51����

The wind is getting stronger.
Ask your students to write a short description of the wind as it gets stronger and the effect it has on all around.
There is an example description to spark their imaginations.
After you have read it to them remind them of some “ingredients” they may wish to include in their work:

1. Show the growing effect that the wind has as it gets stronger.
2. Make the narration first person singular.
3. Make use of some dialogue with the narration.
4. Perhaps let the narrator walk from one place to another describing different aspects of the wind’s effects.

I could sense that the wind was up to something. The first sign was the donkeys. They simply refused to move.
“Come on Bessy…” Mr Hodgkins pleaded. “The children are waiting for their donkey rides!” But no. Bessy and all the other donkeys stayed firm. And when a donkey decides that it doesn’t want to move then there is not a lot you can do about that.
“Why do you think they won’t move at all?” I asked as I stopped on my walk to see.
“I think it’s the wind,” said Mr Hodgkins and pointed to the beach where the surface of the soft sift was being lifted. “It gets in their eyes you see,” he said.
CONTINUED