P DUNBAR

P7 LITERACY REMOTE LEARNING PACK

TERM 3 WEEK 1

TERM 3 WEEK 1 LITERACY COTENTS

1. PUNCTUATION : Using semi colons and commas

a. POWERPOINT Discover the complex use of the semi-colon in lists

of long clauses or joining two closely linked clauses.

b. Using semi-colons learning sheet (high level)

c. Using semi-colons learning sheet (middle level)

d. Using commas learning sheet (Basic level)

2. GRAMMAR: Complex and compound sentences

a. learning sheet (high level)

b. learning sheet (middle level)

c. learning sheet (Basic level)

3. COMPREHENSION: Understanding a procedural text.

a. Monopoly Instructions comprehension (higher level)

b. Porridge instructions (middle level)

c. Revolting recipe instructions (basic level)

4&5. WRITING: Instructions for a secret mission.

a) Powerpoint- inspiration for writing secret mission

b) Modelled example of secret mission style by teacher

c) Success criteria sheet- self assessment

d) Powerpoint – Instruction Writing. A guided to planning and

writing effective instructions.

e) Insturction writing planning sheet

LESSON 1 Using a Semi-colon in a list (High Level)

Re-write these sentences placing in the missing

semi-colons or commas. ( also some colons to start

lists) Remember commas are best used in simple

lists with one or two word items. Semi-colons are

best used if the items in the list are described in

detail and commas would become lost, making the

list unclear.

1. The lockdown has changed our lives by making us stay in our

homes with family for the majority of the day ensuring we

always stand a minimum of 2 metres from people not in our

immediate family reduce car journeys to only those that are

essential form long spaced out queues in food shops and wash

our hands regularly and thoroughly for 20 seconds.

2. Many teams disagree with the decision to award Liverpool

Football Club the Premiership Title. The strongest objections

are coming from Manchester City Manchester United Everton

Norwich and Arsenal.

3. We spent time at home organising our online photograph albums

making different recipes we had not tried before using the

Zoom app to keep connected with friends and family and

learning skills from our parents we just would never have had

time to do before.

4. The forecast still maintains that tomorrow with be sunny wet

cold foggy and windy.

5. My favourite games are Minecraft the 3D creative game Hay

Day the virtual farming simulator Fifa 20 the latest simulation

of the world of soccer and the retro games pack from the C64.

6. The main climates zones are the unforgiving polar zone with

sub-zero temperatures the arid zone with extreme heat and

lack of water the tropical zone with high humidity and

constantly warm temperatures the warm temperate zone we all

like to travel to for holidays and the temperate zone which is

the cool and damp climate we live with.

LESSON 1 (Middle level)

LESSON 1 (Basic Level)

LI : To use commas when writing lists. (Basic level)

Look at this sentence: - At the farm Peter saw geese and cows and

pigs and an old cart. The sentence does not sound right; there are

too many ands.It should be written like this: - At the farm Peter saw

geese, cows, pigs and an old cart. Write these sentences out with

commas.

1. Alex bought an apple and two bananas and some sugar and a

pineapple.

2. Ayshah looked in the cupboard. In the cupboard was some bread

and some butter and a bone and a can of dog food.

3. Lucas had two marbles and a piece of string and a stone in his

pocket.

4. At the circus Josh saw a clown and a lion and a juggler and a lot of

other things.

5. Jane had forgotten the washing powder and the peanuts and the

yoghurts.

6. There were sweets and presents and toys in the sack.

7. Lions and tigers and monkeys and penguins and elephants live at

the zoo.

8. George got his bat and ball. He put it in his bag along with his

trainers and his shorts and his T-shirt.

9. Antony tidied up the garden. He put the rake and the spade and

the hose in the shed. He put the wheelbarrow and the bike and the

pool in the garage.

10. Joe loved to go to the park with his friends Tanya and Jason and

Fiona and Colin.

Lesson 2 -Simple, compound and complex sentences

(Middle/higher level)

LI: To recognise the difference between the three types of sentences: simple,

compound and complex.

When you are writing, it would be strange to only use short, simple sentences. Instead,

try making some compound sentences.

