Abstarct Noun

 LI: To edit our writing using DRAFT

Today, we focused on writing abstract noun senses poems. An abstract noun is an existing that cannot be touched or physical obtained such as, happiness, sadness, and anger. Metaphors compare two things without using the words 'like' or 'as'. The five human senses are sight, hearing, touch, taste and smell.

For this task I worked with my partner  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 culture. 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. 

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 to make our poem stand out.

Rock, Paper, Sicissors Flow chart

 LI: To learn how to code the microbit to play rock paper scissors and understand how the flow chart matches the code.

LINK

1. When I shake the microbit it will chose a random number between 1 and 3.
2. I have to make a variable called 'hand' and set this to the random number.
3. if this number is one - the microbit will show the symbol for papper.
4. if this number is two  -the microbit will show the symbol for rock.
5. if this number is three - the microbit will show the symbol for scissors.

Misery

 LI: To write an abstract noun senses poem

Today, we focused on writing abstract noun senses poems. An abstract noun is an existing that cannot be touched or physical obtained such as, happiness, sadness, and anger. Metaphors compare two things without using the words 'like' or 'as'. The five human senses are sight, hearing, touch, taste and smell.

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. 

 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 to make our poem stand out.

Did this happen?

LI: To consider both perspectives  

We are learning about the Taonga of Storytelling, the story that we learnt about was about Maori legend about the mountains. For this task we worked together to decide/negotiate whether or not we think that it had happened using evidence to help support our opinion. We used our smart searching skills to help us find evidence that it happened or didn't happen. We then negotiated whether or not we though if this actually happened and then said why we thought what we thought. 

I really enjoyed looking at how the other perspectives have different ways of thinking.

Main Ideas Rona and the Moon

LI: To identify main ideas in the text.

Our group watched the video about the story of Rona and the moon and how the moon took rona away. Today we wrote about Rona and the moon it told us about how Rona was lazy and bossy and made her husband do everything for her. For this activity we wrote down the main ideas starting off with the important ideas than after that we then used our negotiation skills to pick out four very important ideas making sure that we all agree that they are very important ideas, Then after that we then picked out three vital ideas again making sure that we all agree that they are vital ideas by using our negotiation skills

I really enjoyed this activity because it strengthened our ability to negotiate with others.

Venn Diagram

 LI: Find as many simalarites and differences as you can between the video and the text 'The begining'

We watched a video about the maori creation story and we also read a text that was also about the maori creation story, when comparing them together there were some noticeable differences that were easy to spot. Our task was to write down the differents and the similarities of the video version and the written version. We compared and contrasted and we then looked the some of the simalarites that they both had. Our group enjoyed doing this because it helped us know the difference between the two different stories as some stories tend to chnage over time as stories are passed down

I enjoyed this task to because I found it easy to find the differences and the similarities between the video and text.  

Maori Creation Story Summary

LI: To summarise the maori story of creation. 

For inquiry we are learning about Taonga of storytelling or the treasure of storytelling cultural stories that have been passed down through our ancestors.  We learnt about the maori creation story and we also  summarised the story. We used this summarizing template to summarize the video that we watched of the maori creation story. The video had no words so we had to look and try to understand what we are seeing to then gather information from the video to then think of twenty words that would help us summarise the story of creation in a few sentences.

I really enjoyed this activity because I found it fun to learn about other cultures stories.

Flowchart and Graphical Dice

 LI: To learn how to use flowcharts to plan coding

LINK TO DLO

Elements to a Quality Blog Post

 LI: To show others the main elements of createing a quality blog post

For this Cybersmart  task we have learnt how to Quality Blog post. The main elements of a quality blog post is a Clear title meaning that people know straight away what the post is about and also a blurb the describes what you have learnt about with correct punctuation, spelling, and word use. And lastly is you labels when adding labels make sure that you stick to one or two labels instead of a long list of labels that do not need to be add an or off topic. There are many other elements to a quality blog post but these three that I have explained and talked about are the most important  that you should focus on to create a quality blog post.

I really enjoyed talking about the elements of the quality blog post becuase it was fun to help others and tell others about elements of a quality blog post.

ATV Challenege

LI: To use technological practice process to design a toy. 

Our focus for this week in inquiry is to create a summary on the following, Identity, Investigate & design. All of these technological practices will help us design our very own rover toy. In our groups we all contributed to summarise the following. Identifying, is finding what the problem is, and how it can be resolved. Investigating 

Mood Board Rovers

 LI: to create a board of ideas that can help us create our own rover

Our focus for inquiry is Toys and machines. this also connects to the Mars landing, which was helped by these rovers seen above. The mars landing rovers were created to help investigate a planet that has not been searched. This mood board is to help us have an idea of what we are making by looking at different pictures and putting them onto a mood board., we are rubber band powered rovers.

