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Writing Home Learning 13.07.20


Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils with effect from 22.06.20 so all the teachers are in school now each day.  I'm teaching a Year 6 bubble so I'm busy, busy, busy all day.  We must continue to keep in touch though, but I may be a little slower at replying to your emails.  Please be patient: I will reply as soon as I can.


World War Two

Writing Home Learning wb 06.07.20



Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils with effect from 22.06.20 so all the teachers are in school now each day.  I'm teaching a Year 6 bubble so I'm busy, busy, busy all day.  We must continue to keep in touch though, but I may be a little slower at replying to your emails.  Please be patient: I will reply as soon as I can. 



Writing Home Learning wb 29.06.20


Hello everybody! As you probably know, St. Bede's opened it's doors to more pupils last week so all the teachers are in school now each day.  I'm teaching a Year 6 bubble so I'm busy, busy, busy all day.  We must continue to keep in touch though, but I may be a little slower at replying to your emails.  Please be patient: I will reply as soon as I can. smiley


Focus Theme: Inventions



Writing Home Learning wb 22.06.20


Focus Theme: Space

Explore what is in our Solar System, the famous ‘Space Race’ and the thrilling, true survival space story – Apollo 13.
enlightenedNote for parents/carers: when following links online, parents should monitor that children are remaining on that page only and are keeping safe online. 




  • Find out about the Solar System by reading these two sources – making notes as you read about each planet:  Planetarium Junior Edition by Raman Prinja. (You will need to become a member of LoveReading4Kids. Membership is free.)
  • National Geographic Kids – The Solar System:
  • Now enjoy this rap on YouTube about the Solar System, ‘Outer Space: “We are the Planets,” The Solar System Song by StoryBots – Netflix Jr’ here:
  • Based on what you have read and watched, create your own rap, song or poem about the Solar System.
  • You may create your rap, song or poem in different ways, such as:
    • Use the rap you listened to on YouTube as a starting point and edit some of the lyrics/ add to the existing lyrics to create your own version.
    • Choose one part of the Solar System to create your rap/song or poem about e.g. your favourite planet.  
    •  Choose your favourite type of poem such as a limerick, haiku or acrostic and use this to write about the Solar System.  
  • Make sure you keep practising your rap, song or poem by reading it aloud and editing as you write.   
  • Once you have finished, have a go at performing it to someone in your house. If possible, you could also record it to send to your teacher!    
  • If you are feeling really creative, why not make a music video to support your performance too! 




- Think about writing a script or key notes for your presentation - making sure you practise aloud so that it stays within the five minute limit.

- You may want to use a computer programme to create a presentation, such as PowerPoint, or design and create posters which you can refer to as you speak.

- Think about how to keep your audience engaged – maybe you could include some rhetorical questions which make your audience think more about your topic.

  • Once completed, have a go at performing it to someone in your house. If possible, you could also record it to send to me and I will upload onto the home learning page fora all your friends to see!




 - an exciting title - fun-fact / ‘Did you know?’ boxes - subtitles for your different sections

- be creative with your layout

– use different fact boxes and images to make your page exciting to the reader

- you may also want to include additional features, such as a quiz or word search

  • Remember to keep reading over your work to check for spelling and punctuation.   




 Biography – Write a short biography about Katherine’s life. Remember to write your biography in chronological order (from Katherine’s birth up until her death), selecting the key dates and facts about her life.


Comic strip – Design and create a comic strip about Katherine’s life. Make sure you plan out the story for your comic first – thinking about how many sections you want to split the story into, what captions you’ll have to add to the comic and the pictures you will draw. 




The clip is taken from a scene towards the end of the film when the astronauts are on their journey back to earth.

