Persausive Writing | Structure and Language Features

L.I: To identify the structure and language features of a persausive text.
This week for writing we are focusing on Persuasive texts. The structure is O.R.E.O which stands for Opinion, Reasons and Explanations, and lastly Opinion again. We also took a look at the language features which is simple present (infinite) tense, Emotive words, and Cause and effect words. To show our learning and understanding, we read the a persuasive text and highlited some language feature we found from in it. Then we copy and pasted the parts from the texts that fit into the template with the structure. We had to highlight atleast 5 or more of each language features we found. Then we came on the mat and went over with our teacher some language features we fonud for each one, and he highlited some he found too.

Multiplication (7x) | Daily 6

L.I: To memorise basic multiplication patters (the timestables). 

This week for multiplication/divisions I decided to write my 7 times tables. I knew my 7's but I couldn't memorise each one so I decided to do them. I think that completing and writing them down to 10, 5 times, really helped me and now I memorised them all. 

Trebuchet | Ancient History

L.I: To learn about earthworks fortification and examples in history.
This week for inquiry we picked a new technology for an advantages for the invaders this time since we made something for the invaders. My group is Farzana, Sakina, and Nicole and we could choose out of a few other technologies but we decided to go with Trebuchet since it was useful for coming across a rampart. We first made a keywords list to pick a few words to search up and find information. We had to find out two examples it was used in history and introduce the technolgoy we chose at the start of our google presentation. After finishing it off, we had to present it to the rest of the groups to earn the technology.

Izanami and Izanagi (from Japan)

L.I: To identify a myth, legend, or fairytale.
This week for reading we chose a different myth/legend/fairytale to read about from Izanagi and Izanami from Japan, Mahishasura and Durga from India, Lac Long Quan from Vietnam, and Cuchulainn from Irish wich I did last year. This week I decided to choose Izanagi and Izanami from Japan. Before creating the D.L.O, we had to fill in the reading notes for before reading, during reading, and after reading. I explained the purpose, if it was a myth, legend, or fairytale, and a short summary of the text that I read. I enjoyed reading this text and found out about the story of Izanagi and Izanami.

Kiwi Sport

This week Thursdy we had another session of our swimming kiwi sport at the YMCA Lagoon pools in panmure. We had two new coaches that would be teaching us our lesson Today. First we put on a life jacket and sat on the wall for further instructions. We learnt how to get into the pool with our life jackets on properly and safely.

We had to stand up on the wall with one hand holding the top side of our life jacket, and the other hand holding our nose but still covering our mouth. Then take one step out into the water and drop in. After we had someone demenstrate, we tried it ourselves.

We talked about life jackets and how they help us. They help us when we are in deep water to help us float. Then we got into the water and floated on our backs with the life jackets on. There was a falp at the top of the jacket for our head to rest on when we are floating on our backs. There were small cushions in the jacket that helped us float.

Then we huddled into a small circle with eachother, with one hand on the persons back next to us. We don't hold their shoulder because we might pull them down and they can drown. We do this because when we huddle, we can stay warm and that. Then after one of the teachers countded down, we let go and floated away on our backs, and then huddled back in.

We also did skelling on our backs, to and back, a few times. We were showed how to put on a life jacket in the pool. We lastly got out the pull and helped wash off the life jackets and went back on the bus to school.

