English – WritingWeek beginning – 18th May

Town is by the Sea

Dear Parents,

Please use this Power Point to support your child’s writing this week. There is one task every day and after each task is presented, the following slides give targets to include for each year group and resources to explain grammar points and give examples. Therefore, if you have children in different year groups, you can ‘teach’ one lesson but ask for writing outcomes suitable for each child’s year group.

The whole week starts with a link to an animated version of the book to share with your child to hook them in and interest them.

Happy writing!

Day 1 IntroductionWatch the video that

tells the story of Town is by the Sea

Video link to Town is by the Sea

Day 1 Listen to the story again. Can you work out where in the world it is set? Collect words that tell you this.

Write down these words and write a simple explanation as to why you think this to be the case.

All Years – to collect words that put a story in a setting

Year 3 and Year 4 – With a little help, find and record words that put the story in a setting. Create a simple explanation as to why you have chosen a particular country that makes reference (links) to at least 2 sections of the story.

e.g. UK– the story mentions a fish and chip shop which are only found in the UK and they visit Asda which is a UK shop.

Year 5 + 6 – Independently identify words that put the story in a setting. Create an explanation as to why you have chosen a particular country that makes reference to at least 4 sections of the story

e.g. I think the story is set in the UK because the story mentions a fish and chip shop which are only found in the UK and they visit Asda which is a UK shop. Also…

When I wake up it goes like this…

First I hear the seagulls…

Then a car goes along the road and I hear the Lupins and Queen Anne’s Lace rustle in the wind.

First thing I see is the sea.

Day 2

What do you see and hear as you wake up?

Create a word bank of all the sights and sounds of your morning awakening. Will the words reveal your feeling of waking up?

All Years – create word banks that describe the early morning at your home

Year 3 - Use carefully chosen adjectives to create expanded noun phrases, similes and alliteration to describe the setting and mood e.g. Soft chirping of the birds, the sound of banging bowls, kisses from my mum as soft as a feather Year 4 - Use carefully chosen adjectives and prepositional phrases to create expanded noun phrases with expansion before and after the noun, similes and alliteration to describe the setting and mood e.g. soft chirping of the birds in the early morning sunshine, the sound of bowls banging, kisses from my mum as soft as a featherYear 5 + 6 - Use carefully selected vocabulary to describe precisely through expanded noun phrases and parenthesis. Effectively use a range of figurative language including similes, metaphors, alliteration and personificatione.g. the early morning sunshine caresses my cheek, the sound of banging bowls electrifies the air, kisses, as soft as feathers, drift down on my awakening eyes

Day 3 Early in the morning, my dad goes off to work to the coal mine deep under the shimmering sea.

The boy busies himself with play and chores by the shimmering sea.

How is your day kept busy?Do you go down to the shimmering sea?Do you have chores to do?

Create descriptive sentences that give detail your daye.g. Early in the morning, as the sun is just peeking its head above the hazy horizon, I loveto wander lazily downstairs to catch my favourite programme. No sounds can be heard from above. Not even a snore.

All Years – to create sentences that give a description of a day in current timesYear 3 – Use carefully chosen language that gives clear detail. Four sentences to be punctuated correctly and make use of adverbials to show when and where.e.g. Early in the morning, I sneak carefully down the creaky stairs and watch my favourite programme before anyone else gets the chance to hog the TV.Year 4 - Use carefully chosen language that gives clear detail. Five sentences to be punctuated correctly, including commas to punctuate the use of adverbials to show when and where.e.g. Early in the morning, I sneak carefully down the creaky stairs and watch my favourite programme before anyone else gets the chance to hog the TV.Year 5 + 6 - Use a range of precise description, including parenthesis, to give clear imagery. Use a range of punctuation accurately, including semi-colons to join clauses and colons to add extra detail to a sentencee.g. Early in the morning, just as the sun pokes its head above the horizon, I sneak downstairs; no one hears. All is quiet above: everyone is fast asleep.

Day 4

Later in the day, Dad returns home from work, deep, deep under the shimmering sea.

What conversations may they have had as a family whilst watching from their porch?

Record the conversation between the family as they talk about their day, what they did and what they heard and saw.

Remember that conversations tend to have questions and answers so include both of these in your writing.

All Years – Use dialogue punctuation accurately to record the conversation between the family as they talk about their day

Year 3 Make sure each piece of speech has a reporting phrase to show who is speaking and how they are feelinge.g. “How was your day?” Dad asked of his son.“So great – I loved meeting Fred at the swings,” replied the boy.

Year 4 – Use punctuation accurately within dialoguee.g. “How was your day?” Dad asked of his son.“So great – I loved meeting Fred at the swings,” replied the boy smiling.

Year 5 + 6 – Use dialogue and action together to make the conversation flow. Use language choices that are appropriate to the characters.e.g. “How was your day today. ?” Dad asked of his son as he looked fondly at the sleepy child beside him.“So great – I loved meeting Fred at the swings,” replied the boy drowsily but smiling at the happy memories. “ I went almost to the top – it was so cool.”

Day 5 Choose one of the following for your longer write:

1. Create a poem that describes the sea and your own experiences with it. It could be the sights, sounds and emotions that the sea creates in you. Remember to use really descriptive language that carefully captures your ideas. Or it could be a story poem about a walk to the sea using just as great language.

2. Write a story that goes with the book and includes beautifully descriptive language as well as speech to record conversations between the characters.

Remember to magpie from your learning

throughout the week

All Years – For a poem to plan, write and edit a longer piece of writing Year 3 and 4 A. Plan out your writing to make sure you use the following:• A word bank of words and phrases including expanded noun phrases, similes and

alliteration• Ideas of sights, sounds and emotions for three verses• B. Edit by reading through to another person to check no words or punctuation are

missing, key words are checked for spelling and some language is improved for better description.

Year 5 and 6 A. A. Plan out your writing to make sure you use the following:• A word bank of words and phrases including a range of figurative language and

parenthesis• Ideas of sights, sounds and emotions for four versesB. Edit by reading through to another person to check no words or punctuation are missing, words are checked for spelling and language and punctuation is improved.

All Years – For a story to plan, write and edit a longer piece of writing Year 3 and 4 A. Plan out your writing (a picture story board would work well) to make sure you use the

following:• An introduction (who, what, where and when) • One or two main paragraphs (main events in detail – each paragraph should be about a

particular theme)• A conclusion (sum up briefly what has happened or bring your story to a close)B. Edit by reading through to another person to check no words or punctuation are missing, key words are checked for spelling and some language is improved for better description.Year 5 and 6 A. Plan out your writing (a picture story board would work well) to make sure you use the following:• An introduction (who, what, where and when) • Two or three main paragraphs (main events in detail in a themed set of sentences)• A conclusion (sum up briefly what has happened or bring your story to a close)B. Edit by reading through to another person to check no words or punctuation are missing, words are checked for spelling and language and punctuation is improved.