Limbrick Wood Author of the Week

Setting the Scene

Year 5

Her wounds were hurting she was in agony. Cherry tripped on a rock. She was crying in pain. She heard a voice calling her, it sounded like the wind. She listened. She moved closer. It was a ghost of an old man.

Chloe

Reasons for selection

The author has created many feelings in the mind of the reader by using emotive language such as crying in pain. At this point, the reader can feel the pain and therefore sympathy for the main character.
Also, the reader becomes anxious and concerned with the use of short sentences such as She listened. She moved closer.  to create tension.

Highlights from 06/07

Setting the Scene

Year 5

Her wounds were hurting she was in agony. Cherry tripped on a rock. She was crying in pain. She heard a voice calling her, it sounded like the wind. She listened. She moved closer. It was a ghost of an old man.

Chloe

Reasons for selection

The author has created many feelings in the mind of the reader by using emotive language such as crying in pain. At this point, the reader can feel the pain and therefore sympathy for the main character.
Also, the reader becomes anxious and concerned with the use of short sentences such as She listened. She moved closer.  to create tension.

To Write an Acrostic Poem - Year 4

Splashing water in the pool

Under the deep blue sky.

Many places to go

Merry go rounds go fast.

Early morning birds singing

Red, hot colours growing in the garden.

Kallum

Reasons for selection

Many noun phrases have been used in this poem, such as Splashing water and deep blue sky, which gives a clear picture of, what is in the author’s mind. Noun phrases such as Early morning might not create a vivid picture in the reader’s mind but it does allow the reader to think about their own sound or visual image of early morning. Furthermore, all the lines are short and purposeful allowing the reader time to pause and reflect. Finally, the last line leaves the reader feeling content with a perfect summer image of Red, hot colours.

To write a poem based on one read – Year 4

The Visible Beast

The Loathsome Beast with
A grey bagged face gazes down at you menacingly.
His red, evil eyes like fire exploding out on you.
Fingers as large as a mansion, stretching out,
Grabbing you.
So beware! Watch out!
Legs like the largest tree in the world.
He has a huge menacingly, metallic, slobbering, blue tongue.
Huge feet curling slowly like a clown’s.
His hair spiking out like pins, 44cm long
Teeth like four rows of blazing, giant samurai swords.

Keaton and Brandon

Reasons for selection

Through the use of many expanded noun phrases, the authors create vivid and fearful pictures of the beast such as a huge menacingly, metallic, slobbering, blue tongue. Also, the authors create more detail and therefore further fear by the use of similes or adverbial phrases which tell the reader when, where or how e.g. menacingly or slowly. Finally, the reader is left with warnings or doubt which creates unwanted questions in the reader’s mind, for example So beware! Watch out!

To write a poem based on one read – Year 4

The Vicious Beast

Its green glowing eyes are like a field full of grass,
Angrily, gazing straight down at me.
Its razor sharp teeth are like scattered pieces of glass,
Brightly sparkling like stars in the moonlight sky.
It’s large slobbering mouth, dribbling like a bull dog.

Camara

Reasons for selection

Through the use of many expanded noun phrases, the authors create vivid and fearful pictures of the beast such as razor sharp teeth and large slobbering mouth. Also, the author creates more detail and therefore further fear by the use of adverbial phrases which tell the reader when, where or how e.g. angrily or brightly. Even though the poem is incomplete, there is no doubt in the reader’s mind (due to the use of quality vocabulary and detail) that they would not wish to see or meet THIS beast.

To write a poem based on one read – Year 4

The Visible Beast

The loathsome beast with
Red, evil eyes like rubies
Menacingly staring down at you.
Pointy, sharp teeth like poisoned potion
Brightly shining in the moonlight.
Huge tree trunk like legs
Loudly stomping in the night.
Massive, long hands,
Pointy like a million unfriendly eyes.

