Reevy Hill Primary School

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Writing

Monday - To write a diary entry

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Now that we have practiced writing expanded noun phrases, fronted adverbials and relative clauses, it is time to have a go at using all of these together in a diary entry.

Pretend you are the little girl again in the pictures below…

 

Think about:

What happens from the moment she wakes up to the moment she has left the building? How does she feel? What is she thinking? What can she see, hear, feel and smell?

Task: Write a diary entry as though you are the little girl. Use paragraphs and the checklist below to include the features you need.

 

Have I:

  • Included expanded noun phrases
  • Included fronted adverbials
  • Included relative clauses
  • Use past tense (‘was’ or ‘were’ not ‘is’)
  • Write in first person. (I, my, we, us, our)

 

If you are struggling to think of how to organise your diary, take a look below for some paragraph ideas:

 

Start with ‘Dear Diary,’

  • Paragraph 1 – You have just woke up in bed. What do you feel like? Can you hear anything? What is your bedroom or bed like? What do you do next?
  • Paragraph 2 – You have gone downstairs to the kitchen. Who else is there? What do you see? How does it make you feel?
  • Paragraph 3 – You are told to get ready. What is going through your mind? What do you do?
  • Paragraph 4 – You go outside. You see the shadows above. How do you feel? How do you react?

 

Some good examples:

 

 

 

Tuesday - To explore the character’s feelings, thoughts and motives.

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Take a look at the next few pages of the story below. Click on the arrows to change the pictures. 

It appears that the father has left to go on some sort of journey. Look at the pictures again, this time thinking about these questions…

  • Why do you think he has left?
  • Do you know any other situations where somebody has had to leave their country? (Could be from a story, the news or real life)
  • How do you think he is feeling?

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Task 1: Draw a character outline like the one below. Thinking about the father throughout the story, write the father's feelings on the inside, and the father's thoughts on the outside. How many can you think of?

 

 

 

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Task 2: Now think about any other characters from page 3 to page 6. Write the word ‘Page 1’ in a bubble (or cut the pictures out and glue it onto your page). Label the bubble or picture with answers to the questions below:

  • What are the characters thinking?
  • What are the characters saying?
  • Who are they?
  • What are they doing?
  • Why are they there?

 

 

 

 

Wednesday - To identify grammatical features used by the writer.

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Task 1: Read the WAGOLL below. Can you find examples of the features in the checklist? Underline any features that you can spot…

 

Can you find examples of:

Tick if found

  • Fronted Adverbials

 

  • Relative Clauses

 

  • Similes

 

  • Dialogue (speech)

 

  • Parenthesis (Brackets)

 

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Task 2: Now you have underlined some examples of each feature, draw the table below and copy one of the examples from the WAGOLL for each feature.

 

Features

Example

Purpose

Fronted Adverbials

 

Describe where, how or when something happens

Relative clauses

 

Included extra information about a noun

Simile

 

To add description and create a picture in the reader’s mind

Dialogue

 

To include what the characters are saying

Parenthesis

 

To add extra information

 

 

 

Thursday - Spelling, Grammar and Punctuation

Spelling Task - You can practice these however you think will help (neat handwriting, colours, bubble writing, spelling scribble.....)

 

Week

Spelling Rule

Spellings

2

Words ending in ‘ment’

Equipment

Environment

Government

Parliament

Enjoyment

Movement

 

Grammar Task – Nouns and Pronouns

 

Can you remember what a noun is? Take a look below to find out more…

Nouns are often known as ‘naming words’ because they can name people, places and things.

 

Can you remember what a pronoun is? You can find out more about the three main types of pronouns below…

  

 

Task 1: Spot the nouns and pronouns. Write them down on your paper.

 

Task 2: Re-write these sentences. Replace some of the nouns with pronouns to make them sound less repetitive.

 

  1. Ali hit out at the cricket ball, but Ali missed the cricket ball.
  2. Mark asked Mark’s friends if Mark could play.
  3. The pilot said that the pilot had to make an emergency stop.
  4. The children sulked angrily when the children were told off.
  5. Anna loved listening to Anna’s music.
  6. I think this pencil case belongs to Oscar because it looks like Oscar’s.

 

 

 

Friday - To develop character through dialogue (speech)

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When we read a story, we can learn lots more about the character’s thoughts and feelings when they speak. We call this ‘dialogue’.

 

It is REALLY important that we also use the correct punctuation when including dialogue (speech) in our writing. Take a look at the rules:

Now take a look at the next pictures in the story...

Task 1 – Can you add the correct punctuation to the text below? Write it out correctly on your paper.

 

Outside the old clocktower, Migrare took out his translation book for beginners. Frantically, he flicked through the undecipherable pages, trying to find the meaning within.

 

Excuse me Sir said the Merchant

hello, can you help me said Migrare

What do you require said the Merchant

I’m lost and I have nowhere to stay Migrare said

The Merchant said sorry, I don’t understand

Migrare said Let me draw you a picture Migrare said

You want to buy a bed said the Merchant

Migrare said No! I have no bed. I have nowhere to sleep

The Merchant said Ah! I understand now. Follow me the Merchant said

 

Task 2 – Write your own conversation for the images. Don’t forget to use the correct punctuation and use a different adverb instead of ‘said’.

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