As you are watching, jot down how you think each of the people the clip focuses on (the families of the astronauts watching, the NASA workers and the astronauts themselves) are thinking and feeling. You may wish to use a table, such as the one below, to write your ideas: 

People in clip Thoughts/Feelings
NASA Workers  


Apollo 13 clip: YouTube: Apollo 13 (1995) – Re Entry Scene:


  • After completing your table, write a narrative piece retelling this scene. You may wish to write it in third person (the astronauts …, the families waited …) or first person (I sat there anxiously waiting, I held my breath). If you do decide to write your narrative scene in first person, decide whose perspective you are going to write it from – a NASA worker, a family member on Earth, etc.
  • Remember to keep checking over your work for spelling and punctuation. 

Writing Home Learning Monday 15th June 2020


Focus: The Titanic


Explore all there is to know about the most famous ocean liner, ‘Titanic’.    
This week we are going to learn all about the Titanic before the sinking.   

enlightenedIMPORTANT NOTE FOR PARENTS: When following links online, parents should monitor that children are remaining on that page only and are keeping safe online. 



  • Read about Titanic here, making notes of key facts that interest you:
  • Now read Titanic Facts and Figures and watch the video about how Titanic was built, jotting down key information:
  • Based on what you have read about  the Titanic so far and the notes you have made, create a ‘True or False’ game for a member of your family to answer.  
  • Don’t forget to write the answers, too – giving an explanation of the correct fact if the answer is false.   




  • Read and watch 'What was life like on board Titanic?'
  • Now watch this clip Timeline: The Sinking of Titanic – Britannica Encyclopaedia from 4:08 mins to 5:05 mins
  • Imagine you are employed by the White Star Line (the company who owned Titanic) and have been asked to create a promotional leaflet or poster to advertise Titanic and its facilities.   
  • Create a leaflet or poster persuading people of all classes to buy a ticket. Try to include information of what’s available to do on board for all classes.
  • If you’d like more information and images about the facilities available on board the Titanic, use this website to support writing your leaflet or poster:
  • Make sure you continue to proof-read your work as you write, checking for spelling and punctuation.   




  • Watch this clip of passengers boarding the ship, taken from the 1997 film Titanic
  • Watch again – pausing at key points as you watch, and jot down words or phrases for the things you can see and hear in the clip, such as: cars arriving, crowds of people, third-class passengers having a health inspection and the ship’s horn.  
  • Now go back and improve your words and phrases for example, ‘cars arriving’ may become ‘luxurious cars arrived on the dock’ and ‘crowds of people’ may become ‘the crowds of people were like a swarm of ants’.  
  • You may want to use: to improve our vocabulary.
  • Once you have improved your sentences, have a go at writing this scene in narrative form. Imagine this scene is for a new opening of a story about the Titanic. Write the opening to the story retelling this scene. Don’t forget to include the words and phrases you have written. 
  • You can select whether your opening is written in first person, ‘As I arrived, I saw Titanic for this first time’ or third person ‘As Character name (you choose your character) arrived, she/he saw Titanic for the first time.’ 
  • Make sure you continue to proof-read your work as you write, checking for spelling and punctuation. 




  • For the first few day of its voyage, April 10th 1912 – the evening of April 14th 1912, life on board the Titanic was fun and exciting for passengers on board. 
  • This website gives you more information about the first few days.  Read Titanic the Voyage:
  • Imagine you are a passenger on board Titanic – you can select which class you are!   
    Create a postcard for a loved one back at home explaining your trip so far. Include key facts based on what you have read today, and throughout the week.   
  • Make sure you continue to proof-read your work as you write, checking for spelling and punctuation. 






Writing Home Learning Monday 8th June 2020


Focus theme: Hygiene, Health and Heroes   

This week explores all things to do with health, hygiene and heroes. What is a microbe? Which scientists made important advances that impact our lives today? What is the NHS and who do you consider a hero in this current climate?   

Important note: enlightenedWhen following links online, parents should monitor that children are remaining on that page only and are keeping safe online.  Please note some clips display unmoderated comments underneath, which may be considered inappropriate. Adult supervision is recommended to ensure these are not accessed.  




enlightenedNote to parents/carers - reading material today may contain content which is sensitive to your child, given the current climate.  It is therefore advised that clips and web pages are watched, read and discussed together with an adult.





