LI: To invent 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. Our groups game is bee stop and it feature 2 modes. which is bee sport and bee sport (point system) We made our game with rules, advertisement poster and tournament poster.
LI: To think of 5 question to our Ancestor
Last week Ls2 made 5 question to our Acestor. We could ask any question to them. Here are my question: Who places a special ring in your finger?, Who is the person in your family who rules your wealth?, Did you have a nickname or a middle name? Why did the name mean?, Did you make your friends laugh? and What was your last word when you passed away what came out of your head?
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.
LI: to explain in a creative way what Matariki, food preservation and harvest time is using prior knowledge and originality.
This week, our tasks are being focused around the Matariki new year… today we have been writing about what is matariki and what it about.
Something I learnt during this task was that Matariki is one of the star clusters nearest to Earth.
I found this activity fun because I learn lots of facts about matariki
This week we perform our kapa haka to the panmure library.
First we was getting ready to walk to the library after we got to the library we started to get ready and started to get dress and practise the waiata. After that we went to perform our kapa haka to three kindergarten. We perform Tui, tamaki e and three more songs. Lastly after we finish perform the library we started to get ready and go back to school.
LI: To identify how authors use language features to create mood and atmosphere in a text
We have been exploring the ways writers use words to create mood and atmosphere in a text. Our group used a text we read in class called Hami Grace’s Diary. This text describes what life was like for Hami Grace as a soldier in WW1 who was waiting for his chance top fight in the war. You can see the ways the author used different language features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO.
My favourite example in the text we read was when he used irony because it showed what was happening and what he was really thinking.
I found this pretty hard because I didn’t understand the language features
LI: To make an informed opinion
A provocation is an action or speech that triggers strong feelings about a topic. Over the last few weeks we have been learning about the experiences of the men of Te Hokowhitu – a – tu, the first Maori Battalion in WW1. These men had very different experiences to the men who sign up today. Our challenge throughout this unit has been to answer the question: Should the men of the native contingent have had the right to prove their mettle at the front?
LI: To describe the mood and atmosphere in an image
We have been exploring the ways writers use words to create mood and atmosphere in a text. We used this knowledge to help us describe an image from WW1.
I found this activty fun because i learnt new words
LI: To discuss a text we have read
Who might have designed the crest of the taiaha and tewhatewha, crossed through a crown for the first Maori Contingent?
Why do you think these symbols may have been chosen?
Do you think the men of the Pioneer Maori battalion saw themselves represented in their crest?
Learning conversation recording.
http://https://drive.google.com/file/d/1PFzihlXBC33l15u5E44qQxntDqmy6dZl/view?resourcekey
Over the last few weeks we have been learning how to have a learning conversation in our reading groups. We use this time to talk about the texts we have read and show how we understand. We have been trying hard to use information in the text to help us show others why we think the way we do. An example I am proud of is…. Our challenge has been to include everyone in the group so that we keep the talk going.
I think I am good at reading but I still need to work on learning the words.
LI: To map the highs and lows in the character’s mood and emotions as the story progresses
We read the texts ‘Home Little Maori, Home’ and ‘Hami Grace’s Diary’ and as a group discussed in our learning conversation the ways the mood and emotions felt in their experiences in WW1 affected these men (Rikihana Carkeek and Hami Grace).
We think both of these texts show how hard the war was back then for people because of how aggressive and helpless they were in the war.