Flashbacks 4
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The document provides instructions for students to plan a story that uses a flashback. It asks students to think about and describe in detail the scene where the flashback will take place without including any events that are part of the story. Students should imagine they are in the scene and describe the sights, sounds, smells, feelings, and other people to paint a picture using descriptive language and techniques like similes, metaphors, and personification.
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Flashbacks 5
The document provides guidance to students on writing a story that incorporates a flashback. It instructs students to use the given opening paragraph to write a flashback scene that occurs earlier in the story's timeline. Students are encouraged to focus on setting the scene and atmosphere through descriptive details in their flashback paragraph. The document includes examples of flashback scene descriptions and offers feedback, emphasizing creating mood over including too many plot events. Students are given three lessons to write and refine their flashback scene.
Flashbacks 3
The document provides guidance to students on developing a story based on an opening paragraph. Students are asked to write a plan that includes details about an object from the opening, why it is important to the main character, and the important events of the day it was given to him. Examples of detailed student plans are provided. Students are then asked to rewrite their plan with more specifics. Those who already created a detailed plan can refine it or start a new one based on a different object/story. The goal is for students to have a well-planned backstory before writing the full story.
1
The document summarizes Viking raids on England beginning in 793 with the attack on Lindisfarne and continuing for 70 years, including the arrival of a great Viking army in 865 that intended to stay. It describes how the East Anglian king provided the Vikings with horses in exchange for peace but they killed him, specifically detailing how King Edmund was tied to a tree and shot with arrows before being beheaded. The Vikings then went on to kill rival kings in Northumbria, capture York to establish it as their capital of Yorvik, and rule a large part of England known as the Danelaw for almost 200 years, during which time Viking and Saxon kings struggled for control of English lands.
Kidnapped
The narrator is hiding in an old house with a strange girl after rescuing her. They hear someone coming up the stairs and hide, fearing they may be caught. After the person leaves, the narrator remembers how they came to be in this situation - they had seen the girl mouthing for help from the window of the house and broke in to find she was a kidnapped ambassador's daughter. They now work to escape from the house and kidnappers.
2 point perspective
The document discusses two-point perspective in drawings. It notes that when building corners face the viewer, there are two vanishing points located on the same horizon line. The sides of buildings appear smaller as they recede into the distance on both sides. The document encourages the reader to imagine the perspective lines in sample photos and promises that drawing a building with two vanishing points is no harder than with one vanishing point.
D4
This document provides steps for reviewing and improving a poem:
1. Type the poem into a word document to easily edit and reformat text.
2. Read each verse and revise words or lines that need improvement using an online thesaurus. Consider balancing line lengths.
3. Repeat the review process for every verse and try rearranging line or verse order to improve flow.
4. Consider layout and formatting choices like text justification and indentation for the final version.
Picture quiz
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
D3a
This document provides guidance on summarizing a passage in a poetic style using figurative language devices. It begins by presenting a sample text describing dreams of a pollution-free world. It then reviews techniques like similes, alliteration, and personification. The document guides turning the sample text into a poetic summary by expressing the dream in an impactful way, then adding lines using the ideas through iterative drafting. It tasks rewriting 6 dreams in this poetic summarized form using vivid language.
D3a
This document provides guidance on summarizing a passage in a poetic style using figurative language devices. It begins by presenting a sample text describing dreams of a pollution-free world. It then reviews techniques like similes, alliteration, and personification. The document guides turning the sample text into a poetic summary by expressing the dream in an impactful way, then adding lines using the ideas through techniques like personification. It tasks rewriting 6 dreams in this poetic summarized style.
Scale for web
This document discusses the concept of scale as it relates to maps. It explains that scale allows maps to show real-world distances and areas in a reduced size by establishing a ratio between measurements on the map and in reality. For example, a scale of 1cm:250m means that 1cm on the map represents 250 meters in real life. The document provides examples of different map scales and how to use scales to determine real distances from measurements on a map. It also notes how scales can be written in different but equivalent ways, such as 1:25,000.
