﻿Hi everyone. It's Ms Chu. We are now on our third lesson of this unit, and it's a grammar lesson. In this lesson, we will be looking at different word classes. I know we've looked at it before, but today we're going to look at them in more detail. We going to break them down further, and really, really conceptualise our understanding of word classes. So when you're ready, we can begin. Please use this time to get the things that you need. You need something to write on, you need a pen or pencil, and you need to have your thinking head switched right on. The agenda for today. Let's start by looking at different sentence types, then we will go further into word classes, and then we will sort words in their categories, and then identify word classes within a sentence. Our warm up today. Can you identify the sentence type? Is it simple, compound, or complex? You've got to really go back and remember what each word sentence type is and what it requires. The police scrutinised the crime scene. As the silver vehicle sped down East Greenwich, the bystanders looked on in horror. An unknown figure was spotted swinging from building to building while the hooded men raced through the city centre. The policemen fired his gun at one of the vehicles tyres, but he narrowly missed it. Pause the video now, and I want you to say what each of those sentences are. You can just say it, you don't have to write it down. Excellent. I hope you've had time to say it. So the police scrutinised the crime scene. What did you say? What did you think it was? Can you tell me? Yes, that's why it's a simple sentence because it has one main clause. And a clause has a verb in it. And that's why I have highlighted in bold what the verb is. The police scrutinise the crime scene. The word scrutinised is the verb and there's only one verb, one main clause. The second sentence, as the silver vehicle sped down East Greenwich, the bystanders looked on in horror. I've given you a clue, there are two verbs. As the silver vehicle sped down East Greenwich, the bystanders looked on in horror. So there are two verbs. So two verbs means it's a complex sentence. One part of the sentence is a subordinate clause, the other part is a main clause. Wonder if you know which one's the subordinate, which one's the main. The bystanders looked on in horror. That's right. That's the main. And then as the silver vehicle sped down East Greenwich, is the subordinate clause. I've highlighted that in two different colours so you can see. The pink is a subordinate clause, the green is the main clause with the two verbs in a complex sentence. An unknown figure was spotted swinging from building to building while the hooded men raced through the city centre. Again, two verbs. So we've got a complex sentence, the subordinate clause in pink. The next one. The policemen fired his gun at one of the vehicles tyres, but he narrowly missed it. What type of sentence is this? Yes, it's a compound. Has two main clauses joined by a coordinating conjunction. So my coordination conjunction here is but. Remember, a coordinating conjunctions could be and, but, and or. Three. And in this case, we've used but. Remember always the comma before the but. The two main clauses, the policemen fired his gun, fired being the verb, but he narrowly missed it, missed is the verb. Let's now look at world class as a game. Let's remind ourselves what raps are. A noun is a PPT: a person, place or thing. An adverb describes a verb that often ends in -ly. A verb is a doing or a being word. If you do it or you are at it, then the word is a verb. An adjective describes a word; it tells us what it's like. I would like you to have a go rapping these word classes. Excellent. Hopefully, you've all had a chance to have a little go at the raps. They're so fun. Now, what I would like you to do, is I'd like you to put in the appropriate word classes in the sentence. A...is a PPT: a person, place or thing. An... describes a word; it tells us what it's like. A...is a doing or a being word; if you do it or you are it, then the word is a... An... describes a verb; it often ends in -ly. And now it is your go to put it all in. You can either say it with the words at the top, you could say it with them in the sentence, or you can write them down. Pause the video and have a go. Great. So I've got. A noun is a PPT: a person place or thing. An adjective describes a word; it tells us what it's like. Verb is a doing or being word; if you do it or you are it, then the word is a verb. An adverb describes a verb; it often ends in -ly. Hopefully you got all these right. Let's sort the words now. I've got some words up on here, I'm going to say it then you're going to say it. And I'd like you to then sort them into their categories. Vehicle, hooded, raced, masked, loudly, frightened, silver, fired. Now it's your go to put them into nouns, other adjectives, verbs or adverbs. Off you go. Brilliant. Hopefully you've had a chance to do that. Let's see if you got them right. I've got for my nouns; Vehicle, policemen because they are things and people. PPT; a person, place or thing. Verbs; fired, race, they are doing words. Adjectives; frightened, hooded, masked. They're all describing something or someone and loudly is describing the way the verb is doing it. Fired loudly. Identifying word classes. Let's now identify the word class in the sentence below. You've got to read through the sentence first. So you could pause the video and read it on your own, or I can read it to you and you can follow. So if you'd like to read on your own you pause it now, and I can read it to you as well. Racing down the high street, the hooded robbers fired their weapons at the police cars behind them. What I'd like you to do on your piece of paper, is write down noun, adverb, verb, adjective, and next to those headings, I'd like you to find those words for me within the sentence. Pause the video and have a go. Okay, this is what I found. Racing was my verb, the green. Frantically was an adverb, purple. Down, I'm not sure so I've left it, I've underlined it. The high street, high street is a noun, is a place. Hooded describe the robbers, it's an adjective. Robbers is a person. Fired is a verb. Weapons is a noun 'cause it's a thing. At police cars is a thing. Well done if you got those. But I did mention what my underline words, what are they? So I looked it up and I found out that they were prepositions. So what are prepositions? A preposition is a word that tells you where or when something is in relation to something else. They give extra information about the noun. So the prepositions I have in that sentence down, at, and behind. So they're telling you where something is. Can You think of other examples that you might know? What other examples of prepositions do you think you know? Pause the video and have a really good think. Hopefully you've had a chance to think. I thought of these ones, in, under, above, on, against, behind, below, beside, inside and around. So these are just a few that I came up with. I'm sure you came up with a lot more than I did. Okay. Now we will identify the word classes within a sentence again. But this time we are going to identify prepositions as well. You may pause the video and read on your own now. And now I'm going to read it to you. Desperately dialling for the emergency services, the horrified bystanders watched the robbers speed off in their vehicle. Again, like how you did before, I'd like you to identify the different word classes by writing them down on your piece of paper. And this time I'd like you to include prepositions too. Excellent. I'm glad that you've all managed to have a go. This is what I found. Desperately, adverb. Desperately describes the verb dialling. Emergency services is a noun. Horrified describes the bystander, so it's an adjective. Bystanders is a noun, watched is a verb, robbers noun, speed off is a verb, in their vehicle, is a noun. Hopefully you have the same. I want you to have a go at this one now. Pause the video and read on your own. And now I will read it to you. The owner of the restaurant who was with the cook in the kitchen, heard a loud scream from the front. Exactly the same as before, write your word classes down, identify them within the sentence by writing them out. Off you go. Okay, I have the owner, the owner is a noun, is a person. Italian restaurant, this one was hard because I thought Italian restaurant, is that not together? But the restaurant is the noun and Italian actually describes the restaurant. It tells us what kind of restaurant it is. So I thought maybe that would be the adjective. Who was with the cook, cook is person. In is a preposition, in the kitchen. Kitchen is a place. Heard is a doing word. A loud scream. So the loud describes the scream. From the front is the preposition. Amazing. So in this lesson, we have learned and recapped actually all these things that you probably already know, but it's always good to get our brains thinking about what they are again. We looked at the three different sentence types; simple, compound and complex. Then we recapped our knowledge on word classes, nouns, adjectives, verbs and adverbs, and also prepositions. Then we sorted the words into their categories, and then we identified the word classes within the sentence. So big, huge congratulations, you have now completed this lesson. If you'd like to, please share your learning with a parent or a carer. And I look forward to teaching you the next lesson.

