Punctuation paragraphs
LO: To be taught to recognise where to put capital letters in a sentence.
the freshwalds wanted to do on vacation so they decided to rent a
______________________________________________________
van and drive across the country and visit as many places as they
______________________________________________________
could. anya wanted to see the grand canyon . Peter wanted to see
______________________________________________________
the statue of liberty. mom wanted to go to hollywood and dad
______________________________________________________
wanted to deep-sea fish in the pacific ocean. the freshwalds lived
______________________________________________________
in florida so they started to travel went to go towards arizona and
______________________________________________________
california.
______________________________________________________
the freshwalds stopped at many restaurants on the way their
______________________________________________________
favourite being shoney’s and rest stops. They finally made it to the
______________________________________________________
grand canyon looked around rose horses and had a picnic lunch.
______________________________________________________
they went on their way to the next location. when mom saw
______________________________________________________
hollywood she was so excited, she shopped, saw some celebrities,
______________________________________________________
her favourite being harrison ford, and got to see filming of a new
______________________________________________________
movie. when they got to new york peter was eager to see the
______________________________________________________
statue of liberty, so they saw that the empire state building and
______________________________________________________
went shopping at various stores like macy’s.
______________________________________________________
Punctuation paragraphs
LO: To be taught to recognise where to put capital letters in a sentence.
the freshwalds wanted to do on vacation so they decided to rent a
van and drive across the country and visit as many places as they
could. anya wanted to see the grand canyon . Peter wanted to see
the statue of liberty. mom wanted to go to hollywood and dad
wanted to deep-sea fish in the pacific ocean. the freshwalds lived
in florida so they started to travel went to go towards arizona and
california.
the freshwalds stopped at many restaurants on the way their
favourite being shoney’s and rest stops. They finally made it to the
grand canyon looked around rose horses and had a picnic lunch.
they went on their way to the next location. when mom saw
hollywood she was so excited, she shopped, saw some celebrities,
her favourite being harrison ford, and got to see filming of a new
movie. when they got to new york peter was eager to see the
statue of liberty, so they saw that the empire state building and
went shopping at various stores like macy’s.
Recognising formal language
LO: To be taught to identify when and how to use formal language.
To be taught to recognise how the use of body language can change the effect of speech.
When do we
use formal
language?
Use role play to discuss the language you would use in the following situations…
The Curse of the Were Mouse
LO: To be taught to use knowledge of punctuation to create atmosphere when reading.
They turned to him, gnashing their teeth hungrily. As tall
as the house, the mice lurched heavily toward Evan.
One of them tossed back its head, opened its jaws wide,
and let out a roar. Evan saw rows of jagged gray teeth.
And then the mice lurched heavily toward him. Their feet
thudded the ground. Their dark eyes glinted in the
silvery glow from the moon.
“Nooooooooo!” He opened his mouth in a long, high
howl.
He raised his hands to protect himself.
The mice rose over him now. One of them lowered its
head. Its jagged teeth slid around Evan’s waist. Its jaw
tightened. Evan felt its hot, sour breath stream over him.
Felt the teeth dig into his side.
And then he was being lifted up. Lifted in the giant jaws
of the white mouse. The mouse clamped its jaws shut.
Bit down hard.
Evan knew it was chewing him. Chewing him to pieces.
The Curse of the Were Mouse
LO: To be taught to use knowledge of punctuation to create atmosphere when reading.
They turned to him, gnashing their teeth hungrily. They
were as tall as the house and then the mice lurched
heavily toward Evan.
One of them tossed back its head and opened its jaws
wide before letting out a roar. Evan saw rows of jagged
gray teeth and then the mice lurched heavily toward him.
Their feet thudded the ground and their dark eyes
glinted in the silvery glow from the moon.
“Nooooooooo!” He opened his mouth in a long, high
howl and raised his hands to protect himself.
The mice rose over him now and one of them lowered its
head as its jagged teeth slid around Evan’s waist. Its jaw
tightened and Evan felt its hot, sour breath stream over
him as he felt the teeth dig into his side.
And then he was being lifted up in the giant jaws of the
white mouse. The mouse clamped its jaws shut and bit
down hard.
Evan knew it was chewing him to pieces.
What is that all about?
LO: To be taught to consider the purpose of a piece of text by decoding the words used.
Read the 4 sections of text and underline the words that help you work out what
type of text it is. Label the text and say what type it is.
Dear Adrian,
Sorry for taking a while to get back
to you, I have been very busy.
Chop the onion and garlic and cook slowly until
the onion starts to become soft. Meanwhile,
slice the mushrooms and peppers.
Breathtaking. Once you start
reading you won’t be able to put it
down!
Hiya, running late – you know how
it is! Be there soon. xxx
What is that all about?
