Third Person Narrative

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The Leopards have been learning about third person narrative.

  • Third person objective. The narrator knows nothing of the character and only mentions the actions.
  • Third person limited. The narrator knows the thoughts and emotions of only one character. 
  • Third person omniscient. The narrator is all-knowing and can describe the thoughts and emotions of all the characters.

 

CHALLENGE 

Pay close attention to the book you’re currently reading. See if you can identify which third person narrative the author is using. I encourage all Leopards to share a paragraph from their book.

Half Term Homework

Cool Antarctica Year 5 – Leopards

Due 21st and 22nd of February

The Leopards have learned about persuasive writing, non-fiction writing and biographies this term. Their homework for the half term break is a writing project.

I look forward to reading all the wonderful learning. I have already learned so much about Antarctica from the Leopards and the research they have done in class.

Please choose ONE of the following.

 

PERSUASIVE WRITING

  • Write a persuasive letter to the World Wildlife Federation (WWF) to put a mammal who lives in Antarctica on the endangered species list.

 

  • Write a persuasive letter to the United Nations (UN) on Antarctica’s importance regarding climate change.

 

NON-FICTION WRITING

  • Write a non-chronological report about a mammal who lives in Antarctica.
  • Write a non-chronological report about Antarctica’s importance to climate change.

 

BIOGRAPHY

  • Write a biography about Ernest Shackleton, the first Antarctic explorer!

 

 

Decimal Place Value Challenge!

Mr.Tardivo needs a new way of teaching decimals.

 

I have only taught decimals through a place value chart. The Leopards class will sometimes put numbers on a giant place value chart in the classroom. Can you come up with a new strategy of how to teach place value.

Perhaps a comic strip, a rap or rhyme. a fact-sheet, a mental math trick. Something besides a place value. All answers are acceptable.

Bonfire Night

 

I would like you to continue this poem. You should make it about bonfires and you must use a simile and an alliteration with some great verbs and adjectives to describe a bonfire.  

Remember, remember the fifth of November,
Gunpowder treason and plot.
We see no reason
Why gunpowder treason
Should ever be forgot!

Guy Fawkes, guy, t’was his intent
To blow up king and parliament.
Three score barrels were laid below
To prove old England’s overthrow.

By god’s mercy he was catch’d
With a darkened lantern and burning match.
So, holler boys, holler boys, Let the bells ring.
Holler boys, holler boys, God save the king.

And what shall we do with him?
Burn him!

 

Underground Railroad

Hello Leopards.

 

I would like to share something I learned as a student during primary. Since i’m Canadian we learned all about the underground railroad. Here is everything I know.

The Underground Railroad, a vast network of people who helped fugitive slaves escape to the North and to Canada, was not run by any single organization or person. Rather, it consisted of many individuals, it effectively moved hundreds of slaves northward each year, the South lost 100,000 slaves between 1810 and 1850.

It wasn’t a real railroad, it was dubbed “The Underground Railroad,” after the new emerging steam railroads. The system even used terms used in railroading: the homes and businesses where fugitives would rest and eat were called “stations” and “depots” and were run by “stationmasters,” those who contributed money or goods were “stockholders,” and the “conductor” was responsible for moving fugitives from one station to the next.

For the slave, running away to the North was anything but easy. The first step was to escape from the slaveholder. For many slaves, this meant relying on his or her own resources. Sometimes a “conductor,” posing as a slave, would enter a plantation and then guide the runaways northward. The fugitives would move at night. They would generally travel between 10 and 20 miles to the next station, where they would rest and eat, hiding in barns and other out-of-the-way places. While they waited, a message would be sent to the next station to alert its stationmaster.

What are your thoughts?

WWII and perspective writing

The leopards class have been learning about WWII and reading the book “Goodnight Mister Tom”. The story is about an 11 year old boy named William who is evacuated out into the country side during the war. Leopards have been exploring the thoughts and feelings William would be feeling.

 

I have a scenario for you.

Willie so far has been feeling nervous about living with Tom Oakley, he is fearful he may be as cruel as his mother. We will pretend a month has passed and Willie is warming up to Tom and he is starting to love the country side. However, his mother has now requested for Willie to move back to London. but Willie wants to stay with Mr. Tom.

Write a short letter (from Willie’s perspective) to his mother to convince her that he should stay in the country?