In this lesson, we will recap on sentence types: compound, simple and complex. We will then recap on the definitions of the different word class categories. Following this, we will sort words into their word classes and lastly, identify word classes in different sentence types.


English Grammar

Y6 English Grammar

Key Stage 2

Year 6

To explore word class

T2: Word level objectives

Grammar

THEME

UNIT

To develop our knowledge of determiners

To explore  expanded noun phrases

To explore the functions of fronted adverbials

To explore using pronouns (relative and possessive pronouns)

English

Y6 English

Spiderman - Journalistic writing

Writing

To analyse the features of a newspaper report

To investigate letter strings: -ough, -ear, -ou, -au, -ice

To gather evidence for a newspaper report

To develop a rich understanding of words associated with chaos and confusion

To write the opening paragraph

To practise and apply knowledge of letter strings: ough, ear, ou, au, ice including test

To plan the recount of events

To write a recount

To edit a recount

To practise speech punctuation

To investigate suffixes: -tion, -cian, -sion, -ssion

To plan the final paragraphs of a newspaper report

To develop a rich understanding of words associated with feeling surprised

To write eye witness statements

To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion, including test

To write the final paragraph of newspaper report

To edit a newspaper report

To write a newspaper report

Lesson overview:To explore word class

Core Content

Content guidance

Supervision Level

T2: Word level objectives: