microsoft word - y5. the game final 2.docx€¦ · web viewinside,youwillfindlotsof thingsto...

© Talkfor Writing1

Year 5

www.talk4writing.comNo part of this publication should be placed online, shared or reproduced without permission. © Copyright of Maria Richards and Talk for Writing 2020.

by Maria Richards

Talk for Writing Home-school booklet

The Game

The Game Year 5 Workbook By Maria Richards

Welcome to The Game workbook.

Inside, you will find lots of things to work through that will help you with your reading and writing

skills and build on the work youdo at school.

© Talkfor Writing

Stimulus – The World of Jumanji 2

In 1981 Chris Van Allsberg wrote a book calledJumanji. In the story, a brother andsister discover a game that turnsfictioninto real life. Whatever square you land on inthe game, brings a new challenge toovercome.Worst still, the challenge becomes areality for everyone around.

If you haveaccess to the Internet, type this intoGoogle:

https://cutt.ly/JtxrUyf

This is a link to the original movietrailer for Jumanji in 1995 and you can seethe consequences of playing the game!

First check with an adult that it’s ok to dothis.

© Talkfor Writing3

Get Plotting!

Now let’s takea look at a story thatfollows the sameplot idea asJumanji. The Game is a

finding tale and has this simpleunderlyingplot pattern:

Basic story structure Structure of a finding tale

Opening Introduce the main character/s (MC)

Build up MC goes somewhere and finds an unusual/amazing/important object

Problem Something goes wrong – it is the fault of theobject

Resolution MC puts back/hides/throws awaythe object – the problem issolved

Ending All is well again and lessons have been learnt

You can listen to a recording of The Game storybelow here: https://soundcloud.com/talkforwriting/game/s-7MBlxRcz8zL

4

The Game Danny and Susie were bored. It was wet play again and it felt like they hadn’t seen the playground for weeks. Rivers of greasy rain streaked the classroom windowpanes and pooled to make gigantic puddles in the centre of the netball court. Another lunchtime inside was clearly stressing Mrs Allbright, as she seemed to be tense and a bit more snappy than usual. She sat at her desk with a steaming cup of tea and marked books with the ferocity of a wild beast. To top it all, every good game was being used and only the tub of dominoes was left. Everyone knew that half of them were missing and the other half had been chewed by the school ‘Reading Dog’. Danny and Susie searched the classroom for something to do.

To their dismay, the comic box was empty, the iPads had been snapped up by Freya and her gang and Billy seemed to have started a resurgence of the game Slap, which didn't look like fun at all. As the two friends

© Talk for Writingsqueezed past the art table to get to the wet-play books, a tatty, cardboard box fell from the top shelf of the bookcase. Susie picked it up. “I’ve never seen this game before,” she said, wiping the dust from the unusual lid. It was embossed with intricate patterns and around the edges were pictures of animals, insects and other strange creatures. “An animal game? Boring!” said Danny, already losing interest. “Oh come on, let’s play. There’s nothing else to do,” suggested Susie, smiling widely and shaking the box. They sat down in a quiet corner, lifted the lid and took out the board.

What next? We’ve stopped at

an interesting part of thestory. Summarise belowwhat you thinkcould

happen next.

I predict…

© Talkfor Writing5

Now let’s find out how close your predictionswere. Read on!

“Looks simple enough,” said Danny, ever impatient, as he set the counters onto the start line. They were jungle animals: a rhino and a jaguar. He also shuffled the game cards and laid them in a neat pile. “Let’s just start and learn as we go.” Susie went first. She grasped the dice and threw them down onto the centre of the board. An eight! She moved her rhino eight paces, to land on an orange-coloured square. It showed a picture of a giant Tarantula. She lifted a game card and read it out. “If you do not catch this beast,

6

then you’re on the menu for its next feast.” She stared at Danny and shrugged. “I don't get it!” she said. At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent. “EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight, bulging eyes scanned the room and then … It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Susie. “We have to stop it!” Quickly, they scrabbled around to find the box underneath all the mess. They rescued it from under a pile of maths books and scanned the upturned lid to read the instructions. All the while, the spider got closer and closer to their teacher. It stretched out its forelegs, ready to grab her. Her eyes widened in horror as she realised what was coming next. “It says we’ve got to throw two sixes to end the game,” screeched Danny, looking pale. Susie grasped the dice again. She threw and she threw and she threw. No luck. She glanced up and saw the spider had her teacher in its grasp. Its striped legs were holding her in a vice-like grip. She threw again and then again, faster and faster each time and then, just as she was losing all hope, TWO SIXES! Suddenly, out of nowhere, there was a loud hissing sound. It pierced the air and everyone covered their ears. A flash of light streaked through the classroom and the game rattled into life. It started to suck everything into a vortex in the centre of the room: the mess, the children, the spider, Mrs Allbright. There was an almighty boom and then … nothing. Danny and Susie opened their eyes. Everything was back to normal; even Mrs Allbright was back in her chair, marking with the ferocity of a wild beast. Then the bell went. “Pack up, Class 5!” ordered Mrs Allbright. “Science starts in two minutes and we’re looking at animals in their habitats.”