LO: To be taught to consider the purpose of a piece of text by decoding the words used.
There are 4 different types of text; a recipe, a book review, a letter and a text.
Read the text and underline the words that help you work out what type of text it is.
Label the text and say what type it is.
Dear Adrian,
Sorry for taking a while to get back
to you, I have been very busy.
Chop the onion and garlic and cook slowly until
the onion starts to become soft. Meanwhile,
slice the mushrooms and peppers.
Breathtaking. Once you start
reading you won’t be able to put it
down!
Hiya, running late – you know how
it is! Be there soon. xxx
Punctuation paragraphs
LO: To be taught to recognise incorrect punctuation in writing.
maria likes to make chocolate chip Cookies with
Maria likes to make chocolate chip cookies with
her sister.
her Sister?_______________________________
Circle the incorrect punctuation and rewrite the sentences on the
line below.
1. my friend does not want Blue icing on her
_____________________________________
Birthday Cake,
_____________________________________
2. How many times will sam hit the Baseball!
_____________________________________
3. We are going To the park on Friday.
_____________________________________
4. Liz and rebecca have Birthdays in april.
_____________________________________
5. will we go on vacation in june!
_____________________________________
Interview for
a job as a
waitress.
Interview for
a job as a
waitress.
Phone call to
ASDA to
complain
about some
rotten fruit.
Phone call to
ASDA to
complain
about some
rotten fruit.
Going to the
bank to open
a new
account.
Going to the
bank to open
a new
account.
Using language; too persuade or not to persuade?
LO: To be taught how to use persuasive language to sell a product.
Look at the four pictures showing holiday resorts and write a short sentence to
describe what you can see. Make sure you are COMPLETELY HONEST!
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Formal or informal language?
LO: To be taught to identify when and how to use formal language.
Sam is applying for a job as a waiter at a local restaurant near his house. He has
wrote a letter to the manager; Sarah Robinson.
Hi,
Heard about the job, reckon I would be great at it! I’ve done that kind
of work before, working in my local and fink pub work is buzzing. They
even trusted me with the till, like. I was a cleaner before that, but that
was gross and I don’t wanna do that again! Give us a chance, ring me on
01709 245 6789.
Cheers!
Sam
Is the language used formal or informal? __________________________________
Why? Give examples or words or phrases that helped you make this decision…
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Children nowadays have far too much time to mess about and
“play”. When children have free time they spend it messing about,
filling their brains with rubbish from the internet and generally
wasting time!
Think about the amount of time children spend in school. On
average, each pupil spends six and a half hours a day in school, and
about 2 hours of this having free time. This is far too much time out
of the school day and doesn’t even include school trips, sports day,
trips to the toilet and the time spent just getting to the table.
‘free time’ is time in school wasted, and it should be stopped. It is
stupid to think that pupils should waste so much of their school
lives. Children should be told what to do in their free time and not
be allowed to just waste their lives messing about and filling their
minds with rubbish from the internet!
“Speech marks”
LO: To be taught to identify the speaker in a piece of writing
You will be feeling better
very soon little dog.
Do you like my
superhero costume?
I’m going to score the
next goal so that we can
win the match!
Hello George. How are
you feeling today?
I’m the captain of
the Black Pearl.
Help! I’ve lost my
kitten. Have you
seen her?
My leg is feeling much
better now. Thank you.
I’m feeling so angry…I
could scream!
14 Dunbar Drive
Earley
Reading
Berkshire
RG5 4HA
Date: 12/01/2014
Re: Killer whales in captivity
Dear Sea Parks,
I am writing to complain about your policy of keeping killer whales in captivity for
entertainment purposes at your venues. I strongly feel that you are not only
breaching the most basic of animal rights by keeping the whales in your pools but
also believe that you are harming them in the process too.
Killer whales are very large animals that, by their very nature, need vast room to
swim and hunt within. It is a well-known fact that they can swim up to 100 miles a
day whilst in the wild and I believe that you are restricting this instinct by holding
them in small pools at your parks. Surely it must frustrate the whales and cause them
stress being held in captivity like this.
In my opinion, making the whales perform to audiences on a daily basis is a cruel
practice and one that you should be deeply ashamed about. Killer whales were not
born to perform and should not need to be bribed to do the tricks that you ask of
them. Would you enjoy being made to perform for food on a daily basis? Would this
not be humiliating? I ask that you think carefully about the impact that these shows
have on the whales’ lives and put yourself in their shoes for a moment or two to
consider how they must be feeling every single day.
Finally, I was shocked to find out recently that whales living in captivity typically live
shorter lives than those in the wild. How do you feel knowing that you are
responsible for this? It is not right that you are allowed to be involved in affecting the
whales’ lengths of life in this way.
