8 Make it happen d Do we use less or fewer for the following nouns? 7 [Pex] Jeet Remember: less and fewer mean the same thing but we generally use less for singular (uncountable) nouns and fewer for plural (countable) nouns. What tips can you give about reading instructions? > 8.6 Clauses to clarify (aspera) Complete this sentence in five different ways: If you don’t follow the instructions properly, ... 1 Use the if clause to clarify. a Identify the éfclauses in the instruction text in Activity 1, Session 8.5. b Add a main clause after the comma in these sentences. * If you want your ecobricks to have different colours, «If you do not pack the plastic tightly, © If there is moisture in the bottle,8.6 Clauses to clarify ¢ Add an if clause to each sentence. Write the sentences in your notebook using the correct punctuation. * The bottle must be tightly packed. * You can deliver your ecobrick. * Anyone can make an ecobrick. d_ Make up three of your own if clause sentences to add to the instructions. Renner ncaa Subordinating connectives are used in complex sentences to sequence events and give clarity, especially if two or more things are happening at once. Examples: When the bottle is dry, twist the waste plastic in order to get it into the bottle. Keep the bottle handy so it is always there when you need it. 2. Use more than one connective to link steps and give clarity. Discuss how the following connectives can show sequence or give clarity. in order to b Add to these sentences using connectives to show the sequence. Example: While the bottle dries, clean the plastic waste and then cut it up into smaller pieces. © nce you add the plastic, * Asyou stuff the bottle, * Your ecobrick is complete when © Choose connectives to extend these sentences and add some clarity. Example: Dry the bottle in order to remove the moisture so that the waste does not rot. * Clean the plastic ... * Cut or twist the plastic ... © The bottle is full... 225 >8 Make it happen 5 d Write three of your own complex sentences using more than one connective to show the order or give advice. 7 e Swap and edit each other's work. Suggest ways to improve and do corrections. 7 Did you identify the main clause and conditional clauses in complex sentences? Did you write complex sentences using connectives and conditional clauses? 1 Work in pairs, Discuss ideas for what to make using waste materials. 2. Make a list of interesting or new words you come across and record them in your learning journal. 1 Plan instructions to make something from waste materials. a Choose a simple topic and plan instructions ‘on how to make it. Keep these things in mind.8&7 Make something + Aim the instructions at a young audience and use a friendly style to keep readers interested. * Give at least five steps in sequence to explain the process. © Add a picture or pictures to help clarify. * Use organisational features to improve the layout (numbers or bullets or steps). * Be direct - use command verbs. * Include conditional clauses to add detail. * Use punctuation to clarify and make meaning clear. * Conclude with a clear idea of what the end product should be like. b Write a first draft. Check and edit your work. Make improvements to it if necessary. 2. Present your ideas. a Write out your instructions using neat handwriting and layout. b With a partner, share your piece and read it aloud. Listen to each other’s instructions. ao Discuss them and give each other ideas for ways to improve. © Ifnecessary, make corrections to ensure the work is your best effort. Display it. Ser ant Peal CTL f2 The challenge is to avoid ambiguity. Be clear so others understand exactly what to do. Do your instructions make sense? Are they free from ambiguity and contradiction? Are they sequenced correctly? Can others follow and understand them?8 Make it happen » 1 > 8.8 Demonstrate 1 Practise to build confidence. Getting started 1 Inpairs, take turns to explain something familiar ~ for example, how to play your favourite game. 2. Discuss the challenges of giving and following directions. a You are going to use your instructions to give a demonstration to an audience on how to make your recycled object. Before you prepare a speech, check who the audience is. Adjust your language, tone, register and body language to suit the audience and the purpose. b With the class, discuss how these things will help you when you deliver your speech. A.clear voice with some expression, a varied tone and good volume. Good eye contact with the audience and positive body language. Instructions that flow, are clear and keep the audience interested. Visual props. Speech cards with key words to prompt you. ¢ What things hinder a good presentation? Discuss these as a class.8&9 Facts and opinions about recycling d_ Practise your demonstration in front of a partner and/or a mirror. This will help you to notice things you should improve and also give you confidence to present to a live audience. You can develop confidence by practising until you know your speech. 