English
Term 4 - Poetry
More poetry from 4/5DDO:
Have a look at some of the poetry from 4/5DDO that was featured in the newsletter this week.
4/5DDO have been looking at how poems create imagery through techniques such as similes, adjectives, alliteration, adverbs and personification. We went through the poem The Polar Bear Stares by Aaron B and highlighted all the imagery.
Term 3 - Informative Writing
In writing groups we have been working on our information reports about floods. First, Lemon group wrote the introduction together. We looked at the success criteria to check that we had included everything. Next, we started writing the body.
Have a look below!
Learning Intention: To write an introduction to an information report on floods.
Success Criteria:
- I have included a heading (code and convention)
- I have included a definition in my introduction
- I have included a variety of sentences
- I have included topic words (factual words)
- I have the correct punctuation (codes and conventions)
Floods by Lemon group
Floods are natural disasters caused by severe weather. They occur when excessive water accumulates on dry land. Australia’s climate varies from extreme droughts to extensive flooding. Floods are unavoidable and often destructive, however, they can also have benefits.
Floods cause enormous physical damage to infrastructure and property. The powerful walls of water wash away buildings from their foundations as well as vehicles. Sewerage pipes and gas mains can burst causing pollution. Electrical wires and trees collapse due to the strong force of the water. After a flood, the physical damage caused can cost millions of dollars.
Floods impact humans physically. Physical injuries such as cuts and breaks are common. When sewage pipes burst, the floodwaters can spread infectious diseases, especially if a person has an open cut. The water is polluted and therefore it isn’t clean to drink. People who are sick cannot access medicine or hospitals. It takes a long period of time to recover physically from this natural disaster.
Floods can also cause emotional damage to humans. Family members can be swept away, lost or killed. Floods are responsible for more deaths than any other form of wild weather. This takes a huge emotional toll on communities. It is normal for survivors of a flood to experience distress and deep grief. Missing pets and destroyed homes also impact the mental health of people in a flood.
Have a look below!
Learning Intention: To write an introduction to an information report on floods.
Success Criteria:
- I have included a heading (code and convention)
- I have included a definition in my introduction
- I have included a variety of sentences
- I have included topic words (factual words)
- I have the correct punctuation (codes and conventions)
Floods by Lemon group
Floods are natural disasters caused by severe weather. They occur when excessive water accumulates on dry land. Australia’s climate varies from extreme droughts to extensive flooding. Floods are unavoidable and often destructive, however, they can also have benefits.
Floods cause enormous physical damage to infrastructure and property. The powerful walls of water wash away buildings from their foundations as well as vehicles. Sewerage pipes and gas mains can burst causing pollution. Electrical wires and trees collapse due to the strong force of the water. After a flood, the physical damage caused can cost millions of dollars.
Floods impact humans physically. Physical injuries such as cuts and breaks are common. When sewage pipes burst, the floodwaters can spread infectious diseases, especially if a person has an open cut. The water is polluted and therefore it isn’t clean to drink. People who are sick cannot access medicine or hospitals. It takes a long period of time to recover physically from this natural disaster.
Floods can also cause emotional damage to humans. Family members can be swept away, lost or killed. Floods are responsible for more deaths than any other form of wild weather. This takes a huge emotional toll on communities. It is normal for survivors of a flood to experience distress and deep grief. Missing pets and destroyed homes also impact the mental health of people in a flood.
Week 6
In Lemon writing group this week, we have been looking at the narrative "Flood" by Jackie French. Students identified codes and conventions in "Flood".
Week 5
Term 2 - Imaginative Writing
Peach and Lemon writing groups have been looking at how ideas in narratives are linked so that the reader can follow the story.
We looked at all the important links in the fairy tale "Cinderella" and made them into a plan.
Cinderella Plan
1. The mother passes away
2. Dad remarried to a woman with two daughters
3. Dad leaves the kingdom
4. Step-sisters and step-mother cruel to Cinderella
5. Cinderella does all chores
6. Prince sends invitation to ball
7. Too much work so she can't go (complication)
8. Fairy godmother appears (resolution) - magic - glass slippers
9. Warning to be back at midnight
10. Goes to ball
11. Prince falls in love
12. Nearly midnight- she runs away (another complication)
13. Leaves behind a glass slipper - prince finds it
14. Prince searches
15. The slipper fits Cinderella (resolution)
16. They live happily ever after
What would happen to the story if link 9 wasn't included in the story?
What would happen to the story if link 13 wasn't included in the story?
It is very important that the reader can follow the story!
We looked at all the important links in the fairy tale "Cinderella" and made them into a plan.
