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- Year 5 - Week beginning 18th May»
- Writing - Y5 w/c 18th May»
Writing - Y5 w/c 18th May
You should spend about 45 minutes every day working on your writing skills.
For this unit we will be writing our own fairy tale. Just a reminder that this work follows on from last week. If you didn’t get round to completing any of the work, and would like to, then you can find last week's work at the bottom of the page.
Please remember you don’t need to complete everything each day – you can always finish something off the next day or miss a lesson if you’re struggling to complete everything.
Today we will be planning our fairy tale. Most fairy tales move from a build-up to a climax before reaching a resolution. Think about some fairy tales you are familiar with and think about what the build-up, climax and resolution in each story is.
For example, in Little Red Riding Hood the build-up is Little Red Riding Hood going through the forest and getting lost, the climax is the wolf eating Grandma, and the resolution is the huntsman saving Little Red Riding Hood.
Once you have done this,
- Think about a build-up, climax and resolution to your own fairy tale. If you are struggling, you can either adapt an existing fairy tale or one of the examples given in the resources document below.
- Then, create a story map of your fairy tale using the template on page 2. Remember every fairy tale needs a hero and a villain.
We have now planned out a rough outline of what our story will look like. Today, you should think about where your story will be set.
- What will your kingdom be called?
- Is it an unusual location?
- What is the atmosphere like?
- How do you want to make the reader feel when they imagine it?
- How are they going to conjure this image through your words?
Look back at the descriptions you wrote in last Monday and Tuesday’s work to help you.
Once you have thought about these questions:
- Have a go at writing your own description of the kingdom - this will effectively be the introduction to your story so only needs to be a short paragraph.
- Try to use as many of the literary techniques as you can at page 3 of the Resource booklet.
- You can start your description however you want to, but you might like to introduce it in a traditional fairy tale format such as: “Once upon a time, in a land long ago, there was a kingdom called…”
Today we will be introducing our main character and the problem they will face into the story.
You probably have a good idea of what these will be from your plan in Monday’s lesson. However, you should try to think about how you can interweave your character’s description/personality with the problem that they face.
- Write the next part of their fairy tale, introducing the main character and the problem they will face. You should aim to write about two paragraphs.
The next part of your story (now that the problem has been introduced) will be to write the climax and describe how the main character faces their challenge.
In this lesson you should practise using devices to build tension and suspense, as well as introducing the villain.
Play the first 1:33 seconds of the clip of Maleficent appearing at the party:
Think about the ways in which suspense builds during her entrance:
- · Guests plunged into darkness
- · Gusts of cold wind picking up
- · Shadow of Maleficent before you actually see her
- · Guests gasp before echoing silence
- · Guests wide eyed and fearsome
- Introduce the villain and write the climax to your story following on from the problem. How does the main character work through the challenge that they face? How does the villain attempt to stop them?
- Add devices to increase the suspense and tension.
Devices you might want to include are:
- Pathetic fallacy - how does the weather affect the mood/atmosphere?
- Figurative language - use similes, metaphors, personification, onomatopoeia to make the situation seem scary.
- Short sentences - you should mix up your sentence lengths, but some short sentences will be effective to create suspense and show action.
- Five senses - help the reader experience what is happening by telling them what they can hear, smell, taste, touch.
- · Gradual build-up - intensifying the atmosphere, before releasing it momentarily and then escalating it again - think about how Maleficent briefly raises the king’s hopes that everything will be ok before dashing it again.
Congratulations, you are nearly at the end of your fairy tale (and the end of this half-term)!
The only thing you have to do now is to write your resolution. Remember, whilst most fairy tales have a happy ending not all do - the original tale of the Little Mermaid is actually very sad.
Once you have finished writing the story, please spend some time checking through your work to make sure that it is correctly spelled and punctuated.
If you need last week's work, you can find it here:
Watch the video Little Miss Red. As you watch the video note down things that you can see in the workshop.
Once you have watched the clip, pick 5-6 objects and extend your nouns by adding further detail (through expanded noun phrases and prepositions).
For example, ‘Potions’ could be expanded to ‘An array of bubbling potions lined along a dusty shelf’. If you’re struggling to remember what an expanded noun phrase or a preposition is then have a look at the following articles:
Once you have got your expanded noun phrases, pick 2-3 of these and try to expand them further into a full sentence. For example, ‘An array of shimmering potions, more vibrant than all the colours in a rainbow, bubble curiously as they stand neatly lined along a dusty shelf within an old apothecary dresser, in the corner of the brightly lit room.’
Stop yesterday’s clip at 2:30. Looking at her appearance, what part of her could each potion have contributed to?
Remember that symbolism can be used to suggest character traits – for example did you know that nearly every Disney princess has blue in their dress – this is because blue symbolises empowerment. Think about the red of Red’s dress and write some adjectives to describe her.
Next we’re going to write some metaphors/similes. Use these sentence starters to help you:
1) She had skin as pale as...
2) Her dress and hat were scarlet like...
3) Tousled hair fell around her shoulders like...
4) Flashing a coy smile on her face, she was as....
If you have time, have a go at writing some of your own.
Today we’ll be writing some direct and indirect speech. Have a look at the below sentences: are they direct (quoting exact words spoken) or indirect speech (reporting what has been said)?
1) ”Oh my!” exclaimed Red as the dust cleared and she took in her surroundings.
2) She asked the inventor where she was, a tone of giddy excitement in her voice.
3) Pointing delicate toes and positioning a dainty hand to sit on her hip, she whistled and announced that she had never seen a place like this before.
4) Across the table she spotted the other wooden mannequin. “Who is this going to be? Let me have a closer look!” she said, sauntering towards it.
Play the clip from 2:00-2:40. What might Red say to the inventor? Have a go at writing some direct speech between Red and the inventor. Have a look at this video (https://www.bbc.co.uk/bitesize/clips/zvftsbk) if you’re struggling to remember the rules you need to follow.
Have a look at yesterday’s work. Pick one part of the conversation and think of some ways you could improve it.
Today, we will continue to write some dialogue, but this time it will be between Red, the inventor and the huntsmen. Think about what they might say to each other either during the clip or immediately after it has ended.
Write some more dialogue to reflect what has happened. You may change the ending if you wish.
Think about fairy tales. What do they all have in common?
Write down some key features using a mind map.
Research The Brothers Grimm. Make notes on the stories they wrote, their writing style and any other details which they think are relevant to the fairy tale genre.
You can present this information however, you wish, for example as a poster or as a PowerPoint presentation.
Please keep practicing your spelling words using any strategies we’ve used in class. The word list can be found in your home learning pack or is attached below.