2 Present with confidence. a Draw up a class list of five key criteria you can use to check and assess each speech. b As each person presents, listen, take notes and evaluate each other. Afterwards, discuss each presentation and give feedback on what went well. a Choose one other item you would like to make and make it at home. Peon Watch and listen, then decide how well each speaker explained their object. Was their voice clear and audible? Did the instructions make sense? Was it interesting? What went weil? What could be improved next time? > 8.9 Facts and opinions about recycling * explore an information text, discuss the He pre in sbolgneed ene = eta sac] What makes you want to read? Does text size make a difference? Do you prefer books and texts with pictures? Do you enjoy certain topics or writing styles? What puts you off? 229 >1 Explore the appeal and impact of a text. a Skim the text. Does it look interesting and appealing to read? Recycling Recycling means collecting discarded waste and using it to create a different product. Old items can be recycled in different ways. For example, old tyres can be reused whole as road barriers or swings for children, or they can be melted down and the rubber used to make new things such as building materials, tiles and sports surfaces. ‘Years ago, before the invention of plastics and other non-biodegradable materials, disposing ‘of waste was less of a concern, Now that people produce so much non-biodegradable waste, it is more difficult to find places to store it. Much ‘waste is dumped in landfill sites. However, landfill sites take up large areas of land and the waste may remain there for many years ~ _ perhaps even centuries ~ and can pollute the environment. Recycling is an alternative way of dealing with it, reducing the amount of waste in the environment and protecting the planet from pollution. Recycling is also important in the effort to reduce the amount of new materials ‘used for manufacturing things. This is necessary ecause there is not an unlimited supply of natural resources and they may run out. Furthermore, it can also be more cost-effective to reuse old materials instead of using new ones. ‘To be a responsible recycler, always check to see whether a product is recycled or can be recycled by looking for the ‘recycling loop. ‘The three steps in the recycling process are known as‘the three Rs: + Reduce ~ Get into the habit of throwing away fewer items and only buy things that you really need, that last a long time or that come with minimal packaging, such as loose fresh produce. + Reuse - Choose products that can be used again (e.g. rechargeable batteries), broken products or new ways to use things. An old container can become a flower pot, for example, + Recycle ~ Use separate bins to collect and separate different types of waste items and take them to a recycling centre, Remember that some items can't be recycled so it is important to find out how to dispose of them properly. You can't recycle some oil- based liquid cleaners, for example; allow these liquids to solidify before throwing them out or give some to a friend to use. CelrTIo discarded: something that has been thrown away disposing: getting rid of landfill: an area of land reserved for rubbish alternative: another optionb Now read the text for detail. 8.9 Facts and opinions about recycling * Did you enjoy the content? * Was it easy or difficult to read? ° Were there any tricky words or phrases you didn’t understand? ¢ In pairs, discuss ideas on how to improve the text in terms of #t . 2 Use the information to express point of view. a language and layout to make it more appealing and easier to _ read for young people. The recycling symbol is used worldwide to mark items that are or can be recycled. The three arrows stand for the three important steps in the recycling process. In groups, identify facts and opinions in the text. What do you notice? In what way is the text persuasive? What is the main message? Consider the pros and cons of recycling not mentioned in the text. * List ideas under two headings. * Share your ideas with another group and add to your notes if necessary. The pros of recycling The cons of recycling Write a short paragraph giving a balanced argument on Recycling is for 7 everyone. In your paragraph show two points of view ~ those for and those against recycling. 231 >8 Make it happen Cre atcg au) Cra Cr meu maC Caius Pore Rome eta Laem en Caer ue ine arcs > 8.10 Summarise ta aon) 1 When do you find it helpful to take notes? How do you like to take notes? 2 Listen to the audio and identify three reasons why we need to learn to summarise, — 1. Summarise a text using a mind map. - eat | You can use questions recycling (nA | asheadingstohelp ) you keep the focus on what each section is a Draw a mind map of the text on recycling in Activity 1, | about. Session 8.9 with the title in the middle. b Decide how to organise your notes. Key word Make sections with headings. ~ relevant: connected to cc Identify relevant information and use key words Enetone ncortont Fi and phrases to summarise it. he ae d_ Focus on the facts only.8.11 and 8.12 Create a magazine article e Ingroups, share your notes. Give each other a turn to speak. Did everyone summarise in the same way? ided into sections with headings? © Isthere any particular order? * Are the facts all the same? «Is the information » Discuss any differences and decide whether to add anything to your notes. Share and build on ideas with each other. Greater titord Did you identify relevant information? Did you organise the text into main ideas with headings? > 8.11 and 8.12 Create a magazine article Mati enh. * use our skills to write a magazine article that includes various text types. meceeene Use a thesaurus to find synonyms for the word rubbish. Language