Kiwi Can

This week Wednesday we had kiwi can in room 7 with Mr Matt and Ms Lily. Our topic is problem solving and our theme is resilence. Today we were talking about asking other for help when we need it. First we played our energiser which was Hoop de Hoop. We were all numbered off from 1 to 2 then each group went to one side and we had to get in a line. There were a few hoops that went around and curved so that one hoop would come to the person at the start of the line. The first person from each team had to run in the hoops until the person from each team met a hoop. They would then rock, paper, sicssors, shoot until one person won, then they could continue on running through the hoops and someone fromt he other team had to come afterwards. If you were able to get across all the hoops and on the other teams side and then you would win. Every five times someone one that would count as one pooint. In the end group one won with three points. We later came back on the mat and talked about asking for help and who we can ask for help like parents, friends, family, or teachers. Also sometimes that we struggle or are in need of help and why we ask or don't ask someone for help. We chose our activity, either mat dogeball or through the tunnel. I and the majority of the class voted for mat dogeball. We got into a circle and now we were numbered from 1 to 5. This was the game we played last week so everyone was familiar. Ms Lily called out a number and those people who were numbered that, went to the middle and everyone had to hit the ball and try to hit them to get them out, but it had to hit them below the knees. Lastly we had GKQ which is general knowledge question. Two people at a time went and you could just call out the answer if you knew it. After the kiwi can leaders gave us our points we eneded up with the most you could get, 25. We said goodbye to Ms Lily and Mr Matt and went back to class.

Sunset and Silhoutte | Auckland City Scape

This Monday we created visual art, physically, on paper of a sunrise or sunset and siloute of a cityscape. The citycscape I chose to do was a photo of auckland. We used refrence photos to help us or used our imagination to create and use different shapes to create the sunrise or sunset we chose.

First we chose a cityscape and inserted it on a google draw that was the size of an A4 piece of paper. Then we used shapes and tools to create a siloutte of the cityscape. We made our silouttes png and shared it into a folder to be printed out.

Then we started to create our background of the sunset or sunrise. I chose a photo of a sunset online then used my imagination and knowledge of what a sunset looked like, to finish off the background. The colours I used were Pink, Purple, Yellow, and Blue. This was done a black sheet of paper and we had to try to center it so that when we put the siloutte on, it would pop and stand out.

After we were given our Silouttes, we stuck them onto our finished backgrounds and glued labels on the paper to show whos artwork it is. The photo above shows my complete sunset and siloutte.

Blog Commenting

Today I decided to comment on Charlize blog. I commented on her Foundations blog post. I thought her and her group did an amazing job on working to create the presentation I am in a different group than her so I thought I could learn about what they are doing by looking at her work. I was really surprised by the good work and all the image refrences. In the first slide they explained what types of foundations there are then in different slides they showed what they looked like. I really liked how well they put the presentation together and how the images they created themselves are clear and neatly done. I also asked Charlize how did they found out what the foundations looked like and if they re-created them from the videos they watched or just put examples of them for the images of the foundations.

Here is the link to Charlize's blog post and my comment below - Foundations

Dance Mat Typing | Key Boarding - Daily 6

L.I: To learn touch typing.
This week for a Daily 6 keyboarding I completed stage 2 (e i) of Dance Mat Typing. In this stage, we learnt how we can type E and I when our fingers our placed on home row. For our left, our middle finger is D and also E, and on our right, our middle finger is K and I. This stage was a bit more easy because I was more familiar with the finger placing and I could move my fingers more faster. I would mess up sometimes and forget that I have to lift my finger up to touch the E or I but I am learning slowly. The shells on the bottom bar show us how far through we are the level. We had to watch the examples of where our hands go and follow the moves to type the words/letters on the screen.

Ramparts | Fortified Structures

L.I: To learn about earthwork fortifications and examples in history.
This week for inquiry we had to choose a technology to focus on that was used in history. Either a Hillfort, Ramport or a Trench. First we played a battle game in groups of four people that two could be defenders and the other two were the invaders. The defending team had to protect the treasure and the invades had to try to steal it. Once they have, they had won. This game was played with paper that had a template of squares on it and a few counters. I played this with Farzana, Nicole, and Sakina. Then in these same groups we had to choose a technology from hillfort, ramport, or a trench and write about it on a google presentation. In the end, that technology would be an addition used in our game. We chose to do a Ramport. We had to have 5 slides and each person in the group would have to say something when we finally present the finished presentation infront of the groups. In the presentation we had to includ info for what our technology is, and two historical examples and the name of the location and also when it was used.