Two simple sentences can be joined together with a conjunction to make a compound

sentence. For example:

‘I do not like eating meat.’ is a simple sentence.

‘I love vegetables.’ is also a simple sentence.

By putting the two sentences together and joining them with a conjunction, we can

make a much more interesting compound sentence.

‘I do not like eating meat’ + but + ‘I love vegetables.’ =

‘I do not like eating meat, but I love vegetables.’

Remember, commas are not conjunctions and they should never be used to join two

sentences together. (Commas are not sticky, so you can’t use them to stick information

together!)

Now try this

Join the following sentences together to make compound sentences. A space has taken

the place of a full stop. Choose the most suitable conjunction from the list below and

write the sentence into your book.

1. I enjoy reading I don’t enjoy cooking.

2. Ben is thoughtful He always plays with me when I’m lonely.

3. Kate walked home from school slowly The time passed quickly as she was

deep in thought.

4. Babies cry all of the time They can get some attention from their

mum.

5. 7H is a hardworking class All of the children want to do well at school.

6. I can use simple sentences in my writing I can use compound ones to

make it more interesting.

Conjunctions FANBOYS

for and nor so

yet but or

Using complex sentences

A complex sentence is a sentence that contains an independent clause (or main clause)

and at least one dependent clause. The clauses are joined with subordinate

conjunctions or the conjunction starts the sentence.

subordinate conjunctions:

After

Although

As far as

As soon as

As if

As though

Because

Before

Even if

Even though

How

If

In as much as

In case that

No matter how

Now that

Once

Provided that

Since

So that

Through

Until

Unless

Whenever

Wherever

Whether

While

Write a complex sentence for each photo. Remember the conjunction must not be in

FANBOYS as it will be compound. Some ideas to start you are on next page if you are

stuck.

Lesson 2 -Compound and complex sentence

(basic level)

Conjunctions are words that join clauses together. See the

picture for some examples.

Can you spot the conjunctions in these sentences? Underline them:

1. I put on my shoes and I went out to play.

2. I can’t eat my sweets until after dinner.

3. I can’t go out tonight because I have to stay in and do my homework.

4. It had been a long time since I had last played football.

5. I was going to eat the sweets but I saved them for my sister.

6. She was nice to me although she wouldn’t let me play with the lego.

Use conjunctions to make these sentences more interesting.

7. I can’t go swimming. I have forgotten my swimming trunks.

8. I’d like to go to the park. My mum won’t let me.

9. The old woman wanted to feed her dog. There was nothing in the cupboard.

10. I bought some sweets. I ate them on the way home.

11. The teacher was cross. She was late.

12. I went to the pictures. I really wanted to stay at home.

13. I couldn’t go out. My dad came home.

MONOPOLY INSTRUCTIONS

COMPREHENSION (High Level)

Blurb for Monopoly

Monopoly, real-estate board game for two to eight players, in which

the player’s goal is to remain financially stable while forcing

opponents into bankruptcy by buying and developing pieces of

property. Each side of the square board is divided into 10 small

rectangles representing specific properties, railroads, utilities, a

jail, and various other places and events. At the start of the game,

each player is given a fixed amount of play money; the players then

move around the board according to the throw of a pair of dice. Any

player who lands on an unowned property may buy it, but, if he or she

lands on a property owned by another player, rent must be paid to

that player. Certain no-property squares require the player landing

on them to draw a card that may be favourable or unfavourable. If a

player acquires a monopoly—that is, all of a particular group of

properties—that player may purchase improvements for those

properties; improvements add substantially to a property’s rental

fee. A player continues to travel around the board until he or she is

bankrupt. Bankruptcy results in elimination from the game. The last

player remaining on the board is the winner.

MONOPOLY INSTRUCTIONS

COMPREHENSION

1. What does ‘bankrupt’ mean?

2. What are the three types of properties you can

purchase?

3. What 3 imperative verbs (bossy verbs) are used to

describe how you get out of jail?

4. What is the minimum starting bid in a property

auction?

5. Where would you land to be in ‘solitary

confinement’?

