What is Peace? | Peace Poster & Peace Slide

L.I: To investigate and recognise characteristics, actions and symbols of peaceful activists.
This week for Inquiry we are looking at Peace and everything around it. First we wrote about opposites and sames of peace, using our understanding of peace itself to help us. To do that we got into groups of 5 and wrote as many words of synonyms for peace and antonyms for peace. We then split the group of 5, into 3 and 2. I worked with Florence and. We had to write at-least three words that describe each photo on a google presentation. Using those words, we then had to make sentences out of them and also make sentences of the people's perspective in the photo. We also had to look at statements that we had to talk about what it means when it defines peace. Finally, we went away and made posters explaining what "peace" means to us and put the poster on the slide.

Kiwi Can

This week Wednesday we had Kiwi Can in room 7 with Mr. Matt and Ms. Page. Our new topic is Respect for the environment and our theme is respect. First we had a little discussion of what environment means and how we can respect it. The first thing we did was our energiser which was called Snake. The volunteered tagger would have to crawl and squiggle on the floor, attempting to tag the other people. If you were tagged, you had to be a snake as well and try to tag the other people too until their was the last person standing. Then we played  one more round before coming back to the mat. The next things we did after another discussion, we played our activity which was Tic Tac Toe on chairs and with people. We got into groups of 5 and one group of 6. My group was of six and was of Florence, Alayah, Sakina, Miiana, Sulia, and I. Our group name was Islanders. Two groups versed at a time and in the end, The Footballers team won the rounds. We finally came back and talked abuot our theme and topic once again and share ideas on it. We finally ended the lesson of Kiwi Can by having a game of Master which was like GKQ (General Knowledge Question). The master from last week was Sandra which she started off the game. We finally said goodbye to Mr. Matt and Ms. Page. after the circle went around completely and there was only one winner

Inferring (Thoughts and Emotions) | For the Birds

L.I: To infer thoughts and emotions.
This week for reading we watched a short film from Pixar called For the Birds and inferred emotions and thoughts that we spotted in situations of the clip. This was an interesting and funny video to watch for the whole class. The whole class first did a few examples on a D.L.O, before we then had to go away in our reading groups and make one inference to start ourselves off. The inference my group and I made was "Confusion" because the looks on the birds faces. The layout of our slides on the presentation had to be the time stamp included, the emotion, a photo of the time, and your inference with proof. In total on my own, I made 5 inferences.

Blog Commenting

Today I commented on Kaitlyn's blog. I commented on her SSR Selfie post. She did a great job in my opinion. I was interested in what Kaitlyn read this week since I did an SSR Selfie for my book too. I really liked the D.L.O layout and the information she also included besides the summary. I also liked her blurb because she tells us it is her favourite book and little bits in and about the book. She also included the extra detail about what she had to do, to complete the SSR Selfie. I wanted to know something from the book that she liked. 

Here is a link to her post and my comment below - SSR Selfie

20 Verbs & Tenses

L.I: To identify verb tenses: past, future, and present continuous.
This week for Writing we looked at three different tenses, past, future, and present continuous. We then had to make a list of 20 verbs and show a video or photo of one of the inflections (tenses). I partnered up with Florence and Angelica. Usually to make a simple future tense, we add a "will" in front of the verb. For example, will jump. This means it hasn't yet happened. To make a present continuous tense, we add "ing" at the end of the verb. This means it is currently and still happening. Usually to make simple past tense, we add an "ed" or "d". This means that it has already happened. Our D.L.O was a presentation because it was the best to showcase all the verbs in one format. Different verbs show all their different tense of form. We used one tense for a verb and showed it with either a picture or video. I found it a little difficult to complete videos and photos for all 20 verbs, but it was fun to think of ideas to do for them and work with my partners to create some of them.

Kiwi Sport | Boxing

This week Thursday we had another session of boxing on kiwi sport with Pax in the hall. Today we were learning about defending in boxing. First we got into pairs, my pair was Florence. We had to warm up by playing a cone game where the partners had to try and grab the cone first. One of the partners had to put gloves on which was Florence, and the other had to get a noodle which was me. Then we learnt to keep our guard up. I had to swing the noodle down on Florence's head as she has to put her boxing gloves over her head so she can block it. Then we practised doing slide, where we move back in our rock position. I swung the noodle down and Florence moved back to not get hit. We finally learnt about the U roll because we didn't have enough time to learn the Spin. I had to hold the noodle on the right side of Florence's head and she had to go under the noodle and on the other side. After learning these for defence, we swapped over roles so I could practise the defensive moves.

