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Rainforests - Just So Stories (Monday 6th July)

 

This week we are learning about Rainforests. Watch this video to see some of the incredible animals that live in tropical rainforests:

Rainforest Animals.mp4

Still image for this video

https://www.youtube.com/watch?v=91hEUyLwsZ0 

 

Rudyard Kipling wrote a series of stories called Just So Stories. They are silly stories that explain how an animal got a feature e.g. how the camel got its hump or how the elephant got its trunk.

 

For your writing this week, you are going to write a short story focusing on one of the rainforest animals and how it came to be like it is. You don’t have to choose one of the animals in the video if you know about others but you can if you want.

 

Questions to talk about:
 

  • What is it like in a tropical rainforest?
  • Which animals did you notice in the video?
  • What features did these animals have e.g. sharp teeth, bright colours, long tail?
  • Why might these features be useful for the animals?
  • What silly ideas can you come up with that could explain how they got their features?

 

If you need some ideas, here are some links to some of Rudyard Kipling’s stories:

How the whale got its throat: https://www.youtube.com/watch?v=YvMlVWRu694

How the rhinoceros got his skin: https://www.youtube.com/watch?v=atSE_cZbcNg

How the camel got his hump: https://www.youtube.com/watch?v=RjmsOBAp9ak

There are lots here particularly suitable for KS1: https://www.bbc.co.uk/iplayer/episodes/b00wg01c/tinga-tinga-tales

 

Writing Tasks

Year 1

Choose one animal from the rainforest that has a particular feature e.g. a long tail, sharp teeth or big eyes. How could it have got this feature?

Then write some sentences to tell the story of how the animal got this feature.

~ What is your animal?

~ What was it like to start with?

~ Where does it live?

~ What happens to the animal to make it change?

~ How does it end up?

There is an example for you to read to help you and a boxing up sheet if you want to use it.

Remember to use your phonics to pinch out the words to help with your spellings.

 

Year 2

Choose one animal from the rainforest that has a particular feature e.g. a long tail, sharp teeth or big eyes. How could it have got this feature?

Then write a short story to explain how the animal got this feature.

~ What is your animal?

~ What was it like to start with?

~ Where does it live?

~ What happens to the creature to make it change?

~ What is the animal like at the end?

~ Try to use some interesting describing words in your story

There is an example for you to read and a boxing up sheet if you would like to use them.

 

Years 3 and 4

Choose one animal from the rainforest that has a particular feature e.g. a long tail, sharp teeth or big eyes. How could it have got this feature?

Then write a short story to explain how the animal got this feature.

You will need to think about what the animal was like at the beginning and then what happened in the story to make it change to have that particular feature.

~ Try to use interesting adjectives to describe the animal and where it lives

~ You could include speech if the animal can talk

~ Try to start some of your sentences in different ways

~ Write in separate paragraphs

~ Check your sentences to make sure your punctuation is accurate

There is an example for you to read and a boxing up sheet if you would like to use them.

 

Years 5 and 6 (Please note that Year 6 children coming into school will complete their writing in school.)

Choose one animal/bird/insect from the rainforest that has a particular feature e.g. a long tail, big ears or flexible fingers. How could it have got this feature?

Then write a short, humorous story to explain how the animal got this feature.

You will need to think about what the animal was like at the beginning and then what happened in the story to make it change to have that particular feature.

~ Use interesting adjectives and adverbs to describe the animal and where it lives

~ You might be able to include similes or metaphors

~ You could include speech if the animal can talk

~ Start some of your sentences in different ways e.g. verbs, adverbs, conjunctions

~ Write in separate paragraphs

~ Try to use a range of different forms of punctuation

~ If you know any of Rudyard Kiplings Just So Stories, you will know they are written in a particular way that addresses the reader and that he sometimes used made up words – you could try to copy his style!

There is an example for you to read and a boxing up sheet if you would like to use them.

 

Optional extra tasks:

  1. Draw a picture of a rainforest animal in its habitat and write some sentences to describe it
  2. Write a setting description of the tropical rainforests including the sounds of the rainforest and not just what you can see
  3. Create a persuasive poster to ask people to protect the rainforests and the animals that live within them
  4. Write a story about a child having an adventure in a rainforest – perhaps they discover something new (a new plant or animal) or maybe they find something that could have belonged to an ancient tribe.
  5. Create a travel leaflet for a rainforest – why would people want to visit? What would they see? What kind of experiences could they have?
  6. Find out about a rainforest animal of your choice and create a factfile about it – try not to copy from books/internet but put the information in your own words

Discoveries Under The Sea (Non-fiction writing) (Monday 29th June)

 

Our theme this week is Under The Sea. Our oceans and seas are full of weird, wonderful and incredible living creatures such as these:

 

 

 

 

 

 

 

For your writing this week, you are going to create your own amazing, imaginary sea creature and write about it!

 

Questions to talk about:

  • What do you notice about any of the creatures in the pictures?
  • Which ones do you like/not like and why?
  • How do you think they move in the water?
  • What do you think they might eat? How do they feed?
  • What would you like your creature to be like?
  • Where in the world would your creature live?
  • How will your creature move and what will it eat?

