Understanding Tenses Through Practical Activities
This English lesson on Monday, 29th June, 2020, focuses on understanding different tenses through activities like watching educational videos, completing quizzes, and practicing writing funny anecdotes. Students will explore how writers use tenses effectively and learn to spot tense changes in writing. The lesson also includes visual literacy tasks and character analysis exercises to enhance language skills. Additionally, students reflect on inspirations and aspirations, discussing the importance of dreams.
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Monday 29th June 2020 Grammar Understanding different tenses.
Monday 29th June 2020 WALT: revise different types of tenses and learn how to spot tenses changes. Success Criteria: Watch two videos about tenses and how writers can use them in their work. Complete three activities.
Watch the first clip to learn about the different types of tense. https://www.bbc.co.uk/bitesize/articles/zh222sg Watch the second clip to understand how different tenses are used. https://www.bbc.co.uk/bitesize/articles/zh222sg Practise Activity 1 Check your understanding by completing this short quiz. Activity 2 Write to a friend (via email, social media or a letter) giving a short account of something funny that happened to your family. Ask them to write back with a funny story of their own. What tense did you use? Did you change tense at any point? What tense did they use? Re-write your account, but this time change the tense. What effect does this have on your writing? Top tip When writing, be aware of your verb tense. Carelessly switching from one tense to another can confuse the reader. Activity 3 Take a look at this activity from Teachit and read examples of texts where the writer experiments with tense. Highlight the changes in tense and think about the effects they have.
English Visual Literacy Week Beginning 29/06/2020 Aviatrice
Monday 29th June 2020 WALT: identify key facts about a character and present these using formal language and tone . Success Criteria: Revise what a biograpahy is. Retrieve information about a person/character. Write an introductory paragraph using information provided about Auriol s early life
Inspirations and asporations What does inspire mean? Why is it important to have dreams and aspirations? spend a few minutes discussing this. Using a post-it write the name of a person who inspires you - this could be someone you know personally or a celebrity that you look up to. Write a short sentence underneath explaining what it is about this person that inspires you. What qualities do they have that you admire? What has this person achieved that makes you look up to them? These can be displayed on a designated area of the class which can be used to remind them of their goals.
Jacqueline Auriol Born in Challans, Vendee, the daughter of a wealthy shipbuilder, she graduated from the University of Nantes. In 1938, she married Paul Auriol, son of Vincent Auriol (who would later become President of France). During World War II, Jacqueline Auriol, worked against the German occupation of France by helping the French Resistance. She took up flying in 1946, got her pilot's license in 1948 and became an accomplished stunt flier and test pilot. Jacqueline was severely injured in a crash of a SCAN 30 in which she was a passenger in 1949 many of the bones in her face were broken and spent nearly three years in hospitals undergoing 33 reconstructive operations. To occupy her mind she studied algebra, trigonometry, aerodynamics, and other subjects necessary to obtain advanced pilot certification. She earned a military pilot license in 1950 then qualified as one of the first female test pilots. She was among the first women to break the sound barrier and set five world speed records in the 1950s and 1960s. She once explained her passion for flying by saying: "I feel so happy when I'm flying. Perhaps it is the feeling of power, the pleasure of dominating a machine as beautiful as a Thoroughbred horse. Mingled with these basic joys is another less primitive feeling, that of a mission accomplished. Each time I set foot on an airfield, I sense with fresh excitement that this is where I belong."
Jacqueline Auriol - https://www.youtube.com/watch?v=-AwimFZtw1k In pairs discuss what kind of person Jacqueline was to achieve what she did. Why do they think she did it?
As a class we will create a mind map of words and phrases to describe her qualities and character try and use synonyms where appropriate. Jacqueline Auriol
Sharing and practicing creating sentences from our ideas. Shared and modelled: Choose a couple of these words and phrases and together we will develop these into sentences. Now have a go at writing your own on whiteboards.
Writing Task Writing Task - - Write an introductory paragraph using information provided about Auriol s early life Today you are going to write a short paragraph briefly describing Jacqueline, which could be used as an introduction to a piece of writing about her life (biography). Read this example (resource 1a) Using the facts provided on resource 1b alongside the ideas within the mind map, begin to write the first few sentences as a class. For an extension, you are to make a list of other aspects of her life which may be of interest to her story.
Tuesday 30th June 2020 Reading Viper Questions - Film Comprehension Use the Origins discussion guide to answer the questions about the film. https://www.literacyshed.com/origins.html
Tuesday 30th June 2020 WALT: revise and identify the features of a biographical text. Success Criteria: examine a selection of texts, identifying and writing examples of key features.
biography autobiography What either of these words mean? Use a dictionary to find the definition for each one. biography Over the course of this week you are going to learn how to write one detailing the life and achievements of Jacqueline Auriol.
