; Reading between the lines – weekly overview
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Reading between the lines – weekly overview


Reading between the lines – weekly overview

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									Sentences – weekly overview

Objectives                         Key Terms                              Key activities/follow up
Week 1: sessions 1-3                                                      During the week the pupils will:
     To use capital letters and   Sentences: a unit of written               Be reminded what a
      full stops to mark the       language which makes sense on                 sentence is
      beginnings and ends of       its own. In writing it begins with a       Explore using different
      sentences.                   capital letter and ends with a full           sentence structures
     To recognise and write       stop, question mark or                     Explore the use of
      sentences.                   exclamation mark.                             commas
     To use commas for lists.     Comma: a punctuation mark                  Look at how direct speech
     To break long sentences      which marks the relationship                  is used and punctuated
      into bits that are easy to   between parts of a sentence or
      read, and make sense.        separates items on a list.             Follow-up activity:
     To punctuate direct          Direct speech: words directly          * Encourage the pupils to check
      speech, using speech         spoken.                                their work carefully to ensure that
      marks and other              Dialogue: a conversation between       the sentences are properly
      necessary markers.           two parties.                           punctuated.
                                                                          * Draw attention to lists.

Week 2: Sessions 4-6                                                      During the week the pupils will:
     To turn simple sentences     Main clause: a main clause                 Learn how to expand
      into complex sentences.      makes sense on its own.                       simple sentences into
     To use subordinate           Subordinate clause: a                         complex sentences.
      clauses of manner (how),     subordinate clause does not make           Identify the role of
      time (when) and place        sense on its own, and depends on              subordinate clauses that
      (where).                     the main clause for its meaning.              give additional information
     To expand a sentence         Verb: a verb expresses an action              about how, when or where
      with a range of              or a state of being.                          something took place e.g.
      subordinate clauses,         Complex sentences: sentences                  the burglar hid the gold in
      including because            with a main clause and at least               the cave (where/place)
      (reason), although           one subordinate clause.                    Explore the use of
      (concession) and if                                                        subordinate clauses to
      (condition) clauses.                                                       add other kinds of
                                                                                 information e.g. because

                                                                          Follow-up activity:
                                                                          * Support the pupils with
                                                                          developing their use of complex
                                                                          sentences in their written work to
                                                                          add relevant details and improve
Week 3: sessions 7-9                                                      During the week the pupils will:
                                   Ambiguity: an expression that              Explore ambiguity in
     To recognise that            can have more than one                        written texts
      ambiguity can be caused      interpretation.                            Explore how jokes often
      by clumsy expression         Pun: a pun has deliberate double              depend on ambiguity for
     To understand how            meaning.                                      their humour
      ambiguity works to create    Pronoun: a word used instead of            Explore the use of
      different meanings.          a preceding noun, e.g. her, him,              pronouns.
     To know that pronouns        she it, they, we                           Explore the use of
      help the flow of language.   Homonym: a word with the same                 homophones and
     To appreciate that a         spelling as another word but with             homonyms
      pronoun in the wrong         a different meaning e.g. minute
      place can be clumsy and      Homophone: a word which                Follow-up activity:
      ambiguous.                   sounds similar to another, but with    * Support pupils with the
     To know that homonyms        a different spelling or meaning e.g.   appropriate use of pronouns in
      and homophones can           hare/ hair                             their writing so that the meaning is
      create humorous effects                                             clear to the reader.
      and give rise to jokes.                                             * Discuss with pupils use of
     To know that                                                        pronouns in their writing or speech
      homophones can also be                                              where clarity is lost.
      the cause of clumsy
      expression and unwanted

Week 4: sessions 10-12                                                    During the week the pupils will:
     To be able to write a        Informal: casual style used with           Explore the differences
      sentence in more than        friends or acquaintances.                     between formal and
      one way.                     Formal: style suitable for                    informal language
     To know that the order of    strangers or a wider audience.             Explore conventional
      subject, verb, object and    Audience: the intended readers.               sentence structures.
      adverb can be changed to     Subject: who or what the                   Revise the different text
      create different effects.    sentence is about.                            types
     To know that different       Verb: a verb expresses an action
      genres have different        or a state of being.                   Follow-up activity:
      sentence structures.         Object: in a sentence, the goal or     * Experiment with writing
     To know that formal and      recipient of the action.               sentences in different ways.
      informal writing has         Adverb: a word which modifies or       *Support the pupils by identifying
      different sentence           describes a verb.                      the written style that you expect
      structures.                  Modify: to alter the meaning.          and the text type you want them to
                                   Subordinate clause: a                  write in – see Literacy Across the
                                   subordinate clause does not make       Curriculum Training file Module 2
                                   sense on its own, and depends on       for additional information on text
                                   the main clause for its meaning.       types.
                                   Genre: a type of text.                 *Discuss different options for
                                                                          expressing a sentence e.g. at the
                                                                          beginning of a piece of work.
Week 5: sessions 13 – 15                                                During the week the pupils will:
      To identify active and      Active verb: a verb that acts upon
       passive verbs.              the object, e.g. Ben kicked the             Explore the differences
      To change passive verbs     ball.                                        between active and
       to active and vice versa    Passive verb: a verb that acts               passive sentences
       for different effects and   upon the subject, e.g. The ball             Change sentences from
       purposes.                   was kicked by Ben.                           the passive to the active
      To understand the effect    Agent: person or creature                    and note the impact this
       of passive verbs.           responsible for doing something.             has
                                   Subject: who or what the                    Explore whether the
                                   sentence is about.                           active or the passive is
                                                                                appropriate in a piece of

                                                                        Follow-up activity:
                                                                        * Make explicit to the students
                                                                        whether the active or the passive
                                                                        would be most appropriate to write
                                                                        in and why.
                                                                        * Identify the use of the active/
                                                                        passive in texts that you share
                                                                        with the pupils, and discuss the
                                                                        effect of the passive verb.
Week 6: sessions 16 -18                                            During the week the pupils will:
      To recognise and make     Noun: a word that names a thing       Explore noun phrases and
       up noun phrases.          or feeling.                              make an extended noun
      To improve writing by     Noun Phrase: a phrase                    phrase alphabet, e.g.
       using metaphors.          (combination of two or more              astonishingly bendy
      To be able to use short   words) which includes a noun.            cream doughnuts
       sentences when creating   Metaphor: writing about               Explore the use of
       suspense.                 something as if it were really           metaphors to improve
                                 something else.                          interest and effectiveness
                                                                          of written texts
                                                                       Investigate the use of
                                                                          short sentences for
                                                                          creating suspense.

                                                                   Follow-up activity:
                                                                   * Pick out examples of noun
                                                                   phrases used in the text –
                                                                   emphasise the fact that writers do
                                                                   not use long lists
                                                                   * Draw the pupils’ attention to a
                                                                   writer’s use of noun phrases to
                                                                   add detail and clarity.
                                                                   * Discuss any use of metaphors in
                                                                   written text or speech and
                                                                   consider how they add to meaning
                                                                   or impact.

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