Tag: Writing

Abstruct Noun

Our task was to challenged to write a poem about an abstract noun using the 5 sences known as: Ofactory (smell), Gustatory (taste), Visual (see) tactile (touch) and auditory (hear). One the noun my partner picked was friendship, meaning being friendly to others. In each paragraph we described what we thought the abstract noun would look, smell, feel, hear ,and taste like. We lastly used wordhippo to change our words more powerful and make our poem more powerful.

I found this task fun because I get to enjoy writing poems about different things to learn more.

Momment In Time – Maungarei/Mountain

LI: To write a poem that describes as momment in time.

Our task was to create a poem by using the 5 senses which are Olfactory which means smell, Gustatory which is taste, Visual which is look, Tactile which is feel, and Auditory which is sound. Then we thought of what had happened in the past compared to today, For example: there weren’t many houses built in Auckland so Maori people lived in pa sites. We then wrote some things about what we heard while walking up the Maunga, and I had written things like the rocks rustling, the wind pasting through my ear , and the traffic. Then me and my group had thought of what the past could have heard such as the rustles of the piupiu skirts , the whistle of Tāwhiri-mātea welcoming us into his maunga, the voices of those who fought in the war. 

I really enjoyed this task because when we got back from the mountain I was really inspired about how Liana grandpa talked to my class about the history of Mt Wellington mountain.

Moment In Time – Polar Bear

LI: To write a poem that describes as momment in time.

Our task was to create a poem by using the 5 senses which are Olfactory which means smell, Gustatory which is taste, Visual which is look, Tactile which is feel, and Auditory which is sound. Then we watched a video of a polar bear approaching a man and how we needed to imagine that we were the man. After re-watching the video we thought of some words and then changed them into powerful words to make the poem more exciting. After all, we read our favourite part to the class and my group choice:  I felt… my heart pulsing as the oversized creature rattled my cage with each shake, fear entered every part of my body. Because it explains how I would feel in that situation if a polar which is about 7ft approached me.

I found this activity really fun because we got to experience new words to level up my writing.

Nonsense Paragraph

 

This week we have been learning about the vowels and the “ei” sounds. Ei can make long /a/ sound and long /e/ sounds. Long vowels are saying the letter name, and the short vowel is saying the letter sound. We made a DLO of Nonsense Paragraphs, The words we used in our paragraph to make a nonsense sentence is Veil, Skein, Eight, Foreign, Reindeer, Leisure, Receipt, Receive, Beige, Reign, Abseil, Vein, Perceive, Ceiling and Receive.

I enjoyed this task because I liked how we challenged our partners to see who wrote it faster.

Sound Focus

LI: Sound Focus: ei and in long /a/

For spelling we learnt about the “ei ” as a long /a/. First we looked at the words that include the “ei” sounds. For example: beige, skein, vein. When saying these words you need to be able to make the “ei ”. Then we chose a word which was veil, and veil is a type of material that is to cover a woman or to hide their faces.

I found this activity fun because writing down and sounding out the words were really fun as well as challenging my partner.

My Special Taonga

LI: To structure and write an explanation

Our challenge was to write an explanation to tell others about something we value as a special taonga. Our challenge was to make sure what we had written made sense and each idea was explored in a paragraph. My taonga is a special gift that I have received or have been given from my grandma as her ansectors passed it onto my nena parents and kept it going. I value this as a toanga because its something special that was hand made by my nenas ancestors.

I found this activity hard aswell as fun because this was preparing me for my test coming up although I got to explain what the thing was which was a kafa.

What happened down the stairs?

LI: To understand the 5 senses can be used to strengthen a description

Our challenge was to co construct a text using the olfactory, auditory, gustatorial, visual and kinethetic senses to describe the story behind the shoes in this image. This time we were able to speak and sat facing our partners. 

Once we had completed this part of the challenge we joined together with another group to share our writing and make sure what we had written made sense and had met the language feature challenge.

I found this activity helpful and encouraging because I got to help out my partner aswell as adding in some scary parts to make the story sound instresting as like were investigating things.

 

These Shoes have a story to tell

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

LI: To understand that personification is to give an inanimate object human qualities

Our challenge was to co construct a text using personification and the senses to describe the story behind the shoes in this image. We sat back to back and weren’t able to talk to eachother as we were thinking of what to write next. Half way through Mrs Anderson challenged us to include a rhetorical question and a simile or metaphor, An example for this is my rhetorical question was :As my owner strected me another seam ripped, I wonderd why me?.

Once we had completed this part of the challenge we joined together with another group to share our writing and make sure what we had written made sense. 

After that part of the challenge was finished we used the punctuation points game to see how many we have got correct and how many we had misplaced or didnt add them in. We marked eachother’s punctuation against the points table. We then had a chance to check our own work against the points table. That was fun because every point our partners missed menat we could take a point off theirs.

I found this activity fun because I really enjoyed how I got to experience writing back to back without speaking, also I really found it instresting how me and my partner (Keira) added some spice into it which made our shoes sassy.

Procedural Writing

LI: To write a set of clear instructions that show how to make a hangi.

Title: How to make a Hangi

A hangi is a traditional Maori method of cooking food underground using hot stones

  •  Equipments/Materials:
  • Iron
  • Metal Basket
  • Foil
  • Volcanic stones/ Rocks
  • Hooks
  • Covers
  • Gloves
  • Cylinder water
  • Leaves
  • Lighter
  • Shovel
  • Paper
  • Twigs/wood
  • Sticks
  • Sacks (metal)
  • Metal basket ( Metal Cooking tray)
  • Cloths

 

  • Ingredients

 

  • Meat ( read meat, ox, chicken, pork )
  • Vegetable (Pumpkin, Taro leaves or Banana leaves, Kumara, Carrots, Carrot, )
  • Stuffing
  • Dig a pit big enough for the baskets that hold the kai
  • Build fire in the bottom of the pit, by using wood, kindling, and stones.
  • Let fire burn for 3-4 hours
  • Peel vegetables (get food ready) while the oven is burning.
  • Once fire is burnt out, the rocks will be hot
  • Put the meat basket down before the vegetable basket.
  • Use shovels to transport hot stones from fire into hangi.
  • seal hole with wet cloths.
  • Use shovel to cover the hole with dirt
  • After 3-4 hours of letting the hangi burn,
  • You uncover the hangi and take the food out.
  • Enjoy your kai.
  • Always stay close to the food area.
  • Make sure to be safe around the oven.
  • Stay away from buildings.

Today we unpacked how to follow and write a set of instructions. To do this effectively your instructions need to be explicit and the steps to follow ordered. Each step begins with an instructional verb and should be written in a way that is easy to understand.

I enjoyed this activity because I got to collaborate with some people on figuring out some notes.

Key Competencies

LI: To create a comparison of the before and after experiences at camp.

Before camp, we wrote down what we would achieve at camp by using the acronym TRUMP. The meaning of Trump is thinking, relating to others, using language symbols and text, managing self, and participating and contributing. These 5 words help us to remember when to use them in every activity. When we came back from camp, we wrote down how we used the key competencies for our belongings and in the activities. 

I found this activity fun because I got create goals for myself and try to complete them at camp.