RIVERS AND STREAMS

COLOUR

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 OTHERS

crystal-blue sapphire-blue gemstone-

blue

butterfly-blue dragonfly-

blue

jewel-blue gem-blue turquoise-

blue

duck egg-

blue

kingfisher-

blue

1. The crystal-blue creek was very nice.

2. The sapphire-blue stream sparkled in the sun.

3. The gemstone-blue runnel glittered in the sun.

4. The butterfly-blue brook glimmered with its own glory.

5. The kingfisher-blue rill was lissome and shimmered like star gleam.

SOUND

splashing oozing babbling murmuring purring

trickling seeping burbling thrumming purling

1. The river was trickling through the valley.

2. The river was oozing through the meadow.

3. The river was burbling and bouncing through the dale.

4. The gleeful river was thrumming through the vale.

5. The cambering river was murmuring and lisping through the mossy dell.

SHAPE

twisted swerved wound snaked meandered

curved coiled weaved zigzagged wended

1. The stream twisted through the forest.

2. The stream coiled through the deciduous forest.

3. The stream weaved slowly through the coniferous forest.

4. The lazy stream zigzagged through the verdant tropical forest.

5. The serpentine stream wended its way through the lavender-scented, alpine forest.

ACTION

hopped jumped sprung hurdled bounded

skipped leaped danced vaulted jigged

1. The water skipped over the rocks.

2. The water leaped over the slick rocks.

3. The spray danced over the glossy rocks.

4. The airy spray vaulted over the moss-slick rocks.

5. The glitzy spray jigged over the shocked rocks.

METAPHORS FOR RIVERS

roads veins liquid soul lifeblood plasma

motorways arteries pumping

heart

liquid spirit elixir

1. Streamlets are the motorways of the forest.

2. Brooklets the veins of the forest.

3. Burns are the pumping hearts of the forest.

4. Becks provide a liquid spirit to the forest, both refreshing and soothing.

5. Rivulets are the plasma of the forest and an elixir for all the flora and fauna.

THE REFLECTION OF WATER USING SIMILES

water

flashing

water

sparkling

water

glowing

water

glinting

water

glistening

water

flickering

water

shimmering

water

gleaming

water

glittering

water

glimmering

1. The water was flashing like fairy dust.

2. The water was shimmering like sprinkled stardust.

3. The water was gleaming clearly, as if fistfuls of diamond dust had been scattered on it.

4. The water’s surface was glittering brightly, as if millions of sparkling stars had fallen

from the heavens.

5. The water’s surface was glimmering with silver, like billions of scattered sequins

glistening together.

OTHER IMAGES

swans

gliding

pebbles

tumbling

trout sloshing twigs

twirling

whirlpools

whirling

ducks

paddling

butterflies

fluttering

dragonflies

whizzing

kingfishers

fizzing

fisherman’s

line hissing

1. Swans were gliding on the water.

2. Pebbles were tumbling through the glassy water.

3. Micro-splashed trout were sloshing and causing ripples on the surface.

4. Kingfishers were fizzing furiously through the crisp air, wings a-blur.

5. A fisherman’s line snaked out, hissing and fizzing, whipping into the icy-fingered mist.

SENSATION

refreshing stimulating thirst-quenching

energizing invigorating thirst-slaking

1. I took a drink from the fresh stream. It was energizing.

2. My thirst was overwhelming. I drank deep and it was invigorating.

3. I quaffed deep from the gurgling river. It was thirst-slaking.

SMELL

scent fragrance perfume

aroma waft cologne

1. The scent from the old forest was very sweet.

2. The fragrance of the grizzled forest was heady and warm.

3. The swirling perfume of the time-worn forest was intoxicating.

TASTE

yummy lush scrumptious

rich delicious sublime

1. The riverbank grew wild edibles. I picked a few and they were yummy.

2. The crinkly quilt of the floor was studded with wild basil. I tasted one and it was delicious.

3. The crackly mattress of the forest was strewn with wild wood sorrel. I bit into one and it

was sublime.