focu: Every text is different according to who it is for (audience), what it aims to achieve (purpose), how it sounds (language) and how it looks (layout). gaz > al8 Make it happen > a 1 Work in groups to plan and write a first draft. a Use the information in Session 8.9 to plan your own magazine article. You will need to keep in mind: = audience: aim your article at young people «purpose: inspire young people to be responsible, get involved and change their lifestyles «language: sound friendly, chatty, factual ond also persuasive, interesting and appealing * layout: show different sections with different text types — like the one in Activity 1, Session 8.2. b Your article should include various text types for example: Informative © Biographical = Instructional «Persuasive * Balanced. Choose group writing roles. Decide who will write each section of the magazine article. d Get started on a first draft. Remember to make your sentences interesting by using: long and short sentences for effect «interesting connectives to form compound and complex sentences. © Think about how persuasive you want to sound. not at all persuasive persuasive extremely persuasive >8.11 and 8.12 Create a magazine article f Edit the first draft together. Check the following. Does it make sense? Have we corrected all spelling and punctuation errors? Does each section have a heading? Is the layout interesting, appealing and organised? SPST ST STS Have we used simple, compound and complex sentences for variety? Remember to listen respectfully and attentively. Give everyone a chance to speak and express their views. 2 Present a magazine article, Work together to decide how to set out the magazine article. b Write it out using neat handwriting and layout. © Add pictures, photos or graphs to make it visually appealing. a Display it. 235 >8 Make it happen Group project: prepare a multi-media presentation on the topic: The problem of waste in 2080! Use your imagination and thinking skills to describe how things might tum out in the future and how the problem ~ | might be solved, or not. The presentation should include facts, pictures and graphs to back up any predictions. — | Pair project: make a poster to highlight the problem of waste and litter in your area. In planning the poster, consider the audience, purpose, language and layout. The poster can be done on poster paper or using on-screen tools. Solo project: research a current issue in the news about waste. Use a mind map or any other form of note taking to summarise the issue with key words and phrases in sections with headings. Use your notes to give - a short talk to the class to tell them about your research. Cree erties 1 Use the following words in sentences of your own. a generate (v) b degenerate (v) Identify the prefix in the words above and explain its effect. Decide if the following statements are true or false. Magazine articles include facts and opinions. b Amagazine article can be factual and persuasive. J Magazines are usually aimed at young adults. 4 Use commas, dashes or brackets in the sentences below to clarify the meaning. - a Atthe end of the day it’s up to us you and me. b We can do this together or at least we can try. = ¢ Two surfers Matt and Dan decided to clean up the ocean. 5 Underline the command verbs and highlight the connectives in these instructions. While your 2L bottle dries, clean the plastic waste then cut it up into smaller pieces. Dry the 2L bottle in order to remove the moisture so that the waste does not rot. 6 Write your own simple sentence, compound sentence and complex sentence.1 > A moment in time > 9.1 When you look at a painting - oreo RCs = + read a poem, explore the imagery and write a paragraph. eee ec) 1 What do you do when you look at a painting? 2. Tell a partner what you look at - colours, images, overall effect. Chet trnity Reading to yourself and reading aloud both help you to appreciate the meaning and effect of a poem. 1 Poems can teach us to look at things with fresh eyes. Talk with a partner. a Describe a favourite painting or picture to a partner. Explain why you like it and how it makes you feel. b Read the poem When You Look at Painting by Guyanese poet Grace Nichols. First, skim over it to get a feel for its theme, then read it aloud with a partner. Can you imagine looking at a painting in this way? Would it change how you react to a painting? 237) |9 Amoment in time a When You Look at a Painting When you look at a painting let the dancing begin. Gaeuae - Move your eyes round the frame gilded: covered both gilded and plain. . with a thin layer of _ Then let the light take you in gold or gold paint to all that’s within. When you look at a painting just don’t stand and stare. Slide your eyes round the waists of the colours and shades, - let your eyes keep step with the moods and the shapes. t } | When you look at a painting let the dancing begin. Let the rhythm unlock the way your body rocks. = Don’t be shy, let your eyes jump in - Surprise the dancefloor of the painting. Grace Nichols Guyana, although geographically part of South America, is considered part of the Caribbean. Its official name is the Cooperative Republic of Guyana. Caribbean art has been influenced by many countries and cultures. It is often characterised by vibrant colours, reflecting the exotic habitats of its many islands.c form and fe 2. Talking about poems helps us to appreciate them through each