The Invention of Hugo Cabret

To begin our new unit, the children explored a selection of illustrations from the start of the novel, writing about what they could infer and predict from these.

We looked at chapter 1 of the novel and answered a selection of comprehension questions about this.

Using a further illustration from the novel, the children created a ‘flash fiction’. Then included descriptions of who, where when and what within a story, but alluded to the why to engaged the reader.

We then used extracts of chapter 2 and 3 to collect a bank of ‘valuable’ words that the children can then use in their writing. We also found the definitions of these.

To better understand story, the children watched ‘Hugo’.

After creating a boxed-up plan for their narratives, the children began writing, making sure to include the key features from their toolkit.

Should Lancaster ask for forgiveness for its role in the slave trade?

The children started this new unit by exploring various illustrations from the slave trade era. We noted down emotive words and what we could learn from these pictures.

Beowulf

The children started their new unit by exploring various myths and legends, including The Loch Ness Monster and The Giant’s Causeway. 

Reading through the Beowulf story, we then collected mythical language that we could then include in our writing.