Cinderella Plan
1. The mother passes away
2. Dad remarried to a woman with two daughters
3. Dad leaves the kingdom
4. Step-sisters and step-mother cruel to Cinderella
5. Cinderella does all chores
6. Prince sends invitation to ball
7. Too much work so she can't go (complication)
8. Fairy godmother appears (resolution) - magic - glass slippers
9. Warning to be back at midnight
10. Goes to ball
11. Prince falls in love
12. Nearly midnight- she runs away (another complication)
13. Leaves behind a glass slipper - prince finds it
14. Prince searches
15. The slipper fits Cinderella (resolution)
16. They live happily ever after
What would happen to the story if link 9 wasn't included in the story?
What would happen to the story if link 13 wasn't included in the story?
It is very important that the reader can follow the story!
The School Magazine - Writing Competition as seen in Countdown: June, 2017
This is an optional activity, open to any student who would like to participate. Ask your parents for permission.
This is an optional activity, open to any student who would like to participate. Ask your parents for permission.
Newsletter - Week 2
Week 2 - The Lighthouse
This week 4/DDO have been looking at a short animation on The Literacy Shed. We came up with adjectives, phrases and sentences to describe the setting. Some examples are below.
- A dark and windy night (Shayaan)
- As night fell (Ishani)
- Every night the land was quiet (Dat)
- The lighthouse stood on the cliff above the sea (Taran)
- The light from the lighthouse pierced the sky like an arrow. (Waiz)
- The waves crashed against the rocks. (Seedra)
Together as a class, we used these ideas and wrote an introduction to the story.
The Lighthouse
A lighthouse stood on the cliff above the sea. As the waves crashed against the rocks, the light from the lighthouse pierced the night sky like an arrow. Every night the land was quiet, except for tonight.
This week 4/DDO have been looking at a short animation on The Literacy Shed. We came up with adjectives, phrases and sentences to describe the setting. Some examples are below.
- A dark and windy night (Shayaan)
- As night fell (Ishani)
- Every night the land was quiet (Dat)
- The lighthouse stood on the cliff above the sea (Taran)
- The light from the lighthouse pierced the sky like an arrow. (Waiz)
- The waves crashed against the rocks. (Seedra)
Together as a class, we used these ideas and wrote an introduction to the story.
The Lighthouse
A lighthouse stood on the cliff above the sea. As the waves crashed against the rocks, the light from the lighthouse pierced the night sky like an arrow. Every night the land was quiet, except for tonight.
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Week 2 - The 'ing' sentence starter
Using an 'ing' word at the beginning of a sentence can make it a complex sentence.
For example:
- Singing loudly, John was oblivious to his mum's call.
- Ambling along the path, Rowan noticed something shiny on the ground.
Below are the sentences our class created:
- Walking cautiously, I crossed the old bridge. (Nisal)
- Sneaking past the security guard, the thief stole all of the expensive jewellery and ran away. (Shayaan)
- Probing the dirt, the bird searched for a delicious worm. (Astha)
- Dancing nervously, Michael managed to complete his dance without forgetting any steps. (Taran)
- Sprinting fast, the cheetah caught its prey. (Ishi)
- Prancing merrily, the elf ran down the street. (Naga)
- Driving the rusty, old car, the man was trying to outrun the police and glanced back to see if he was safe. (Pranay)
Using an 'ing' word at the beginning of a sentence can make it a complex sentence.
For example:
- Singing loudly, John was oblivious to his mum's call.
- Ambling along the path, Rowan noticed something shiny on the ground.
Below are the sentences our class created:
- Walking cautiously, I crossed the old bridge. (Nisal)
- Sneaking past the security guard, the thief stole all of the expensive jewellery and ran away. (Shayaan)
- Probing the dirt, the bird searched for a delicious worm. (Astha)
- Dancing nervously, Michael managed to complete his dance without forgetting any steps. (Taran)
- Sprinting fast, the cheetah caught its prey. (Ishi)
- Prancing merrily, the elf ran down the street. (Naga)
- Driving the rusty, old car, the man was trying to outrun the police and glanced back to see if he was safe. (Pranay)
Term 1 - Persuasive Writing
Persuasive Sentence Starters
In our persuasive writing, we have been practising using different sentence starters instead of "I think" and "I believe".
Some examples are below:
It is clear that .........
There is no doubt that ..........
It is obvious that ......
Despite the fact ........
Everyone knows that ........
The fact is ..............
Clearly.......
Obviously..............
In our persuasive writing, we have been practising using different sentence starters instead of "I think" and "I believe".
Some examples are below:
It is clear that .........
There is no doubt that ..........
It is obvious that ......
Despite the fact ........
Everyone knows that ........
The fact is ..............
Clearly.......
Obviously..............
Run-on sentences
Persuasive Writing
We are working on our persuasive writing skills. Our class has two whiteboard tables which allow students to easily brainstorm ideas and write them down.