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Ms Brennan's English

FRIDAY 22nd MAY 2020

WRITING TASK

 

CHALLENGE! Try some juxtaposition

 

If you haven’t heard of this term before, juxtaposition means having two opposite or contrasting ideas next to each other. This can surprise the reader as they might not be expecting it or have never heard it before.

The title of our game – The City of Silence –is actually an example of juxtaposition because a city is not normally silent but full of noise. Here are some other examples to help you think of your own.

 

The sun of darkness

The dungeon of love

The black hole of light

The cave of dreams

The waterfall of pain

 

Now have a go at coming up with some ideas that use juxtaposition.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

READING TASK

 

Complete 20 minutes on Reading Plus.

Source

 

www.readingplus.com

THURSDAY 21st MAY 2020

WRITING TASK

 

Now let’s be a bit more adventurous! Go back to your list of combinations and I am going to show you 3 different ways of extending them:

Adding in more detail

Here we want to describe more about either the place or the abstract noun and we will do this by adding in well-chosen adjectives.

Example: The city of silence

The city of silence…The forgotten city of silence

The city of silence…The city of frozen silence

The city of silence…The forgotten city of frozen silence

Top Tip: sometimes using too many adjectives can cause your writing to be over written: The huge, gigantic, massive, ugly city of silence.

 

So, add some effective adjectives and make sure that the adjective you choose actually adds something to the writing. Pie tells us, “Every word should earn its place.”

 

Add in a character

This could be you or someone else and you’ll need a verb telling the reader what they are doing in your place.

Example: The forest of nightmares

·I got lost in the forest of nightmares.

·She went into the forest of nightmares and never came back.

·Blake wandered into the forest of nightmares by mistake.

·Someone whispered in my ear stories about the forest of nightmares.

 

Try adding a character into a new idea like the example here or add it into your favourite descriptive ideas from above.

What it is like in your place

Here we are telling the reader what might be in your place, what could happen if you went there or how it got its name!

Example: The castle of curses

The castle of curses is home to all evil in the kingdom.

The castle of curses looms over the city forever watching.

Once you enter the castle of curses, you can never escape.

Now try adding all the ideas together and creating some powerful verses. Here’s one example – as you can see, I’ve been influenced by the lock down.

 

I walked softly into the forgotten city of silence, staring at empty streets, abandoned shops and scary emptiness.

Top tip: Remember poems don’t have to rhyme – and they’re often more powerful if they don’t!

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

READING TASK

 

Complete 20 minutes on Reading Plus.

Source

 

www.readingplus.com

WEDNESDAY 20th MAY 2020

WRITING TASK

 

Let’s look at a model poem

Below is a poem written by Pie Corbett using The City of Silence game called The Cave of Curiosity. It is a great example of a poem using a repetitive pattern; this time he starts each verse with the phrase: In the cave of curiosity. We are going look closely at this poem and write some responses.

Start by reading the poem out loud a few times. You can also listen to a reading of the poem here https://soundcloud.com/talkforwriting/city

 

The Cave of Curiosity

In the cave of curiosity, I created

an angry ant ambling along,

a terrified tarantula tickling  tornado

and a curious computer calling cautiously to the King.

 

In the cave of curiosity, I created

the sound of silence closing it slips,

a hummingbird’s wings flickering,

as the sea silently scrapes the pebbles and ten tired lorries trundle by.

 

In the cave of curiosity, I created

the touch of smooth stones from the summer beach,

the stickiness of honey on a finger tip

and the heat from a teaspoon as it stirs my morning tea.

 

In the cave of curiosity, I created

the coldness of frost as it freckles the window pane,

the sharpness of a saw as it crunches through wood

and the sadness of a tear as it trickles down a cheek.

 

In the cave of curiosity, I captured

the moon’s cold gleam imprisoned in a box,

the joy of a merry-go–round as it spins like a feral ferris wheel

and the force of a rainbow as it dazzles the sky with a smile that stuns.

 

Now let’s look at the poem closely and try to respond to what we have read.

  1. Which is your favourite word, line or verse? And why?

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  1. Which line would you like to change? What would you change it to?

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  1. Which part of the poem did you find scariest, saddest or most unusual?

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  1. Find a part of the poem that uses alliteration really effectively.