Basic Facts Boxes

L.I: To answer basic fact questions about simple subtraction, addition, multiplication, and division.
This week I completed another 20 basic facts of the Basic Facts Boxes on subtraction and addition. For the subtracting boxes, we had to subtract the numbers by 32. For the addition we had to add on by 20. After completing the 20, I am 80 questions through from finishing 100. 

SSR Selfie - Toad Delight | Daily 6

L.I: To summarise and retell some text.
This week I completed a SSR Selfie slide about my library book "Toad Delight" by Morris Gletzman. This is a funny like book, including crazy and wild events a crane toad deals with. He goes on exciting and also terrifying, unexpected events on his adventures but he can be a strong toad about it. This book interested me from on the shelves because of the eye catching cover and a different look about the book and the whole concept of it.

Inferring | What can you tell?

L.I: To infer information.
This week for reading we have been working on inferring pictures with a partner. Inferring is using information to make an inference, because the author or such hasn't exactly pointed it out or said it. First we tried making an inference on an example photo to get a better idea. Then we got into partners and each made our own copy's of a google presentation of "What can you tell?". The google presentation had 4 photos for us to complete and one example photo. If we had an inference, we could right it in one of the boxes and then show our evidence of it, using arrows to also point them out. We had to talk with our partner so we could share our inferences and write them down. My partner was Florence, and she and I were able to get in at least two inferences for each photo.

Maori | Rētihi Poster

This week we had Maori with Ms. Whaea Odie. Today we watched a clip about a myth story of how the south of New Zealand came to be with animated movements. It was really interesting to watch and entertaining of the graphics and motions on the screen. Then we had to go and find a partner and create a poster about a food/s. To do that, Ms. Whaea Odie gave the partners a number, then they had to go and find the food that was numbered the same number as them. My partner was Alayah, and we were given number six which was lettuce and beetroot. Our poster was about lettuce. It all had to be written in maori and not much english words. The photo we used on our poster was labelled for re-use, and majority of the poster is english, but the definition of lettuce is written in maori though.  Lettuce in maori is Rētihi. Alayah and I were able to find out more about lettuce as we re-searched to fill out our poster.

Trench Warfare | WW1 Interactive Book

L.I: To re-search to find information about trenches in world war 1.
This week for inquiry we finished another activity from the interactive book with our partner. This week we were learning about trenches and trenches in World War 1. Trenches are holes in the ground that soldiers used as protection from the enemies and a hide out. We had to find out information about the trenches like how it is built, and also No Man's land. The facts and info we found had to go into the boxes and label them. We also had to find a photo of a trench that we think best represents one in WW1. Me and my partner, Florence decided to write about the use of sandbags in a trench and the periscope. In one of the boxes we also talked about the health in the trenches for the soldiers.

Kiwi Can

This week Wednesday we had another session of Kiwi Can in room 7 with Mr. Matt and Ms. Page. Our theme in Kiwi Can is respect and our topic is respect for the community. First we discussed what is community and the people in our community. Then we went on to play our energiser which was Hand Ball, a game we played before. We had to get int a circle and leave a gap in our legs about shoulder width. Then we had to put one of our hands behind our back and the other in-front of the space between our legs. The other hand out was used to block since there was a ball and everyone was trying to hit it into someone else legs. If it did, you had to sit out until the round was over. In the end there were two winners, but I was lucky enough to make it into top four, before getting out. After the game, we came back to the mat and thought about our topic and theme. Then we had our activity of the session which was hand soccer. The class was split into two groups and each group had to line up on one side of the class facing the other team. Each group numbered everyone in their group. I was in group two, and I was numbered as number three. Mr. Matt would call out some numbers, and those people had to go and hit the ball that was placed in the middle, into the other teams goal to score ourselves a point. The first one to ten was the winner. Our group name was Cookie-potato, and we successfully won the game. We lastly came back to the mat and had a game of GKQ Master before saying goodbye to the kiwi can leaders and going back to class.

Addition Poster

L.I: To create a poster on addition showing Place Value and Tidy Numbers Strategy.This week for Math everyone had to choose 4 subjects or operations, and a D.L.O format to make it under. Everyone decided to do the 4 operations - Addition, Subtraction, Multiplication, Division. Depending on which one we were doing, our teacher chose what we would have to teach from that subject. Once a week we would have to complete one and link it on a sheet. This week I have decided to do addition on a poster. For addition we had to show place value and Tidy Numbers. After finishing our D.L.O about the operations, we could blog it and plan our work for next week.