Cuchulainn (Irish) | Myths & Legends

L.I: To create a D.L.O about the story of Cuchulainn.
This week for Reading we had to choose a myth/legend to work on and create a preferably google presentation about it. The 4 we could choose from were Izanagi and Izanami, Mahishasura and Durga, Lac Long Quan, and Cuchulainn. I decided to find out and write about Cuchulainn since the photo for it seemed interesting. First we had to fill in the reading notes for before reading, during reading, and after reading. Then we had to show our learning and understanding of the story we chose by making a D.L.O with some video or voice in it. I made a google presentation since I could fit mutiple information inside. The sound in my presentation is a video about a different story of Cuchulainn. We also had to put our questions in the slides and the purpose. In the last slide I decided to put up some images because there are different stories about Cucuhlainn and different peoples perspectives so I used photos to show what he looked like or what he was doing in those stories about Cuchulainn.

Kiwi Sport

This week Thursday we went swimming for kiwi sport at the YMCA lagoon pools. This session we carried on with the topic of how we rescue someone. First recapped how we put our hand up, and shout "help" 2-3 times. Also if you were saving someone, you can give them something to hold on to or float on but don't get close to them because they might hold onto you and pull you down so that you drown.

Then we got into pairs with someone sitting next to us and were each given a pool noodle. One of the pairs went into the water and the other held onto the pool noodle. We tried a few different ways on how we can pull them in without falling in the water ourselves. Me and my partner Sandra, acted as the examples. I sat on the wall and Sandra called for help. I lended her the pool noodle and she grabbed on to it and pulled me in. So then I was to stand up and try it. The same thing happened and Sandra pulled my into the water. The proper way we had to do it, was to lay down on our stomachs on the wall, and give them the pool noodle. When she tried pulling, I didn't go in.

James and Cameron showed us the real rope for when you pool someone out and an example of how to use it. The rope was inside of a bag and you could pull it out. Inside it was really long so we didn't get a try to use it because it would take long to put the rope back inside There was a loop at the end and the person had to grip onto it and then put some of it under their feet so that it isn't loose. James held onto the rope and bag then Cameron pulled him over.

We also did something where we have to keep our head out of the water and kick our legs so we didn't touch the floor and so we floated. One goes one directions and the other goes the opposite directions. Everyone got to get a turn and some had to get help from the coaches. We had to keep our knees up because it helps a lot. Then we tried putting our hand up as well so I found it a little harder. They notified us about how we need to be swimming in the medium lane next week or the follow week to try and swim the whole lane. We lastly said goodbye to 3 of the coaches and got out of the people.

Procedural Writing | Instructions (How to make a triangular-pyramid)

L.I: To write a procedural text.

This week for writing we created a procedural text on instruction for creating any 3D shape using the toothpicks and blu-tack. I chose to do a triangular-pyramid. To make the writing, we had to plan on a document. Along with the steps, we had to use images for the finished step should look like. We had to take photo of each step to help with the wiritng. Then at the bottom of the planner, we had to make a complete one using all the same info in the planner. I decided to make this shape because it was simple to do and because we couldn't do a cube since that was the example that our teacher showed us. I made the layout similar to how a real procedural text of insturctions would look. 

Kiwi Can

This week Wednesday we had kiwi can in room 7 with Mr Matt and Ms Lily. Our theme is still resilence and our new topic is problem solving. First we did our energiser, which was Human knot. I've played this game before and I found it a little hard. For this, we were all split into 4 groups of 7 or 6 people in it. In my group was Alice, Ellenora, Sila, Alayah, and Florence. We had to get into a small circle with the people in our group and face eachother. Then we had to put up our right hand, and find somone across from us, not next to us and hold their hend. Then we had to put our left hand up, and find someone else to hold hands with. After everyone was holding hands with two other people, we had to try and untangle our hands so they were by eachother and not muddled up in the middle. The thing was, we couldn't let go of our hands. After going over, under, turning around, we finally finished and we came first. No other team was able to finish but they might have gotten close. Next we came back on the mat, and all groups got to share the problem with it and what was hard about the game and how we solved it. Later on we had our activity, which was Mat doge ball. We played this game before in kiwi can and I thought it was really fun. We had to get into a circle and Ms Lily numbered us off 1 to 5. There was a ball included and it was similar to doge ball but we played on the floor and we had to roll the ball instead. Once they called a specific number from 1 to 5, that number had to stand in the middle and try to doge getting hit by everyone else. For example if they called 3, then all the people that were numbered 3, had to go in the middle. Everyone else would roll the bal and if the ball rolled over to someone else, they could hit it back. After everyone else got out  and one person was left, they were the winners. In the end all the winners battled and the final winner out of everyone was Akuhata. Lastly we had GKQ which stands for general knowledge questions. We said goodbye afterwards and headed back to class.