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  1. Write Pie a short piece of feedback about his poem. It could follow this structure: 1. Give some praise 2. Offer some advice 3. Ask a question.

 

Have a go at responding to Pie’s poem.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

TUESDAY 19th MAY 2020

WRITING TASK

 

Today, we are going to take a short break from the poetry task.

 

Last week, the Government announced that schools should re-open for Y6, Reception and Y1. What do you think about this? Do you agree? Do you disagree? What are your opinions? Do you have any ideas about how children should come back to school; when and why?

 

Write your opinions about the proposals and then email them to me – I’m really interested to hear what you think. Every day I see politicians, teachers, famous people and other adults being interviewed about children returning to school, but not once have I seen a child being interviewed! Now is your time to speak up and be heard!

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

A big 'SHOUT OUT' to Jayden who has completed Level H on Reading Plus and bagged himself a Level Award! 

Oozing awesomeness Jayden!

MONDAY 18th MAY 2020

WRITING TASK

 

Creating a simple list poem

 

Let’s have a go at writing a simple poem now from your favourite 10 or so ideas. They could be around a theme (e.g. space, happiness, darkness) or just the combinations that really caught your eye. Why not add some illustrations?

e.g.

Space

The planet of doom

The star of freedom

The black hole of light

The moon of isolation

The galaxy of hope

The universe of infinity

The sun of nightmares

The solar system of confusion

 

Now have a go at writing your own list poem

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

READING TASK

 

Complete 20 minutes on Reading Plus.

Source

 

www.readingplus.com

Congratulations Zitong!  You've completed Level I on Reading Plus - well and truly earning yourself a Level Award!  We're very proud!

FRIDAY 15th MAY 2020

WRITING TASK

 

Activity 5: Judging your ideas

 

Now you have generated your list, you can start judging which ideas stand out. Reading your ideas out loud can help here to listen to the effect on the ear. Which ones might surprise your reader? Which ones have you never heard before? Which ones immediately conjure up an image in your mind’s eye?

 

Now pick your top 10 combinations and keep them somewhere special.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

READING TASK

 

Complete 20 minutes on Reading Plus.

Source

 

www.readingplus.com

THURSDAY 14th MAY 2020

WRITING TASK

Activity 4: Try some alliteration

 

Let’s make some more combinations but this time try to make them alliterative: this means both your place and your abstract noun need to start with the same sound:

The cave of curiosity            The temple of terror

The office of honesty            The motorway of mischief

A star of sorrow                 The fairground of fear

 

Now have a go at your own alliterative combinations

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

READING TASK

 

Complete 20 minutes on Reading Plus.

Source

www.readingplus.com

WEDNESDAY 13th MAY 2020

Activity 3: Making your first combinations!

 

Now comes the fun part! Choose one word from each list and put them together to make an interesting combination. Here’s how it works:

Places          Abstract Nouns           Combinations

Church     +          love                              The church of love

Village      +         dreams                          The village of dreams

Station     +         pain                               The station of pain

Tunnel      +         hope                              The tunnel of hope

River        +         anxiety                          The river of anxiety

 

Each place can be paired up with any of the abstract nouns so the possibilities are endless! At this stage, try not to worry about whether they are ‘good’ or not just generate lots and lots of ideas so we have plenty to choose from later.

 

Now make as many combinations as you can!

Top Tip: You could choose ONE setting and then combine it with 5-10 abstract nouns and see which one surprises, entertains or interests you most.

 

The school of doom

The school of laughter

The school of determination

The school of hope

The school of fun

The school of dreams

The school of pride

The school of friendship

The school of possibilities

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

TUESDAY 12th MAY 2020

Activity 2: Make a list of abstract nouns

 

Before we make our list for the game, you might need to brush up on the four types of nouns:

 

Concrete nouns: the general names for people, places and things that you can see/touch/taste/smell etc. e.g .ball, table, grass, pony, child

Proper nouns: special names starting with capital letters e.g. Sarah, Dr Foster, Spain

Collective nouns: a word for a group of animals, people or things e.g. gang, swarm, crowd, pair

Abstract nouns: something that exists but you cannot see/touch e.g. love, dream, fear, hope

 

For our game, we want lots and lots of abstract nouns. Here are some  top tips for your list:

 

Happy feelings: hope, love, joy, friendship, happiness,

Sad feelings: regret, pain, doom, sadness, dread

Fantasy: curse, premonition, vision, dream, nightmare,

Attitude words ending in-tion/-sion: determination, ambition, trepidation, passion, confusion

 

Question? Is the word happy an abstract noun? Let’s try it out in a sentence:

The man felt very happy as it was his birthday.