Blog Commenting

Today I commented on Florence's blog. I commented on her Finished art work blog post. She did a good job. I have finished my quatrefoil artwork too and came to her blog to see hers. I wasn't able to see the image she inserted but I am sure she is proud of it and it looks amazing. I liked how she included small details in her blurb, but I wanted to know how long it took to finish and make in total.

Here is a link to her post and my comment below - Finished Artwork

Kiwi Sport | Boxing

This week Thursday for Kiwi Sport we had another session in the hall with Pax. We re-capped the punches we learnt from last week first and went over the three commandments, respect, discipline, and safety. We had to then get in partners, my partner was Florence. We played a game of rock, paper, scissors to decide partner number one who would be the one who won the game. Since I won, I had to go to get gloves like the other number 1 people and line back up. Then we had to practise combos. The first combo was jab, jab, cross. We had to preform the combo on Pax's count. The next combo was jab, cross, left hook, cross. The last combo was jab, cross, left hook, right hook, left uppercut, right uppercut. The partner had to hold a pool noodle for the other partner to hit. Then the roles swapped over and partner two did the combos and partner one held the noodle. We would always have to go back to rock position after hitting and put the gloves back on our jaw after throwing a punch. Now and then we had to do burpees because we weren't following the commandments. It was sometimes hard to keep up with the combo counts because some of them were long and went too fast. We finally said goodbye to Pax and re-capped what we learnt today then went back to class.

Basic Facts Boxes

L.I: To answer basic fact questions about simple subtraction, addition, multiplication, and division.
This week I decided to complete another 10 basic facts questions of the Basic Facts Boxes. The subtraction questions were each taking away 18 and the addition was by 14. The questions would either be correct to move on or wrong which we could try again. After completing them and answering the boxes, I'm at 60 questions completed to 100.

Mounted Artwork Quatrefoils - Finished

This week for art we finished our quatrefoils and mounted them to put up on the walls. We also had to make a blurb for what each of the quatrefoils represents and means. After completting our quatrefoils for Armistice day theme, Max Gimblett theme, and Christmas theme, we had to cut it out to glue and put it on a big white sheet of paper. Our blurb had to be checked then printed out so we could cut and glue on the sheet of paper as well. The medium sized quatrefoil for our armistice/ANZAC day theme was used with pastel and the cross represented the soldiers who took their lifes and the poppies are to signal remembrance and peace of war. The big sized quatrefoil for our Max Gimblett theme was used with paint and represented his style using colours and shapes he used. The last quatrefoil which was the small sized one was used with colours and represented Christmas decorations and the weather. I was very happy with the out come and glad I was able to get it done. 

Paikea Poster | Maori

This week Wednesday we had a session of maori with Whaea Odie. This week we made a poster about Paikea since we learnt about it a few weeks ago. First our Whaea Odie told us the story of The Clay women with visual pictures of the pages in the book. It was about how humans in the Maori traditions were created since there were already gods. The poster was intended for people who don't know about Paikea and etc to find out about it. Before going off and creating our own posters, we talked about examples of what we could include in our post and words to do with Paikea. In my poster I included a short description about Paikea and drew a whale with a person on it resembling tahuhu and the book about Paikea. We had to share our poster with Whaea Odie once we were done.

Kiwi Can

This week Wednesday we had another lesson at Kiwi Can in room 7 with Ms. Page and Mr. Matt. Our theme is Respect and our topic is Respect for the community. Our phrase to remember this is "Come in unity, for our community". Our energiser for today was called remote. The rules of the game were to follow the instructions and sit out on the side if you get out. The instructions were to listen for one of the four things he said and do them. If we hesitated or did the wrong action, we were out. One of the four things was play which was to walk around, another was to fast forward which was to speed up our walking pace, the next one was to rewind which is walk backwards, and lastly was pause which was to stay where you are and not move. Later on the game he added new action which was stop where we had to lay down on the mat. On the first round I stayed in and was one of the winners with a few other people. We then came back to that mat and talked about why our community is important, who is in our community, how we respect our community, and who is in that community. Our last thing we did was the activity outside on the netball court which was invisible tag, a game we played before. For this game we were split into two groups and each group lined up on one side. However many the leaders said had to go around the pole. They had to go around the pole and whoever was first was the one who had the invisible ball and had to go to the other side to score their team a point. If you go tagged the tagger was in and you couldn't tag them back. We finally sat down and said goodbye to the kiwi can leaders and head to class.

