicolon for independent clauses
A semicolon can be used between independent clauses that are closely related in theme. In the following sentences, Catherine Fisher chooses to use semicolons in both of these sentences rather than using a joining word (conjunction) like because.
• The keeper grinned; he knew fear when he heard it. • He had no tongue to speak with; she'd made sure he kept her secrets.
★ In your opinion, why has she made this choice and what impact does it have on you as the reader?
★ Can you write two or three sentences of your own that illustrate the power of the semicolon over the use of a conjunction?
c. Adverbs – roving reporters
In the sentences below, the adverb ‘slowly’ is used to describe how the man enters the room. Adverbs are like roving reporters – they can be moved around the sentence, e.g.
a. The man went in, slowly.
b. Slowly, the man went in.
c. The man went slowly in.
d. The man slowly went in.
By changing the position of the adverb, we can often either alter the meaning or add emphasis to a sentence. In this instance, by placing the slowly at the end, we infer that the character has a heightened awareness of the situation they are in and therefore deliberately enters with caution.
★ Try playing around with the adverb position in the following sentences. Consider how it alters the meaning and where the emphasis is best placed.
1. Cautiously, Samantha crept towards the door that stood before her.
2. Sadly, the boy stared out of the window.
★ Now try this out with a sentence of your own.
3rd lesson: Computing
Open the Scratch Main screen and click on the Tutorials tab at the top – choose Games and start with Make a Click Game
Look carefully at the video to find different block types to create your own game.
Stop, pause and replay the video to help you do this.
You will need to join Scratch/ make your own account if you want to save your game or come back to your game to work on later. Look at the top right-hand side of the screen to join Scratch
We'd love to see your Scratch games!
End of the day
Year 6 teachers