Here the word happy is describing the man. We call those words adjectives.

We can change happy to an abstract noun by adding a suffix: happy–happiness. The church filled with happiness on their wedding day.

  • So the adjective sad becomes the abstract noun sadness.
  • And the adjective lonely becomes the abstract noun loneliness

 

«Now over to you to make your list of abstract nouns. If you’re

stuck, magpie from the ones above or ask your family if they can think of any.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

MONDAY 11th MAY 2020

THE CITY OF SILENCE

Over the next few sessions we will be getting our creative juices flowing, writing poems; trying some descriptive writing; giving feedback to writers; being a teacher; doing some artwork; finally publishing your work and performing it!

So let’s begin….

Have you ever wondered what it is like in …

the mountain of imagination,

the castle of doom,

the city of wonder,

the maze of wishes,

or the cellar of despair?

Well, you are about to find out! In this game, we are going to create our own unique settings by combining places and things. Let’s get started by making a list of places.

 

Here we want as many different type of places as possible – the more the better.

 

For example: wood, city, shed, street, station, maze, cellar …

 

Top Tip: generic places are what we are looking for here, not the actual names of particular places: we want city not London, planet not Jupiter.

 

Sorting your ideas:

One way to sort your places is to put them into categories. This often helps you to think of more ideas as one idea can lead to another and so on.

Water

Where people live

Buildings

Outer space

lake

town

shed

moon

river

house

supermarket

planet

 

Now over to you to make your lists of places. Can you get more than 50?

 

Please email your work to me at m.brennan@westbrookoldhall.com

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Home learning books

Thursday 7th MAY 2020

VE DAY

 

Over the next 2 days I want you to create a powerpoint, poster or leaflet, showing why we are celebrating VE Day on Friday.

 

You can be as creative as you wish, but there MUST be lots of information!

 

Have fun and I can’t wait to be amazed by your splendid work!

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books/computers/paper!

WEDNESDAY 6th MAY 2020

VE DAY

To begin, please watch the videos below. Watching them will give you a good idea of what is was like to experience VE Day.

 

https://www.britishpathe.com/video/ve-day-celebrations

 

https://www.youtube.com/watch?v=mse35_d4WNU

 

Now click on the link below, which shows a picture of a street party on VE Day.

What do you notice?

https://www.whatsonlive.co.uk/worcestershire/news/massive-street-party-to-be-held-in-bromsgrove-to-mark-75th-ve-day/44634

 

Imagine that you are one of the children at this street party. Write about the celebration day, from your point of view. You will need to describe the day itself and how you feel. When I read it I want to be able to imagine I am there!

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

TUESDAY 5th MAY 2020

READING

Spend 30 minutes on Reading Plus

 

WRITING

Complete your portal story writing.

Follow the same rules that we follow in class:

  1. Read through your work, carefully and check for any mistakes. E.g. have you missed out any words? Do your sentences make sense? Have you used the correct tense?
  2. Ask someone else to read your work and give you feedback.
  3. Check your spellings
  4. Check that you have described the seting.

I would love you to email your work to me, so that I can post it on the school website. I haven’t seen many yet and it certainly isn’t too late to send them to me.

m.brennan@westbrookoldhall.com

Source

ReadingPlus

Source

Home learning books

MONDAY 4th MAY 2020

VE DAY

On Friday it’s 75 years since VE Day!

This week you are going to complete work to do with this very important period in history.

First of all we need to find out about VE Day. Below are 2 things I’d like you to read – a powerpoint and a reading comprehension. Read through both then complete the comprehension in your home learning books, but no peeping at the answers!!!

