Z+ARCHIVE+2L+2009


 * Summer Term 2010**

Prep 11 June 2010 We need to learn a poem to perform. The following boys should learn the following verses of Mulga Bill's Bicycle.

Verse 1 JS MM RM Verse 2 (first 5 lines) AN HP NP Verse 2 (last 5 lines) BR AR OR Verse 3 BR NR NR Verse 4 CS HS JS Verse 5 FT EW JW

(These are your initials above. They are all in order except for Jack, who's on Verse 1).

Practice the lines with intonation, we will put them together and recite them. Make an effort learning them. You don't have many each; I expect them to be learnt!

Prep 9 June 2010 =**MULGA BILL'S BICYCLE by A.B. "Banjo" Paterson**= code 'Twas Mulga Bill, from Eaglehawk, that caught the cycling craze; He turned away the good old horse that served him many days; He dressed himself in cycling clothes, resplendent to be seen; He hurried off to town and bought a shining new machine; And as he wheeled it through the door, with air of lordly pride, The grinning shop assistant said, "Excuse me, can you ride?"

"See here, young man," said Mulga Bill, "from Walgett to the sea, From Conroy's Gap to Castlereagh, there's none can ride like me. I'm good all round at everything as everybody knows, Although I'm not the one to talk - I hate a man that blows. But riding is my special gift, my chiefest, sole delight; Just ask a wild duck can it swim, a wildcat can it fight. There's nothing clothed in hair or hide, or built of flesh or steel, There's nothing walks or jumps, or runs, on axle, hoof, or wheel, But what I'll sit, while hide will hold and girths and straps are tight: I'll ride this here two-wheeled concern right straight away at sight."

'Twas Mulga Bill, from Eaglehawk, that sought his own abode, That perched above Dead Man's Creek, beside the mountain road. He turned the cycle down the hill and mounted for the fray, But 'ere he'd gone a dozen yards it bolted clean away. It left the track, and through the trees, just like a silver steak, It whistled down the awful slope towards the Dead Man's Creek.

It shaved a stump by half an inch, it dodged a big white-box: The very wallaroos in fright went scrambling up the rocks, The wombats hiding in their caves dug deeper underground, As Mulga Bill, as white as chalk, sat tight to every bound. It struck a stone and gave a spring that cleared a fallen tree, It raced beside a precipice as close as close could be; And then as Mulga Bill let out one last despairing shriek It made a leap of twenty feet into the Dean Man's Creek.

'Twas Mulga Bill, from Eaglehawk, that slowly swam ashore: He said, "I've had some narrer shaves and lively rides before; I've rode a wild bull round a yard to win a five-pound bet, But this was the most awful ride that I've encountered yet. I'll give that two-wheeled outlaw best; it's shaken all my nerve To feel it whistle through the air and plunge and buck and swerve. It's safe at rest in Dead Man's Creek, we'll leave it lying still; A horse's back is good enough henceforth for Mulga Bill." code

 Answer the following questions

 1. What kind of person was Mulga Bill? [5] Use evidence from the poem.  2. What is a precipice? (You can look it up) [2]  3. What happened to Mulga Bill at the end? [5]  4. When do you think the 'story' happened and why? [5]

Prep 21 May

Spelling revision for test, as advised in class.

Prep 12 May

**A Man, A Boy and a Fox** 1. Why is Gerard so keen to find the man and the fox? 2. What role does Gerard’s writing of his story play in the story? 3. How has Gerard been changing in the last portion of the book we have read?

These are short questions, but I would like you to write detailed answers to these questions, not one sentence answers. Use as much evidence from the story as you can.

Prep 7 May 2010 Answer the questions on p 60 of your Focus on Literacy book. Sections A to D. Answer in your large English books.

Prep 30 April Answer the following questions in your large English book.

1) Why was Gerard looking for a friend? - New to the area - Didn't have many friends - Didn't enjoy the company of his parents' friends - Bit isolated

2) What do you think the man thought of Gerard? - The man thinks of Gerard as a 'nice' boy, because he takes notice of the man - The man thinks of him nicely although he was rather 'angry' - kind but not always supportive - the man enjoys the company of Gerard - the man enjoys being noticed - the man sees that Gerard might be going 'off the rails,' and the man is happy to help aver this.

