Embedded Files
TERM 4
Week 9 & 10: 2015 Reflection, looking back, looking forward!
WALT:
a. Write a quality reflection that shares my journey this year. This includes reflection upon the year(s) ahead.
Success Criteria:
We'll know we have succeeded when our reflection covers the
9 guides that help me to reflect on this year and the year ahead.
a. How do you feel about this year?
b. What did you find especially satisfying this year?
c. What did you find especially frustrating/difficult this year?
d. If you were to to give yourself a grade out of 10 - 10 being awesome…what would you grade yourself? Why?
e. In what ways did you contribute to team 5 in 2015?
f. What would you change for yourself in 2016?
g. What might you want next year’s teacher to know about you (things you’re good at)?
h. What things might you want more help with?
i. What could you show your teacher from your blog to help her/him understand those things?
Dance Party
Rainbows End - Year 7 2015 from SchoolTV on Vimeo.
Go here to watch a video from the Year 7 trip.
2015 - Welcome to Team 5 2015
Garage Sale
Week 8:
Write your own colour poems using the presentation in week 7. Publish your best ones on your blog.
Complete unfinished activities as well as this grammar activity using their, there, they're and I/me.
Week 7:
Complete unfinished activities - plurals, speechmarks, Fairy Tale, Rhyming Poetry.
If you have completed all activities, here is a was/were activity to complete, and hand in.
Week 6:
If you haven't completed this work on Plurals, do it today.
Once you have finished it, file it in the hand-in sheet.
WALT: Write an interesting, well-written recount.
Once you've completed the plurals activity, use a copy of this presentation to write about the athletics day last Friday. If you weren't at athletics, use the same structure to write about the film festival.
Week 5:
WALT: Write rhyming poetry.
Success Criteria: We'll know we have succeeded when our poem rhymes correctly.
Make sure you read the 'Note from the Poet'. It will help you understand the reason behind the poem.
Week 5: Rhyming Poems:
A rhyme scheme is the pattern of rhymes at the end of each line of a poem or song. It is usually referred to by using letters to indicate which lines rhyme; lines designated with the same letter all rhyme with each other. For example - the scheme might be ABBA. In this scheme the first and fourth lines rhyme, and the second and third lines rhyme. As in this poem about a dog.
Let me fetch sticks
Let me fetch stones
Throw me your bones
Teach me your tricks
The scheme might be AABB.
Twinkle twinkle little star
How I wonder what you are
Up above the world so high
Like a diamond in the sky
Poetry that rhymes relays a message through the music of the spoken word. Their power is in their ability to get us caught up in the music. Sometimes poets use rhyme as a tool to show the humour in the message they are trying to convey. Traditional poems are written in rhyme to help to add a musical element to a reading. A rhyming poem brings out the joy that can be had in appreciating the music in words.
Learning Evidence for you the Poet!
Use this presentation with a partner. Read the rhyming poems out aloud to one another. Read the 'Note from the Poet' (it might help you understand why the poem was written). Make a copy of presentation.
a. Decide on 3 things these poems have in common.
b. Discuss the variety of purposes for which these rhyming poems were written.
b. Create 3 rhyming poems together about daily activities here in our Senior Block! Looking forward the music you will make from your rhyming poems.
Extra Resources
Traditional version of
'I know an old lady who swallowed a fly'
Changed version of
'I know an old lady who swallowed a fly'
Week 4:
Extra Resources
Week 4: Recount:
New and improved
Your goal: With no pressure of test time - take your writing from last week's test and improve:
a. the vocab you used
b. use of paragraphs to organise your writing
c. add extra detail that would enhance your recount of that special time with friends or classmates.
Use this presentation to guide your writing. Remember to refer to the brainstorm for more words and ideas.
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
CHECK THIS PPT ABOUT HAIKU
Haiku. Use a copy of the google doc to create your own haiku.
Week 3:
Recounts. Writing Sample
Week 2:
When you have finished your recount, the self assessment and the speech marks activity, you can work on this activity based on the Nursery Rhyme 'Little Bo Peep'. If you don't know the poem you can read it
This week you will be writing a recount about a time that you lost something. As you write, re-read your text to check that it makes sense for the reader. Remember the features of a recount. Think about who you are writing for and is what you are saying clear for the reader? What is the purpose of your writing - to inform or to entertain? Does your writing meet that purpose? Have your organised your writing into paragraphs? Is the grammar correct?
Once you have completed your writing, fill in the presentation with your self assessment.
Speechmarks:
Writing a Recount: Immersion Assembly
Speechmarks " " show what someone is saying (or thinking).
Complete this activity sheet. Remember to ensure Miss Hockly can check your work.
Extra Resources
Week 1: Return to recount writing - hooray!
Immersion Assembly for Term 4!
