English – WritingWeek beginning – 8th June

Brother Eagle Sister Sky

Dear Parents,

Please use this Power Point to support your child writing this week. There is one task every day and after each task is presented, the following slides give targets to include for each year group and resources to explain grammar points and give examples. Therefore, if you have children in different year groups, you can ‘teach’ one lesson but ask for writing outcomes suitable for each child’s year group.

The whole week starts with a link to an animated version of the book to share with your child to hook them in and interest them.

Happy writing!

Day 1 IntroductionWatch the video that

tells the story of Brother Eagle Sister Sky

Video link to Brother Eagle Sister Sky

Day 1

In the story the author describes the setting in many beautiful ways.

Listen again to the story and collect language

that describes this place.

All Years – To identify and collect descriptive language from the story

Hint – you may want to listen to little and then stop the video to record before moving on.

Year 3 and 4 – with a little help, identify and collect descriptive language within the story e. g humming insect, perfumed flowers

Year 5 and 6 – identify and collect descriptive language within the storye.g. humming insect, perfumed flowers

Day 2

In the story, the author describes the beauty of the homeland of the Native America Indian. Our world has many beautiful environments, some of which are in these photos.

Choose one environment from the pictures to find out about: what it looks like, the plants and animals that live there and what it would be like to be

there. Make notes on what you find out.

All Years – To research the plants, animals, climate and experiences of a chosen environment.

Year 3 and 4 – With a little help, use the internet to find out facts about a chosen environment and organise facts into notes for a future task.

Year 5 and 6 – Use the internet to find out about a chosen environment and organise facts into notes for a future task

Day 3 Create a word bank of descriptive language to describe your chosen environment

Crystal-clear blue water

Mountains towering to the sky

Icy waters, teeming with fish, stretching as far as the eye can see

Ferocious Polar Bears with soft

white fur

Blocks of ice floating serenely on the surface of the

water

All Years – use amazing language that describes your chosen environment beautifully

Year 3 – Use a good range of language to describe specifically using expanded noun phrasese.g. Crystal-clear, blue water

Year 4 – Use expanded noun phrases that include adjectives before and expansion after the nouns e.g. Ferocious Polar Bears with soft white fur

Year 5 + 6 – Use language that adds to meaning and use relative clauses and parenthesis to add extra detail. Use of figurative language.e.g. Icy waters, teeming with fish, stretching as far as the eye can seeBlocks of ice floating serenely on the surface of the water

Day 4

Just like the story tellers in this book, ‘we are part of the earth and it is part of us’.

What do you think should be done to protect your chosen environment?

Practise using persuasive language, including modal verbs and adverbs and hyperbole (exaggeration) to create statements about it.

e.g. I believe that the most amazing landscapes in the world, the Amazon Rainforest, must be protected from global warming.

All Years – create sentences that make persuasive statements about protecting your chosen environment

Year 3 – With a little help, write 5 persuasive sentences that make use of modal verbs andgood descriptive languagee.g. You must protect the beautiful crystal-clear waters of the Arctic Environment

Year 4 – Write 5 persuasive sentences that make use of modal verbs and good descriptive languagee.g. Global warming will damage the habitats of the ferocious Polar Bears with soft white fur.

Year 5 + 6 – Write 5 persuasive sentences that make use of modal verbs and adverbs,hyperbole and a range of great descriptive language.e.g. There will definitely be a catastrophic impact on the icy waters, teeming with rare fish, if global warming causes the sea temperatures to rise dramatically.

Day 5 Longer write. Choose one of the following:1. Create a speech to present to a member of your

family that convinces them that your environment and the creatures that live there must be saved for the future. Use great persuasive and descriptive language in your speech to tell about the place and what you want them to do to help stop global warming.

2. Create a fable (story with a lesson to be learnt like Brother Eagle Sister Sky). It should be set in your chosen environment and use the creatures that live there as the characters who tell what it is like and why it should be saved. What will they do and see to tell their tale? Remember to use great descriptive language.

All Years – For persuasive speech, plan, write and edit a longer piece of writing Year 3 and 4 A. Plan out your writing (list what will be in each paragraph)• An introduction (who, what, where and when) • One or two main paragraphs (main facts in detail – each paragraph should be about a

particular theme)• A conclusion (sum up briefly the facts and your opinions)B. Edit by reading through to another person to check no words or punctuation are missing, key words are checked for spelling and some language is improved for better description.Year 5 and 6 A. Plan out your writing (list what will be in each paragraph)• An introduction (who, what, where and when) • Two or three main paragraphs (main facts in detail – each paragraph should be about a

particular theme)• A conclusion (sum up briefly the facts and your opinions)B. Edit by reading through to another person to check no words or punctuation are missing, words are checked for spelling and language and punctuation is improved.

All Years – For a Fable, plan, write and edit a longer piece of writingYear 3 and 4 A. Plan out your writing (a picture story board would work well) to make sure you use the

following:• An introduction (who, what, where and when) • One or two main paragraphs (main events in detail – each paragraph should be about a

particular theme)• A conclusion (sum up briefly what has happened or bring your story to a close)B. Edit by reading through to another person to check no words or punctuation are missing, key words are checked for spelling and some language is improved for better description.Year 5 and 6 A. Plan out your writing (a picture story board would work well) to make sure you use the following:• An introduction (who, what, where and when) • Two or three main paragraphs (main events in detail in a themed set of sentences)• A conclusion (sum up briefly what has happened or bring your story to a close)B. Edit by reading through to another person to check no words or punctuation are missing, words are checked for spelling and language and punctuation is improved.