Measuring Angles using Protractor

L.I: To measure angles to the nearest degree using a protractor.
This week for math we measured different angles on a worksheet paper, using a protractor. There were 8 angles in total for us to fill out the answers to. The angles would add up to 180 degrees if we put them together and we had to find out if the angle was either acute or obtuse. We did this in groups of 4 from each maths group. I worked with Florence, Farzana, and Miiana. Everyone in the group had to do 2 each. We later marked it with Mrs Linker and I got only three or four right because my measurements weren't too accurate. To use a protractor, you need to line the line up on the protractor, with the another line like on a sheet of paper. Then you can find what the angle is by seeing where the point, is pointing to or you can find where a specific degree/angle is like 90 degrees.

Sky City/Tower Visit

This week Tuesday we had our school trip to sky city and visited the sky tower. We seperated in groups A and B, and went with different people that showed us around to floors 51 and 45. Level 51 was the observation floor where there are special activities you can do like skyjump and also look around and outside since there were many windows. There was one place where you could stand on and it was glass, but since it was 32milimeters, it was safe to stand on. We also got to see someone skyjump ourselves which was very exciting and fun. Level 45 was one of the refuge levels we got to visit. There were other levels of the refuge, floors 44, 45 and 46. This was for emergencies like fires where you go to the floor where aid kit, puzzles, water, and things like that are provided for the people there. The walls were thin metal that rescures could cut through to save the people inside. Everyone was given a piece of paper to fill out, with boxes pointing to somewhere and we had to fill it in with a pencil naming them. We even went to a small room with a big screen to watch a video all about the sky tower. At special occasions, the sky tower lights up different colours to represent it and show their support. The sky tower was actually made for communacations since their were so much hills and mountains in New Zealand. The sky tower cost 75 millions dollars and was made in 1997. I also learnt that it takes 11 seconds to skyjump and cost around 220 dollars. The trip was very fun and it was my first time visiting the sky tower so I thought it was cool. After the trip, we said goodbye and a big thank you then went back to school.

Blog Commenting

Today I decided to comment on Chris's blog. I commented on his Angles blog post. I thought he did a good job. I also learnt about angles and created a D.L.O showing them with objects. I really enjoyed looking at the items Chris found to represent the angles. I also seen how he used maths words like "estimate" in his blurb. I liked how he explained what the degrees are of the angles that he did.

Here is his post and my comment below - Angles

Multiplication/Division | Daily 6

L.I: To memorise basic multiplication patterns.
Today I completed a level 1 stage of the multiplication/division daily 6 with the 5 times tables. I had to get my 1E5 Maths book and write the multiplications to 10. I did this 5 times. Then I add a row besides the multiplication of the divisions to the multiplication. I want to work my way to level 3 from starting a level 1. I knew the multiplications to the multiples at level 1 but I decided to write down my fives.

Dance Mat Typing | Daily 6 (Keyboarding)

L.I: To learn touch typing.

This week I played Dancing Mat for a Daily 6 on keyboarding. First I did the level 1 stage, home row. For this, it showed us where to put your fingers on the keyboard. We had to type the letters and symbols that it wanted us to type and other words that we could make with barley moving our hands around the keyboard. I struggled because I wasn't used to the finger placing of the game and so typing the words were a bit confusing and hard. In the end I was still able finish the level 1.