other’s eyes. a Do you think the poem is written in the poet's voice or in a different narrator's voice? Why do you think so? b Why do you think the poet suggests our eyes should ‘dance’ with the painting? How does she think people normally look at paintings? ¢ Do you think the poet has a particular painting or paintings in mind? Explain. d_ Write a paragraph explai its theme. ing what the poet is trying to say in the poem ~ » Start with a topic sentence to say what the poem is about. Outline why you think the poet suggests this way of looking at a painting. Include your favourite image in the poem * Finish by explaining whether it’s a good way to view a painting, using examples from a painting you know. > 9.2 Poetic form and features 1 What do you look at when you analyse a poem? Make a list of poetic features with a partner, 2. Share your lists as a class to build a poetry analysis resource. I9 Amoment in time 1 Poems come in many forms. With a partner, re-read ‘When You Look at a Painting’ in Session 9.1 and describe the form and features to each other. Take turns to mention features and give examples. shape {Stanzas) lines length ithythim gre punctuation» phrases layout tense narrative voice Language focus Rhymes at the end of lines are called end rhymes. Rhymes in the middle of a line are called internal rhymes. Words that almost rhyme are called half rhymes. b What rhymes do you notice in the poem? Give examples. © Whats the extended metaphor in the poem? d_ Does the poet use any other figurative language? © Choose a word from the boxes to describe the poem's mood or think of your own word. Explain your choice giving examples from the poem. 2 Add to the poem. a Add a stanza to the poem between the second and third stanzas. Write a first draft. * Keep to the same structure and features. * Continue the extended metaphor — what else could your eyes or body do? 240 >9.3 There for a moment b Share your stanza in a group and give each other comments. c Adjust your draft, then add your stanzas together to extend the poem and read it aloud in your group. Remember to pay attention to the feedback you gave each other earlier. Read your poems aloud with expression and give each other feedback on sense and content. Suggest how to enhance the effect. \ ies ae ENEEniienensiceee What did you find challenging about extending the metaphor De eur aces acters > 9.3 There for a moment Reise iu acs Ces Poteet) Tell a partner what you know about animals in Africa. Which ones do you know? What sort of habitats do they live in? Share answers as a class. 241 >A moment in time » 1 Do you know what an impala is? Fact file Medium-sized antelope, 75-95 cm high, weighing 40-60 kg. Found in southern parts of Africa in savannahs and thicker bush land. Grazes on fresh grass and foliage. Males (rams) have curved horns up to 90cm in length. Females (ewes) have no horns. a What information does the fact file give? What else would you like to know? b Skim over the poem Impala. - «Read it with a partner. Agree who will read each part. «Take turns to read the poem again as your partner listens with closed eyes, imagining the scene. Don't rush your reading ~ take your time in between each stanza. ¢ Tell each other the story in the poem. Which part is your favourite? d What does the poem tell you about the impala that the fact file did not? © Why do you think the poet wrote about this scene? What do you think Inspires him? {What inspires you? What moment or object could you write about to celebrate it?9.3 There for a moment penis Imagine, fora moment, As you lift your eyes hon ac cial to the gentle rise where a shady copse of Acacia trees has green young leaf buds cooled by the breeze that you see with the sight of a hunter. Look a leafless branch curves just enough tobe a horn dark-ridged and rough the rich red browns you took for ground are rippling shoulders sleek and tound above the flanks-pale fawn - the colours of a drying thorn Impala! Suddenly swift when put to flight it ni the impala leaps and. soars in fright then streams away across the plains copse: a small group of trees andstands acacia: a tree from warm parts of — the world that has thorns, small leaves and yellow or white flowers Ted Townsend 243 > a a as as =scene that represents something much greater: 2. The poem captures a small the beauty of nature in the African bush. - Have a discussion forum in a group. Use examples from the poem Do you think the poet has ever done or seen what he describes? «What mood is created in the poem? How is it created? = Which told you more about the impala - the poem or the fact fil rd or phrase to describe the theme of this poem. le? Explain * Choose a wor «Did you enjoy the poem? Why? How dic it make you feel? Show consideration by listening to other people's views and extend the discussion by building on each other's ideas. bs Present your group's ideas in an interesting or unusual way as « poster ‘on a large piece of card. Be creative! Pra ani i Es Did you take part in the discussion forum and give your ideas? Did you present your ideas creatively?9.4 Features for effect > 9.4 Features for effect Ween Discuss with a partner whether the poem Impala used more literal or figurative description. ! Share ideas as a class. 