To infer and empathise
We discussed and inferred emotions the character would be feeling as well as empathising with his thoughts, compiling a range of sentences he might have as his inner monologue.
Starting our new topic, we watched a short film called the ‘Egghunt’. We then learnt about sequencing, ordering pictures from the short clip.
We have moved on to instruction texts. Here, we had a range of different texts which we explored, picking out and labelling the different features required.
After freeze-framing our opening and build-up (going for a walk and arriving in a scary forest), we explored possible problems and resolutions for our story (also through drama and freeze-framing); this included a myriad of problems including wolves, bears, witches and the legendary Jabberwocky (the beast from Alice in Wonderland).
Key parts of a story
Using our knowledge of traditional tales from our Transition Week work, we created story mountains for the Gingerbread Man, Little Red Riding Hood and Goldilocks, exploring the key parts to a story:
Taking a step into a dark, eerie forest...
We went outside to build our vocabulary ready for our scary, forest setting. Our focus was creating an atmosphere using adjectives and ideas for our different senses, compiling a class word bank and using a thesaurus to up-level our vocabulary with synonyms.