© Talkfor Writing7

Susie looked at Danny and raised her eyebrows. They carefully packed the contents of the game back into the box. Everything went in except the dice and the animal counters, which Susie wrapped in a paper towel and placed into the bin instead. They put the lid on the box and lifted it high up onto the bookshelf. They never wanted anyone to play that game, ever again! Everyone settled down to afternoon lessons. Everyone, that was, except Billy. He had spotted something on top of the bookshelf that he’d never noticed before and he intended to investigate it, the very next time they were in for wet play … © Maria Richards 2020

What Do the Words Mean?

Go back through the story andunderline any words youdon'tknow the meaning

of. Now let’s investigate some of themtogether. The Sentence Challenge: Take a look at the definitionsof the following

words from the text. Take each wordand put theminto new sentences.How many sentences can youcreate?

© Talkfor Writing8

… rain streaked the classroom windowpanes

To streak along – to move rapidly

e.g. John streaked along the pavement towards the crowd.

… a resurgence of the game slap

© Talkfor Writing9

:entencessnewyourwriteNow

A resurgence – something that returns or starts again after disappearing for a while

e.g. The teachers have seen a resurgence of skipping games in the playground.

… the ferocity of a wild beast

Ferocity – extremely fierce (fierce = strong, powerful, violent or frightening) e.g. We were surprised by the ferocity of the storm.

Now writeyour new sentences:

© Talkfor Writing10

:entencessnewyourwriteNow

Likes, Dislikes, Puzzles & Surprises!

Now you have read thewhole story, what didyou like & dislike? Whatpuzzled you (what questions

do you have – why, what, how …)and

what surprised you?



… surprised was I

… know to like would I

… disliked I

… liked I

Let’s Think About the Text a Little More

We’re going to reread thetext carefully and answer somecomprehension questions about TheGame.

1. Does The Game remind you of any other storiesthat you know? List

2. Danny and Susie had a good choice of thingstodo at wet play time.

Is that TRUE or FALSE? Circle the answer

3. Find and copy a word that is closest inmeaning to disappointment .

4. Write down two thingsthat children are doing in theclassroom.


below.them

6. Why might another lunchtime inside be stressing MrsAllbright?

7. Look at this comment from Danny:

“An animal game? Boring!” said Danny,already losing interest.

Why might Danny think the game wouldbe boring?

8. What were the three signs that something bad was goingto happen once the game started?


this?suggesttocluestheareWhatone)Circle(NO?orYES

class?theinteachertheAllbrightMrsIs5.

9. List the thingsthe spiderdid once it was out ofthe game:

10. The text says: “Her eyes widened in horror asshe realised what was

12. Billy spotted the game on the shelf at the endof the story. What do you predict mighthappen the next time it’s wet play?


bin?theintocountersanddicetheputSusiedidWhy11.

point?thisatthinkingbeAllbrightMrsmightWhat”next.coming

Now for Some Grammar

1. Relative clausesThese clauses give more information

about somebody or something ina sentence. They begin with arelative pronoun like which/who/whose/ that.

Let’s add some relative clauses into sentences thatcould be used in our story.

This is the Drop-In Game:We’re going to drop a relative clause into

sentences using who.Forexample:Mrs Allbright was marking books. Mrs Allbright, who was tired and cross, was marking books.

Now you drop in a clause into the sentencesbelow, usingwho:

Danny was looking out of the window.

Susie ran to the door with the box.


Freya watched The Voice on the iPad.

Now have a go at dropping a relativeclause into the sentences below usingwhich.For example:

The desks were covered in board games. The desks, which were bright blue, were covered in board games.

The board game intrigued Susie.

The netball court looked slippery.

The dominoes were in the basket.

Now for some sentence imitation:Let’s try usingsome sentence patterns

from The Game and create newsentences usingthe samestructure.

1. Opening a story with names + a shortsentence


Danny and Susie were bored. ____ and ____ were _____. Try your imitations: e.g. Gaby and Jonathan were excited.

2. Sentence of 3 for description

It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It___________ , ___________ and ___________. Try your imitations: e.g. It ran down the road, crossed the bridge and jumped into the boat.

Write Away!

Now let’s concentrate onwriting a story. Before

we start,let’s do somewarming up, so we’re

readyto be creative!

The Adjective Game

Adjectives describe a noun, for example: The red car drove down the misty lane.

You can change the mood of your writing bychoosing your adjectives carefully. Read thisdescription of the Tarantula.

The handsome Tarantula looked at the children. Its glistening, hazel eyes scanned the room. Delicate hairs covered its plump body and swayed like shimmering grass. Its solid legs, like thick branches, stood strong.