  • Watch the BBC Teach dramatisation of the scientist Edward Jenner here, making notes as you watch:
  • Now read about Edward Jenner’s life here, making any additional notes
  • Based on what you have read and watched, design and create one of the following:  
    - A fact page based on the life and work of Edward Jenner which could feature in a science magazine.   
    - A comic based on the life and work of Edward Jenner suitable for a child your age.
  •  Whichever outcome you select, consider these points:  
    - Make sure you include all of the key facts about Edward’s life – from his childhood up until his death.  
    - Think about your use of vocabulary. Make sure it is exciting to read but also informs your reader.   
    - Plan your layout before you begin – how will you set the information out so that it is easy to follow for the reader?







  • Explore what the NHS is, when it first began and interesting facts by reading and watching the clips on the CBBC Newsround website page, ‘What is the NHS?’ here:
  • Based on what you have read and watched, design and create one of the following:  
    - A poster about the NHS – select the information you found most interesting to create your poster 
    - An infographic about the NHS. (An infographic is a collection of images, charts and short pieces of text to provide an easy to understand overview of a topic). Use facts and images to present all you have learnt about the NHS. An example of an infographic can be found here:




        Think about someone you consider to be an ‘everyday hero’ during this current time in                     lockdown. This could be:  

  •  someone you know personally, such as a family member, friend or teacher
  •  someone you have seen on the news, such as Captain Tom Moore – watch this Newsround clip to find out more:
  •  a whole team of people, such as people working in your local hospital
  • Once you have selected your everyday hero, write a letter to say thank-you to them personally.   
    When writing your letter, make sure you include the following:  
    - An opening greeting

         - An initial sentence/paragraph outlining why you are writing to this person / people

         - Additional paragraphs giving reasons as to why they are your everyday hero

         - A concluding paragraph – summarising your reasons / reiterating your thanks

         - A suitable sign off – this will be different depending on who you are writing your letter to.   

  • Once you have written your letter – consider sending it to the person via post. You may even get a reply!   


Writing Home Learning Monday 1st June 2020


Hello everyone! Welcome back to 'school' yes(home learning). I hope you all enjoyed the sunshine and had lots of fun with your families during half term.


We have a narrative focus for this week's writing.  The activities build up to writing your own new chapter for Roald Dahl's book: 'Danny The Champion of the World'.


Each day you will be asked to read a section of Danny the Champion of the World. You can choose to read this independently or with a member of your family.   


If you have a copy of the text at home, use this. If not, a full online version is available to read here:




  • Read Chapter 1 - The Filling Station Filling-station
  • You can also listen to Chapter 1 (and part of Chapter 2) here:
  • Use to help with any words you are unsure of such as, ‘filling-station’, ‘basin’ and ‘lavatory’.  Make a note of the definition and synonyms of the word.   
  • Based on what you have read, do you think Danny is rich or poor? Use evidence from the text to support your answer.  Now write a character profile for Danny (try to include a relative clause) based on what you have read in Chapter 1. Make sure to use words and phrases from the text such as, ‘During his early years, Danny spent all day in the workshop helping his father with cars.’ 

Example character profile.






  • Read and enjoy Chapter 4 of the story, My Father’s Deep Dark Secret.


  • What is Danny’s dad’s secret?   
    How do you think Danny feels about his dad’s secret? Why? Give reasons for your answer.
    Explore this website to find out more about pheasants.  Note: Parents may choose to support their child in reading this web page in order to avoid all the advertisements! 
  • Create a small fact file based on what you have learnt about pheasants.




