Category Archives: Walcott Class 3

Please Mr Scrooge!

scrooge-christmas-carolAs part of our topic looking at ‘The Victorians’ we have enjoyed reading ‘The Christmas Carol’ by Charles Dickens.

We all thought that Scrooge was rather mean not celebrating Christmas, so Class 3 have decided to write to him and persuade him that Christmas is the best time of the year and that he should enjoy it with his family.  We hope you enjoy our letters, and we hope Mr Scrooge might enjoy Christmas too!  Maybe he will write back and tell us all about it.

Oliver Twist

blog-imageClass 3 are studying the Victorian Era this term, and I don’t think anyone could dispute that Charles Dickens was one of the most prolific authors of this time.  We have read the novel Oliver Twist over a number of weeks.  The children have really enjoyed reading the novel, they even had the opportunity to become detectives for the morning to investigate who the character Monks really was.  They have all worked really hard to write their own versions of this classic tale and we really hope you enjoy them.

The Piano – Flashbacks Class 3 Walcott

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Class 3 Walcott have been exploring how music can shape a story.  We have wached Aidan Gibbons ‘The Piano’ and discussed how the phrases in the music changed when the piano player was thinking about the past.  The children then used the animation to write flashbacks for the piano player.  Following on from this we then took another piece of music ‘Aquarium’ by Saint Saens and again broke it down into phrases that the children could use to write a flashback from the perspective of the little boy.  They have used some of their own childhood memories as inspiration.

Please take a look at the childrens’ efforts and enjoy.

Class 3’s shared flashback                                                

Quietly sitting, staring out of his tiny window, Josh, who was only seven years old, began thinking about his interesting past. These thoughts were making him feel extremely emotional. His thoughts were momentarily interrupted by the arrival of his grandfather. Luckily, his grandfather is the most wonderful man in Josh’s life. As Grandpa Mike left, Josh’s thoughts retuned to the past. If only he could remember clearly that dreadful day, when the only other living things that Josh cared about were taken from him.

Unless he remembered the tragic event, Josh would remain upset and unable to celebrate the birth of his new baby brother. Coco had been the most loving dog, he was loyal to Josh and protected him to the end. It had been a dark and dismal night when Coco had started barking at something they couldn’t see. He charged though the darkness, stopping only when he found the source of his disquiet. Josh and his mother had chased Coco, when all of a sudden a crack of thunder had dislodged a huge boulder. Coco had dragged Josh free, but couldn’t save himself or Josh’s mother. His baby brother was just two weeks old. Josh had refused to come out of his room since that disturbing night, he had lost his mother and his friend as the rock crashed to the ground in front of him.

A loud cry from the room below alerted Josh to the party that was taking place downstairs. He shook himself off and prepared to join the fun. Everyone was trying very hard to give his baby brother welcome he deserved. He didn’t even have a name yet! Before long he found himself laughing with his grandfather and making exciting plans for the future. With the determination of an elephant, Josh vowed he would be the best brother ever and protect him from any harm. Between them he and his grandfather named the giggling bundle of joy Philip.

Josh was excitedly awaiting the arrival of the train. He was going on holiday with his grandfather and Philip. As soon as the party had ended, they had decided that they wanted to go to York and show Philip the amazing trains at the Museum. He might only be a couple of months old, but he would love it anyway. Five minutes later they were happily sitting on the train singing nursery rhymes. They were still laughing as the train pulled into York station.

As the happy threesome wandered along the halls of the museum, Josh saw a ghostly figure walk towards him. He recognised her immediately, it was his mother, she had been an amazingly beautiful woman, who adored her family and sacrificed everything for their happiness. Now she was here to check on her newborn son, the little giggling boy sitting happily in Josh’s arms. Everything was going to be all right.

Magical Myths and Legends – Class 3 Walcott

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In class 3 we have been exploring ancient myths and legends.  We have discussed Theseus and the Minotaur, Romulus and Remus, Pandora’s Box, Maud and the Dragon and King Arthur.  We have written devilish descriptions of some of the most hideous mythical monsters with “blood shot eyes and razor sharp teeth”.

Everyone was really excited to write their own myth.  Please enjoy, but beware they do contain blood and guts!

Spirited Away Film Reviews

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Class 3’s Literacy Activity

For today’s Literacy lesson, you will be writing a review of Spirited Away for other children who visit this blog. Spirited Away isn’t a very well known film, so it would be great for people to be able to read your reviews of this film.

Parrots – Steps to success:

  • Include a paragraph about: the storyline, your favourite part, your favourite character and a recommendation with score.
  • Make your review interesting and lively for the reader.
  • It may be written in a chatty style and include some humour.
  • Include figurative language for the descriptions of exciting parts in the film. (Metaphors, similes and personification)
  • Include complex sentences. (however, although, despite)
  • Write in paragraphs.

Snow Leopards & Rabbits – Steps to success:

  • Include a paragraph about the storyline and your favourite part.
  • Include information about your favourite character and who you would recommend it for.  You could include a score for the film too!
  • Make your review interesting for the reader.
  • Include exciting descriptions of the parts that you enjoyed. (Use adjectives and similes)
  • Include some compound sentences (You could include one complex sentences using the word however, although or despite).
  • Write in paragraphs.

Golden Eagles & Dogs- Steps to success:

  • Include a paragraph about: the storyline, your favourite part, your favourite character and a recommendation with score.
  • Make your review interesting for the reader
  • Use capital letters and full stops.
  • Use connectives to link your ideas.
  • Try to group your writing into paragraphs.
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Writing the Dilemma to our fantasy stories…

Class 3 at Walcott have been writing their own fantasy stories. Have a read of their first drafts for their dilemma. In the dilemma, the main character enters the fantasy world. Afterwards, the main character meets a guide to the fantasy world (who warns them of an evil character). Finally,  the main character finds out about the horrible things the evil character is doing in the fantasy world.
Parrots – Steps to success:

  • Use good openers.
  • Try to excite the reader.
  • Include powerful verbs and adverbs.
  • Use similes, metaphors and personification to describe the fantasy world.
  • Use interesting descriptions for the characters.
  • Include speech and speech marks.
  • Use short sentences for dramatic effect!
  • Include a complex sentence.
  • Write in paragraphs.

 

Snow Leopards & Rabbits – Steps to success:

  • Use good openers.
  • Try to excite the reader.
  • Include powerful verbs and adverbs.
  • Use similes and personification to describe the fantasy world.
  • Use interesting descriptions for the characters.
  • Include speech for the characters.
  • Use short sentences for dramatic effect!
  • Include a compound sentences (try a complex sentence).
  • Write in paragraphs.

 

Golden Eagles & Dogs- Steps to success:

  • Describe the moment the main character finds the gateway.
  • Include powerful verbs and adverbs.
  • Use a simile to describe the fantasy world.
  • Use short sentences for dramatic effect!
  • Use capital letters and full stops.
  • Use connectives to link your ideas.