3) Do you think it is fair for a fox to live with a homeless man? Why/why not? I don't think so because foxes are wild and it will become tamed - it is fair because the fox could leave - not necessarily fair but its ok if the fox is very happy - it's fair because the fox could run away, and it does stay by him.

4) What do you think Gerard's parents would think of his friendship with 'Clint'? They would disapprove, unless they knew exactly what happened - would be angry.

Answer with short paragraph answers. Give details and reasons. You don't need to refer to the book, but just your knowledge of the story. Have a good long weekend : ). Dr Lee

We have been reading A man, a boy and a fox. Write a few paragraphs about your experience with the homeless. This might range from a conversation, right through to noticing where homeless people might be, or where you might have seen them. Describe what you saw or what experience you may have had. You can also speak to your parents about their experiences with the homeless. See if they have had any experience with homeless people. You can write that too. If you have no experience, write what you think it might be like to be homeless.
 * Prep 28 April 2010**

I have had a lot to do with homeless people as when I was doing my doctorate it was the topic of my research. Initially I knew little about the homeless but in the end I spent years studying the homeless, and even for a while living with homeless people in Tottenham. (I was helping to run a hostel for the homeless). The thing I found was that it was a rough, rough life, but I was always inspired by how they were often so optimistic. One young person I spoke too had had a really difficult life, with really bad parents. In the end he had contracted a disease and was dying. Still he was a happy and cheerful person. Other homeless people I met lived in doorways in London, with some of the young girls being protected by other homeless people. Some had been taking drugs and drinking alcohol to help them cope with the problems they had, but this never helped and really only ever made the situation worse. Some died on the street.
 * Here is my account:**


 * EXTENSION: If you finish this, you can write down where you think the man, in the book we are reading might live. Write a paragraph explaining where he lives and how he leads his life.**

__Cover lesson for 2L__

Lesson 2 Tuesday 27 April 2010

I am away at a training course today. See you tomorrow!

Here are the instructions for the lesson.

Do not bother the cover teacher, all the instructions you need should be here! If you don't know the answer to something - ask yourself and trust your answer!

(Christopher and Benjamin, there are special notes for you at the bottom of this section)

Firstly a spelling test.

Get out your small English books (use your large book if you don't have your small book).

Get ready with a pen and listen to the following file and write your spelling answers. There are 20 questions taken from units 9 and 10.


 * You will need a set of headphones.** **Headphones are available from the cupboard in Bewshers.** Remember to carefully put them back at the end of the lesson. If for some reason there are not enough headphones, you can 'queue' for them. You do not all need to do the spelling test at the same time. If you are waiting, go on with the other work below, and/or revise for the test.

On the recording I have paused to leave time for you to write you answers. If I am going too fast, just press the pause button!

media type="file" key="Spelling.mp3" width="240" height="20"

When you have written your spelling words, wait for someone else to finish, and swap your book with them. Don't open this file before you are marking someone else's paper.



When you have a book to mark that is not your own, open the following file and carefully check the spelling. Write a total and return the book to its owner with the mark written inside it.

When you have finished I want you to work on the following in your large English book.


 * What experiences have you had, preferably in England, with someone who has been homeless? Write down how many homeless people you have seen, whether you have spoken to any, whether you have given money to any charity for homeless people, whether you know if you parents have ever had anything to do with homeless people. Write it in such a way that you can read it out in class.**

When you have done this, do some reading about homeless people. Here are some case histories.

http://www.mungos.org/about/real_life_stories/

Read through some of them.

You can look at this documentary about young homeless people in London.

http://www.youtube.com/watch?v=AengYkfYJtE&feature=related


 * Remember to neatly return the headphones to the cupboard.**

If you finish all this you can learn the spelling lists 11 and 12.

See you tomorrow. Dr Lee : )


 * Christopher and Benjamin**

Christopher, I haven't yet written the prayer you will need to read for tomorrow. I will give it to you tomorrow morning.

Benjamin, here is the reading for tomorrow. Can you be sure to practise it. Read it clearly and slowly and check the pronunciation. I will tell you when you need to read it. Can you send me a brief email to thinkingeo@mac.com to confirm that you have managed to print it off during the English lesson.



21 April 2010 Prep: Complete comprehension p. 55 and learn spelling lists 9 and 10.

Hi, if you want to keep track of the expedition, you can see photos on the link that follows: http://gallery.me.com/draklee They will be uploaded as long as long as there is mobile phone coverage. If you want to send an email to my iPhone, you can send it to thinkingeo@me.com. See the home page of the wikispace for more details.


