T1: Sentence level objectives

T2: Word level objectives

T3: Punctuation level objectives

T4: Grammar Practice

Complex sentences, avoiding fragments and run-ons, capital letters

Paragraphing narratives for clarity, using possessive pronouns, using apostrophes accurately, structuring, writing and editing genre-specific narratives

Avoiding fragments, fused sentences and comma splices. Using capital letters and writing in the past tense. Using multiple subordinate clauses, punctuating lists correctly when in a complex sentence.

Writing accurate, correctly punctuated and paragraphed dialogue, using personal pronouns

Recapping the basics: simple sentences, statements, paragraphs, capital letters and past simple verbs

Past simple tense, subordinate clauses, punctuating conjunctions and lists

English Grammar

Y4 English Grammar

Key Stage 2

Year 4

Grammar

THEME

UNIT

In this lesson, we will investigate how to use apostrophes for singular possession and for contraction. We will practise using them in sentences linked to our Jabberwocky writing.

To explore the function of apostrophes

﻿Hello everyone, how are you doing today? It's me Ms. Webster with you for our next Jabberwocky lesson so I hope that you're sitting somewhere comfortably, I hope you're feeling confident and I hope that you're ready for our lesson. In this lesson, you will need an exercise book or some paper, a pencil or a pen and your brain. If you haven't gotten everything you need, pause the video, go and collect it and I'll see you when you're ready. We'll start off with our writing warmup, then we're going to look at apostrophes for possession, then apostrophes for contraction and then we'll finish with a game. So let's have a look at what our writing warmup is. You've got to put the word classes into the correct definitions. So I can see each word class there: noun, adverb, verb and adjective. I'll read you the definitions, and as I'm reading, think about which word class fits with the definition. Okay, ready to listen? A is a P, P, T: a person, place or thing. Hmm, I wonder which one that could be. The next one says, an describes a word; it tells us what it's like. The third one, a is a doing or being word; if you do it or you are it, then the word is a . And the last one says, an describes a verb; it often ends in ly. Pause the video now, and write down the correct word class for each definition. You don't have to write the definition out, you can just write number one, two, three and four and then the word class that you think. Pause the video now. Should we check? A noun is a P, P, T; a person, place or thing. Next one, what is it? Tell me. Yeah, an adjective describes a word; it tells us what it's like. Next one, a verb is a doing or a being word; if you do it or you are it, then the word is a verb. Well done. And the last one, an adverb describes a verb; it often ends in ly. How many did you get? Did you get them all right? Well done. So our first bit of our main lesson is looking at apostrophes for possession. I'm going to show you a picture. Are you ready? You sure? Here's our picture. It's a monster and I've put some arrows around this monster. Have a look at the arrows and where they're pointing to. There are five arrows pointing to five things on this monster. Can you write down what they're pointing to? Pause the video now. Should we see what I thought they were pointing to? I thought that first one was pointing to his round eyes. I thought the next one was pointing to his jagged teeth, jagged teeth. You might have got some different adjectives and that's totally fine, these were just the ones that I thought of. What about this one? His hairy feet. This one? His blue skin. The last one, his long tongue. Did you get any of the same ones? Did you get some different ones? That's totally fine. So, who do those things belong to? You can still see my picture of of the monster there and all the things on him. His round eyes, his jagged teeth, long tongue. But who do they belong to? They belong to the monster. Okay, so how can we show this? We need a piece of punctuation to show that they are the monster's round eyes. Let's have a look. So, the monster's round eyes. Can you see what I've added there? From the word monster to the word monster's, what have I got? Got a funny piece of punctuation there. I've got an apostrophe and I've got an s, can you see it in the circle? So we need an apostrophe and an s, to show that something belongs to someone. This is sometimes called using an apostrophe for possession. Let's say that word, possession. In fact let's say the word, apostrophe. So, it's your turn, here's an example, the monster's round eyes. So your turn to write down the rest of the features. The monster's jagged teeth, the monster's hairy feet, the monster's blue skin and the monster's long tongue, using, let's just go back and check, your apostrophe for possession. There's my example, the monster's round eyes. I'd like you to pause the video now and write down the next four things, using your apostrophe for possession. Pause the video now. Should we check? The monster's jagged teeth. Have you got that apostrophe, s? Good job. The apostrophe, s, for his hairy feet. Oh, that sound gross. What about the monster's blue skin? Have you got your apostrophe, s? The monster's long tongue. Really good job, well done. So let's investigate the word class. Can you see the words in green? Can you see the word in pink? What are those words in green? Hmm, think back to our word class raps. A noun is a P, P, T: a person, place or thing. Are these things? Is a monster a thing? Yeah. So we've got our nouns, the monster and his eyes. And then what about the word round? An adjective describes a word; it tells us what it's like. Is the word round telling us about the eyes? Yeah, so we've got our adjective before our noun to describe those eyes. So what if we changed the order? What if it said this? The monster's eyes were round, instead of saying, the monster's round eyes, we can say, the monster's eyes were round. Can you have a go? Pause the video now and you can see my example there, and change the word order for the next four. So what would the monster's jagged teeth become? The monster's teeth, were... Pause the video now and have a go at writing all these ones down. Should we check? The monster's teeth were jagged. Have you remembered that apostrophe, s? Well done. The monster's feet were hairy, apostrophe s? The monster's skin was blue and the monster's tongue was long. Well done. What other nouns could we use instead of the monster? There's a picture of him. Could you just say the monster, the monster, the monster? How else could you refer to him? Pause the video now and write down at least two other ways. Pause the video. Should we see what I thought of? Did you get any of these? The beast, the jabberwocky. Remember, we looked at the poem in the last lesson and we found out that the jabberwocky was a dangerous creature, a made up, but still very dangerous creature. So we could call this monster the jabberwocky, the creature, or the being. So did you get any of those nouns? Tell me one that you got. It could be one on this list. Well done. So here's a picture of a different monster and he's got some features as well. He's got some claws, some skin, got some other things. So are these apostrophes used correctly? I want you to get your thumbs ready to show me. Hmm, let's