 

Writing Tasks

Year 1

Use your imagination to create any type of creature that could live in the sea. Draw a picture of your imaginary sea creature.

Then write some sentences to describe your sea creature.

~ What does your creature look like?

~ Where does it live?

~ What does your creature eat?

~ How does it move?

Remember to use your phonics to pinch out the words to help with your spellings.

 

Year 2

Use your imagination to create any type of creature that could live in the sea. Draw a detailed picture of your imaginary sea creature.

Then write some sentences to give information about your sea creature.

~ What does your creature look like?

~ Where does it live?

~ What does your creature eat?

~ How does it move?

~ Is there anything special or unusual about your creature?

~ Try to use interesting scientific words if you can!

There is a boxing up sheet you could use if you want to.

You could start your writing like this:

The rainbow turtle fish lives in the Pacific Ocean. It has stripes the colours of the rainbow and has a head that looks like a turtle.

 

Years 3 and 4

Use your imagination to create any type of creature that could live in the sea.

You are going to write a factfile about your creature which can also include a detailed picture of it.

~ What does your creature look like?

~ Where does it live?

~ What does your creature eat and how does it move?

~ Is there anything special or unusual about your creature?

~ Try to use interesting scientific words if you can!

~ You could divide your factfile into sections with sub-headings to introduce each section

There is a boxing up sheet to help with your planning if you would like to use it and there are also some example factfiles to help.

 

Years 5 and 6 (Please note that Year 6 children coming into school will complete their writing in school.)

Use your imagination to create any type of creature that could live in the sea.

You are going to write a non-chronological report about your creature which can also include a detailed picture of it.

~ Your report will need a title and will need to be divided into sections with sub-headings

~ Sections could include: Habitat, Diet, Movement, Defence, Life Cycle

~ Try to use technical/scientific vocabulary

~ Start your sentences in different ways to make your writing more interesting

~ You could include a ‘did you know?’ box or a glossary to explain technical words

There is a boxing up sheet to help with your planning if you would like to use it and there are also some example factfiles that show the general structure.

 

Optional extra tasks:

  1. Write a story that includes your sea creature
  2. Draw the habitat where your sea creature lives and label it using interesting descriptive language
  3. Write a diary entry imagining you are the scientist/diver that discovered your sea creature for the first time
  4. Write a poem about the oceans or any of the creatures that live in the sea
  5. Find out about a sea creature of your choice and create a factfile about it – try not to copy from books/internet but put the information in your own words
  6. Years 5 & 6 only: Write a newspaper article describing the discovery of an unusual sea creature for the first time.

Incredible Journeys - Story writing (Monday 22nd June)

 

This week our theme for our learning at home and in school is Transport. For your writing this week, you are going to write a story involving travel or a journey and it is going to be based on this unusual picture:

Questions to talk about:

 

~ What can you see in the picture?

~ Where is the elephant going?

~ Why is the elephant travelling?

~ What would it be like to travel on the elephant?

~ Where would you like to travel if you could ride on the elephant?

Writing Tasks

Year 1

Imagine you went on a journey riding on the flying elephant. Where did you go? What happened?

You are going to write some sentences to say what happened on your journey.

~ Where did your journey start?

~ Why did you travel on an elephant?

~ What was it like riding on the elephant?

~ Where did you go?

~ What was it like?

Remember to use your phonics to pinch out the words to help with your spellings.

 

Year 2

Imagine you went on a journey riding on the flying elephant. Where did you go? What happened?

You are going to write a short story about your journey on the elephant.

~ Where did your journey start?

~ Why did you travel on the elephant?

~ What was it like riding on the elephant?

~ Where did you go? What was it like?

~ Can you use some interesting words to describe what happened on your journey.

You could start your writing like this:

One sunny day, I was playing on the beach when I saw a huge grey elephant with a yellow and red umbrella above it.

 

Years 3 and 4

Imagine someone went on a journey riding on the flying elephant and had an adventure.

You are going to write a short story about the adventure. You will need to choose a main character who went on the journey

~ What is your main character like?

~ Why did they travel on an elephant?

~ Where did they travel and what was it like?

~ What happened on the journey and when they reached their destination?

~ Use interesting adjectives to make your writing descriptive

~ Try to start your sentences in different ways

~ Include speech between your characters

~ Remember to write in separate paragraphs

There is a boxing up sheet to help with your planning if you would like to use it.

 

Years 5 and 6

(Year 6 children who are in school this week will complete this task in school.)

You are going to write a short adventure story with your own character.

Your story must involve a journey.

You can use either of the pictures below for your inspiration – it is your choice. 

  

 

~ What is your main character like?

~ What journey did they go on and what was the journey like?

~ What happened to make it an adventure?

~ Use interesting adjectives and adverbs to make your writing detailed and interesting

~ Start your sentences in different ways e.g. conjunctions, adverbs, verbs

~ Include speech to move the action on

~ Remember to write in separate paragraphs

There is a boxing up sheet to help with your planning if you would like to use it.