In summary, I believe that you need to stop your shameful practice and release the
whales back into the wild as soon as possible. It is outrageous that you have been
allowed to get away with this for such a long time and I will do all I can to help
ensure the safe release of the whales back into their natural habitat.
“Speech marks”
LO: To be taught how to use speech marks in a sentence.
Use a coloured pen to highlight everything in each sentence that is
said out loud.
EXAMPLE: John said, I’m going to watch television.
Then write each sentence out in your book with speech marks around
the words that are said out loud.
EXAMPLE: John said, “I’m going to watch television.”
1. The teacher said, get out your pencils and pens please.
2. Don’t go down there, it’s dangerous, shouted the man.
3. Mr Gilbey told the class, you have worked very hard today.
4. Ellen saw the monster and screamed, aagh, it’s horrible!
5. What is the time? I asked the lady.
6. It’s not fair, I want a go, Daniel shouted.
7. This is a new sort of adventure, said Biff.
8. Wilf stared in amazement, the magic key is glowing! He shouted.
9. I don’t believe it, said Rachael, how can it be that small?
10. Help! Help! Scream Sian, I’m falling in.
LO: To be taught to identify differences between formal and informal letter writing. debate
Texting the Prime Minister
“Speech marks”
LO: To be taught how to use speech marks in a sentence.
Read the sentences.
Use a coloured pen to highlight everything in each sentence that is
said out loud.
EXAMPLE: John said, I’m going to watch television.
Add the speech marks…make sure all the words spoken are within the
speech marks.
EXAMPLE: John said, “I’m going to watch television.”
1. The teacher said, get out your pencils and pens please.
2. Don’t go down there, it’s dangerous, shouted the man.
3. Mr Gilbey told the class, you have worked very hard today.
4. Ellen saw the monster and screamed, aagh, it’s horrible!
5. What is the time? I asked the lady.
6. It’s not fair, I want a go, Daniel shouted.
7. This is a new sort of adventure, said Biff.
8. Wilf stared in amazement, the magic key is glowing! He shouted.
9. I don’t believe it, said Rachael, how can it be that small?
10. Help! Help! Scream Sian, I’m falling in.
“Speech marks”
LO: To be taught how to use speech marks in a sentence.
The following sentences have speech mark missing.
They are also missing the word ‘said’.
Re-write the sentences and replace the missing ‘said’ with another
more appropriate word.
Choose from this group of words: whispered, shouted, screamed,
ordered, yelled, complained, asked, commented.
1. Where is my camel? ---Lawrence.
2. Sit down, and don’t move, ---Mr Poole.
3. This soup tasted like walnuts, ---Jasmine.
4. Help! I’m stuck! ---Harry.
5. Its all gone horrible and soggy, ---Justin.
6. I cant hear you! ---Bill.
7. Ow! That hurts! ---Naomi.
8. Shhhh! Be very, very quiet, ---Ben.
Write some of your own sentence using speech. Try using some of
these words instead of said: warned, cried, shouted, pleaded,
muttered, whispered.
“Speech marks”
LO: To be taught how to use speech marks in a sentence.
The following sentences have speech mark missing.
They are also missing the word ‘said’.
Replace the missing ‘said’ with another more appropriate word.
Choose from this group of words: whispered, shouted, screamed,
ordered, yelled, complained, asked, commented.
1. Where is my camel?_______________ Lawrence.
2. Sit down, and don’t move, ______________Mr Poole.
3. This soup tasted like walnuts, ______________ Jasmine.
4. Help! I’m stuck! ______________ Harry.
5. Its all gone horrible and soggy, ______________ Justin.
6. I cant hear you! ______________ Bill.
7. Ow! That hurts! ______________ Naomi.
8. Shhhh! Be very, very quiet, ______________ Ben.
Write some of your own sentence using speech. Try using some of
these words instead of said: warned, cried, shouted, pleaded,
muttered, whispered.
Dear Sally,
Thanks for your letter.
I’m upset that you didn’t like my company’s product.
I am so sorry.
Next time you buy my company’s stuff why don’t you
use this money-off voucher that I have put in the
envelope for you.
Did you know that everyone says our company’s
product is simply the best there is? I think they are
right, don’t you?
Lots of love,
Richard
Dear Miss Brown,
We received your letter dates the 20th April.
We are sorry to hear that our product did not meet
your expectations.
Please accept our apologies.
We have enclosed a money-off voucher that you can
use with your next purchase.
We hope that you will continue to buy our product as
it is, according to market research, the best of its kind.
Yours faithfully,
Richard Smith
Marketing Manager
The Big Debate!