look at that first one. The monster's claws. The claws belonging to the monster. Is that apostrophe used correctly? Or incorrectly? Hmm, should we do it together? One, two, three. It's correct, isn't it? Because the apostrophe s is after the word monsters, showing that the claws belong to the monster. What about this one? The creatures red skin. Have a bit of a moment to think about that one, really look carefully. Can you see an apostrophe there? Yes or no? One, two, three. Nope, not there, so it would have to be this, wouldn't it? The creature's red skin. Ready for another one? The beasts' sharp toenails. Can you point to his toenails? Well done. Is that apostrophe used correctly? Let's just look back at this example, the monster's claws. Think about where that apostrophe is, apostrophe s, apostrophe s, okay. Let's see this one. The beasts' sharp toenails. Is that used correctly or incorrectly? One, two, three. It's incorrect isn't it? It would have to be before the s. Can you see where the apostrophe is now? Point to it. That's before the s isn't it? To show that the sharp toenails belong to the beast. What about the next one? The jabberwockys evil eye's. Point to the apostrophe. Does that apostrophe look like it's in the right place? One, two, three. Nope, not in the right place because the apostrophe has to be on the word jabberwocky, to show that they are his eyes, so they are the jabberwocky's eyes. Okay, let's write some sentences that have apostrophes in them. For example, the beast's evil eyes glared menacingly. Can you glare menacingly at me? Glared menacingly. So here are some questions. What did the creature's long tail do? What did the monster's sharp teeth do? What did the jabberwocky's lethal claws do? Lethal means that they can really hurt you. So they are so sharp that they would really cause a lot of pain and a lot of injury. So I'd like you to pause the video now and write some sentences, answering those questions. Starting off with, the first one, the creature's long tail. Second one, the monster's sharp teeth. Third one, the jabberwocky's lethal claws. Pause the video now. Should we see what I got? So the long creature's tail. What did the creature's long tail do? The creature's long tail swished from side to side. Can you pretend that your arm is a tail and can you swish from side to side? What was your sentence for the first one? Tell me. Thank you. So, for my next one, what did the monster's sharp teeth do? This is what I thought, the monster's sharp teeth ripped through his food. Can you see where I got my apostrophe? Point to it. Now point to the apostrophe in your sentence. Well done. The next one, what did the jabberwocky's lethal claws do? This is what I thought. The jabberwocky's lethal claws tore the boy's skin. Tore is the past tense of tear, it means ripped, so his claws were so sharp that they could rip through skin. They could tear the skin. Can you point to your apostrophe in your sentence? The jabberwocky's? Well done. I also used another apostrophe in this sentence. Can you point to it on the screen? Yeah, I got one there. The boy's skin. And that shows that the skin belonged to the boy. Read me your final sentence. Well done. Apostrophes for contraction. I'd like you to have a look at this paragraph and listen really carefully as I read it. Are you ready? If you've ever seen a monster as hideous as the jabberwocky, then I'm sure you were scared. There's no other monster as dangerous because he's very fast, you wouldn't be able to outrun him. Can you pause the video now? And write down all the words that have apostrophes in them. I'll give you a clue, there are five. Five words. Pause the video, write them down. Should we check? Did you get this one? We'll say them out loud. My turn, your turn. You've, I'm, there's, he's, wouldn't. If there's one you didn't manage to get, that's okay, quickly write it down now and add it to your list. So, look at that list of five words. Is the apostrophe used for the same purpose or a different purpose than to show possession? Remember, the words we spoke about in the beginning of the lesson, the apostrophe was used to show possession. The monster's round eyes, the creature's long tail. The apostrophe in those words, was used to show possession, to show that something belonged to that person, or to that creature or to that beast. What about in these words? It is the same or different? Hmm, should we say it together? One, two, three. A different purpose. So, we can use apostrophes for contractions, which is where we put two words together to make one word. So, you've got a list of your uncontracted, sorry, your contracted words, you've, I'm, there's, he's, wouldn't. You've got to match those words to their uncontracted forms. In other words, what two words made you've? What two words made I'm? Pause the video now and match each word. Shall we check? So, you've, what two words make you've? Let's see, you have. What two words make I'm? Tell me. I am. What two words make there's? There is. Next one, he's? Tell me, what two words? He is. And wouldn't, is made of, would not wouldn't. Really good job. Well done. Let's play a quick game. Okay? So, I'm going to show you some words on the screen. If you think the apostrophe is shown for contraction, in other words, how we put two words together to make one, you can clap. Practise clap. Good. And if you think that the words that are on the screen have an apostrophe in them for possession, so showing that something belongs to someone, you can grab, to show it's belonging. Okay, you ready? Let's look at the first one. The beast's jaw. Point to your jaw This bit here isn't it? This bit. The beast's jaw. Is that contraction or possession? One, two, three, it's possession. Good job. The creature's hideous face. Hideous, is another way of saying really ugly and repulsive and revolting. The creature's hideous face. Contraction or possession? Hmm, have some thinking time. Really have a good look, set in your head a creature's hideous face. Is it possession, belonging, or contraction? Ready? One, two, three. Possession because the hideous face belongs to the creature. He's dangerous. Hmm, he's. Have I put two words together for that one? Or is it belonging? Should we do it together? One, two, three. It's contraction isn't it? I've put he is together and I've made one word. I've made the word he's, got my apostrophe there. I wouldn't go near him. No, I definitely wouldn't go near him. But look at the apostrophe there in the word wouldn't. Hmm wouldn't, contraction or possession? One, two, three. It's contraction because I've made the word wouldn't from the word would not and I contracted them together to make wouldn't. The jabberwocky's sharp claws. Contraction or possession? One, two three. Possession. What belongs to the jabberwocky? His sharp claws, yeah. And then the last one, don't look him in the eye. Hmm, that apostrophe there, in the word don't, contraction or possession? One, two, three. It's contraction. What two words have I put together? do not, don't. Really well done for working so hard, you did a great job in our writing warmup, we did a lots of practise using apostrophes for possession, we did some practise using apostrophes for contraction and then we played a game. Really well done, this is the end of our lesson and I'm really really looking forward to seeing you again soon. Have a really great rest of your day. Bye!