6. What word is used in the game to describe

services provided by the council?

7. What adverb makes it clear that you must have the

same number of houses on each street before

adding more?

8. Which square on the board is a ‘safe haven’ free

from the stress of rent or tax?

9. Does play move clockwise or anticlockwise?

10. In what situation might you miss out on

getting the rent owed to you when someone lands

on a property you own?

Extension Monopoly Comprehension

1. Which rule would you change and why?

2. What is essential before you can commence

purchasing houses for your streets?

3. What word on the last coloured page of the

instructions means to swap? (not in blurb)

4. If you owe money and need to sell houses what

% of the original value to you lose?

5. Describe in your own words what ‘debt’ is.

See part 2 of ‘Cant Pay’section.

6. In the blurb at the end what do these

words/phrases mean:

a. Financially stable

b. Fixed amount of money.

c. Substantially

d. Elimination

LESSON 3 COMPREHENSION :Procedure

(Basic level)

Slimy Sandwitches!

This quick recipe feeds 3 hungry witches and

makes a tasty midday snack!

You will need the following ingredients:

• A pint of sour milk • 501 grams of dandruff

•a handful of horse hair • 2 pairs of rats’ eyeballs

• 2 slices of stale mouldy bread • 250g of sugar

• A teaspoon of bats’ blood

• 13g of crushed toe nail clippings

You will need the following equipment:

• A set of weighing scales • A teaspoon • A large cauldron

• A wooden mixing spoon • A small serving plate • A small knife

Method:

1. Gather all your equipment and ingredients together. Remember to wash

your hands before you start preparing and cooking!

2. Firstly, make sure you have the correct quantities of all the

ingredients in advance. You will need to weigh the dandruff, sugar and toe

nail clippings carefully.

3. Begin by pouring the pint of sour milk and the 501 grams of dandruff

into the cauldron. Use a wooden spoon to gently mix these ingredients

together.

4. Next, add the horse hair to the mixture and stir thoroughly for 3

minutes. (There should be no lumps present in the mixture).

5. Gently place the rats’ eyeballs into the cauldron, one at a time. These

will add texture and flavour to your sandwich filling.

6. After that, add 250 grams of sugar into the mixture to sweeten it.

Stir slowly until the mixture becomes a thick paste. You are nearly ready

to serve!

7. Lastly, place the 2 slices of stale mouldy bread on a small serving plate.

Use a small knife to spread the mixture between the slices.

Chef’s Tip: For extra flavour smother your sandwich in bat’s blood, add a

sprinkle of crushed toe nail clippings and serve chilled!

Hubble bubble toil and

trouble!

Your scrumptious

slimy sandwitch is now

ready for munching!!!

Questions:

1. What does the recipe make?

2. How many witches does the recipe feed?

3. How many grams of dandruff are required to make the

slimy sandwitches?

4. What quantity of bat’s blood does the recipe require?

5. What are we advised to do before we start preparing and

cooking the slimy sandwitches?

6. What equipment do we have to use to mix and stir the

mixture?

7. Adverbs are words which describe verbs (e.g. in the

sentence ‘the boy ran quickly’, quickly is an adverb because

it describes the way the boy ran).

See how many adverbs you can find in the revolting recipe.

Write them down.

8. What does the Chef recommend that we do to enhance

the flavour of the sandwiches?

COMPREHENSION :Procedure (middle level)

How to make Porridge

Porridge is made of oats and is usually eaten with sugar, honey or

syrup. Traditionally it is eaten for breakfast, especially in Scotland.

Also, it is nutritious, quick and easy to make.

Ingredients:

Cup oats

4 cups water or milk

Salt (to taste)

Sugar, honey or syrup (to taste)

1. First measure out a level cups of oats and place to one side.

2. Carefully pour out 4 cups water or milk (gives creamier texture)

into a bowl or other suitable container.

3. Put oats in saucepan, then gradually add salt to taste.

4. Next add milk or water and stir well so there are no lumps.

5. Continue stirring until all lumps are eradicated and the desired

consistency of mixture is created.

