Kubb | Warrior Game

Kubb is a throwing game that was meant to train vikings and improve their skill of axe-throwing. This game requires coordination, dexterity and skill of throwing.

In Kubb, there are two teams on either side of a shape (preferably a square or rectangle). Along both sides of the area are wooden blocks (which represent warriors), and the number of warriors on both teams must be even. In the middle of the area is a bigger wooden block with a spikey top (which represents the King). There are also wooden sticks which resemble battle axes, which the players have to throw.

To play Kubb, one team starts with all of the axes. The players take turns to try and hit one of the other team's warriors. The players must be behind their own warriors. The game does not allow the axes to be swung or spun horizontally. 

The goal is to knock down all of the other team's warriors before the other team manages to. As for the King, once a team has knock down all of the warriors, they are allowed to aim for the King. However, they can only throw the axe between their legs. When the King is knocked over, that team wins.

Kubb can help people improve the dexterity in their arm and their coordination skills. It can also help with their skill of throwing and they can eventually apply their coordination skills and skill of throwing to a different event.

LI: to practice aiming a throw.

Kiwi Sport | Touch Rugby

Our focus for Kiwi Sport, touch rugby was to practice using three and two man settles.

First, we got into groups of three and lined up behind a cone. Each group was given a rugby ball and started practicing three and two man settles. 

To do a two man settle, the person with the ball planted the ball, then the dummy-half picked up the ball and passes it back to the first person. Then the process repeats.

After that, we did three man settles. To do a three man settle, the person with the ball plants the ball, the dummy-half picks up the ball and passes it to the third person. The third person passes the ball back to the first person, then the process repeats.

Next, we played an attacking and defending game. The attacking team uses three or two man settles to force the defending team back and score a try. The defending team touches the person with the ball and then moves back until fifthem finals.

I really enjoyed practicing using three and two man settles in a game of attacking and defending. One thing I think I could work on is getting everyone involved in the game and moving straight forward to score a try.

LI: to practice using three and two man settles.

Inquiry | Model Materials

My class blogpost for LS1's group Inquiry task focusing on the materials for their shelters can be found here:

Kapa Haka Performance

My class blogpost for the kapa haka performance can be found here:

Reading | Novel Study

My class blogpost for Mr Wong's reading group's novel study can be found here:

Maths | Statistical Investigation

 My class blogpost for Mr Ogilvie's maths group's statistical investigation can be found here:

Reading | Novel Study

 My class blogpost for Mr Wong's reading groups (novel study) can be found here:

Writing | Storyboarding

My class blogpost for Mr Wong's writing (storyboarding) can be found here:

Maths | Statistical Investigation

My class blogpost for Mr Ogilvie's Maths Group's statistical investigation can be found here:

Maths | Basic Facts Boxes

Basic Facts Boxes is a can-do activity that helps improve a persons maths skills and challenges the person to quickly solve basic maths facts of all operations.

Today, I completed all my Basic Facts Boxes for addition and subtration up to 100 in 2 minutes and 21 seconds. I got all of the questions right.

I enjoyed solving multiplication and division equations and challenging myself to solve maths problems quickly. One thing I think I could improve on is trying to solve harder equations and getting a faster time.

LI: to rapidly recall basic facts.

Inquiry | Material Properties

Depending on the properties of different materials, they can suit certain situations better. The materials vary depending on the type of natural disaster. 

The materials that are appropriate for a storm are: PVC plastic, chicken wire, plaster, concrete and wool.

PVC plastic is a suitable material for shelters because it is flexible and strong. This material has been chosen to protect against storms because it is firm enough to withstand aggressive wind currents. 

Chicken wire and plaster is used to hold the walls and structure together. This material has been chosen to protect against storms because it can give the structure more protection and strength against strong winds.

Concrete is a suitable material and strong material for the foundation of a structure. This material has been chosen to protect against storms because it provides a strong foundation for an emergency shelter against storms.

Wool is used for many things, however in this case it is used to absorb water and rain. This material has been chosen to protect against storms because it prevents people inside of the shelter from getting wet and causing them to freeze.

It is important to have a good understanding of the properties of materials because this knowledge can be helpful when designing a strong, quality structure.

