primarysite-prod-sorted.s3.amazonaws.com  · Web viewYou could play a game of word association (you say one word associated with the beach, and your parent or sibling says another,

Bubbles

Questions you may wish to discuss with your child whilst watching the clip. Pause the film just after she picks up the bubbles at 14 seconds.

Ask how is she feeling? How does she feel when she finds the bubbles?

Pause the film after she pulls down her hood and looks at the bubbles. How is she feeling now? What do you think she might say to herself? What colours can you see in this scene? What mood do these colours make you think of?

Pause the film as she sees the yellow fish under the water 1 min 05 secs What can you see? Can you describe it? What is it doing? How is it doing it? Where is it doing it? Can you put all of this information into one sentence? e.g. The yellow fish is swimming slowly

through the seaweed

Pause the film once she is in space. 1 min 17 What can she see? Can you describe it? What colour is it? What is it doing? How is it doing it? Can you put it all into a sentence? What else may she be able to see that we can’t see in the scene? (moon etc)

Pause after she lands on the bubble in the next scene after the big yellow star. 1 min 21 secs. How is she feeling now?

Pause after she spots the girl on the beach? How is the girl on the beach feeling? What could have made her feel like this? How could the little girl in our story cheer her up?

Watch the film until the end. How do you think the new little girl feels when she finds the bubbles? How does this make the original little girl feel? Where do you think the second little girl goes on her bubble? If you could go anywhere on your bubble where would you go and why? How many ways can we think of to describe the girl moving on the bubble? • Floating, drifting,

bouncing, sinking etc What do all these words have in common?

What type of words are they? Can we describe these movements using adverbs (-ly words)

MONDAY

Watch the ‘Bubbles’ film clip. Discuss the film clip and ask questions listed above. You can do this independently or you can

ask an adult to work with you. If you could go somewhere in a bubble, where would you go? Why would you go there? What

would you do? Write me some detailed sentences to describe where you would float away to and what would

you go there.Here is my example…

‘If I could float anywhere in a bubble, I would dive deep down into the blue ocean. I would admire the beautiful colours and watch the way that they glide through the clear water.’ – Miss Taylor

As you can see, I used lots of interesting verbs (action words) and adjectives (describing words).

To finish off, you could draw yourself inside your bubble.

TUESDAY

Reflect on yesterday, where would you go and why? The film clip shows the girl walking alongside the beach. Answer these questions of discuss

them with an adult at home…Have you ever been to the beach?What can you remember about it? What was there? What things could you find on a beach?

Here you could look at some photographs of a trip you’ve had to the beach together, or use photographs that you can find online. Here’s one of me at the beach as a little girl with my brother and my grandad.

Close your eyes and imagine that you are the little girl on the beach. Can you use their 5 senses to describe what they see, smell, hear, feel and taste. eg. yellow sand, clear ocean, bright sun, vanilla ice-cream.

Can you then start to put these into sentences, remembering capital letters and full stops eg. ‘On the beach I can see yellow sand. I can taste delicious ice cream. I can feel the hot sun.’

Can you use ‘and’ to join your sentences. eg. On the beach I can feel the hot sun and the yellow sand underneath my feet.

WEDNESDAY

Think of words associated with the beach. You could play a game of word association (you say one word associated with the beach, and your parent or sibling says another, until you run out of ideas), or your you could make a list.

You might want to do the same for under the sea, as the little girl in the film goes there too.

Today you are going to watch the video clip ‘Bubbles’ again and create a story map. We have made these in school, so you should be quite familiar with this. Mine will be on our class story if you need a little bit of inspiration.

Colour your story map in and make sure that it’s easy to follow, because you will need to use it again tomorrow!

Practice telling the story aloud using your story map. You could rehearse this to people at home, or on a video that you could post onto your portfolio.

REMEMBER – you are going to be writing in the 1st person (you are the child in the film clip – for example, ‘I saw’ ‘I felt’ I heard’).

THURSDAY

It’s time to write your story up! It would be useful for you to have your story map at hand to help you. You might want to watch the film clip again too.

Remember to use full sentences, full stops, capital letters where needed, some fantastic adjectives and maybe even some conjunctions (and, but, because, or, if).

Make sure that it is in the 1st person (I – not she).

FRIDAY

Today you might need to finish off your writing if you ran out of time yesterday. You might want to add an illustration to go with your writing. You could even act the story out

using puppets! Are there any spellings that you found particularly tricky? Make sure that you keep practicing

these! Film yourself reading your story and post it onto your portfolio so that the children in school and

I can see it. Make sure to use a clear voice, which is loud enough so that we can hear you.