Romeo And Juliet Animation

This week for inquiry Julian, Nevaeh and I needed to translate lines from the English that we use today, to the English that people of the Shakespearean age used. After we'd finished that, we then needed to read out what we'd written to the rest of the class. Our next task was to create an animation on a scene of our choice from Romeo and Juliet, because we ran out of time we needed to cut it short.

Descriptive Writing

Today for writing Aung Naing and I needed to write a story from a shoes' perspective, the thing is, we couldn't talk. It got confusing at times because we both had ideas but they were nothing alike. We also needed to use the some of the senses to describe what was happening to the shoe. After that, we listened to the other group's stories and then we presented our own.

As my tired, soggy and worn out body slowly scrapes across the muddy concrete floor, I think back to what happened this morning. 

Just as I was about to fall asleep, these 5 wrinkly, cheese smelling things are shoved inside me. Their sharp tips scratch my innards and get caught in my fabric. I angrily chafe this intruder, and it responds by smacking me against a wall. As I’m unwilling to be torn on any sharp objects, I relent and let the smelly thing be. After an hour or so of running, my friend and I are forced to watch as the giant goes straight through a puddle of mud- with us still attached! It only groaned as a huge amount of water started flooding through my skin. 

Boy do I hate being a shoe.

How To Tell Analogue Time

This week for writing our task was to create an explanation on how to read analogue time from a clock, surprisingly lots of children and teenagers don't know how to tell the time from analogue clocks and watches. I tried to make this as easy as I could to understand so if you don't I'd suggest asking someone else.

Analogue  Time

Analogue clocks and watches aren’t hard to use, once you know how, they’re as easy
as reading digital ones.

The long and short hands both represent something, the long hand is used to show
the minutes and the short one for the hours. The long hand goes around faster than the
shorter one because minutes are shorter than hours. An example of telling the time
with an analogue clock is this; if the long hand is on the 9 and the short hand is near
the 4 then the time is 3:45.

One way to help people tell the time is by using past and to, from the beginning of the
hour to 30 minutes afterwards the usual way to tell the time is by saying ten-past,
quarter-past or half-past and the way for 31 minutes to the 60th is to; ten-to, twenty-to,
etc.

Although time might seem hard to tell using an analogue clock, as long as you know
what the hands are used for clocks shouldn’t be hard to read.

5 - 7- 10 Descriptive Writing

This week for 5 - 7 - 10 we were given a photo of a "tunnel" made out of wood or vine, I chose to make my short descriptive narrative a first person story about someone running around a forest. Since the main point of our stories are to create descriptions of not only the character but the area around them too, I needed to think of many was to describe.

There I was, stumbling blindly around the forest, without a care in the world as I rushed through a spiderweb and leaped over a log. I was dressed in my best ‘adventuring’ clothes, head to toe with camo coloured gear. It seemed like I’d been running for hours. A while later I accidentally tripped over my own feet and landed before what looked like a tunnel. It wasn’t really a tunnel but it resembled one because of a transparent blue tinged casing, which made it look like a tube. Filled with curiosity I slowly walked up to it and reached my hand out... Bzzt! I was thrown back, and forcibly slammed into a thick oak tree.

Descriptive Writing

LI: To notice the language features in a character.
LI: Use different sentence types to add interest.

This week for writing one of the tasks was to create a piece of descriptive writing using simple, compound and complex sentences. To give us an idea we were shown a picture of a man standing in a field with long grass surrounded by floating chairs, we were also told to show, not tell.

The man calmly stood still, as the blades of grass around him proudly swayed in the wind. Dressed in a cement coloured hat and vest, his ocean blue pants and a cloud coloured shirt. With a simple gesture, an army of wooden furniture rose above his head. Although the items were in the air, they floated without moving. When the strongest wind hit them they didn’t move an inch, and when the man touched one himself there was no movement.

My Morning Routine

For writing this week all of Ms Kirkpatrick's groups had to write down what our morning routine for everyday is. We also had to link our paragraphs together as well as the introduction to the conclusion.

Everyday I have to do a certain amount of things before I go to school, these are the things that have to get finished before 8:20 (Which is when I leave for school).

When I wake up I first take a shower, and then get dressed. After that I eat weet-bix and drink a hot chocolate, when I finish doing that I then have to rinse and put my dirty dishes into the dishwasher. Before I start making my lunch I brush my teeth and get changed out of my pyjamas.

Since I’ve done most of the things that I need to do before leaving by that time I then make my lunch, sometimes I make a sandwich out of whatever’s available but other times I just take something else. By the time that I’m finished it’s usually almost time to leave, I then just read a book on my bed until my Dad tells me to get into the car.

If it’s raining outside I just stand in the doorway until he comes and gets his shoes on, I leave to get into the car because I don’t want wait so long in the rain. On the drive to school I just sit there, while my Dad drives and wait until I get to school.

This is my morning routine, something that happens every day for me and rarely changes.