Demi

Reasons for selection

Through the use of many expanded noun phrases, the authors create vivid and fearful pictures of the beast such as Red, evil eyes and Pointy, sharp teeth. Also, the author creates more detail and therefore further fear by the use of adverbial phrases which tell the reader when, where or how e.g. menacingly or loudly.
In this poem, the author describes a feature of the beast in the first line and then is very precise in creating tension by implying what the best will do, IF you see him! The reader’s only wish is that THIS beast would become invisible THIS and never brought to life.

To write a poem using verses and figurative language – Year 6

Standing still in the rain,

Ice tracks cascade down

Her wounded face.
Beady eyes piercing through the humming fence.
Crying, weeping people, sleeping
Dead or alive, the guards don’t care.
Smells of gas hijacking their
Last precious breathe.

Standing still in the rain…

George

Reasons for selection

The author has used many phrases which use figurative language such as, ice tracks cascade down and beady eyes piercing. These phrases create pictures, feelings and questions instantly in the mind of the reader, whilst also creating a very sombre mood.WOW!

To Write a Non-Chronological Report on National Disasters – Year 6

Natural disasters have savaged the earth throughout history. Earthquakes have turned cities upside down and have got people stuck under buildings. Volcanoes have consumed thousands of years of growth in seconds and El Nino has created havoc in the Pacific Ocean. But what causes these disasters and why are they becoming so frequent?

Earthquakes
Earthquakes are formed by two plates under the ground which shift and collide into each other. This makes a pulse which makes waves and creates a ripple effect (just like when you drop a stone into still water, which then makes little waves.)Earthquakes can make bridges that are made of concrete wobble. In 1945 an earthquake hit Tokyo City and millions of buildings collapsed and thousands of people died.

Bradley

Reasons for selection

The author has hooked the reader in by talking about the catastrophic effects of natural disasters and then cleverly created fear by asking why are they becoming so frequent? Furthermore, consequent paragraphs explain each of the disasters using technical vocabulary and emotive vocabulary about the effects, which hooks the reader into non-fiction text.

To write a poem using verses and figurative language – Year 6

Freezing cold, left alone.
Winters coming near, bitter ice with frozen bones.
The icy wind stings their frozen, red cheeks.

In the gas chamber,
Mothers crying,
People dying,
Every day.
No one looks,
No one cares,
No one sees their vacant stares.

Standing cold.
Standing still.
Are the children dead or ill?

Ashleigh

Reasons for selection

The author has used figurative language in order to create pictures, feelings and questions in the mind of the reader. Clauses such as, No one sees their vacant stares conjures up a picture of their face, which would be disturbing to see, therefore creating an uneasy feeling in the reader. Plus, the reader then asks, ‘What will happen?’ ‘Will they escape?’ or ‘Why does no one help them?’ Also, the author uses repetition very skilfully, for example, No one looks, No one cares, No one sees their vacant stares. The repetition constantly reminds the reader that there were people standing around who could have made the Jews lives safer, but chose not to.

Should Dogs be Banned form Parks? – Year 6

Many people feel that dogs are becoming more and more of a nuisance in our local park; not only do they frighten young children; they also leave mess all over the parks. Should dogs be banned form our parks?

Firstly, I believe that dogs are becoming nuisances because they are always leaving their unhygienic mess everywhere. This means that young children will get diseases. Moreover, they could step on it and walk it into their homes. It is a fact that 80% of dog owners do not clear up the mess.

Secondly, it could be argued that dogs are frightening young children because owners are not putting a lead on their dogs, so young children will get attacked because of the owners lack of care.

Stuart

Reasons for selection

Straightaway, the author of the text writes in an authoritative manner by using a clear opening statement with persuasive points clearly stated. The remainder of the text is organised clearly by the use of time connectives eg  firstly, secondly at the beginning of each paragraph and argument words or phrases such as, moreover, it is a fact and it could be argued which add weight to the persuasive points. I don’t think I would like to argue against this author’s point of view.

