This week we continued our project journey by working on step 2 & 3. We even wrote a song to help us remember the features of a fiction text.

First, we learnt about the setting of a story. We learnt that this describes the time and place. It helps to explain when and where the story is happening and orientates the reader. In partners we took some image cards and wrote setting sentences for each scene. We made sure to also include adjectives (describing words), when and where. "It was a hot sunny day at the park in spring", "It was a sunny day at the beach in summer" "It was a cold wintery afternoon on the mountain" "The forest became dark after sunset in the winter". We then drew and described the setting for our own story.

Then, we explored characters. We learnt about describing a character using interesting adjectives. In partners, using a variety of images, we described how the character moves, speaks and looks as well as what the character thinks and feels. We realised that as the author we could determine all of these descriptions and there was no right or wrong answers. We then went on draw and describe three main characters for our stories ensuring a clear link to the setting we drew previously.

Next, we continued to build our community connection with the Wise Otters at Galsworthy house with the second half of the Otters excitedly making the journey. We shared books with them and enjoyed playing some of the garden games and drawing pictures of our school for the residents to enjoy. Finally we examined the fountain with Galsworthy House’s site manager and discussed what we could do to bring it back to life. We were able to tell him about our experiences of restoring the pond and what we had done to welcome a greater variety of insects and pond life back.

We look forward to continuing our story writing and visits to the Wise Otters next week.

This week we began writing stories as a whole class, in pairs and individually.

First, we started with the the dilemma. We learnt that it is a main part of the story that brings excitement and suspense to the reader. There are many different types of dilemmas in a story writing for example, something could break, someone could get lost, something could be stolen, people could be arguing or a disaster could occur. With a friend we explored and decided on the dilemma in our story and wrote and drew our first draft.

Then, we learnt about the resolution. We understand this is the part of a story where the dilemma is solved. We learnt that like dilemmas there are many several different types eg. something could be found, resources could be used to escape, magical could happen, people could help each other. As a whole class we collated our ideas and wrote a resolution for a problem. We then drew and wrote the first draft for the resolution in our own story.

Next, came the tricky feature, the build up. When writing this we sometimes were keen to include a dilemma. We had to work really hard when drawing and writing these to remember these are the moments before the dilemma. At this point in the story there are no problems. Instead, there are lots of description language and scene setting to take us on a journey to the dilemma. We enjoyed cluing the reader into the fact that something was about to take place in the last line of our build up.

We also build our hand muscles through some mindful zentangle this week. Helping to increase our writing stamina.

We look forward to continuing our story writing next week with our beginning and ending.

This week we finished our stories, edited and wrote our second drafts.

First, we explored the beginning and ending of a story. We particularly enjoyed writing the beginning as we could introduce our setting and beloved characters. We found joy finalising the ending to our story, beaming with pride as we neared the completion of our task!

Then, we edited our first draft. We learnt that adjectives are describing words that provide further information about a person place or thing. We worked hard to add strong adjectives into our story with careful consideration.

Next, we wrote our second draft. This took a lot of skill and showed the incredible amount learning and growth that has happened throughout this year. We were able to transfer our writing from one page to another, include changes made, disregard errors, interpret our green grow pens and teacher blue pens. This is no easy feat but we rose to the challenge and persisted until complete. We showed fantastic self regulation throughout taking brain breaks and snack breaks when we felt we needed a rest.

We look forward to writing our final copies and sharing them with the Wise Otters when we return from half term!

Continuing our community connection a group visited Galsworthy with paper in hand. The more we visit the more questions we have about the Wise Otters and the lives they have lived, particularly around they way they lived when they were a child and how our lives compare.

First, we finalised our stories ready to be sent to the printers! We worked so incredibly hard and are thrilled with our perseverance and resilience.

Then, we realised our interest in the comparison between the life of the Wise Otters as children and us as children was so great that we should do something about it. We have decided in small groups to write a short report detailing these comparisons. We created additional project steps for our final weeks together to make this happen.