7 1 Re-read the poem Impala (in Session 9.3) closely and discuss answers in pairs before answering in your notebook. a Is the poem told in the first, second or third person? How can you tell? 3 b Whose voice is it - the narrator's or the poet's? How can you tell? © What tense is the poem written in? Give examples. dd What effect do the tense and the narrative voice help to achieve? e What does ‘Imagine ... that you see with the sight of a hunter’ mean? Is this a literal or a figurative expression? f Rephrase the underlined words from the poem in your own words. g What figures of speech or poetic devices are used in each stanza? figures of speech: words used together in an imaginative way to mean something different from their usual meaning poetic device(s): writing technique(s) used for effect in poems& A moment in Kime » eens SS hy Choose an adjective to describe the style and mood of the poem. i ~ How do the lines running on into each other help to create this feel? What is the effect of the single lines in between the stanzas and “ at the end? + Isthe feel and pace of the poem similar all the way through? i Think about the poem's punctuation. «Why do you think the poem has so little punctuation? What is the effect? 4 «Which punctuation mark is used for dramatic effect in the poem? Explain the effect. Language focus Figurative tanguage creates an effect beyond the literal meaning of the words. Examples: similes, metaphors, personification, alliteration, onomatopoeia Ifa thought or idea finishes at the end of a line with a full stop, this is called an end-stopped line. fa thought spills over from one line into the next without a punctuated pause at the end of the line, it is called enjambement. Writing tip When you write poetry you can often use non-standard English or unusual punctuation and layout for effect - it's poetic licence!9.4 Features for effect 2 Compare the poetic features of When You Look at a Painting in Session 9.1 and impala in Session 9.3. a Compare the features of the poems. Use an organising tool such as a table or a mind map to organise your notes. ‘way of creating image figurative fanguage b Compare your work with a partner and discuss differences. Features | When You Look at a Impala Comment Painting stanzas 3 main stanzas | Both have short, uneven lines rhyme tense How am | doing? Did you analyse the features of each poem? Did you compare the features of the two poems? How similar or different were they? 247 > =9 Amoment in time > 9.5 A jewel Were eee Listen carefully to the audio about Persephone and the pomegranate seeds, and then answer the questions. Who was Persephone's mother? Why did Persephone refuse what Hades offered her to eat and drink? Why did Persephone have to go back to the Underworld for six months every year? How does the story explain the seasons of the year? Listening tip Listen and reflect on the story as a whole before listening for specific information. 1. Memories are a great source of inspiration for poems. Flashbacks can bbe very powerful - scenes are remembered in vivid detail, which over time come to mean more than the original moment. Have you ever eaten a pomegranate? Do you know how it looks and tastes? _ b Read the pomegranate fact file. Which tells you more about the pomegranate or makes you want to try one - the poem or the fact file? Native to North ind western Asia; a fruit-bearing, jeciduious shrub or small tree growing 5-8 metres tall ree bears a spherical fruit with a tough golden-orange skin with sweet, red, gelatinous flesh with seeds.9.5 Ajewel Skim over How to Cut a Pomegranate below by Imtiaz Dharker to get a feel for it. Then read the poem aloud in pairs - one reading the narrative, one reading the father's words. Imtiaz Dharker, poet, artist and filmmaker, was born in Pakistan, She was brought up in Scotland displacement: when people have and now lives in India, to leave where they normally live ygland and Wales She writes about home, freedom, journeys and displacement. d_ Explain to each other what the poem is about - what is the underlying theme? Use the word memory in your answer and consider what Imtiaz Dharker often writes about. Do you think the narrative part is the poet's voice or a different third-person narrator? Explain. How to Cut a Pomegranate ‘Never, said my father. e ‘Never cut a pomegranate through the heart. It will weep blood. Treat it delicately, with respect. Just slit the upper skin across four quarters. This is a magic fruit, so when you split it open, be prepared for the jewels of the world to tumble out, more precious than garnets, more lustrous than rubies, {it as if from inside. Each jewel contains a living seed. Separate one crystal. Hold it up to catch the light. Inside is a whole universe. No common jewel can give you this. garnets: hard, dark red stones used in jewelleryacaapeeomenamanetl 9 Amoment in time S Afterwards, I tried to make necklaces of pomegranate seeds. The juice spurted out, bright crimson, and stained my fingers, then my mouth voluptuous: luscious and appealing to the senses myrtle: small tree with shiny green leaves, fragrant white Ididn't mind. The juice tasted of gardens flowers and blue-black fruit Thad never seen, voluptuous with myrtle, lemon, jasmine, and alive with parrots’ wings. The pomegranate reminded me that somewhere I had another home, Imtiaz Dharker 2. The poem draws in the reader to share a moment - in time. a What story features does the poem have? = b How do the long and short sentences, mirror the father's actions with some running over from one line to the next and