 

Powerpoint:

https://primarysite-prod-sorted.s3.amazonaws.com/ashbeach/UploadedDocument/45ca2bf7c5a4460493d9ee3fd0239873/ve-day-powerpoint-for-ks2.ppt

 

Reading comprehension:

 https://primarysite-prod-sorted.s3.amazonaws.com/ashbeach/UploadedDocument/5a00af46546b4e0f9135cad3eb08f632/ks2-reading-comprehension.pdf

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

Please go to Ms Brennan’s English on the Y6 class page to see some of your story starters. Please email me with any comments you would like to make about them. Do you like them? What do you think could be done better? Let’s start a dialogue about our stories, just like we do in class, so that we can help each other!

FRIDAY 1st MAY 2020

 Writing your own story

Please continue to write your story.

Follow the same rules that we follow in class:

  1. Read through your work, carefully, from yesterday and check carefully for any mistakes. E.g. have you missed out any words? Do your sentences make sense? Have you used the correct sense?
  2. Ask someone else to read your work and give you feedback.
  3. Start writing the end of your story and remember to:

Think it

Say it

Write it

Read it

  1. Enjoy writing it!

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

THURSDAY 30th APRIL 2020

 Writing your own story

Please continue to write your story.

Follow the same rules that we follow in class:

  1. Read through your work, carefully, from yesterday and check carefully for any mistakes. E.g. have you missed out any words? Do your sentences make sense? Have you used the correct sense?
  2. Ask someone else to read your work and give you feedback.
  3. Start writing the middle part of your story and remember to:

Think it

Say it

Write it

Read it

  1. Enjoy writing it!

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

WEDNESDAY 29th APRIL 2020

 Writing your own story

You now have all of the tools required to write your own portal story. You may like to write about a more traditional portal that leads you to a magical world, or you may prefer to draw upon your personal experiences, as we have explored throughout this unit.

 

To recap on all the key points we’ve been learning:

  1. Describe the portal in detail. You may want to show the portal through the eyes of the main character.

 

  1. Think about what lies on the other side of the door. Allow yourself the opportunity to write about what interests you and what is important to you.

 

  1. Great writers steal ideas (‘magpie’) from other great writers. Reflect upon the portal stories that you have loved reading and consider what made these so engaging. Try to bring in some of these skills and techniques into your own work.

 

  1. Enjoy it. Writing is all about sharing a passion for words, stories and the world of possibility. If you love the story you are writing – so too will your reader.

 

Now write your portal story, drawing on all that you have learned. This will take you all week, so today just write the beginning of the story then please email it to me, so that I can have a look and give you feedback.

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

TUESDAY 28th APRIL 2020

 Planning a portal story

Nearly all portal stories follow a similar pattern:

  • Main character (MC) finds magical portal and enters new world
  • Describe new World
  • MC explores this new world and encounters a problem
  • MC has to escape and return through a portal
  • MC cannot find portal again (sometimes brings back a memento of new world)

Once  you have identified the pattern of the story, the possibilities are endless. Let your imagination run free. Brainstorm lots of ideas and then decide which captures your interest as a writer. Before you start, take a look at my top tips.

Top tips for story writing:

Start in a world/a setting that you know well – it is far easier to describe something familiar to you, e.g. a garden, your school, your local town, etc.

 

Use a stimulus (e.g. picture) for the new world – an image will help you focus in on the detail and describe what is there.

 

Let your ideas flow – don’t worry about spelling, handwriting or presentation … you can go back and edit this later.

 

Here are a couple of ideas to open your mind to the world of possibility:

Underlying Pattern

 

Story idea 1

 

Story idea 2

 

Main character (MC) finds magical portal and enters new world.

Elif is playing in her Grandmother’s garden

and notices a small fairy door.

Touches door and shrinks/enters.

 

 

Josh and Archi playing hide and seek in their house. Archie opens hatch in the roof and discovers new world.

 

Discovers new world

Arrives in an underground world full of caves, giant toad stools and magical creatures.

Transported to life on board an enormous sailing ship in Tudor England.

 

MC explores new world and encounters a problem.

 

Elif explores new world and enters an area strictly forbidden. Picks magical flower.

 

Ship is thrown into battle.

 

MC has to escape and return through the portal

 

Alarms sound and Elif runs. She is chased through the magical world by unknown threat and escapes.

 

Archie desperately searches for portal and way back to own world.