 

Optional extra tasks:

  1. Draw your own unusual form of transport and write one or two sentences to describe it
  2. Write a different story about an unusual journey – you can include any form of transport and any type of journey
  3. Write a factfile about any form of transport (real or imaginary) explaining what it is like, its history and how it works/what it is used for
  4. Write a poem about a journey – it can be a journey to a real place or a journey you have made up  
  5. Find out about an explorer and write a bit about their life and the places they have explored
  6. Create a map showing a journey. Include lots of detail of places the person would travel through on their journey then write a set of instructions to guide a person on the journey.  

 

 

 

Space Poetry (Monday 15th June)

 

This week we are learning about Space so our writing this week is going to be Space Poetry. You will be able to include ideas from your learning this week, your own knowledge and your imagination!

 

Watch this video clip that shows a whole range of photos taken in space. You don’t need to watch the whole clip but you might like to watch it all to get as much inspiration as possible!

Amazing Photos Of Space-64MB.m4v

Still image for this video

https://www.youtube.com/watch?v=fb9wxpycKvk

 

Instead of having questions to talk about, this week you need to talk about (and jot down) as many words as you can that could describe space and what is found within the Universe such as planets, stars, moons and asteroids. You could do it like this:

Writing Tasks

Years 1 and 2

You are going to write a shape poem or an acrostic linked to the idea of space. (An acrostic is a poem where the first letter of each line spells the topic of the poem as it is read downwards.)

Have a look at these examples:

~ What part of space would you like to write about for your poem?

~ Are you going to do a shape poem or an acrostic?

~ What words could you use to describe your part of space?

~ You do not need to worry about rhyming!

~ You could present your poem using colours or add some drawings as well!

Remember to use your phonics to pinch out the words to help with your spellings.

 

Years 3 and 4

You are going to write your own poem on the topic of space. You can choose whether you would like to write about the universe as a whole or whether you would like to choose a particular part of space e.g. stars or asteroids or a particular planet or the sun or your own choice!

 

~ What is your poem going to be about?

~ What style of poem will you write?

~ Are you going to write a rhyming poem or will it be non-rhyming?

~ What words could you use to describe your element of space?

~ Could you use any similes or metaphors in your description?

~ How can you make your writing interesting for the reader?

~ Remember to write each sentence or idea on a separate line!

There are examples in a document at the bottom of the page if you would like some help!

 

Years 5 and 6 (This will be completed in school for those Year 6 booked to attend this week)

You are going to write your own poem on the topic of space. You can choose whether you would like to write about the universe as a whole or whether you would like to choose a particular part of space e.g. stars or asteroids or a particular planet or the sun or your own choice!

 

~ What is your poem going to be about?

~ What style of poem will you write? You should write a poem that is either one long poem (of at least 10 lines) or in separate verses. Please do not write an acrostic.

~ Are you going to write a rhyming poem or will it be non-rhyming?

~ What adventurous descriptive words could you use?

~ Could you use any similes or metaphors in your description?

~ How about personification?

~ How can you make your writing interesting for the reader?

~ Remember to write each sentence or idea on a separate line!

There are examples in a document at the bottom of the page if you would like some help!

 

Optional extra tasks:

  1. Draw something that can be found in space and write some facts about it
  2. Create a poster as an advert for space travel in the future. Perhaps we could go on holiday to the moon? Or maybe we could go on a sightseeing trip through the Milky Way?
  3. Find out about an important person or event in the history of space exploration and write a factfile about them or it.
  4. Write a diary entry for an astronaut either preparing to go into space or for one day when they are in space.  
  5. Write a story about a child and their adventure in space. Maybe they made a junk-modelling rocket and it actually worked? Or maybe they met an alien who took them in their spaceship? Or maybe one day they jumped really high on their trampoline and found themselves going further than they expected! The choice is yours!
  6. Write a poem about another topic of your choice – it could be another element of space or something completely different.

 

 

 

Music - Letter Writing (Monday 8th June)

 

This week’s theme is Music and you are going to be writing a letter to someone. Please note that this week the tasks are grouped by year group differently from usual as Year 6 have a separate task – see below.

 

Watch this video clip of the song The Circle of Life performed live as part of The Lion King Musical:

Circle of Life.mp4

Still image for this video

Questions to talk about:

~ Did you already know the song?

~ What did you like? Was there anything you didn’t like?

~ What animals did you see during the performance?

~ Which characters were your favourite?

~ How did the performance make you feel?

~ Do you know what the song is all about?

 

Writing Tasks

Year 1

Imagine you saw that song being performed. You are going to write a letter to tell a friend or family member all about it. 

~ What was the music like?

~ What were the costumes like?

~ What happened during the song?

~ What animals did you see?

~ What should your friend look out for if they go and see the performance?

Remember to use your phonics to pinch out the words to help with your spellings.

You could start your writing like this:

Dear Ollie,

At the weekend I saw The Circle of Life song being performed. It was…

 

Years 2 and 3

Imagine you were in the audience watching that song being performed live. You are going to write a letter to tell a friend all about it. 

