WALT:
To continually develop and improve our speed and accuracy when writing.
WILF:
Descriptive language utilising Tier 2 vocabulary.
Well constructed sentences paying particular attention to spelling, grammar, punctuation and paragraphs.
Your ideas create images in a sequential and cohesive manner considering target audience.
journal_writing__1_.pdf | |
File Size: | 2321 kb |
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journal_writing_prompts_2.pdf | |
File Size: | 604 kb |
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Learning Sequence STEP ONE
Watch the film up the point where the candle goes out. Discuss the setting and the title, what do you think is going to happen? Make predictions about the content. Brainstorm language to describe the setting, think about nouns, adjectives and adverbs. [Record on Resource Sheet A- see button below ( see word banks) Watch the remainder of the film. When the Lighthouse keeper breaks the lamp, pause and discuss possible outcomes. Tell the children that they are going to carry out some hot seating, asking the lighthouse keeper some questions. The children think about the things they would ask the lighthouse keeper about the events of that night. Record questions on resource sheet A- see button below |
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Word Bank Ideas
Shuffling paper, heart pounding, feel stressed, anxious, burden of the problem, misty clouds, as dark as night drift across the sky, rough weather, eerie night, small village, the light of the sky, beam of light, working like clockwork, cheers, feeling fed-up, missing out on the fun, gust of wind, knocks light, WOOSH, SCREECH, stumble, trip, beacon of light, lamp, thump-thump, breathless, peering, rushed, honk of the horn, panic, smashed, thundering towards the shore, helpless, relief, companionship, teamwork, solve the problem, ships halted, safety, catastrophic consequences, immense globe, determined, sweating, dripping, shattered into pieces.
What was the problem in the story?
What was some of the emotions that the light house keeper would have been feeling?
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retell_hand_.docx | |
File Size: | 171 kb |
File Type: | docx |