Grammar in MI

Today we explored emotive language and rhetorical questions, two key features we need to use when writing our persuasive letters. First we watched a clip exploring emotive language. We were given a range of pictures where we showed the emotion we felt. There was many laughs and giggles for some of these! We then discussed why writers use emotive language and the impact on the reader. Next we were given a range of language, we had to group the words under 4 headings- happy, excited, sad and angry. We worked in mini crews to discuss each word finding the synonyms. We then shared these back with the whole crew. Next we explored different scenarios where we discussed how the scenarios made us feel and which words were emotive.

We then moved onto rhetorical questions where we thought about the sections of our letter and where rhetorical questions could go. We used a range of sentence starters to help us build our own rhetorical questions in mini crews then shared these back with the whole crew. Our debrief allowed us to discuss how the rhetorical questions make us feel and the impact they will have on Mrs Atherton when she reads our persuasive letters!

Grammar – Non Chronological report

In our grammar lesson, we’ve really been honing in on the appropriate fronted adverbials and conjunctions you’d use within a non chronological report. We spent some time thinking about how we could link facts using fronted adverbials and which ones would best fit into the sentence. We also looked at models of a fiction and non fictions piece of writing so we could see the difference between the two. Finally we worked alongside our partner to start putting facts about the Mayans into sentences using appropriate fronted adverbials.

Grammar Day

Today, Crew Hamill began their new writing genre and discussed that we would be creating a non-chronological report all about Ancient Maya. We have done lots of historical learning over the last few weeks in expedition that we will be using to support this writing and we are going to be using one of our class texts to gather further information. To begin this new genre, we looked at our first grammar focus: fronted adverbials. We discussed what these were and read two different passages that contained them. We discussed how these are used differently depending on the genre we are writing and made comparisons between the two passages. Following this, we worked in talk partners to identify which fronted adverbials would be most appropriate in a non-chronological report. We then up-levelled sentences by adding fronted adverbials to them to make them more interesting. We can now use these sentences when we begin writing our plot points!

Writing Speech – Charlie and the Chocolate Factory

After having time to work alongside out partners to write speech, it was now time to write speech independently. We watched the video, took note of what was being said and by who before recording this in our books and punctuating it. It was lovely to see some children push themselves to green and experience with having the reporting clause at the start and end of the sentence.

Inverted Commas

In our writing lesson today, we had the opportunity to start creating a bank of speech that we could use in our writing along with our shoulder partners. We have become more confident with being able more the reporting clause. In our next lesson, we’ll work more independently to demonstrate our ability to punctuate direct speech