Mrs Fitzmaurice's Group Mrs Wingfield's Group
LI: create a plan
create descriptive writing
Read the following story starter. Children will then continue the story making sure they include a description about what they can see in the picture and how the man might be feeling faced with these creatures.
Create a plan first. Write down any good ideas you can think of which you would like to include in your writing.
Next, create your writing.
Many years ago, when I was just a small boy, we found a mysterious object washed up on the beach. It was a sort of silver-grey colour, and looked like a finger, only much, much larger.
My friends and I had huddled together on the beach around the thing, holding our hands up to our faces to shield our eyes from the dazzling sun, talking excitedly about what it could be. Some hours later, after we had all made up wild stories about the origin of our new toy, we dragged the colossal item that was the size of our dining table up to the village.
As we made our way slowly over the sand dunes, and the long, wispy grass that marked the end of the beach and the start of the fields, a crowd seemed to be gathering. Women and young children were leaving their houses, young lads were leaving tools and ploughs unattended in the fields, and rosy-cheeked men were stumbling out of the smoke-filled tavern, all hurrying with increasing urgency towards us.
Over the next days, weeks, months and years, stories were told of how our land was in danger from some kind of threat. There was fretful talk of giants, and frantic warnings about unearthly automatons come to take our lands from us. For years, people had looked over their shoulders, fearful that they were being watched, fearful that something unexpected and terrible was about to occur. For years, unsatisfied farmers had complained about their disappointing harvests, prophesising that the end of the world was near!
Of course, none of us believed them, and none of us thought anything as sinister as the end of the world was just around the corner. But, we did seem to know in our heart of hearts that something was amiss. Something wasn’t quite right…
15 Years later…
I stand on the edge of my lands, grasping my spear firmly in my steady hands. A determined grimace spreads across my face. This is the moment we had all feared. All feared, but never dared to take seriously. Well, now we would have to take it seriously. We would have to take them seriously.
They had arrived…
LI: edit and evaluate
create descriptive writing
Using the following success criteria, children will edit and evaluate their work to see if they can make it any better. Children will then create their final draft with any changes for their golden books.
- Fronted adverbials
- Expanded noun phrases
- Senses – see, hear, smell, taste, touch
- Short sentences
- Tell: show three; examples sentences
- Name – adjective pair – sentence
- Description, which and simile sentences
- First word last sentences
LI: use fronted adverbials
Recapping what are fronted adverbials again (are found at the beginning of a sentence, tells you where, when or how). If you need a reminder, please look at the link below.
Create either sentences or a paragraph including fronted adverbials about the picture below.
LI: create effective sentences
For the picture below, create interesting sentences (remember to try and include fronted adverbials, conjunctions, expanded noun phrases and descriptive writing) remembering capital letters and full stops!
Awards we have received so far.