In this lesson, we will explore punctuating speech first and speech second sentences, which we will use when we come to write the ending of the story.

To explore punctuating speech first

﻿Hi everyone. Welcome to our next Jabberwocky lesson. In this lesson, we're going to explore punctuating speech first and speech second. So I hope that you're feeling ready to learn. Let's get started. In this lesson, you will need an exercise book or some paper, a pencil or something else to write with, and your brain. If you haven't got everything you need, pause the video, go and collect it, and I will see you when you're ready. We'll start off with a writing warm up. Then we're going to explore punctuation for writing speech first. Then we will explore punctuation for writing speeches second, and then we will be practising writing full sentences. So let's see what our writing warm up is. You're going so much the verbs to the most appropriate adverbs. Let's say the verbs. Muttered, exclaimed, whispered, snapped, snapped would be a great verb if the character was feeling really angry about something. Let's say the adverbs. Softly, grumpily, angrily, enthusiastically. You can pause the video now, and match each verb to the most appropriate adverb, just by writing down the verb, and writing down the adverb next to it. Pause the video. Shall we check? So I think we could have muttered grumpily, especially if a character is feeling really grumpy about something, muttered grumpily. Then exclaimed enthusiastically, how would your character be feeling if they were exclaiming enthusiastically? Would they be feeling happy and positive, or sad and a bit negative? Feeling really happy and positive, wouldn't they? Really excited about something. Whispered softly, maybe if someone was trying to say something without being overheard. Snapped angrily, Uh! So cross. So I think we could use snapped angrily together. Really good job. So let's explore writing speech first. Let's start off with this question. What punctuation can you see? Take a second now, have a really good look. What punctuation can you see? I can see some inverted commas, I can see my opening inverter commas, and then my closing inverted commas. Can you point to them on the screen? What are they? The green punctuation marks. Good job. What can you see next? Hmm. What's that punctuation in pink? That's our capital letter. What can you see next? Point to the comma. Well done, and finally our full stop. It's your turn to punctuate this sentence correctly. I will read it aloud to you. It's so good to see you at last his father exclaimed elatedly. So this makes me think of the end of the poem, where the son has returned home to his father, and his father might say it's so good to see you at last, and then we would write his father exclaimed elatedly. Elatedly is another word for joyfully or happily. So just let's look back at those pieces of punctuation. Opening inverted commas, capital letter, comma, closing inverter commas and full stop. Your turn, so pause the video and write the full sentence with the correct punctuation. Pause the video. Shall we check? So we've got to have our opening inverted commas, give yourself a tick above the inverter commas if you got that, what should we tick next? Our capital letter. What's the next tech for? Comma, well done. Give yourself a tick if you've got the closing inverted commas, and now give yourself a tick if you've got the full stop. well done. So if we are writing a speech first sentence, how many pieces of punctuation do you have to have? And by speech first, we mean with the speech, what the character says is written first in the full sentence. So go back to your sentence that you just wrote. have a really good think. How many pieces of punctuation do you have to have? Is it one? Is it three? Is it five? Is it seven? Check your sentence and let's say it together. We have to have five pieces of punctuation. Let's see. We've got opening inverted commas, capital letter, comma, closing inverted commas and then our fifth one is a full stop. Could we change any of this punctuation? Could any of those pieces of punctuation be different? Could we change them? What about the comma? Does it have to be a comma? Have a little think in your head about whether you think it does always have to be a comma, or it doesn't always have to be a comma. So if we said this sentence, if we wrote this sentence. "Hello, my son," his father exclaimed joyfully. Could we have a full stop there? Could we have a question mark there? Or could we have an exclamation mark there? Show me with your thumb if you think we could have a full stop. We could not have a full stop there. Could we have a question mark there? Show me with your thumb if you think we could, couldn't. We couldn't. He hasn't asked a question. So we can't have a question mark there. Could it be an exclamation mark? "Hello, my son," his father exclaimed joyfully. Could we? Couldn't we? We could, couldn't we? Because we know that the way that this is being said is really loud and happily and really joyfully, because we've used the verb exclaimed and the adverb joyfully. So we could have an exclamation mark there. And this is what it would look like. "Hello, my son!"his father exclaimed joyfully. What about this one? "Were you scared "his father asked. I can imagine him saying this when he sees his son returning home, and maybe his son is telling him all about the fights with the vicious . And he says, "Were you scared " Could we have a full stop? Could we have a question mark? Could we have an exclamation mark like in the last sentence? Hmm. could it be a full stop? Show me with your thumb. It couldn't, could it? Because it is not the end of the sentence. We could not have a full stop there. Could it be a question? It could, couldn't it? Because he's asking something. So it's got to be a question mark. Could it be an exclamation mark? No, it has to be a question mark. And this is what it looks like. "Were are you?"his father asked. Ready for this one? I'll read you the sentence. "It's good to have you home " the old man murmured kindly. So murmured is a great verb if you're saying something softly and gently in quite a low volume. He might be hugging his son at this point. "It's good to have you home " the old man murmured kindly. So what must go there? Full stop? Question mark? Comma or exclamation mark? Show me if you think we could have a full stop. We couldn't, could we? It is not the end of the sentence. Could it be a question mark? What do you think? It couldn't be a mark, could it? It is not a question. Could it be a comma? Yeah, it's got to be a comma, hasn't it? It probably isn't going to be an exclamation mark, because it's not something that is being said loudly or with lots of excitement. It's something that's being said very softly. So we've got to have a comma there, and that's what it looks like. "It's good to have you home," the old man murmured kindly. So let's do some true or false. I haven't got the speech sentence written, but I've got my punctuation just to remind us. So inverted commas, capital letter, then the speech, then there's a gap there, I can see the arrows pointing and then closing inverted commas. True or false? You can sometimes have a full stop here. Look at where the arrow is pointing. Hmm. True or false. What do you think? One, two, three it's false. You can never have a full stop there because it's not the end of the sentence. Point to the full stop in the sentence, on the screen. Well done. That's the end of the sentence. So we could never have a full stop there. You can sometimes have a question mark here. Look at where the arrow is pointing. Could you sometimes have a question mark? Hmm. What do you think? Do you think that's true or false? Should we say it together? One, two, three. It's true. But only if the character has asked a question. Ready for the next one. If you're using a loud verb instead of said, for example shouted, or exclaimed, you should have an exclamation mark here. Do you think that is true or false? Hmm. Let's say it together. One, two, three it's true. Because this gives the reader a little bit more detail about how the character spoke, and it means that the reader can hear more accurately how the character is speaking. Now we're going to explore speech second. So, sometimes the speech might come second in a sentence. Look at that first sentence. "It's good to have your home," the old man murmured kindly. And now look at the next one. The old man moment kindly, "It's good to have you home." Can you point to what the character says in that sentence? He says, "It's good to have you home." And that comes second in the full sentence, doesn't it? But in the one, it comes first. It's the first thing that's written. So you need to think about what's the same and what's different in terms of the punctuation, because I've used exactly the same words, but I've changed where the speech is written in the sentence, and I think I've used some of the same punctuation and some different punctuation, or punctuation in different places. Pause the video, and have a really close look at both of those sentences. Should we check? So these are the things that I thought of that were the same. We definitely have to have the inverter commas around the speech, what the character says. Can you point to the pair of inverted commas in the first one? And what is in between those inverted commas? It's good to have you home. Now point to the pair of inverter commas in their second sentence. What's in the inverter commas? It's good to have you home. So we've got to have the inverter commas around what the character says. The next thing I noticed that was the same is that we have to have the capital letter to start the speech sentence, the speech part of the sentence. Point to the capital letter in the first one, and point to the capital letter in the second one, We've got capital I for both of those. So it always has to be opening inverter commas, then your capital letter. The next thing that's the same is that you could have a question mark or an exclamation mark right where that arrow is pointing to. So in the same way that if I wrote it speech first, "It's good to have the home," if it was appropriate and correct, if the character had asked a question or said something in an excited way, I could have a question mark there, or an exclamation mark. And the same is true if I write speech second. So what's different. What's different about those sentences. Have another really good look. Is the comma in the same place? We use commas in the same way? These are the things that I thought of. In speech first, you can never have a full stop before the closing inverted commas. Look at the speech first sentence, look at the comma, and then the inverted commas, where that comma is, we can never have a full stop there as we talked about earlier in the lesson. But in speech second, you can, because it's showing the end of the whole sentence. So look at the full stop in the second sentence. There's full stop in blue. That can be a full stop before we use the closing inverter commas. Or as we know it could be an exclamation mark or a question mark. And there's another difference. In speed second, you have to have a comma before the speech. Can you see I've circled it in red. You've got to have a comma before the speech. So you're going to practise writing some sentences. I've given you the speech, for example, I'm so relieved your back. I can totally imagine his father saying this to him. I'm so relieved you're back. I'd let you to write a speech first sentence, and a speech second sentence. "I'm so relieved you're back!" the old man cried gleefully. If you do something gleefully, you do it joyfully. And then speech second. The old man cried gleefully, "I'm so relieved you're back!" So you've got three sentences to write. Did you get hurt? Thank goodness you're safe. I'm so proud of you. And you've got to write two sentences for each one. You've got to write one that uses speech first, and one that uses speech second. I'd like you to pause the video now, and write down your two sentences for each one. Off you go. Let us check. So your words might be different. So your verbs for set and adverbs might be different to mine, but really just focus on the punctuation. So have you got this, inverted commas, capital letter, and then your question mark, closing inverted commas, "Did you get hurt?" asked his father worriedly. You might have had a different verb to asked, and maybe a different adverb, but just focused on the punctuation. Give yourself a tick if you got that one, and change anything if you need to. Now speech second would have looked like this. His father worriedly asked, "Did you get hurt?" Have a really good look on the screen. That my one, have a really good look at your one. Do you need to change anything? Can you tick it off? Have a close look. Okay, well done. Let's look at the next one. Thank goodness you're safe. This is what my speech first one was. "Thank goodness you're safe," murmured his father calmly. Again you might have different words to murmured and calmly, that's okay you're just checking the punctuation. So can you give yourself a tick if you got your inverted commas, capital letter, comma and closing investor commas, and then full stop at the end. Check it now. And this is what our speech second would have looked like. His father murmured calmly, "Thank goodness you're safe." Check yours please to see if you've got the correct punctuation. If you need a bit more time you can pause, and then I'll see you for the third one. So the third one, I'm so proud of you. This is what my one was. And I've used opening inverted commas, capital letter, and then I got an exclamation mark, point to the exclamation mark. Well done. And then I've closed my inverter commas, declared the old man ecstatically. Can you say that in this style of ecstatically? "I'm so proud of you!" declare the old man ecstatically. Your turn. Well done. So check your punctuation. If you've got everything you need for that speech first sentence, change it if you need to. And now let's look at the speech second sentence, The old man exclaimed ecstatically, "I'm so proud of you!" Can you check and change anything you need to, or just give it a lovely tick if you've got it all. Pause the video if you need a bit more time. Really well done today. You've done your writing warm up, you've explored punctuation for writing speech first, you explored punctuation for speech second, and then you practised lots and lots of sentences. And we will be able to use those sentences when we come to write the ending of our story for the Jabberwocky. So you must make sure you have those sentences kept safe somewhere so we can use them in that lesson. Really well done. If you'd like to, you can share your work with your parent or carer, I hope you have a really lovely rest of your day, and I will see you very soon.