Kiwi Sport

This week Thursday we had our fourth session of swimming. First the swimming coaches talked to us about water safety and the life guards. The life guards tell us not to do something only because of our safety. The water safety when getting into a river, is to go in feet first because there might be rocks and logs under and we would rather risk breaking a foot then injuring our head. Also when saving someone from out of the ocean, to be careful. When getting someone out of the situation where the water pulls you in and you start to go under the water, past them something to hold on to, to float and breathe. Then we got on with our lesson. We were seperated into the swimming coaches we worked with last week. I was with Cameron. First we did skelling where we used our hands and went in a in and out motion doing thumbs up and down. We did this on our stomachs which I could do and our backs which was more difficult. Then we swam however way across to the other platform in any way we wanted and then back. After, we all gave Cameron a high-five and got out of the pool.

Procedural Writing | Structure & Language Features

L.I: To identify the structure and language features of a procedural text.
This week for writing we looked at the structure and language features of procedural writing. We talked about the basics of procedural writing and looked at the different procedural texts. We went away in pairs and looked at a text either of instructions, directions, or a recipe. My partner was Farzana and we got an instructions paper on how to make an origami cat. We then came back and were tolled to find starting verbs in a sentence, third person and infinite text. To show all our learning about procedural writing, we had to create a poster showing the structure and language features of it. The suitable resource was a google draw. I included examples and explained the purpose and what procedural writing is.

Bridge Locations on Google Maps | International & National

L.I: To make a map of the world and locating 5 - 10 bridges on it.
This week for inquiry we had to make a map and locate 5 national, and 5 international bridges on google maps adding up to 10 bridges in total. First we did the 5 bridges we did for the this vs that so it didn't take so long to find different bridges. We found the locations for them and pinned them on the map and inserted an image and info about the year built, length (span), height, and width, cost, material, and type of bridge. Five bridges were from new zealand, and from the international, one was from Norway, one was from California, one from in Detroit, another was in Port Huan, and the last was in Creissels.

Maui | Lessons and Summary

 L.I: To try and understand the lesson behind the Maui story.

This week for reading we read a short text about Maui and had to create a D.L.O teaching about the story and the lessons it teaches others. During, Before, and After reading the text we had to fill in Reading notes. There were reading strategies in the during section, so is in the before and after. Once reading the whole text, we had to think about the lesson that it might teach the readers and write it in a D.L.O. I decided to created google presentation so I could fill in the info I needed but separate the summary from the lesson in two different slides.

Different Types of Angles | Acute, Obtuse, Right, Reflex, Straight

L.I: To construct right, acute and obtuse angles.
L.I: To begin to appreciate the degree.
L.I: To To know the degree, unit of measurement.
L.I: To know that the angle at a point is 360 degrees.
This week for math we learnt about different types of angles, Acute, Obtuse, Right, Straight, and Reflex. Then to show our learning and understanding about the angles, we had to find objects in the class that have an angle. First the math groups learnt about degrees and angles, and two angle learning games. Then we had to create a google presentation and take photos of objects we found that represent the angles. I decided to put in a short text beside each photo, what I used and how much the angle is. We also learnt the differences in acute and obtuse. Acute means small and Obtuse means bigger. I used a book, scissors, a whiteboard, ruler, and popsicles

Quick Narrative | Monster & Knight

L.I: To write a quick narrative.
This week for writing everyone chose out of 4 photos what they would like to do for their narrative. Then we went away and spent only 40 minutes to write it. I decided to choose the 4th photo of a knight and giant monster. We had to use a narrative planner and write the orientation, problem, events, and solution. The title of my narrative is "The fight of Ayvar and Jaheim" which are the main characters names. The steps that we went over when writing is B.P.D.E.P which stands for Brainstorming, Planning, Drafting, Editing, and Publishing. When editing we had to correct any spelling, sentences, or non-interesting or unnecessary ideas. You can read my finished narrative above (or below from the link), and look at the photo I used to base my story off.
View my story here - Narrative

Blog Commenting

Today I commented on Sakina's blog. I commented on her Tengu Lessons blog post. I thought that she did a amazing job. I have also made a blog post about Tengu. I really liked how she had a description about tengu in the beginning of the presentation because the viewers now what the tengu is. I also really liked how she had photos of tengu which also gives them an idea of what the tengu looks like. I really liked the lessons and summaries of the tengu stories Sakina completed.

