6 Sentence Story

LI: Use 6 sentences to set up the structure of a narrative.

To help us put our learning this week together, we were asked to write a 6 sentence story. This story will be used as the text in our Manga comic DLO.

Cinquain Poem

LI: To write a cinquain poem to describe an anime character.

This week we have been exploring the world of anime and manga. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes our favourite anime/manga character.

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 taht 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. 

Ancient Greek Olympics Presentation

LI: To give a presentation on the Ancient Greek Olympics.

Last week, LS2 gave presentations to the class about what we know on the Ancient Greek Olympics. For this task, my group used Prezi to present and recorded a Screencastify to present to the class. Prezi is a good way to keep your audience entertained by animating the different areas of your slideshow.

We talked about what the Ancient Greek Olympics was and what took place on the five days of the Olympics. We also gave 5 fun facts about the Ancient Olympics.

I enjoyed this because it was fun to present and learn about the Ancient Greek Olympics as well. One fun fact that I learnt about the Ancient Greek Olympics was that one athlete trained by lifting a bull calf everyday until it was a full grown bull.

Hauora as an Athlete

LI: To write what Hauora might help an athlete with.

Our objective for this task was to make a Hauora poster based off what we know of athletes. We wrote what we might think an Olympic athlete would use the four areas of Hauora in their training or during the Olympics.

Hauora is the four walls of our well-being. They are our physical, mental, spiritual and family well-being.

I enjoyed this task because I was able to look at Hauora through an athletes eyes and see Hauora from an athletes perspective.

Misery

LI: to write an abstract noun senses poem.

For this task we worked collaboratively to create a poem using abstract nouns. Our group was given a list of abstract nouns that we can use to write a poem. The abstract noun we choose was misery. We used the five senses to describe what misery sounds, looks, tastes, and smells like while using metaphors to structure a poem correctly. 

An abstract noun is a feeling or emotion that cannot be physically touched. A metaphor is the comparison between two things without using as or like. For example: Happiness is a river of joy that is flowing through my heart. The word happiness is the abstract noun and is used to create this metaphor. 

The five senses are: hear, touch, smell, feel and see. Each of these five senses are what many humans are able to do. A metaphor is the comparison between two things without using as or like. 

I really enjoyed doing this because I got to work collaboratively and work together in a group and also use powerful words to strengthen the poem and make our metaphor stand out.

Shoes Narrative

LI: To use the 5 senses and personification to help us paint a picture with words.

For writing, we have been focusing on writing descriptive narratives using the 5 human senses and our knowledge of personification as this will give the audience a more clear understanding of the story.

In pairs, we brainstormed keyword ideas for the different senses and based our keywords off of a picture that we were going to write a story about. The picture was a pair of worn out Converse shoes left alone. Once we wrote down ideas, we turned our keywords into sentences and from sentences, we formed a descriptive narrative.

I enjoyed this task because I was able to practice writing narratives based off of using personification and the five human senses. One thing I found interesting was that using the human senses can help you personifize an inanimate object.

Dialogue

LI: To understand how to use and correctly punctuate dialogue when writing.

For writing, we have been focusing on correctly punctuating dialogue as well as understanding how to use speech correctly. We completed two activities to practice writing correctly punctuated and used dialogue. 

For the first task, we chose a plot from the 'Three Little Pigs' and wrote five dialogue/speech lines following the plotline of which part of the story we chose using a fake text message website. The plot we chose was when Mother Pig decided to kick out her three children.

The second task was to create a DLO (more preferably a poster) and write down what you understand about dialogue and text speech. Include information about the correct punctuation to use in conversations and when someone is speaking.

I found this task very fun because I was able to write dialogue conversations. I also found this  easy because I am familiar with correctly punctuating and using dialogue.

Cinquain Poem

LI: To write a cinquian poem to describe a sports star.

We have been learning to write cinquain poems to help us strengthen our connections to description. 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 this activity because I was able to find and research for synonyms of different adjectives and verbs to use more complex wording when writing a cinquain poem. Now I can use synonyms to write and create advanced poems and text.

Cinquain Poem

 LI: To write a cinquian poem to describe a polar bear.

We have been learning to write cinquain poems to help us strengthen our connections to description. 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 this activity because I was able to find and research for synonyms of different adjectives and verbs to use more complex wording when writing a cinquain poem. Now I can use synonyms to write and create advanced poems and text.

