Positive Commenting

LI: To comment on other peoples blog's to give positive feedback.

This week I made a comment on Andrew's Blogpost. His blogpost is talking about a soldier named Charles F. Alison who fought in World War 1. This is a very interesting Infographic talking about Charles Frederick Alison's Past and the story behind his tale.

Duffy Assembly | Robert Rakate

In the Duffy Assembly, PBS Introduced our Duffy Role models; Robert Rakate and Ollie. Ollie works for the Main freight. The main freight company provides the books for PBS. In the library, Duffy assemblies and other book included periods in school, are all because of the Main freight Company. Ollie and Robert Rakete are friends.

Who is Robert Rakete?

Robert Rakete is the 'Brown Wiggle' in the wiggles, and he has acted on 'Dancing with the stars'. He is on a weather channel called 'The Breeze'. As a wiggle, Robert Rakete has written a song called, Have a good day, Kia Pai To Ra. Robert Rakete's favourite comic book series is Asterix. 

Addition | Subtraction | Basic Facts Boxes | Speed Demon

This week I did basic facts. I attempted the speed demon challenge. I did all subtraction and addition in 3 minutes 1 second. This is a new record. The pictures shown on the slide are proof that I did the challenge.

Inquiry | Poems | Haiku |

LI: To identify the purpose of poems.

This week we had to make our own poem based on an emotion. We had to choose from 4 different types of poems: Haiku, Diamante, Limerick or Cinquain. Using one of the poems, we had to write a poem based on the chosen emotion. It didn't matter if it rhymed or not.

My emotion was Fear and my poem was Haiku. The only chosen Poems were Diamante and Haiku. Limerick and Cinquain were not chosen by anybody. Using one of the sites or videos, we had to make the poem. It had to include what the emotion was like, what it does/what it makes you do, and what you can do/make that can cure that emotion. For Positive Emotions, the ending had to be something with what that emotion makes you do or feel like in a different way from the start.

Haiku
A Haiku is a Japanese Poem. It is Traditionally serious poems, but you are not forced to make it like how Japan people do. A Haiku is also mostly about seasons.  In a Haiku, there are usually 3 lines in the whole poem. The first line in the poem has usually 5 syllables in it. The second line has seven syllables and the last line has 5 syllables. The first line is talking about what your chosen item is, the second line is a phrase that talks about what it makes you do and the last line, in this case is what you can do to cure that or stop it.

Diamante
A diamante is a poem put into a diamond-like shape. A diamante is usually just words talking about something. To make the diamond shape (In our case: Using Emotions) we have to start with just 1 negative emotion, whether you have a negative emotion or not. Then further down, you have to attempt to describe it. Then even further down start to approach a happier and more positive feeling.

Extra | Tounge Twister

This week I did a tounge twister called, the best way to outsmart others. It's a tounge twister because in the text it has multiple th sounds in it. We had to record out tounge twister using Flipgrid. Here is the link to the Flipgrid Tounge Twister.

Music | Applying Our Learning |

LI: To apply our skills

This week we were playing different songs using the Xylophones. The Piano players used headphones so we couldn't hear them while we played, and they couldn't hear us while we played. The People with Ukeleles were outside trying to play songs using the different chords of the ukelele. 

The chords we played on the Xylophone were, A, F, C and G. The songs we played using those chords were;

1. We don't talk anymore
2. Lazy song
3. Count on me
4. Lean on me
5.Shotgun

Writing | Imaginative Recount | Little Red Riding Hood

LI: To write an Imaginative Recoun

t This week we were focusing on writing events and ending in an imaginative recount. Today we had to complete the events and ending in little red riding hood. By taking over one of the perspectives of the wolf or red riding hood, we had to write THEIR experience of what happened in the story and turn it into a imaginative recount.

 Our feedback was amazing because we used good vocabulary. We had to write the events and ending including the experience of your character. We took on the perspective of Little Red Riding hood and my group decided to make the ending interesting and different from the actual narrative so we included all the village, mother, the hunter, the wolf and little red riding hood all in 3 slides.

Maths | Statistics | Presentation | Conducting Data

LI: to learn about the class or school using statistics.

This week we had to make a presentation showing all the results and information we gathered using statistics. In the Presentation we had to include the study question that we had to answer, The method we used to collect the data, our estimated (guessed) answer and our results and conclusion. The results had to talk about the graph's information. The conclusion had to talk about the votes. (Example: The highest and lowest voted areas)

When we presented on Tuesday, everybody had to have a part to say in the presentation and they had to talk about each slide. My group got 6/6. This was good for our group because each group had to be split up into 2. So we had 8 subgroups and total and each subgroup needed to make a presentation about their collected data.

