Includes background information; three extracts describing ghosts; shared writing example; a grammar worksheet to generate figures of speech; a simple game using dice, multilink, forfeits cards (provided); recording sheet (provided).
This was an interactive game where we had to make choices that the settlers were faced with in their everyday lives and in order to survive. We had to justify our reasons and explain our thinking. The idea was to survive in a hostile environment, befriend the natives and make a new home. We had to try and think like the settlers.
We finished with a discussion on why the colony failed, what might have become of the settlers and what lessons were learned for future explorers.
I would take a whole afternoon to play this.
I created this to help children develop ideas for writing about Roanoke. Any diary writing etc can involve their good or bad equipment choices. For Greater Depth writers in Y6 we focused on the quality of the setting – contrasting the bust settlement that John White left to the same abandoned settlement her returned to. Adding a 21st Century archaeology report about the latest findings is a super way to add a different voice…
I used this a few times as a booster task for more able writers, but it can be adapted easily enough for all abilities.
Be sure to have good descriptions of blitzed London and take the description of arriving at the lighthouse from the actiual story to contrast. Any GD writers should also really focus on developing the character of the narrator - i asked them to work on a theme eg home-sick, brave, protective of sibling and follow this throughout the story.
One Greater Depth writer wrote a fantastic story called The Quest For Cows on this WW2 theme – the narrator (obsessive by nature) had never seen a real cow and was desperate to see one, to the point of obsession. The train leaves London at dusk and travels through the night and it is only as it arrives at the lighthouse that he sees his first cow.