 * Cover for Dr Lee who will be away for Week 9**


 * Tuesday Lesson 2 English - In Bewshers **

Read through all the instructions for today to the end FIRST. WORK INDEPENDENTLY. If you get really stuck then just read your class reader. Instructions at the end. DO NOT DISTURB THE COVER TEACHER!

__Task 1: Spelling Test__ DO NOT CLICK THIS LINK BEFORE THE LESSON C lick the link during the lesson and answer the questions: [|http://spreadsheets.google.com/viewform?formkey=dDJGdlN0NXlKbERaN0NlaDdQYWVhSXc6MA] Don't open it before the lesson or do the test twice, or it will muck it up! It will also record the time and person entering the data. Some answers are already given, but they are not necessarily the right answers! You might need to change them.

__Task 2: Adverbial Clauses__

Read this very carefully.

//When we describe a noun we use an adjective. However, it is possible to describe a noun using a string of other words.// //For example: The cat (noun) __which had been sitting on the table__ decided to leave the room.// //The cat is described in terms of a set of words which is in this case an adjectival clause (underlined).//

//Another example: The car __which she is driving__ is not hers.// //Note that the car is described but there is no adjective.// // Here is a YouTube explanation. It is from the USA, where they call adjectival clauses, adjective clauses. They are the same thing. // // The most important thing in this video is the examples of sentences. //  media type="youtube" key="XoEWD6OT0_o" height="385" width="480"


 * // Work on these questions carefully. Do not rush them. // **
 * // [] // **


 * Read through these examples: **
 * An adjectival clause is used to describe a noun (the adjectival clause is underlined) **
 * The car, __which was red__, belonged to Matthew. **


 * A relative pronoun (who) is usually used to introduce an adjective clause: **
 * James, __who__ is a Colet Court student, lives in Hammersmith. **

Jacques, __who is a Harrodian__, lives in Barnes.
 * The main relative pronouns are: **
 * Who**: used for humans in subject position:

Tim, __whom Simon knows well__, is a footballer.
 * Whom**: used for humans in object position:

Thomas has a dog __which follows him everywhere__.
 * Which**: used for things and animals in subject or object position:


 * That**: ** used for humans, animals and things, in subject or object position (but see below): **
 * Jerry is building a model __that Wayne designed__. **


 * If you have worked on this carefully, you may read your class reader. There is no page limit. Read to the end, during lessons. **

**Wednesday Lesson 5-6 English - In Bewshers** Look at the following videos: media type="youtube" key="rB-jkydqADg" height="385" width="640"

media type="youtube" key="KzpsBqwCQqE" height="385" width="480"

media type="youtube" key="vDuds1Peojg" height="385" width="480"

Answer the following questions. Write a **paragraph** for each answer. Answer in your BIG books. 1) This year we have looked/are looking at a number of stories of children in difficult situations. In Alone on a Wide Sea, Friedrich and Rabbit Proof Fence there are children in situations over which they have little control, but manage to behave remarkably well. In each of the stories there is some kind of suffering. Sum up how the main characters deal with the suffering they have experienced.  2) Explain why Mollie decides that they have to leave so suddenly from where they are staying. 3) Explain how Friedrich's experiences (as far as you have read) have an affect on him.

If you finish these three questions, you may read carefully through this booklet and think about the questions at the end. Read it carefully, don't rush through it just because it is on the screen!

[|Rabbit Proof Fence.pdf]

Some examples of good non-fiction English. Read these examples. This is preparation for work we will do next week.

PREP: Your teacher will give you a poetry sheet. Learn the lines as directed on the back.


 * If you have worked on this carefully, you may read your class reader. There is no page limit. **

**Thursday Lesson 7 English - In Library** Go to the Library and continue broad reading as we have done for the last couple of weeks.

**Friday Lesson 4 English - In Classroom** Comprehension as provided. Prep: Make a book cover for a book you have recently read. Include the blurb. Paper provided. Take some time to design and produce a cover for the book, and write an enticing blurb on the back. Your cover teacher should have given you some paper.


 * Friday English Prep Friday 5 March 2010**

You should have taken one of these on Friday. If you did not, here it is.