Dr. Suess - Author Study | Book Week

L.I: To learn about Dr. Seuss.
This week is Book week and LS1 has done an Author Study. Today we re-searched about Theoder Seuss Geisel, also known as Dr. Seuss. He was an american author, poet, artists, screenwriter, and film-maker. Our library was lucky enough to have a supply of a variety of his books the class was able to read. Our task was to complete an Author Study D.L.O about him so that we could only find out more and build our knowledge about him. We had to re-search and find information that could for-fill the answers to the following questions of his real name, the country he was birthed, his first published story including the date, his target audience for the books, example of his books and the characteristics of the stories he published. We also had to insert photographs and images of Theoder, his country of birth, image of the story, and a book image of choice which I decided to use one of his popular books. Dr. Seuss is one of my favourite artists because of his books, but I didn't know much about him so I got to find out more when re-searching.

Types of Rhyme | Rhyme Study

L.I: To learn about rhyme using Dr. Seuss books.
This week for Inquiry we have been focusing on book week and Dr. Seuss under inquiry. Since Dr. Seuss likes to rhyme in his books we looked at different types of rhyme. There are four that we learnt about which is End Rhyme, Alliteration, Consonance, and Assonance. In a basic definition End rhyme is the end sounds of words are repeated, alliteration is the beginning sounds of words are repeated, assonance is where vowel sounds are repeated, and consonance is constant sounds that are repeated. We have to first learn about them and get into groups of four to work together and highlight the showings of the rhyme that make it what it is. I worked with Florence, Alayah, and Juel. Then we had to make a D.L.O about the rhymes explaining what they mean and examples from Dr. Seuss books. I worked on alliteration and the example book I used was "The Lorax".

Max Gimblett | Quatrefoil Designs

L.I: To create Quatrefoil Designs inspired by themes.
L.I: To re-search about an artists to find out basic information about them.
This week we have been working on creating Quatrefoil designs inspired around Max Gimblett. In pairs, we had to re-search about Max Gimblett to find out information about the artist and his many art creations of Quatrefoils. My partner was Fau. A quatrefoil is 4 leaves or lobes that are joined together. We needed to find out the key facts of where he was born, where he group up, a few of his art displays, and what he did in 2015 and 2016. Then find the defenition of a quatrefoil and why Max uses the design, and 6 images of his work with other examples of quatrefoils that aren't art works. We finally finished searching after finding the installation of the art of remembrance. Lastly we digitally created our own quatrefoils based off three different themes then eventually make it physically. The themes were Max Gimblett Style, Armistice Day Style, and Christmas Style. Fau and I are currently up to creating the quatrefoils physically.

Armistice Remembrance | WW1

L.I: To use our smart researching skills to find out information about armistice day.
This week our focus is WW1 and armistice/remembrance day. Our activity about this was to re-search with a partner to find information about armistice day that is put together in one google presentation. My partner was Florence. We had to watch an instrumental song called "The Last Post" and write what it is and why it is placed. Then we had to listen to "For the Fallen" , "Te Reo Ode" and "The Ode", and write information about the poem for the fallen and why we use the ode of remembrance. We finally had to write about poppies and why they are used. We also had to included examples of poppy art and find photos then attribute them. We could also find extra information like poems, songs, or more art.

Blog Commeting

This week I decided to comment on Nyjah's blog. I commented on her Graphics Flower Designs post. I think Nyjah did fantastic work. I really enjoyed seeing what she has been doing in Tech. I liked how she included the important detail that makes her blurb understanding like what she chose out of the four options and her color choice. I also liked how she included her personal view of things. It was thoughtful to put an image of a bunch of other flowers her classmates made. I wanted to know what she used to make the flowers and how long it took.

Here is a link to Nyjah's blog post and my comment below - Graphics / Flower Design

Basic Fact Boxes

L.I: To answer basic fact questions about simple subtraction, addition, multiplication, and division.
This week under Maths Daily 6, I completed some of the Basic Fact Boxes. I answered 4 sections of boxes under Addition and Subtraction. For this you have to solve the problem by reading the number in the top row, and then the adding or subtraction the number in the bottom row. You can choose how much questions there can be for the Facts. Either up to 5, 10, 20, or 100. There are 100 questions in total for me and so far I have answered 40 questions out of those 100. If you answered the question incorrect, the box would turn red and let you try again. If it was correct, it would turn green and you could move down the numbers. I am going to work my way until completing 100 to move onto my Timetables and Division.

SSR Selfie - The Best Worst Thing | Daily 6

L.I: To summarise and retell some text.
This week I completed a SSR Selfie slide about my book "The Best Worst Thing" as a Daily 6. This book was about Kathleen Lanes life and the unfortunate situations she has been through, like having a murderer on the loose in her area. She deals with her problems and attempts to over come them. Kathleen has to be brave and push through. I chose this book because it includes interesting events for me to read and I'm intrigued from each chapter to find out what will happen next.