LI: to prepare materials for construction.

Reading | SSR Selfie

SSR Selfie is a can-do activity that encourages readers to retell a story that they have read, and using detail in their summaries so that the audience can understand and find interest in that certain book.

This week, I have done my SSR Selfie activity on a book called '101 Cool Science Experiments' by Helen Chapman. This is a non-fiction book that informs the reader about the many science experiments that you could conduct.

I really enjoyed reading about the different experiements that a person could take part in and do. I especially enjoyed reading the different facts that were in the book.

LI: to summarise and retell a story.

Reading | Fact Find | Flerovium

The Fact Find activity finds information and facts about a famous person, important historical person, visual art, performance art, literary art, sport, athlete, machine, animal, plant, enviroment, place around the world, space or chemical.

This week, I did the Fact Find activity on Flerovium, which is a chemical element. I found some very interesting facts about Flerovium, one fact was: Flerovium only lives for 0.97, then turns into atoms of copernicium.

I enjoyed researching and finding facts about Flerovium. One thing I think I could work on is finding information about a subject that challenges me.

LI: to learn about something new.

Maori | Conversations & Names

Our session's focus with Whaea Odie was understanding what letters and phonics are changed, and what they are changed to in order to write names in Maori properly. Another focus was to translate everyday conversations into english.

The first part of our task was to look at the list of names in Maori and the english translations of those names. The english names were not in the right place, so the Maori names and the english names were incorrect. We applied our knowledge of Maori letters and phonics to translate the names correctly without using the Maori Dictionary. 

Some of the letters that are changed when writing in Maori are J (which is changed to an H), D (which is changed to an a T), D and L (which is changed to an R) and V (Which is changed to a W). To translate a name like June in Maori, we looked at the letters and changed the J to an H. Therefore, June in Maori is Hune.

The second part of our task was to translate everday phrases into english. There were phrases such as 'Tena kotou katoa' and 'Kia ora e hoa'. We used the Maori dictionary to translate these phrases.

I really enjoyed learning about the what letters and phonics are changed to in order to write in Maori. I enjoyed this experience and worked hard to expand my Maori vocabulary. One thing I think I could work on is my Maori pronunciation.

LI: to understand the Maori letters and phonics to translate everday phrases and names.

 

Reading | Analysing and Evaluating Text Understandings

A novel study analyses information from a story to develop a persons literature skill and understanding of the text. This novel study is based around the story, 'Matilda'. Matilda is about a little girl who loves to read, and is incredibly smart. However her own family treats her unequally.

Miss Honey and Matilda arrive at Miss Honey's cottage, and Matilda finds that Miss Honey is very poor. Miss Honey talks to Matilda about what happened in her youth, and Matilda is baffled with what Miss Honey reveals.

Finally, Miss Honey informs that her aunt is not only very mean, horrible and terrifying, but is Miss Trunchbull, the headmistress of Crunchem Hall Primary. Matilda is shocked at being told this.

Matilda returns home and practices her magic on a cigar that she found in her parents room. She manages to gain more control over her power and is able to levitate objects and move them in the air exactly how she wants.

Novel studies help the reader evaluate their understanding of a book.

LI: to study a novel.

 

Maths | Fractions, Decimals and Percentages

Fractions are the equal pieces of a whole that has been divided by a certain amount. A decimal is an amount that is less than one. Percentages are a number or ratio that represents a fraction of 100.

A fraction has two parts; the numerator and the denominator. The denominator is the bottom number, and it represents how many pieces the whole has been divided into. The numerator is the top, and it represents how many pieces a person has.

Equivalent fractions are fractions that have the same value or are equal to eachother. Fractions such as 2/4 and 1/2 are equivalent fractions because one half of two is one, and one half of four is two.

Improper Fractions are fractions where the numerator is greater than the denominator. A fraction such as 5/4 is an improper fraction because the numerator is higher than the denominator.

Mixed Numer Fractions are when fractions have a whole and a fraction. 1 2/3 is a mixed number fraction because there is a whole and a fraction.