La luna 4a
The boy is given an old, rusty anchor by his father on their boat. The boy is confused about why he is being given the anchor and what he is supposed to do with it. When he goes to throw it overboard, assuming that is what you do with an anchor, his grandfather stops him. His grandfather and father are watching him expectantly but it is unclear to the boy what they want him to do.
La luna 4
The document provides guidance to a student on writing a story to describe scenes from a video about a boy learning his family's unique job on a boat called La Luna. The student is instructed to write paragraphs imagining what happens as the boy climbs a long ladder extending from the boat up into the sky. Pictures are provided to help with details, and the student is encouraged to use descriptive language and vary sentence structures. An example is given to demonstrate the level of detail and writing expected.
La luna 3
The boy is out on a boat at night and is amazed by the sight of the large, bright moon rising into the night sky. In three short passages, the boy marvels at the moon's beauty and size, noting how it illuminates the water and fills the sky with its glow, leaving him transfixed and in awe of the natural wonder before his eyes.
La luna 3b
The passage describes a scene where a boy is learning about his family's traditional job from his father and grandfather on a boat. The father passes the boy an anchor to hold, but the grandfather stops him from throwing it overboard, as that is not what the anchor is meant for in this instance. The boy is confused about what to do with the anchor and what his role is in the family work. The grandfather and father will explain it to him so he understands his place within the family tradition.
The boy, the mole, the fox 2
This document discusses a book called "The Boy, the Mole, the Fox and the Horse" by Charlie Mackesy. It provides three key details:
1) The reader loves this book because it can be opened to any page and read, unlike most books which need to be read from start to finish.
2) The motivational quotes in the book have been particularly helpful during the pandemic.
3) Charlie Mackesy created the book to thank key workers for their efforts during the COVID-19 pandemic.
La luna 2
The document provides a series of prompts and tasks related to describing a scene of a boy gazing at the moon rising over the ocean. It includes examples of what the boy might say and feel, as well as descriptive phrases and sentences contributed by other students. The final part instructs students to write a description of the scene in third person past tense, drawing from the examples and ideas provided.
Map symbols l1a
This document provides an introduction to maps. It explains that a map is a two-dimensional drawing of an area that can depict landscapes, towns, countries, or the entire world. Maps are used to plan routes from one place to another or find specific features. Different map types are suited to walking, driving, or flying. Maps exist on paper or digitally. The document then examines four sample maps, identifying their locations and subjects. It describes Ordnance Survey maps, their numbering system, coverage areas, and level of detail. Finally, it introduces common map symbols and challenges the reader to interpret additional symbols.
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Flashbacks 4
- 1. Next week you are going to write a story…
- 2. We will give you an opening paragraph and you will have to use a flashback to go back in time and tell the background story.
- 3. All of you have planned a story, using this opening paragraph:
- 4. Some of you have also planned a story, using this opening paragraph:
- 5. After the opening paragraph you have been given, you will go back in time to previous events.
- 6. Today, we want you to think about the scene in which the next paragraph will be set.
- 7. This is planning – you are not writing your story, but we do want you to write a detailed paragraph today, rather than notes.
- 8. Your task is to spend some time thinking about the scene in which the flashback will first be set.
- 9. If it helps to find some images to help you … do that.
- 10. If your scene is set in a Turkish market, finding a couple of pictures might help you identify things to describe.
- 11. Imagine you are there.
- 12. Imagine you are there. Describe in detail: The sights The sounds The smells Feelings
- 13. Paint a picture of the scene using wonderfully descriptive sentences.
- 14. Use figurative language Use similes Use metaphors Use personification
- 15. Use varied sentence openings…
- 16. Take your reader to the scene …
- 17. Don’t write about any events. Nothing should happen. We just want you to describe the scene in as much detail as possible. You can describe other people doing things
- 18. You can describe other people doing things to help get a sense of the scene…but don’t describe events that are part of the story.
- 19. Read your notes that you have produced for your story. Then go back through the slides to remind yourself of the task.
- 20. Over to you… Wow us!