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In term 6, we are undertaking another novel study. This time, our book is 'Skellig' by David Almond, our aithor of the term. To start off with, we thought about how an author can 'hook' their reader, and make them want to read on. One of the main ways this can be achieved is by getting them to ask questions. We thought about all the questions we had about Skellig just by looking at the blurb and front cover, then added to this once we had read chapter 1.
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We have been studying personification and using it to improve our description. We thought about lots of different inanimate objects, and how they reminded us of people; we then used these verbs to write some descriptive sentences. Following on from this, we looked at images of different seasons and worked as table teams to come up with some lovely description, including personification. We then used these to write poems based on the seasons, that you can read below.
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Our class book this term is: 'Street Child' by Bernie Doherty;  it is set in Victorian Britain. The main character, Jim Jarvis, has been living at the workhouse, after his mother passed away and he had nowhere else to go. He started thinking about running away, as life was so awful there. We came up with a list of reasons as to why he should stay at the workhouse, and a list explaining why he should leave. We then split into two teams (one to represent each view point) and held a debate about what we thought he should do. Based on this, we then wrote letters to Jim, trying to persuade him one way or the other.
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We have been learning all about characterisation and creaitng effective atmosphere within our English lessons. In order to inspire our own paragraphs, we brainstormed lots of descriptive ideas and phrases, based on some photgraphs of characters and scenes from the Victorian times, and then applied these to our writing.
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WORLD BOOK DAY
This year, world book day had a poerty focus. We all took part in a poetry hunt, organised by Mr. Gaind. There were 10 poems for us to find around the school, and each belonged to a different genre, or type, of poetry. Once we found them, we had to answer questions about them, analyse them and write our own versions. It was a great day!
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We have been learning about balanced arguments in English. The purpose of these, is to present both sides of an argument, weigh them up and then come to a conclusion. We had reached the point in our book where Shackleton had to make a crucial decision: stay with his crew on Elephant Island, or go to get help! To help us come up with arguments for each option, we created a 'conscience alley.' The character of Shackleton walked down the middle, and asked children on each side their opinions on what he should do. One side aruged he should travel to South Georgia to get help, whilst the other tried to convince him to stay on the Island. This created a great debate, and a starting point for our writing.
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In English this term, we have been basing our learning on the book, 'Shackleton's journey.' So far, we have looked at the character of Shackleton, researched him and written factfiles about him, as well as improving out comprehension skills. This week, we used one of the illustrations from book to help generate some description. We then chose our five favourite phrases and five favourite words, and wrote them on strips of paper, which we rearragned to form a poem. It was a great way to edit our work and improve it as we went, and gave some fantastic results!
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