~ What was the music like?

~ What were the costumes like?

~ What happened during the song?

~ What words could you use to describe the performance?

~ What should your friend look out for if they go and see the performance?

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it. There is also an example letter to give you some ideas.

 

Years 4 & 5

For your writing this week, you are going to write a persuasive letter. You can choose to write:

  • A letter to persuade your teacher to organise a school trip to the theatre (when theatres re-open)
  • A letter to a friend or family member that they should go and see The Lion King at the theatre (when it is on again)
  • A letter to your parents to persuade them to let you join a drama group or a choir so that you can be in your own performance of The Lion King

In your letter try to:

~ Start and end your letter clearly

~ Write in paragraphs to help organise your points

~ Use persuasive language to make your point powerfully

~ Use emotive language to affect your reader’s feelings

~ Use conjunctions to link your ideas e.g. in addition, plus, as a result

~ Check your punctuation to make sure all your sentences are clear (with capital letters and full stops) and try to use a wider range of punctuation as well

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it. There is also an example persuasive letter if you would like to read it.

 

Year 6

Your writing this week is different because it is the time of year to begin making our Leaver's books. These are books that will be treasured for many years to come, filled with memories, pictures and messages. Your writing task this week is to write your message to go with your name in the book. 

  • You need to write one paragraph only.
  • Your paragraph should be between 3 and 8 sentences long.
  • Write in the first person.
  • You should write what you want everyone to know.

Think about the answers to these questions. You may wish to include some of these in your paragraph. 

  • What have you enjoyed about The Pines?
  • What was your favourite trip(s))?
  • What will you remember most about your time here?
  • What do you wish for your friends?

There are examples from previous years on our transition page: www.thepinesschool.org.uk/year-6-transition/

Once you have completed this task, remember to ask an adult to take a photo or send as an attachment to Juniper@thepinesschool.org.uk or Rowan@thepinesschool.org.uk

 

Optional extra tasks for all year groups:

  1. Draw a picture of one of the characters from the performance (you could pause the video and copy from the screen) and write a sentence or two to say why they are your favourite
  2. Create a poster as an advert for the musical The Lion King persuading people to go and see the show
  3. If you know the story of The Lion King, create a storyboard (using the template below) of the story in a comic strip style.
  4. Write a character description of Rafiki (the woman who opens the song). Use lots of interesting language to describe her.
  5. Choose your favourite song from The Lion King and explain what the song is about and why it is your favourite song
  6. Write an advert for a performer for the musical The Lion King. What skills does the person need? What should they be able to do? Why should they apply to be in the musical?

Around the World - Zahra's Story (Monday 1st June)

 

This week’s theme is Around the World so our writing this week is going to be based on the story of a little girl called Zahra. Watch the video here:

Zahra.mp4

Still image for this video

Questions to talk about:

~ What is Zahra trying to do in the story?

~ Where in the world do you think the story takes place?

~ What is the place like?

~ What do you think it would be like living there?

~ What made the tree grow in the end?

 

Writing Tasks

Year 1

Think about the story of Zahra in the video.

You are going to write some sentences to retell Zahra’s story. Try to use some interesting words to write what happened.

~ Where was Zahra?

~ What was Zahra doing? Why was she doing this?

~ What happened after Zahra poured the last drop of water from her jar on the tree?

~ What was the tree like in the end?

Remember to use your phonics to pinch out the words to help with your spellings.

You could start your writing like this:

It was a hot and sunny day. Zahra was getting water from the pump.

 

Year 2

Think about the story of Zahra in the video.

For your writing this week, you are going to retell Zahra’s story. Try to use some interesting adjectives to describe where Zahra was and what she was doing.

~ Where was Zahra? What was the place like?

~ What was Zahra doing? Why was she doing this?

~ What happened after Zahra poured the last drop of water from her jar on the tree?

~ What happened to the tree?

~ How do you think Zahra felt after the tree grew?

You could start your writing like this:

One hot, sunny day Zahra was fetching water from the pump in her village. There was a tree with just a few leaves and Zahra wanted the tree to grow.

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Years 3 & 4

For your writing this week, you are going to retell the story of Zahra and also continue the story to include what you think happened after the tree grew.

~ Try to use adjectives and expanded noun phrases to describe where Zahra was and what she was doing

~ Include detail to show how Zahra felt and why she kept going back to the tree

~ Try to use some fronted adverbials to start sentences e.g. After pumping the water pump several times, a tiny drop of water fell into Zahra’s jar.

~ Use your imagination to describe what happened after the tree grew and when Zahra woke up – what did she do? How did other people react? What did it mean for the people of the village?

~ Write in the third person (she/Zahra) and the past tense

~ Check your punctuation to make sure all your sentences start with a capital letter and end with a full stop

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Years 5 & 6

For your writing this week, you are going to write a short story inspired by Zahra’s story.

If you want to, you can simply retell the story in the video and add your own details about what happened at the end after the tree grew and when Zahra woke up.

Or, you can be more creative and write your own story about a child living in a challenging place, how they showed perseverance and what happened as a result.