 * [[file:Talking Books Prep.pdf]] (This file has been updated)**


 * Follow the instructions. As discussed in class. **

Prep for 3 March 2010

Learn spelling words from your spelling book. Learn Units 7-8, for a 20 word test drawn from both units.

COVER LESSON FOR 2L Tuesday 30February Lesson 2

You have produced a poem on weather. It is a rhyming poem. Type your poem up using a standard font in Microsoft Word. Do not use a fancy font, use a standard serif or sans serif font.

Set your poem out so that it looks good on the page. It should not be bunched up at the top or too far down the bottom. You might want to centre your lines.

The first two lines should be like this:


 * Dancing Snowflakes**


 * Andrew Lee 1L**

(They may be centred)

Then spend a little time wandering the class looking at the poetry of 2 other boys offering them constructive criticism. Then sit down to wait for 2 boys to come to you do do the same.

Adjust you poem, work on the weakest lines.

In the last 5 minutes of the lesson, print your poem.

COVER LESSON FOR 2L Tuesday 23 February Lesson 2

Open the following sheet and save it on your computer in MY DOCUMENTS. Then answer the questions. In the end print the sheet.

I would like to see some 'quality' work. Last time, I set an exercise like this many of you rushed it! Don't. :)

It might take a minute or so to download. Be patient. It works, I tried it!



Here are some more proverbs.

Adversity doesnt build character, it reveals it After a famine in the stall comes a famine in the hall After all is said and done, more is said than done After dark all cats are leopards After dinner rest a while, after supper walk a mile After the game, the king and the pawn go into the same box After the storm comes the calm Age has no friend but the wrinkles of the mind Age is a very high price to pay for maturity Agree, For The Law is Costly All are not cooks that walk with long knives All good things come to he who waits All good things must come to an end All in good time All is for the best in the best of the possible worlds All lay loads on a willing horse! All roads lead to Rome All sunshine makes a desert All that glisters is not gold All things are possible with god All things come to those who wait All work and no play makes Jack a dull boy Although the Sun May Shine, Leave Not Thy Cloak at Home An ant may well destroy a whole dam An apple a day keeps the doctor at bay An apple a day keeps the doctor away An eye for an eye, a tooth for a tooth An old fox is not easily snared An old Ox makes a straight furrow An ounce of practice is worth a pound of precept Angry Men Make Themselves a Bed of Nettles Any port in a storm Anybody can make history Only a great man can write it Appearances are deceptive Art has no enemy but ignorance Artificial intelligence is no match for natural stupidity As useful as a chocolate fireguard (or teapot) As wrinkled as an elephant's hide As you make your bed, so must you lie in it As you sow, so shall you reap Ask a silly question and you get a silly answer Ask no questions and hear no lies At the end of the game, the King and the pawn go back in the same box Bad news travels fast Barking dogs seldom bite Be first at the feast, and last at the fight Be just before you are generous Be kind to people on the way up, you may need them when you are on your way down Beautiful is not what is beautiful, but what one likes Beauty and Honesty Seldom Agree Beauty is in the eye of the beholder Beauty is only skin deep Beauty without virtue is a flower without perfume Bees that have honey in their mouths have stings in their tails Believe nothing of what you hear, and only half of what you see Better a dry crust with peace and quiet than a house full of feasting, with strife Better a meal of vegetables where there is love than a fattened calf with hatred Better an open enemy, than a false friend Better bend than break Better die with honor than live with shame Better do it than wish it done Better late than never Better one house spoiled than two Better safe than sorry Better to aim high and miss, than to aim low and reach target! Better to be alone than in bad company Better to be envied than pitied Better to be lowly in spirit and among the oppressed than to share plunder with the proud Better to be safe than sorry Better to light a candle than to curse the darkness Better to meet a bear robbed of her cubs than a fool in his folly Better to remain silent and appear a fool, than to open your mouth and remove all doubt Birds of a feather flock together Bitter pills may have blessed effects Blessings Are Not Valued Until They Are Gone Blood is thicker than water Blue are the hills that are far away Boys will be boys Business before pleasure Catch not at the shadow and lose the substance Charity begins at home Children Have Wide Ears and Long Tongues Children should be seen and not heard Christmas comes but once a year Cleanliness is next to Godliness Clothes make a man Cold hands, warm heart Come out to play Common fame is seldom to blame Confidence is a plant of slow growth Constant dripping wears away the stone Count your blessings Cultivate money and you grow rich, Cultivate mind and you raise culture Curiosity killed the cat Curses, like chickens, come home to roost Cut your coat according to your cloth Danger can never be overcome without taking risks Death pays all debts Diamonds cut diamonds Different strokes for different folk Diligence is the mother of good fortune Discretion is the better part of valour Dishonest money dwindles away, but he who gathers money little by little makes it grow Distance lends enchantment to the view Distance makes the heart grow fonder Do as you would be done by Do not look where you fell, but where you slipped Do not praise yourself while going into battle; praise yourself coming out of battle Do not use a hatchet to remove a fly from a friends forehead Do not wear out your welcome Do unto others as you would like them to do unto you Don't count the days, make the days count! Early to bed and early to rise, make a man healthy, wealthy and wise Empty sacks will never stand upright Enough is as good as a feast Even a clock that does not work is right twice a day Even in laughter the heart may ache, and joy may end in grief Every cloud has a silver lining Every Cook Praises His Own Broth Every cross has its inscriptions Every devil has not a cloven hoof


