Perseverance

LI: to edit our writing using DRAFT

 

To continue our learning on poetry and abstract nouns we wrote another poem about the noun. 

Our abstract noun was Perseverance, meaning dedication and have the determination to keep going forward. In our poem we used the 5 senses and figurative language to elevate our writing. After finishing our poem we used DRAFT to correct and fix our writing. 

An abstract noun is an intangible object, most of the time it is like feelings such as Happiness and Envy. 

DRAFT is a structure used to critique and fix texts. DRAFT stands for: Delete, Rearrange, Add, Fix, and Talk. 

Rock, Paper, Scissors

LI: to learn how to code the microbit to play Rock, Paper, Scissors and understand the coding through a flowchart

Link of flowchart

For Tech we continued coding with our Microbit, this week we coded our Microbit to play Rock, Paper, Scissors. After learning how to code it, we broke it down by going step by step by creating a flowchart. The flowchart showed the mechanics and functions on how the Microbit was coded to play Rock, Paper, Scissors. It was really fun and interesting as we were able to see the functions and mechanics of each block and we were able to break it down. We also were able to play with the Microbit playing Rock, Paper Scissors with eachother. 

Friendship

LI: to write an abstract noun senses poem

 

LI: to write an abstract noun senses poem. 

For Writing we were learning about abstract nouns, metaphors, and about the 5 senses. Learning about these things helped us create our poem and be able to make it creatively as well as have a good structure. Each sentence of our poem was for each sense, so it smells and much more. Also our topic for our poem was any abstract noun. 

An abstract noun is a noun that is intangible, like a feeling such as love & hatred. 

Our 5 senses are Sight, Smell, Feel, Taste, and our Hearing. These are what we use in our everyday lives, and are senses we use to elevate our writing. 

A Metaphor is a speech term, part of figurative language. Metaphors are used to compare two things without using the words ‘like’ or ‘as’. 

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Te Reo Maori

LI: to learn about Te Reo Maori

For Te Reo Maori we were matching English names with their Te Reo Maori counterparts. So we matched the English version and Te Reo Maori version of a name. Before that we were continuing our learning in Te Reo Maori conversations, we learnt different sentences and different words to help us support our conversations in Te Reo Maori. t

Did this Happen?

 LI: to consider both perspectives

 

For our last piece of work during our learning about Matariki, and Maori Stories such as Maui and the Sun, as well as the Maori Creation story. Our last activity was to find out if something happened or if something was real, by backing it up with evidence we’ve found. Then lastly we explain our opinions on if we believe it or not. 

Main Ideas

 LI: to identify the main ideas in the text

 

Our next activity was to continue our learning with Matariki and Maori Stories. For this activity we talked about the general important ideas, the 4 very important ideas, and the 3 vital ideas of the story. The important ideas are composed of 4 specific things that might basically summarise the story. The 3 vital ideas are composed of key parts of the story.

Venn Diagram

LI: to find as many similarities and differences as you can between the video and the text of “The Beginning”. 

 

To continue our learning of Matariki, and the Maori story of Creation our task was to create a Venn Diagram. For our Venn Diagram we compared the differences and similarities between the Video and Written Version of the Maori Creation Story. A Venn Diagram, is a diagram showcasing the differences and similarities between two different things. 

Matariki Summary

LI: to explain in fewer words what the text is about

  

For our Inquiry we were learning about Matariki, and the origin story. Our task was to watch a video on the Maori Creation story and we had to summarise the video. The video was an artist representing and creating the story through sand art. 

Our 20 important words had to be the top important words from the video, words that represented the story. Then from the 20 we had to pick the 6 most important words Then using those 6 words we had to sum up the story in a few sentences. 

 

Flowcharts

 LI: to learn how to use flowcharts when coding

For Tech this week we were continuing our learning with Coding with Mrs Ferguson at Tamaki College. This week we were learning about Flowcharts, and were making a flowchart on how to code a digital dice. We learnt about how each shape represented a function and that all of them together could make such a sophisticated digital function. 

Link to Drawing

Building a Mbot

LI: to understand how the mBot is put together so that I can fix it when something goes wrong

Today, we took an mBot apart and then reassembled it. We then tested it with some code to make sure that it worked correctly. We started off by taking the parts without the tech in it such as the wheels, we then started screwing out the harder stuff like the sensors and the brain. 