Term 1 Kiwican Overview

LI: To recap everything we did in Kiwi Can

Today in kiwican we recapped all of the learning from term 1.
Our big theme was Positive Relationships.
Our 3 modules were-Positive Communication, Friendship, and Cooperation.
We made 3 groups. Each group talked about the 5W's and H for 1 module.
After we talked as a group, each group shared their ideas back to the class. In Kiwican I enjoyed playing Netball Tag because you need to work as a team. 1 Thing I learnt in Kiwican was that you can have friendships with almost everybody you know and don't know discarding identity. 1 Thing I think we need to improve was to communicate and work as a team in games like Netball tag.

Reading | WW1 | WW2 | Infographic | History

LI: To unlock keywords to summarise information.

This week we were creating another infographic talking about the history of another person. My character is Te Raungaanga Mahuta. He was forced to join the war when he was 16. We had to include the 5W's and The H. I added extra information because there were more interesting details that were too good to leave out.

Our infographics had to have the picture/portrait of the person on the Infographic and as evidence that we did the work, the resources we used to collect this information and summarise. This links to keywords and summarising by how we have to find information on different sources and sites and use that information to summarise into information we wrote down on the infographic.

Thanks to the resources below to for allowing me to search the history of many special people in the past.

 Site 1: Walking with an anzac - 100 Discoverey box items
Site 2: Walking With an Anzac
Site 3: Auckland Museum - Online Centoph
Site 4: Auckland Museum

Reading | WW1 | Research

LI: To search a range of resources to find information

This week we were learning about WW1 people. We used replicas of relic items from WW1 and WW2. We had to research the relic and find out about the person who was linked to it. My person was Henry Edmund Stratford, A WW1 Soldier.

We had to make an infographic on our person including the 5W's and the one H. In reading we were focusing on summarising text to talk about something. Thank you to the resources below for making it possible to find the information needed in this task.

Link 1: Walking with an Anzac
Link 2: Auckland Museum

Commenting

LI: To post a positive Comment on somebodies blog

This week I commented on Charlize's Blogpost about Harriet Simeon. This task was for reading and she had to make an infographic talking about the 5W's and the H. You can find her blogpost on the LS1 Blogpost Site. Below the logo, in the gray colouring, click on Blogposts and find Charlize's Name (Or any other wanted person) or you can click on this link.

Music | Ukelele | Keyboards | Xylophone

LI: To apply our learning in music

This week we applied our skills and knowledge to play the instruments in music. We had a choice to play either Xylophone or Ukelele while people took turns on the Pianos/Keyboards. We applied our learning by having sheets of music and using the chords and notes to play. The People With Xylophones were playing short song examples and the people on the Piano/keyboards were using headphones so neither xylophone or Ukelele could hear them and get interupted.

We were just applying our learning to play the 3 instruments. We didn't learn anything in this session but to use our learning in music to play and create sounds with the instrument provided in the music room. Whaea Ode has been helping us to learn these musical items and we now have the skills to play all 3 different instuments in the music room.

Poetry | Inquiry | End Rhyme | Alliteration | Assonance | Consonance |

LI: to identify purposes for poems

This week we were learning about Poetry. Poetry is a text for communicating ideas and expressing feelings to people. Potry can include sound patterns. They are rhyme and rhythm. Rhyming is repeating sounds in words. There are four kinds of rhyme. Consonance, End Rhyme, Alliteration, and assonance.

We learnt about rhymes and rhythm by highlighting what 4 different poems looked like, what the poem sounded like and what the poem was talking about. We needed to, using the highlighters, write at the bottom of the poem one of the answers to the 3 questions.

Consonance is a repeated consonant sound (Opposite to vowels). For example:  'Drop and Hop', Said the man in with the Top. This has consonance because in the example, Croak, Cry and Crocodile have the same consonant sound at the start.

End Rhyme is having text and words in that text, have sounds that sound alike. e.g, Hickory Dickory dock. The mouse ran up the clock. Dock and Clock have the 'ock' sound in them. This makes them rhyme.

Alliteration is repeating the beginning sounds in a word. Example: Croak and Cry, Went the Crocodile Crew. The majority of the beginning letters were 'C'. This makes an Alliteration because most words have the same start.