We enjoyed this task because it helped us to have a good understanding of what we are making and how  we can make them successful. 

Dialogue

 LI: To explain and have agood understanding of what dialogue is.

For writing we are learning about dialogue and how dialogue is used in text. for this activity we were given four different scenarios about the story of the little pig we then used the site Ifakemessages.com to write the 5 lines od dialogue to carry on the scenario that we chose. We then put our dialogues onto a DLO and added speech marks and the correct punctation. We then explained what dialogue is and how to use it corectly with punctiation we learnt this by watching a video and thinkg about the perivious activity. 

Building an Mbot

 LI: To understand how the Mbot is put together so that I can fix it when somethig goes wrong.

This week for tech we leaent how to disasemble and re-asemble the Mbot by taking the Mbot apart and learning about all the parts like the motors, ultra sonic sensers, and also the line reader sensor. I worked in pairs  we worked togetehr to disasemble and build it again. After that we coded to robot to move backward, foreward, turn left, and turn left to make sure that we asembles the Mbot corecctly

Following Classroom Rules & Expectations | PB4L

LI: To follow the rules and expectations, expected from teachers.

 

Our topic for PB4L this week was focused around the expectations in LS2 and we should know how to understand and carry them out because we are the role models of the school. As a class, we talked about the expectations of the moniter jobs witch menas that we should be on time if we are expected to do our moniter jobs, the common expectations inside of the classroom are completing all of our work on time, showing respect, 

Some students showed us an example of how we can show respect in other classrooms as well as our own. They roleplayed an example of what they should do if a class was acting up during a wet-day and including other students during a casual conversation. More topics that we talked about was the necessary noise volume in different situations.

I found this lesson interesting but easy to understand because I am familiar with respecting the classroom rules and following expectations to a high standard.

Main Ideas - New New Zealands

 L.I: To identify the main ideas in the text.

We were tasked to read a story called "New New Zealanders," it was about how a boy named Christian Kaka and his family seeked for a better life in New Zealand due to the war going on at Syria. After the story we were tasked to identify the main ideas in the text. For the Three Vital Ideas were Registered refugees can't be sent back to their country, The Refugees wanted people to know their story and many families moved to New Zealand because their country is to dangerous.

This activity was interesting because I found out what Syria is going through and that there are many problems outside of New Zealand.                                                                                                                                                                       

Being a Jedi in Coding

  LI: To code the robot to move backwards without touching it.

My robot will wait until I have pressed the on board button before I have done anything. We used an 'if'. 'then'. 'else' as this gives the robot two choices of things to do. We are using the ultrasonic sensor on the front of the robot to sense if there is anything within the 10 cm radius.  if there is something in 10cm  of in the robot or less than the robot will move backwards if not the robot will move forward, this is than put into a forever block that constantly reapeats itself trying to sense if theres anything within 10cm.

Stuedent Led Confrences

 LI: To share our learning with our families.

Stuedent Led Confrences are led by stuedents to show there families there work that they have been doing in class. This year for stuedent led confrences we created learning journeys with lnks to our blogposts that we shraed with our families. We also showed our families around our classroom and showing them the work on our class walls. stuedents also had scripts to read to there parents about the our writing, reading, maths, and inquiry blogposts. Parents would also comment on at least on of the blog posts that we showcased.

Cinquain poem

LI: To write a cinquain 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 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 found it fun to write a cinquain poem about polar bears.

My readng 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 the series of unfortunate events because I really like how the story is set and how the authors words paints a vivid picyture in the mind of the reader.

Polynesian Panthers

LI: To evaluate (form an opinion) the text and respond to provocation.

A provocation is a meaningful action or speech that strikes strong feelings about lawful and political topics. A provocation is something used with the purpose to make someone feel angry or upset but that is not the purpose of our DLO. Were  the Polynesian Panthers right to Protest against the actions of the Government? 

Polynesian Panthers was a group formed in 1971 by a group of university students and former gang members fighting for the rights of all polynesians that has been affected and scarred by these raids. Dawn Raids are raids that happened at dawn where police officers, government officials, and dog squads would raid the homes of Polynesian families and shine torches in the faces of many people no matter if they were elderly or little children police officers would ask for passports and ID if they were not shown then families who had all right to stay in New Zealand would be deported to there place of birth, this has caused trauma for many Polynesian people due to the traumatizing events that has taken place within their homes. The dawn aids will forever be a shameful stain in NZ. Police officers would also go up to people who looked Pacific Islander and  would ask for passports and identifecations these racial acts were kown as “Blitzes”.We think that the Polynesian Panthers had all right to protest against the wrongful actions of the Government because families were being teared apart and deported and also being traumatized due to the Dawn Raids.