Maori

LI: To learn new Maori translations.

For Maori we translated Maori words into English words. We had to translate a short scene to English because it was all said in Maori.We translated questions and we had to answer them. The questions weres: Who is your friend?, Who are your friends?, Who is your grandmother? Who is your grandfather?, Who is your mother?, Who is your father?, Who is your brother?, Who is your sister? and Who is your older sibling? We had to complete and blog the finished product.

Cybersmart | Smart & Legal

LI: To understand the legal use of images

This week, We were learning about legal and illegal uses of images and photos. First we had to define what legal and illegal means. Legal means when you have the right to use something and it is appropriate. Illegal means when you don't have the permission to use something and it is inappropriate. We had to find two illegal and legal websites of images. Two legal websites I found were: Pixabay & Unsplash. Two illegal websites are: Flickr (only some images) & Shutterstock. For the legal box we had to add in 1 example of a legal to use image and for the illegal box we had to add two illegal to use images.

Kiwi Sport | Tennis

LI: to learn the basic grip of a tennis racket

This terms Kiwi Sport coach is Coach Peter. He introduced us to our new Kiwi Sport theme this term. He taught us the basics of Tennis through a Warm Up and Activity.

Warm Up - 
In pairs, our task was to have one person dropping a ball from above the other persons hand(s). The person with their hands out had to, when the balls dropped, turn over their hand(s) and try to catch the ball as quick as they could. We did this to warm up our reactions and reflexes.

Activity - 
In a group of four, two people started off with the tennis rackets. The other 2 people stood behind one person on each side of the tennis net. The task for the people with the rackets was for one of the two people to throw a tennis ball underarm and the other person on the other side had to hit it with the racket. Both sides took a turn to do this using 3 balls. Then we swapped over and did the same.

For the second part of our activity, we were also in groups of four. We did almost the same thing but this time both sides had a tennis racket and one side had to start off with one tennis ball and their goal was to hit the tennis ball to the other side with the racket and try to hit one of the three cones opposite their side. If they manage to hit a ball on the other side, the person on the side that they hit the cone on had to give the cone to the other person. Then we swapped over and did the same. This was a competition because the side with the most cones at the end won.

Techniques - 
We learnt the Forehand and backhand technique. For the forehand, one hand had to be at the bottom of our racket. This hand had to be our dominate hand. For the backhand, we needed to ave to hands on the racket. Our dominate hand stays at the bottom the handle and our non-dominate stays at the top.

For right- handed people, when hitting to the right, we only use one hand which is our dominate hand, to hit, using the Forehand technique. When hitting to the left, we use the Backhand technique and use both hands in the correct order.

Kiwi Can | Resilience | Respect

LI: To learn how to treat ourselves and others with respect.

In Kiwi Can we were learning how to take responsibility for our mistakes and to respect choices of others. Firstly we had a short recap of how we can treat ourselves with respect. There was a big white board with multiple words on them. We had to choose three of them that best described us and what we like to do. Examples: Some words were Maths, Reading, Writing, Art, Sports, Technology. I would choose Art, Technology and Maths.

For the first part of our energiser we needed to split up into 4 groups. There would be a different leader for each mini game of the energiser. For the first one, the leaders were shown a card of instructions and they had to memorise it and tell the instructions to the rest of the group. The group had to cooperate to do the instructions and then sit down once done. The instructions on the card were: 5 steps forward, 4 jumps back, 3 hops forward 2 steps back and 1 jump forward.

The second part of our energiser there was a new leader. The Kiwi Can leaders told the next group leaders the instructions. Then come back and tell the rest of the group what to do. The instructions were to spell RESPECTFUL but each member of the group has to say one letter and then the next person to spell RESPECTFUL.

In the third part of our energiser there was yet again another new leader. They came back with the instructions that we had to all clap at the same time twice. We had 2 minutes to practice clapping at the same time and then we had to show the other groups how we had done.

Then we moved onto our activity. For our activity we were split into 2 different groups. We played Human knot. Both groups had to make 2 circles and linked hands with the person opposite side to them. Once all the hands had been linked we had to work together to untie the human knot back into the circle without releasing our hands.