Lastly is Assonance. Assonance is repeating vowel sounds in words and text. From plants, come ants. From ants come itchy pants ect. The assonance in this example is 'ants'. The word ants in this example can be found in the word pants and plants.

Kiwi Sport | Ki O Rahi | Full Game

LI: To practice the full game of Ki O Rahi

Today in Ki O rahi we were practising our skills to play ki o rahi. We haven't learnt anything extra but there are things that we need to do better. They are; Communicate, Co-operate, Teamwork and to respect equipment, players and areas in the game.

Taniwha
In Ki O rahi there are 2 teams, Kioma and Taniwha. The Taniwha, in the story, tries to attack Rahi. The Taniwha's main goal is to stand in te roto, and throw the ki at the tupu. One hit = 1 Point. The boundries for Taniwha are Pa whero, Te ara and te ao when trying to score.

Kioma
The second Team In Ki O Rahi is Kioma. Kioma's goal is to touch as many po as possible or wanted with the ki and avoid getting ripped once or twice. The Boundries for Kioma are Te roto, Te ara and Pawhero. After touching one or more po, they have to run into te roto and score a try in pa whero. If A Kioma Member touches a Po but the ball drops or the person is ripped, then the score is back to 0. If a Kioma Member touches 2 Po and run into te roto and score in pa whero, without being ripped they get the points.

Kaitiaki
2 Members of Kioma Team are Kaitiaki. In the story of Ki O Rahi, the Kaitiaki is an eagle and it protects the rock/tupu. In the game, the kaitiaki do the same and protect the tupu. They are the only roles in the entire game that can go in pawhero. They have to prevent Taniwha from hitting the tupu with the ki. They are not allowed to touch the tupu while guarding.

Kicker

Another Member of Kioma is Kicker. The Kicker always starts of the game. They have to stand in Te Marama and kick the ki into pawhero. Then the Kaitiaki have to try and catch it. If it drops, roles or taniwha catches it then it is a hand over to taniwha team. If they catch it, they have to pass it to somebody in their team. 

Kiwi Can | Positive Relationships | Friendship | Saying 'No'

LI: To Build Positive Relationships

Today in Kiwican we were learning about Friendship. We learnt that there are times we can say No! We talked about  situations where it is okay to say no! We discussed different ways to say no that don't cause disrespect.

We did an activity called Empathy roleplay. A group acted out a situation and as a class, we needed to decide the way to say no! Our options were;

1. No thanks.
2. Let's do something else instead.
3. It's just not my thing.
4. Thats not a nice thing to do.

Basic Facts Boxes | 200 Addition + Subtraction

LI: To do basic facts boxes

This week, I did all 200 Basic Facts boxes equations. My time was 3 minutes, 48 seconds, 61 milliseconds. All were correct but there were some mistakes that I wasted time on to fix. What I need to do better next time I do Basic Facts Boxes, is focus on answering the question, not getting the answers perfect. This time I only went up to 10 because I did all 200 of the questions.

Maths | Statistics | Cleaning Information |

LI: to learn something about the class or school using statistics

This week, we were cleaning our responses to see if there were any double ups. After making the google form, we had to work together to check our responses to see if anybody had responded twice or if there had been somebody that hadn't put a result.

Our result is 46 responses and we deleted all the double ups. There were no people that hadn't responded except people who were absent the day we gathered up the votes of their favourite place to rest in panmure. We used statistics to learn more about the class, because we used their opinion about where the students in our class most like to sit and rest in PBS.

Writing | Little Red Riding Hood | Reveal | TREE

LI: To write an imaginative recount.

This week we were focusing on turning a narrative into a recount using one of the main characters perspectives. We used the story, little red riding hood and we had to try and take the perspective of either little red riding hood or the wolf. First we had to write a plan using TREE. In the Reveal, we had to include who, when and where. Including the hook to catch readers attention in the start of your recount.

In our events plan, we had to make bullet-points about what each paragraph in the events would mainy be about. Example: First paragraph in the Events talks about... (Bullet-point) Meeting the wolf. That means the first paragraph would be talking about how little red riding hood met the wolf. In the wolfs perspective: (Bullet-point) Meeting Red Riding Hood.

In our NEW TITLE IDEAS slide, we had to write back-up titles in case the main chosen title wasn't good enough, appropriate, make sense and if the title didn't link to the story. The main thing we were learning today was to write an imaginative recount using the ideas of a story. Today we were planning TREE, Creating Interesting Titles and talking about reveal.