In this lesson, we will practise writing speech at the beginning and end of sentences with a focus on accurate punctuation.

To revise speech punctuation

﻿- `- Hello, it's Mrs. Smart again. Welcome back to this unit, all about Journalistic Writing. In today's lesson, we're going to focus on a grammar objective. We're going to be revising how to punctuate speech. This is going to be really useful for us later in this unit when we come to write our quotes paragraph and we need to use direct speech. Okay, if you're ready, let's get started. In this lesson you'll need an exercise book or some lined paper, a pen or pencil to write with, and a highlighter or a coloured felt tip or a coloured pencil if you've got one. If you haven't got any of those items with you right now, just pause the recording and go and get them. In today's lesson, we're going to start by revising speech punctuation and thinking about why it's so important to use accurately in our sentences. We'll then focus on speech first or when speech is at the beginning of the sentence, and then we'll move on to looking at speech second, or when speech is at the end of our sentence and how we punctuate both of those structures accurately. Lastly, we'll finish today's lesson with your independent task. All of the sentences that I have written for today's lesson are based on this film "Hoodwinked." And you're going to write all of your speech sentences based on this story as well. This is a retelling of the story, "Little Red Riding Hood," so you might be quite familiar with this story already. We're going to watch the clip now. So make sure you're watching really carefully, and you're listening to what the characters say, because you're going to be using that in your speech sentences today. The director of this film is Corey Edwards and the production company is Kanbar Entertainment. We're going to watch a two-minute clip now.

Granny? It's me, Red. Is everything okay?

Oh, oh yeah, sure thing, come on in!

Who are you?

I'm your grandma!

Your face looks really weird, Granny.

I've been sick, I uh.

Your mouth doesn't move when you talk.

Plastic surgery, grandma's had a little work done. Now, come on over here. Let's have a look at you!

So, what's going on grandma?

Oh, this and that. Doing a lot of quilting. So you got the loot?

Whoa! What big hands you have!

Oh, well the better than scratch my back with!

And what big ears you have!

Oh, the better to hear your many criticisms! Old people just have big ears, dear!

And granny, what big eyes you have!

Are we just going to sit around here, talk about how big I'm getting? You came here for a reason, didn't you? So tell old granny whatcha got in the basket.

Granny, what bad breath you have!

All right!

Ah!

You again? What do I have to do, get a restraining order?

Settle down little girl, I'm on to you!

Hi-yah!

Save it Red Fu. You've been dodging me all day, but now you might as well give up.

Ah! Hi-yah! You crazy wolf! What have you done with Granny?

I'm taking Granny down, and you're next!

Granny!

