V bucks

 

Researching Maps

L.I To use our smart searching skills to expand our knowledge of Ancient Greek Mythology.

Today David shared the next reading challenge with us. It is all about the Greek gods and helps us to practise the skills we have been learning in our reading lessons with our teachers. 

David created this task as part of his CARE award challenges. In this smart searching activity, we used our comprehension and research skills to learn about Greek Mythology vocabulary and identify Greek places on the map.

I found this activity interesting because i've learnt more about the places and details of greece history. 

Ancient Greece Word Sorting | Myths Legend

 L.I to organize and research, words that connect to ancient greek. 

This week, David as been teaching and expanding our knowledge about greek mythology. Greek Mythology is a large collection of stories, started in Ancient Greece, about the beginning of the world, and the lives and adventures of gods, goddesses, heroes, and heroines. 

In this activity David has explained that we were acquired to organize these words, into the categories: People, Places, Government, War and Culture. The list of words can be seen on slide three, as well as the organization. We all collaborated together to get this done.

I really enjoyed this activity because it has taught me so much new words. I also enjoyed learning and growing my knowledge on greek mythology.  

Culture | Abstract Noun

Our focus this week in writing is to create a abstract noun poem. A abstract noun is something that you can feel emotionally and mentally, but not physically. In this poem we were required to pick a abstract noun and create a poem about it. in this poem, we needed to include the 5 senses, puncuation, complex sentences, metaphors, similies & abstract nouns. we also used DRAFT, to help us complete our poems.

 Liletina and I had worked collaborativly on creating a poem about Culture. We also used word-hippo to check if there was any other words we needed to change to make our writing more detailed. We also used inspiration fo the classroom to make it more descriptive, and create a more vivid image in our peers minds. 

I really enjoyed this weeks focus in writing because it allowed us to become more creative, and gain more knowledge about how to enhance poems and abstract nouns. 

Success | Using Abstract Nouns in Poems/Writing

LI: To write a abstract noun senses poem

Our task was to create a poem using metaphors and abstract nouns. A metaphor is a comparison of two things, saying one thing is the other without using ‘like’ or ‘as’. Abstract nouns are things the we can see but we can't physically touch it. The 5 senses are sight, hearing, taste, smell and feel. 

First, we chose a word from the list, our group picked success. After picking the word,we looked for the structure in the example given to us. Then, we created a poem with the structure. After writing the poem, we created a DLO about the poem. The word that my group decided on was Success. In our poem we express how it feels, looks, tastes, hears and smells like. We all worked collaborativly to complete and create this DLO. 

We really enjoyed this activity, because it taught us how to create metaphors and poems, using abstract nouns. 

Giant Panda Research | Writing

LI: to use our smart searching skills to find information about the giant panda.

Our focus for this challenge was based on writing TEEL paragraphs about giant pandas. After using our smart searching skills, we used the TEEL structure in order to write paragraphs. TEEL is the acronym for: topic sentence, elaborate, evidence and link sentence. 

First we researched about giant pandas and found information about them. After this, we made bullet point notes including the main points of our research. These notes helped create sentences with all the main ideas and made it understandable. 

After making the notes we started writing our TEEL paragraphs. TEEL paragraphs help us to expand our knowledge/ideas and formulate our thinking into informational pieces of text. 

We found this activity very enjoyable because we collaborated together to find out shocking information about pandas. One thing I learnt from this activity was that giant pandas are very close to extinction. 

Summarising Guy Fawks

 L.I To identify the key words in the text.

L.I to use the words you highlight to help you summarise the story behind firework nights.

Keira and I have been learning about summarizing using Guy Fawkes as an example. We have summarised the story using this template. First we listed to words while listening to the story. Then we started to pick the 20 most important words then 6 of the most important words from the 20 words. We used those six important words to create sentences. I really enjoyed working with Keira because I got to teach her some basic steps for the next few years of her learning journey. Here are the Results. 

Why is it important to use our PBS CARE values?

 L.I To write an explanation using TEEL Paragraphs.