 

MC cannot find portal again (sometimes has brought back a memento of new world)

 

Elif cannot find fairy door again, but the cut flower lives on forever reminding her of her journey.

 

Archie escapes with small pouch of gunpowder in his pocket.

 

 

Using this underlying pattern, plan a few portal stories of your own. You may like to draw upon your own personal experience as well as your wider reading and imagination.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

Congratulations Eirinn!  You completed Level G on Reading Plus and you earned a Level Award! Keep up the great work!

TUESDAY 28th APRIL 2020

 Planning a portal story

Nearly all portal stories follow a similar pattern:

  • Main character (MC) finds magical portal and enters new world
  • Describe new World
  • MC explores this new world and encounters a problem
  • MC has to escape and return through a portal
  • MC cannot find portal again (sometimes brings back a memento of new world)

Once  you have identified the pattern of the story, the possibilities are endless. Let your imagination run free. Brainstorm lots of ideas and then decide which captures your interest as a writer. Before you start, take a look at my top tips.

Top tips for story writing:

Start in a world/a setting that you know well – it is far easier to describe something familiar to you, e.g. a garden, your school, your local town, etc.

 

Use a stimulus (e.g. picture) for the new world – an image will help you focus in on the detail and describe what is there.

 

Let your ideas flow – don’t worry about spelling, handwriting or presentation … you can go back and edit this later.

 

Here are a couple of ideas to open your mind to the world of possibility:

Underlying Pattern

 

Story idea 1

 

Story idea 2

 

Main character (MC) finds magical portal and enters new world.

Elif is playing in her Grandmother’s garden

and notices a small fairy door.

Touches door and shrinks/enters.

 

 

Josh and Archi playing hide and seek in their house. Archie opens hatch in the roof and discovers new world.

 

Discovers new world

Arrives in an underground world full of caves, giant toad stools and magical creatures.

Transported to life on board an enormous sailing ship in Tudor England.

 

MC explores new world and encounters a problem.

 

Elif explores new world and enters an area strictly forbidden. Picks magical flower.

 

Ship is thrown into battle.

 

MC has to escape and return through the portal

 

Alarms sound and Elif runs. She is chased through the magical world by unknown threat and escapes.

 

Archie desperately searches for portal and way back to own world.

 

MC cannot find portal again (sometimes has brought back a memento of new world)

 

Elif cannot find fairy door again, but the cut flower lives on forever reminding her of her journey.

 

Archie escapes with small pouch of gunpowder in his pocket.

 

 

Using this underlying pattern, plan a few portal stories of your own. You may like to draw upon your own personal experience as well as your wider reading and imagination.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

Congratulations Rhiannon - you have been awarded a Level F Certificate on Reading Plus!  All your hard work is paying off!

MONDAY 27th APRIL 2020

Through the eyes of a character

One of the things I love exploring when I’m writing is what must be going on in a character’s mind. Whenever I read great portal stories, I always try to put myself into the shoes of the character, to try to imagine how they must be feeling as they discover this passageway to a new world. How must Alice have been feeling as she fell through the never-ending tunnel into Wonderland?

 

First, think of your character–it’s easier if you base this on someone you know.

• What are they called?

• What do they look like?

• What sort of a person are they (miserable/friendly/kind/aggressive)?

• What do they say?

• What do they do?

• How do they treat other people?

• How do other people treat them?

 

Now compose a short piece of descriptive writing based on seeing a mysterious door through the eyes of your character. To do this, we will use a simple opener to drop the reader straight into the action:

Samantha stared.…

Ali hesitated.…

We will also try to use some of the tools we explored in The Snow Walker’s Son. Look at this example:

Samantha stared. There, rising out of the cliff, was an unfamiliar door; its metallic panels were tarnished in rust. Paint flaked off the brittle walls that made up its frame and the door handle rattled in the bitter breeze. Slowly, Samantha gazed all around her, took a deep breath and stepped forward.

 

Here are the tools I used:

Show the setting through the eyes of the main character

 

Samantha stared.

 

Describe the door/portal. (You may like to use two sentences that are closely linked in meaning and connect them with a semicolon.)

There, rising out of the cliff, was an unfamiliar door; its metallic panels were tarnished in rust.

 

Add some more detail.

 

Paint flaked off the brittle walls that made up its frame and the door handle rattled in the bitter breeze.