  • Read and enjoy Chapter 5 of the story, The Secret Methods.
  • Imagine you have been asked to design a poster to feature in a new hunting magazine. The poster is to advertise ways to poach pheasants.   
    Create a poster explaining the two methods Danny’s Dad describes for how to catch a pheasant, ‘The Horse-hair Stopper’ and ‘The Sticky Hat’.    
  • Make your poster attractive by including images, an exciting title and words and phrases from the text.
  • If you are feeling really creative, you could also include an additional method to poaching pheasants which you have invented! 




  • Read and enjoy Chapters 6 and 7 of the story, Mr Victor Hazel and The Baby Austin.  


  • You can listen to a reading of these chapters here:

         Chapter 6:

  • Chapter 7
  • Use to help with any words you are unsure of such as, ‘snob’, ‘hiding’ and ‘veiled’. Make a note of the definition and synonyms of the words selected.
  • Based on these two chapters, predict what might happen next.  Think about these questions:
  •  Will Danny find his Dad?
  •  If he does, where is he?
  • Why didn’t he return home?  
  • Will they be able to leave Hazel’s Wood without being caught? 
  • Once you have thought about these questions, have a go at writing your own version of the next chapter of the story.   
    If you have read this story before, create your own new idea for the next chapter.   


Additional activities: 


  • If you have enjoyed reading this book, continue reading to find out the ending to the story.   
  • Choose your favourite part of the story; this could be a chapter or a particular scene from a chapter. Have a go a reading this aloud to a family member. You could even record your reading to me to listen to!  

Writing Home Learning Monday 18th May 2020


Year 5 Focus theme:  Ancient Greece

This week, you are going to explore Greek Gods, Greek myths and Greek monsters leading up to writing your own monster vs. hero fight scene.   
For further stretch, try to blend action, dialogue and description within and across your paragraphs.


Day 1 - Monday  

  • Explore the Greek Gods using the following website:
Makes some short notes about each God.  Which of the Greek God you have read about is your favourite? Why?  


  • Now, read this extract from the book ‘Greek Gods and Heroes’:

 (You will need to become a member of the LoveReading4Kids community.  Membership is free.)


  • Imagine you are going to write an entry about your favourite God to go into the book. Design a page which could be inserted into the book. Think about your layout so it is similar to the rest of the book. Features such as fact boxes, sub-titles and pictures may be used. If you want to write about your favourite God you can do, but today's task is simply to design the layout of the page. Try to make it as interesting as possible.

Day 2 - Tuesday


Read, watch and listen to the Greek myth ‘Theseus and the Minotaur’.






  • Re-write the story using a maximum of 500 words. Every word counts so make sure you use exciting vocabulary and a range of sentence types to excite and interest your reader.   

Day 3 - Wednesday




  • Write down words and phrases from the text that describe the minotaur.  



  • Have a go at writing some sentences that start with words ending in ‘ing’ to describe the scene, such as: ‘Drawing his sword, Percy dived towards the fearsome creature.’  A list of words ending in ‘ing’ can be found here: (This will download as a pdf).
  • Use some of your ‘ing openers’ and your own ideas to write this scene in your own words. 

Day 4 - Thursday



  • Write down facts about your three favourites.


Day 5 - Friday


Extended write


  • Using all that you have read / watched throughout the week, create a fight scene/chapter between a hero (this may be you) and the Greek creature you created yesterday.   
  • Try to include some ‘ing opener’ sentences and interesting words/phrases which you have collected throughout the week.   
  • Once you have written this, you may want to read it aloud to a family member or even record the reading to send it to me! 

Writing Home Learning Monday 11th May 2020


This week your are going to write your own non-chronological report all about the yellow-spotted lizard.

It is important that you work through the different activities before you begin writing your report because they look at the key components of a non-chronological report and what you should try to include, as well as facts about the creature itself.

The final task is equally as important - this is where you assess your own writing (play at being teacher) and then edit it to improve it.  I would love to see your final pieces of writing; edited and written up in beautiful handwriting. 


Task 1:


Task 2


You should have found out lots of interesting facts about the yellow-spotted lizard now and be ready to start thinking about what you would like to include in your non-chronological report.