To make a fraction of a set of a number such as 24, find out one quarter of 24 by dividing 24 by three which makes eight. 8 x 2 = 16, so two thirds of 24 is 16.

To find the percentage of one quarter (of 24) which is six, divide 100 by four because 100 is the maximum percentage. 100 divided by 4 is 25, so one quarter (6) of 24 as a percentage is 25%.

To find the decimal of 25%, which is equivalent to one quarter (6) of 24, divide 100 (which represents 1) by four again to equal 25 (which represents 0.25 in decimals). The decimal of one quarter (6) of 24 is 0.25.

Knowing how to identify equivalent, improper, proper and mixed number fractions is important because it can make finding the percentage or decimal of a number easier. By understanding percentages and decimals, it can also help with addition, subtraction, division or multiplication.

LI: to develop problem solving skills and to use new strategies within maths.

Kapa Haka Performance

Today in Assembly, we watched a traditional Maori performance by a small kapa haka group.

First, the kapa haka group performed an entrance ceremony by blowing a horn and introducing themselves in Maori. They presented their kapa haka dance and talked about their traditional Maori weapons which were poi, taiaha and ti rakau. 

The poi and ti rakau are training tools that help develop dexterity for other weapons. The taiaha is a proper weapon.

Next, we sang He Honore to thank them for their dance, and our boys kapa haka group responded with a haka performance. The boys kapa haka group did the pukana in their dance as well.

After that, the classes split up to play some cultural games. The game we were taught was called Matau and Maui. Each person holds a stick, and when someone calls out Maui, we have to grab the stick to our left. When someone calls out Matau, we grab the stick to our right. 

This game taught us coordination skills and cooperation. This game is good for teaching soldiers how to coordinate and work together.

I really enjoyed watching the Maori performances that were presented in Assembly, and I especially liked playing Matau and Maui. This was a good opportunity to learn about the Maori culture.

LI: to experience and learn kapa haka.

Commenting Thread

A comment thread is an expanded conversation between two people that consists of a greeting, positive feedback and an open question. The different between an open question and a closed question is that an open question requires more thinking to give an answer and it expands the conversation. A closed question only needs a few words for an answer, and it does not expand the conversation.

This week I comment threaded with Farzana's on her blog post about what maths skills are used in jobs. She chose to talk about the maths skills used in the medical field.

First, I asked her what changes she could make in her storyboard in order to make it more interesting or detailed. Then, she replied and asked how I made my storyboard. After that, I replied and asked what a different topic was that she could do her storyboard on. She gave an answer and thanked me for starting the comment thread.

I enjoyed comment threading with Farzana and I enjoyed talking to Farzana about her storyboard and the changes she could make.

LI: to use open questions in a conversation.

LI: to expand a conversation. 

Kiwi Sport | Touch Rugby

Our focus for Kiwi Sport, touch rugby was to practice using three and two man settles.

First, we got into groups of three and lined up behind a cone. Each group was given a rugby ball and started practicing three and two man settles. 

We did two man settles by letting the person with the ball get touched and having the second person pick up the ball and pass the ball back to the person that was touched. 

After that, we did three man settles by having the person with the ball being touched, someone else picks up the ball and passes it to a different person.

Next, we played an attacking and defending game. The attacking team uses three or two man settles to force the defending team back and score a try. The defending team touches the person with the ball and then moves back until fifthem finals.

I really enjoyed practicing using three and two man settles in a game of attacking and defending. One thing I think I could work on is getting everyone involved in the game and moving straight forward to score a try.

LI: to practice using three and two man settles.

SSR Selfie

 SSR Selfie is a can-do activity that encourages readers to retell a story that they have read, and using detail in their summaries so that the audience can understand and find interest in that certain book.

This week, I have done my SSR Selfie activity on a book called 'The Taming of the Shrew' by Shakespeare rewritten by Anthony Matthews. This is a non-fiction book about Petruchio's plan to trick and confuse Katherina in order for her hand in marriage and change her temper.

LI: to summarise and retell a story.

Inquiry | Model Materials

 Our focus for inquiry was to determine the materials and the amount of the materials we would use to build a model for an emergency structure.