Then we played GKQ. The questions that we were asked were linking to the topic of international and about countries and nature. Ayden had started off the game and we had to go all the way around in order to finish the game. I ended the game as Master.

Kiwi Can | Resilience | Respect

Our theme for this year is Resilience and our topic for this term is respect. First we had a short recap of what we learned last week and then we got to our energiser.

Our energiser was called VS. The Kiwi-Can leaders read out 2 different things of the same catagory and we had to choose left or write which one we preferred.  Once we had chosen, the Kiwi-Can leaders would ask 1-3 people from each side to say why they chose that specific side. The side that could persuade the kiwi can leaders the best got a point.

For our activity we were split into 2 groups. Firstly my group had to get into a group of 2-3 and sit linking our arms together. Our goal was to stand up without letting go. The second task for my group was to stand in a circle facing left and attempt to sit down on each other without falling. This was a difficult challenge.

This linked to respect because we had to respect eachother and their mistakes even when hey got it wrong.

Maori

 
LI: To finish tasks that relate to Maori.

This week we had to complete the tasks we were given from last week. We finished all of our tasks so we got to do an extra task which was called Wiki Rua. We had to translate the English countries/cities into Maori. We worked in the same group as last week. My group and I used the Maori dictionary to find out what the countries/cities Maori name was.

Writing | Recount

Our task was to write a recount with the topic of winning a sport. After we finished writing our recount we had to mark it in 7 different areas. Ideas, S&L, Organization, Vocab, Spelling, Punctuation and Sentence Structure. Then we had to total up our score.

The second part of our task is to make a copy of the sport-winning recount and edit it. We had to change the colour, font or highlight the changes we made. The doc shown is the un-edited document. We had to get feed-back on our un-edited document and my feedback was that the un-edited was all 5's. Here is the link to the edited document.

Inquiry | Companies

LI: To learn enterprise and business

Our task for Inquiry was done in groups of 8. Firstly we had to half our group. One side of the group went to work space 2 and the other stayed in work space 1. The group in workspace 2 had tons of company logos to sort out. They were able to sort it out in any way. In colour, what they sell and more. We had to seperate them and sort them out into their suited groups before time was up.

My group sorted them out as what they are/what they sell. Example: Car brands and Social medias. Once time was up we had to swap and the people who WERE in workspace 2 had to make a google draw and insert photos into the draw including lables. We had to muddle up the pieces of paper to make sure that the other half of our group had to sort out the logos themselves. After we finished we had to see if we had sorted the companies the same way. Then we had to blog our google draw of our company pictures and lables.

Reading | Roald Dahl | Bookmarks

This week we had a task which was to choose a Roald Dahl book to read. Once we had chosen our books, we were given an expectation to read to. I chose the witches book and the expectation to read to for the witches was up to the 4th-5th chapter called Summer Holidays. This book is about a boy who lives with his grandma and learns all about how to recognise a witch. The grandma tells stories of what happened to kids who interfere or went missed because of witches.

We had to make our own bookmarks including the things we think a good reader should have. We also had to include our name and our bookmark design to use for our books. We were in groups of 5 and made these bookmarks. We are now using them to mark our current places in our Roald Dahl books.

Orchestra Trip

LI: To watch and observe how a live orchestra plays.

On the 23rd of October 2019, students from room 5, LS1 and LS2 took a trip to the Auckland city to see an Orchestra band. Stories were told using the music of the orchestra. We were showed what individual instruments sound like and what they are called. Lots of the instruments were: Cellos, Violins, Trombones, Trumpets, Drums, Brown Bass and more! We were taught what the conductors actions are when controlling an orchestra.

A story was showed while he music was playing. The characters were: The water goblin, Odette, Odette's father, Moon-man and Moon-boy. Odette's father was a puppeteer and his daughter was also a puppeteer. First it showed the water goblin on a rope up in the air climbing and climbing until eventually he does multiple horizontal strings holding onto the rope and being able to swing himself here and there. There were alot of gymnastic-like styles the water goblin performed. It was amazing.

