Tag: 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.

A Momment In Time

LI: To recount and explore the learning and experiences from our Year 7/8 camp

Our group wrote a poem based on our senses like auditory, tactile, visual, and kinesthetic. We used our prior knowledge of the senses and unpacked different words and ideas that describes the Hunua Falls. These moment in time poems represent our experience at Kokako Lodge. One of our ideas were I felt nervous drifting away from the surface and feeling a deep sense of anxiousness. We then used word hippo to find more powerful words to strengthen our poems.

I found this activity interesting because we were helping each other, also by collabrating and sharing our ideas.

Explanation Writing

LI: To understand the structure and language features in an explanation

How did Goldilocks upset the Bear family?

To upset somebody is making them feel bad, disappointed, and worried. In the fairytale/story Goldilocks makes bad decisions and ends up upsetting the Bear family in different ways. Have you ever felt upset in any way?

Goldilocks was curious, with this in mind she entered the strange house cautiously.

While trespassing, Goldilocks smelt the exquisite smell of porridge so she tried them all, as a result for the last one being just right she gobbled it all up.

After filling her stomach Goldilocks was exhausted so she felt the need to sit down. As she tried to sit on all the chairs with the last one being comfortable it broke underneath her, as her fall being rough she hurt herself in the process so she wandered off for a place to rest in mind.

As she stumbled upon 3 beds she yawned and tried to fall asleep in the first bed, but it was too hard. As she tried the next bed she sunk right in, it was too soft. As she was now giving up all hope she tried the last one being just right for her, as the bed was as comfortable as it was, she dozed off.

The Bear family returned home soon after and when they saw their home looking horrendous and their furniture in pieces they were furious. When they walked into their bedroom Baby Bear was angry to see a little girl in his bed, once Goldilocks woke up the Bear family scared her and she ran terrified with never going back to the forest in mind.

The impact of what you do could affect others in many ways. As Goldilocks did not intend to try and upset anybody, the consequence of her actions made other people angry, and could have put herself in great danger. 

To help us understand how to write an explanation we looked at the purpose, the structure (what it looks like) and the language features. An explanataion tells us how or why something is the way it is. To help us understand this we learnt about cause and effect. Cause and effect is an action and a reaction. We used the story of Goldilocks and the 3 Bears to help us understand this. Here is our explanation that describes how Goldilocks upset the Bear family.

This activity was fun because I explore the explanation structure and the story.

Rail Transportation

This week I learned about rail transportation.

First I needed to find 3 people to make a group of 4. The people in my group were Ane, Siniva, Jaylee, And Lisea. We needed to go to a table and wait for Miss White to give us a paper to write down what we think a stakeholder is. A stakeholder is when someone gets money for technology. Then we needed technology to get more money.

Next we needed to write on the piece of paper what we think and stakeholder is. Then we needed to turn the paper and write 10 facts about rail transportation.

Lastly we made a google slide or a google draw and put your facts in there.

I enjoyed this because I really enjoy learning about rails. I did well on the decorating. I need to improve on finding more information instead of decorating.