Wednesday 5th February
English
LC: Identify, discuss and collect words and phrases to capture the reader’s interest and imagination
To create engaging and interesting writing, when we are describing something we need to ...
SHOW NOT TELL!
Talk to your partner about what you think this means.
Match the description to the feelings they are showing.
Look at how to show not tell.
I am worried about the test next week.
- what is the feeling?
- what would be happening to you physically if you are feeling like this?
Tell your talk partner.
Write a sentence to SHOW this feeling using
- first person
- past tense verbs
Look at the
THINK - SAY - FEEL
bubbles below.
What do you learn about Alice's feelings?
Write a sentences to SHOW her feelings using
- first person
- past tense verbs
Now, complete the THINK-SAY-FEEL bubbles for Alice at the start of the Caucus Race.
Then turn these feelings into a sentence using the first person and past tense verbs.
Don't forget to show not tell!
Reading
National Story Telling Week
Reimagine Your World
LC: Understand how writers might structure their chapters.
So far in planning our own stories we have:
- Created a character and his/her superpower;
- Invented a stressful everyday event during which there is a problem and the character's superpower is revealed;
- Included sensory descriptions of the event to help the reader create an image of it
Today we are going to find out Tola’s process of writing a story and use it to write our own
(Watch Tola's Video)
Tola structures each chapter into 3 parts – introducing the character/setting, then the problem, then the moment the problem is resolved or the main character learns something new. She includes use of senses to develop an image and often uses dialogue as a starting point.
Refer to this planning structure as you complete your own.
Now use all of your planning to write your story. Remember to keep stopping and reading through what you have written to check for sense and flow.
If your story is amazing, we could send it off to be included in a story anthology produced by children throughout the United Kingdom taking part in National Story Telling Week.
/i/video/Anne_Reid/Video_3__Reimagine_Your_World__A_KS2_P4-7_storytelling_project_with_Tola_Okogwu.mp4
PSHCE
Wednesday 5th February 2025
LC: To learn about seeking and giving permission (consent) in different situations .
What is consent?
Consent is agreement that is given willingly and freely without exploitation, threat or fear, and by a person who has the capacity to give their agreement.
How do we give, or know that someone has given , consent?
If someone gives consent, this means that they clearly want to engage in an activity and demonstrate this verbally and/or through their body language. There should be no ambiguity or confusion about whether consent is given (‘not saying no’ is not giving consent).
Responsibility for making sure that consent has been given lies with the person seeking consent. This means being sure that you, or the person you are seeking consent from, is actively consenting and that none of the conditions which prevent free, informed consent — such as manipulation or exploitation — are present.
Healthy and Unhealthy Boundaries
Boundaries in our relationships are the limits that we put in place to show how we expect and are willing to be treated. They are like our invisible shields that help keep us safe. They are also informed by how we behave towards others.
These boundaries affect our health, safety and wellbeing.
We put healthy boundaries in place when we choose to think, act and behave in a way that helps to keep our mind, body, thoughts and feelings (or those of another person) safe and well. Unhealthy boundaries in a relationship can put our mind, body, thoughts or feelings (or those of another person) at risk of harm.
When should we, and when should we not, give consent?
It is okay to give consent when someone asks us to do something that does not put our mind, body thoughts or personal safety, or the mind, body, thoughts or personal safety of anyone else at risk.
It is okay NOT to give consent to when someone asks us to do something that makes us feel uncomfortable or puts our mind, body or thoughts or personal safety, or the mind, body, thoughts or personal safety of anyone else, at risk.
Let's talk about these scenarios:
Read the statements on the sheet and decide whether you would consider each to be true or false.
In the space below the table, write to tell another Year 5 child what you understand about giving and receiving consent.
Collective Worship
Know Yourself, Grow Yourself
Reflection:
How do you feel when you accomplish something that was really tricky - taking your feet off the bottom of the swimming pool for the first time, riding a bike,
Think of times when you have said that you can't do something.
Next time could you say, "I cant do it yet" and keep trying?