Next it showed Odette and her father practising their a puppet show. The water goblin appeared on stage and had seemed to have poisoned Odette's father. Odette searched for her father but no-where to be found. Moon-man and Moon-boy appeared onto stage as well with Moon-man having a giant white umbrella and moon-boy having a small little shiny umbrella. Moon-man jumped onto his umbrella as it had risen up into the air. He did flips and risky balances on the edge. Later moon-boy joined in as well.

Finally the story continued, Odette searching for her father as he returns on stage with a goblin like hand and a horrid look on his face. Odette had no care for how her father looked and soon realized that with love he could be healed. It worked! Her father had been healed, Moon-man and Moon-boy as well as Odette came onto stage and Odette took a turn with moon-man on the umbrella with moon-boy sitting on the ground under his umbrella.

The ariel dances fit perfectly into the sound of the music and how it was played. It was amazing and no words could describe the astonishing live performance of a playing orchestra.

Maths | Aerodynamics

LI: to research

This week we had to complete an activity in order to find out our study topic for this terms maths. We did this in groups. The activity we had to do was to find the definition and the function of specific words that related to the topic. The words we had to find definitions and functions for were hints to our topic. Not all words had a function. We had to make a table and do some research on the words. Once we finished finding the definitions and functions, we had to put our prediction at the bottom the google doc and say what we thought the topic was going to be.

There were 21 words in total. We had to divide and conquer to complete the task within a certain time limit. After we discussed the answers we had to say our predictions and specifically state every answer we thought as well as the prediction. We are now studying aircrafts.

Basic Facts

LI: to remember basic maths facts.

This week I did the SPEED DEMON challenge up to 20. I completed all 200 mathematics questions in 1 minute 17 seconds. Here are proof.

SSR Selfie

LI: to summarise and retell a text.

This week my book is about Geronimo Stilton and how he travels back in time once again and visits 3 different time periods. The time periods he visited were: Napoleons century, Vikings age and the years of King Solomon.

Inquiry | Enterprise | Business | Companies

LI: To learn Enterprise and Business

This week we learned the definitions of Enterprise and Business. Our task was to (in groups of 3) make a slide and list as many companies including information like what that company sells/does, and the price range. My group decided to include extra information instead of having plain space. At first we needed to discuss about what we thought Business and Enterprise meant. On our slide, we included what we thought it meant and what it really means.

Writing | Recount | Imaginative Recount

LI To revise the structure of a recount and reaffirm the marking criteria.

This week our task was to write an imaginative recount about a topic to prepare us for next weeks test. The topic/POV we had to write a recount was winning a million dollars through lottery. We had to explain what we would spend it on within reasonable price. After we finished writing the recount we had to score our writing in 7 areas. They were: Ideas, S&L, Organization,Vocab, Spelling, Punctuation and sentence structure. We had to rate it within 3 parts. 3, 4 and 5.

I rated my self multiple 4's and 2 5's because I think my writing could be better but it has improvement from a while ago.

Ideas
A three for ideas would be that you only listed what you bought in the recount. A 4 for ideas means that you explained the items you bought and why. A 5 for ideas means that you explained what you bought, why and added feeling.

S&L
A three for structure and language would be that you only used TREE. The 4 for S&L would be that you used TREE and you had a better title. A 5 for S&L would be that you have TREE and explained the Who, When and Where in the Reveal using detail in the explanation.

Organization
A three for organization would be that you don't have paragraphs but have some things in the right place. A four for organization means that you have dont have paragraphs but everything else is in the right place. A 5 for organization is that you have paragraphs and everything is in the right areas.

Vocab
3 for vocabulary would be that you have normal everyday language and no percise or elegant words. A 4 for vocab is that you have SOME percise language but the rest is everyday talk. A 5 for Vocab would be that you have percise language everywhere.

Spelling
A 3 for spelling is that you can only spell Playing, Walking, Friend, Outside, Where and outside properly as complicated words. A 4 for spelling means that you can spell multiple words correctly. A 5 for spelling would be that you spell everything correctly and spell difficult words such as millionaire and luxurious.