Use Resource 5a - someone has started writing up their facts.  Please read what they have written.  

With an adult if possible:

  • Talk about what you both think the writer has done well. (E.g. grouping of sentences; precise scientific vocabulary; and adjectives.)
  • Talk about what could be done to improve the piece of writing. (E.g. what could be included to improve the cohesion and flow of the writing? The use of fronted adverbials, fronted subordinate clauses, synonyms, pronouns; and formal tone.)


Task 3: Almost ready to write!




Now, use Resources 5b and 5c to look at how you can make sure that your report flows nicely.


Before you begin to write, I would like to remind you  of all of the work that you done so far (whilst you've been learning at home) that you could feed into your reports – work on setting and encountering a lizard; formal writing; and planning documentation.


Below you will find links to two documents (Resource 5b and 5c) full of examples of cohesive devices and sentence starters to choose from when writing your non-chronological reports about the yellow-spotted lizard.



  • Cohesion is achieved in many different ways
  • Fronted adverbials should be selected carefully and where appropriate rather than at the front of every sentence

Task 4:


  • Write a non-chronological report about the yellow-spotted lizard.

Here are two examples of non-chronological reports written about the planets Venus and Earth.





Use Resource 5d to assess your piece of writing.


  • Read carefully through your non-chronological report about the yellow-spotted lizard.
  • Complete the tick sheet.
  • Decide how you could improve your piece of writing.  What could you have done that you didn't do? what could you have included more of?
  • Edit and improve your piece of work.
  • Re-write the edited (improved) version and email it to me if you think I would be impressed! yes
  • Now you're an expert on the yellow-spotted lizard!

Writing Home Learning - Monday 4th May 2020


If you are unable to print off resource sheets, you can still complete the activities by writing down answers and creating plans in your exercise book.


This week, your writing activities are going to build up to writing a plan for writing a non-chronological report about the yellow-spotted lizard.


Task 1:


Use the image of an unknown reptile, (Resource 4a) and think about/ discuss what questions you would like to know about the creature. With an adult or brother or sister (if you can) think up a number of questions that you would like to know about the creature. Write the questions down in your book so that you don't forget them.

For example:

Your question might be - why are its eyes strange?

Good question but try extending this question into further ideas: what is the purpose of the pupils being shaped like slits? Do scientists know the reason the eyes are grey? Why are the eyes positioned on the front of the head? Is there a reason why there are brows above the eyes? 

When you've done that, write down all those extended questions that you would like to know the answers to.




Resource 4a - use the image to think about and generate questions that you would like to know about this lizard.

Task 2:


Use Resource 4b to complete this sorting task.


Now, sort all your questions and ideas into groups and write them in to the 4 sections on Resource 4b.  Give each section a heading. 

Think about why have you sorted the information this way?

What is the link between the questions?


TOP TIP: Your headings could be things like habitat, appearance, diet and behaviour. 

Resource 4b - sorting questions and ideas.

Task 3:

Use Resource 3a to help you with this activity. (The introduction to a non-chronological report about the yellow-spotted lizard.)


I want you to think about/dicsuss the purpose the introduction with an adult if possible.


What is the purpose of this first paragraph? What does the reader find out? Why are all of the statements quite general? Has it left you wondering about anything or asking questions? Look at the example main body paragraph. Would this have to come next? What facts does it contain? Why is it important that facts about a similar theme are grouped together? Look at the order of the sentence and discuss how details are introduced, then expanded, then expanded further, moving from general to very specific. 

Resource 3a - the beginning of a non-chronological report about the yellow-spotted lizard.

Task 4: Creating a non-chronological report plan about the yellow-spotted lizard.


Remember, this is just the planning stage.  At this point, you have limited knowledge about the yellow-spotted lizard.


Use Resource 4c to create a plan for a report about the yellow-spotted lizard.