The first question I want you to consider or think about in this lesson is why do we need to use speech punctuation? I've got a sentence here with no speech punctuation, but why is it really important that I include some? Who are you asked Red. Why do I need speech punctuation? Pause the recording, and either have a think, or write yourself some notes to answer that question. Off you go. Speech punctuation is really important, because it makes things so much clearer for the reader. The reader can clearly see which part of the sentence the characters are actually saying. So I can see in this sentence now that my character Red is saying, "Who are you?" and 'asked Red' is not part of the speech. What are the key components of speech punctuation, or the key parts or aspects? Let's look at that sentence again. "Who are you?" asked Red? What are the key pieces of punctuation that you can see? I've coloured them in pink to help you out a little bit. Pause the recording and write yourself some notes now. The key pieces of speech punctuation are of course, our inverted commas, or our speech marks. And you can see those at the beginning of our speech, just before the word 'who', and the end of our speech after 'you'. Before our closing speech marks, you can also see a piece of punctuation. In this sentence, it's a question mark, because 'who are you' is a question. But this could also be a comma or an exclamation mark. It couldn't be a full stop because it's not the end of my sentence. The end of my sentence is 'asked Red', full stop at the end. And then we've got the word 'asked', which is really important because that is our verb. And that is a synonym for 'said', another word we could use instead of 'said'. If we use 'said' all the way through our writing, it can make it very, very boring. So we try and think of synonyms for 'said' to make our writing a little bit more interesting for our reader. We're now going to focus on speech first. That's when we use speech at the beginning of our sentence. Going to look at three examples. We've looked at this one already, "Who are you?" asked Red. "I'm your Grandma," replied Wolf. "Granny, what bad breath you have!" exclaimed Red. Have a look carefully at the punctuation that you can see in pink. Hopefully you can see the inverted commas at the beginning of the speech, followed by a capital letter, because it's the beginning of a sentence. And then each piece of speech ends with a different piece of punctuation. The first sentence ends with a question mark. The next sentence has a comma, and the last sentence uses an exclamation mark at the end of the speech. This shows that the person is shouting or speaking quite loudly. And then we close our speech with our inverted commas after each one. Then you'll notice each sentence has a word, or a synonym for 'said', that's our verb. So we have 'asked', 'replied', 'exclaimed', and then we have our proper noun, or our character's name, 'Red', 'Wolf', and 'Red'. Look carefully at that speech punctuation and those structures, because you're going to punctuate your own speech sentences in a moment. Okay, I hope you can remember that speech punctuation. I have written two sentences here, but there's no speech punctuation. Can you punctuate these sentences? You need to pause the recording, copy down the two sentences, and then draw in your speech punctuation. This is where your highlighter or your coloured pen or pencil is going to come in really handy, because you can colour in or draw right in colour. So there's really clear where your speech punctuation is, so that you can see it really clearly, and anyone looking at your work and see it really clearly. Okay, pause the recording, and off you go. Right, let's see how you got on. I'm going to go through the answers, then want you to check off on your work. You do a little tick for each piece of punctuation that you remembered. The first sentence was "Is everything okay?" asked Red. So hopefully you've got your inverted commas, or your speech marks, at the beginning. Give it a tick if you've got it. Your capital letter, then you must have a question mark, because 'Is everything okay' is a question, followed by your closing inverted commas. Then hopefully you've got your verb 'asked', and your proper noun 'Red', and then full stop at the end of your sentence. Well done if you remembered all of those pieces of punctuation. Let's look at the next one. "Come on in," replied Wolf. Hopefully you've got your inverted commas at the beginning, followed by a capital letter. Then I've used a comma. In this one, we can't use a question mark here, because it's not a question, and an exclamation mark probably wouldn't be appropriate because Wolf isn't shouting. And then I've got my closing speech marks or my inverted commas, replied Wolf full stop, at the end of the sentence. Did you manage to include all of those pieces of punctuation? Well done if you did. Now, we're going to have a look at speech second. That's when we use speech at the end of the sentence. Let's look at some examples. Red commented, "Your face looks really weird Granny." You'll notice that this time we're starting with the character's name, 'Red', or the proper noun. Then we've got our verb, or our synonym for 'said', 'commented', followed by a comma. That comma is really important before you start your speech. And lots of people often forget that comma. So don't forget. Then we've got our opening inverted commas, or our opening speech marks, and a capital letter. Now it looks a little bit strange to use a capital letter in the middle of a sentence. We normally use them at the beginning of a sentence. But we must always start speech with a capital letter. Then at the end of my speech, I've got a full stop, and I close my speech with my inverted commas to show that the end of speech, the end of that person speaking. Here's another example. Red questioned, "What's going on, Grandma?" Again, we can see a comma before the speech starts, inverted commas, capital letter. And then at the end of speech this time, there's a question mark, because it's a question, and then closing the speech with my inverted commas. Here's one more example. Red shouted, "You again!" So we can see she's shouting that, she's saying it quite loudly. So we've got Red shouted, comma, open speech marks or inverted commas, capital letter for 'you', "You again", and then I've used an exclamation mark because Red is shouting it. And then I've finished my speech with my inverted commas or my speech marks. Have a really good look at that, because you're going to need to punctuate your own speech second sentences in a moment. Okay, hopefully you can remember all of those pieces of punctuation. So can you punctuate these sentences? Wolf explained I've been sick. Red demanded what have you done to Granny. Think carefully about which one of those might include a question? So I want you to copy down those two sentences, and use your highlighter or your coloured pen or pencil to draw in your speech punctuation. Pause the recording and off you go. Right, how did you get on? Let's check through your answers. Wolf explained, hopefully you've got a capital letter for Wolf, 'cause it's a proper noun, but also the beginning of a sentence. Explained, comma, did you get that comma? Tick it off if you did. Then you've got your opening, inverted commas. I've, with a capital I, full stop. I've been sick, full stop, and then close speech marks. Did you remember all those pieces of punctuation? Well done if you did. Let's look at the second one. Red demanded, comma, speech marks or inverted commas, capital letter for 'What', What have you done to Granny? Now this one was the question, so we need a question mark at the end. And then we close our speech with our inverted commas again. Did you include all of those pieces of punctuation? Well done if you did, that's really, really impressive. Good job! This time, I've got a mixture of speech first and speech second sentences, but I think I might have made some mistakes. Can you see if you can spot my mistakes and correct them? "Is everything okay," enquired Red. Wolf replied, "come on in." "Who are you"? asked Red. Wolf explained "I'm your Grandma." So you need to pause the recording, copy out those sentences and make any corrections. You can do your corrections or your edits in a different colour, or you can highlight them so they're really clear for anyone looking at your work. Pause the recording and give it a go. Okay, let's see how you got on. I'm going to go through my mistakes, and you can check if you've got them correct. So my first sentence, I needed to have a question mark there before I close my inverted commas, because it's a question "Is everything okay?" My second sentence, I forgot to start my speech with a capital letter. "Come on in." So come needs a capital letter. This one had two errors. "Who are you?" I need to have the question mark before I close my inverted commas, and then 'asked' doesn't need a capital letter. That needs to be lower case. And lastly, I needed to have my comma before my speech began. So, Wolf explained, comma, and then speech marks, "I'm your grandma." close speech marks. Well done if you spotted all of my errors. For your task today, you're going to need to remember this film. So you might want to go back to the beginning of today's lesson and watch the film clip again. Or you might think that you can remember what the characters said. You need to use the film clip to write two sentences of speech first and two sentences of speech second. So two sentences where speech is at the beginning of your sentence, and two sentences where speech is at the end of your sentence. And you can use anything that Red or the Wolf say to each other. Remember all of those pieces of punctuation that we've practised in today's lesson. In today's lesson, we started with focusing on speech punctuation, and we thought about why it was so important to include in our sentences. We then practised writing sentences with speech first, and then speech second. And now you're going to complete your independent task to practise everything that you have learned in today's lesson. Congratulations! You have completed your lesson for today. Well done for all of your hard work. If you would like to, please share your work with your parent or carer. I will see you in your next English lesson. Good-bye!