The spider sounds quite pleasant. However, ifwe change the adjectives, you can make it soundmuch more scary. Give it a try! Fill in the gaps


with an adjective that will help to make the spidersoundgruesome.

The __________Tarantula looked at the children. Its _________ , ________ eyes scanned the room. _________ hairs covered its _________ body and swayed like __________. Its ______ legs, like ____________, stood strong.

You could also change the verbs (underlined in bright blue ), to make it soundeven scarier! Write a new

verb underneath the original one.

It’s now your turn to be an author. Let’s lookat the problem section of The Game.We’re going to re-write it with newideas. The problem:

At that moment, the table began to shake, then the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent. “EARTHQUAKE!” shouted Billy, bursting into laughter. He soon stopped, as in a blink of an eye, an enormous spider, bigger than a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight bulging eyes scanned the room and then… It sprung into action. It crushed the tables, smashed the windows and flung children all around the classroom with a flick of its legs. It powered towards Mrs Allbright as she stood rooted to the floor in terror. The room was filled with shrieks of panic and despair. “What shall we do?” shouted Danny desperately, pressing himself tightly against the wall. “Read the instructions,” ordered Sally, “We have to stop it!”


What other problems could the game

cause? What else could come outof the game and what would it do?

Keepthe classroom setting the samefornow and plan a new idea below.You can make notes or drawwhat will come out of the

game and what it will do once it’s released.

Instead of: Your ideas:

… crushing the tables

… smashing the windows

… flinging children round the room

… grabbing the teacher


… extra ideas

Using the ideas& sentences from the problemsection of The Game, on a separatepieceof paper, try out your new plans.

Follow this pattern:

Start with the first strange events as asentence of threeand then showhow the childrenreact:

At that moment, the table began to shake, the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent.

At that moment, …

Next, introduce the new threat. Tell us whereit camefrom and what it looked like:

In a blink of an eye, an enormous spider, as big as a horse, shot out of the game and landed in the centre of the crowded classroom. Everyone froze. Its enormous, hairy legs were tensed, ready to pounce and its whole body seemed to pulse. Eight bulging eyes scanned the room and then …


In the blink of an eye, …

Whereelse could this happen? Try a newsetting for The Game. Change the classroomsetting to somewhere else. Where couldthis happen? Plan a new idea below. You can

make notes or draw. What will comeout of the game in the new setting andwhat will it do once it’s released?

Instead of: Your ideas:

… what comes out of the game?

… what will it do?


… extra ideas

Now writeyour new problem, set somewhere else:start with the first strange event, then introducethe new threat and finally describe what thethreat does.Do this on a separate pieceofpaper.

Get Plotting Again!

Now let’s writea brand newfinding tale. It doesn't have tobe set in school or involvea game. I have put a fewof my ideasbelow to help yourthinking. You could even writethe

prequel of the story about what happenswhen Billy investigates the game the nexttime it’s wet play!

Think about: Your ideas Where could the

story take place?e.g. a field, a football match, a restaurant, at home – where else?

What could theobject be?

e.g. a book, shoes, wand, a phone, a bucket, a pen - what else?


What happens whenthe object isfound?

e.g. events in the book come to life, shoes turn you into different people, wands cast disastrous spells, phones turn people into robots – what else?

Now add your ideasto the boxed-upplanner, based on The Game, so

you can plan your whole story:

Introduce the main characters (MCs)and where they are


MCs find something they have not seen before

The object that has been found causes strange things to happen

MCs work out how to stop the strange things

Everything is back to normal

Are you ready? Then

« write it, read it« and check it!« See you at the end!


If you have access to the Internet, type this intoGoogle:

https://cutt.ly/QtvAkwq

Here, you can watch a mini-book beingmade and follow the instructions.

Or try this:


paper.A4ofpieceafrombookminiamakingforinstructions

simplesomeareBelowit?publishnotwhystory,newahaveyouthatNowdone!Well

© 2012 Book-making Activity for Tell Me AboutYourDay Todaycreated by Lauren Stringer,www.laurenstringer.com

Make your book and illustrate it – enjoy!We’ve reached the end of our journey. I hope

you’ve had fun!


I would rate my journey through this booklet(tick hot or cold):


… enjoyed really I


… learn me helped has workbook This

© Maria Richards for Talk for Writing

Maria Richards, former teacher and National StrategyLiteracy Consultant, now works with Talk for Writing tohelp schools develop the approach.

To find out more about Talk for Writing, visitwww.talk4writing.com.

This resource is copyright. All materials herein, texts andsupporting resources are copyright to Maria Richards &Talk for Writing. They are to be used tosupport children/staff/parentsin home-learningONLY and not forcommercial gain or for training or sharingwidely, in theiroriginal form or any variations. They must also not beshared online or on any social media platforms. Thanks to Jon Ralphs,Lauren Stringer, graphics authorsDinosoft Labs on Flaticon.com and photographers MarkusSpiske, Frans Van Heerden and PC from Pexels.com, for sharingtheir content.


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