Here are the parts of the mBot that I took apart.

Here is when I reassembled the mBot.

PB4L

LI: to understand the behavior we should present in school and to juniors.

Today for PB4L we learn the behavior we should present in school and to juniors. This can come into wet day monitors and how we should treat the children. This can also come down to respecting our teachers and respecting our learning expection. Up above is our DLO showing us the expectations and what the expectations can show other teachers and classroom to help us with our reputation. To also show our capabilities of being a leader. 

Afghanistan Brochure

 LI: To create a brochure advertising a truthful visit at Afghanistan.

Our reading focus was around Afghanistan and creating informed opinions on a text or informative article. The text we explored was focused around attracting tourists despite the recent dangers and attacks that have been occurring in Afghanistan. Our creative task was to construct  an informative brochure that could persuade foreigners to visit Bamyan, Afghanistan on an escorted tour. We read through the article and shared our thoughts using information that we knew about the topical issue. We used different reading comprehension strategies to understand the text in a more clear and direct way. We used questions to help us understand the text better, skimming and scanning to evaluate the text even more and summarising in order to retell the text with our own form of comprehension. I found this task fairly easy because I am familiar with creating persuasive brochures that advertise an area, and I was able to use my prior understanding of a text to make and share my formed opinions with others.

Book Week

LI: to celebrate book week

This week we celebrated Book Week in PBS for 2021. We had a bunch of people that dressed up for the special occasion, there were a variety of characters such as superheroes, regular book characters, and much more. It was really fun as we took photos with our classes, and were able to read books to the younger students in our school, the juniors. I really loved and enjoyed the event and it was an amazing experience with PBS. 

HIIT (Wk 3)

LI: to be active physically using the actions of the Maoris

For HIIT this week we were doing excercises focusing on the four sides. So we did turning squats, turning star jumps and many more. Our other excercises we did was regular squars, and then side lunges. We did two rounds of these excercises and it was really fun doing. We had people running out of breath trying to get a red heartrate. It was especially fun because we were able to do this with our friends and mates. 

Our second session for the week we did the same excercises, it was another fun session but this session we did three rounds and this excercise really tired all of us out. 

Tech Reflection

LI: to code the mBot into sensing objects infront of it

For Tech we were continuing our learning with coding with Mrs Ferguson. This week we were learning about Ultrasonic Sensoring, so we coded our mBot to sense something infront of it thats maybe 10cm or 50cm infront. When it senses an object thats infront it moves back, and when there is no object infront that it can sense it will keep moving. The coding blocks IF - THEN- ELSE gives the mBot to options to act on. We then used the Ultrasonic Sensor on the front of the robot to sense if something is infront of it in a certain range (10cm, 50cm etc). 

Directions Te Reo Maori

 LI: to learn more about Te Reo Maori

For Te Reo Maori we were learning about our directions such as our rights, left, middle, up and down. We had to make a DLO showing the directions that each fruit were in. Such as the banana being in the middle, and the apple being on the left. But we had to state the directions of the fruits in Te Reo Maori. It was really interesting because we learnt new words in Te Reo Maori, and we were able to learn how to form a sentence. 

Te Reo Maori

LI: to learn more about the language Te Reo Maori

For Te Reo Maori we were learning about our directions like our lefts (maui), right (tatau), up (runga), down (raro) and middle (waerungi). We were learning it by using a picture of a object that is in a certain category such as stationary or fruit and we then make sentences about which object is in which direction. For example if the apple was in the left or right, or a banana was in the middle or up. 

Cinquain Poem

LI: To write a cinquain 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 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. I enjoyed this activity because I was able to expand my vocabulary and use it in ways to make my poetry more powerful.

My Reading Pathway

LI: to show my personal journey through books

This week is book week at Panmure Bridge School, which means every class participates in a number of reading activities. One of our activities was to create a reading pathway that shows how my favourite books have changed over time. At the moment I like reading Solo Leveling because I very enjoy the plot. There are so many mysteries and missing pieces of the story that has yet to been unraveled which I am really excited for.