In this lesson, we will explore the features of simple past, present and future tense. We will practise using each tense in sentences.

To practise using simple past, present and future tense

﻿Hello, it's Mrs. Smart. Welcome back to this English unit all about journalistic writing. In today's lesson, we're going to focus on some grammar. We are going to be practising using simple past, present, and future tense. In this lesson, you will need an exercise book or some lined paper, a pen or pencil, and a highlighter or a coloured pencil or pen if you've got one. If you don't have any of those items with you right now, just pause the recording and get yourself ready. In today's lesson, we're going to learn about and practise three different tenses. We'll start with simple past tense, then simple present tense, and finish with simple future tense. At the end of the lesson, we'll recap all of your learning so that hopefully you can remember it and use it in your writing. Here is an image or a diagram to show you the three different tenses we're going to be exploring today. We're going to start with simple past tense. We use simple past tense to refer to events that have already happened. They've happened in the past. We're now going to look at three sentences, which are all examples of sentences written in the simple past tense. Wolf peered through the windows. Wolf entered Mrs. Puckett's property. You can notice that I've highlighted the verb. The verb is the really important part of the sentence because that's the doing or the being word that tells us whether the event has already happened, whether it's happening now, or whether it's going to happen in the future. So the verb is the key word in the sentence so that we know what tense it's in. And you'll notice in these two sentences, both of the verbs end in ed. Regular verbs in the past tense always end with ed. A witness saw a suspicious individual outside Mrs. Puckett's house. You can see in this example, the verb saw doesn't have ed on the end. That's because it is an irregular verb. It doesn't follow the ed past tense pattern. Can you write a sentence in the simple past tense? Use your highlighter or your coloured pen or pencil to highlight or underline the verb in your sentence. Remember, if it's a regular verb, it's going to need to have ed on the end. Pause the recording and off you go. We're moving on to simple present tense now. We use simple present tense to refer to events happening now. For example, right now, you're watching this video that's happening in the present tense. Let's look at some examples in sentences. Red carries a basket of goodies. Carries is the verb. It tells me that it's happening in the present tense. Wolf is six foot tall with thick, grey fur. Now this verb, is, is quite a tricky one. It comes from the verb to be, and it can look very, very different depending on the tense and depending on the subject of the sentence. A witness hears raised voices. So hears is our verb. You'll notice that sometimes verbs in the present tense have an s on the end, but this depends on the subject of the sentence. Can you write a sentence in the simple present tense? Remember that means it's happening right now. Pause the recording and have a go. Lastly, we're going to cover the simple future tense now. We use simple future tense to refer to events that will happen in the future. They are going to happen. They're not happening now, they haven't already happened, but they are going to happen. Let's look at some examples. The police will question the accused later today. Forensic scientists will investigate the crime scene. The police will ask for witness statements. I'm sure you've already noticed that before each verb in the simple future tense, we always use the word will to show that something will happen in the future. Will question, will investigate, will ask. None of these events have happened yet. They're all going to happen. Can you write a sentence in the simple future tense? Remember to use the word will before your verb to show that it will happen in the future. Pause the recording and have a go now. We have done lots of learning in today's lesson. We've learnt about simple past tense, simple present tense, and simple future tense. We've learnt what they are, we've looked at some examples, and you've had a go at practising using them as well. Let's recap what we've learnt to make sure that we don't forget. Can you match the tense to its definition? So down the left-hand side, we've got simple past tense, simple present tense, simple future tense. And down the right-hand side, we have got the three definitions. We use simple, mm, tense to refer to events that will happen in the future. We use simple, mm, tense to refer to events that have already happened. We use simple, tense to refer to events happening now. Could you match the name of the tense to the definition? Pause the recording and decide your answers now. Let's go through and see how you got on. So simple past tense. We use simple past tense to refer to events that have already happened. They happened in the past. Simple present tense. We use simple present tense to refer to events happening now. Simple future tense. We use simple future tense to refer to events that will happen in the future. They haven't happened yet. Well done if you've got all of those correct. Can you identify the tense used in each sentence? I have written five sentences here for you, and I haven't highlighted the verb this time to make it a little bit trickier. I want you to read them through and decide which tense you think each sentence is. Remember, you are looking for the verb to help you identify the tense. Police arrested the suspect immediately. A large man smashes through Mrs. Puckett's window. Mrs. Puckett will need some further medical attention. Wolf attacks Red with a large stick. Red screamed loudly. Pause the recording and decide which tense each of those sentences are. Off you go. Right. Let's check through your answers. Police arrested the suspect immediately. Hopefully you identified the verb as arrested. It's got that ed on the end to show it's a regular verb. That is a simple past tense sentence. Well done if you got that right. A large man smashes through Mrs. Puckett's house. Smashes is the verb, and it's in the simple present tense. Well done if you got that one right. Mrs. Puckett will need some further medical attention. Now I can see straight away I've got that word will and then my verb need, so it must be the simple future tense. Wolf attacks Red with a large stick. Attacks is the verb, that's what the Wolf is doing, and I think that is in the simple present tense. And lastly, Red screamed loudly. I've got that clue, ed at the end of the verb scream, so I know it must be the simple past tense. Well done if you got all of those correct. As we've mentioned, verbs change when they are in the past, present, and future tense, and verbs are the key word that tell us whether a sentence is happening right now, whether it's happened in the past, or whether it's going to happen in the future. So you can see this is the same sentence, but in the three different tenses. Wolf entered Mrs. Puckett's property. That's in the past tense with that ed on the end of the verb. Wolf enters Mrs. Puckett's property. That means it's happening right now. And Wolf will enter Mrs. Puckett's property. The key word will tells us it's going to happen in the future. Now that was a regular example. Now let's have a look at an irregular example. A witness saw a large man with an axe. A witness sees a large man with an axe. So the present tense is sees, but when we change it to the past tense, we don't make it seeed, we don't add an ed on the end, we change the word to saw. When we change it into the future tense, it becomes will see. A witness will see a large man with an axe. So you can see we're just adding the word will to the verb see. Let's do one last activity to consolidate your learning about tenses today. At the top of the screen, you can see the start of three sentences. Yesterday, I. Today, I. Tomorrow, I. Yesterday, I refers to the simple past tense. Today, I refers to the simple present tense. And tomorrow, I refers to the simple future tense. I'm going to show you a verb in one of these three tenses, and you're going to try and change the verb into the other two tenses. Let's look at the first example. Today, I help. That's in the simple present tense. Can you change the verb help into the past tense and into the simple future tense? Off you go. Okay, so it should be yesterday, I helped. Good. And tomorrow, I will help. Well done. The next verb is will bring. Tomorrow, I will bring. That's in the simple future tense. Can you change the verb will bring into the simple present tense and the simple past tense? Off you go. Okay, so it should be today, I bring. Good. And yesterday, I brought. Well done. That's a tricky one. Okay, let's do one more. This time, the verb is in the simple past tense and it's the verb gave. Yesterday, I gave. Okay. Now could you change it into the simple present tense and the simple future tense? Have a think about it. Off you go. Okay, so it should be today, I give. Good. Well done. And tomorrow, I will give. Excellent. Great job. In today's lesson, we have learnt about the simple past, the simple present, and the simple future tense. And you've had a chance to practise using all three tenses. We had a recap at the end of the lesson to consolidate all of your learning. Hopefully now you feel really confident with those three tenses and feel that you could use them constantly in your own writing. Congratulations. You have completed your lesson for today. If you would like to, please share your work with your parents or carer. I will see you in our next English lesson. Goodbye.