Include an adverb to hint at how the MC feels. Remember, you can move the position within the sentence.

Slowly,

Use the pattern of three to advance the action and inject a sense of pace into your writing.

Samantha gazed all around her, took a deep breath and stepped forward.

 

Now Imagine your main character is walking along the road when they come across a mysterious doorway. Describe this through their eyes. Use the model above to help you.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

FRIDAY 24th APRIL 2020

Thanks to those of you who have sent me their door art. I’ve posted them under ‘Ms Brennan’s English’ on the Y6 class page. If you haven’t yet sent it to me, there’s still time!

Adverbs – roving reporters

In the sentences below, the adverb ‘slowly’ is used to describe how the man enters the room. Adverbs are like roving reporters – they can be moved around the sentence, e.g.

 

The man went in, slowly

  1. Slowly, the man went in.
  2. The man went slowly in.
  3. The man slowly went in.

By changing the position of the adverb, we can often either alter the meaning or add emphasis to a sentence. In this instance, by placing the slowly at the end, we infer that the character has a heightened awareness of the situation they are in and therefore deliberately enters with caution.

 

Try playing around with the adverb position in the following sentences. Consider how it alters the meaning and where the emphasis is best placed.

 

1. Cautiously, Samantha crept towards the door that stood

 

2. Sadly, the boy stared out of the window.

 

Now try this out with a sentence of your own.

 

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

THURSDAY 23rd APRIL 2020

Let’s have an artistic challenge today after all your hard work on comprehension:

 

Doors are not only exciting for what may lie behind them; they can be designed to invite you into their world. A few years ago, a derelict area of Funchal in Madeira was transformed by local artists who decided to bring the dead doors to life. The beauty of the art opened new doors, and soon homes, shops and restaurants flourished there. Click on the link below to see some of those doors.

 https://www.timetravelturtle.com/painted-doors-funchal-madeira/

Have a go at drawing, painting or creating your own door. What design would you choose? What would it represent?

Please email your work to me at m.brennan@westbrookoldhall.com

It would be fabulous to put some of your splendid art work on the Y6 class page.

Source

Home learning books

WEDNESDAY 22nd APRIL 2020

Pattern of three:

Fisher (from yesterday’s work) uses the pattern of three actions in a sentence to advance the action and inject a sense of pace into her writing. This helps to balance description, action and dialogue. e.g.

The keeper hung his lantern on a nail, took the key from a dirty string around his neck, and fitted it into the keyhole.

 

With both hands he turned the key, then tugged out the red chain in a shower of rust and pushed the door.

 

He stepped well back, handed the stranger the lantern, and

jerked his head.

 

Can you come up with three of your own sentences using this skill?

 

b. Semicolon for independent clauses

A semicolon can be used between independent clauses that are closely related in theme. In the following sentences, Catherine Fisher chooses to use semicolons in both of these sentences rather than using a joining word (conjunction) like because.

The keeper grinned; he knew fear when he heard it.

 

He had no tongue to speak with; she'd made sure he kept her secrets.

 

In your opinion, why has she made this choice and what impact does it have on you as the reader?

 

Can you write two or three sentences of your own that illustrate the power of the semicolon over the use of a conjunction?

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

TUESDAY 21st APRIL 2020

Read this extract from The Snow -Walker's Son by Catherine Fisher. You can listen to the extract here: https://soundcloud.com/talkforwriting/doors

The door was the last one in the corridor.

As the flames flickered over it, they showed it was barred; a hefty iron chain hung across it, and the mud floor beneath was red with rust that had flaked off in the long year so flocking and unlocking.

The keeper hung his lantern on a nail, took the key from a dirty string around his neck, and fitted it into the keyhole. Then he looked behind him.

'Get on with it!' the big man growled. 'Let me see what she keeps in there!'

The keeper grinned; he knew fear when he heard it. With both hands he turned the key, then tugged out the red chain in a shower of rust and pushed the door. It opened, just a fraction. Darkness and a damp smell oozed through the black slit.

He stepped well back, handed the stranger the lantern, and jerked his head. He had no tongue to speak with; she'd made sure he kept her secrets.