Step 6. Work as a team to ask historical questions to the Wise Otters.

Step 7. Write about our childhood in comparison to the Wise Otters.

Step 8. Gain confidence to read our stories and comparisons aloud to a small group.

Next, as a group we brainstormed the type of questions we could ask "What was your favourite subject at school?" "What was your favourite game?" "What sport did you do?" "Where did you grow up?" "What was your favourite toy?" "What did you eat for lunch?". A small group took the questions on behalf of the Otters to Galsworthy and scribed the answers.

We look forward to comparing our current life with the answers received!

This week we focussed on learning about non chronological reports.

First, we learnt that about the features of a non chronological report. We discovered this writing genre needs a title, introductions, information put into sections, sub headings for each section and facts. We decided to write our report about life as a 6 year old in 2022. Together we came up with subheadings for our report, thinking about topics we know lots about. Through thoughtful collaboration, listening, and compromise we decided on school, clothing, lunch, activities and toys.

Next, we worked together to write information for each setting. Incredibly, we suggested sentences noting if they were the opening of final sentence. We listened to each other and added onto sentences shared or gave suggestions when a friend was thinking of a word but couldn't find it. We upskilled each other with kind grow and glow feedback, creating detailed sections of written information as life as a 6 year old in 2022.

Then, in the hope that we can write a non chronological report about our friends the wise Otters we emailed them questions giving them more time to consider their answers. If the opportunity presents we are looking forward to writing a non chronological report about life as a 6 year old in the year our wise otter was born. In preparation we decided on small working groups and assigned each member a subheading. We read a brilliant book Grandma is 100 by Aimee Chan which gave us the opportunity to think about some similarities between our life and the wise otters. Grandma Edna recounts how when she was a child she only had one toy, a doll, discussing that life was sometimes simpler with less.

This week, after deciding that we wanted to publish our stories ourselves we joyfully focussed on making our books.

First, we created the front cover of our books. We used collage materials to create a relevant front cover to the story inside. We got creative with a large amount of material types, cutting, gluing, drawing and writing. We each made sure the title of the book, author and illustrator were included.

Next, backed our words and pictures onto coloured paper, carefully gluing and cutting. We chose card for our pages and decided the layout we wanted. Some chose pictures and words on one page, pictures and words on opposing pages or something different entirely.

Then, once we were happy with all our choices we glued our hard word down and made it official. We used a book binding machine to conclude the book making progress. "I worked so hard on this", "I cant believe I made my first book", "I never thought I would ever be able to make a book", "It's not perfect but I'm so proud of myself because this is my first book".

Once our book was bound we carried them around under our arm like a stuffed animal for the rest of the day, we just couldn't get enough!

First, we ensured our books were complete. The amount of joy cutting, gluing and binding our own books brought us was incredible. Many of us carried these around under our arms as if they were a stuffed animal. We practiced reading these out loud to our class mates, demonstrating good public speaking skills and whole body listening. We discussed nerves and how sometimes we find it hard to read our own writing when it's our turn. We reminded each other that it's ok to read the pictures and remember our story form our mind if we miss a section. After all, we are the authors.

Next, we took our books to the Forget-Me-Nots to read to a different audience. In partners we confidently and excitedly read our stories and showed the pictures. We eagerly swapped partners desiring to read to as many FMN as time allowed.

Then, it was time to jump on the mini buses and head to Galsworthy. When we got there the Wise Otters and Staff were so excited to see us. We immediately went into author mode and read our stories to at least three residents. The feedback was incredible. "What you've achieved with these stories are amazing" "I can see all the hard work you have put into writing this" "You bring such joy" "Thank you so much for coming" "I loved your story" "Your students are not shy at all, thank you for bringing them here" "Your students show such incredible self regulation" "The amount of respect they show for our residents and belonging makes us quite emotional". Reflecting once back on site we shared "I loved that!" "I want to do it again" "I'm so proud of myself" "They said they really like my writing and my story!"

What a joy!