~ Use adjectives, adverbs and expanded noun phrases to describe the place and what Zahra (or your character) was doing

~ Remember to include details about the character’s feelings but try to ‘show not tell’

~ You could include a second character so that you are include dialogue in your writing

~ Use a variety of sentence openers: adverbs, fronted adverbials, conjunctions, verbs

~ Write in the third person and past tense

~ Check your punctuation and try to use a more advanced range of punctuation e.g. commas, brackets, semi-colons

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Optional extra tasks:

  1. Draw a picture of your own beautiful imaginary tree and write some words or sentences to describe it
  2. Write a description of the setting as it is shown at the end of the story

 

 

 

 

 

3. Create a poster to persuade people to support Water Aid or other charities that help to provide water in places where they have very little (You could research Water Aid to help you!)

4. Write a character description of Zahra. Describe the kind of person she is as well as what she looks like.

5. Write a short story based on a child living somewhere in the world (not the UK) and having to work hard to achieve something.

6. Write a letter to the government to persuade them to support projects that provide water in places in Africa where there is very little. You will need to give plenty of reasons why these projects deserve their support.

 

No Place Like... (Monday 18th May)

 

Every great story needs a great setting. This is where the story takes place. You need to choose one of these settings for your writing this week:

Questions to talk about:

~ Where in the world is the picture?

~ What can you see?

~ What words could you use to describe the things you can see?

~ What would you be able to hear or smell?

~ What kind of atmosphere would you want to create when describing this setting?

 

Writing Tasks

Year 1

Choose one of the pictures.

You are going to write a description of the picture you have chosen. Try to use some interesting words to describe what the place is like.

~ What can you see in the place?

~ What words could you use to describe the different things you can see?

~ What can you hear in the place?

Remember to use your phonics to pinch out the words to help with your spellings.

If you want to, you can write as though you are in the place e.g. I can see a small cottage in the trees. There are pink flowers in front of the cottage.

 

Year 2

Choose one of the pictures.

You are going to write a description of the setting you have chosen. Try to use some interesting adjectives to describe what the place is like.

~ What can be seen in the place?

~ What interesting words could you use to describe the different things that are there?

~ What can you hear or smell in the place?

~ Can you start some sentences in different ways?

If you want to, you can write as though you are in the place e.g. I can see a small cottage inbetween the tall trees. There are beautiful pink flowers in front of the cottage.

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Years 3 & 4

Choose one of the pictures for your setting description.

Try to describe the place in as much detail as you can but remember you are not trying to write a story. (You don’t need any characters!)

~ Try to use adjectives and expanded noun phrases to describe the place

~ Think about all the senses – try to include details about them all

~ Try to use some fronted adverbials to start sentences e.g. Beside the canal, there are tall buildings with many windows.

~ Write in the present tense, describing the place now (even if you are doing the dinosaur one!)

~ Check your punctuation to make sure all your sentences start with a capital letter and end with a full stop

You could write as though you are there but without using ‘I’ like this: Dinosaurs roam around the edge of a glistening lake where the water shimmers in the sunlight. The sound of their roars can be heard from many miles away. In the distance, there are…

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Years 5 & 6

Choose one of the pictures for your setting description.

Try to describe the place in as much detail as you can but remember you are not trying to write a story. (You don’t need any characters!)

~ Use adjectives, adverbs and expanded noun phrases to describe the place

~ Try to use similes, metaphors or personification to make your description more effective

~ Think about all the senses – try to include details about them all

~ Use a variety of sentence openers: adverbs, fronted adverbials, conjunctions, verbs

~ Write in the present tense, describing the place now (even if you are doing the dinosaur one!)

~ Check your punctuation and try to use a more advanced range of punctuation e.g. commas, brackets, semi-colons

There is a boxing up sheet at the bottom of the page to help with your planning if you would like to use it.

 

Optional extra tasks:

  1. Draw what you think is just outside the picture of the setting, either to the left or right, and write a few sentences to describe what you have drawn
  2. Find a picture of a different setting on the internet (or draw one of your own) and write a description of that setting
  3. Imagine a character that could be in a story taking place in your setting. Write a description of that character.
  4. Imagine one of the places in the pictures is a holiday destination – create a leaflet persuading people to visit it on holiday.
  5. Write a diary entry of a day when you visited one of the places in the pictures – try to include as much detail about what you did in the place and what it was like as you can
  6. Write a short story set in the picture you chose – the story can be any style you choose!

The Imaginator (Monday 11th May)

 

 

 

The Imaginator is an incredible machine. It can create anything you imagine!

 

 

 

 

 

 

Questions to talk about:

~ Where is The Imaginator? Who created/found it?

~ What does The Imaginator need to work?

~ How does it make things?

~ What can you see or hear or smell when it is working?

~ Is there any limit to what it can make?

~ What would you use The Imaginator to make?

 

Please note that this week children in Year 3 can choose between two tasks according to preference and confidence. 

 

Writing Tasks

Year 1

You are going to write some instructions for how to use The Imaginator. Try to write them so someone else could make The Imaginator work. You will have to make up your ideas as no-body knows how this amazing machine works – apart from you!!

