The great epidemic flu of 1918 reflection

Today I reflect on one of my stories to see whether I have made any progress. Each week I will reflect and work on it in the following week because I want to achieve L3 at the end of the year.


1918-1919 influenza pandemic was the most devastating thing in history. In the world war, 1 nine million people got killed around the world. Some people in the war had the great epidemic flu, it raged around the world in 1918.

Although the Medical experts attempted to keep the viruses away. The arrival of the SS Niagara brought many cases of sickness with them, Also a crew member on the ship died. Some people blamed them for carrying the flu with them.

After that, The Health Department gave sick people small bottles of Stout, Whisky and Brandy to ease the pain. But it did not cure the sickness. There were emergency kitchens for the families that were not well enough to make their own food. A lot of the doctors were still coming on the ships because of the war.


Towns become ghost towns because of the epidemic flu killing everybody. Trains stopped running, Many Theatres, Schools, Shops and Churches were closed.

Kidspeak progressions

Ideas: (deeper feature) I can: • understand the purpose for writing • write content relevant to the task • identify writing processes that are appropriate for that purpose • support my ideas with detail

Structure and Language: (deeper feature) I can: • use personal voice to add effect • use language that is suitable to the topic, audience and purpose. • use a text structure that is appropriate to the purpose e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative)

Organisation: (deeper feature) I can: • organise related ideas into paragraphs • use linking words and phrases to link some of my paragraphs

Vocabulary: (deeper feature) I can: • use a range of written features to engage the audience; e.g. metaphors, similes, onomatopoeia • use visual language features to engage the audience; visual diagrams such as headings, charts or maps • communicate precise meaning related to the topic.

Sentence Structure: (surface feature) I can: • use simple and compound sentences with a variety of o beginnings o lengths o structures • use some complex sentences to create pace, flow and interest • make sure that most of my writing is grammatically correct eg. tense, subject-verb agreement, consistent use of pronouns, correct use of prepositions. • use a variety of words to link events; later, following, after that

Spelling: (surface feature) I can: • write all the basic sound and spelling patterns using knowledge of; o phoneme–grapheme relationships o reliable spelling rules and conventions o meanings and spellings of morphemes o word derivations

Punctuation: (surface feature) I can: • Use basic punctuation that is mostly correct; o use capital letters, full stops and Commas, o use question marks and exclamation marks, o use apostrophes, o use speech marks • attempt more difficult punctuation; e.g. apostrophes for possession, commas for clauses, or semicolons)

Writing Processes: I can: • plan my writing using a variety of methods depending on purpose; flow charts, graphic organisers • independently revise and rework my writing by: inserting and adding detail, crossing out unnecessary parts, using a dictionary/thesaurus, • give and respond to feedback • proofread to check for spelling, grammar and punctuation. • can present work in a wide range of appropriate forms (digital and visual media)