LEVEL 1: BASIC SENTENCES

1. I saw a jewel-blue stream in the forest. COLOUR

2. It was splashing as it moved through the trees. SOUND

3. It curved gently through the forest. SHAPE

4. It hopped over the rocks happily. ACTION

5. My friend told me that rivers are the roads of the forest. METAPHOR

6. This one was flickering like glitter on the surface. SIMILE

7. I could see a family of ducks paddling on the water. OTHER IMAGES

8. I took a drink. It was very refreshing. SENSATION

9. The aroma of the forest was great. SMELL

10. It drew me to a berry bush. I ate one and it tasted rich. TASTE

LEVEL 2: A BASIC PARAGRAPH

I spied a gem-blue stream in the forest. It was seeping and dribbling as it swerved through

the trees. It jumped for joy over the timeworn rocks. I heard once that rivers are the

arteries of the forest. This one was sparkling like tinsel. The fluttering butterflies drifted

over it lazily. I bent my head down to drink from it. It was very stimulating. The aroma of

the forest was very powerful. I plucked a few berries and they were lush and fruity to the

tongue.

LEVEL 3: CREATIVE PARAGRAPHS

A turquoise-blue stream wound its merry way through the forest. Babbling and burbling,

it sprung over the limestone rocks in its way. Pebbles whisked about in the under wash like

pieces of glitter. Streams are the liquid soul of the forest, and this one was glowing.

Chords of soft light speared down from above, bathing its surface in gold. It was glinting

with little sparkles, like a thousand diamonds blessed with an inner fire. A galaxy of

dragonflies fizzed through the beams of light, wings a-glitter in the sun. The hedgerows were

pregnant with berries and we tasted some. They energized us with their pleasant waft. The

delicious taste stayed with us all the way home.

LEVEL 4: ADVANCED PARAGRAPHS

I was the first to chance upon the brook. It was a fragile, duck-egg blue colour, like the

subtle sweep of a painter’s brush. Seeping and snaking smoothly past all obstacles, it

managed to hurdle the river’s boulders also. Twigs twirled on its murmuring surface, little

messengers from the mountain trees where they had come from. The brook flowed over the

pebbled riverbed. It sounded like the airy, velvety whirl of a starling flock.

The mountains stood silently in the background, a brooding presence of sky punching

majesty. Brooches of snow covered their lofty peaks, encircling them in wreaths of angel-

white. A weeping waterfall poured from a gash in the rock face. It looked like a slide of silk-

blue flowing down the mountain. Carrying its load of ice crystals, it appeared hemmed with

silver. A distant thrumming sound emanated from it, like the steady rumble of a drum roll.

Glinting brightly, it fed the river, the lifeblood of the forest. It was an awe-inspiring sight.

My gaze returned to the swirling brook. I could see now how the water had gained its glassy

clarity. The run off from the ice made it appear varnish clear and the surface glinted as if

dream dust had been scattered over it. Speckled trout drifted under the shady eaves of the

bank, flicking their tails lazily. If a juicy fly happened to pass them, they would explode from

the pebbled bed like angels of death. Arcing into the air, their bodies glistening, they hovered

briefly, performing the ballet of the river. Then, with a plunking sound, they would dart back

to the shadowed depths, their catch already safe in their spotted bellies. The watery grace of

the river seemed magical to me at that moment.

The riverbank was lined with pods of wild peas. The pods were black, but inside there were

tiny, succulent, fresh peas. I tasted one and it was scrumptious. Never did food wrapped in

the devil’s cloak taste so good! Bending down, I scooped a hand through the water and drank

my fill. It was thirst-quenching. I leaned my back against a rock and closed my eyes,

enjoying the sun’s warmth. The sweet perfume of the forest drifted to my nostrils as I

reflected on the beauty of nature.

LEVEL 5: COMPLEX WRITING: THE FISHERMAN

We arrived just before dawn. The quiet of the world was wondrous to behold. It was as still

as a crypt and even the moth flutter had died down.

The mist gave us a hint that we were still in the nether world between night and day. It

lingered over the river like a phantom’s veil. Soundless, voiceless and soulless, it slowly slid

away. Its misty fingers clasped despairingly at the body of water below it one last time. Then

it faded, allowing the Technicolor of nature to be turned up like a light switch.

