In English, we are learning about persuasive writing. To start off, we looked at an example of a one sided argument, and made a list of the features and language used. Then, we worked in teams to plan, write and edit our own arguments.
In one of our SPAG lessons, we learnt all about prefixes, suffixes and root words. Then, it was a race against the clock to see if we could split words into these categories!
During our WW2 topic, we have learnt a lot about evacuees. In our English lessons we wrote some poetry based on the feelings of evacuees, making particular use of personification.
We read about the characters in 'Goodnight Mr. Tom' building their own air-raid shelter. We researched how they would have done this, and what they would have used, and then wrote our own sets of instructions to tell someone else how to build one themself.
We have been reading the novel: Goodnight Mr. Tom and basing lots of our learning in English on this. We started by looking at the 2 main characters: Willie (an evacuee from London) and Tom (the man he is billeted to)
Using evidence from chapter 1, we worked as table teams to draw pictures of them and then label these to show what we knew about their characters.
In one of our SPAG sessions, we focused on determiners. At the end of the session, we tested each other, to see how well we understood what we had learnt! We did this by writing sentences for our partners, and then asking them to circle any determiners they could find.
We have been really enjoying basing our learning in English on Anthony Horrowitz's book: Stormbreaker. As part of this, we wrote some non-chronological reports. Firstly, we designed our own gadgets that Alex Rider, the man character, might use. Then, we carried out some research on the Portugese Man o' war that the book's villain, Herod Sayle, keeps in his office. We worked in pairs and used different apps on the Ipads to present this as a report too.
We wrote non-chronologial reports based on spy gadgets! Which gadget would you like to use?
We started the year by revising word classes. To begin with, we worked in table teams to sort words into their different classes, depending on their purpose within a sentence. We realised that words are not always fixed in one class, but in different contexts can fit different classes. For example, the word 'fear' can be used both as a verb and a noun:
"I fear spiders."
"My fear of spiders is very great."