We have written our innovated poems. They have the same rhyming structure as the original poem but we have made changes. Can you spot what they are?
We have been making innovations to our poem. You can watch some of them below.
We have been learning our new poem, The Highwayman. Below is our first attempt at performing it with our new actions. We split in half and had a competition to see who could perform most confidently.
The Highwayman part 1
The Highwayman part 2
We are now studying a wonderful poem, The Highwayman by Alfred Noyes. Below you can see our story map, can read the poem on the first link or can watch a video of it being narrated on the second link. What do you think the poem is about? What are its key messages?
Here is our working wall for our new unit, The Highwayman. Why not quiz us about the features we are trying to include?
We are now in our innovation phase. We are sharing ideas for possible changes for our story. In our boxing up, we created one idea together and we have been working in groups to change our story map to be suitable for this potential story. You can see us working below.
We have had our first attempt at writing in the style of our current story. We have written out The King of the Birds, using the storymap to help us add punctuation. Some of us added extra information using parenthesis and conjunctions.
We are beginning the identify the language and structural features of our new story. Below you can see some of our text marking. Can you pick out any features that we could include in our own examples?
We have been learning our new story and adding actions to it. Below are some of our early attempts at performing our story.
One frosty morning
We have continued to explore our new story, The King of the Birds. Below you can see our working wall and story map. Can you guess what any of the words are?
We have started our new story, the king of the birds. It is about a man who is given one wish by a magical horse. We have started by discussing what we would wish for if we were given the chance.
Mrs Moody set 5w a challenge. They were tasked with learning a poem off by heart to perform to the class, achieving some reading and speaking and listening targets all in one go. Everyone made her very proud. We had a lovely time watching the resulting performances. You can see us performing in the pictures below and there are some videos showing a sample of the poems. Enjoy!
I'm a little penguin
Sleepless night, fast asleep
We have been exploring examples of non chronological reports to help us find features to use in our own. Can you spot any features in the examples?
We are now studying non chronological reports. You can see our working wall below.
Below are some performances of our innovated versions of our current story, Alien Landing.
Monster submarine 2
We are currently innovating our alien landing story. We have created an alternative story as a class and have been working in groups to draw a new story map for it.
To help us become familiar with our new story, we have been practising telling it to lots of different people in lots of different ways. Why not ask us to perform it at home?
Something very odd happened in 5w today. We found a space-ship which had crash landed. What had happened? Perhaps there are some clues in our new story map which you can read below.
Below are some of the brilliant Titanic newspaper articles that we have written.
We have had our first attempt at writing a newspaper article. Can you spot our headlines, orientations, quotes and re-orientations in the examples below?
To prepare ourselves for writing a news article, we created a news broadcast in mixed groups. You can watch some of our performances below.
We are currently exploring examples of newspaper articles. Below you can see the toolkit features that we will aim to use in our own texts.
We have done a superb job of writing our own versions of The Canal. You can read extracts of our writing below. Can you spot any of our toolkit features?
Below you can hear us performing some of our imaginative altered stories.
We are moving towards planning our own stories. Today, we worked in groups to come up with an alternative storyline for The Canal and we changed the story map to match our innovations. There were some very imaginative ideas and you can see us working on these below.
As part of our innovation stage, we have been writing an alternate version of our text. You can read some of our brilliant work below.
We had our first attempt at writing the story of The Canal today, attempting to use our toolkit features. We did an amazing job as you can see below. Can you identify any personification or adverbs in our writing?
We have been exploring the ways that we can change the story we have been studying. As part of our innovations, we came up with an alternative plot structure as a class. We then had a go at telling the innovated story verbally in pairs. You can watch an example below.
Today we discussed the key events in our story and boxed them up, giving us a plot structure that we can use when we write our own versions. We discussed the changes that we could make to our plot to prepare us for our innovation phase. We also made our toolkit, recording the key language features of our text and generating examples to support us in our writing.
We have been completing some first person written tasks related to the drama work we have completed. You can read some examples below.
Our main character Jack is pressurised into jumping across the canal by his brother. We have explored the reasons why Jack agrees to jump using drama. You can see an example of this below.
what should I do?
We have been using our drama skills to explore the characters and events in our new story. We have hot seated the characters, freeze famed key situations and held telephone conversations between Jack (the main character) and an agony aunt. This has really helped us to deepen our understanding of the structure of the story.
Here is our story map for our new unit. Can you guess what the story is about?
We have started our new unit of work. We are studying a story called The Canal. We have started by exploring and describing water using our senses. We had great fun as you can see below.
We have been writing our own versions of The Pied Piper. You can read some of our brilliant texts below.
We are starting to alter elements of the story we have been reading, using our imaginations to change details about the Pied Piper, Hamelin and the problem faced by the characters. Below you can see some of our adaptions.
