LI:To find evidence in the text to support your answer.
This week our group read the text Family Photographs. After reading the text and thinking about the information in the article our challenge was to support the statements based on the questions given. This means also looking at the photos for clues and ideas to give us more information.
This activity was interesting because it helped us learn what type of evidence we need to support a information text.
LI: To digitally design the North and South Island based on how they were described in the story.
We watched the story of how Maūi fished up the North Island and how his voyage to visit his mother Papatūānuku resulted in the creation of the South Island. Our challenge was to digitally design the North and South Island based on how the Myth and Legend depicted them to look.
Click here if you want to watch the story.
This activity was fun because it allowed me to expand my knowledge on how Aotearoa came to be.
LI: To strengthen our trust with others
This activity was about having trust between our classmates to see how well we could cooperate. We each had a pencil and paper, and drew something on the paper while putting the paper on the back of our pairs. The person who was drawing against a surface was attempting to mimic their partners drawing as best as they could. This would let us improve our confidence and teamwork with each other.
I found this activity educational because I gained more trust in my classmates while having fun.
To help us strengthen our connections to our new topic of Relationships we worked collaboratively to draw lines between words we thought connected. The example I have chosen to share is the connection between disagreement and tolerance. These words have a connection because people shouldn’t act out when there’s a disagreement towards something.
This activity was fun because it allowed me to make connections to each word, and allowed me to grow my knowledge on relationships.
LI: To write a cinquain poem to describe a leader who inspires you
This term we have been building our leadership skills. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes leaders who inspire us.
A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.
I found this activity fun because when writing the cinquain poem I learnt new words and their definitions other than just writing hard worker into more powerful words.
For reading I have created a TEEL Paragraph about the Treaty of Waitangi. A TEEL paragraph is a structure used to write a paragraph that gives the reader correct information when they are reading about a text. In the TEEL paragraph I have written, it explains about when it was signed, the problems it caused from the British, how it was fixed, and how it could be honoured. The first paragraph is about what the treaty is, the second one talks about more about the treaty, like what happened before it as signed. The third sentence explains about the solution of the problem, and the last sentence explains how the treaty could be honoured, and how the rules are changing slowly over time.
I found this activity fun because I learnt what the Waitangi Tribunal since this was a new information to me, and writing this TEEL paragraph gave me a new perspective of the Maori culture, language, people, and history.
For reading we did a dot to dot connection task, which would help us link ideas to each 7 words. I worked with Hector, Fala, and Te Raumati , to get some good ideas from each other. For example we can connect treaty to honour because it was a big part of New Zealand history. Another connecion we can do is protection and iwi, because the Maori people wanted protection, partnership, and participation.
I found this activity hard because it was hard to find the connections between each topics.
LI: Use the words and language features given to write a story that makes sense in the time allowed.
Today we had a timed writing challenge to help us understand how to use a variety of language features. We worked independently because it was going to be hard to collaborate together in pairs in a google meet. After we finished the timed challenge our goal was to DRAFT our work and to identify where we had used the language features we were challenged to use. That means we deleted any words that we didin’t need, rearranged any words that didin’t make sense, added in words we had left out, and fixed out tenses.
The activity was a bit hard because I needed to have an idea of what I was going to write about fast and make the story sense.
LI: To set and visualise our goals for 2022.
A vision board helps us to visualise our goals and what we want to achieve. This is a part of our Careers learning as we know we will need to be setting goals to help us achieve the career goals we want to achieve in the future.
My board shows what countries I honour/respect, what I want to succeed, what college I want to go to, and lastly the school logo of what school I represent.
This activity was fun because this can set my goals for 2022 and achieve them.
LI: To write an imaginative paragraph that makes sense.
This week LS2 learned a game called quick write. My partner and I did three quick write challenges, and the paragraphs written needed to make sense by using the words provided. The main idea of doing this activity was using words that actually dont go together like tree and chair.
For the first challenge, we did 2 words for 2 minutes, and then we did 3 words for 3 minutes individually. Our goal was to try to beat our last quick write, and this meant that we could write any type of text story, but it had to come together and understand what the text means.
Lastly we did a super paired challenge. It was 7 words and 7 minutes. Each 7 groups had to pick one of the 4 nouns, 1 adjective, 1 adverb, and 1 transitional word, and we picked a word stand as an adverb, so this meant it was 7 words and 7 minutes, our total words we wrote were 108.
We enjoyed doing this activity because we were able to learn what quick write is and how we could do it.