with Pie Corbett
Every Monday morning, we take part in TeachingLive with Pie Corbett, Deputy Mitchell and John Sutton.
The children have been using a variety of writing skills to create their own animals and characters with characteristics and descriptions, and detailed setting descriptions using creative writing devices.
Check out some of our writing here:
The Arrival - Narrative
In English this week, we have written narratives to tell the story of the picture book, The Arrival. Here is just small selection of the excellent writing we have created!
The Arrival - Narrative
This week, we have had the chance to showcase the skills, devices and sentence types that we have learnt over the last two weeks. We planned our own written narrative of The Arrival thinking carefully about what the images in the book were showing. We tried hard to use:
- Speech punctuation
- Pathetic fallacy
- Relative clauses
And many more.
The Arrival - Week 2
This week we have been looking at different sentence types that we can use to describe a picture from our book. We have used sentences such as:
3 ed sentences
verb person sentence
ing, ed sentences
And many more. Take a look at some of our sentences.
This week we have been introduced to our new class book - The Arrival. We explored the first chapter of the book and concentrated on inferring feelings and thoughts from body language and facial expression. We the proceeded to use this skill when learning about direct speech. We learnt the correct way to use punctuation in speech and created our own speech that could be used with the first chapter.
In our English lessons this week, we wrote poems for Remembrance.
We read the poem, Dulce et Decorum Est and and we identified the different poetic devices. After this we wrote our own poems and worked hard to included many different features, including metaphors, similes and personification.
This week we have written our own diary entries from the perspective of Henry VIII. We thought carefully about how Henry would have felt when his first wife, Catherine of Aragon, gave him a baby daughter instead of a son. We used show not tell to help us make our work interesting. We then considered how his feelings would have changed after the birth of his son, Prince Edward where we worked hard to use conjunctions to help us with using a variety of sentence types.
Features of a Diary
WC - 27.9.21
This week we have researched facts about Henry VIII wives to include in our diaries that we will write from the point of view of Henry. We used this knowledge of him and his wives to identify his thoughts and feelings during his life. We have also started to look and identify features of a diary by highlighting this in a diary entry.
WC - 20.9.21
This week we have worked towards creating our finale piece of work - a biography article about Queen Elizabeth 1. We planned the different sections of the biography carefully thinking about chronological order and and factual evidence. After that we thought about the quality of our work by thinking of the vocabulary we needed to include as well as appropriate conjunctions.
Spoken biographies of Queen Elizabeth I
WC - 13.9.21
In small groups, we researched, planned and presented a spoken biography of the life of Queen Elizabeth I. We made sure that we applied the features of a biography such as using chronological order, facts and dates, 3rd person, and a title.
WC - 6.9.21
In English we have learnt what chronological order is. Once we understood how and why this is used, we put it into practice in our work by ordering factual events about Queen Elizabeth 1. This will help us when we writ a biography at a later date.
Today in English we have been looking at biographies and how to identify if a text type is a biography. We understand the qualities of a biography and why these are used. Over the next two week we will be looking at key historical figures and collecting factual information about them. We will refer to this information every lesson.
The Boy Who Was Always Late - Transition Text
This week, in English, we have been reading our transition text which is The Boy Who Was Always Late. Our first lesson consisted of drawing inference from the front cover and exploring questions, answers and reasons from just one picture. After that, we thought carefully about the emotions that were evident from the characters in the book. We used the initial feelings and up-levelled these words by thinking of synonyms that were more effective.