Being Cybersmart

LI: create a DLO on how to stand up to bullies, or how to be cybersmart

For this task, I created a poster explaining the ways that we can be cybersmart online. This is an information poster based off of online saferty.

I talked and wrote about not sharing your personal information and not opening any strange links, sites or messages from strangers.

The purpose of this task was to provide information from your own knowledge and share it with others so they understand how to keep themselves safe online.

I found this task easy because I know how to keep myself safe online and not put any personal or private information about anything at risk.

I enjoyed this task because I was able to create a designed and customized poster that also gave information based off of what I know.

Corner Ball

LI: Teach a class of juniors to play a simple game.

For this task, I created an informative poster explaining the rules to corner ball in a way that juniors from any class could understand.

I explained the rules of corner ball and how to play and then I described what the different roles of corner ball do to impact the activity. The different roles of corner ball are the taggers and the runners.

The purpose of this activity was to share information on a game with juniors or other people so they can use that information to play a game.

I found this activity easy because I am familiar with the rules of corner ball and can recall my knowledge quickly. I enjoyed this activity because I was able to share my understanding with others.

How to Make a DLO

LI: teach a Junior how to make a DLO about their learning.

For this task, I created a poster showing and explaining the different parts of a DLO and how you can make a quality DLO about your learning.

I talked about what a DLO is and then talked about the information you should add on your DLO. I then wrote about the pictures you could add onto your DLO so that it is relevant to what you are talking about. I then explained what the layout is and how you can make a quality DLO using a proper layout. Finally, I talked about customizing and designing your DLO and lastly getting it checked off.

This task links to confidence under C.A.R.E because I had the confidence to talk about what a DLO is and provide an information poster so that a junior would be able to understand.

I enjoyed this task because I was able to use my knowledge to help others in need. I am especially understanding of DLO's so I can help others create one.

Polar Bear Cinquain

 LI: To understand and practice writing a cinquain.

Our focus for writing was understanding and writing cinquain poems. A cinquain is a poem that has 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

Our writing objective was to complete and be able to write a cinquain on polar bears. The first line should start with the noun, so the first line of the poem was 'Bears' because 'Polar' as the first word wouldn't make much sense.

I chose two adjectives that describe polar bears and what they are like, so I chose to use atrocious and barbaric as the adjectives. I then moved on to choosing three verbs that would describe what they do or what you would see them doing. The verbs I chose were hunting, roaming and searching because they are what polar bears do when they look for food.

We moved on to writing the fourth line of our cinquain, which is a noun phrase. A noun phrase is an incomplete sentence based off of a complete idea but gives information on the topic if it is understood. It gives theoretical information about the noun based off of what they really are like. The noun phrase I wrote to represent polar bears in my cinquain was 'Demons of the Cold' because they are very dangerous in the Arctic.

I found this activity very helpful and fun because I had never written a cinquain before and I can now use my knowledge of cinquain poems to write and use language features later in my life. This was a valuable and enjoyable lesson.

Writing - Cinquain

LI: To understand and practice writing a cinquain.

Our focus for writing was understanding and writing cinquain poems. A cinquain is a poem that has 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

Our writing objective was to complete and be able to write a cinquain on a famous or popular sports player, and I chose to write a cinquain on the amazing Kobe Bryant. The first line should start with the person's name or the noun, so the first line of the poem was 'Kobe'. 

I chose two adjectives that described him and what he was like, so I chose to use determined and skilled as the adjectives. I then moved on to choosing three verbs that would describe what he does in his sport or what we would see him doing. The verbs I chose were dribbling, eluding and receiving because they are basic actions of basketball.

We moved on to writing the fourth line of our cinquain, which is a noun phrase. A noun phrase is an incomplete sentence based off of a complete idea but gives information on the topic if it is understood. It gives theoretical information about the noun based off of what they really are like. The noun phrase I wrote to represent Kobe Bryant in my cinquain was 'Our warrior on court' because he was corageous and determined.

I found this activity very helpful and fun because I had never written a cinquain before and I can now use my knowledge of cinquain poems to write and use language features later in my life. This was a valuable and enjoyable lesson.

Noun Phrases

LI: To understand what a noun phrase is.

