Tag: Writing

Formal and Informal Language

LI: identify the style of a piece of text informal/formal.

This week for writing we have been learning about the formal and informal languages and the ways we use them by. Before we created this DLO, we changed informal text to formal using our skills we have (e.g. give me my money back is informal, so it could be changed to I would appreciate it if you could receive my money back).

In this ativity we gave examples of what could be used in formal and informal. I think it is important to know what should be in both texts, as we wouldn’t want to write it informally in an important email.

I enjoyed doing this activity because it helped me to identify how we can identify each formal and informal language.

Venn Diagram

LI: To list the similarities and differences as you can between the two texts

 

Our task here was to compare the similarities and differences between the same story told from two different perspectives. We read The 3 Pigs and The True story of the 3 pigs. The first text was told from the pig’s perspective and the second story was written from the perspective of the wolf.

Something I found interesting was how the wolf and the pigs had different sides of the story, which made it hard to see what was the truth, and if they exaggerated a bit on their side. 

Who is at Fault?

LI: To make an informed opinion.

This week we have been learning about bias. Bias can be objective which means you don’t let your past experiences affect your opinion or subjective which means you let your past experiences affect your opinion. We looked at the same story from different perspectives. A perspective is viewpoint on how you look at the story. After reading and summarising both texts we thought about and talked about the facts to help us make an informed opinion.

Our group found this interesting because everyone had different ideas on who is at fault the pigs or the wolf. 

Something I found was that even though the wolf had said his side of the story, that didn’t influence me to think that he was the victim instead of the pigs.

Creative Sports Challenges / Kings Court

LI: To create a new sports challenge/game for the class to play using our prior knowledge of sports.


Over the past week, LS2 has been working collaboratively in groups to create a unique and competitive sport challenge. We did multiple challenges that lead up to the making of our official game, which includes making the mascot, a chant and a costume.

Some things we had to include in our game was safety rules, a scoring system, a list of the equipment we need, a map out of the playing area and we had to make sure to bulletpoint information so it is easy to read.

Our group’s game is called King’s Court and it is a tournament-style dodgeball game. To play, there are 5 groups of 7. Team 1 and Team 2 will verse first. Then Team 3 and 4 will verse while Team 5 rests. Next, teams 3 and 4 will rest while the winner between Team 1 and 2 will verse Team 5. This will continue until the end of the game. At the end, the losing teams will merge and the winning teams will merge. These teams will finally verse.

This activity and task helps us to become familair with using our prior knowledge and apply our thinking to our learning, as well as working collaboratively with a large group of people.

Matariki Cinquain Poem

LI: To write a cinquain poem to describe Matariki

Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. 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 enjoyed doing this activity it let us use creativity when writing our cinquain poems.

Vocabulary Knowledge

LI.To explore and extend your vocabulary knowledge.

Today my partner and I learnt new vocabulary. We did this so we can expand our vocabulary knowledge.

The first word we learnt was interact, we learnt what it means and how to include this in a sentence by doing ‘what would you…’ For Example: What would you rather interact with, a cicada or a weta. Then we shared our opinions and had a learning conversation if we disagreed or agreed with our reasons.

Next, we defined the words we learnt by role playing. The Words we learnt were urge, commend, banter, and stern. We used these words to make an audio recording to give an example for each of our new vocabulary.

We enjoyed attempting this activity because it helped expand our vocabulary knowledge.

Cinquain Poem

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.

Treaty of Waitangi TEEL Paragraph

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.

Quick Write Online Challenge

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.

Quick Write Challenge

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.