To Write a Fantasy Story – Year 6

As Bloddon wondered nervously to the local shopping centre, he noticed a small, brown dog. He picked him up curiously,
“What do we have here then?” Bloddon asked himself. Bloddon looked at the small brown dog on a walk. They entered the large, deadly woods. It was silent!
The old, rusty trees pulled faces as they took the corner. All of a sudden, faces jumped out of the murky, grey sky.
“How… are… you…?” the faces shouted, lurking in the distance.
The map slipped.
“No,nooooo…” Blodden cried.
The Orks laughed in the sorrowful, miserable faces. Bloddon headed for the tree around the corner. Also, the small, brown dog jumped into the lake searching desperately. He found it, as the thick, pale colours ran thinly through his thick, brown paw.
“That’s it, I’ve got it!” Bloddon shouted cheerfully on the spot. Meanwhile, round the corner the small, brown dog was blowing frantically, whilst trying to hold his head and thinking what to say.
“The maps a bit wet,” the dog cried.
“What do you mean?” Bloddon shouted up the tree, full of anger. Next, the tiny dog like Orks came back to life.
This is a nightmare!

Ben

Reasons for selection

The author creates great tension within the reader by using many adverbial phrases such as wondered nervously, picked him up curiously and searching desperately. Furthermore, the author instils a feeling of fear by using an abrupt, short sentence eg It was silent!

To Write a Fantasy Story – Year 6

One dark, eerie night, she arrived at her auntie’s house. He saw her liquid, silver curtains that dropped awkwardly, as she saw a mahogany table that shined brightly. As he walked around, the floorboards started to creak and then he tripped over a red, enormous book.
Suddenly, he picked the red, chunky book up off the floor. When he opened it the room started to shake and he couldn’t stand up then… BANG!
He found himself standing in a road with bullets of raindrops pounding and rebounding harder… harder, as he heard a girl screaming,
“Help! Help!”
Vicky scarpered over towards her, whilst panting for breath.
Then she was near the girl but the girl was under tons of smelly, dirty rubbish in the alleyway. As she threw the rubbish behind her, she got nearer to her and got out gently as she whipped her bruised, bleeding leg with her jumper and walked home slowly.
In her arms, she was still holding the red book which she opened. The white, wet pages opened and … she was back at home!

Rebecca

Reasons for selection

The reader is left in no doubt as to the setting of this text, due to the images and feelings created in the expanded noun phrases such as dark, eerie night: liquid, silver curtains and bullets of raindrops. Also, the extensive use of adverbial phases like dropped awkwardly, shined brightly and as she whipped allow the reader to picture the character even more concisely. Finally, the author uses punctuation to create tension and suspense eg he couldn’t stand up then… BANG!.

To Write a Fantasy Story – Year 6

Moonbeams flickered in the dark, gloomy sky, as the telly flicked on and off. There was silence. Ricki climbed out of his bed, blinded by the flickering lights in his face. He strolled up to his window which stood there as rain cascaded down the white, gleaming windowpane.
Later that night, there was a bang on Ricki’s door.
“Who’s there?” asked Ricki, shivering from head to toe, in a dark, shadowy corner of his bedroom, next to the window. There was no reply.
“Hello, is anybody there?” shouted Ricki, walking to the door. A tree scratched at the window with its long, thin nails.
Meanwhile, Ricki grabbed the door handle and flung the door wide open. There stood the most disgusting creature ever. Its dark, volcanic eyes widened with fury.
“What do you want?” asked Ricki cautiously.
“Nothing, except your soul!” shouted the alien. As he shouted, Ricki saw the most weird thing ever. The alien had four noses which hung over each other like sausages. It went silent again.
Suddenly, Ricki gasped for his life, catching his last look of the ugly, disgusting alien in the hallway of his house. Ricki collapsed… He woke in shock. He was surrounded by aliens with black checked suits on and a newspaper which said 27/10/1995, that was 12 years ago. He had travelled back in time.
“Who are you? Where am I?”
Finally, Ricki woke. It was a dream. He wasn’t taken away with ugly, disgusting monsters in a different planet, after all.
“Ricki, it’s time for breakfast!” Mum shouted up the stairs in fury. ”Come on. It’s getting late!”
“Sorry, coming.” Ricki shouted back, whilst getting out of his pj’s. There HAD been blood on them…