~ What do you need to make The Imaginator work?

~ What do you have to do to make The Imaginator work?

~ What can The Imaginator make?

~ How happens when The Imaginator is working? What can you see/hear/smell?

Remember to use your phonics to pinch out the words to help with your spelling and try to set out your instructions clearly. There’s an example at the bottom of the page to help you.

 

Year 2 and 3 (Option 1 for Year 3)

You are going to write some instructions for how to use The Imaginator. Try to write them so someone else could make The Imaginator work and include as much detail as you can. You will have to make up your ideas as no-body knows how this amazing machine works – apart from you!!

~ What do you need to make The Imaginator work?

~ What do you have to do to make The Imaginator work?

~ What can The Imaginator make?

~ How do you make sure The Imaginator makes the right things?

~ How happens when The Imaginator is working? What can you see/hear/smell?

Try to set out your instructions clearly and remember to use bossy (imperative) verbs to tell the person what to do. You could also write a list of what you need to start with! There’s an example at the bottom of the page to help you.

 

Years 3 & 4 (Option 2 for Year 3)

The Imaginator is an amazing machine that very few people have seen or understand.

Your task is to write a non-chronological report to tell people everything you know about The Imaginator.

You could imagine that you are writing for a book on incredible inventions or scientific discoveries. You will need to think about how to organise your writing so that you can tell the reader all about the machine, what it looks like, how it works and what it does. Remember non-chronological means not in time order.

~ Try to use interesting adjectives to describe The Imaginator

~ You could use adverbs to describe what happens when The Imaginator is working

~ You might be able to use some technical or scientific language

~ Make sure you make it clear what The Imaginator does

~ Think about how to organise your writing – you could use sub-headings to help you

If you would like to plan your ideas on a boxing up sheet, there is one you can print below. There is also an example to help you.

 

Years 5 & 6

The Imaginator is a phenomenal machine that very few people have seen or understand. It operates in a complex way and is incredible to watch.

Your task is to write a non-chronological report to tell people everything you know about The Imaginator, what it does and how it works.

You could imagine that you are writing for a book on incredible inventions or scientific discoveries. You will need to think about how to organise your writing so that you can tell the reader all about the machine, what it looks like, how it works and what it does. Remember non-chronological means not in time order.

~ Try to use interesting adjectives and adverbs to describe The Imaginator and what it does

~ Try to use some technical or scientific language to explain how it works

~ Make sure you make it clear what The Imaginator does and how to make it work

~ Make sure you start your sentences in different ways and not always ‘The Imaginator’ or ‘it’!

~ Think about how to organise your writing – you should use sub-headings to divide your writing into sections

~ You could also use bullet points or a ‘did you know?’ box

If you would like to plan your ideas on a boxing up sheet, there is one you can print below. There is also an example to help you.

 

 

Optional extra tasks:

  1. Create your own incredible machine that does something amazing – draw the machine and add some labels to say what it does
  2. Create an advert for The Imaginator – make it bold and eye-catching and make sure it includes enough information to make someone want to buy one!
  3. Write a story about the person who built The Imaginator and what they did with it – you can be as imaginative as you like
  4. Write a persuasive letter to Mrs Davies explaining why she should buy an Imaginator machine for the school. Make sure you include lots of really good reasons to persuade her!
  5. Write a non-chronological report about another invention – it could be a real invention or something you have made up!
  6. Write a diary for a day you used The Imaginator machine. What did it make and what happened?

'Bubbles' (Monday 4th May)

At this very strange time when our lives are completely different from normal, sometimes, being able to go somewhere in our imaginations is just perfect. Watch the video below and find out what happened to Gabby when she was walking on the beach.

Bubbles.mp4

Still image for this video

Questions to talk about:

~ What was Gabby doing at the start of the video?

~ What happened when she blew the bubbles

~ Where did she go and what did she see

~ How was Gabby feeling at different times in the video?

~ What did Gabby do at the end that was kind?

~ Why do you think she did this?

Writing Tasks

Year 1

Imagine you are Gabby. Imagine you were walking on the beach and you found the bubbles. Imagine you were able to ride on the bubbles and go into the sea and up to the stars

Write some sentences like a diary to say what happened to you (as Gabby) today.

You will need to say you found the bubbles and what happened when you blew them. Write in the first person (using I) because you are pretending you are Gabby. Use these questions to help you if you need to.

~ What did you find on the beach?

~ What happened when you blew the bubbles?

~ What did you see?

~ How did you feel?

Remember to use your phonics to pinch out the words to help with your spelling.

 

Year 2

Imagine you are Gabby and you were walking on the beach when you found the bubbles. Imagine it has got to the end of the day and you are writing your diary of what happened.

Write a diary to say what happened to you (as Gabby) today.

You will need to say you found the bubbles and what happened when you blew them. Write in the first person (using I) because you are pretending you are Gabby. Use these questions to help you if you need to.

~ What were you doing at the start?

~ What happened when you found the bubbles?

