Verbs and Adverbs TWWL To know the difference

Verbs and Adverbs TWWL: To know the difference between verbs and adverbs. To practice using verbs and adverbs.

What are verbs? A verb is a doing or action word. A verb explains the action between people or things or what is happening. For example: ‘they listened for their favourite song.

Why do we use verbs? • Verbs must be used in sentences in order for them to make sense. Which sentence makes the most sense? . I walk to school I to school The first sentence makes the most sense because it has a verbs in it. Without the verb, the sentence doesn’t make sense.

Your Turn Where are the verbs in these sentences? Lets underline them together. My cat chases all the dogs in our street. Sit down quietly. Read the instructions carefully. I saw her at the concert last week. People crowded into the shop.

Your Turn Fill in the gaps with suitable verbs. I _______ my dog for a walk every evening. Please _______ the building immediately. I ____ the piano every day. Her behaviour really _____ me.

Adverbs – starter activity Imagine that you are running towards the net and are about to score a goal, how are you running? The verb in this sentence is running. You should be thinking about how you are running, this will help you to understand what an adverb is.

What are adverbs? If you answered with the words ‘quickly’, ‘slowly’, ‘rapidly’, ‘enthusiastically’, for example, then you have used an adverb. A verb is a doing word. An adverb describes how the verb is done. Which is the verb and which is the adverb? James walked slowly into school. ‘Walked’ is the verb and ‘slowly’ is the adverb. She snored loudly in her sleep. 'Snored’ is the verb and ‘loudly’ is the adverb.

Add an adverb to each sentence For example; the man is running quickly. 1. The boy is writing ______. 2. The dog is snoring ______. 3. She looked at him ______. 4. The little girl laughed ______. Choose from the words below: slowly happily carefully hysterically lovingly loudly angrily

1. Write 5 of your own sentences. Each sentence must include a verb and an adverb. You can choose from the ones in the table. 2. Draw a picture to go with each sentence. Verb Adverb Running Excitedly Eating Slowly Talking Loudly Playing Quickly Listening happily watching carefully

Guess the verb and adverb! Split into 2 teams. The youngest players team starts first. 1 person from this team will come to the front. The teacher will give you a secret verb and adverb to act out, e. g. sing loudly. You must try and get your team to guess in under 1 minute. BUT, the other team can guess too. The first team to guess correctly gets a point, and another member of there team comes up. REWARD for the WINNING TEAM!!!

Starter • What is a noun? – Write down five examples of nouns. • What is a verb? – Write down five examples of verbs.

Starter • What is an adjective? – Write down 5 examples of adjectives. • What is an adverb? – Write down 5 examples of adverbs.

Why use adjectives and adverbs? • Consider the following: I was walking through the forest. The wind was blowing. The trees were shaking. The leaves on the ground crunched when I walked on them. I got a chill, and pulled my jacket tighter around me. I heard a scream behind me, and spun around. All I could see were shadows. Re-write this paragraph, putting in adjectives and adverbs.

• Let’s share some of our work. . .

• What effect did adding the adjectives and adverbs have on the piece of writing?

Independent work. . . • Re-write the following, adding adjectives and adverbs where appropriate: The cat walked down the street. It saw a squirrel eating a nut on the kerb. The squirrel didn’t see the cat. The cat crouched down, ready to jump. Its’ tail swished. It jumped. The squirrel ran. The cat walked off, clearly annoyed.

• Let’s share our work. . .

Plenary • How has the use of adverbs and adjectives improved your story?

Extending a simple sentence The cat sat on the mat Draw the cat on your white boards

Adjectives – What kind of cat was it? • The cat sat on the mat. • The ferocious cat sat on the mat.

Adjectives – What kind of mat was it? • The ferocious cat sat on the mat. • The ferocious cat sat on the grassy mat.

Adverbs – How did he sit on the mat? • The ferocious cat sat on the grassy mat. • The ferocious cat sat angrily on the grassy mat.

Clause – Can you add some more information? • The ferocious cat sat angrily on the grassy mat, because he had a thorn stuck in his paw.

Look at my before and after pictures Before…. . …After

Now it’s your turn, extend this sentence • • The boy ran. Adjectives – Describe the boy. Adverb – How did he run? Clause – Where was he running to or what was he running away from, remember your conjunction.