In the pictures below we are working in groups to create altered versions of The Pied Piper. Our favourite is Pipe Man of LA.
We have been trying to improve the story of The Pied Piper using the language techniques and word types that we have recently studied. You can listen to the passages we have up-levelled below. Can you hear our parenthesis, adjectives and adverbs?
The Pied Piper of Hamelin
The Pied Piper rids Hamelin of the rats
One week later
We have also been discussing the language features that we could use to enhance our own versions of The Pied Piper. Below you can see our "tool kit" of features along with some examples that we generated together.
We have been discussing the structure of plot of The Pied Piper. Below you can see our "boxing up" where we sectioned off the story and talked about how we could use the same structure in a story of our own.
We have started our new scheme of work, Talk for Writing. We are immersing ourselves in the story "The Pied Piper of Hamelin" and have been using our drama skills to explore its events, characters and settings.
We have started our new scheme, Talk For Writing. We will be learning and analysing a version of The Pied Piper of Hamelin. Below is the story map we are using to support us in learning the story.
We have been using our inference and deduction skills to explore the emotions in The Piano. We have created a graph of the moods in the film and have discussed how they are created with lighting, camera angle, facial expressions and music.
To help develop our comprehension skills, we have watched and discussed the fantastic film The Piano. You can watch it below. You will notice that it does not have narration or dialogue so we need to use our deduction skills to follow the storyline. Can you share something you know about the characters and what evidence you have from the film?
We have written our end of unit instructions. Do you know how to send a parcel to the moon? Read our instructions to find out how.
We have been learning how to re-raft and improve our work. To help us, we have been completing lots of peer assessment where we suggest how to improve one another's work.
We have been practising using the features of instructions. We have written a set of instructions for how to make Angel Delight. Can you spot any time conjunctions, adverbs or imperative verbs in them?
We have been practising giving clear verbal instructions to others in our class. You can hear some of our instructions for performing some everyday tasks below.
How to make fruit salad
How to make a ham and cheese sandwich
How to make toast
How to clean your teeth
How to make toast
How to make toast
Our new topic is instructions. We have been evaluating examples of instructions and will be using the good examples to inform our future writing. We played some games following sets of instructions and talked about the successful features of the instructions.
As part of our writing week, we have created a playscript for a chapter of The Twits. Because our scripts were so good, we watched performances of them. We didn't have much time to practise but did a great job. You can watch some examples below.
Four sticky little boys
The boys up the dead tree
Roald Dahl invented his own language, gobble funk. For homework, we created our own gobble funk dictionaries. They were very amusing. You can see some examples below. We will be using these words in our writing over the next week.
As part of our significant author unit, we have been reading The Twits by Roald Dahl. We have been performing a lot of improvisations to allow us to explore the characters, events and language features. Below you can watch some of us retelling a chapter from the story.
The Wormy Spaghetti
Mr Twit's lunch
In our first topic this year, we will be studying significant authors. We will particularly focus on the brilliant work of Roald Dahl. You can see our working wall below.
We will be working a lot on our punctuation this year. To help, we have created a set of examples of a variety of punctuation marks which we can use in our lessons. They make a nice display as you can see below.
We are building up to writing a recount about the Titanic. The children have created presentations about the ship and its maiden voyage. They shared their information with their peers. Everyone listened beautifully to one another.
We have started to immerse ourselves in the features of recounts. To begin to practise using recounts, we have pretended to be another person from the class and have written a recount from their point of you. We conducted interviews with our partner, using our speaking and listening skills to find out about their favourite day of the half term. We used this information to construct our recounts.
When we interviewed our partner, we used open questions to collect as much detail as we could. Ask us to share examples of open and closed questions.
To begin Summer Two, we are going to be studying and creating recounts. We will be writing about experiences on the Titanic. The children are busy researching the ship and its maiden voyage for homework. Who will discover the most interesting facts?
We are now studying persuasive texts. We looked at examples of adverts and picked out success criteria for our own advert. We tasted a drink and created an advert to persuade our peers to buy it.
We have been writing a script for The Piano. To help us, we acted out the parts of the main characters, showing their emotions with our words and body language.
man and wife
man and friend
We are studying The Piano by Aidan Gibbons. Below is a link to watch the video. Although the the film has no narration, it is cleverly designed so that the lighting, the camera angles and the body language of the characters tell the story for us. Can you notice any themes in the film?
After studying playscripts, we are applying our learning by creating and then writing a script for a news broadcast. We have been filming our broadcasts in groups.
We have been studying the feature of play scripts. Can you spot any in the example below?
As part of our World Book Day celebrations we discussed the importance of reading and what we can all gain from it. To encourage others to read, we created some persuasive bookmarks.
We have all re-told the story of Romeo and Juliet extremely well. Read some of our writing from the start of the story. What language features can you spot? Can you guess what happens next?