~ Where did you go and what did you see?

~ How did you feel when you were on the bubbles?

~ What did you do with the bubbles at the end?

You could start your writing like this:

This morning, I went for a walk on the beach. I was feeling a bit sad because my friends didn’t want to come with me. Then I saw a bottle of bubbles on the sand!

 

Years 3 & 4

Imagine you are Gabby and you were walking on the beach when you found the bubbles. Imagine it has got to the end of the day and you are writing your diary of what happened.

Write a diary to say what happened to you (as Gabby) today.

You will need to say you found the bubbles and what happened but you can also use your imagination to add extra detail if you would like to. Remember to write in the first person (using I) and the past tense.

~ Try to use interesting adjectives to describe the beach, the bubbles and where you travelled to

~ Include your thoughts and feelings about what was happening

~ Try to split your writing into separate paragraphs

If you would like to plan your ideas on a boxing up sheet, there is one you can print below.

 

Years 5 & 6

Imagine you were walking on the beach when you found the bubbles. You can base your writing on just what happened in the video or you can imagine that you travelled to other places as well on the bubbles.

Write a diary to say what happened to you today.

Remember to write in the first person (using I) and the past tense. You should write in chronological order and make sure you include thoughts and feelings as well as the facts of what happened.

~ Try to use interesting language choices to describe the beach, the bubbles and the places you travelled to

~ Use a variety of sentence lengths and openers

~ You can use informal language because a diary is an example of personal writing

~ Explain what you did with the bubbles at the end and why (You can change the detail from the video if you would like to.)

~ Write in separate paragraphs

If you would like to plan your ideas on a boxing up sheet, there is one you can print below.

 

Optional extra tasks:

  1. Create your own fantasy place that you could travel to on a bubble. Draw the place and label it with all the things you would find there. Try to use interesting words to describe it!
  2. Write a story about a child who keeps a special bottle of bubbles under their bed and uses the bubbles to travel to different places!
  3. Write a character description of Gabby describing both what she looks like and also the kind of person she is. Try to explain how you know what she is like.
  4. If you could travel anywhere in the world on a bubble, where would it be and why? Write at least one paragraph explaining why you would go to that place, what it would be like and what you would do when you got there!
  5. Write a poem about bubbles that could change the world – what would the bubbles do? Would they bring happiness? Or good health? Or would they carry messages between people? Might they capture memories to make sure you don’t forget them!? Be as imaginative and creative as you can!
  6. Write a diary for yourself for a day recently – remember to say how you felt and what you thought as well as what you did!

'Tuesday' (Monday 27th April)

Many of you last week went out for walks, did scavenger hunts, made nature collages and did various other activities outside. Since we have been blessed with such lovely weather recently, I thought this week’s writing prompt could have a nature focus. However, when you watch the video clip below based on David Wiesner’s book ‘Tuesday’, you will see that thinking about nature can be surprising and imaginative!

Tuesday.mp4

Still image for this video

Questions to talk about:

~ Where does the story take place?

~ What is the first clue that there is something strange?

~ What words could you use to describe the flying frogs?

~ What problems do the frogs cause?

~ Why do you think the book is called ‘Tuesday’?

~ What animal would you like to fly?

Writing Tasks

Year 1

What happened to the frogs in the story?

Write some sentences to describe what the frogs did in the story.

~ Where were the frogs?

~ What happened at 8 o’clock?

~ Where did the frogs go?

~ What did they do?

Remember to use your phonics to pinch out the words to help with your spelling.

 

Year 2

Imagine you woke up in the night and looked out your window and saw those flying frogs. I wonder what you could see. What were they doing?

Write what you could see out of your window when the flying frogs were going past.

~ What did the flying frogs look like?

~ What else could you see out of your window?

~ What were the flying frogs doing?

~ Were they getting up to any mischief or causing any problems?

You could start your writing like this:

Last night I woke up in the middle of the night. I looked out of my window and I couldn’t believe my eyes! I saw…

 

Years 3 & 4

David Wiesner wrote his book ‘Tuesday’ as a picture book with hardly any words. Think about what happened to the frogs in the story.

Write a short story of what happens in the book ‘Tuesday’.

~ Write in the third person (he, she, it) and the past tense

~ Try to use some descriptive language to describe the frogs, where they were and what they were doing

~ Use some speech to show what the frogs might have said to each other

~ Try to split your writing into separate paragraphs

If you would like to plan your ideas on a story mountain or a boxing up sheet, there are ones you can print below.

 

Years 5 & 6

Think about the key events of the story ‘Tuesday’. At the end, it shows pigs beginning to fly the following week. Maybe, every week, a different animal flies at 8pm on a Tuesday.

Write a story about what happens at 8pm on a different Tuesday. You can choose any animal to fly and you need to think about what it will do and where it will go.

~ Use interesting adjectives and adverbs to describe the animal and where it went

~ Start your sentences in different ways

~ Include speech to move the story on

~ Organise your writing in paragraphs and use accurate punctuation

~ You could include humour and/or suspense in your story and you could hint at which animal might fly next!

