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John Clifford Primary & Nursery School ‘Be your best. Celebrate success. Together we will be successful.’

WRITING

Writing WC 13.7.20 

 

As we’re getting ready for the Summer Break, we’d like you to think about what you would like your new teacher to know about you. You will all receive a letter this week which includes your report and information about your new class and your new teacher for next year. Normally we would be having a transition week this week but things are still a bit different at the moment. However, we don’t want you to worry, we have plans in place for September to help us all settle back into school comfortably and get to know our new classes.  

 

You will all have seen your new teacher around school and will know who they are, but they might not know a lot about all of you so now is your chance to tell them what you want them to know. 

 

Task 1: 

It’s a good idea to plan your letter before you write it. Below are some headings for your paragraphs, make notes under each heading so that you know what to include. 

 

An interesting fact about me 

 

What I’m good at 

 

What I want to get better at 

 

In my spare time I like to 

 

My favourite things to do at school are 

 

My hopes for next year are 

 

Write some notes under each of these headings to help structure your letter. 

 

Task 2: 

Now it’s time to draft your letter. Watch the video below to support your in planning the layout of your letter. 

Then, draft your letter, using your headings and notes to write your paragraphs.  

REMEMBER- You don’t need to write the headings, they were just for planning. 

Letter Writing for Kids

Created using mysimpleshow - Sign up at http://www.mysimpleshow.com and create your own simpleshow video for free.

Task 3: 

Next, you need to read through your draft and make any improvements and edit any mistakes. We do this in purple pen at school, why not use a different coloured pen or pencil so your changes stand out? Don’t forget to check your punctuation and grammar and make sure you’ve used lots of interesting vocabulary. 

 

Task 4: 

Now it’s time to write your letter up in neat. You can do this in your homework books, on a smart piece of paper or, if you have a printer, you could use one of the letter templates below. Don’t forget to use your smartest handwriting! 

 

Task 5: 

Upload your letter onto the blog or email to us at stayintouch@johnclifford.sch.uk and we’ll make sure your new teacher gets to see it. You could even post your letter to school addressed to your new teacher if you wanted to! 

Writing WC 6.7.20 

 

This week we are looking at our final two poems from the national trust anthology ‘I am the Seed that Grew the Tree’. 

 

We are looking at poetry that describes animals this week. 

- What is your favourite animal? 

- How would you describe your favourite animal? 

 

Task 1: 

The following two extracts are taken from the poems we’ll be looking at this lesson. You’re going to be poetry detectives; you’re going to try to guess the animals being described in each poem! 

First of all, can you underline any key words or phrases that stand out to you? 

 

 

Task 2: 

Which animal would you guess Poem 1 is about? Which animal would you guess Poem 2 is about? Give reasons for your answers. 

 

Task 3: 

Now it’s time to see if any of you guessed the right animals! Read the two poems for this lesson in full below. Does the writer use effective imagery, personification, or interesting structure in either of the poems? (If you need to remind yourself what these words mean, scroll down and see previous lessons where we looked at these poetic devices.) 

 

Pick your favourite stanza from one of the poems. Discuss why it is your favourite stanza, either with a grown up or by writing in your homework book. 

 

The two poems we are looking at  are: 

 

 

Task 4: 

With a grown up or sibling, recreate the scene that is described in your chosen stanza by crafting a freeze-frame. How can you convey the image that the poet creates? How can you show the mood of the scene?  

You should consider: 

- Use body language and facial expressions to express emotion 

- Use props in the classroom to recreate the setting 

- Use your body position to show the action described in the stanza 

 

 

Task 5: 

Now that you have tested your interpretation of your chosen stanza, in your homework books, write out your chosen stanza and illustrate it underneath. What do you ‘see’ when you read the stanza? 

 

Extension: 

Can you write your own animal poem? You could use imagery, shape, personification to create your poem. 

Writing WC 29.6.20 

 

This week we are looking  ’What is Green?’ (page 105) and ‘What is Pink?’ (page 208) from the ‘I am the Seed that Grew the Tree’ poetry anthology. 

 

We want you to think about: 

- How do writers create strong images for the reader in poems? 

- Why is it important to create strong images in poems? 

 

What is imagery? 

Watch this video and write a short description of what imagery is. 

https://www.youtube.com/watch?v=eoNl1Ue5ZtQe  

 

Next, have a look at the colours below. Write a quick description of what each 

colour makes you think about 

Now, in the space on the next page, draw an image that represents the colour that you’ve been given.  

What will you include? 

 

Consider the following things when you start drawing 

your image: 

– Any objects that your colour makes you think about 

– Any feelings that your colour makes you think about 

– Any settings that your colour makes you think about 

 

Look at the two poems for this lesson: ‘What is Green?’ by Mary O’Neill and ‘What is Pink?’ by Christina Rossetti. 

- What colours can you identify in the poems? 

- Which is your favourite piece of imagery in each poem? 

- Which line do you think is most effective in each poem? 

- Can you identify any lines that evoke objects, feelings or 

particular settings? 