Here is a link to Sakina's blog post and my comment below - Tengu Lessons

Kiwi Sport | Swimming

This week Thursday we had our third session of swimming at the YMCA Lagoon pools in panmure. First everyone sat on the wall and listened to what the swimming coaches had to say. They talked about hyperthermia and hypothermia. Hypothermia is when you are at low temperature and Hypothermia is when you are at high temperature. The effects of hypothermia is that your teeth start chattering, you start to shiver non stop, and your teeth can go to a blue or purple as well. To stop someone who is having hypothermia you can put a blanket over them, change their clothes if they're wet, and put them in the shower. You can turn the shower all the way to hot because our bodies don't react to switching temperatures so fastly, so you have to slowly turn it up at a time. Then we got split up into the groups with the coaches we worked with last week. I was with Cameron. First everyone sat on the wall and quickly went through how to get in for different types of water. We safely got into the pool and practised doing the skeli on our stomachs and backs. For the skeli, our hands had to go in a up then down motion, keeping our head up when we swam. We did this on our back and our front. Our focus was to relax. Then we did submersions into the water. The first one we did was the dolphin dive. We had to go into the water and try touch the floor for the first one and then get up to go again to the other side on the platform. We then dived in and try to go far and as low as we could. After doing this a few times, we gave Cameron a high five and swam to the end in any technique to head out.

Compare & Contrast | International & National Bridges

 L.I: To Compare and Contrast Panmure Bridge to a local equivalent.
L.I: To Compare and Contrast Panmrue Bridge to an international equivalent.
This week for inquiry we had to take a look at international and national bridges that we could compare and contrast with the Panmure Bridge. For this we had to work in partners, my partner was Farzana. First we had to compare the Auckland harbor bridge, with the Panmure Bridge. We had to make a copy of a this vs that D.L.O and insert the following information in the boxes - Year built, Length (span)/Height/Width, Cost, and the Materials. We researched all the information and filled in the boxes. Then all the pairs came on the matt and shared their answesrs. For the next compare and contrast, we had to compare the Panmure Bridge with another national bridge. Farzana and I decided to do the Te Rewa Rewa bridge. All the questions were the same but we had to find out one extra question which was which type of bridge it is. Finally for the last compare and contrast, we could find any international bridge to compare to the Panmure Bridge. For this one, we did the Storseisundet bridge in Eide Norway.

Lessons from Tengu Stories

L.I: To create a D.L.O talking about the lessons tengu stories teach people.
This week for reading we had to look at different tengu stories and think about the moral or lesson it teaches people. I used a google presentation because I can show different stories for each slide. I only used three stories/tales and linked the site so you can read it too. We also made predictions in the first lessons and questions to find out when reading. In some of the tengu stories there are consequences to things that had happened earlier in the story. Tengu is a japanese myth that people made stories of inlcuding it but I enjoyed reading the ones I could.

3D Models | Toothpicks & Blu tac

L.I: To construct models of polyhedra using everyday materials.
This week for maths we created 3D shapes using toothpicks and blu tac. I decided to create two shapes, a cube and a traingular prism. Once we created the shapes we had to take photos of them and stick them onto a google slide. I included the amount of vertices, edges, and faces each of the shapes had. Each of them were fun to created and didn't take over 5 minutes to complete. I decided to write in a short description the process I went through making it. We had to make a template for each model/shape as well.

Smart Media | Word Cloud (How does my blog potray myself?)

L.I: To think about how our blog potrays you.
This week for cyber-smart we had to create a list of words on wordcloud we think our blog might potray us. First we went back and edited the wordclouds from last week and added or changed the words up. Then we had to make a new wordcloud for this week sharing ideas of a list of words we think people might think of us when they see our blog. We planned out a whole bunch of words first thinking about how the school blog portrays us and gave ideas for that. The LS1 bloggers are Chris, Farzana, and Sakina. After making the wordcloud we had to put it on our Smart Media slide. I used up to 35 words and used the shape of a message because I thought it suit the theme of what we were learning about.