If you would like to plan your ideas on a story mountain or a boxing up sheet, there are ones you can print below.

 

Optional extra tasks:

  1. Draw a picture of a flying animal in a place it flies to. Add labels to describe the flying animal and the place.
  2. Create a storyboard of the story ‘Tuesday’ in the style of a comic strip. You could add simple speech bubbles to show what the frogs or other characters might be saying. (There is a template below you can print if you want to.)
  3. Write a diary entry as one of the frogs for that night. Remember to write in the 1st person and past tense. What did you do? What did you see? How did you feel?
  4. Write a recount of the events that happened that Tuesday night. You could imagine you saw everything and want to record it. Try to write the events in chronological order, keep to the third person (he, she, it) and use formal language.
  5. Write a newspaper article (Years 5&6 only) to report on the investigation into the strange lily pads found on the road. (Who discovered them first? What did witnesses say? What evidence of the flying frogs has been found?)
  6. Write a story about a different animal flying at 8pm on a Tuesday or imagine what strange thing might happen at 8pm on a Wednesday and write that story. Maybe everything changes colour or everything speeds up or machines are able to operate by themselves or…

 

If you enjoyed this book, you might like to watch some videos of other books by David Wiesner:

https://www.youtube.com/watch?v=TkyL8hRZUe8

https://www.youtube.com/watch?v=A1OpQ8eSrIE

https://www.youtube.com/watch?v=3MTKWnxzqvM

The Tiny Dragon (Monday 20th April)

This Thursday, 23rd April, it is St. George’s Day. St. George is the patron saint of England. One story about St. George includes him slaying a dragon which is why I have chosen this picture of a tiny dragon for this week’s writing.

 

Questions to talk about:

~ Where is the dragon from?

~ Why is it so small?

~ How would you describe the dragon?

~ Is the dragon magic?

~ Does the dragon stay that small or does it grow?

~ What happens to the dragon?

Writing Tasks

Year 1

Your friend has just found a tiny dragon in their garden.

Write some sentences to describe the dragon.

~ What does it look like?

~ Where has it come from?

~ What does it do?

~ What happens when it breathes fire?

Remember to use your phonics to pinch out the words to help with your spelling.

 

Year 2

One day you visited your friend, Sally, and she said she had something secret to show you. Sally put her hand under her bed and when she took it out there was a tiny dragon sitting on her fingers!

Write what happened on that day when Sally showed you the dragon.

~ What did the dragon look like?

~ Why did Sally have a dragon?

~ What happened while you were playing with the dragon in Sally’s bedroom?

You could start your writing like this:

At the weekend, I went to my friend Sally’s house to play. She said she had something secret to show me…

If you would like to use a boxing up sheet to help you plan your ideas, there is one below you can print.

 

Years 3 & 4

Imagine you visited someone you know well – a friend or family member. It was quiet when you suddenly heard a strange scratching sound. You asked what was making the sound and, after some persuasion, the person you were visiting said they would show you if you promised to keep it a secret! They got out a small cardboard box and inside was a tiny dragon…

Write a short story of what happened that day, what the dragon was like and what happened.

~ Try to use interesting adjectives to describe the dragon

~ Use some speech to show the conversation between the characters

~ Try to split your writing into separate paragraphs

If you would like to plan your ideas on a story mountain or use a boxing up planning sheet, there are ones you can print below.

 

Years 5 & 6

Your grandfather is distraught. The dragon egg that he had been incubating for 27 months only hatched two weeks ago and now the tiny dragon has escaped. Your grandfather has looked all over his house and thinks that the dragon may have climbed up the chimney. It could be anywhere but the woods behind your grandfather’s house are a good place to start.

Write a story about what happened as you try to find the missing dragon.

~ Use interesting adjectives and adverbs to describe the setting and characters

~ Start your sentences in different ways

~ Include speech to move the story on

~ Try to create suspense and excitement through your language choices

~ Organise your writing in paragraphs and use accurate punctuation

If you would like to plan your ideas on a story mountain or use a boxing up planning sheet, there are ones you can print below.

 

Optional extra tasks:

  1. Draw your own dragon and label it using descriptive language e.g. sharp claws, dagger-like teeth, bright green scaly skin, searing hot flames
  2. Create a ‘Wanted’ poster for the dragon (Focus on describing what it looks like and where it might be found. Why does it need to be caught?)
  3. Write an acrostic poem using the letters D R A G O N so each line describes what the dragon is like and what it does
  4. Write some instructions for looking after the tiny dragon (What does it eat? Where does it sleep? How should it be looked after? Does it need exercise?)
  5. Write a newspaper article (Years 5&6 only) to report on the discovery of a tiny dragon at South Hill Park. (Who discovered it? What did witnesses say? What has happened to the dragon now?)
  6. Write a different story including a tiny dragon – you can choose your own characters and setting and what happens.

 

If you would like to find out more about the history of St. George, check out these websites that have information and some activities to try:

https://www.bbc.co.uk/newsround/17816642

https://www.english-heritage.org.uk/visit/whats-on/st-georges-day/

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