Bravery

LI: To edit our writing using DRAFT.

This week continued writing our abstarct noun poem it about Bravery. We included descriptive words and used the 5 senses which are: See, smell, feel/touch,and taste.When we finished our poem we used DRAFT to check our work, this means delete, rearrange, add, fix and talk. DRAFT is looking closely at your work and making any changes to improve it.

We used word hippo to look for more powerful words to use.

Misery

 LI: To write an abstract noun.

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. 

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 and make our metaphor stand out.

Metaphore

LI: to understand what a metaphor is and how we use them in writing.

This week for writing, we have been focusing on writing and using abstract nouns in poems. For this task, we wrote a poem using our knowledge of synonyms, the five senses and language features to create a poem based on metaphors.

First, we chose a strong feeling or emotion to create and write a poem about. My group chose misery. We began by starting our poem off with defining what misery (the abstract noun) is. We used word hippo and researched powerful synonyms to use in our writing. We wrote a complex sentence using the five human senses to create a metaphor poem.

We enjoyed this task and found it fun because we were able to experiment with powerful adjectives and learn about abstract nouns. One thing I learnt from this learning experience is that an abstract noun is a word that exists but cannot be physically touched. 

Descripten Writing

Our focus for writing this week was to use descriptive writing, which means using words that are powerful, making your text more exciting to read and add more detail into your writing. We were tasked to work collaboratively in pairs to complete this task.

Our task was to describe one of the two pictures that we were given. To make this task easier we would use our prior knowledge of sentence structures, nouns, verbs, adjectives, and descriptive words to create a piece of writing that uses descriptive words to make the text exciting to read.

I found this interesting because i find lots of new words during this work.

ML Forming an Opinion

 LI: consider both perspectives.

Today for inquiry my group and I read information about Kuirau Park, Rotorua, New Zealand we then looked if the information was true or false if the event took place or not by looking at one place in New Zealand. 

Something I found interesting was that some of the information written was real but at the end it was not true. 

Main ideas

 LI: To identify the main ideas in a text

This week for inquiry we retold how Maui slowed down the sun using main ideas. 

First, we watch a video of how maui slowed down the sun. After that, we wrote multiple ideas about the important ideas in the story. Next we wrote 4 very important ideas from the important ideas. Lastly, we wrote 3 vital ideas.

Something I found interesting was that the most important ideas. 

Venn DIagram

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

For inquiry my group read the beginning of how the Rangi and Papa got seperated. We then made a venn diagram about what the differences or the video version and the written versions. Then we looked if we could find any similarities about the book and the video. Lastly we wrote what we prefered between the video and the written version  of the story. I prefered the ...

Something I found interesting was  how many similarities we could find between the video version and the written version

Summary

 LI: To explain in fewer words what the text is about.

Today for inquiry my group has done a summary about retelling the story about how Rangi and Papa got seperated. 

Storytelling is a huge part of the culture and history of Aotearoa. This taonga from our ancestors is the heartbeat that will keep our whakapapa alive for those who are still to walk in their footsteps.

In this task we picked out 20 important words from the sand art that we watched some are Maori, parents, free, darkness, etc. Then we picked out 6 most important words to sum up the video that e watch into fewer sentences. 

Something I found interesting was how the man could draw a lot of details using sand.

PB4L

Publish your DLO on your blogThis weeks PB4L learning is about following classroom rules and expectations. PB4L is a acronym describing Positive Behavior for Learning. PB4L helps us understand the correct behavior for inside classroom learning and outer learning. This consist of Classroom discussions, walking to assembly, behaviour on school trips, wet day procedure eg. respecting wet day monitors. All of these prospects will help us develop a strong and healthy learning enviroment.

Cinquain poem

LI.To write a ciquain 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.