International Current Events

L.I: To identify author's purpose.
Last week, we explored national current events meaning news about what is happening in New Zealand, right now. This week for Reading, we are now looking at the current events happening in the world around us. We created a map and pin pointed the events we found on kid friendly websites (Kiwikids News, NZ Herald, Radio NZ, Kea Kids News) and thought about what the authors intention writing them was, and how these articles make the viewers react. Something interesting I was able to see from observation is that a chunk of the plots on the map are in the United States region, meaning the country spikes an interest from people all around the world.

Exploring our national current events

 L.I: To identify authors purpose.
Authors write for a purpose and it could either be to persuade, inform, or entertain. This applies to the newspapers and articles we read everyday, to keep up with what is going on around us. Today for reading we explore the different types of current events that are happening nationally to understand why the story was made. Using 'google my maps' we found out about the news on kid friendly websites and plotted where each of these places were happening with a short explanation that also tells what it might be. I worked collaborative on this DLO with Florence, Vayan, and Ellenora.

Provocation: Should masks be compulsory on NZ public transport?

L.I: To identify and consider the two perspectives of this provocation to help me form an opinion.

A provocation is an action or speech that triggers strong feelings about a topic. Today in groups for reading, Name, Name, Name and I thought about both sides of the provocation, ‘Should masks be compulsory on NZ public transport?’. We used our smart searching skill and information to help us form an opinion that we could justify with evidence and provide strong evidence for each opinion. On November 19th, masks are going to be required to use on public transport (buses, trains) My opinion is undecided, but my stance on this is that I agree with the objective of the masks in the way that it is to provide safety and assure that the diseases cannot be transmitted, but also that we should consider the certain requirements for this new rule.

Charge of the Light Brigade (The Crimean War)

 L.I: To learn about the Charge of the Light Brigade.
This week for Reading we learnt about a narrative poem called ‘Charge of The Light Brigade’ written by Alfred Lord Tennyson of the Crimean war which takes place in the 1753 - 1856. We tried unpacking each stanza and thinking about the literary in them and then creating a collaborative DLO summarizing what we've learnt about the Crimean War and the poem itself. I worked with Florence.

The Gunpowder Plot

Today I worked with Densyn and Lisea from Room 5 to learn about the Gunpowder plot and summarise the event in order to think about the Safetys of Guy Fawkes day coming up tomorrow and the story behind the reason this day is celebrated. After listening to the story first, we thought about some words with our buddies and created a short summary using the 'Summarise' activity we do in our reading and writing that helps us think about the story more.

Te Reo Maori Challenge

 

For the past weeks we have been completing our colloborative and interactive Te Reo challenge. This te reo challenge is where you create an animation that explains the different body parts. I chose to use Powtoon as my platform to create my animations. I worked with Florence to get this animation completed. I enjoyed creating this animation as it gave me a chance to try a new site out and learn new words in a different language.

Finding the Highest Common Factor & Lowest Common Multiple

LI: To be able to find the LCM and HCF

This week for Maths our focus has been to find the lowest common multiple and highest common factor. Our challenge was to practice with different numbers and create a DLO explaining our learning. Haylee, Florence and I collaboratively worked on defining the highest common factor and lowest common multiple. In our DLO’s we’ve included what the highest common factor is, how to find the HCF, what the word factor means and an example of finding the HCF. We all enjoyed working together to create this DLO and liked how we could revise on this math area. We all feel a lot more comfortable working and finding the lowest common multiples and highest common factors.