One scorching Summer's evening in the land of Verona, a huge ball was being held. The room, full of happiness and light, was decorated with the finest crystal chandeliers, and the candlesticks were made with the purest gold in Verona.
Romeo, the child of Lord Montague, crept into the Capulet ball. He saw lots of Capulets dancing and singing loudly. The lights were bright and the tables laden down with food.
A while later, he saw a beautiful girl in the distance. She was waltzing quickly around the corners of the room. She gazed at him and he gazed at her. He could not believe his eyes. He thought he was mistaken. Her golden hair, her blue eyes, her makeup.
Moments later, he approached her and asked to take her for a dance. They danced beneath the chandelier as he begged her to keep in touch.
An hour later, Tybalt, Juliet's firey cousin, saw the couple and stared at them in anger. Lord Capulet said, "Calm down nephew and thee remember what the Prince said"
Once Romeo was married, he was eager to tell his friends. He saw Mercutio and Benvolio and was strolling over to them when, all of a sudden, a dark shadow loomed over them. "Montage. I am going to get you for invading my family home. Draw your rapier!" boomed Tybalt
As the sun lowered, Mercutio and Tybalt's swords clashed together. Tybalt charged like a bull. Mercutio's heart was beating like a drum. Tybalt plunged his dagger into Mercutio's heart. The blood leaked from him as he flew to the ground, cursing their houses.
Romeo charged at Tybalt. He was as fast as a lightning bolt. Their swords danced through the wind. They clanged and clashed. The swords were held fast together. Suddenly, Romeo pulled Tybalt's dagger and plunged it into his heart.
Our new topic is older literature. We are reading a story version of Romeo and Juliet. We have been using drama to explore character emotion. We discussed how some of the characters feel about Romeo and Juliet falling in love. Ask us what emotions we discovered.
A phone conversation with Tybalt
We have been re-telling the story of The Pearl Diver, using language that is appropriate for a book written in Bahrain. We have been showing the cultures and traditions of the pearl diving community through the actions of our characters and the relationships between them. Read our work and see if you can spot how the cultures are similar to, or different from your own.
We are currently studying stories from other cultures. We are reading a fantastic book called The Pearl Diver, which tells the story of a group of men who spend the Summer months working on a ship and hunting in the water for pearls. Because it is based on life in another country, the cultures and traditions in the story are very different to ours. There are many words used which are not familiar to us in Britain.
In the Pearl Diver the main character Saeed learns how to dive when he is taught by his Father. Diving for pearls is a dangerous job. We explored how Saeed and his friends and family would feel during his first dive, using freeze frames to express the emotions felt.
After lots of hard work at home, Mrs Moody's English class amazed her with their performances of poems learnt off by heart. They rose to the tricky challenge of performing out loud to the class. Everyone did an amazing job. Look at some of the performances below.
We have been learning about the language effects that authors use to build a picture in the reader's mind. We have been using personification. This is where an object appears to be alive when it does something that a human would do. Read some of our fantastic examples below.
It was so silent that I heard the shutting door scream thunderously like a volcano
It was so peaceful that I could hear the pebbles tap dancing in the stream
It was so quiet that I heard the train jog along the track
It was so still that I heard the sound of the paper waltzing in the wind.
We have also identified and used onomatopoeias. These are words that sound like the noise they describe. Read our examples below.
Mrs Moody's English class have been enjoying studying the features of poetry this term. We had some very enthusiastic performances of Pie Corbett and Valerie Bloom poems. We learnt the importance of using the pace and pitch of our voice, as well as our body language and eye contact to improve our performances. We will be learning a poem at home, so you will get to see all our progress.
We planned and produced some fantastic legends. Here are some examples. Can you find any old fashioned words, complex sentences or fronted adverbials?
And here are some examples of the fantastic complex sentences and figurative language we wrote in our legends.
Once there was a prince, as strong as a wall, who lived in an emerald green kingdom.
Prince DIsley, who lived in a colossal, grand kingdom, wanted to marry Princess Elizabeth from the kingdom of Asteroth.
The kingdom was very beautiful, with hills the size of a giant and trees that smelt of raspberries.
Prince Charles, who was strong and brave, had silky hair and always wore a bright silver chest plate that was so shiny you could even see your reflection in it.
We have been studying legends and their features. We have read and watched extracts from Robin Hood, King Arthur and The Legend of Gelert. We had great fun exploring epic citadel and using it to create and describe our own kingdoms. How would you describe the kingdom below? Can you use some old fashioned vocabulary?
We have been trying to up-level our writing by using unusual vocabulary. We have developed "synonym bins" containing synonyms for our most commonly used words. We are using these in lessons to vary our writing.
Ask Mrs Moody's English class for instructions for how to do anything. We have studied, evaluated and created a wide range of instructions. We are experts in using short, snappy, bossy steps. Just watch out for our revolting recipes!