Biography or Autobiography? Biography or Autobiography? Here are a variety of opening sentences from appropriate biographies and autobiographies. Can you identify whether it is a biography or an autobiography? What helped them to know this?
Features of a biography Features of a biography What are the features of a biography? Using an online biography example of your choice (many can be found via search engine) spend a few minutes reading and examining the language, noting anything on white boards which could be relevant to the way it is written (tense/ person/ factual etc). Look at the checklist. Can you identify specific features and underline them? Can you give your own examples either orally or in writing? Why do they think biographies are written in such a way by a third party and how might the language differ in an autobiography? ATTENTION! Biographies need to have factual information within this genre of text On your white boards have a go at writing an interesting fact about another classmate in a formal biographical style, using the example as an aid.
Writing Task: Writing Task: Expect: Using the photocopied selection of biographical texts. Choose one and use the features checklist on resource 2a to underline and highlight features. Extend: Using the selection of biographical texts, choose one and complete the table on resource 2c, writing examples for each from your chosen text.
Wednesday 1st July 2020 Reading KS2 English Vocabulary and Comprehension: The Night Before Christmas Activity 1: Create your own poster: In One colour identify unfamiliar words within the text and write them down. Activity 2: In a different colour write next to the word what you think it means. Activity 3 Using a dictionary find the actual meaning of the word and write it in a different colour alongside or underneath the word and meaning you wrote. Read The Night Before Christmas Activity 4: Answer the questions about The Night Before Christmas .
Wednesday 1st July 2020 WALT: to use the correct pronouns and tense for a specific purpose (biography). Success Criteria: develop sentences describing Auriol s initial flight with her plane. Develop a paragraph describing Auriol s initial flight with her plane.
Match the pronouns to the correct person in which they would be used. Once this has this has been done think about what person you think a biography would be written in. What pronouns would you need to use to do this?
https://www.youtube.com/watch?v=- AwimFZtw1k Play the clip of Auriol s description of acquiring the aircraft from 1:10-2:10 then look at the transcript on resource 4c. What tense is it written in and why? What person is it written in? Circle the pronouns that show us this. What different pronouns would you need to use so that it is written in a biographical manner (3rd person)? Re-write the first sentence to demonstrate this, then have a go at editing the other sentences.
Next, focus on line two of the transcript, can you develop and expand the sentence to create a short paragraph describing Auriol s joy- how was it shown on her face (smile/ teary eyes)? How did her body language suggest how she felt (hands clasped, head held high)? How would you depict this as authors of a biography writing in 3rd person past tense? Why was she so happy?
Writing Task: Writing Task: Write a paragraph describing Auriol s first encounter with the plane she would use to break the speed barrier. Consider her movements during the morning leading up to seeing the jet for the first time as well as the first time she sat in the cockpit. Focus should be on use of pronouns, tense and 3rd person, but you should also consider relevant language and sentence structure.
Thursday 2nd July 2020 Reading KS2 English Vocabulary and Comprehension: Mexico Activity 1: Create your own poster: In One colour identify unfamiliar words within the text and write them down. Activity 2: In a different colour write next to the word what you think it means. Activity 3 Using a dictionary find the actual meaning of the word and write it in a different colour alongside or underneath the word and meaning you wrote. Read Mexico Activity 4: Answer the questions about Mexico .
Thursday 2nd July 2020 WALT: choose the correct layout and relevant information for a specific format. Success Criteria: Write closing paragraph Plan for their independent writing task next lesson.
Look back through your writing during this week- you are going to devise subheadings to be used in chronological order when writing Auriol s biography. Work through systematically, creating examples of suitable subheadings which begin with an introductory paragraph through Auriol s life to a closing paragraph Examples: Early Life, Education, Family Life, Work, The Accident, Flying Achievements etc. You may wish to use examples from one of the biographies used in previous lessons.
The closing paragraph describes where the subject is now. Given that Auriol has passed, you are going to use it to outline her greatest achievements and what she will be remembered for. Using the notes and information you collected throughout the week, create a mind map highlighting important events. Which subheading would each of these fall under when writing about them in more detail? Read the example of the closing paragraph on resource 9a, then use the biography features checklist from resource 2a to identify how/ where key features have been used.
Writing Task: Writing a closing paragraph. Writing Task: Writing a closing paragraph. Use your notes from previous lessons and what you have learnt about Auriol, to develop a closing paragraph. For an extension, proof read your writing and improve where possible, then choose subheadings to be used when writing the biography in the following lesson.
