Funky Poem - My Weekly Poem

WALT read a poem and analyse the language features of a poem. This will help us think poetically so that we can write a similar poem to share with others.

Night Time

By Andrea, 12, London, UK

The wind is whistling

The trees twisting round and round,

When the clock struck 12.

The river was running on the seashore

The moon was smiling nice and bright,

When the clock struck 12.

The cars were roaring along the street

The lamps were looking down with their dim eyes,

When the clock struck 12.

The clouds in the sky looked sad and gloomy

The children screaming from shadows behind,

When the clock struck 12.

(July 2008)

1. Summarise the poem you have read in your own words.

• The poem I read this week is about Night Time.

2. Identify at least 2 different language features in the poem and give examples. You can identify more than 2 language features.

There are metaphors and similes in this poem.

One of the language features in this poem is a metaphor. Here is an example of this language feature The wind is whistling the trees twisting round and round,

When the clock struck 12.

• Another language feature in this poem is a simile .Here is an example of this language feature the river was running on the seashore.

3. Evaluate (which means reflect and give your opinion) the author’s purpose for writing this poem - in your answers include the words: inform, entertain, persuade.

• By analysing the poem I have read this week I think the author wrote this poem because it is a reminder of what happens at midnight and about the things we all barely notice.
• The author was informing the audience about all the things that happen at night that we don’t notice.
• The author was entertaining the audience by writing a  poem as powerful as that (emotions/language features)
• The author is trying to persuade the audience to think/believe/reflect on the poem that she had written.

Adventurous Articles - Title of story Earrings

The purpose of the text we read this week was about  a young girl named Ramona who wanted to get her ears pierced since her teacher Ms Pool has different kinds of earrings and so Ramona thought it would be cool to have a pair of her own but there is a catch her teacher had told Ramona's father that Ramona was failing in her Maths and had to improve a lot by motivating her to improve with her maths and Ms Pool would take Ramona to the Bead Gallery.

The Author probably wrote the text to tell the audience who reads it could get what they want if they achieve what needs to be achieved.

I would reflect really well on this story because when I usually want something my parents would say that I had to do all my chores before I got to buy anything, so pretty much I had to earn my money to get what I wanted.

Ramona is a smart girl who could achieve more things except she has to have a motivation to a sure her that she could succeed in anything but I don't think she needs anything to motivate her. So that was my opinion on the story.

My Slideshow extravaganza for Particle Layer Party

This is my slideshow on My Group Experiment on Particles Layer Party. I hope you find this interesting to read and may you have a good time trying out this experiment yourself if you are curious about our scientific answer.  

ENJOY!!!!!

My Weekly Poem on For I Am The Leader Of The Sea

WALT read a poem and analyse the language features of a poem. This will help us think poetically so that we can write a similar poem to share with others.

For I Am The Leader Of The Sea

By Adam, Katie and Tempany, 10, Nottinghamshire, UK

For I am the leader of the sea,

The quiet sea grabbed my feet

With hands of icy water.

The mellow sea dances on the golden sand,

It erodes the precious rocks away,

A boat appears in the distance.

The waves began to build up and boil,

Like a witches potion.

The frozen water beckoned in the boat,

As the waves frolicked against it.

The sea ricocheted along the sand,

With fangs like a feline,

Gnawing on the bones of the cliff.

The old, ancient boat's heart started to pound,

As the flag contemplated, while the wind,

Swept across the sky.

For I am the leader of the sea.

(September 2008)

1. Summarise the poem you have read in your own words.

• The poem I read this week is For I Am The Leader Of The Sea.

2. Identify at least 2 different language features in the poem and give examples. You can identify more than 2 language features.

• One of the language features in this poem is a metaphor. Here is an example of this language feature The quiet sea grabbed my feet with hands of icy cold water
• Another language feature in this poem is a Similes  .Here is an example of this language feature the waves began to build and boil up like a witches potion.

3. Evaluate (which means reflect and give your opinion) the author’s purpose for writing this poem - in your answers include the words: inform, entertain, persuade.

• By analysing the poem I have read this week I think the author wrote this poem because He/She wanted to express their emotions of  Hurt and rage into one powerful poem with similes and metaphors.
• The author was informing the audience about how She / he felt and how they are the leaders of the Sea and how anyone can write a poem as strong as the one they have written.
• The author was entertaining the audience by writing to them about how they are the controllers of the wild sea, and how they had used strong language to lure the audience. (emotions/language features)
• The author is trying to persuade the audience to think/believe/reflect on this special and effective piece of art.

Where did they go - "Jaffa Experiment"

My slideshow extravaganza about my group Jaffa Experiment has interesting facts that you could learn about.

My Procedural Text to How to play Sumdog

This is my procedural text to How to Play Sumdog. If you are interested please view my slideshow for further information. Have a nice time playing on this cool game at this web site that is viewed in my slideshow www.sumdog/student?game=junkpile .

My Maths Group Goal for Term 2

After we sat the e -assTTle test this week we analysed our group pathways which help us identify our group Maths goals for this term. Here are my group Maths goals: 

1. WALT: explain the meaning of numbers up to 3 decimal places.

2. WALT: order decimals and fractions up to and equivalent 3 decimal places.

3. WALT: express a fraction as a decimal (vice versa)

4. WALT: express quantities as fractions or percentages of a whole.  

My Blog Commenting

This is my slide show that has screenshots of my Positive, Thoughtful and Helpful blog comments.