 * Reading for Meaning**

When you read a novel it is important that you pay close attention to what you read. Glossing over what you read can lead to you not fully understanding the story. Here are some questions that relate to your recent reading of Alone on a Wide Wide Sea.

I have written these questions very carefully to make you think. Read them carefully and answer them carefully. Take your time over them and write good answers. WRITE FULL AND DETAILED ANSWERS. ONE SENTENCE IS NOT ENOUGH!

Complete your work for prep.


 * From Chapter "Did We have the Children Here for This?" (P 67)**

1. (p 71) Why did Arthur feel that stopping singing was a betrayal?

2. Was Wes' death a triumph or a failure? Carefully explain your answer. (This is a tricky question, you need to think hard about it).

3. Why do you think Piggy Bacon had become like he was? How can you tell that despite his 'hard' attitude, he was probably a pretty sad and lonely man?


 * From Chapter "Just Watch Me" (P 75)**

4. (P. 75) Arthur was angry with Wes, even though he was dead. How could Arthur have been angry with Wes after such a tragedy?

5. At this part of the story, we are learning about the way people deal with difficult or impossible situations and suffering and situations over which they have no (or little control). How do you think our reading of this novel helps us understand the suffering of other people for example the people who have lost their families in Haiti?

6. 'Alone on a Wide Sea,' is a made up story. Still it draws us in and teaches us about life. Write down some of the things you might have learnt about people, suffering, friendship and resistance in the story so far.

7. (P. 89 and elsewhere) Why did the song, "For She's a Jolly Good Fellow," change from being a song into being a weapon? Explain how the children used this song.

8. Can you feel sorry for Piggy Bacon? Why or why not?

9. Why do you think Ida remained with Piggy Bacon if she did not believe in what he was doing?

10. Draw a map of the farm. (Do this on a separate piece of paper) It isn't very well described in the book so you will have to use your imagination and the information you can find. Place on your map the places where important things happened, which way they brought Wes in etc, the paddock where Wes would stay with Black Jack etc. Take a little time over this. Look through the book for evidence and put the page number of things that happened on your map along with the desciption of what happened where.

Prep 27 January

**1. Complete your fable (final copy).** **2. Write the following into your large exercise books at the end of your fable.** **Onomatopoeia: An onomaptopoeic word is one that is written as it sounds.** **Alliteration is the repetition of first letters. For example: 'The fair breeze blew, the white foam flew, the furrow followed free'.** **Consonance: Repetition of consonant sounds eg 'He clasped the crag with crooked hands.'** **Sibilance: Repetition of 's' sounds eg 'The slimy snake slithered slowly.'** **Assonance: Repetition of sounds internal to words eg 'Reptition of sounds internal to words' eg 'It beats as it sweeps as it cleans.'** **Write some examples of each of each of these.** **Prep: Write a poem with onomatopoeic words. Then write a sentence which has consonance, one which has sibilance and one which has assonance.'** **Here is an example of the kind of poem you might write. It was written by a brilliant poet.** **Bish bash swash wash** **Flash mash whoosh slosh** **Click clack clunk clip** **Ding dong flop flip.** **(This is only the first stanza from a much longer poem).** **What's the difference between different kinds of stories? Click to download PDF.**

__Cover Lesson for Dr Lee__

1. Download the sheet below and save it in your user area. Answer the questions, add your name, save your work, print the document. Remember there is a thesaurus website below. A thesaurus gives you alternative words.



