Thursday 8th January

LC: To be able to subtract fractions with different denominators; to be able to subtract fractions from whole numbers.

Milo stepped onto the moving staircase, gripping the rail like a sailor in a storm. The steps shifted beneath his feet as smoothly as flowing water, carrying him higher into the tower. Torches flickered along the walls like rows of watchful eyes.

Halfway up, Milo heard a whisper. It slithered past his ears like a cold breeze, making his stomach twist. He glanced behind him, but the staircase was empty. Even so, his heart raced like a trapped bird.

When the staircase finally stopped, Milo exhaled slowly. The whisper had faded, and the tower was silent once more. Gathering his courage, he stepped forward, ready to discover what waited above.

R- Where was Milo being carried by the staircase?

I- Why do you think Milo gripped the rail tightly?

C- Why has the author chosen the phrase “like rows of watchful eyes” to describe the torches?

LC: Evaluate how authors use figurative language, considering the impact on the reader.

TTYP's and tell them what a simile is. Give each other an example!

As we discovered yesterday, figurative language helps the reader to have an image of what the author is describing.

What do you imagine when you read this simile?

You could make out his eyes, glinting like black beetles under all that hair.

Makes me imagine dark, shiny eyes and long or thick hair.

ACTIVITY: Tell me what you imagine when you read the following similes:

• ...a pile of red rubies as big as glowing coals.

• Harry's legs were like lead again...

• His eyes are as green as a fresh pickled toad.

• The arrows began to wiggle over the diagram like caterpillars.