others being just a line ending with a full stop? How does the poet create the conversational feel? d_ Did you notice that most of the poem was a flashback? ‘Add it to your learning journal and include examples of its poetic techniques. * Explain the flashback. = Say whether you think people in the poet's homeland of Pakistan would ‘appreciate the poem in the same way. Would they understand her homesickness?9.6 ‘Encapsulate’ a moment in time beara Caceres Ty ite Um ol ea How could you improve how you read and appreciate atta > 9.6 ‘Encapsulate’ a moment in time Describe your favourite food to a partner and why you like it. How do you eat it? Do you have to peel it, cut it or c 00k it? Do you add anything to it? | In How to Cut a Pomegranate in Session 9.5, the poet describes something ordinary and makes it extraordinary through vivid description, detail and a comparison with something precious. a Choose something you particularly like to eat as inspiration for your poem ‘How to eat a. 251 >9 Amoment in time » Plan your poem using a mind map. Follow the form of the pomegranate poem. Start with a strong word like never or always, or a strong verb or command like cut, slice, open or peel. You could tell your father or mother how to eat something special — or a younger brother or sister, or even. a friend. Stanza 1 Strong start It's a conversation with ... What to do / not to do literally Stanza 2 Stanzas 3-4 Develop the comparison Describe what you Use figurative language, short /—— like about cating it and long sentences, with some What it makes you running over one line and Gi smell, taste, see some not. End with a reflection - what does your food remind you of? 2 Write, edit and improve your poem. a Using your notes, write a first draft, including a flashback. Focus on the style and images you create through vivid description and figurative language. b Aska partner to suggest improvements. Add to their suggestions using dictionaries, thesauruses and your own word lists to create imaginative detail. Proofread carefully, especially the dialogue punctuation. d_ Present your poem in neat, joined-up handwriting or use ICT. © Enjoy reading your poems to each other in a group. 252 >9.6 ‘Encapsulate’ a moment in time Choose how to lay out and present your poem, using imaginative and creative layout features. aaa lat Did you pian a poem using a mind map? Did you include correctly punctuated dialogue and illustrations? Did you work with a Partner to revise and improve your poem? I can skim a poem to get the main idea and a feel for it. Ican add a stanza to follow the style of the poem. I can compare using a poem and a fact file to gather information. ican compare the poetic features of two poems. I can listen to a story and answer questions. can write a poem following a frame. Group project: research poetry about fruit. Choose four or five of your favourite poems and prepare a group dramatic reading for the class. Write out the words on large card or on screen for the audience to see. Use single and choral voices, expression, body language, props and music to bring your dramatic readings to life. Pair project: research the history any fruit of your choice, Prepare a short presentation on your fruit to include any stories or poems about it and one recipe using it. Give your presentation to another pair who will give you feedback. Solo project: research either Guyana or South Africa. Find out its capital city, its longest or largest river and its highest mountain. Write a fact file including three other interesting pieces of information. 253 >* 2 Amoment in time » Cree etek ed 1 Explain what is meant by an extended metaphor. 2. Give an example. 3 Match each term below with its definition and its example. = internal Rhymes at the end of Little Miss Muffet sat on a tuffet rhyme fines. Eating her curds and whey. 4 half rhyme Rhymes in the middle of Let your eyes hold the waists aline. of the colours and shapes, 1 end rhyme Words that almost Twinkle, twinkle little star rhyme. How I wonder what you are. 4 True or false? a Poems always have sentences where the thought or idea finishes at the end of a single line. b Poems often have sentences where thoughts spill over from one line ry jnto the next without a punctuated pause at the end of the line. 5 Choose more vivid, descriptive synonyms for these command verbs 5 and use them in sentences. a walk 1 b run ¢ shout d cry e think> Term 1 Spelling activities A. Revise common spelling sounds The vowels (4, e, i, 0, u) all have a long and a short sound: mat ~ mate; pet ~ Pete; bit - bite; not — note; cut ~ cute. The long vowel sounds can be made by various letter patterns. 1 a Discuss the letter patterns that make the long a sound in these words: b Find another word that contains each of the letter patterns with the ‘same sound. 2. a Which of these words contain the long a sound? gauge = 9 straight panic real pass =.» crochet b Use each one in a sentence. Use a dictionary to check meanings. Recognising unstressed syllables Each syllable of a word has one vowel sound, as in hat, sit, not, neat, bait, fly and close. In words with more than one syllable, we don’t stress each syllable equally, but they are stil! important for spelling. 