For Writing, we have been focusing on writing cinquains, which are a poem that consists of 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

We wrote a cinquan poem on a sports player. I chose to do it on Kobe Bryant. The first line should start with the person's name, so the first line of the poem was 'Kobe'. I chose two adjectives that described him, and I chose determined and skilled. Next, I chose three verbs that would describe what he does in his sport, and I chose dribbling, eluding and receiving.

Finally, we wrote a noun phrase consisting of four words that isn't a complete sentence but gives theoretical information about the noun. The noun phrase I chose to do for Kobe Bryant was 'Our warrior on court'.

I really enjoyed this activity and learning about noun phrases. I found this activity very fun because I was able to write a cinquain poem about Kobe.

A Moment in Time Poem

LI: To use the language features and structure of published poem to help use write our own poem.

We looked at the language features and structure of a poem called ‘A Moment in Time’ and used our experiences from camp to follow the structure and collaboratively create our own moment in time poem.

To describe what we heard, what we saw, how we felt and what we wondered we used our senses, adjectives and adverbs.

Ajectives are words that describe nouns, and nouns and things such as 'chair' and 'wall'. For example, in this sentence: 'she pushed in the red chair', the noun is the chair and the adjective is the word red because it is describing the chair.

Adverbs are wods that describe actions or verbs such as 'running' and 'kicking'. For example, in this sentence: 'he ran quickly', the action is ran and the adverb is quickly. Adverbs usually end in 'ly'.

I found this interesting and fun to do because I was able to use different language features to describe and create a poem using my knowledge of senses and description.

Settings

LI: To use powerful words to describe a setting so that it paints a clear picture in the mind of the reader.

A setting is the place, time and environment of a story to help a reader make a connection to your narrative. You need to use your words in away that helps them form a vivid and clear picture of what you are describing in their mind.

To do this we looked at an image and thought of 10 words that described and showed what we could see. Once we had thought of the adjectives or adverbs we used our smart searching skills to help us find synoymns that made our descriptions clearer.

I found this interesting and enjoyable because I was able to be descriptive during this lesson and use powerful words to paint a clear picture in a readers head.
 

How to Label

LI: To create a DLO explaining how to label things.

For this teacher set task under confidence for C.A.R.E, I created a google draw poster giving a short and brief explanation of how to label. This DLO will be used to guide students who don't understand how to label.

In my DLO, I talk about how to understand what you are labelling and how to get the name correct. I proceeded to explain how you can make sure your labelling is right and how you label correctly.

This activity links to confidence under C.A.R.E because I had the confidence to accept this teacher set task and create a DLO that will be used as a class inquiry guide.

I enjoyed this because it was simple and quick as well as fun to create. I found this fun because I enjoyed making tutorials and using my knowledge to help others.

Personal Passion

LI: To create a DLO about your personal passion.

For this C.A.R.E award activity, the participant was sent to create a DLO talking about something they have a passion for. One of my personal passions is artistics because it is all about creativity and expressing yourself through art and original creation.

I created this DLO using images related to art, I talked more about my passion for art and told the audience that my favourite form of art is abstract paintings. I explained why I favoured this kind of art and gave some examples of abstract art.

This activity links to Excellence and Innovation under C.A.R.E because it requires the right kind of motivation to complete this workpiece and be able to explain your passion to an audience.

I really enjoyed this C.A.R.E activity because I was able to share one of my favourite things in life to an audience using a DLO poster.

Motivational Posters

LI: To create 3 motivational posters using quotes from inspirational people to help others.

For this C.A.R.E award task, the objective was to create 3 different posters based off of motivational quotes said by people that inspire others. These posters are meant to encourage others with whatever they are going through.

The quotes I chose for this activity were: 'Whatever you are, be a good one', 'What is life without a risk?' and 'If people are doubting how far you can go, go so far you can't hear them anymore.'

Underneath the motivational quote, I provided credit to whoever made that quote and a short description of the meaning behind the quote. I also included images to give a visual reference to whoever made the quote.

I think this activity links to Excellence and Innovation because creating these posters using our understanding of hidden meanings to find out what these inspirational quotes mean requries Excellence and Innovation as well as displays that you are able to use what you know to find out information that wasn't directly stated.

I enjoyed this activity because I was able to research and find different quotes that motivate a lot of people as well as using skills I already know how to use and have learnt before to tell the audience what the quote I have chosen to do this task on means.