 

Now it’s your turn! Write a sentence that includes or evokes your chosen colour. When you’re finished, read it out to a grown-up or sibling so that they can guess which colour you have chosen and how successful your imagery is. 

 

Extension Task: Write a whole poem of your own which 

evokes your chosen colour. 

Writing WC 22.06.20

 

The Shape of Poems 

 

This week, we are continuing to look at some poetry from the National Trust anthology ‘I am the seed that Grew the Tree’. We are looking at two different poems and how the writers have arranged the words of the poem on the page. We are looking at how organisation, structure, shape and presentation creates meaning. 

 

Look quickly, then closely, at the two poems that have been ‘filled in’ below. The poets have chosen the shape or structure of their poems very carefully. What can we infer about the poems by looking only at the shape of them, and not at the words themselves? Consider the following things and make notes: shape, stanzas (mini paragraphs in the poem), and line lengths. 

 

 

Now consider what the two poems might be about. Do you think they will explore different subjects? What subjects might they be about? What might be happening? You could discuss your ideas with a grown-up. 

 

Below are the two poems whose shapes you just analysed: ‘Diamond Poem’ by John Foster and ‘The Autumn Leaves’ by Wes Magee. Now that you can properly read each poem, answer the following questions: 

 

1. What is each poem about? 

2. What is happening in each poem? 

3. How do the shapes of the poems help to show what they are about? 

Extension Task: Can you see any examples of sentences ‘running on’ from one line to the next, so your eyes have to follow the words onto the next line? This is called enjambment. What do you think writers might use this technique? 

 

  

 

Now it’s your turn. Think of a subject that you would like to write a poem about. You don’t need to use any words yet, just draw the shape of the lines that you would like to use. Make sure that you can explain why you’ve chosen your particular shape or structure. 

 

Extension Task: Don’t forget to consider the following features when you come to create a shape for your poem: stanza divisions, punctuation, line length, and line run-on (enjambment). 

Writing  WC 15.06.20 

 

This week we are looking at poetry, starting off with one of my favourite poems by Judith Nicholls called ‘Windsong’. It’s from a huge National Trust poetry anthology called ‘I Am the Seed That Grew the Tree’ (which you’ll notice is part of the poem!). The anthology has a different nature poem for every day of the year. 

 

 

‘Windsong’ is a poem written in first person. 

- What do we mean when we use the term ‘first person’? 

- Why do you think some writers choose to write using the first person? 

- What is personification? 

 

Personification video-  

https://www.youtube.com/watch?v=VqBZMR83wCg 

 

Can you complete the sentence? 

Personification is...... 

 

 

Read the poem aloud to a grown up, ask them to read it to you. Can you perform the poem to each other? 

 

We would like you think about different kinds of seeds and what they grow.  

Make a list in your homework book of all the flowers, plants and vegetables you can think of that grow from seeds. Don’t spend too long on this, maybe just 2-3 minutes. 

 

Next, choose which seeds you will use for your own poems.  

 

We’d like you to follow the structure of ‘Windsong’. 

 

I am the seed  

that grows ….... 

that gave …... 

to ...... 

to ...... 

…..... 

 

Here are two that I worked on 

 

 

 

Two poems would be great, you can try different ideas in your homework book as drafts, then choose the ones that you felt worked best and publish them in your best handwriting. We’d love to see them so please share them on the blog or in an email. 

Writing - WC 8.6.20 

 

This week in English we are going to be creating an infographic all about bees. Using the information that you found out last week we are going to present this as an infographic. An infographic is a visual way of presenting information. It focuses on key facts about your chosen topic and uses charts, data and percentages to represent the information drawn as a picture. 

 

Here are some examples:  

 

And here we’ve highlighted what visuals have been included on one of the infographics: 

So what style are you going to choose? You can use any visuals you would like to represent your information. We look forward to seeing them soon! 

Writing - Week Commencing 1.6.20

 

To kick start our new topic we'd like you to embark on some research this week. You can present this information however you choose, below are some examples of how we might ask you to present your work if you were in school.

 

Have a look at some of the websites, videos and information below and collect as many bee facts as you can. Try to remember to read your facts out loud as you write them and to only copy down facts you can read or understand. You could always as a grown up to help if you're finding the reading a little tricky. If you'd like to find your own facts, don't forget to put 'bee facts for kids' into the search engine to make sure the websites aren't too grown up.

 

Remember to use your best JC handwriting and try to join your letters.

 

https://www.natgeokids.com/uk/discover/animals/insects/honey-bees/

 

https://pestworldforkids.org/pest-guide/bees/

 

https://animalstime.com/bee-facts-kids-top-20-facts-about-bees-for-kids/

 

 

 

 

The Amazing World of Bees! Interesting Facts about Bees for Students (Educational Videos)

Top 10 Bee Facts For Kids You Need To Know | Why Are Bees Important For Our Survival

Presentation

You can present your facts as a bullet pointed list or as a mind map as you can see in the examples above.

If you have another, smart, imaginative idea of how else you can present the information that is absolutely fine.

We hope you enjoy learning lots about bees during this task.

 

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