Kiwi Can

This week Wednesday we had kiwi can in room 7 with Mr Matt and Ms Lily. Our theme is resilence and our topic is goal setting. First we recaped what we talked about last week then had our energizer. For this weeks energiser we played Snatch. One of the other teachers went around giving someone each part of a rope. Then we had to set it down on the floor infront of us. Mr Matt put some cones in the middle of the rope and spread them out. The rules were we couldn't dive in or else we were out, and we couldn't go on our knees to go get it. Ms Lily played music and we had to go around the rope anti-clock wise. When the music stopped, we had to try and grab a cone to not get out. If you didn't get a cone in the end, you were out and you had to sit on the side. If you and someone both grabbed the cone at the same then you and tio rock, paper, sisccors for it. We started with one practise round and then started the real games. The last two people standing were Andrew and Matthew. When the music stopped, Andrew quickly grabbed it just before Matthew and one the game. I enjoyed the energiser Snatch but didn't like when I went to get the cone because I scrapped my knees on the floor trying to get a cone which caused me to get out and it hurt for a short while. Then we came back on the matt and talked about goal setting and what it means. Goal setting is creating creating something you want to achieve. We also talked about how we can celebrate when we complete a goal. A lot of people had great ideas like having a party, spending time with family, or treating your self with some sweets. Then we played our activity which was octopus. The girls stood around one side of the room, and the boys stood around the other. Mr Matt stood in the middle holding two pool noodles and standing in a hoop. He couldn't move and had to try and get people with the pool noodle from where he was standing. If you were tagged by him then you had to stay where you were when you got tagged and try to get other people. Ms Lily would say something for the girls and boys to do and you had to get across to the other side without getting hit. For example, she might have said crawl, then we had to crawl to the other side. This game was also veyr fun and the last person standing was Lorenzo. We lastly came back on the mat and had GKQ which is General Knowledge Questions. After GKQ we did the points. We got 5 for each one but 3.5 for respect. We said goodbye to Mr Matt and Ms Lily then went back to class.

Blog Commenting

Today I decided to comment on one of Kaitlyn's blog post. It was her Myths, Legends, and Fairytales post for reading. I think she did a great job. I've done this reading task too and liked her detailed and descriptive blurb. It was als good that she explained what self monitoring is. She made her blurb very descriptive and described a lit in her blurb what things were that she talked about.

Here is her blog post and my comment below - Myths, Legends, and Fairytales

Panmure Bridge | Past, Current, and Future - Changes & Impacts

L.I: To understand the changes and impacts of the Panmure Bridge.
This week for inquiry we got into small groups of three to complete a presentation about the Panmure bridge showing a timeline, the impact, the future, and images of the bridge that interests us. I worked with Farzana, and Florence. We also looked at sites a few sites to help us finish the slides. For the first slide we each found 2 photos and in a short text, explained why it interests us. In the next slide we had to show the changes of the bridge by completing a time line of what it was like through out the years. In the next slide we had to think about the impact of how panmure bridge might have changed how people lived in the area. Everyone gave one idea for this one. In the final slide we had to think about the future and what might be in the next panmure bridge. Everyone also gave one idea for this aswell. I think this was very interesting to do because I was able to find out a little more about the history of the panmure bridge and being able to share my ideas on it.

Narrative Writing | Campfire

L.I: To write a quick narrative.