In this lesson, we will revise the components of simple, compound and complex sentences. We will identify examples of each type and write our own.

To revise simple, compound and complex sentences

﻿Hello. It's Mrs. Smart. Welcome back to this English unit. In today's lesson, we're going to be focusing on grammar. We are going to be revising simple compound and complex sentences. If you're ready, let's get started. In today's lesson, you're going to need exercise book or some lined paper, a pen or pencil to write with, and some coloured pencils or felt tips or coloured pens if you've got them. You're also going to need to make sure that you're in a quiet space and you put all distractions away so you can really focus on your learning. If you're not quite ready for today's lesson, just pause the recording and get yourself sorted. In today's lesson, we're going to focus on three types of sentences. We're going to start with simple sentences. Then we're going to learn about compound sentences. And lastly, we're going to learn about complex sentences. This is all revisions, so you should have learned this already. And then I'm going to set you your independent tasks, where you're going to apply today's learning. Today's sentences are all going to be about this film Whale Rider, which is what this unit is about. You might be doing this grammar lessons separate from the unit, so you just need to understand a little bit about the story. All you need to know is that there's a section of this film where lots of whales beached themselves. That means they get stuck on a beach and you can see that all of the villagers, from this village where the beaches, they run to the beach, trying and save the whales. And you can see they've got lots of wet towels and sheets to try and keep them wet. Cause if they dry out, they're going to die and then pouring buckets of water onto the whales to try and save them and to try and move them back into the water once the tide comes in. So you just need to understand that little bit of the story to make sure that you understand the example sentences I'm going to use in today's lesson. Okay. Before we start on I simple sentences, let's just revise our word class definitions always really important when we're learning about grammar. Pause the recording and see if you can remember the different definitions for nouns, adjectives, verbs, and adverbs. You could just have a think about it, or you could write yourself some notes, pause the recording now. Okay. I hope you remembered. Let's go through them. I'm going to say each definition and you're going to repeat. A noun is a PPT, a person place or thing. An adjective describes a word. It tells you what it's like. A verb, is a doing or a being word. If you do it or you are at, then the word is a verb. An adverb describes a verb, it often ends in ly. Okay, that's going to be really helpful for your learning today. So I hope you can remember those definitions. Now let's revise one more piece of information is really important when we're learning about grammar. And that is phrases and clauses. What's the difference between a phrase and a clause? I know I often get them a little bit mixed up. Can you remember the difference? Pause the recording and have a think or write yourself some notes. Okay. I'm sure you remembered. Let's just go through just to make sure. A phrase is a group of words that are connected and they expand a single word. So for example, they add more information to a noun. Or they add more information to a preposition. The key thing to remember about a phrase is they do not contain a verb. There's some examples there. We've got the warm rain and the children in the playground. You can see those phrases. There are no verbs. So I know they must be a phrase. A clause is also a group of words that are connected, but this time it does contain a verb. And clauses can sometimes be complete sentences or they can be main or subordinate clauses. So main clauses can be sentences on their own right, but subordinate clauses cannot. We're going to learn a little bit more about that today. There's two examples there of main clauses. And they are also sentences. We've got it rained heavily and we danced in the rain. You can see, they both have verbs. And we've got the verb rained and the verb dance. So I know there must be clauses. Let's start at the beginning by revising simple sentences. What is a simple sentence? Have a think. Can you remember? Write some notes Remember there's an image on the screen that might help you. Pause the recording now and then press play when you're ready. Okay. I'm sure you all remembered. Let's go through to check if you're right. A simple sentence is a group of words that's all connected and contain a verb. They can be a main clause. So it main clause can have a capital letter and a full stop and be a sentence in its own right cause it makes sense on its own. So the main causes can sometimes be part of longer sentences. Now, if you notice as an image on the screen to help you, you remember, Mr Main was our main man. He can make sense on his own. A little bit like bag and go fight crimes on his own and save people on his own. He doesn't need a helper. He makes sense on his own. He his Mr. Main and he represents name clauses. And a name clause is the same as a simple sentence. I wonder if you got that right? Let's have a look at some examples now and see if you can identify the simple sentence. Which one is the simple sentence from these three possible sentences, maybe one of them isn't a sentence. Could you spot it? The villagers. The villages filled buckets with water. The villagers filled buckets with water while the whales lay lifeless on the sand. Which one is that Mr. Main? One main clause that makes sense on its own to be a simple sentence. Pause the recording and point the one that you think is the simple sentence. Okay. I hope you're ready. I wonder if you spotted the one that wasn't a sentence at all. Let's have a look. Well done. The villagers filled buckets with water is the simple sentence, because I can see there's one verb in that sentence. Do you know why the villagers isn't a simple sentence? You're right. The villagers isn't a simple sentence because it isn't a main clause. It has no verb. And then why is the third sentence not a simple sentence? Yes, well done. The third sentence isn't a simple sentence because it's actually a complex sentence. It's got more than one clause and we'll come onto that later on. Pause the video to complete your task. Can you write a simple sentence? Remember it needs to include one main clause that makes sense on its own. And the main clause must contain a verb. Otherwise it's not a clause. You can write your sentence about whatever you like. If you want to use the Whale Rider film as your inspiration you can. Or you can buy just about something different. Resume once you're finished. We're moving on now to compound sentences. What is a compound sentence? Have a look at the image on the screen to see if it can help. I can see there's a Mr. Main plus another Mr. Main. What might that mean? Have a think or write yourself some notes. Pause the recording now. Okay, I'm sure you remembered what a compound sentence is. Let's just go through to make sure you're correct. A compound sentence is two main clauses joined together with a coordinating conjunction. Those coordination conjunctions can be, but you notice there's going to be a comma before the but or, and again, there's a comma before or, or it can be and there's no comma before and. A good way to remember that is boa, but, or and. Like a boa constrictor, the type of snake that you have that joins main clauses together. That's why we've got two Mr. Mains. Mr. Main plus another Main. And