Using words e ° POs ‘© Tolk about life long ogo ® Discuss with a partner * Understand new words in context Make sentences using ‘long ago: Example: Long ago, teachers used blackboards and chalk in lessons. Anne is describing her school. Look at the pictures and use the correct words to fill the gaps. Today is September 20th, 1908. Today, I'm going to use my __to write some sums. blackboard onmy_—___. Isometimes use the _ at to help me count, too. Then the teacher writes chalk the answers on the —_____forus. Anne’s classroom would have looked abacus something like this, Does it look like yours? Work with a partner and name three things that are different from your classroom. Use the pictures on this page to help you. slateHistorical fiction This story takes place in Canada in 1908. Anne isan eleven-year-old orphan, who has been adapted by a woman called Marilla, Anne has moved to her new home and is 4 ren starting at the Avonlea school. whitewashed covered Anne's First Da in white paint initials the first letter The Avonlea schoal was a whitewashed building | ofa persons frst name with big windows, It had old-fashioned desks that coridl strove opened and shut. Over the years, school children had carved their initials onto the wooden lids. 5 Behind the schoolhouse was a stream where all the children put their bottles of milk to keep them cool and sweet until dinner hour. Marilla felt worried when she first sent Anne to school. Anne was such an odd girl. 410 How was she gaing to get on with the other children? And was she going to manage to keep quiet during her lessons? But things went better than Marilla had hoped, Anne came home that evening full of happy 15 chatter, ‘Adapted from the eriginal Anne of Green Gables by LM MontgameryComprehension o 9 9 pred ser Neer eer ae © Understand story settings * Understand characters’ feelings ® Discuss going toa new school Listen and respond 1 What is Anne's new school like? 2 Where is the stream? 3 Whyis Marilla worried about Anne going to school? Read and respond Match the verb to its meaning, carve to talk manage to cut into the surface of something chatter to do something which is difficult What do you think? 1 What do you think Anne liked or disliked about her new school? 2 How would you feel about starting a new school? 3 Do you think it’s easy to make new friends? Is this text fictian ar non-fiction? om“Think | like school here,” Anne announced. “T didn't really like Mr Phillips, though.” “Anne, I don’t want to hear you talking | about your teacher like that,” said Marilla, | sharply. “I hope you were a good gil." “Of course [ was," said Anne. “And I didn't even have to try hard to be good. | had fun playing outside, but I'm a long way behind the others in lessons. No one else has an 10 imagination like mine, though. S ‘We had reading and geography and Canadian history today, Mr Phillips said my spelling was disgraceful and he held up my slate so everyone could see it. 15 | was so embarrassed!” Adapted fram the original Anne af Green Gabies by LM. Montgomeny announced said something important disgraceful very bad imagination picturing something in your heod= Find information to answer questions ° Listen and respond * Practise reading with expression 1. Why was Marilla cross with Anne? athirk dboutecktoe ® She was naughty at school. * She didn't like her teacher. * Shedidn't eat herlunch. 2 Which lessons did Anne have? maths geography English history reading for a new student 3 Why was Anne embarrassed in class? * She couldn't spell very well. * She had o messy slate. * She didn't have a very good imagination. oO Read and respond 1 Why didn’t Anne like Mr Phillips? 2 Why do you think Anne needs to'try hard to be good’? © whatdoyouthink? Practise reading the text out loud in pairs. ‘One of you can take the role of the narrator (?) and Marilla. The other can take the role of Anne. Paes Dee Tg etn Deer eta Sire hrs) Coe cud Cree era EAU Lt CTU re Cohicd naan Oar]pa eee Verbs and tenses © Look at the verbs below. They are different parts of the irregular verb ‘to be. was is am being are were 1 Use each verb ing sentence, 2 Underline all the verbs that are in the past tense. 3 Moke a sentence using ‘to be’ in future form. Look at Anne's story on pages 10 and 12. Find examples of sentences in the present, past and future tenses. Work with a partner. Rewrite the dialogue below, changing the underlined words to make a new conversation about something else. Identify the tense of each sentence. Is it in the past or the present? Zack: Hey Lee! Are you going to the park? Lee: No, I've got lots of homework, Zack: Did you go to the match yesterday? Lee: Yes, mu team scored sewen goals! Eine ues ‘Write a short dialogue between Zack and Lee about a match that will happen the following week. Use the future form of'to be’ © Use the verb'to be’ * Compare past, present and future *# Use irregular verbsAdverbs Adverbs tell us more about verbs. They make sentences much more interesting. * Adverbs of place tell us where. Example: The children sat in the schoolroom. * Adverbs of time tell us when. Example: The teacher arrived late. * Adverbs of manner tell us how. Example: Anne wrote on her slote neatly. o Look at the bold words in these sentences. What kind of adverbs are they? Do they answer the question: where, when, or how? 1 Anne read her book outside. 2 [twas alovely day and the sun was shining brightly. 3 By lunchtime, Anne was feeling hungry. © Find one example of each kind of adverb in the story on pages 10 and 12, © copy the sentence below. Underline the adverbs. Say what type of adverbs they are (place, time er manner). Write your own sentence using each of these types. of adverb, Last Sunday, I sat under a tree and slowly ate a delicious ice cream. © Use adverbs of place, time and manner Language tip Many adverbs are one word, but some can be a phrase of two or three words. Examples: in the park, or last night. These are adverbials.Historical fiction (continued) Anne Gets Very Cross The Avonlea school had just one class, which was full of children af all ages, Mr Phillips was helping Prissy with her algebra. The others were doing ‘whatever they liked - eating green apples, & whispering, drawing pictures on their slates, and playing with crickets that they had caught from the elds. Gilbert Blythe was a handsome boy with curly brown hair and a twinkle in his eyes. He was trying 10 to make Anne look at him but Anne was busy daydreaming, She was gazing out of the window at the blue water of the lake. She could not hear or see anything around her. Gilbert Blythe was used to getting his own way. 15 That snooty red-haired Anne girl with big eyes should look at him. Gilbert reached over and picked up the end of Anne’s long red plait. He held jt up and whispered loudly: "Carrots! Carrots!” 