6. Heat for 10 or 15 minutes, stirring continuously, so that the

porridge does not stick to saucepan and burn.

7. When the porridge has thickened, pour into bowl and serve

immediately with sugar, honey or syrup to taste.

Oats are a type of cereal and provide health

benifits. They are part of the carbohydrate

and starch food group, which means that they

will give you a long burst of energy, keeping you

going until lunchtime. The are very filling and

have a zero sugar content.

Questions

1. What adverb from the text means to proceed non-stop?

2. What is an important benefit to the body of eating oats,

especially for someone that is extremely busy in work or

school?

3. What does traditionally mean?

4. What part of speech is ‘thickened’ (Noun, verb, adverb,

adjective)

5. What does the expression ‘to taste’ mean?

6. What does the ‘consistency of the mixture’ mean?

7. What are the 2 reasons for stirring the porridge.

8. Why may a person prefer using milk to make the porridge?

9. Why do you think it is important to serve the porridge

immediately?

10. What phrase lets the reader know porridge is good for

you?

WRITING: Instructions for a secret mission.

LESSON 4 Look at the modelled example and success criteria. I wrote

this example based on the powerpoint. Our global weather

topic inspired me. I linked in different climate zones using

knowledge from our topic.

Use the powerpoint to inspire your mission around the

globe linked to global weather topic.

Use the planner to plan your procedure. Write notes of

the main steps in the mission. Record examples of

success criteria you will use and how.

Revise success criteria for Instruction/procedure

writing in the ‘Sue Palmer’ Writing powerpoint.

LESSON 5 ( 2 sessions for 1st and 2nd drafts) Write your procedure for your mission on paper or in a

word document.

Use the success criteria sheet to check you have used as

many as you can.

Get a peer to evaluate your writing too. Mum, Dad or

someone in your family.

Re-Draft your writing making clear improvements.

READ MY EXAMPLE TO GET AFEEL FOR THE STYLE ANMD DETAIL EXPECTED.

MISSION: EMERALD ISLE

Objective:

Recover the legendary Emerald of Ireland. The Emerald

disappeared from the vault of the Government buildings in Dublin.

There is no evidence to suggest its location or who was responsible.

The Emerald is a priceless gem that cannot be replaced. It is vital

to be thoroughly equipped for this mission.

Vital Equipment:

Tuxedo

P99 pistol

Silencer

Disguise

Convertible sports car

Laser watch

X-ray vision goggles

Bomb equipment

Grappling hook

Gloves

Ejector seat

Partner

Essential rations

Parachute

Jet pack

Body armour

Spy camera

Mini maglight torch.

Follow these procedures carefully:

1. Locate a silver sports car hidden in undergrowth in

Hillsborough Forest Park. Drive to the disused airfield at

Ballycastle (48km), where you will find a helicopter in a large

green hangar. Fly to Rome.

2. Change your clothes once you arrive in Rome. Pretending to be

a tourist travel to the Colusseum. Locate a gangster with a

violin case. He will be in one of the sky boxes and will be

wearing a black suit, orange and yellow tie and carrying a violin

case. Use the password, ‘ I am a musician, may I see your

violin?’

3. Open the violin case and remove the small spherical container

and the credit card. Search for a secure place to open the

container carefully. Remove the MP3 player and listen to the

instructions twice. The recording will last 85 seconds (be

aware of your surroundings for the duration of this message

even though it is short).

4. Arrange to travel to the Pyramids in Egypt using your credit

card. Enter the northern most Pyramid (use your mini-torch).

Equip yourself with gloves and grappling hook.

5. Climb to the top of the internal tomb (approximately 20m

vertically). A blue and gold tomb is suspended in the chamber.

Climb and attach explosives. Move to a safe distance before

detonating.

6. CONTINUE INSTRUCTIONS IN THIS STYLE

Secret Mission Planning Frame

Use this frame to make brief notes and to organise your ideas.

Title of Mission

Introduction:

You will need / equipment:

Numbered steps:

1.

2.

3.

4.

5.

6.

7.

8.

Other special information for the secret agent

(warnings etc.)

Closing paragraph / explanation: