As you listen to our music today I would like you to think about all the ways that you can be creative at home. Could you dance, play music, draw or make something today? Could you decorate or design? Could you invent or improve something? Being creative is so important; make sure you don’t forget to be creative every day.
Remember you do not have to copy out all of the questions, especially if they use complicated diagrams.
Your answers and any workings out are enough.
Lessons this week from: Summer Term - Week 7 (w/c 8th June)
The question and answer sheets are now only found at the bottom of this page as you need a subscription to see them.
Watch the lesson and complete the sheet too: Lesson 2 Understand Thousandths
The sheets for lesson 2 are found in the resources at the bottom of this page.
Read the opening sentence of the book:
THROUGH THE CHARRED FOREST, OVER HOT ASH, RUNS DOG, with a bird clamped in his big, gentle mouth.
- Discuss how the sentence informs our thinking.
- What do we know now that we didn’t know before?
- Does this change our view of the characters, if so in what way?
- Why did the author choose to introduce the story in this way?
- Write the sentence on a strip of paper and cut the strip up as indicated below (where the black lines are).
- Discuss the function and effect of the language used in conveying the intention of the author.
- Why has the author chosen these particular words and phrases in this order and what images do they conjure up in the mind of the reader and what effect does this have?
Work through the different activities below:
- Focus in on the word, ‘charred.’ What does the word mean? What does it mean within the context of the scene? Remove the word from the sentence. Does it make a difference? Does it read better with or without the word? What happens to the sentence and our understanding of the story when we remove it? What purpose does it serve? Decide whether the word should be retained based on your thoughts. Why is its inclusion in the sentence important?
- Consider the adjective, ‘hot.’ Reflect on what the word means both in terms of describing the setting and in relation to what it suggests about dog’s character. Remove it from the sentence, read the sentence with the word omitted? Does it make a difference, if so in what way? What happens to the sentence and our understanding of the setting and character when it is removed? Why is its inclusion in the sentence important?
- Consider the verb ‘clamped.’ What does it mean? What associations does it conjure in our minds? Using your hands how might you 'show' the word clamp? How do the adjectives ‘big’ and ‘gentle’ shift our impression of the word ‘clamp’ and by extension our impression of the dog’s character and intentions?
- Play with the order of the words and phrases to revise the sentence so that it still makes sense but is expressed differently.
- As you read, sketch the first thing that comes into your mind upon hearing the sentence being read.
Art and Design
This week we will continue with the pictures we started last Tuesday.
Follow lesson 2 in the PDF, found in the resources at the bottom of this page.