Scarlet Class English work for the week commencing

Monday 13th July 2020

Focus: The Day of the Dead filmMonday

Task 1: Watch the ‘Day of the Dead’ film at https://www.literacyshed.com/uploads/1/2/5/7/12572836/dia_de_los_muertos_498.mp4 (works best in Chrome browser)Task 2: Answer these questions:

1) What is happening in the film? 2) Can you infer what the celebration could be about?3) Write some words and phrases to describe the scene.

Task 3: watch the animated clip of Day of the dead at https://www.youtube.com/watch?v=jCQnUuq-TEE&safe=activeWrite a list of what is the same and what is different between the 2 clips you have watched so far.Task 4: Look at the images below

Task 5: imagine what it might be like at the celebration of ‘The day of the dead’Try to imagine what might you see, hear, smell, touch/feel and taste. Write your ideas down in your book or on the sheet.

Use the word bank on the next page to help you- make sure you know the definition s of all of the words before you use them!

TuesdayTask 1: Answer the questions below in your book Pause the film when we first see the little girl sitting by the grave at 20secs1) What does the title of the film suggest? 2) How does the director show a contrast between the town and the

graveyard? Pause the film after 27 secs 3) Who do you think is in the picture?4) How do you think the girl is feeling now?

Pause the film after 35 secs when the flower wraps around the girl’s arm.5) Who do you think sent the flower?Pause the film after 45 seconds – before the skeleton band appears. 6)How does the director of the film build tension at this point? Pause the film at 1m 18 secs – when the girl’s plate is piled high. 7) Who are these characters?8) Are they friendly?9) What are they planning on doing with the girl? Pause when the girl smashes the piñata at 1min 48s •10) How has the girl felt up to now?11) How is she feeling now?12) How has the director injected humour into the film? Pause the film at 2min 16s when the camera lingers on the mother.13) Who is the skeleton? Pause the film at 2m 40 secs as the girl looks at the grave again. 14) How is the girl feeling?15) What might have happened? Watch the film until the end. • 16) How do we know she didn’t imagine it?17) How do you think the girl is feeling now?

EXTENSION can you say which VIPER each question represents?

Wednesday Task 1: Look at the images and suggest what the girl might be thinking and how she may be feeling in each of them.

ThursdayTask 1: Read the diary WAGOLLEnsure you know the meaning of any unfamiliar vocabularyWords to focus on- Memorise, hubbub, precariously, bewitched

Task 2: Read the words and phrases below

Task 3: Using the WAGOLL and the words and phrases above, draft your own diary entry, pretending you are the girl from the story. Make sure you include what happened to her, how she felt and what she was thinking.

FridayTask 1: Proof read and edit your first draft using the proof reading and editing tasks at the end of this document.

Task 2: Write up your diary entry in your very best handwriting or you could type it up, if you’d like to?

Send it to closure@wrangle.lincs.sch.uk I can’t wait to read it!

Proof reading and editing tasks:1) Vocabulary

Read your work Have you used adjectives to

create expanded noun phrases? Have you used adjectives to

describe nouns and adverbs to describe verbs?

Have you repeated the same word or phrase?

Is the language you used appropriate for the purpose and audience of this piece? (Think about your formality)

Circle any words that not very ambitious or interesting

Use a thesaurus or a resource form the Help Desk to find a better alternative

Be careful – the longest and most unfamiliar word isn’t always the

most appropriate!CHALLENGE: can you use a more

ambitious conjunction for SO, BUT, BECAUSE or AND?

2) Spelling Read your work Underline AT LEAST 5 words that you

suspect may be spelt incorrectly Use a dictionary or a spellchecker to

check the words Tick or correct the word

CHALLENGE: Can you add in some Y5/6 common exception words? Grab a list from the Help Desk

3) Figurative Language

Take the Figurative Language sheet from the Help DeskCheckhave a look for examples of:

simile metaphor personification alliteration idioms hyperbole

Can you add any of these techniques appropriately?

4) Punctuation Does every sentence end in

punctuation? Can you see question marks at the end

of every question? Have you put an exclamation mark on

the end of something shocking or surprising?

Have you used commas- In a list?- After a fronted adverbial?- Around parenthesis?- To separate clauses?

Have you got inverted commas around speech?

Could you use a colon before a list (but after a main clause)? :

Can you use dashes for parenthesis? - - Semi-colons are used for joining two

main clauses, could you use one? ; Brackets for parenthesis () A dash is great to introduce extra

information - don’t you agree?CHALLENGE can you include a semi colon or an embedded clause ?

5) Grammar 6) Sentence openers and cohesion

Did you use apostrophes for possession and contractions?

Is the language you have used appropriate for the purpose and audience of this piece? (Think about your formality)

Is there more than one and therefore have you used a plural?

Have you used pronouns appropriately?

Are your tenses correct? (past, present or future?)

Should it be was or were?CHALLENGE- can you use the passive voice or the subjunctive?

Does your writing flow? Is it cohesive? Highlight the first word of every

sentence in your writing. Does every sentence begin with a

capital letter? Do lots of sentences starting with

articles: the, a or an? If so, try switching your sentence structure so that your openers are varied. Try starting with:

-A prepositional phrase-An adverbial (show when, where and how something has been done)CHALLENGE –can you begin a sentence with a verb?