This week for writing we created a narrative based off a photo  of two kids sitting around a campfire. We did brainstorming on coggleto write down all the ideas, and planning by doing the backwards S strategy and covering the basic parts of the narrative. The characters are Jess and Jeff, and the parents are Milli and Christopher. The two kids get seperated from the parents and need to find their way back. I also included extra parts in mine. The problem was that they were lost and I also added another problem that has to do with a bear. I had a lot of ideas but decided to title it as, The Campfire.
You can also view my narrative here - Narrative

Kiwi Sport | Swimming

This week Thursday we had swimming at the panmure YMCA lagoon pools. We had to go with the swimming coaches we went with last week which was for me, Cameron. First we went over again how to get in a pool safely and how to get into a river which is two hands on the wall, push off, and rotate your body into the water to get into the pool and both hands at each side and slowly get in to get into the rivier. Then we learnt how to float on our stomachs and our backs. Also learning with me was Sandra and then later on Nicole, Jayden, Raera, and Giovanni came over too. We had to push off the plat form and float as far as we could on our back then start kicking when we stopped with our legs to go further to the platform. Then we did the same thing on our backs. We also did the dolphin dive which everyone was familiar with. With practise this a few times with Cameron. We tried to dive in and go low and also repeatedly dived up and down like a dolphin. In then end we stood on the platform and did swam back however we wanted to all the way to the other side. We gave cameron a highfive and hoped out to head back to class.

Myths, Legends, and Fairytales | Venn Diagram & Reading strategies reminder

L.I: To recall reading strategies and when they are used.
L.I: To create venn diagram to show the similarities and differences between myths, legends, and fairytales.
This week for reading we have been learning about myths, legends, and fairytales. Myths are religious or cultural beliefs or views of tradition and may contain factual information in them. Fairytales are stories which can be based around a true story that include something added to them that makes them so fantastical with good and evil and a conflict. Legends are created to give historical facts and can be people who have done something very big an rememberable. First we got in to pairs or small groups of 3 and made a slide to recall the reading strategies and when they are used. Then in our pairs/groups we created a copy of a venn diagaram to show the similarities and differences between myths, legends, and fairytales. To find out our information we read two sites and then used our knowledge that we learnt from them and written down the info on the venn diagrams.

Kiwi Can

This week Thursday we had kiwi can in room 7 with Mr Matt and Ms Lily. Our topic is goal setting and our theme is resilence. First we got into our energizer which was snatch. Everyone was given a tag to put in their pocket but have part of it hanging out so other people are capable of snatching it. You stood somewhere in the class room and when Mr Matt counted down from 3 we started. People would go around and try to snatch others tags from their pocket. The winner of the first round was Alayah then in the second round it was a draw between Alayah and Viliami. I really enjoyed this game and had a lot of fun trying to get others tags without getting out myself. Then we came back on the mat in our 4 lines and talked about our new topic, goal setting. We talked about some goals we have at school and more. Then we played an activity called Ball Trouble. First we had to find a partner, it had to be boy and girl partners. My partner was Fanini. The girls lined up on one side and the boys lined up on the other, but you had to be lined up with your partner. The first to partners went, then the next, and so on. Mr Matt would give the partners something to do with the ball, like back to back which means you had to place the ball in the middle of both you and your partners back and go to the end of the room and back. Even though for some of them we struggled, we continued on and kept trying. I also enjoyed playing this game with my partner. Then some of the partners swapped over to be on one side either team 1 or team 2. I was team 2. I was very happy when Mr Matt annouced that our team one and proud of everyone's good work. Then we came back on the mat and did the scores for this week. Our total was 24 out of 25. Lastly, we said goodbye to Ms Lily and Mr Matt and headed back to class.

Media Construction | Wordcloud List & Suitable Images

L.I: To identify the purpose of the information presented in media.

L.I: To understand that media is made for purpose. 

This week for cyber-smart we discussed amongst other peers about what we think the purpose of the infromation in media and created wordclouds of words that describe what we see in images of our self we put suitable for school and for friends/family. First we watched 2 videos and looked at a site. It was an advertisment, a trailer, and an news site. After listening to one of the articles on the news site or watching one of the videos, we had a small talk with other classmates about the purpose of the media. Then in the end the class shared some of their ideas. Then we created a copy of a google presentation of the smart media: media in construction D.L.O. Then we went down to one of the slides and uploaded two images of ourself, one suitable for blog/school, and one suitable for friends or school. Then we created wordclouds for each images listing words that describe what we see in both the images.