Link to Video

This week for writing we were focusing on using TEEL paragraphs in our explanations. As there are structures for different forms of writing the structure of a paragraph is known as TEEL; T for topic sentence, E for elaborate ideas, E for explain, and lastly L for linking topic to main question. We were revising explanations as next week is testing week. In groups we created an explanation explaining why it is important to use CARE values. I collaborated with Juel, Fau, Heavenly and Afatia for the session. In our groups we voice recorded ourselves saying the explanation showing our explanation on a piece of paper. 

The Sunrise | Writing no.2

L.I ot use your creativty to finish 10-5-7-10-10.

As seen down below, I have used my creativity in 35 minutes and 7 minutes to check my work. Mrs Anderson and the Class, had agreed to make some changes, as we felt that we needed to be more comfortable to plan and write our ideas. We had went from 5-7-10 to 10-5-7-10-10. In this image seen down below, we had used our skills to write from this image. Here are the results. 

The Sunrise Climb 

Finally, it’s my time. The Climb I have been waiting for is now here. Once I get to the top, I’ll see the breath-taking view, where I won’t be found, and my hard-work will now pay off. Climbing, as high as the Sun went along with me. Since the day i’ve started climbing, I've finally found my hobby. He sure will be jealous, and now I can get my money that he owed me. No one will be able to underestimate me now. I can’t wait for the results. 

The warm colors wrap around me, and the sun glances throughout the rocks. My heart starts to tremble towards my feet and my legs seem to not work; but that won’t get in my way of completing this. The rocks, feeding of my hands, as I couldn’t climb, as long as I lived; Until I took the turn for the worst. Climbing the left direction wasn't a good idea. While my chest was just as similar as the sunset, I noticed my view from the bottom has started to fade from my eyes. “Ahhh! Oww!” I exclaim, as the rocks hit my eyes. 

I’m guessing that one of my fingers had let go, just as my head did. I was eager for the money, that I didn’t even notice; I might risk my life for this. As I fell into a conscious hole, full of mindsets. Just a couple more steps, a couple more. With a whole rock coming outwards, blocking my space, to climb up to the bright side, I noticed I have been thinking about all of the negative things, of what “I can’t or “I won’t be able to do”. I thought to myself, “I don’t need to climb this whole mountain to achieve my goal, I have a whole life line for me. 

Lightning never strikes twice, does it? | Writing

L.I To use 5 - 7 - 10 to write creatively.

As seen down below, I have used my creativity in 5 to 10 min doing this, which can be shown as 5 - 7 - 10. In pairs, I have collaborated with Fau to try and give my opinions on how she can make her writing better. She has also done the same for mine; where we spent 7 minutes giving each other feedback. This was a good activity, as we have come to the beginning of the term. This activity also had helped me with being creative. To do this activity, Mrs. Anderson had used an image and a beginner starter to our story/narrative. I had learnt from this to write creatively and to try to share my opinions on others work. 

Lightning never strikes twice, does it?

That was the question that occupied their frightened minds as they crouched, huddling 

together, next to the pile of dusty sacks in the base of the windmill.

Where we were forbidden to cross. As we could smell an unpleasant scent that occurred inside our nose, KAPOW! Our eyes were lifted towards the dash of light that crossed the field. As time flew by, it l wasn’t safe for us. Jason and I struck through the storm searching for Elizabeth and Jerry.

 A Windmill also wasn’t a safe place for us to stay since it concluded electricity. This also wasn’t once a bolt of lightning I have ever seen. “It’s time to go now we should be safe!” Jason informed me. With an unsure face of mine, he grabbed me by the wrist; and we ran through the deadly lights. THAMP! BASH! BOOM! 

Through our way out we get pulled into a bear trap full of trees. ZAP! BOOM! Trees trapped both ways into an unknown path leading into a mysterious Trail of footprints that seem to be unknown. Running as we follow this trail, that leads to an unknown house.  It was at least half a kilometer away from the house. 

We were also in the open which exposed the lighting to Jason. I didn’t turn back thinking that it was just a small tree that had fallen. The question that occupied my mind was “Are we gonna make it out of this alive? Am I gonna live?”. As I made it through the natural disaster; turning around thinking that 

As I walked through the doors of this unknown house, therefore beings stood beyond me. “Elizabeth! Jerry!” Exclaiming in relief. Relieved to see that they were still alive and Quickly went outside to see Jason outside of the front door. 

