Thursday 19th June
Grammar Warm Up
LC: to identify correct subject-verb agreement in sentences
Look at these sentences.
Highlight the subject.
Is the subject singular or plural?
For example:
Each one of those girls is on the football team. SINGULAR
a) Many of the boys in my class live near me.
b) Everyone loves the new headteacher.
c) The team is winning!
d) All of the cake is gone!
e) Neither the manager nor the workers were responsible for the problem.
LC: to participate in discussions about literature, building on our own and others' ideas and challenging views courteously
We are going to look at different versions of the same scene in Macbeth.
Each of the extracts will be a retelling of the original playscript by Macbeth - like the Marica Williams one we have been reading.
We are going to read and compare them to decide which ones we like the best, the least and we will share the reasons for our preferences.
Macbeth retold by Anna Claybourne
Macbeth retold by Martin Waddell
Mr William Shakespeare's Plays presented by Marcia Williams
Tales from Shakespeare Macbeth
I preferred text .... because ...
My favourite text was .......
The reasons I liked ..... the best was because .....
My least favourite version of the play was .....
The one I liked the least was .....
LC: To be able to find the perimeter of rectangles.
Complete the RIC.
LC: to identify key details and make inferences
Reread this part of the text,
using all the active learning strategies as you read
- making connections
- asking questions
- making predictions
- identifying important details
- establishing word meanings from the context
Now it's your turn to articulate what key details you identified and inferences you made whilst you reading.
- What did Alice do to make Eliza stand still?
- How were the clocks different to everything
else in the house?
- What time did the clocks say?
- Which was the only part of Alice that could
move when she was inside the clock?
From deep within her stomach, the desire to scream and wriggle free and fight were burning like a pilot light – but it was fighting with another feeling. A terrifying thought rose within Alice as though it were freezing her from the feet upwards. Eliza was gone. Now , she was completely alone, trapped.
- What impression does this paragraph give the
reader about how Alice was feeling? What
powerful adjectives can you use that really
convey her feelings?
Frantically, Eliza screamed Alice’s name again and again, fat tears forming in her eyes. She took one more look from left to right and then darted down the hallway and out of sight, back into the pouring rain.
- Why do you think Eliza ran out of the house?
All of a sudden, everything was still once again – still, but not silent. Alice could hear a pounding in her ears as her heartbeat became louder and more rhythmic. The thin sliver of a third metal clock hand in front of her face had begun to move and, as the deafening sound of her own heart ticking overwhelmed her, she had the chilling realisation that that this particular clock was no longer broken.
Tick, tock
- What had made the clock work again?
LC: To be able to find the area of rectangles.