Remember to include a heading and then write a list of questions/ideas in each of the 4 areas in the order that you would expect to find the answer in each paragraph of a report.


E.g. When talking about the habitat, write down all the questions/ides that you have generated about the yellow-spotted lizard's habitat in a sensible order, not just randomly.  If you do this, your non-chronological report (when you write it) will flow nicely: your ideas won't be jumping around everywhere, making it difficult for the reader to understand what you've written.


Resource 4c - non-chronological report plan.

Writing Home Learning - Monday 27.04.20


You will need to complete this week's tasks in the correct order so that you are able to produce an effective piece of writing in your final task.


Task 1:


New grammar: the colon


First, click on the link called 'colon explained'.  This simply explains the two different situations when you can use a colon in your writing.  Read the slides then complete the 'Colons in Action activity'.


Task 2:


You are now going to compare two different pieces of writing about The Yellow Spotted Lizard.  (Resources 3a and 3c.)


Please read them both and then talk about how different the 'formal content' of one report is compared to the other.  Look at the Formal Language resource to help you with this task.  It lists the features of a non-chronological report and gives you examples of formal language.


What kind of impact do you think the lack of 'formal language' would have on the reader?


Pay attention to:


  •  passive voice examples (is named after, little is known, is located, are inhabited)
  •  complex sentences (This newly discovered species is named after its strikingly unique appearance as little is known about its habits or ecology.)
  •  expanded forms of words (there is instead of there’s.)



Task 3:


Using what you have learnt about the use of 'formal language' and new punctuation in your previous tasks, I would now like you to rewrite the report about The Yellow Spotted Lizard on 'Resource 3c'. There is a clear lack of formal language and technical vocabulary in this report.


Try to ensure that all the elements of formal writing are included in your new report.  Look at the 'Formal Language' resource to help you remember what to include.


I would like to see some of your new  Why not email me a copy or BLOG it!  


WARNING: when blogging, you MUST still punctuate your work accurately.

Writing Home Learning - Monday 20.04.20


Task 1

Towards the end of Chapter 9 (on page 46), Stanley begins to write a letter to his 'Mom'.  

Your task is to finish writing the letter.  Pretend that you are Stanley and continue to write a letter to your mum so that she thinks you are having a good time and doesn't have to worry about you.  You may want to search the internet to find out what boys and girls do at American Summer Camps so that your letter is accurate.  Remember to include your emotions (how you are feeling) and enquire about the rest of your family.  Ask mum some questions.  This will encourage her to reply.


Dear Mom,

Today was my first day at Camp Green Lake and I've already made some new friends.  We've been out on the Lake all day so I'm pretty tired.  Once I pass the swimming test, I'll get to learn how to water-ski.  I...

Task 2 


I have written a first person narrative about an encounter I had with a rattlesnake whilst I was digging a hole. 


Click on the link below to read The Rattlesnake extract. If you can, print it out so that you can use a highlighter to text mark. If not, write down the words or phrases in your book instead.

After you have read The Rattlesnake complete the following tasks:

  • Use different coloured highlighters/pens to underline details about the rattlesnake's appearance, behaviour and habitat. (Write this down in your book if you're unable to print the text out.)
  • Underline/highlight the expanded noun phrases that help the reader to create an image in their mind.
  •  Identify precise vocabulary and technical nouns that have enhanced the meaning of the text.
  •  Find alternative synonyms that could be used for some words. 
  • Discuss the next four questions with an adult.
  1.  Why have some more basic words been included?
  2. What happens to the clarity of the writing if every word is imaginative?
  3. Which sentences raise the tension and reflect the danger of the situation?
  4. How is this achieved?

Note how the increased tempo of the shorter simple sentences effect the tone of the writing. 


Task 3


Now it's your turn to write a first person narrative similar to the one that I wrote about the rattlesnake.  You're going to write about the yellow-spotted lizard. 


To help you:

Here's a picture of a yellow-spotted lizard.