Wahine Disaster | Reading

L.I to use the information that you gained from the text, to create a DLO about the Wahine Diaster. 

Heavenly, Victoria and I, had worked collaboratively to create a DLO, of our understandings of the text, "The Escape of the Wahine". We used our knowledge of the text to create this. This text is about how the Wahine sunk and what happened during this tragedy. 

Evaluating/Form on Opinion | Reading

L.I to read the information in the text, think about what you have read and form on opinion. 

Kakapo(Our reading group) and Mrs Anderson, had collaborativly worked together to Form our own opinions. We first listed factors that could be the reasons that the Wahine sunk. Next we then chose the most important two factors. We also wrote down the questions that we read from reading the text "Escape from Wahine". We then created our opinion on who to blame for the sinking of Wahine

Summarising Escape from the Waihine | Reading

L.I to explain in fewer words what the text is about. 

Kakapo(our reading group), had collaborated to summarise the "Escape from the Wahine" text. This book was based on real events that happened on the 10 of April 1968. As a group we wrote 20 imporant words from the text and choose the 6 important words and sum it up into a few sentences. Here is the outcome. 

Ancestor Poem

L.I To write a poem to describe your anscestors using the literacy devices of alliteration, onomatopeia, metaphor, simile, hyperbole and rhyme.

Our Ancestors are our taonga, and this week we have developed a poem about them. As a class, we worked together to write our poems about our ancestors and the taonga they bring to our lives. We had created this poems to think about them and to be grateful. I really enjoyed creating this poem because I got to connect with my ancestors through this and I got to share to the class, about my culture. In this DLO above, I have used an 'I am' Repetition. In this Poem I also showcase the fact, that I am proud to be who I am. You will see this in the first and last verses of my poem.

Extra Reasearch | Haiku

L.I to learn more about Japan

For one of my Distance Learning activities I did a extra research challenge on Haiku and Japan. In my extra research challenge I have some information on some history on Japan, I have some history on the history of Haiku. I created a video explaining what a syllable is and how you can identify it, and my partner Chris also wrote down what a syllable.

Haiku Challenge 2 - Mountains

L.I to correctly structure and write a haiku poem.

This Week, Part of our learning is about Haiku. Haiku is a form of/Japanese poem of seventeen syllables, in three lines of five, seven, and five, traditionally evoking images of the natural world. In this task that I was informed about, We practised creating a 3 verse haiku poem. I had chosen to write about the mountains. I used the Haiku poem to tell this story, by using words taht can describe the situation of what is going on in my head. Here is what I had come up with.

Haiku Challenge 1

L.I to recognize the structure used in Haiku poem.
As we are doing home learning, LS2 has been practising the basics and structure of a Haiku Poem. A Haiku Poem is a a Form of/Japanese poem of seventeen syllables, in three lines of five, seven, and five, traditionally evoking images of the natural world. I had chosen to talk about Ocean, Winter and Rain as topics of my Haiku theme. I really enjoyed doing this because it got me out of my comfort zone and I got to identify new words, while figuring out which words to put in place.

Exploring Provocations

This week we have been exploring both sides of provocation. A provocation is an action or feelings that trigger strong feelings about a topic. Our provocation that we focused on this week was 'Should NZ become a cashless Society'. In partners(or groups), we collaborated together to talk about whether or not we should become a cashless society. We thought that we should not become a cashless Society because imagine giving your card that has all of your money to a little kid. It is better with cash because their is a limit. My partner and I have created a DLO showcase this issue in NZ. 

All About me

Malo e lelei my name is Sulia, I am a year 7 and attend Panmure Bridge School. I am from a small island called Tonga. I was born and raised in New Zealand. I have two brothers. In school my favourite subjects are Reading and Writing. My learning goals for this year is to complete at least one or two books a month and learn different types of methods in maths. My favourite band is Bon Jovi and my favourite singer is Celine Dion. I am good at playing Guitar, Ukulele, Piano.

Hook | Writing

L.I to write a narrative with an eye catching hook.

This week in Writing we have been preparing to write a narrative. I had began to create my hook. My narrative is about Natural disasters occuring in The Future of L.A. Two characters by the of Patricia, Jarell and Madam Zozo are trying to save the Future of L.A.