The river that meandered through the forest was a bright, dragonfly-blue. A soft, watery

murmur of elegance came from its sensuous journey over the chalky bed. Purring and

purling, it flowed with all the smooth grace of rippling satin. In places, its languorous

passage was blocked by obdurate rocks. Heedless, it bounded over their stony armour,

carelessly tossing bubbles of spray into the air. The spray was glimmering like tiny

crystals. It was an elixir for the soul to witness nature’s sights and sounds in the glory of the

morning.

Further up the river, a lone fisherman stood framed by the hunched mountains in the

background. The gentle whirring of his reel came to our ears. It clicked now and then,

followed by the swish of his line as it creased the air. Face tight with concentration, he

flicked his wrist and the fly zipped over to rest on a whirlpool. Bobbing with the current, it

suddenly disappeared. The tip of his rod bent, jerked, vibrated and plunged violently

downwards.

A leviathan of the deep rose up from the gritty depths of the river. He burst through the

surface with a frenzied leap, vaulting into the cold air. At the same time, the line made a

snappy, hissing sound. The fisherman staggered back a step. He looked forlorn as the fish of

his lifetime slapped the water on his way back to freedom. Then came the thousand yard stare

common to all the vanquished fishers of the river. He stood motionless, his gaze eventually

toing and froing from rod to river and back again. We felt sorry for him and moved away

silently, leaving him wrapped in his own dejection.

We stopped by a glopping spring to get a drink of water. It was arctic pure and thirst-

slaking. The forests earthy cologne swirled around us and we gathered some wild hazelnuts.

They were as sublime as the river that nourished the forest.

USING COLOURWhen someone takes the time to read a story, they are putting their faith in the writer.

Although no one expects perfection, there are certain standards that may be expected. If it is

handwritten, it should be neat and easily read. A minimum standard of grammar and

mechanics should also be expected, relative to age, ability and whether English is the first

language of the writer. The excuses run out when it comes to describing colours, however.

Every student of English, regardless of ability, should be encouraged to enrich their writing

with a specific or suggested colour.

In this book, every colour in the grids is preceded with an adjective. It is up each individual,

whether student or teacher, parent or lover of English, to make their judgement on this. In my

opinion, an effective simile is just as devastating as a colour with an adjective. For example,

it would be wonderful if a child wrote a battle scene that included the following lines:

“The sky was as black as an abyss. Underneath the starless sky, the faces of the soldiers

were as white as a winter’s moon”.

Unfortunately, very few students are capable of this. It is much more preferable if they were

to follow the formulas used in the book. By using colours with an object associated with

them, they are using metaphors, perhaps without realising it. For example, if a student were

to use a Babylon-blue sky, they are comparing it to the sky above Babylon, lending a biblical

slant to the writing. It adds a freshness and clarity to the writing that might otherwise be

absent.

The reason the colours in the book are hyphenated is that it provides for an economy of

expression. It goes without saying that specifying a colour by associating an object or idea

with it lends a clearer mental image in the mind of both student and reader. Whether the

student portrays a halo-white mountain or Viking-gold hair, it ornaments the passage with

a rich texture and lucid imagery.

In the hints given in the ‘Narrative Styles’ section, reference was made to a painting. That is what a student should be encouraged to think about. Every planned page of descriptive writing can be seen as a blank canvas to be filled in. In time, the teacher or parent will find their child will start using a contrast of colours naturally. For a battle scene this might include: mercury-red blood, a bat-black sky and nickel-silver armour. For an essay on spring, it might include: an electric-blue river, a nut-brown forest and a paradise-green field. The student is now using figurative language. These metaphors will inject any piece of writing with the sprinkling of stardust needed for a better grade.

RIVERS AND STREAMS

COLOUR

1 point 2 points 3 points 4 points 5 points TOTALcr_sta_ -blue sap_hi_e-

blueg_mst__e-blue

bu__e_fl_-blue

d__g_nf__-blue

je_e_- blue g_m-blue turq_io_e-blue

d_c_ eg_-blue

k__gf_s_e_- blue

MAKE A SENTENCE1.2. SOUND TOTALspl__h_ng o_z_ng bab__ing m_rm_ring pu__ingtric__ing se_p_ng bur__ing thr_m_ing pu_ing

MAKE A SENTENCE1.2. SHAPE TOTALtw_s_ed sw__ved wo__d sn__ed me__de_edcu_ved co__ed w_aved zi_za__ed wen_ed