Read about them in the book again.  Refresh your memory.

Google yellow-spotted lizards and magpie some of the vocabulary used.


Write a first person narrative describing an encounter that you had with a yellow-spotted lizard using information retrieved from the text. Remember to use a range of descriptive language to aid the reader. If you can, try to manipulate sentence structure and/or length for effect. 

Yellow-spotted lizard image

Writing Home Learning - Monday 30th March 2020


Make sure you have read chapters 1- 7 before completing the following tasks.


If an adult is helping you, please take it in turns to describe an image to each other. The “describer” must try to create the exact image they are talking about in their partner’s minds by using descriptive words and phrases, precise vocabulary and figurative language (similes, metaphors or personification.)


You may need to do this more than once so that you are able to verbalise an accurate description following the criteria. Use the list of prepositions to help explain the position of objects.


First person -  describe the image on resource 1a.

Discuss the words and phrases used and ask listeners to comment on the most powerful and useful words and phrases.

Were any specific/technical nouns used?

Which adjectives were most powerful?

Were any expanded noun phrases particularly useful?

Were any preposition phrases useful?

Repeat the exercise with the roles reversed using resource 1b.

Continue the discussion, commenting on any examples of improved clarity of description.



Now, use your skimming and scanning skills to retrieve details from the first 7 chapters of Holes about the setting.  Making notes may help you to complete the next task.


Create a simple map of Camp Green Lake (colour etc. is not necessary), containing features from the story. Annotate the map using quotations from the text. 



Use your map to help you write a paragraph describing Camp Green Lake.


Start with a basic sentence, e.g. “Camp Green Lake is a dry, flat wasteland.”


Then, think about how can I make this better?  What have I learnt in class that I can include to make this sentence as descriptive as possible?


Think about effective sentence openers too.  Add one, to gradually improve the sentence.


E.g. “Although Camp Green Lake was once a thriving oasis in the desert, things are very different now: not a single living creature would choose to live in the present dry, barren wasteland



If these documents don't display correctly, click the download button in the top, right hand corner and this will solve the problem.

Stanley Yelnats - Character Profile


Use the Role on the Wall character profile page below (looks like a gingerbread man) to begin building up a profile of the main character of the story.  If you are unable to download the page and print it off then you can draw the character in the middle of the page of your book and complete the activity around the outside of your sketch.


Now that you have read chapters 1-3 you will have begun to build up a picture in your head of what the main character looks like, what he feels like and what type of personality he has (where he lives; with whom; what he has done; whether he is popular etc).


Label your character with everything that you have learnt about him so far.  


After every chapter, go back to this image/sketch and add any further information you have learnt about Stanley.  Build up your knowledge of Stanley as you progress through the book.  Later on, I will ask you to write a character description of Stanley, so if you do this task well you will have lots of information ready to help you write a super description.  


Remember to use expanded noun phrases - use adjective for description. 

Role on the Wall character profile page

Cyberbully Selina Jailed for 5 Months!

Diary Entry


Written from the point of view of either Selina Khan or Maria Ivanova.


Choose which character you would prefer to be - Selina (the defendant) or Maria (the victim).


Write a diary entry from the point of view of the character that you choose.


The diary entry could be about what happened one day when you went online and saw the message that Selina had posted. 


It could be Selina's end of day recount in her diary before she was taken to prison for 5 months.


Or an entry written by Maria about the trial - what happened and how she felt.


Or something different that you have thought up yourself but it must be related to the trial at Burnley Combined Courtoom.  Maybe an entry from PC Brookes or the Judge.


Remember: diary entries should be:


  • written in the past tense
  • 1st person (I or we)
  • include your actions and emotions (state how you felt at different points)
  • in chronological order (order the events that happened during the day)
  • use a diary tone - as though you're talking to your diary
  • remember to adverbials of time to show me the order of events
  • you could use rhetorical questions
  • end with a thought for the day or thought for the future