First, we brainstormed a list of materials to use for our shelter model. We thought about what materials we would use for different parts of the structural design such as walls, protection layers, windows and doors.

We knew that the maximum height of the shelter models would be 20 centimeters, so we applied that knowledge to measure the correct amount of materials and which materials would be best to survive a natural disaster.

Next, we measured the other dimensions of our structure to find out the other amount of the materials we would use. Our structure's dimensions were 20cm in height, 66cm in length all the way around and 2cm in depth or width. 

We found out the area and volume of the shelter by multiplying the height by the width. To find out the centimetres cubed as the measurement for the concrete, we needed to multiply the area by 2, then convert that to cubic meters.

I really enjoyed measuring the different dimensions of our shelter to calculate the amount of materials. Our company also found that figuring out the amount of materials needed was difficult but enjoyable.

LI: to prepare materials order for construction.

Reading | Explain that Idiom

Explain that Idiom is a reading can-do that expands a persons knowledge on idioms, idiom meanings and how they are used. Idioms are figurative phrases that don't mean what they say.

This week, I completed researched three different idioms, found the meaning of them and made a script to film a video that shows the usage of each idiom.

I enjoyed researching different idioms and using them in a video. One thing I think I could improve on is challenging myself by using idioms I don't really understand or know.

LI: to explain an idiom.

Maori | Volcanoes

Our lesson with Whaea Odie was based around identifying the different weather types and the names of mountains/volcanoes (in Maori).

First, we were given a document that listed 13 different mountains/volcanoes. Next to the mountain/volcano names were the mountains/volcanoes names in Maori. The Maori names were mixed up, so we arranged them so that they matched up to the correct mountain/volcano.

Next, we were given a sheet of paper that had boxes with pictures in them to show different weather and temperature types. We wrote down what the weather type was undernearth the correct picture.

I enjoyed revising the Maori routine and researching the weather types and names of mountains/volcanoes in Maori. One thing I think I could work on is expanding my Maori vocabulary.

LI: to identify the different weather changes in Maori.

Writing | Storyboarding

Storyboards are a series of illustrations that show what a character is doing, the camera angles and the setting in which something is taking place in an individual scene. 

The illustration requires enough detail for someone to figure out where something is taking place without needing a description. Writers and people draw expressions on a character's face and show an event in different angles to make it more interesting.

Storyboards have the scene name on one side of the illustrations.  People can choose to have a brief description to give more detail about what is happening in the illustration. If the illustration is very clear and detailed, it shouldnt need a description.

A storyboard has no words in the illustration. The purpose of a storyboard is to show the setting, the characters, and the camera angles of the story. 

It is important to have a good understanding of what a storyboard is and how to write a storyboard because that knowledge can be applied to a job or occupation, and can give actors a visual reference.

LI: To create a storyboard from a narrative.

Writing | Anywords

Anywords is a can-do activity that helps people recall words and letters when competing. The objective of this activity is to write words that connect to other words and be the last one to write a word down on the grid. If a person makes one word connected to another word, it is one point. If a person makes two words, it is to points.

This week, I finished a game of Anywords with Farzana. Farzana started by writing fly, and I wrote delighted using the L in fly. We continued this game and Farzana won by two points.

I enjoyed challenging Farzana, and I especially enjoyed recalling words and making new ones to connect with each oher.

LI: to recall and play with words.

Maths | Exploring Statistics

This week, we did a statistical investigation to figure out the average score of each group in Athletics Day.

First, we added up the data sets using a google sheet. To add data sets, we can repeated addition or multiplication. We wanted to add the data sets up quickly, so we used multiplication. If a data set was 2+3+3+2+1+3+4+2, we could make it easier to solve this equation by doing (4x1) + (3x3) + (2x2) + (1x1) instead. 4x1=4, 3x3=9, 2x2=4, and 1x1=1. We add all of the totals up and it equals 18. This strategy is quicker than repeated addition because instead of adding up the numbers individually, you can add them up all at once.