I met two ladies called Miss Spink and Miss Forcible. Lets brainstorm ideas as a class. e. g. Acting dramatically e. g. Old e. g. I felt annoyed they got my name wrong! • How would Coraline describe them? • What do they do? • How does Coraline feel about them?

What can we add to make this sentence more interesting? I met two ladies called Miss Spink and Miss Forcible.

There is a man who lives upstairs. Brainstorm your ideas in pairs. Extension: Write an interesting sentence about Mr Bobinsky (the man upstairs) from Coraline’s point of view. • How would Coraline describe him? • What does he do? • How does Coraline feel about him?

Choose either Miss Spink, Miss Forcible or Mr Bobo. Think about what these characters might think or feel towards Coraline when they first meet her. Task: Write a diary entry from the perspective of Miss Forcible, Miss Spink or Mr Bobo about when they first meet Coraline. • Write in first person and include adjectives, verbs and adverbs and make compound sentences. REMEMBER Capital Letters and Full Stops! Stops

I met two ladies called Miss Spink and Miss Forcible. e. g. Old e. g. I felt annoyed they got my name wrong! e. g. Acting dramatically • How would Coraline describe them? • What do they do? • How does Coraline feel about them?

There is a man who lives upstairs. • How would Coraline describe him? • What does he do? • How does Coraline feel about him?

Simple, Compound, Complex Sentences TWWL: To identify and use different types of sentences in your writing.

Write down two examples of your own Simple Sentences, then underline the subject, object and verb. Quick Question: Why is varying your sentences so important?

What makes this sentence different to the first one? : k as t r u Write down two examples of your own compound sentences. Yo Some of you may be able to write four.

Look carefully at this sentence – how is it different to the first two? k s a Yo t r u Write down two examples of your own complex sentences. Some of you may be able to write four.

Complex Sentences In pairs, write six examples of complex sentences, making sure you write them out twice with the subordinate clause in different places both times. For example: She put her coat on because she was cold. Because it was cold, she put her coat on. Extension: when you have finished, swap your work and underline the subordinate clause in their sentences.

Writing to Imagine, Explore, Entertain Lesson 2

Lesson Objective • At the end of this lesson we will have improved our writing by using similes and metaphors.

What is a simile? • A simile is….

• Using simile’s, create 5 sentences to describe the image.

What is a metaphor? • A metaphor is…

• Using metaphors, create 5 sentences to describe the image.

Task 1 • Using the following image and text as a starting point, write a description of the creature using similes and metaphors. Make sure you write in full sentences. I was lying in bed one night when I heard the closet door slowly creak open. I quickly hid under my covers,

• Lets share some of our descriptions!

• Consider your own mini-saga. • Do you use any similes or metaphors? If not, go back and add one simile and one metaphor. Don’t worry if you go over the 50 word total.

Plenary • Why are similes and metaphors good literary devices to use when describing things? • How do they improve your writing?

Writing to Imagine, Explore and Entertain Lesson 3

Lesson Objective • At the end of this lesson we will have used adjectives and adverbs to improve our writing.

Sentence Structure Aims: - Use a variety of sentence structures - Shape sentences for impact

Short sentences: Short sentences are great for dramatic impact and to build up tension.

Suspense: To create suspense, don’t give everything away at the start of your writing. Keep your reader guessing!

Task: Have a go at changing this paragraph to create more suspense: There was a cat in the bag. Josephine didn’t know what was in there and wanted to find out, so she put her hand in the bag. She screamed when she felt the cat’s fur.

Did you get something like this? Keeps the reader guessing Josephine approached the bag cautiously. She had to find out what was in there. Reaching in, her fingers felt something furry. She screamed. It was a cat! Starting with a verbgives variety. Short sentences for impact- tension

Long, complex sentences: If you use too many short sentences then they will lose their impact and your writing will seem like a list. Therefore, long, complex sentences are great to build up the suspense and to add detail, especially to setting.

The old clock, with its gold gilded hands, struck midnight. The castle loomed ahead of me, the spears soaring majestically. Now have a go at writing a complex sentence- that adds detail to your setting.