He hesitated; a draught moved his hair and he gazed back up the stone passageway as if he longed suddenly for warmth and light. And from what I've heard, the keeper thought, you won't be seeing much of those ever again.

Then the man held up the lantern and pushed the door. The keeper watched his face intently in the red glow, and his great hand, as it clutched a luck-stone that swung at his neck. The man went in, slowly. The door closed.

©Catherine Fisher 2011 from The Snow Walker's Son, published by Red Fox ,by permission of the author.

1.The door was the last one in the corridor.

What is the significance of the word last? Can you think of another context where the word last has a significant meaning? e.g. the last chance.

 

2. How do the opening lines (highlighted above) set the mood of the story? What are your immediate impressions?

3. Having spent a great deal of time reflecting on the significance of doors and their appearance, what does this description suggest to you?

4. Why has Fisher described the iron chain as being ‘hefty’? What could the significance of this word be in the context of the story?

5. Darkness and a damp smell oozed through the black slit.

 

How does this make you feel as a reader? What is the relevance of both darkness and a damp smell? Do either of these surprise you; if so, why?

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

MONDAY 20th APRIL 2020

In this session, we are going to consider the importance of fluency and expression when we read. Begin by reading Miroslav Holub’s poem The Door. You may like to listen to these two contrasting performances:

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

https://www.bbc.co.uk/programmes/p011kx3r

Decide which reading you prefer and why and jot down your response.

 

The Door by Miroslav Holub

Go and open the door.
Maybe a dog’s rummaging.
Maybe you’ll see a face,
or an eye,
or the picture
of a picture.

Go and open the door.
If there’s a fog
it will clear.

Go and open the door.
Even if there’s only
the darkness ticking,
even if there’s only
the hollow wind,
even if
nothing
is there,
go and open the door.

At least
there’ll be
a draught.

Decide which reading you prefer and why and jot down your response.

Now make some notes on the poem:

  1. What did you like about the poem? What was your favourite line and why?
  2. How did the poem make you feel?
  3. Which line in the poem did you find the most interesting and why?
  4. Are there any parts of the poem that leave you with unanswered questions?
  5. What questions would you like to ask the poet, Miroslav Holub?

Decide how you would perform this out loud and have a go at performing at home. If you want to – record it and send it to me!

Please email your work to me at m.brennan@westbrookoldhall.com

Source

Home learning books

FRIDAY 17th APRIL 2020

Reading Activity

Reading Plus – 20 minutes

Writing Activity

Have you ever looked at a door and wondered what might be on the other side? Where may it lead? What may be hiding within? At first glance, a door is just a piece of wood, glass or metal that is opened and closed so that people can get in and out of a room, a vehicle or a space. But in the hands of a writer, a door represents a world of possibility, a world where things are not only hidden but often closed off and restricted. Together, through poetry, text games and narrative, we shall explore the potential that a door offers to you, the writer.

 

Below is a list of idioms. Can you work out what they mean?

IDIOM

MEANING

As one door closes, another opens

 

At death’s door

 

Behind closed doors

 

Through the back door

 

Dead as a door nail

 

Foot in the door

 

Keep the wolf from the door

 

Knocking on heaven’s door

 

Leave the door open

 

Show somebody the door

 

Slam the door in someone’s face

 

 

If you would like to email your work to me, please do at m.brennan@westbrookoldhall.com

Source

Reading Plus

Source

Home learning books

THURSDAY 16th APRIL 2020

Reading Activity

Reading Plus – 20 minutes

Writing Activity

‘A World of Possibility’

As I write this, the world is in lockdown, shut behind doors for our own safety and the safety of everyone else.

Covid-19 has closed schools; closed shops and temporarily closed some of the things we take for granted, like playing in the park with our friends.

Make a list of all the things that you miss doing. You may like to think about some of the following categories:

- seeing family

- seeing friends

- day to day things

- playing sports

- exploring your interests

- places you love to visit

Throughout the next sessions, you may like to use these personal reflections to inspire and influence your writing.

If you would like to email your list to me, please do at m.brennan@westbrookoldhall.com

Source

Reading Plus

Source

Home learning books

FRIDAY 3rd APRIL 2020

Reading Activity

Reading Plus – 20 minutes

Writing Activity

Thanks to everyone who emailed their stories to me.

Today I would like you to write a real-life diary entry.