that addition sign is representing the but, or and coordinating conjunction. Well done if you remembered that. We're now going to have a look at some example sentences and see if we can work out, which one is the compound sentence? The villagers were desperate to save the whales. The villagers were desperate to save the whales because they were magnificent creatures. The villagers were desperate to save the whales, but they were dying. Which one do you think is the compound sentence? Pause the recording and make your decision. Okay, let's see if you're ready for the answer. Yes. The villages were desperate to save the whales, but they were dying. That's our compound sentence because it's got butts in the middle joining by two main clauses that could make sense on their own. Well done if you've got that right? Pause the video to complete your task. Can you write a compound sentence? Remember it needs to include two main clauses joined by a coordinating conjunction. I've given you some main clauses that you might want to use, or you might feel confident to write your own. I've written the villages rubbed the whales skin. The whales groaned in pain. Huge whales lay motionless on the sands. So if you want to, you can extend one of them with a but, or, or and, or you can think of your own sentence. Pause the recording and resume once you're finished. I hope you're ready for our final type of sentence. In today's English grammar lesson. What is a complex sentence? I can see that the image has slightly changed. I've now got Mr. Main, the main man, and Mr. Subordinate, the helper. I wonder if that can help you remember, what a complex sentence is. Pause the recording and write yourself the definition now. Now that was a tricky one. I wonder if you've managed to write the accurate correct definition. Let's check. A main clause and a subordinate clause joined with a subordinating conjunction. So that's what a complex sentence is. Mr. Main that can make sense on his own and Mr. Main subordinate, the helper. He doesn't make sense on his own. He adds extra information, but he couldn't be a sentence in his own right. And they are joined this time with a subordinating conjunction. There are lots and lots of subordinating conjunctions, here are just a few. We've got as, when so, because, after. But as I said, there are lots and lots that you could use. Now, something that makes complex sentences a little bit trickier is we can have them two different ways found. So we can have the sentence starting with the conjunction and then the subordinate clause followed by the main clause. As an example there let's read it through. While the animals lay motionless on the beach, comma, the villagers gently wept. The villages gently wept is my main clause, because that makes sense on its own. While the animals lay motion this on the beach is my subordinate clause, because that doesn't make sense on its own. I can see the subordinate clause starts with my subordinating conjunction while, and the two clauses are separated with a comma. This is another way I can structure a complex sentence. I can switch them around. I can start my sentence with my main clause. Then I can have my conjunction and then I can have my Mr. Subordinate, my subordinate clause that doesn't make sense on his own. Let's look at the example. The villagers gently wept while the animals lay motionless on the beach. So you can see we've just switch that sentence around. We've now got the main clause at the beginning We've got our conjunction while in the middle and our subordinate clause at the end. Let's see if you can now put all of that amazing learning into practise. Which one of the following sentences is a complex sentence. Remember it needs to be a subordinate clause and a main clause joined with a subordinating conjunction. As the villagers rubbed the whales skin, the animals groaned in pain. The animals groaned in pain, as the villages rubbed the whales skin. I'm not even sure all of those are sentences. Maybe you can spot the one, which isn't a sentence. Pause the recording and try and find the complex sentence. That was really tricky. So well done for persevering with that question. Okay. You ready for the answer? Yeah. As the villagers rubbed the whale's skin, the animals groaned in pain. That is our complex sentence because it's got starts with the subordinate clause as the village has rubbed the whale's skin. And then it's followed by a main clause, the animals groaned in pain. I can see the subordinating conjunction as at the beginning. And the comma separates the subordinate in the main clause. Let's look at the other two, the animals grand in pain. Do you know what type of sentence that would be? Good, yeah. Well done. It's a simple sentence because that makes sense on its own. It's my main clause from my complex sentence, but it makes sense on its own. So when it's on its own, it can just be a simple sentence. What about the other one? What do you think? Is that a sentence? No, that's not a sentence. It's actually a subordinate clause, which we know don't make sense on their own. So they can't be a sentence in their own right. Well done if you worked all of that out, that was really tricky grammar. Now I want you to pause the video to complete your task. Can you write a complex sentence? Remember it needs to include a main clause and a subordinate clause joined with a subordinating conjunction. I've given you some clauses that could start you off if you want them, or you might want to write your sentence about something else. I've written The villagers rubbed the whales skin The whales groaned in pain Huge whales laid motionless on the sand. So if you want to use one of those, you can, or you can write your sentence completely on your own. Pause the video to complete your task resume once you're finished. Time for your task. So what I would like you to do is write an example of each sentence you've revised today. You should have written each of these types of sentences as we've gone through the lesson, but I want you to write me one more time to really consolidate today's learning. I want you to write me one simple sentence, remember that collection of words with one verb that make sense on its own. I want you to write me a compound sentence. Remember two main clauses. They both make sense on their own joined with the coordinating conjunction, but, or, and. And I want you to write me a complex sentence. A main clause and the subordinate clause joined the subordinating conjunction. The subordinate clause can go at the beginning, or it can go at the end. Now, if you've got some coloured pencils or pens or felt tips we can highlight this, you could label or colour code each type of clause, and also underlying your conjunctions. Having a look at my example below, I've done my subordinate clause in green and my main clause in purple and I've underlined my conjunction. When the young girl saw the dying whales, she gently wept. See if you can do the same thing so that anyone looking at your work can really easily see that you definitely understand the difference between main clauses, subordinate clauses, and you can identify where your conjunctions are. Congratulations, well done for all of your hard work today, there was some super tricky grammar in that so well done for persevering and not giving up. You have completed your lessons day. If you would like to please share your work with your parents or carer, I will see you in your next lesson. Goodbye.

Unit Overview: T3: Punctuation level objectives

Lessons:

To explore the function of apostrophes

To explore punctuating speech first

To revise speech punctuation

To practise using simple past, present and future tense

To revise simple, compound and complex sentences