Then, we needed to find the average group score. We added all of the groups points then divided the total by the amount of classes there are, which is 9. When we add all of the scores; 19 + 17 + 19 + 26 + 17 + 24 + 18 + 18 + 24 = 182. Then we dividied it by 9 to make 20.2. This makes 20.2 because we know that 18 divided by 2 is 9, so we should know 180 divided by 20. 2 divided by  9 equals to 0.222222222, but we simplify the answer by rounding. When rounding if the decimal is four or under four, we need to round down. If the decimal is five or higher, it rounds up. 

It is important to understand how to use statistical investigations because it can make adding, subtraction, multiplying or dividing numbers easier.

LI: to explore statistical investigations.

Reading | Novel Study

A novel study analyses information from a story to develop a persons literature skill and understanding of the text. This novel study is based around the story, 'Matilda'. Matilda is about a little girl who loves to read, and is incredibly smart. However her own family treats her unequally.

In the fourteenth chapter, Miss Trunchbull pours herself a cup of water during her visit to Miss Honey's class. She discovers that a newt is inside her cup of water, and accuses Matilda of being responsible for this. Matilda, out of anger, tips the cup of water over onto Miss Trunchbull using her mind.

In the fifteenth chapter, Matilda confides with Miss Honey and admits that she tipped over the glass using her mind. Miss Honey asks for proof of this happening, and Matilda tips over another glass cup using her mind in front of Miss Honey.

In the sixteenth chapter, Miss Honey invites Matilda to her cottage to talk about her telekinetic powers. While they discuss the previous events, Matilda wonders about Miss Honey's past, and so Miss Honey opens up to Matilda about her early life.

Novel studies help the reader evaluate their understanding of a book.

LI: to study a novel.

 

 

Maths | Basic Facts

Basic Facts Boxes is a can-do activity that helps improve a persons maths skills and challenges the person to quickly solve basic maths facts of all operations.

Today, I completed five boxes of my Basic Facts Boxes for addition and subtraction up to 100 in 4 minutes and 2 seconds. I got all of the questions right.

I enjoyed solving complex addition and subtraction equations and challenging myself to solve maths problems quickly. One thing I think I could improve on is trying to solve harder equations and getting a faster time.

LI: to rapidly recall basic facts.

 

Athletics Day

Panmure Bridge School held it's annual Athletics Day. Athletics Day is based around using the skills we have learnt over the past terms to run, jump and throw. There are 10 different stations, and at each station is an activity that requires collaboration and application of skill.

The first station we went to was called 'Rob the nest' where we have to get the most balls into our net before the time is up. 

The second station we went to was the sponge relay where we have to make our way through the obstacles and collect water with a sponge. 

The third station we went to was called 'Shotput' where we have to push, not throw, the ball as far as we can. 

My favorite station was called 'Lifesaver' where we have to lay on our chest, and get up, run and grab a beanbag before they were gone.

Then, we took a break and ate the sausages we ordered for lunch. After lunch, qualifiers from the sprint practice ran the 60 meter sprint race.

I really enjoyed competing with other teams to run, jump and throw. I think my team worked well together and comitted to the activities. Something I think I could work on is long jumping. I also think I could work on pushing instead of throwing the ball in Shotput.

LI: to apply our knowledge and skill of sports and physical education to run, jump and throw.

Manaiakalani Film Festival

This week the 13th Manaiakalani film festival was held at Hoyts in Sylvia Park. I presented our film with two other people, name 1 and name 2. Some of the films we watched were about Covid-19 and...

We presented in three sessions throughout the day. We presented on stage in front of different schools in the Manaiakalani cluster. 

Our film satirised sanitising and the pandemic. Most other films about the pandemic were about safe distancing, and spreading disease.

The film I enjoyed the most was the one by Tamaki Primary about superheroes because it was funny and they showed their appreciation towards emergency services and essential workers.

LI: to present in front of the Manaiakalani School Cluster.

Reading | Fact Find

The Fact Find activity finds information and facts about a famous person, important historical person, visual art, performance art, literary art, sport, athlete, machine, animal, plant, enviroment, place around the world, space or chemical.

This week, I did the Fact Find activity on Amelia Earhart. I found some very interesting facts about Amelia Earhart, one fact was: Amelia Earhart's last words were sent in morse code.

I enjoyed researching and finding facts about Amelia Earhart. One thing I think I could work on is finding information about a subject that challenges me.