MAKE A SENTENCE1.2. ACTION TOTALhop_ed ju__ed spr__g hu_dled bo_n_edsk__ped le_ped d_n_ed va_l_ed ji__ed

MAKE A SENTENCE1.2. METAPHORS FOR RIVERS TOTALroa_s ve_ns liq__d soul li_e_lood pla__amoto_w_ys art__ies pum_ing soul li_u_d

sp_r_teli__r

MAKE A SENTENCE1.2. WATER REFLECTING TOTALflas__ing sp__k_ing glo__ng gl__ting gli_t__ngfl__k_ring shi__er_ng gl__ming gl___e__ng gli__m__ing

MAKE A SENTENCE

1.2. OTHER IMAGES TOTALswans gli_ing

pebbles tum__ing

trou_ slo_hing

t__gstw___ing

wh___po__swh___ing

ducks pad__ing

bu__er_lies flu___ring

drag____ieswh__z__g

__gfi___rsfi__ing

__she_m_n’sli__ hi___ng

MAKE A SENTENCE1.2. SENSATION 2 points 3 points 5 points TOTALrefre__ing stim__ating thirst-

quen__ingener__sing invigo___ing thirst-sla__ng

MAKE A SENTENCE1.2. SMELL TOTALsc_nt fra_ra__e per__mea_oma wa_t colo__e

MAKE A SENTENCE1.2. TASTE TOTALyu__y lu_h scru__ti_usri_h del__i_us subl__e

MAKE A SENTENCE1.2.

PLANNING A PARAGRAPH

The purpose of this grid system is to plan a paragraph on the ‘Rivers and Streams’ chapter.

The concept is very simple. The students should be encouraged to paint in a scene using their

‘artist’s eye’. This means that they should be dividing up a scene like this into its different

components.

Each student should be encouraged to memorise one word in each grid which matches their

level. One point can be awarded for each word they fill in. If they get 9 points or more, they

should get a reward. The process can then be repeated for the second word in their grid.

Underneath the grids, there are fifteen sentences. The student should be encouraged to sketch

in five more details to the passage. After every two sentences using the grids, an original

sentence of their own should be added. It could be a bird in the sky, other characters by the

river or different colours and sounds. After this, the lines should be rewritten in three

paragraphs of five sentences each. The exercise may then be checked for spellings, syntax

and errors of punctuation and grammar.

COLOUR SHAPE METAPHORS IMAGES SMELL

SOUND ACTION REFLECTING SENSATION TASTE

COLOUR SHAPE METAPHORS IMAGES SMELL

SOUND ACTION REFLECTING SENSATION TASTE

* The sentences in bold should be the students’ own, original ideas.1.2.3.4.5.6.7.8.

9.10.11.12.13.14.15. MAKE THREE PARAGRAPHS FROM THE SENTENCESParagraph one:

Paragraph two:

Paragraph three:

ADVICE FOR 11-12 YEARS OLDS FROM KIDS WHO HAVE GONE BEFORE U

The following statements are a selection of advice from ordinary people who have been in the situation you find yourself in now. They were once 11 or 12 and going into a new school environment just like you are. Read them and write down a list of the best advice given. Then write out why that particular piece of advice appeals to you and discuss it further. Ask your teacher to have a class conversation on the problems of being a young man/lady. See if there is anything obvious that has been missed and discuss those issues. The first two points and the last one are written out in full. You should do the same for the points you agree with.

1. Appreciate what you have and show gratitude. It is easy to be negative about the world around us. The real truth is that humans have never had it so good. Our choice of food in the supermarket, our clothes, our houses and quality of life is so much better than it was only 30 years ago. It is also a world of great opportunity. Our educational systems give everyone a chance to succeed in life. All you need to do is develop your motivation, your vision and your work rate. A simple ‘thank you’ to a teacher after class or to a parent will make you, and them, feel better. It might seem difficult sometimes, but having gratitude for what you have is a gift.