2. Read this carefully [|The Legend of King Arthur]

3. Should you finish all of the above, then you have probably rushed! Go back and do a better job. If you really have worked hard, then read this poem, slowly and carefully! You can learn the first verse of the poem and one other of your choice. [|Poems - If--]

4. Other news: Our class assembly is actually this term in February. So I had better finish V53!

5. Prep Yesterday I read to you the first chapter of Alone on a Wide Wide sea. I is a story about Arthur Hobhouse, a man whose personal history had always been a mystery to him. In your draft books write a page which is a page of wondering about who you might be. Imagine if you were told that your parents were not your parents and that they had found you on their doorstep when you were so young that you could not remember. Write a page about your wonderings.

Thesaurus Website [|Thesaurus.com | Find Synonyms and Antonyms of Words at Thesaurus.com]

King Arthur sites [|BBC - History - Ancient History in depth: King Arthur, 'Once and Future King']

Sorry I'm not with you today, I am at a technology conference.

Read all the instructions first all the way through to the end.

1. Please complete your Play writing script if you have not already done so. JS: This means you! 2. Listen to Michael Jackson read his poem Planet Earth

Just play this one YouTube movie (wear your headphones):  media type="youtube" key="ltL5jOTll24" height="344" width="425"  You can follow the lyrics below.

3. Read the lyrics below and read the notes. Take special note of what it says about metaphor and simile and read at the bottom what it says about them. Listen to the poem again if you like.

 Planet Earth, my home, my place  A capricious anomaly in the sea of space < capricious means inexplainable; anomaly means unexpected  Planet Earth are you just  Floating by, a cloud of dust < this is a metaphor , the earth isn't really just dust  A minor globe, about to bust < neither is it really about to bust, but it helps to understand what the world is like  A piece of metal bound to rust < or this. Not technically accurate, but poetically useful.  A speck of matter in a mindless void <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> A lonely spacship, a large asteroid

<span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Cold as a rock without a hue <--- here is a simile <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> 'cold as a rock' describes the cold <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Held together with a bit of glue <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Something tells me this isn't true <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> You are my sweetheart soft and blue <--- the earth is known as the blue planet because of the oxygen in the atmosphere <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Do you care, have you a part <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> In the deepest emotions of my own heart <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Tender with breezes caressing and whole <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Alive with music, haunting my soul. <--- he has experienced the music of the planet.

<span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> In my veins I've felt the mystery <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Of corridors of time, books of history <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Life songs of ages throbbing in my blood <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Have danced the rhythm of the tide and flood <--- he has danced the same 'dance' as the planet <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Your misty clouds, your electric storm <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Were turbulent tempests in my own form <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> I've licked the salt, the bitter, the sweet <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Of every encounter, of passion, of heat <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Your riotous color, your fragrance, your taste <--- using all the senses! <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Have thrilled my senses beyond all haste <--- using all the senses! <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> In your beauty, I've known the how <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Of timeless bliss, this moment of now

<span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Planet Earth are you just <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Floating by, a cloud of dust <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> A minor globe, about to bust <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> A piece of metal bound to rust <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> A speck of matter in a mindless void <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> A lonely spacship, a large asteroid <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Cold as a rock without a hue <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Held together with a bit of glue <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Something tells me this isn't true <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> You are my sweetheart gentle and blue <--- he loves the earth <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Do you care, have you a part <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> In the deepest emotions of my own heart <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Tender with breezes caressing and whole <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Alive with music, haunting my soul. <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Planet Earth, gentle and blue <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> With all my heart, I love you

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;"> 3. Tuvalu is one of the smallest and most vulnerable nations on the planet. Watch this movie.

<span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> Click this link and watch with your headphones on: <span style="font-family: verdana,arial,helvetica; font-size: 11px; font-weight: normal; line-height: normal;"> http://vimeo.com/4997847

4. Spend some time writing a poem about Tuvalu and its vulnerability (how easily it might be damaged). Use metaphors and similes in your poem. Write your poem on the computer in a Word document.


