OKAY! We have it ‘figured’ out!

IF you have been following our blog, you would know we have been figuring out figurative language! We have explored different types such as similes, metaphors, hyperbole (Mary’s favourite!), personification and dialect. Last week, we played a fast and furious game where we had to grab a sentence and work as a team to decide which type of literary device it was. Fun times and lots of discussion and learning (and the occasional disagreement!) Here are some action shots …







Can you share any great examples of figurative language you have read lately??

Unicef Writing Workshop

Today we had Tienyi, a Young Ambassador from Unicef spend the day with us leading us in a writing project. Three schools have been selected to write a story of welcome for refugees and we were lucky enough to write the middle section of the narrative – the exciting part where the story becomes more complicated. Here is a photo of Tienyi and all of us at the end of a great day talking, planning and writing together:



This week, all the students are writing a blog post on the experience and the best ones will be posted here. Our first one comes from Jackson:

Today I drew an amazing picture of the book we wrote about.  I used lots of different colors in my picture such as grey, black, yellow, brown, red, dark brown and dark blue and light blue. I used these colors to mimic the colors we would see in the ocean, clouds, lightening and a boat and to show the terrible weather in my picture. My picture was of refugees trying to get to Australia from a made up country that the other school thought of.  The refugees are on a boat because there was a terrible war in their country and they were fearful for their lives and the lives of their families and were trying to get somewhere safe to start a new life.

IMG_2095This is Jackson’s group sharing their section of the narrative.

And thoughts from Courtney:

One fine day we were lazing on the beanbags…….UNTIL!!! This lady, who was a young leader of UNICEF, caught our eyes. We spoke about  skillful ways to turn not just boring writing but very boring writing into hot sizzling meat! This gave us the chance to communicate using all different aspects of the writing. We learnt how to write very enthusiastically by doing and listening to what she was saying. She split us into optional groups, one was publishing the writing and the other was drawing the pictures carefully. This day was a very fun day, when we not only learnt to write but learn what the rights of kids are. All kids should get the same support in their everyday lives, no matter what.

It’s not what matters, it’s what counts.

Courtney and Keeley concentrating on the rights of children

Courtney and Keeley concentrating on the rights of children

And from Hannah:

On Tuesday the 27th of May, something very special was happening in 5/6 MK. Tienyi, an ambassador from UNICEF came to our class to do a very exciting writing workshop with us. We knew only a little of how this wonderful day was going to kick off, but we knew we were going to be part of writing a story.  We started off the great day by making a heart contract and exploring who and what a refugee is. We talked about our childhood rights, and those of other countries that are unfortunately not obeying the “UN Convention” of the rights of Children. After recess we read the beginning of the story. We were very lucky that we got to write the middle part of the story. Altogether as a class we brainstormed ideas of how our gripping part of the story was going to take place. We broke off into small groups and Tienyi gave each group a part of the brainstorm to write about. We had to include description, the character’s point of view and dialogue. We continued writing our parts of the story after lunch, and when we had finished our wonderful writing, we read them all out loud to the rest of the class. Half of the class had a very important job of making sure each part of the story flowed and made sense when put all together. The other half of the class were the illustrators. They drew scenes of the story which are going to be sent to a professional illustrator who will recreate our drawings and put them into the book. I had a great, awe-inspiring day full of fun and writing and I am now inspired to write even more.

Hannah and Mal at work

Hannah and Mal at work


Stay tuned for more this week ….


Figuring out figurative language!

This week we will be exploring figurative language and how authors use this to create interest and spice in their writing. We will be focusing on the use of similes and metaphors but these are not the only types of figurative language. Talk a look at this clip …


After you have watched this clip, you will know something about similes, metaphors, hyperbole (can you say this one??!!), alliteration, repetition and dialect. Choose one of these literary devices and find some examples of it in your novel. You might need to watch the clip again or do a search to find out more about what it means. When you have found some examples, create a poster (using publisher) about your chosen literary device including what it means and some examples from your novel. Save it into the printing folder/Literary Devices so I can print it in colour for you!!

Watch this space people for some amazing, educational posters … coming soon!!

Imagine if …

So you come gome from school one day and mum or dad say that they have some pretty big news for you – you have another brother or sister – roughly the same age as you! How would you feel? ….

Well that is the situation Kieran finds himself in when his cousin arrives one day unannounced telling him ‘We’re brothers, we are’. This turns Kieran’s world upside down and presents him with many challenges both at home and at school. Bon desperately wants to be  Kieran’s friend but Kieran is not so sure. Can you imagine what that might be like??

How might your life change if a cousin you had never met suddenly came to live with you? What would be the positives … and what might be difficult?


photo credit: Vincent_AF via photopin cc