English Home learning Grid (Y2/3) Story from a different culture (Japan) with a moralPlease write the date and WALT in your book and complete each day.Some of these activities may need adult support however other tasks can be completed independently. Please make a comment on how much your child was supported in each activity.NOTE: You do not have to print the resources, your child can copy the worksheet into their books or you can print it for them to work on. WORD MATS/ RESOURCES CAN BE FOUND ON PAGES: 4, 5 and 6.

Monday 4 th May

WALT use the features of a story with a moral to write my own story.

Starter Recap the direct speech rules by watching the video and referring to the mini poster below. https://www.bbc.co.uk/bitesize/topics/zr6bxyc/articles/zhqh92p

Main ActivityFocus: Today, I would like you to focus on writing your problem/climax.

Remember to use interesting openers, expanded noun phrases and similes. Use the starter to recap the direct speech rules and make sure you include some in your writing – ensuring you follow the rules!

Tuesday 5 th May

WALT use the features of a story with a moral to write my own story.

StarterUsing a different opener for each sentence, write as many sentences as you can in 3 minutes.

Main ActivityFocus: Today, I would like you to focus on writing your resolution/ending.

Remember to use interesting openers, expanded noun phrases and similes. Make sure you vary your openers to make your story more interesting to read!

Wednesday 6 h May

WALT to up level my story; editing the spelling, punctuation, grammar and vocabulary.

Thursday 7 h May

WALT write legibly, with finger spaces when writing my final draft of my story.

Main Activity Read you story through with a family member. Choose 2 areas to edit: Spelling – challenge yourself and use a dictionary to correct your spellings.

(Link to online dictionary: https://dictionary.cambridge.org) Punctuation – have you included commas after openers and full stops at

the end of sentences? Grammar – have you written in the past tense? Make sure you haven’t

used an first person pronouns (I, me, we, our) as you should be writing the 3rd person.

Highlight the spellings/punctuation/grammar that need correcting and use a different coloured pen to make the corrections.

Challenge: Use a thesaurus to up-level some of your chosen vocabulary to make it an even more interesting read.Link to an online thesaurus: https://www.thesaurus.com

Main ActivityEasier: choose your favourite part of your story (beginning, build-up, climax/problem or resolution/ending to copy up. Remember to start each sentence with a capital letter. Make sure your letters are formed (see picture 1 below) correctly with equal finger spaces in-between words.

Medium: copy your whole story up neatly, focusing on your letter formation (see picture 1 below) and finger spaces.

Challenge: copy your whole story up neatly, using diagonal strokes to begin to join your handwriting (see picture 2 below)

Friday 8 th May - OPTIONAL

WALT use Japanese inspired artistic techniques to illustrate my story.

Main ActivityUse the resources on page 7 to inspire some Japanese style illustrations for your story. You could design a front cover or illustrations throughout the book.

Glossary of termsSentence Types: There are 3 sentence types, simple, compound and complex. The link on Thursday’s lesson will show you clear examples. Adverb Opener: An adverb is a word which modifies a verb, which means that it tells you how, when, where or why something is being done. You can start a sentence with an adverb opener. Example: Slowly, the boy opened the creaky, old door. An adverb opener should always be followed with a comma. Verb Opener: A sentence opener that describes how something is moving/what it is doing. Example: Running up the stairs, the boy was desperate to go to bed. A verb opener should always be followed with a comma after the action (see above).Fronted Adverbial: https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zp937p3 Example: Without warning, the dog ran after the cat. A fronted adverbial should always be followed with a comma. Expanded noun phrases: adjective , adjective noun e.g. small, magical mill – always

remember the comma in-between the adjectives. Similes: a simile is a comparison phrase which finds similar characteristics in two objects and compares them, always by using the words 'like' or 'as'. Example: As quick as a flash, as tall as a skyscraper.

WORD MATS

JAPANESE STYLES OF ART

Manga/Animehttps://art-educ4kids.weebly.com/japanese-art.html Scroll down to the MANGA! section. The steps below this screenshot will help you to create your illustrations.

Ukiyo-e ArtYou could use paints/watercolours/pens/pencils to create some stunning landscape illustrations (no people, just landscapes), inspired by The Great Wave painting.

Ink Painting You could use paints/watercolours/dark pens (brushed with water) or ink – although the first 3 should create a similar effect – to create a Japanese style ink painting.