LI: to learn about something new.

Commenting Thread

Commenting Thread is an expanded conversation between two people that consists of a greeting, positive feedback and an open question. The different between an open question and a closed question is that an open question requires more thinking to give an answer and it expands the conversation. A closed question only needs a few words for an answer, and it does not expand the conversation.

This week I comment threaded with Farzana's on her blog post about what maths skills are used in jobs. She chose to talk about the maths skills used in the medical field.

First, I asked her what she supposed were some other maths skills required in the medical field. Then, she replied and asked if I thought being a doctor was a good job and why I thought that. After that, I replied and asked why she chose to do medicine. She gave an answer and thanked me for starting the comment thread.

I enjoyed comment threading with O'ninesha and I enjoyed talking to O'ninesha about the different examples of formality that can be used in certain conversations and situations.

LI: to use open questions in a conversation.

LI: to expand a conversation.

Writing | Screenplay

A screenplay is a story that has been converted into the dialogue parts only. A screenplay can give some description on how actors should speak and what the actors should do, but using brief sentences.

The features of a screenplay are the scene names, the name of the person that is speaking, what the person is saying, sometimes how the person is speaking and some of what the actors do. Sometimes, screenplays can include the camera angles.

The scene name gives the reader an idea and understanding of what the next scene will be about. When a person is speaking, the person's name is written down in all capitals and the speech is underneath the name, however the dialogue does not use speech marks. 

Sometimes, screenplays give more detail and description about how the actor should speak. Screenplays can also include brief sentences of what the characters do.

It is important to understand the features of a screenplay so that a person can apply that knowledge to their learning, stories and jobs. A screenplay gives people a strong idea of what should be said and done in a film. 

LI: to convert a story into a screenplay/script.

SSR Selfie

SSR Selfie is a can-do activity that expands a persons summarising skills. It can also help develop the skimming and scanning reading skill to look for the main parts or events of a story or text.

Today, I completed the SSR Selfie can-do on a book called 'Magnetism' by Joseph Midthun, illustrated by Samuel Hiti. Magnetism is a building block of science and can either repel or attract magnetic materials such as iron and nickel.

The most interesting thing that I learnt was that electromagnetism is a temporary magnet produced by running electric current through a metal object. 

I enjoyed learning about magnetism, how it works and the different forms of magnetism. One thing I think I could improve on is doing SSR Selfie on a more mature book to challenge myself with the summarising skill.

LI: to summarise and retell a story.

Maths | Basic Facts Boxes

Basic Facts Boxes is a can-do activity that helps improve a persons maths skills and challenges the person to quickly solve basic maths facts of all operations.

Today, I completed all my Basic Facts Boxes for multiplication and division up to 20 in 3 minutes and 28 seconds. I got all of the questions right.

I enjoyed solving multiplication and division equations and challenging myself to solve maths problems quickly. One thing I think I could improve on is trying to solve harder equations and getting a faster time.

LI: to rapidly recall basic facts.

Maths | Sharing Understandings

This week, we discussed what we had learned over the past weeks with another person who learnt something different.

First, we recalled what we learnt in week 1. We found someone that learnt a different skill than us in week 1 and discussed with our partner the strategies we used, the steps we took and how we used that skill to solve an problem. My partner learnt how to convert measurements.

What I learnt from my partner was that when converting km to m, divide by 1000. When converting m to cm, divide by 100, and when converting cm to mm, divide by 10. I also learnt that to convert mm to cm, divide by 10. To convert cm to m, multiply by 100, and to convert m to km, multiply by 1000.

Next, we switched partners based on the skills we learnt in week 2. The skills we learnt in week 2 were time, money, multiplication and geometry. We talked about what the skill is, and how you use that skill to solve an equation. My partner learnt about geometry.

What I learnt from my partner was that vertices are where edges and sides meet. Edges are lines helping form a side. Rotation is just turning the shape so you can see the shape from a different angle. Reflection is flipping the shape the opposite way. Transformation is the impact of changing the form of a shape.

I enjoyed this weeks task and sharing my understanding with someone else. I also enjoyed learning about new maths skills and knowing how to use them.