You will date your diary entry with today’s date.

Write an entry about your life during school closure time.

How has the experience been for you?

What has been different?

How have you felt during this time (use emotive language!)

Then please email your diary entries to me at m.brennan@westbrookoldhall.com

Every so often I will ask you to write another diary entry. If I am sent enough from all of you, when we return to ‘normality’, I would like to create a book for you all.

Source

Reading Plus

Source

Home learning books

THURSDAY 2nd APRIL 2020

Grammar Activity

Use the link below to learn more about dashes, semi-colons and colons.

Writing Activity

If you emailed your story to me – thank you so much.

Your next step is to write the end of your story.

Think about:

  • How you can use adventurous vocabulary
  • How you can use a variety of punctuation.
  • The way you start your sentences – start differently each time.

Then please email your starters at m.brennan@westbrookoldhall.com

Source

https://www.youtube.com/watch?v=OzfZh6IDW1E

Source

https://www.literacyshed.com/oceanmaker.html

WEDNESDAY 1st APRIL 2020

Grammar Activity

Use the link below to do some work on commas.

Writing Activity

If you emailed your story to me – thank you so much. Your starters really hooked me in!

Your next step is to write the middle part of your story.

Think about:

  • What techniques you will use to build suspense
  • How you can use adventurous vocabulary
  • How you can use a variety of punctuation.
  • The way you start your sentences – start differently each time.

Then please email your starters at m.brennan@westbrookoldhall.com

Source

https://uk.ixl.com/ela/year-6/commas-with-compound-and-complex-sentences

Source

https://www.literacyshed.com/oceanmaker.html

TUESDAY 31st MARCH 2020

Grammar Activity

Use the link below to do some work on passive verbs.

Writing Activity

Having planned your story, today you need to write the start of the story.

Think about:

  • How you are going to start – it has to hook your reader in!
  • How you can use adventurous vocabulary
  • How you can use a variety of punctuation.
  • How you can include at least one example of passive verbs.

Then please email your starters at m.brennan@westbrookoldhall.com

Source

https://kids.classroomsecrets.co.uk/year-6-recognising-and-using-the-passive-verb/

Source

https://www.literacyshed.com/oceanmaker.html

MONDAY 30th MARCH 2020

Reading Activity

Reading Plus for 20 minutes.

Writing Activity

Thanks so much to those of you who emailed your descriptions to me.

Over the next few days, you are going to write the next part of the story, showing what the girl in the lighthouse does next.

Today, you will need to plan your story. Think carefully about what happens and keep it simple.

Source

Reading Plus

Source

https://www.literacyshed.com/oceanmaker.html

FRIDAY 27th MARCH 2020

Reading Activity

Reading Plus for 20 minutes.

Writing Activity

Yesterday, you watched the video and wrote words to describe the scene and emotions.

Today, you can use some of those adventurous words to write a character description for the main character.

When you are writing try to use the best words possible and use a wide range of vocabulary.

Then email the description to me at m.brennan@westbrookoldhall.com

Can’t wait to be hooked into your writing!

Source

Reading Plus

Source

https://www.literacyshed.com/oceanmaker.html

THURSDAY 26th MARCH 2020

Reading Activity

Reading Plus for 20 minutes.

Writing Activity

Watch the video

https://www.literacyshed.com/oceanmaker.html Then list words to:

  1. Describe the scene
  2. Describe any emotions the main character may have felt

Record in your home learning books.

Source

Reading Plus

Source

www.literacyshed.com

WEDNESDAY 25th MARCH 2020

Reading Activity

Reading Plus for 20 minutes.

Writing Activity

Complete and edit your work. Ensure that you have included:

  • Reported and direct speech
  • Formal and informal writing

Please email them to me – I can’t wait to see them!

If you want to see a powerpoint to help you with your writing email me at m.brennan@westbrookoldhall.com

Source

Reading Plus

Source

None

TUESDAY 24th MARCH 2020

Grammar Activity

Shifts in formality 2

Writing Activity

Write the second part of the newspaper report about Phillipe Petit in your home learning books. If you write it on the computer, you may want to email it to me so that I can have a look.

m.brennan@westbrookoldhall.com

Source

Twinkl Go

MB4869

Source

None