2. Walk faster, think better, talk proper. We are living in a world that is getting so much faster. People can take this to mean that we should run around in a headless rush and that will bring success. Wrong. If you are dragging your feet coming to school, change the habit. Make simple plans that enable you to do the work assigned, get more sleep and eat better foods. People who walk faster live longer, according to scientists. It’s not a surprise, as they are probably building up their energy stores with exercise, with positive behaviours, and planning for times ahead. The future job market will need people who can think ahead, work on their own initiative, and be creative with solving problems. Think like a person of action. Act like a person of thought. Think about what you want to be and act towards being it. Dreamers are nice, doers are great, but a dreamer who does is a very happy person.

3. Being perfect is over rated. Be comfortable with who you are. A little bit of self-improvement every day goes a long way. Then you are becoming a very rare person indeed.

4. Having good friends is essential. Choose them wisely. If they are destructive, too negative, or leading you into bad situations, think carefully about the future life you want to lead.

5. Don’t hold grudges. Life is too short for that. Forgiveness gives the power back to you. No one is saying you have to like them. Confucius said: “If you seek revenge, dig two graves.”

6. Endure! Being a pre-teen is difficult. We are all a bunch of chemicals and emotions and, sometimes, the going gets tough. If you can enjoy school with humour and grace, you win.

7. Be a good friend to others. That means being loyal, considerate and dependable. Loyalty does not mean blind loyalty, however. If they are doing something wrong, tell them they are.

8. Try out many activities and enjoy them. Not because you want to feed your ego or look cool, but because you want to improve yourself. Music, drama and book clubs will help you.

9. Worry can eat you up from the inside out. So you don’t have your homework done? So your ‘friends’ don’t like you anymore? So what? Talk to a teacher or parent and feel better.

10. Always learn from people who are successful. They may be all around you but you haven’t noticed. Don’t take them for granted. Watch how they behave and copy their habits.

11. There’s a massive difference between courtesy and respect. Respect has to be commanded, not demanded. Courtesy should be shown to everyone, student and staff alike.

12. Take a deep breath before reacting to something or creating more fuss. Those who show dignity when provoked are admired. That’s because they think and breathe before they act.

13. Plan, plan, plan and plan! Life can drift past you before you know it and your options are limited. Find a pal who likes to plan ahead also and you have a great platform for success.

14. ‘Bullies’ is the wrong word for people whose insecurities result in anger, violence and nasty words. Perhaps they should be called victims too, perhaps not. You can talk to someone or you can get stronger, mentally and physically. Or you can forgive. Either way, you win.

15. Always follow your own path (but put in the research and practice first). Success only comes easily to those who have put in the time. If you are to be your own leader, start now!

16. If you hurt someone, have the good grace to say you are sorry. The world is full of people regretting that they didn’t have the strength to say it. In Latin it is: “Mea culpa.” Try it.

17. If someone offers you alcohol, cigarettes or drugs, say: “I tried them before. They don’t suit me.” Then walk away. You will be giving yourself the best favour you can ever give.

18. Just because the human body can take incredible punishment doesn’t mean it should be taken for granted. Cut down on fizzy drinks, drinks with concentrate, and junk food. Be well.

19. You and your friends should have a code word. Something like ‘toothache’ will work. When a situation becomes uncomfortable or unpleasant, use it and get out of there.

20. “Bitterness is like cancer. It eats upon the host. But anger is like fire. It burns it all clean.” Maya Angelou

She is a wise woman. Anger is a natural reaction. It is the body and mind telling you that it is not happy. It should also to be expressed in the right way. Expressing anger should be done with physical exercise, by sharing your feelings with others, or by telling yourself that you are aware of the problem and that you are going to take steps to solve it yourself. Lashing out at teachers, family members, fellow students or members of the community, is not anger. It is stupidity. Identify the cause of your anger and do one of three things: calm down with deep breaths or exercise, share it with others, or laugh at it and let it go. If you feel like self-harming, tell your closest friend and the two of you should discuss it with one of your parents, the school counsellor/principal, or the teacher you respect the most. Having feelings

of anger is the most natural thing in the world. It is supposed to be turned outwards, however, never inwards. Help is always just a chat away in a school environment. Use it.

I hope this helps your students in some way, Michelle. As I say, I wish we were taught that in school. Thanks for buying the book and I have no doubt you’re a fantastic teacher. Working on a Sunday for your kids? They’re lucky to have you. Keep well. Liam.