LI: to share and discuss our understandings.

 

Reading | Novel Study

 A novel study finds out information about a novel or a story, and analyses that information to develop a persons literature skill and understanding of the story. 

This novel study is based around the story, 'Matilda'. This story is about a little girl who loves to read, and is incredibly smart, however her own family treats her unequally. This novel study has been done on the eleventh, twelfth and thirteenth chapters of the story. 

In the eleventh chapter, Bruce Bogtrotter was called out for sneaking into the kitchen and eating Miss Trunchbull's private chocolate cake. So, Miss Trunchbull arranged an assembly and forced Bruce Bogtrotter to eat a giant chocolate cake as a consequence.

In the twelfth chapter, Miss Honey explains to the class that Miss Trunchbull will be visiting the class to see how well the students have been taught. Lavender takes this opportunity to trick Miss Trunchbull and capture and put a newt in her cup of water.

In the thirteenth chapter, Miss Trunchbull finally visits Miss Honey's class and tests them on their spelling, multiplication and reading skills. Miss Trunchbull punishes the children whenever they get it wrong, and is baffled by Matilda's wisdom.

Novel studies help the reader evaluate their understanding of a book.

 LI: to study a novel.

Maori | Revision

My class blogpost for Maori can be found here:

Maths | Solving Equations

My class blogpost for Mr Ogilvie's maths can be found here:

Reading | Novel Study

My class blogpost for novel studies for Mr Wong's reading can be found here:

Writing | Narrative

 My class blogpost for Mr Wong's writing groups can be found here:

Inquiry | Emergency Design Shelter

My class blogpost for designing emergency shelters for inquiry can be found here:

Kiwi Sport | Touch Rugby

This week in our session of touch rugby with Mark, we learned how to do 2 man and 3 man settles.

We played walking touch to apply our knowledge of 2 and 3 man settles into a game. We did 2 man settles by letting the person with the ball get touched and having the second person pick up the ball and pass the ball back to the person that was touched. Then, we did 3 man settles by having the person with the ball being touched, someone else picks up the ball and passes it to a different person.

I enjoyed this weeks session of Kiwi Sport. I especially enjoyed . One thing I could work on is focusing on my enviroment and not just the person with the ball.

LI: to learn how to do 2 people and 3 people settles.

Inquiry | Shelter Design Enquire

This week, our company (Shelters Inc) brainstormed ideas for an emergency shelter design. We needed to think of the structural shape and design of the emergency shelter. We also needed to think about what our shelter will be designed to resist.

My group used a design programme called SketchUp, that allows people to design and create anything they want in three dimensions. 

We chose to use a hexagonal-prism for our emergency shelter design. This is because a hexagon is a very strong shape, and it can deflect wind flow.

We decided to make the shelter out of tungsten because it is strong and polyurethane because it is absorbent. We think these are suitable materials for water and wind natural disasters.

Some changes we can make is the size of our shelter. We think that the size could be bigger because the shelter looks small and if it is more spacious, people can put more things in the shelter.                                                                                       

The walls should be very thick, roughly between a meter thick, and made of tungsten. They should be thick so they can withstand aggressive winds and strong water currents. Also because of the wind or water pressure will not break the wall.

The entrance of the shelter is 3.3 meter tall and 2.3 meters wide so that in case of an emergency, everybody can enter.

There should be windows so that the people inside the emergency shelter are aware of what is happening and can identify if it is safe to exit the emergency shelter. The windows should be fairly small, about 1.5 meters so that people can see out of them clearly.

LI: to digitally model an emergency structure.

Writing | Narrative

A narrative is a fictional story that mainly uses past tense and third person narration. The structure of a narrative is TOPES. TOPES stand for Title, Orientation, Problem, Events and Solution.

The title is a phrase that tells the reader about the topic of the narrative. The orientation introduces who was involved, what happened, when it happened and where that event took place. The problem is something that goes wrong in the story. The events are the steps the characters take to try solve the problem, and the solution includes the last things the characters do to solve the problem and the new normal.

