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Glastonbury Thorn School



In English, we will be using the book The Secret Sky Garden - please do not share anymore of the book than that which is posted as we will be slowly revealing the story over the next few weeks.


WAIL to use the correct punctuation for a question, exclamation and statement.

Success criteria: I can punctuate a sentence correctly.



Look at the opening spread of Secret Sky garden

Where is this place?

What is it like? How do you know?

 Would you like to be there?

Why or why not?

Have you ever been somewhere like this?

Where was it?

What was it like?

How might it feel to be here?



Go for a walk around the local park can you spot any litter, what does it do to the area and how does it make you feel?


Now look at the only character in the illustration, the robin and think from its perspective:

Do they know what this bird is?  Why might it be here?   

What do you think the robin might be thinking about this place?


Encourage them to think of both the benefits of the setting; a fence to rest on, plants on which they might find insects – one of their food sources as well as the negative aspect of the littering.  Now look at why this place might be the way it is, paying careful attention to identifying the kinds of litter that can be seen;  Is this what this place should be like?

Who is responsible for this place being the way it is? How do we know? What could be done to improve this place?  Whose responsibility is it to improve it?

What might the Robin be thinking?

Can you draw a thought bubble and write what the the Robin is thinking and feeling as he sits on the fence? Don't forget to use the correct punctuation.




WAIL to write clear statements

Success criteria I can write a clear statement

Explore the following page on the RSPB website with the children: https://www.rspca.org.uk/adviceandwelfare/litter

Read aloud the text on the page, once through to allow the children to listen and ask questions, then a second time, after which, talk about what you have learnt from the article.

Read a third time and  to make notes on WBs of the most important ideas. 


Google pictures of litter left at Furzton Lake.

Look at the slide of the page with the Robin from yesterday.Bring the children back to personal connections to enable them to put this fictional episode into a real life context, discussing issues raised and making notes of the children’s responses:  


Do you know anywhere where littering is a concern in our local area? Why is littering a problem? How could we encourage people not to litter?


Watch the video

Have a look online at posters that encourage people not to litter.

Look at the simple, direct statements that tell the reader what they should do.

Can you design a poster to stop people throwing litter in our local park? What will be your statement that makes them think about what they are doing?


WAIL to use the suffix -ly to spell adverbs.

Success criteria I can spell adverbs using the suffix -ly.

look at the first double page spread above, from the book, with the girl, Funni, sitting on top of the scrap car. Jot down your ideas and observations in the form of words, phrases, statements or questions around the image.

What do you think about how the illustration makes you feel? Why?

How would you describe this place to someone else?

What do you think it is like to be there?

What can you see?

What might you hear?

What might it smell like?

Remember our phonics learning about adding the suffix –ly to make adverbs.


Look at list of adverbs and explain that adverbs are words that describe a verb, an adjective or another adverb and they tell

us : how, where, when, how much, and how often.

Now focus on the main character you can see - How do you think they feel being in this place? 

How do you know? 

Encourage your child to look at the smaller details in the illustration, beyond her facial expression; she has chosen to sit on the top of one of the scrapped cars; she has brought a thermos flask with her and is dressed in a woollen hat and duffle coat – what might these things tell us?

Can you generate words to describe how Funni is feeling and write these down.

Now we have to change these words into adverbs adding the suffix -ly . 


Happily, contentedly, excitedly, quietly, peacefully, etc

Explain writing adverbs to modify a clause.


Funni sat (quiet)   - quietly.

The plane flew (silent) - silently.

The weeds grew (rapid) - rapidly.

Model writing as fronted adverbials


Contentedly, funni sat on top of the old  car admiring the view of the sprawling city.

Noisily, the giant plane flew across the blue sky.

Can you write sentences that use adverbs and expanded noun phrases (eg blue sky, sprawing city) to describe how Funni feels and what she is thinking? 



WAIL to use the suffix -ly to spell adverbs

Success criteria I can spell adverbs using the -ly suffix.

Read the words and talk about the emotional power of each.

Order words in order of their emotional power.

Saddened, upset, distressed, disappointed, annoyed, frustrated.




Look online again at pictures of parks strewn with litter or visit your local park to see if litter has been left behind. How does it make you feel, jot down words that express those feelings - remember the synonyms we were looking at earlier.


You are going to write an email to the local council telling them about how we feel about the litter and to ask them to display your poster on some of the community boards.

Think about key points:

Why are you creating this piece of writing?

Who is the writing for?

What do you need to tell people?

What language and images will you use to make your messages clear and persuasive so that whoever reads it will support you?


Write an email,  using of adverbs to express how the litter makes you feel and the use of persuasive language to encourage the council to display the posters on community boards.



WAIL to use expanded noun phrases in my sentence

Success criteria I can write an expanded noun phrase.

Look at the carpark image with the text. Read it aloud and talk to your grown up about how the words make  you feel. Did it make you feel differently about this place? Why? 

Which words and phrases told you how this character feels about the place. 


If not raised you might talk about the gentleness of the verbs used to describe the planes and the buildings and the use of simile: ‘the planes take off and touch down’, ‘the blue rooftops stretched for miles like a calm still sea.’

Think now about the story that could lie ahead.

What do you think might happen in this character’s story?

Why do you think that?


You might look at the repeated references to the colour blue; the word is used directly in the text and is a dominant colour in the illustration and the imagery of the sea evokes the colour. What does this colour mean to them?

What feelings does it evoke in them? 

You are going to write a list poem, describing the setting through the eyes of the character, Funni. You can use single words,   phrases, sentences or questions that tells us why she comes here, what she does, how she sees this place or what she feels like when she’s there.  You can borrow words you have found effective in the text marking activity to support their writing. Encourage the children to see the place through the eyes of Funni; what would she talk about? What might she not mention?

Eg. You might start like this....


This is…

The place where I come to view the sprawling city.

A quite space to play and imagine faraway places.