Home Learning: Relative Clauses

Subject: English | Year: 5

Estimated Time: 30-40 Minutes Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To help you add extra detail to your sentences, making your writing more descriptive and interesting for the reader.

Instructions

1. Identify: Read the sentences below. Circle or underline the relative pronoun in each sentence (the word that introduces the extra information).

   • The explorer, who was feeling very brave, climbed the mountain.
   • I finally found the library where I first saw the mysterious book.
   • The golden eagle, which had a massive wingspan, soared above the trees.
   • Do you know the boy whose football went over the fence?

2. Apply: Rewrite these sentences in your exercise book by adding a suitable relative clause. You must use a different relative pronoun (who, which, where, whose) for each one. Remember to use commas if your clause is embedded (in the middle).

   • The old castle [...] was haunted by a ghost.
   • I visited the park [...].
   • My best friend [...] is excellent at maths.
   • The ancient tree [...] was over five hundred years old.

3. Create: Write a short descriptive paragraph (4-5 sentences) about a mysterious rainforest. You MUST include at least three relative clauses in your writing to describe the plants, animals, or the weather.

Success Criteria (Checklist)

• ☐ I have identified the relative pronouns in the first task.
• ☐ I have added relative clauses that make sense in the sentence.
• ☐ I have used commas correctly to 'bracket' my embedded relative clauses.
• ☐ I have used at least three different relative pronouns (e.g., who, which, where).

Challenge / Extension (Optional)

• Refine: Can you write a sentence where the relative pronoun (like 'that' or 'which') is omitted (left out) but the sentence still makes sense?
  • Example: The cake [that] I ate was delicious.

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

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Teacher’s Post-Task Briefing 🍎

1. Model Answers / Expected Outcomes

Task 1: Identify

• who
• where
• which
• whose

Task 2: Apply (Example Answers)

• Task 2a: The old castle, which stood on the cliff, was haunted by a ghost.
• Task 2b: I visited the park where we used to play football.
• Task 2c: My best friend, who lives next door, is excellent at maths.
• Task 2d: The ancient tree, whose branches reached the sky, was over five hundred years old.

Task 3: Create (WAGOLL Paragraph) The Amazon rainforest, which is the largest in the world, is home to millions of insects. Deep under the canopy where the light is dim, strange fungi grow on the damp logs. A jaguar, which was hunting for its dinner, moved silently through the ferns. The trees, whose leaves were dripping with rain, swayed in the warm breeze.

2. Common Misconceptions to Flag

• The 'Comma Sandwich': Students often forget the second comma when embedding a relative clause in the middle of a sentence (e.g., The boy, who was tall ran fast.). Remind them that the clause should be able to be removed, leaving a complete sentence behind.
• Who vs. Which: Year 5 pupils sometimes use 'which' for people or 'who' for objects. Reinforce that 'who' is for people and 'which' is for things/animals.

3. Classroom Discussion Starters (The 'Journey') 🗣️

• The Weight Test: "If we took the relative clause out of your sentence, does the main part still make sense? Why do we bother adding it if the sentence works without it?"
• Punctuation Evolution: "When do we not need a comma before a relative clause? (Discuss defining vs. non-defining clauses if the group is higher-ability)."