If the narrative is mainly made up of dialogue, people add more narration. If a narrative has too much narration, people add more dialogue in order to balance it out to make the reader more interested in the narrative. To improve a narrative, people add more detail and change the parts that are could make the reader confused.

To plan a narrative, people often brainstorm ideas what the narrative is about first. When they have a brief idea of the narrative, people start to get develop ideas of who the characters will be, what the problem is and the solution. People think about how they will introduce the characters and set the scene, and they choose whether the characters fail or succeed with solving the problem.

It is important to understand the how to write and plan a narrative because it can someone can use and apply that knowledge to their everyday lives. It is also important to know how to improve a narrative so that the reader will find it interesting.

LI: to write a short narrative.

Commenting Thread

Commenting Thread is an expanded conversation between two people that consists of a greeting, positive feedback and an open question. The different between an open question and a closed question is that an open question requires more thinking to give an answer and it expands the conversation. A closed question only needs a few words for an answer, and it does not expand the conversation.

This week I comment threaded with O'ninesha on her blog post about formality. She chose to talk about the difference between informal and formal language.

First, I asked her what some examples are for formal and informal language, and what kinds of situations she would use that language in. Then, she replied and asked if I was familiar with formal and informal situations, and what some examples are. After that, I replied and asked if she had been in an any informal situation and how she could make that situation formal. She gave an answer and thanked me for starting the comment thread.

I enjoyed comment threading with O'ninesha and I enjoyed talking to O'ninesha about the different examples of formality that can be used in certain conversations and situations.

 LI: to use open questions to expand a conversation.

Maori | Revision

This week, our session with Whaea Odie was about translating Māori names into english by understanding the different phonics and sounds of Māori words.

We were given a document with a list of names in Māori, there were 20 names in total. 

We used Māori dictionaries to translate the names, but we also thought about how some Māori letters aren't always accurate. For example, with Māori names, the letter 's' is replaced with the letter 'h', so the name Susan in Māori would be Huhana.

I enjoyed this session of Māori with Whaea Odie, and I enjoyed translating the different names into english because I found it interesting to find out what the names were in english.

LI: to translate Māori names into english.

Duffy Theatre Show - Bex Meets Milly

Today, the Duffy theatre group performed a show called 'Bex meets Milly' which is about the Coggen. A Coggen is a mythical hybrid that is made upof a cat, a dog and a chicken.

First, the three actors introduced themselves as Fipe who played as Bex, Josh who played as Duffy, Aaron the farmer and the postman, and CJ who played as Bex's mum (Lex) and the Coggen. We started by singing the Duffy theme song.

Next, the Duffy theatre group performed the show for us. The first part of the story is where Bex meets up with Josh and tells him that she has a Coggen and named her Milly. The next major part of the show is where Milly runs away because Bex upset her by saying she'd be taken away. The final event is when Bex and Duffy find Milly and Milly lays an egg.

Lastly, the Duffy theatre group held a question and answer session.

I enjoyed this performance and I especially enjoyed the funny parts of the story.

Descriptive Writing

Descriptive Writing is a can-do activity that helps people practise using descriptive language to describe pictures.

I completed the Descriptive Writing can-do with two of the pictures shown below. I used similes and metaphors to describe the two images.

I enjoyed completing this can-do activity and researching figurative language to use for this task. One thing I think I could improve on is using more complicated figurative language in descriptive writing.

LI: to describe using interesting language features.

Basic Facts Boxes

Basic Facts Boxes is an activity that challenges others to solve maths problems of all operations quickly. There are two challenges within the Basic Facts Boxes: Speed Demon Challenge and Brain Box.

I completed the speed demon challenge up to 100 for addition and subtraction. I answered five rows  for addition and five rows for subtraction. I got a few of the questions wrong under time pressure. I did this in three minutes and seven seconds.

LI: to remember basic maths facts.

SSR Selfie

SSR Selfie is a can-do activity that encourages readers to retell a story that they have read, and using detail in their summaries so that the audience can understand and find interest in that certain book.

This week, I have done my SSR Selfie activity on a book called 'The Tempest' by Shakespeare rewritten by Anthony Matthews. This is a non-fiction book about Prospero's (a great wizard) desperate desire for justice.

LI: to summarise and retell a story.