20 Anne looked at Gilbert fiercely. She jumped to. her feet in a rage. “You mean and hateful boy!” she cried. “How dare youl” Adapted fram the origin Anne af Green Gables by LM. Montgomery Ciera algebra a type of maths crickets small brown Insects like grasshoppers daydreaming imagining you're somewhere else and doing something else gazing looking ot something far a tong time snooty thinking that you're better than others fiercely angrily1H Fiction Cc ® Understand implied information ® Predict what happens next Comprehension Qo Listen and respond Which sentences below are true? 1 The children are drawing on their slates. 2 Gilbert wants Anne to look at him. 3 Anne is working hard. Oo Read and respond 1 Do you think the children are doing what they are supposed be doing? Find three examples in the story to support your answer, 2 How do we know that Anne was not interested in the lesson? 6 What about you? Do you think Anne was right to be so cross with Gilbert for teasing her about her hair? Is it all right to make jokes about the way other people look? ()) Stretch zone What do you think Gilbert will say back to Anne? Do you think both of them will get into trouble? Write down what you think will happen next,Compare main and subordinate clauses Sentences are made of clauses, All clauses have a verb. * Amain clause can make sense on its own. Example: Anne ond Diana enjoyed the day. * Asubordinate clause must be added to a main clause. It adds information to the main clouse and doesn't make sense on its own. Example: because they played in the meadow. ‘Together, the main clause ond the subordinate clause make sense: Anne and Diana enjoyed the day because they played in the meadow. © copy out these sentences and underline the main clauses. 1 When the weekends came, the children liked to play outside. 2 When the weather is sunny, the family like to go te the seaside, © match the main clause with the correct subordinate clause. Write the sentences and add any appropriate punctuation. Anne doesn’t hear the teacher when she gets home from school. Marilla is pleased thot Anne ishappy although she has a good imagination, Anne doesn't enjoy writing stories because she is daydreaming, © Look at the sentence below. It has a main clause and a subordinate clause. The main clause comes first. Anne is really hoppy when she gets home from school. Write a new ending for each of these main clauses. Tam really happy because.. Tam really happy so.. Tam really happy, although.‘Commas (,) ore punctuation marks that are used to show a small pause ing sentence. Sentences with main and subordinate clauses need commas when: ® The subordinate clause comes first. Example: Although it is raining, Anne goes fora walk, * The subordinate clause comes in the middle of a main clause, Example:The school, which is painted white, has big windows. © 100k for the main and subordinate clauses in these sentences. Add in the commas where ‘they are needed. 1 As there were no pens children used chalk to write on their slates. 2 Anne who has red hair is sometimes called Carrots! © Add the subordinate clauses in brackets into the sentences, Make sure you put commas in the right places. 1 The classroom was full of children. (which was quite small) 2 Gilbert liked to tease the girls. (who was a handsome boy) © se the table below to help you write two sentences containing a subordinate clause, Remember to add commas in the correct places. at the weekend, My friend sae whois... likes to... in the holidays Our teacher every afternoon.Writing a historical story. Model writing Abandoned — Albert frowned anxiously. His thin arms trembled as he tried to carry the heavy bucket of water up the huge oak stairway. He had to run a bath for his mistress, but he was late! 5 “Be careful, boy!" screamed the housekeeper, The sudden sound of her voice made Albert jump and drop the bucket of water. Terified, Albert watched the water go everywhere: all over the thick, soft carpet, the expensive wallpaper 10 and polished wooden banister, “$-6-sorry,” he sald nervously. ‘The housekeeper wos furious. "After all your mistress has done for you. Giving you | @ job and a place to live when you had 15 nawhere else to go!" she shrieked. It was then that Albert started to cry... ee w wooden handrailpe mR ent coy) Guided w Getting started! 1 Ina story, the first two or three paragraphs should introduce the characters and the setting. Compare the start of Abandoned with the notes below, ® Explore stages of story writing ® Recognise features of historical writing * Learn about characters and settings ‘Characters Albert — small, thin, weak, tearful. Describe/give clues about the Housekeeper - screaming voice, strict characters - what they look and unkind to Albert. A bully! like, how they move and speak, and what they say. Setting Huge oak stairway; thick, soft carpet; Describe/give clues about expensive wallpaper and polished where and when it’s wooden banister. taking place. A servant and a housekeeper suggests that their mistress has a [or of money. The fact that Albert has to carry water upstairs in a bucket for a bath suggests that this is set in the past. N After you have introduced the characters and setting, you need to make your readers want to read more, Albert has already had one problem: he made the housekeeper very angry when he dropped the water. Make your story exciting by creating more problems for Albert. Your readers will want to know what happens next and how Albert solves all his problems.PR ae heen cant * Sequence events in a story Writing a historical story * Use topic sentences 2 # Show characters’ Your writing feetings © Check and edit your writing Complete the story about Albert. Copy the table below and use it to write nates forfour more paragraphs. The topic sentence is the sentence you need to give more detall about in each paragraph. You can use the ones here or you can use you awn. 1 Problem 2 builds up the That day, everything was going wrong excitement for Albert. 2 Problem 3 builds the Things just got worse and worse, excitement more, 3 The problems are serted aut. Finally, everything was sorted. 4 The conclusion brings the story Albert couldn't believe it when he toan end, opened the door and saw...