Additional Lessons

Additional Lessons
Filling in the gaps in student knowledge, specifically vocabulary and direct speech.
Additional Lesson 1
Subject:
Nouns, adjectives, verbs and adverbs
Teacher:
Lucinda Blom
Curriculum Links:
Year 5:
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of
ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
Year 6:
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated
tenses and a range of adverb groups/phrases (ACELA1523)
Learning Goal:
Students revise nouns, adjectives, verbs and adverbs.
Success Criteria:
Students can create a sentence using a noun, adjectives, a verb and adverbs.
Resources: Additional Notes:

 Students’ iPads  If outdoor weather looks bleak, activity
 Students’ writing books can be completed in the classroom.
Students will be reminded of staying safe
when photographing a verb.
Lesson Content
Tuning In:
Display the PowerPoint: Narrative Language Features on the interactive whiteboard. Before showing
students the definitions, ask them to come up with their own for noun, adjective, verb and adverb.
Clarify the definitions and ask students to give you examples of each.
Noun activity:
Students receive a piece of paper each and must divide it into five rows. Leaving this at their tables,
students will go out into the courtyard with their iPads and photograph a common noun (i.e. bench,
tree, grass, door).
Coming back to the class, teacher to draw out pop-sticks to create student pairs. Students will sit with
their pair. On their respective paper they will have the word ‘Noun’ as a heading in the first row. The
pairs will view their partners’ image of a common noun and write it in the correct row.
Adjective activity:
Students will title the row below ‘Adjectives’ and list as many adjectives as they can about their
partner’s image. Teacher to ask students to stand up at their tables. Students can share the image and
some of their adjectives to the class.
Verb activity:
Teacher to draw out new pairs using the popsicle sticks. These pairs will go outside and help
photograph each other’s verb. i.e. student 1 will photograph student 2 jumping, and student 2 will
photograph student 1 sitting.
Returning to the classroom, teacher to draw out new pairs. These pairs will sit together and write
‘Verb’ in the next row of their books. Under this heading they will look at their partner’s image and
record the verb the believe it is.
Adverb activity:
Looking at their partner’s image, students will write as many adverbs as they can to describe how the
person could do the actions.
Students will now individually use their last row to write a sentence (with them as the character) using
the noun, some of the adjectives, the verb and the adverbs recorded on their page. Students may
share on the floor if they feel comfortable.
*All rows will be cut into strips and glued into their writing books under the images they
photographed.
Differentiation
Extending Students:
These students could use multiple adjectives and adverbs. Adding in extra nouns and/or verbs.
Supporting Students:
Definitions and examples of nouns, adjectives and adverbs will be left on the interactive whiteboard
for students to refer to.
Lesson Content
Tuning In:
Students will be asked to discuss with someone around them what they know about direct speech.
Share back to the class.
On the interactive whiteboard, go through slides 5 to 8 with the class.
Teacher Instruction:
Slide 9 contains a small paragraph with direct speech that does not have quotation marks. Ask
students to come up to the interactive whiteboard and add in where they think the quotation marks
should go. Do so by pulling popsicle sticks out with students’ names on them.
Explain the rules of punctuation.
1. Direct speech can come after or before the narrator’s words.
2. Direct speech can begin and end with the words of the character, with the narrator
interrupting the speech.
3. There is always a punctuation mark at the end of direct speech.
4. There is always a comma following a saying verb if the narration comes before or in the middle
of the direct speech.
Always start a new line when a different person is talking.
Guided/Independent Learning:
Ask for two brave volunteers. Ask these students to have a conversation on the topic of school, with
each student speaking twice between the other.
Write what they say on the PowerPoint.
As a class, turn it into direct speech with narration.
Prompt students to be more creative with their speaking verbs.
Explain their task: Students will work with the person they get paired with using the popsicle sticks.
They will go outside with an iPad and record themselves using selfie mode having a conversation as
they saw their brave peers do. Their conversations need to have one person say something, the other
replying, the first person replying and the second person replying.
They will have two minutes to think about what they will say on the floor. Any conversation topic.
Once recorded students will come back inside and sit on the floor. The next task is for one pair to
swap their iPad with another pair. The pair will work together to write the conversation as direct
speech, exactly what they did as a class with the volunteers. This will be put in their writing book.
Sound on low.
Wrapping Up:
Students may give their iPads back to the person who owns it.
Discussion on the floor with some sharing.

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