Punctuation
A 3 for punctuation would mean that you only have full stops but im multiple places but some arent correctly placed. A 4 for punctuation means that you have multiple punctuation like ' " " : . ! ? & in the correct places. A 5 would be that punctuation is used multiple times and in the right areas.

Sentence Structure
A 3 for S&S means that you have 80% simple and 20% Complex and Compund sentences. A 4 for S&S is you have a variety of used sentences properly. A 5 would be that you used Simple sentences to build effect for previous sentences.\

I got five 4's and two fives which equals up to 30. My total score is 30 which is a good score for 5-6 in school year.

Reading | Rap Lyric | Poetic Verse

LI: To build knowledge of vocabulary, and links words create to the wider world.

This week for reading we have been talking about building vocabulary and linking words to the wider world. In our reading groups we created two google slides, one for vocab building and one for a rap lyric vs poetry verse game. For example a rap lyric or poetic verse, " Now matter how hard it gets, Stick your chest out, Keep your head up and handle it".

Maths | Perimeter | Area | Fractions

LI: to recall core skills and knowledge for addition, subtraction, multiplication, fractions, and place value.

This week we calculated area and perimeter for different shapes. There were 6 shapes that we had to calculate the perimeter and 3 of the shapes we had to calculate both area and perimeter. 

For our next activity, our task was to identify time management. There were 4 clocks with different types. For two of the clocks, we had to add a certain amount of minutes and for the other two, we had to subtract minutes.

The third activity was identifying fractions. We had to identify the fraction of a 2/3 triangle and we had to see how many ways we could split a whole, equally. As the same activity we had to see how many ways we could share 24 circles equally.

For the fourth activity, we had to add and decimals. Example: 0.5 + 0.001 = 0.501.

The methods we could have used were: Basic Facts, Tidy Numbers, Place Value, Written Algorithm, Rounding and Compensating, Reversing, Repeated Addition.

How to Reverse:

35-23=?

Reverse:

23+?=35

3+2=5

20+10=30.

10+2=12.

35-23=12.

Maori

This week for Maori our task was to get into groups of 6/7 and complete 2-4 tasks. The tasks we had to complete were:

Whaea Odie: Understand parts of Maori Language. To translate questions like: What is your name?Who are you? Who is she/he? Who is your friend?.

Video: Our task here was to watch Scene 1 and 2 to a video and translate the maori language to english on a google doc.

Kupu: To complete a digital word sheet which we had to find the meanings and definitions to maori words. Examples: Toa, Roa, Koa, Ngutu Roa. WIP

Activity: We needed to complete a table with mixed up definitions of Maori gods (like Haumia-tiketike) and we had to write down what we thought that god/godess was the god/godess of and we had to research the real definition and insert it into the table. WIP

Our main objective here was to understand Maori traditions and language. We not only had to do this as a group but had to understand as a group.

Kiwi Can | Respect | Resillience

This week we introduced a new Kiwi Can leader. His name was Mr Semanu. Our new topic for this term is Respect. Firstly, we discussed about respect and what it means to us. What I learnt in this session was that we have to treat others how we want to be treated and that we cant respect others without respecting ourselves first. We had a short recap of this years Kiwi Can sessions.

For our Energiser, we played Apple, Banana, Orange. We had to stand in a circle facing one way. The instructions were, if the Kiwi Can leader(s) said Apple, we had to do a small jump forwards. If they said Banana then we had to do a 180 degree turn and if they said Orange we had to jump backwards. If a person did the incorrect combination or was the last person to do the action(s) then they were out. We did this until one person remained.

Our Activity was called One truth, One lie. To play this, we had to think of something about ourselves that was a lie and a truth. For example: I used to do Ballet Lessons or I used to be a skater. A few people from our class came up to say a lie and a truth about themselves. We had to choose which one we thought was the truth. We had to choose by going onto one side of the room. If we got it right, we had to keep track of our points. If we got it right we got 1 point.

These games were based on Respect because we had to be focusing on how we had to respect ourselves throughout the games and if we get it wrong, still treat ourselves and others kindly.

Theme: Resillience

Topic: Respect

Catchphrase: R-E-S-P-E-C-T, find out what it means to me!