WW1 Interactive Book | Battles of WW1 & New Weapons of WW1

L.I: To learn about the causes, conflict, and resolution to WW1 (World War 1).
This week for Inquiry we completed two more activities from our WW1 Interactive book. The first one was about the New weapons of WW1 and the second one was about the Battles of WW1. My partner, Florence, and I had to find out about 3 - 4 weapons in the air, weapons on sea, weapons on land, and the effect those weapons had on WW1 for New Weapons of WW1. Then we had to fill out the questions of what happened and the battles of WW1 in Battles of WW1. We would go back and get our answers checked and get help for certain parts of the activities that we needed it. To complete these two activities, we used the links with the information with the answers to the questions on them.

Recount Evaluating | Writing Rubric

L.I: To evaluate writing samples using the PBS writing rubric.
This week for Writing we had to go back to our writing tests, and use the PBS writing rubric to edit and evaluate the recounts. We had to highlight the the words or sentences if we found one that is the labels using the colour of it to highlight it in suggest mode. In each paragraph we had to included at least 3 shown of that label. The labels were - Yellow for punctuation, Blue for vocab, Magenta for organisation, Green for sentence structure, Grey for structure and language, and Organge for ideas. My recount was about going Bowling with my Family. We had to make it purple if we found a mistake. I didn't get to find and use all of the rating labels. We also had to give yourself a rating for the labels.

Interactive book | U-turn

L.I: To make an interactive book.
L.I: To analyse a story for its conflict and resolution.
This week for Reading we read a new book called "U-turn" and created an interactive book and conflict and resolution graphic organiser about it. Our interactive book (google presentation) had to include specific things. For Dr. Dahl we had to include 2 Te reo questions, 3 Vocabulary questions, 3 Figurative language questions, and 2 Idiom questions. We could create our own interactive book or use the template, which I decided to do. We had to insert screenshots of each page from the book, and link either one of the must includes that we found in the page. One of the four answers would lead to an incorrect or correct page where then you could go back to the story page you were on from there. In the conflict & resolution graphic organiser we had to included the characters and their ideals/wants, conflict, two actions leading up to the resolution, and then the final resolution. In total their are 8 questions. Click through the slides on my presentation and hover over sentences or words that are one of the must include.

Kiwi Sport | Boxing

This week for Kiwi Sport we had another session of Boxing with Pax. In this session we learn two other punches and forward and backward. First we put on our gloves and then boxing gloves, and go over the rock position and our other punches from last week, jab, cross. We did this by getting in a circle and repeating the punch we did after we preformed it. Then we got into a pare and chose who was partner one and partner two. Each partner, depending on their number, had to line up on either one of the two lines. We first learnt the Hook. For this we twist from in our rock position, and lift back to punch in a curve. Our elbows had to be lined up with the glove and then put them back by our Jaw after we punched. We always reset in our rock position after punching, or doing a combo because it is our safe place. We also learned to catch the punched by putting our boxing arm out for the same hand they punch with. Then we learnt the Uppercut. We do the same twist, but push our hand up to the height of where are eyes are. To catch the uppercut we had to put both arms out to our partners eye height. Then we learnt to move back and forward in our rock position. If we move back, our back leg moves back first then our forward leg moves back. If we are moving forward, our front leg goes first and then our back legs moves forward. We practised doing this with our partners. The ideal length between two boxers are the length of our arms lined up. After practising everything, we re-capped what we did and said goodbye to Pax to go back to class.

Fraction Problems

L.I: To create fraction problems in an interactive book.
This week for Math we had to look at a fraction problem card and use our multiplications to solve it. We had to get into a group of 3 to 4 and solve fraction problems together. We then had to create ones ourselves for the other groups to solve. To show our understanding we had to create an interactive book of fraction questions for other people to solve. They had to be questions for 1/3, 1/4, and 1/5 questions. I create a problem for 1/3, Miiana did a problem for 1/4, and Florence did a problem for 1/5. The answers are linked on the corner of the slide. To solve a fraction problem, you can use your multiplication. For example, There are 20 cars. 1 quarter of the cars are red, the other 3/4 are blue. How many blue cars are there? To solve this, you can find the multiple to 4 that equals 20, which is 5. This means 5 cars are in a quarter. If we are counting the 3 quarters, it basically is saying we are counting 3 fives. 3 multiplied by 5 equals 15 which is our answer.