LO: To be taught how to use persuasive language to put forward an idea during a debate
•
•
•
Write your argument on the trunk. EXAMPLE: Hotdogs are better than
burgers”
Write key words on the branches of the tree. EXAMPLE: healthier,
tasty, lots of varieties, mustard and ketchup”
Use the twigs and leaves to write important information and facts.
EXAMPLE: Hotdogs have half as much fat as a burger.
A
You have an audition to join a famous orchestra. You
desperately need to rehearse, and so you’ve stayed home,
to get in some solid practising.
Then there’s a knock on the door and a neighbour is
complaining!
B
You are ill and have a terrible headache, so you’ve stayed
home to recover. You’re outraged to find your noisy
neighbour in the flat above is playing their loud and
noisy musical instrument, over and over.
You go to complain.
A
While you’re having a laugh with your mates you look up
and see someone who once was a friend, but as they’re not
at your school anymore you’ve lost touch.
You get the impression they think you’re laughing at them
with your new friends because they rush away.
Later you happen to bump into them alone when you go to
the loo – what can you say to set things straight?
B
You’re unhappy at your new school and have been bullied.
In town you see your once best friend who hasn’t
bothered to phone or text, laughing with his/her mates,
looking straight at you.
You can’t stand it and decide you will blank them if you
ever see them again. Then they turn up in the loo and no
one else is around.
A
While you’re having a laugh with your mates you look up and
see someone who once was a friend, but as they’re not at
your school anymore you’ve lost touch.
You get the impression they think you’re laughing at them
with your new friends because they rush away.
Later you happen to bump into them alone when you go to
the loo – what can you say to set things straight?
B
You’re unhappy at your new school and have been bullied.
In town you see your once best friend who hasn’t bothered
to phone or text, laughing with his/her mates, looking
straight at you. You can’t stand it and decide you will blank
them if you ever see them again. Then they turn up in the
loo and no one else is around.
Save yourself!
LO: To be taught to reflect on personal qualities and strengths and use them in a persuasive argument.
You, along with 14 other people, have won a ride in a hot air balloon.
You are all having a lively time until the balloon gets caught in a thermal
air stream and is blown miles off course. The gas for the burner runs out,
leaving you all in danger as there is a significant risk that the balloon will
crash.
The pilot of the balloon says that if there were 11 people on board
instead of 16, it would be possible to get the balloon and the remaining
passengers safely back to the launch site. This means that five people
will have to jump from the balloon’s basket with no way of knowing
whether they will survive the fall. Even if they do live to tell the tale,
they will almost certainly be severely injured.
You have to convince the pilot and the
rest of the group that you should be
kept aboard the balloon. Any real
information about your life, school,
age and achievements can be used in
an effort to keep your place on the
balloon. You can only tell the truth!
You only have one chance to keep on
board the balloon and convince your
fellow passengers to let you keep your
life.
Good luck!
Save yourself!
LO: To be taught to reflect on personal qualities and strengths and use them in a persuasive argument.
Save yourself!
LO: To be taught to reflect on personal qualities and strengths and use them in a persuasive argument.
Direct and indirect speech
LO: To be taught to identify the difference between direct and indirect speech.
1. The old man remarked that he would be eighty next month.
“______________________________________,” remarked the old man.
2. The criminal protested that he was not guilty!
The criminal protested, “______________________________________!”
3. The teacher told me that I needed to learn my spellings better.
“____________________________________________,” said the teacher.
4. Mark’s Mum told him to get some eggs from the shop.
Mark’s Mum said, “___________________________________________”
Direct and indirect speech
LO: To be taught to identify the difference between direct and indirect speech.
1. The old man remarked that he would be eighty next month.
“___________________________________________________,”
_________________ the old man.
2. The criminal protested that he was not guilty!
The criminal __________________,
“___________________________________________________!”
3. The teacher told me that I needed to learn my spellings better.
“___________________________________________________,”
___________ the teacher.
4. Mark’s Mum told him to get some eggs from the shop.
Mark’s Mum _______________,
“________________________________________________________”
Direct and indirect speech
LO: To be taught to identify the difference between direct and indirect speech.
1. “I can’t afford those new trainers Sara!” explained dad.
___________________________________________________________
2. “It’s raining heavily!” remarked Uncle John.
__________________________________________________________
3. “I’m feeling terribly sick!” groaned Bob’s brother.
__________________________________________________________
4. The mechanic explained, “The brakes need mending Mr Jones.”
__________________________________________________________
5. “I’ll be leaving tomorrow!” shouted the grumpy holiday marker.
__________________________________________________________
6. “It’s a glorious day for a picnic!” exclaimed Grandma.
__________________________________________________________
7. The mountaineer boasted, “I could easily climb that mountain!”
__________________________________________________________
8. “Has anyone seen my crown?” asked the king.
__________________________________________________________