Creative writing "Justice"

In our class everyone was given a piece of paper with either a starter or a theme, from there we all wrote a creative story.

My starter was “injustice is a threat to justice everywhere.” I had lots of fun writing and I hope to continue this story sometime soon, until then, I hope you enjoy it.

Justice

“Injustice anywhere is a threat to justice everywhere.” I mutter, staring at my reflection in a small puddle of water, a puddle most people would've walked by without a second glance. Not me, I have been sitting here now for 20 minutes.

“Don't cry,” I whisper ,my voice hoarse and small. "Don't cry. it shows weakness don't cry.”

The taste of salt filled my mouth too late. My hands, rough and cut scratch me in an attempt to wipe my eyes clean from the dust and dirt clogging my eyes from reality. It doesn't work. it only makes me cry harder. All in slow motion, I watch my tears cause a ripple effect across my puddle. Wiping my eyes ferociously with my shirt I began to walk. A walk that becomes a run. A run that becomes a sprint. Running to somewhere, anywhere, besides here. Somewhere where I can be by myself...safe.

I continue to run .Never slowing down, Never stopping until I reach wherever I'm going.

Feeling the wind sweep my face and my breathing, and feet fall together in rhythm and for a split second I forget the love so closely followed by the hate that happens in this world. I forget the world is sometimes cruel as much as it is kind and there is nothing I can do to stop it.

Pushing myself to the top of the hill,collapsing on my back under a tree, feeling the roots twine beneath me as I gaze out over the roofs of my small town. My hand trembling as I take out my phone, my worst fear being it may vibrate, scared of what may come with the vibration.

Deep breaths as I tap in my password .one number at a time. opening my phone ...Seven unread messages glaring at me almost daring me to read. opening I begin to read the words soon drowning me in a sea of hate ,useless ,ugly and words that I would rather not say out loud. The comments keep rolling in. Hands still shaking as I turn my phone off , the worst feeling knowing that even though I'm not reading they are still talking about me still nothing I can do to stop it.

I begin to walk home. my footsteps heavy on the concrete pavement .I want to cry but I don't think I have any tears left. It's been happening for a few weeks now and what I thought would get better got worse,rain poring down soaking me with in a few drops. As I open my front door I spot my mum something about her makes the tears start again,

“it's going to be alright” she whispers.

the great thing about life is when one chapter finishes another starts and I'm determined to make this next one a better one.

By Mila B

CTRL Z

I chose this activity because it is a big regret that I always look back on. I think CTRL Z is a different way of looking back on the past, and just imagine if I could redo this moment.

CTRL Z

I can feel my legs start to give way underneath me, and blisters painfully piercing my skin like shards of glass. Gradually, carefully I slip on my shoes and zip my jacket, as my dancing mates start to leave class.

My friends and I cheerfully skip to our cars ready to go home after a long dance lesson.

“See ya!” I call, a hint of glee in my voice, I hear the engines of the car’s reply. I turn back to see my parents standing with grim displeasing looks.

“This was from one of your relatives.” says mum calmly as she hands me a christmas wrapped present.

“Oh cool!” I reply ripping it open to find a cute stuffed toy.

“Honey look, I know this is a sudden change for you but taking you to dancing is too hard, it’s too far of a drive. I’m sorry I really am.”

I can feel a tear roll down my cheek, and I shudder as I wipe it away. Just the thought of not dancing anymore makes me want to throw up, and my friends? I won’t see them anymore. Stumbling into the car I can feel a sudden pit in my stomach and the feeling of delight is soon consumed by a big dark cloud filling me with sorrow and anger. I hold my new toy tight as I’m sobbing quietly in the back of the car the whole way home.

By Heather

T@TT alternative to ski trip day

On Friday, 11 students had a fabulous day not skiing!

We went to The Roxx where we had climbing lessons for 2 hours and then spent the afternoon at the Art Gallery. At the Gallery we had a tour and lesson about using clay.

What a treat!

Thank you to the wonderful Nicky & Elia who helped make the day such a success!

Well done kids. You were amazing.

Ms W.

Sorry it's been so long...

Things have been rather frantic around here and our commitment to our blog has been lax!

We are back on track... 

Take a look at what's coming up.

Here is an inspirational clip we watched today that links to our inquiry and is an amazing example of persuasive speaking.

Dear Future Generations: Sorry

Louise & Rm 12

PS... here are a couple of posters that have been made about weather

Speech Marking Criteria & Information

T@TT Speech Challenge

This term we are embarking on a speech challenge in our classroom. This means you will think about, write, rehearse, and present a PERSUASIVE SPEECH that is between 2 mins 30 sec and 3 mins 30 sec.

YOU will be an inspiring and motivating speaker.  This will take preparation and hard work on your part, but it can be done!

Your speech is to include some features of persuasive writing, but most importantly it is to include a personal story or connection. How did you feel?

Our expectation is that you improve on your speech performance from last year.

There are two rubrics for your speech:

Writing

• Prepare and present an interesting persuasive speech that inspires or motivates your audience.