Playing Basketball is Easy for you to learn

How to play Basketball

You will need and find :
 T- shirt, Shorts, Compression Shorts, Knee Pads, Socks, Suitable Shoes, 28.5 ball for girls, 29.5 ball for guys, First Aid Kit, Gym Bag, A small towel, a Local Basketball Court, Water bottle, Extra Hair bands for girls

Teams
You are on a team of 5 players against another team of 5 trying to shoot opposite teams' hoops to score points by throwing the basketball into the basketball hoop. The offensive team is the team that has a member holding or dribbling the ball. The offensive team is the team with no players possessing the ball. You may substitute players in off the bench during the game. 

Team Work
You may pass the ball to any player on your own team while dribbling, when you stopped dribbling, or when you just caught the ball. Your goal is to keep the ball away from the opposing team and shoot the ball into their hoop. 

Scoring
There are different ways to score points. One way is by making any shot anywhere within the 3-point line. That is worth 2 points. Another way is by making a shot behind the 3-point line, which is worth 3 points. The third way is when you make a free-throw, which is worth one point each. You only get to make free-throws when you get fouled by an opposing team mate when you have the ball. You get three free throws if you attempted a three point shot, and two if you attempted a two point shot. Should you make the shot while getting fouled, it will result in those points plus one free throw. 

Double Dribbling
You have to be dribbling when you are walking or running with the ball. When you stop dribbling and hold the ball, you may not dribble again. If you still have the ball and you move from your spot, it's called double-dribbling (a turnover), where the other team gets the ball. However, pivoting is allowed. Pivoting is when you stop dribbling, and keep one foot at one spot while rotating with your other foot. Double-dribbling is also when you dribble the both with both of your hands. The only kind of dribbling allowed in basketball is with one hand while walking or running. 

Travel 
You have to be dribbling the ball when the ball is passed to you as you run around the court. If you hold the ball while running, a turnover occurs, and the defensive team gets the ball. 

Foul 
When an opposing player is holding or dribbling the ball, you may not forcefully touch the opposing player. You may put one forearm on them if they are backing you down (such as in the post), but two arms/hands are not allowed. You cannot push with your forearm, but must just try to keep it still like a wall. 

Time
An NBA game lasts for 48 minutes, divided into 4 quarters 12 minutes in length. The time does not stop unless a player is fouled. In college, the game is 40 minutes long with two 20 minute halves. 

Sportsmanship

You should be used to passing the ball instead of dribbling the ball all the way across the field without your team mates' help. Also, when someone legally gets the ball or intercepts a pass from you while your dribbling, don't get mad at that person, because it's part of turning the tables around to make the game fair for everyone. 
Now, you can go outside, gather some friends, and play some basketball!

My Weekly Poem

WALT read a poem and analyse the language features of a poem.

• The poem I read this week is about a young girl named Emma who has written a really strong and powerful poem about how she is becoming a young woman.

• One of the language features in this poem is a Personification. Here is an example of this language feature I am a woman to be there will be changes in me, I am a woman to be and everyone will see.
• Another language feature in this poem is a Metaphor .Here is an example of this language feature I am stronger and I'm older, I am braver and bolder.

• By analysing the poem I have read this week I think the author wrote this poem because she had thought about what some young girls are going through and that they don’t need to feel embarrassed of becoming a young adult.

• The author was informing the audience about growing up and becoming young adults.
• The author was entertaining the audience by including powerful words that describe herself as she is growing into a young adult. (emotions/language features)

• The author is trying to persuade the audience to think about how they are growing up, believe in having no fear of embarrassment and reflect on the authority, the responsibility and beliefs.

        think/believe/reflect...

• What is a haiku poem?
• Powerpoint presentations about haiku poems.
• Japanese Haiku

Learning the haiku poem pattern.                                                         

My Reading Group Goal for Term 2

 

After we sat the e -assTTle test this week we analysed our group pathways which help us identify our group reading goals for this term. Here are my group reading goals: 

1. WALT: Use skimming and scanning skills to help us locate specific information.

2. WALT: Make links between verbal and visual information in the texts we read.

3. WALT: Use a variety of comprehension strategies to help us read consistently for meaning.  

My Simple Fractions

A Matter of Fact Popplet

Melting Moments Experiment with Solid Ice - Cubes

This slide show is an Experiment a group of year seven and eight students had done to prove the mystery of the race to which ice cube would melt first and last. I hope you have a educational time reading this fabulous slide show!!!

my Fraction Vocabulary in a Popplet

A Procedural Method to Brushing your Teeth

How To Brush Your Teeth

You Will Need: a toothbrush, toothpaste and clean water from the bathroom would be good.

1. Wash your toothbrush with clean tap water.

2. Squeeze a small amount of toothpaste onto your toothbrush.

3. Brush your teeth up and down for 2 or 3 minutes.

4. Spit out the used toothpaste into the sink and turn the tap on so that the used toothpaste goes down the drain and then you must rinse your teeth straight after that.

I hope you have enjoyed reading this Procedural method and you should 
this is my first Procedural Post!!

My Group Success Criteria for Procedural Text

My Group Success Criteria for a Procedural text:

- Start with a Title.

- Subheading: List the Materials and the Equipment.

- Use Bullet points or Numbers.

- Record the steps in Order.

- Write an Imperative Verb at the start of each sentence.

- Make sure each step is easy to Follow and Read .

- Draw pictures/diagrams related to the topic.