 * Check your poem and keep removing the weakest line and improving it.**
 * How long does it have to be?**
 * Around 18 lines.**


 * Remember a metaphor is when you say something is something else eg Planet Earth you are ... a lonely spaceship, an asteroid. (from above)**


 * A simile is when you say something is like something else eg Planet earth, you are like a giant blue ball. (Not from above).**


 * Print your draft/poem and take it home with you (or email it). For prep, you can either write it out or glue it into your large English book if it is finished and then illustrate it.**


 * __English Prep 2 December 2009__**


 * Write a short review of the play 'Drake,' in your large English book.**


 * Then finish the poem learning below, which was previous prep!**


 * 2L English Put up at 6pm sorry for the delay.**


 * Learn the following poem:**


 * __Lone Dog__**
 * I'm a lean dog, a keen dog, a wild dog and lone,**
 * I'm a rough dog, a tough dog, hunting on my own!**
 * I'm a bad dog, a mad dog, teasing silly sheep;**
 * I love to sit and bay at the moon and keep fat souls from sleep.**


 * I'll never be a lap dog, licking dirty feet,**
 * A sleek dog, a meek dog, cringing for my meat.**
 * Not for me the fireside, the well-filled plate,**
 * But shut the door and sharp stone and cuff and kick and hate.**


 * Not for me the other dogs, running by my side,**
 * Some have run a short while, but none of them would bide.**
 * O mine is still the lone trail, the hard trail, the best,**
 * Wide wind and wild stars and the hunger of the quest.**


 * IRENE MCLEOD**


 * Play Document**


 * English Prep for 2L for those who did not collect it this afternoon.**








 * Prep for 11 November 2009**


 * Learn this poem.**

Cargoes by John Masefield

Quinquereme of Nineveh from distant Ophir Rowing home to haven in sunny Palestine, With a cargo of ivory And apes and peacocks, Sandalwood, cedar wood, and sweet white wine.

Stately Spanish galleon coming from the Isthmus, Dipping through the tropics by the palm-green shores, With a cargo of diamonds, Emeralds, amethysts, Topazes, and cinnamon, and gold moidores.

Dirty British coaster with a salt-caked smoke stack, Butting through the Channel in the mad March days, With a cargo of Tyne coal, Road-rails, pig-lead, Firewood, ironware, and cheap tin trays.

Special note for NR and BR. Scroll down to the very bottom of this page.

Prep for 6 November 2009 Go through the two spelling lists we are preparing for our test. Write 10 good sentences using the words you are least familiar with using words in either list. Learn the words carefully. There will be a spelling quiz based on half the words from each list - but you won't know which words!

Prep for 9 October 2009 Unit 5 in your blue English text books. Continue working and complete the exercise on Prefixes. Then read the play at the beginning of Unit 5 and then answer question C on the next page about the beginning of the play. Answer in your small draft books (ingobingobongos). If you don't have your book, answer on paper.

[] The teacher asked me to be quiet, but I didn't want to, //because// I wanted to talk. My parents thought I should be an orator because I liked to talk. Given the chance I would talk and talk and talk and talk and talk. I just liked it. I talked just whenever I could. I would talk to the bus driver, to the gardener, to the groundsman, to passers-by, to priests and doctors and lawyers and politicians. I was born to talk. This was a problem, however, because in life; at times, one is expected to be quiet. Well, this just did not rest well with me. It's not that I didn't try. Boy did I try. I even once came to school with sticky plaster over my mouth. Ironically, my teacher asked me to remove it when he thought I was going blue. Well this is how it all began, my journey, the journey which took me to where I am right now. "Eat up lad and chew each mouthful at least a hundred times," my old pa would say. On reflection, that advice might have been the reason I had such strong jaw bones -- all the better to talk with I guess. In the mornings when I first woke up, I would yawn and yawn and yawn. There's something very pleasant about yawning, I always thought. But that too, perhaps, was another factor in my love and peculiar ability for talking. It was however, more than that. I wanted to communicate. I just had so much to say. The bad thing was that people did not always want to listen. I got my first lucky break in the school public speaking competition. I had to talk about...
 * Week 3 Week Beginning Monday 14 September 2009**
 * Lesson 6 (PSHE) 2L:**
 * 2L**
 * __Wednesday__**
 * 2L Prep:**
 * Year 2 Story (You can use this image to help inspire you in your writing) (Optional)**
 * Example**