Presenting

• Present your speech using good Pace, Projection, and Posture.
• Engage the audience using good expression, including facial, voice, and gestures.

Class competitions will be held on Monday 19 September. The top two speakers per class are sent through to the T@TT competition on Wednesday 21 September.

Timeline – Term 3

Week Six	Introduction to persuasive writing Identify the features of persuasive writing
	Introduction to speeches: watch some examples ‘Brown Brother’ Sorry Future Generations Kid President TEDx kids Develop topic & write introduction
Week Seven	Continue writing Edit using P.I.G.S.  (punctuation, improvement, grammar, spelling)
	Practice at home: Pace, posture, expression, gestures Know your speech inside & out
Week Eight	Create cue cards (with notes only, not your whole speech) Practice at home Hand in a copy of your final speech writing Monday p.m.
Week Nine	Monday 19 September - Classroom competitions Wednesday 21st September - T@TT Competition
Week One	Wednesday 19h October, time to be confirmed - Bays Cluster Competition at Our Lady Star of the Sea

Persuasive Writing		Title of Speech:	Name:
	Level 3	Level 4	Level 5
IMPACT	With reasonable clarity and logic conveys an opinion. Shows awareness of the audience through content and language choices. Sometimes uses analogy, similes, or metaphors to enhance explanations or arguments	Conveys an opinion clearly and logically. Shows awareness of the audience through choices of content, structure, and language. Sometimes uses analogy, similes, or metaphors to enhance explanations or arguments.	Conveys an opinion clearly and logically. Targets the audience through use of appropriate stylistic and language selections, including analogy, similes, or metaphors
IDEAS	Supports the arguments with a range of mostly objective ideas, data, reasons, or opinions. Supports ideas, data, reasons, or opinions with significant detail.	Supports the arguments with a range of mostly objective ideas, data, reasons, or opinions. Supports the ideas, data, reasons, or opinions with precise and logical detail and/or comment	Clearly and consistently maintains a point of view. Supports the main ideas convincingly through elaboration, use of evidence, and links to other ideas
STRUCTURE + ORGANISATION	Begins by taking a position, develops it with evidence, and restates it to conclude. Uses some causal conjunctions, e.g., “because”, to link ideas. Uses a variety of sentence structures, beginnings, and lengths.	Organises and links ideas logically (position statement, evidence, position restated). May use temporal conjunctions, e.g., “firstly”, “secondly”, to demonstrate logic. Uses varied connectives*, e.g., “however”, “although”, “on the other hand”, “consequently”. Uses a variety of sentence structures, beginnings, and lengths for effect	Structures material appropriately for form and purpose. Links main and supporting ideas within and between paragraphs, using a range of connectives. Conveys a sense of coherence and wholeness. Uses a variety of sentence structures with some impact
LANGUAGE FEATURES	Attempts to use precise, topic-related vocabulary (some of it technical) to make arguments more objective and informative. Often includes adjectives, adverbs, or synonyms to enhance detail.	Uses persuasive vocabulary effectively. Uses a range of persuasive language features, often effectively. This might include emotive words, rhetorical questions, imperatives, repetition, the passive voice, pronouns that denote inclusion of the reader, and some data and researched evidence.	Selects appropriate vocabulary with increasing control. Uses a wide range of persuasive language features with control and intent. This might include emotive words, rhetorical questions, imperatives, repetition, the passive voice, pronouns that denote inclusion of the reader, and data and researched evidence.

Speech Judging Sheet (T@TT Competition)
Name
Topic
Time (2m 30s minimum; 3m 30s maximum)
Content
Speech Construction: Included an introduction, development and conclusion.			/10
Presentation and Delivery: Speaks at appropriate volume and pace with a clear voice.                  Stands in a confident manner, making eye contact with the audience, and uses expression with some gestures.			/15
Content of speech: Ideas, opinions and examples backed up by evidence of research.  Speech topic appropriate to audience.			/10
Language: Used persuasive and interesting language for effect eg; repetition, humour, rhetorical questions, hyperbole, deeper language features.			/10
Effectiveness: Captured the audience’s attention (through content and delivery).			/15
Deduct 5 points if significantly under or over the time allowed. TOTAL			/60
Notes

T@TT Speeches

Decide on a speech topic that inspires you.

Your speech will include:

• An opening ‘hook’ to get the audience interested. This might be a statement about your topic, a question to get the audience thinking, a fact or statistic, or a story that helps to illustrate the importance of the area you have selected.
• An outline of the area you will be speaking about in the main section of your speech and why the audience should listen to what you have to say.
• More detailed paragraphs about the idea you have chosen. These could include:
• Why you believe this is so important and what inspires you about it.
• Examples of how it is important.
• Quotes from people who inspire you relevant to your area of interest.
• A summary of other key points you’ve researched and their importance.
• What could go wrong/ has gone wrong (counter argument).
• A conclusion that summarises the main reasons you have for chosen your topic. Finish with a strong statement about it that reinforces your message and gets the audience thinking.

Remember you will be marked on the quality of your delivery as well as content.