Zoe

Reasons for selection

In the opening sentence, the author has created immense tension by using quality vocabulary eg flickered and an expanded noun phrase such as  dark, gloomy sky. This then contrasts greatly to the next sentence , which is extremely short - There was silence and causes apprehension  and confusion in the reader. Finally, the author leaves the reader uncertain a s to the conclusion with questioning last sentence - There HAD been blood on them…

To Write a Fantasy Story – Year 6

The night was drawing to an end. Suddenly, a bolt of lightening struck the eerie, decrepit warehouse that was encased with years of dust. The moonlight bounced off the windowpanes which formed an entrance to the warehouse. The air was still. Elliot walked apprehensively into the warehouse next to the dark, spooky graveyard, which lay as a constant reminder of dead bodies. Elliot gulped hard.
The sky was overcast from the clouds of filth. Something caught Elliot’s eye. It looked like an unfamiliar coin. Elliot picked it up and rubbed it hard. In a blink of an eye Elliot felt drowsy and disorientated. Everything went foggy and blurry. Then he was in an old, torn up street.
Sirens wailed. BANG! Debris fell continuously. He knew he wasn’t alone. Elliot was trapped and a little girl from World war 2,
“Help! Help! Shouted the little, innocent girl.
 Elliot knew he was going to die.
Elliot lingered, then flung the rocks behind him. But there was no hope, so Elliot rubbed the coin constantly.
Suddenly, Elliot felt drowsy and weak.
“I’m sorry little girl, I really am,” yelled Elliot. In a blink of an eye, Elliot was back to the warehouse. The temperature dropped as Elliot ran for his life and he wasn’t seen again.

Edi

Reasons for selection

The author uses expanded noun phrases for example old, torn up street; dark, spooky graveyard and eerie, decrepit warehouse to create amazing images in the reader’s mind. Furthermore, the complex sentences build up a momentum in the reading of the text and then they are brought to an abrupt stop by a superbly placed short sentence such as Elliot gulped hard. Also, the author allows the reader an insight into the character’s feelings by using quality vocabulary in adverbial phrases eg walked apprehensively, fell continuously and rubbed the coin constantly.

To Write a Fantasy Story – Year 6

The continuous rain bombarded the desolate, cobbled pavement with smashing rain which made the street very wet and slippy. Meanwhile, the town’s people crammed into the Town Hall, like a can of sardines, to discuss who was the bravest to take on the treacherous adventure.

The fat, bigheaded Mayor stepped up to the platform.

“Who will take the ultimate challenge to find the green growing heavy herb to vanish the Orks and man eating goblins FOREVER?” he said in a strong voice.

Suddenly, Hobs put his lanky, twisting, bony arms up in the damp air.
“You could not do it, if your life depended upon it,” he said, with a giggle. A string of laughter filled the damp, dank air.

But, next morning, Hobs set off to get that precious herb. However, it wasn’t long before he had a problem. There were six scar faced, flesh goblins which stared transfixed, with their beady eyes to his.

But then his luck changed. He spotted a long, jagged rope which he lassoed the goblins with and eventually tied them up.

There was a green, glowing light coming from inside an over grown bush of poisonous, spiked berry trees. Next to it was a looming tree which he climbed and ended up holding the herb.

The sky went dark and he tried holding the heavy herb. He was trapped in there for two years and two days. Now the only source of forest food and water was berries and rainwater. He had made it like a house. After this length of time, his pet dragon recovered him and brought the herb back to who it belonged and was rid of the goblin and Orks forever. (But I think one of them survived?!)

George

Reasons for selection

The author maintains the interest of the reader by using expanded noun phrases such as desolate, cobbled pavement; lanky, twisting, bony arms and damp, dank air which enables them to  create a vivid picture in their mind. Also, the author is lead into a false sense of security by the safe ending, until the final sentence, (But I think one of them survived?!) which uses the narrative voice to convey confusion.