1 Say these two-syllable words aloud. Did you stress the underlined or the non-underlined syllable? Mountain table ance “+ village grateful bargain 2 Say these three-syllable words aloud. Which syliable did you stress the most? Which the least? computer introduce o 3 NF3. Which vowel sound is not pronounced clearly (unstressed) in these words? chocolate library interesting business medicine family separate Jewellery vegetable miniature history Writing tip To remember how to spell words with unstressed, vowels, stress each vowel sound equally ~ like mys-ter-y. It will help you hear all the vowel sounds. C Prefixes can give clues to meanings 1 Work out the meaning of the underlined prefixes. @ midday midnight midweek midwinter midsummer b rewrite replace remind redo return multicultural multimillionaire multilingual multimedia 2. Discuss each root word and how the prefix changes its meaning. 3. Write sentences demonstrating the meaning of two words from each group. D_ Suffixes can change the meaning of words ‘The suffix -ful means ‘full of". The suffix less means ‘without’. 1 Copy this table into your notebook and complete it with each of these root words. hope thought harm powerWhat is the word class of these words? penni “ful merciless bountiful fanciful What root word is each word formed from? What word class does each root word belong to? Remember that although the suffix —ful means ‘full of, it is spelled with one |. Using your prior knowledge, discuss the rule used to spell the words in the box above. E Tricky endings Some adjectives’ endings sound very similar, like -ible and -able, The suffix -ible is used for words with a Latin origin; ~able. came originally from French and is used for words that do not have Latin roots. Latin origin sudible divisible i possible legible responsible flexible edible French origin manageable capable fashionable comfortable acceptable oyob workable readable eatable Write the words in joined-up writing in your notebook to remember their feel. Next to each word, write its antonym by adding a prefix (in-, im, ir-, il- or un-). Practise using the words and their antonyms in sentences. Work with a partner to think of more -ible and ~able words and add them to your lists.2 a Choose the correct suffix for these word roots that have similar sounding endings. ac- man se- electri- satisfac- expan- musi- omi- cu- F Not wrong, just different Words are not always spelled the same way everywhere. How are these words spelled in your region? 1 Can you spot any letter patterns that change between UK and US spellings? 2. Form arule out of any letter patterns you notice more than once. UK English US Engli UK English US English spelling spelling spelling spelling | soens: grey gray neighbour neighbor centre center gaol jail colour color favour favor =| dialled dialed cancelled kilometre | __ kilometer oxe ‘ox mould [mola centimetre centimeter ee ee> Term 2 Spelling activities A. Revise common spelling sounds The letter c is found in various letter patterns which make different sounds: k, s, ch or sh. 1 Draw up four lists in your notebook, one for each sound. @ Sort the words in the box under the four headings, according to the sound the letter cis part of. In each list underline the letter or letters that make the sound, Add as many extra words as you can to each list. Discuss the ways each sound is made up. kind comb ocean cutie scene luck city equator acclaim bicycle chat begged, begging, beggar). Necur Rty Words with one syllable also count as the last syllable! | Which of these words would double the last syllable if followed by ~-ing? rebel join + flap run walk admit tip stay begin regret 2. Write the past participle (-ed) of these words in your notebook. spot flake stay refer use pat equal comm grab slip What did you do about the verbs ending in silent e? b What are the root verbs from these participles: snowed, gazed, faxed? © What does this tell you about exceptions to the rule?> Term 3 Spelling activities A Revise commen spelling sounds 1 a_ Read aloud the words in the box to find those that contain a j sound. b Sort the words into lists by letter pattern. Underline the letters that make the j sound. dge — hedge / dj — adjust | ge — privilege / j - jam f gi gigantic / gy — apology ¢ Put each list into alphabetical order. d_ Find small words inside your lists to help you remember the spelling. cage adjust gigantic adjective soldier gate manage opology encourage trudge siege gory: hedge refuge wedge grudge gymnast object gadget got ‘yet gale wedge adjourn bridge genius gloat mango tronaer glamorous foliage heritage jam jealous job challenge ginger village giraffe adjacent smudge privilege injure 2. Think of as many words with the sound er as you can and add them to a mind map of your own, sorted by letter pattern. SEARch jOURnal bURst —— ersound — word nERve gIRI 263 >B Choose precise words Synonyms in a thesaurus may not have exactly the same meaning. For example, throw, toss, chuck, fling, lob and pitch all have slightly different shades of meaning. 