Let's get creative... Design Zargon 10! What would you be able to see as you hover over it in a space ship? What special features will it have? Think about how you can show what is on this planet. You can use some ideas from Zargon 9 to help you. You may want to draw a map, create a 3D model, use a computer to design it... let your imagination run wild!
If you would like to complete the rest of booklet over the holidays too, feel free to do so and send me a picture of your work when it is complete.
Go back to the pictures above on page 11 and write a quote from the characters for each one.
You need to use speech punctuation when you write a quote in a newspaper, just like you do in your stories. To help you remember where the punctuation goes, use the steps below:
1. Open speech with inverted commas: “
2. Write what the person is saying
3. Signal the end of the speech with punctuation: usually it’s a comma but could be ? or ! (depending on what’s been said).
4. Close speech with inverted commas: ”
5. Say who said it. e.g. told, reported, exclaimed, informed, stated, said.
6. End with a full stop.
Imagine each picture is part of a newspaper report. Have a go at creating a punchy headline for it.
Now you try using the 5 Ws to write a new paragraph about the alien's mischief. Remember to tell me when, who, what, why and where. Use the example to help you.
The ‘Talk like an Expert’ game Now let’s invent some facts about aliens. Imagine you are world expert on aliens and you are answering the interview questions below. Make up one fact for each question.
★ Start your answers with one of these generalisers. These are words that sum up things e.g. most, all, some, many, a few. For example: Most aliens like cheese.
Why not use the link to the Random Generaliser Wheel below to help get you started?
To make descriptions more powerful for a reader you can add adjectives to describe different nouns. Your challenge is to describe my alien friend, using two adjectives. I have done one for you. Try and use different adjectives for each aspect - use a thesaurus if you are struggling to come up with ideas.
Can you put any words that you did not know the definition of, into a sentence?
Now answer the comprehension questions on page 6 of the booklet.
See if you can make at least 5 new compound words.
If you can, take a picture of your written work and send it to me at: firstname.lastname@example.org
All work will need to be done before the next Zoom session
In this section I want you to:
★ have the wish come true;
★ make sure your reader knows that your main character has changed because of the wish
Check your punctuation and spelling.
Have you remembered full stops? Are there capital letters after the full stops? Have you remembered the comma after your fronted adverbials?
In this section I want you to:
★ have your main character return to the wish-granting character;
★ combine the needs of your MC’s friends or family into one wish;
★ describe the setting.
In this next section I want you to:
★ make sure your main character thinks about what his or her family and friends need.
Make the 3 options of wishes clear and add in extra detail to your ideas. Do not combine the wishes just yet. Use the model paragraph to help you write yours.
★Check your punctuation and spelling.
★ Have you remembered full stops?
★ Are there capital letters after the full stops?
★ Have you remembered the comma after your fronted adverbials?
The third section is quite short. I want your new character to offer to grant your main character a wish. They need to introduce that they are the king or queen and tell the character when to come back so that their wish can be granted.
You will need to use direct speech here, so remember the formats:
Reporting clause, "Direct speech."
"Direct speech," reporting clause.
"Direct speech," reporting clause, "direct speech."
Pay attention to punctuation here!
Time to write the next section of our story. Now, we shall introduce the new character who is 'helped' by the main character. Maybe they are rescued in some way; trapped and released; fed and watered; first aided...only write up to where they are helped - don't jump ahead.
Describe the character in detail, using the sentence structures that we practised on 12.05.20 - look back at this work to help you!
Check your punctuation and spelling.
Use commas after fronted adverbials and in lists.
Does it flow on from your first paragraph and make sense?
Remember - all of the practice that we have done so far should be showing in your writing. If you have forgotten any of it, go back and check your previous work - use substitution if you struggle with ideas and hug closely to the original story.
Time to write the first section of our own stories! Please do not jump on to the next section yet - as tempting as it may be!
In this paragraph, we shall:
★ introduce the main character and show the reader that they are poor;
★ give a bit of detail about the main character’s daily life by using fronted adverbials like ‘every day’ or ‘each week’ or ‘during her working hours’. Remember to follow these with a comma. Think about the examples we discussed in the session.
Remember - in this paragraph the main character does not meet the animal king or queen - we are just setting the scene.
Check your spelling and punctuation, remember to select your words carefully and don't be afraid to edit and make changes. You can illustrate this paragraph too, if you would like to!
Look at page 18 of the booklet. Can you use this template to plan the changes that you are going to make to the story? We are hugging close to the story for our first go, so use the work that we have done already to make the changes. Do not write the story yet - just plan it out!
1) Pick an animal and draw or describe what the King or Queen of its kind would look like. You could use paper and coloured pens or pencils. You could make a model or use a computer.
2) Create your main character- remember they have to be poor! Draw or describe them.
3) Write down 3 wishes that your main character would have.
1) Make up your own sentences by using substitution, about the some of your own animals (use the pictures in the booklet if you need inspiration!)
Check your punctuation and make sure you use the same format for the sentences:
It had silver scales that glittered in the sunlight , blood–red fins and a golden crown.
It had giant paws that thundered across the earth , sandy fur and a fearsome roar.
2) Do each of these words mean immediately or slowly?
Leisurely, Steadily, Straight away, All at once,
Suddenly, Bit by bit, As quick as flash, Gradually,
3) Practise them in sentences - remember to use commas after fronted adverbials!
Read the story again and try to answer the questions in the booklet for 'Read and Understand'.
Now practise the spellings:
Can you put the correct words into the sentences in the booklet?
Finally, although this isn't in the booklet, can you draw or create your own version of the King of the fishes? Be as creative as you'd like!
Your next task is to write what you liked, what surprised you and what you were reminded of in the story. Remember that important word, "because".
After that, go back through the story. If there are any words that you are unsure of their meaning, can you find out their definitions?
Now complete the 'Words, words, words' section of the booklet, examining the highlighted words in different ways.
Don't forget - write in full sentences and check your punctuation!
My first challenge for you is: What you would ask for if you were given three wishes?
My three wishes:
1. I wish I could fly because I would love to visit a different country every week.
2. I wish that the rich people in the world would share their money so that no one was homeless or hungry.
3. I wish for a magic wardrobe which would mean that I could create any outfit I fancied.
Tip: The words and phrases I have underlined might help you extend your ideas.
Don't forget to write in full sentences and check your punctuation carefully.