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.