Year 4 - Writing Activity 1 Similes Page 2 Activity 2 The Power of - - PowerPoint PPT Presentation

Year 4 - Writing

Activity 1 – Similes – Page 2 Activity 2 – The Power of Three – Page 12 Activity 3 – The 3 –ed sentences – Page 15 Activity 4 – Double –ly ending sentences – Page 18 Activity 5 - -ing, -ed sentences – Page 21 Activity 6 – Emotion, word sentences – Page 24 Activity 7 – The more, the more sentences – page 27 Activity 8 – Noun, which/where/who sentence – Page 30 Activity 9 – Said words – Page 33 Activity 10 – De: De sentences – Page 37

Activity 1 – Similes

Similes

• A simile compares

two things, using as

• r like.
• The teacher was as

wise as an owl

Similes can describe nouns (person, place or thing) (as big as a house) Sometimes we describe a verb (he swims like a fish)

adjective noun describes how he is swimming verb

Similes

• The boy

was as fierce as a lion.

The old man was as slow as a tortoise.

Similes

Similes

He looks like an ogre.

Similes

She runs like the wind.

Can you answer these?

lion monkey cheetah mouse

a flower a giant a cat

a beanstalk

Use this to complete activity 1 – writing tasks document – page 1

Activity 2 – The Power of Three

You can add the e POWER ER OF THREE EE adject ctives es to your writing g for precise se description

• n
• the cold, dark, empty room
• the narrow, winding, cobbled street
• the sad, lonely, old man

You use adjectives (describing words) before the noun (person, place or thing) to add precise description. The adjective should be separated by a comma.

Use the Power of Three to describe these pictures.

You can add the POWER OF THREE adjectives to your writing ng for precise descript ption

• the cold, dark, empty room
• the narrow, winding, cobbled street
• the sad, lonely, old man

You use adjectives (describing words) before the noun (person, place or thing)to add precise description. The adjective should be separated by a comma.

Use this to complete activity 2 – writing tasks document – page 2

Activity 3 – The 3 –ed sentence

3 -ed, sentences

3 -ed sentences begin with 3 related adjectives (describing words) (each of which end in -ed): adjective Frightened, terrified, exhausted, the princess ran for home comma

Use a 3 -ed sentence to describe these pictures.

Use this to complete activity 3 – writing tasks document – page 3

Activity 4 – Double -ly ending sentences

Activity 4 – Double -ly ending sentences

Double ly ending sentences end with two adverbs (words that describe the verb), after a verb (doing word): He swam slowly and cautiously. verb adverbs You can rearrange the sentence and use the ‘ly’ part of your sentence as a fronted adverbial Joyfully and purposefully, they hurried along. adverbs verb

Use double -ly ending sentences to describe these photographs.

Use this to complete activity 4 – writing tasks document – page 4

Activity 5 – -ing, -ed sentences

Activity 5 – -ing, -ed sentences

An ing, ed sentence always begins with a verb (doing word) ending in ‘ing’. This is followed by the location of the action and then a comma. It then continues with a sentence including a verb ending in ‘ed’ and the incident. Driving to town, he stopped to watch the UFO land.

• ing verb location of action -ed verb incident

Running near the beach, he halted as the ground gave

Use –ing, -ed sentences to describe these pictures.

Use this to complete activity 5 – writing tasks document – page 5

Activity 6 – Emotion word, sentences

Emotion word, sentences

Emotion word, sentences begin with a feeling word followed by a , (comma). Desperate, she screamed for help. emotion word comma Terrified, she froze instantly on the spot where she stood.

Use an emotion word, sentence to describe these pictures.

Use this to complete activity 6 – writing tasks document – page 6

Activity 7 – the more, the more sentences

The more, the more sentences

The more, the more sentences are in 2 parts. The first more should be followed by an emotion word and the second more should be followed by an action related to the emotion. The more upset she was, the more her tears flowed. Emotion comma action related to emotion The more confident she became, the more talkative she seemed to be.

Use a the more, the more sentences , sentence to describe these pictures.

Use this to complete activity 7 – writing tasks document – page 7

Activity 8 – Noun, which/where/who sentences

Activity 8 – Noun, which/where/who sentences

Noun, which/where/who sentences begin with a noun (person, place or thing) then a comma followed by which or where or

• who. Then the final part of the sentence adds detail to the noun.

Cakes, which taste fantastic, are not so good for your health. Noun comma tucked in information comma detail

• Mr. Tims, who is my favourite teacher, is leaving the school

soon.

Use a noun, which/where/who sentence to describe the nouns in these pictures..

Use this to complete activity 8 – writing tasks document – page 8

Activity 9 – said words

Said words

When we are including a conversation in our stories it can be really boring if we keep using the word

• said. Which other words can we use?

Did you think of any of these?

said supposed whispered shouted called bellowed replied giggled chuckled mumbled wailed cried moaned announced chanted exclaimed

What could the characters be saying? How could they be saying it? Use a range of said words

Use this to complete activity 9 – writing tasks document – page 9

Activity 10 – De: De sentences (Description: Details)

De: De sentences (Description: Details)

A De: De sentence has 2 parts. The 1st part gives a description, the 2nd gives further details. The 2 parts are separated by a colon ( : ) The vampire is a dreadful creature : it kills by sucking all the blood from its victims. description : details Snails are slow: they take hours to move the shortest of distances.

Use a De: De sentence (Description: Details) to describe these

• animals. Think about their features

and why they have them.

Use this to complete activity 10 – writing tasks document – page 10