Your goal: There are students from Team 5 who missed today's assembly. Write a recount telling them all about this fun time. Remember to mention how it grabbed your attention and what you found interesting, entertaining or just plain old fun!
Use a copy of this to guide your planning.
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
TERM 3
Writing a Recount: Using the TREE Model.
Walt: Use the TREE Model to write a recount.
Instructions:
1. Complete the TREE Graphic Organiser to prepare for writing a recount about SOMETHING YOU DID FOR THE FIRST TIME.
3. Write a recount using the TREE Method about SOMETHING YOUR DID FOR THE FIRST TIME.
***This is to be turned in and put on your blog before you leave class today.***
Writing a Recount: Using the TREE Model.
Walt: Use the TREE Model to write a recount.
Instructions:
1. Whole Class Discussion: What do we remember about writing a recount?
2. Introduce the TREE Method
3. As a Class, complete the TREE Graphic Organiser using a writing exemplar.
4. Write a recount using the TREE Method about our school Cross Country Event last week.
***This is to be turned in and put on your blog before you leave class today.***
How to Make a Personal Logo: Body Paragraphs & Conclusions
Walt: Use a graphic organiser to craft an explanation.
Instructions:
1. Continue working on your body paragraphs. Be sure to keep the items from your Explanation Slide Show in mind when you are writing!
2. We will work together to discuss ideas for our conclusion paragraphs.
3. Write your conclusion paragraph before class on Wednesday.
4. Begin peer editing. You need to have your essay read by three different people. Be sure they fill out the checklist for you when they are editing!
How to Make a Personal Logo: Introduction & Body Paragraphs
Walt: Use a graphic organiser to craft an explanation.
Instructions:
1. Read through the introduction on both texts: How to Make a Hangi and How to Fly A Hot Air Balloon.
2. Keeping the examples in mind:
-Open a Google Doc and title it YOUR NAME/Logo Explanation
-Use the notes on your brainstorm, to help you write your introduction paragraph.
3. Turn in your Introduction paragraph to the Turn In Page before leaving class on MONDAY (Week 6).
4. As a class, we will continue looking at the example explanations above on Wednesday with a focus on the body paragraphs.
5. We will writing the first body paragraph together.
6. Your assignment is to write the next two body paragraphs and turn them in by the beginning of class on Wednesday (Week 7).
How to Make a Personal Logo: Introduction
Walt: Use a graphic organiser to craft an explanation.
Instructions:
1. Read through the introduction on both texts: How to Make a Hangi and How to Fly A Hot Air Balloon.
2. Keeping the examples in mind:
-Open a Google Doc and title it YOUR NAME/Logo Explanation
-Use the notes on your brainstorm, to help you write your introduction paragraph.
3. Turn in your Introduction paragraph to the Turn In Page before leaving class on WEDNESDAY.
Good Spotting!
Creating an Explanation Brainstorm
WALT: Complete a graphic organiser for an explanation.
Instructions:
a. After reading the text for the week, "How to Design Your Own Logo," complete the graphic organiser using the steps that you personally have followed to create you own personal logo.
b. By the end of class on Monday (Week 4), you should have the entire graphic organiser filled out. Please put it on the literacy turn in page.
Good Spotting!
Introduction to writing an explanation
WALT: We are learning identify the features of an explanation.
Instructions:
a. Go through the steps in the video posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - Use this doc to help you identify the main features. c. With your buddy create a presentation that identifies the features of writing an explanation. d. Post your presentation on your blog by the end of Week 2.
Resources:
As a class we worked together to pull apart Nikita's explanation writing: "How to Make a Hangi." Here is a slideshow with his piece of writing (including comments from a teacher) and our class brainstorm. We created the brainstorm from Nikita's assignment.
Good Spotting!
1. ANZAC: We have a special focus on technology and the lives of Kiwi Soldiers in WW1
2. Technology that solves problems and improves daily life
3. Key Competency: Relating others
4. Cyber Smart: Smart Relationships These elements will be fundamental in our learning, creating and sharing
Good Spotting!
WEEK 9-11
Walt: Develop and write an entertaining and effective narrative text. Week 9 LI: Use a graphic organiser to develop the details of a narrative text. Week 10 LI: Developing the Plot of a narrative text. Week 11 LI: Writing a First Draft Narrative.
WEEK 8
Walt: Use literary prompts to begin building a narrative/creative writing story bank. Monday: Enjoy your time with our surprise "Guest" teacher! Use this time to show off and complete what you have been working on!
Go through this list:
1. Have you completed your ANZC movie editing? Use this time to do so! NO more filming! If you have missing parts use HyperStudio to add them. I would like ALL group to share a final movie with me before Morning Tea today!