1 Replace the underlined words with several different synonyms. How does each synonym change the meaning of the sentence? Gisela looked at her brother, (stared, observed, glanced, watched, gazed) a The parents complained about the noise. b The children ran through the field. creating). Write the rule in your learning journal with these verbs and any others you find to remind you to drop the e. arrive breathe dazzle excuse investigate oppor« promise rejoice sparkle wriggleEM RRR | > Toolkit Presentation skills Presentation and final work should always be in your best joined-up handwriting or typed up using ICT. Handwriting Apart from looking good, joined-up handwriting helps you fix the feel of words in your head and your hand, which improves your spelling too. Concentrate on: * writing exactly on the lines * evenly spaced letters inside words and evenly spaced words in sentences * tall letters all the same height (except for t which is a bit shorter) * small letters the same height and on a level with the bottom part of b, d, hand k + letters finishing below the line in the right place * capitals all the same height and as tall as your tall letters. If you use blank paper, always use guidelines behind the paper to keep the lines straight with a margin. Tips to make your writing stand out and be easy to read + Underline headings neatly or use a coloured pen for display work. * Cut out your writing neatly and mount it on coloured card or paper. * Draw a neat black or coloured border using a ruler. Computers f you use a computer to write out your work, remember to: * use the spell check feature at the end to check your spelling and grammar * use a medium font size and sensible line spacing — not too big, not too small * choose a font that will be easy to read as well as nice to look at * insert any pictures or diagrams carefully so that the text is still easy to read * use bold, colours and larger font sizes for headings ~ but don't have too many styles in your work,Nuts and bolts of writing Sentences, paragraphs and connectives Sentences are groups of words that give information or say something. They are the building blocks of good writing, both fiction and non-fiction. If you understand how sentences work, you can then work with them to extend them, join them or link them to add meaning and variety to your writing. Basic sentence rules Sentences begin with a capital letter and end with a full stop, exclamation mark or question mark. A sentence contains a verb and must make sense. There are three types of sentence: * statements - used to state facts * questions — used to ask questions * commands - used to give orders or instructions. Types of sentences and connectives Simple sentences say one thing - although they can be very detailed if extended with descriptive phrases. Compound sentences are two main clauses joined by a coordinating conjunction or a connective. Each part of the sentence would make sense on its own. They are usually joined to add flow and variety. Coordinating conjunctions connect words, phrases and clauses: for, and, nor, but, or, yet, so (FANBOYS). Complex sentences have one main clause and one or more dependent clauses. They are dependent because they would not make sense without the main clause. They are linked to the main clause by subordinating conjunctions or connectives; they are often known as subordinate clauses. Subordinating conjunctions or connectives have a clear purpose in a sentence. Common subordinating connectives: if, while, although, because, therefore, in addition, for example. Connectives can also link paragraphs and sentences to show how they are connected to each other, for example in a time sequence.Addition further, and, in addition, additionally, also Consequence [asa result, thus, therefore Contrast but, however, yet, on the other hand Comparison _| similarly, equally, while Purpose so that, in order that Concession although, granted, yet Time meanwhile, before that, after that, since then | Sequence then, next, finally, first, second, third Condition if, then, provided, as long as, whether Reason |[because, since, so Example for example, such as, for instance, in particular [Conclusion finally, in conclusion, thus, therefore Structure of a non-fiction paragraph A good paragraph in non-fiction writing has a clear topic sentence (usually the first sentence) to say what the paragraph is about. The next sentences give the detail relating to the paragraph topic. The final sentence conclucies the paragraph or leads on to the next paragraph topic.Starting a new paragraph Writers start a new paragraph to signpost a new idea, a different topic, a change in direction ar a change of scene. In fiction a new paragraph is started each time a new person speaks. Paragraphs are often linked by connectives, adverbs or adverbial phrases (e.g. After cooking breakfast ...; Keeping a learning journal A learning journal is a good place to remember useful techniques, practise your ‘own skills and record what you do and don't like. You can even include clips and cut-outs from magazines, advertisements or visual images that inspire you. Use your journal to keep a record of your reading ~ the different genres, extracts or whole books, fiction or non-fiction. You can also include your personal responses to texts, including: * areview of books read, together with recommendations for others to read the book your reactions to characters and events predictions and questions about the plot summaries of the plot development in each chapter reflective writing in the role of one of the characters (e.g. a diary) examples of successful or evocative sentences examples of unfamiliar and archaic language use, or words borrowed from other languages examples of other language use (e.g. colloquial, conversational or formal language), including idioms and proverbs you have come across and would like to remember quotations or extracts from texts to use as models vocabulary you would like to use again.