2. Did you complete your Writing Blog post from last week? The directions are below.
3. Did you complete your Writing Slides from last week? The directions are below. YOU NEED 2!!
4. Is your reading assignment from Week 7 finished and turned posted on the completed page? Do you think your colour level is going to go up on the progression chart? Show it to a friend and see if they agree.
5. If everything is completed in steps 1-4, please choose an article from Kiwi Kids News and complete the 6 Thinking Hats assignment.
Tuesday: Year 7 Independently continue Steps 2-5 above. If you finish, add another slide to the Figurative Language Project or complete another Thinking Hats article.
Wednesday: We will begin our next writing task. During our time in class, you will be doing some directed independent writing. Be ready for a good time!
Thursday: Year 8 Independently complete your assignments from Wednesday.
WEEK 7
Walt: Recognise and write simple examples of figurative language features. Monday: Complete a Blog post from Orpheus the Lyrical by the end of class today.
Assignment: Orpheus the Lyrical Blog Post
Tuesday: Year 7 Independently complete your Reading Tasks from Monday.
Wednesday: Complete at least two slides on our class Figurative Language Project. Be sure you are not doing something that has already been posted! When you have finished your slides, feel free to embed the ones that you have created into your own personal blog post.
Assignment: Figurative Language Project
Thursday: Year 8 Independently complete your Reading Tasks from Monday or Writing Task from Wednesday.
EXTENSION ACTIVITY: Blog Commenting (If you need help, or instructions scroll down below Week 1)
WEEK 6
Walt: Recognise and write simple examples of figurative language features. Monday: Last day to your group WW1 writing assignment! Mrs. Moala will be meeting with Reading Groups during this time.
Tuesday: Year 7 Independently complete your Reading Tasks from Monday.
Wednesday: Introduction to Figurative Language using Popular Disney Movie Clips.
Assignment: Orpheus the Lyrical Blog Post
Thursday: Year 8 Independently complete your Reading Tasks from Monday or Writing Task from Wednesday.
EXTENSION ACTIVITY: Blog Commenting (If you need help, or instructions scroll down below Week 1)
WEEKS 3-5
Walt: Connecting to what I read - Using the information I have learnt about WW1, I will work with a small group to produce a creative presentation. Story Board
WEEK 2
Walt: Connecting to what I read - I make sense of new information before, during and after reading/watching/listening. I do this by connecting the information to my knowledge, from other resources and the world I know.
Instructions:
1. Watch the movie 'War Story'. It is based upon a Kiwi perspective.
2. Answer the following questions collaboratively in a group of 2-3. Your findings need to be displayed in a presentation that will teach other Pt England students of this Corporal's experience at WW1.
Questions:
1. What does 'Bombardment' mean?
2. George Bollinger - why did he become a matter of dispute?
3. Monday 26th April, where were they just before dawn?
4. Why were they relieved to get ashore?
5. How many casualties did the Australian troops report.
6. What did they crave for?
7.24th of May, there was an Armistice. Explain what this means and what it looked like as expressed by George Bollinger.
8. Tuesday 31st August, what is arriving?
9. December 1915, what is happening this day? Ours is not to reason but to do and die...
10. What are your thoughts on treatment of Corporal Bollinger by members of NZ Government? Anti-German ladies group?
11. How did Bollinger lay these complaints to rest?
12. This series of events must have been difficult for Bollinger who seemed to want to serve NZ as his new home. What do you feel about this all?
Write a letter to Bollinger to communicate what you think and feel about his treatment by New Zealanders.
** Be creative with your presentation.
Text/Resource:
War Story, based on account by Corporal George Bollinger of Taranaki NZ.
WEEK 1
ANZAC memorial@PES
WALT: We are learning to describe what we think, feel and understand of language, symbols and text related to the ANZAC that fought 100 years ago.
Instructions: Use this organiser to record the following or choose a format you already have access to.
1. Find the place shown in photo on the right
2. Sit silently and observe the Anzac Memorial
3. Write down words/draw symbols/objects that come to mind in the graphic organiser. Describe what you think the completed memorial will look like.
4. Think and record:
a. What did the creator of this memorial intend it to say?
b. What did the creator of this memorial NOT intend to say?
5. Use your responses to complete a blog post and symbol that links with your thoughts around the intended message of the PES Anzac memorial.
EXTENSION: Design a memorial that we could have here at PES permanently. Think of how your could reflect the sacrifice of the past and the appreciation of the present and future people of Aotearoa.
Good Spotting!
Blog Commenting
Walt: Write a quality blog comment
Instructions: You are going to write a comment on three different blogs.
Remember to:
1. Add new information - e.g. Did you know that this camp has been running for more than twenty years?
2. Make a connection (something in common or the same) e.g. Did you know that we were in the same camp group?
3. Ask a question.
4. Write nice things - give a compliment.
.
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