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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?
2015 - some of our events
Rainbows End - Year 7 2015 from SchoolTV on Vimeo.
Go here to watch a video from the Year 7 trip.
Term 4
Recount writing 8
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Term 4
Recount writing 7
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Week 7: The Manaiakalani film festival:
Extra Resources
Term 4
Recount
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Week 6: The Manaiakalani film festival:
Extra Resources
Term 4
Poetry
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Week 5: Rhyming Poems:
A rhyme scheme is the pattern of rhymes at the end of each line of apoem 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.
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. 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'
Term 4
Writing Recount
W4: New and Improved
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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.
Extra Resources
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
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Week 4: Article writing.
Write a article reporting to your audience about a current event.
Remember to include the main events and perhaps an interview from key people involved.
(THE ALL BLACKS WINNING THE RUGBY WORLD CUP MAY JUST BE A GOOD ARTICLE)
Extra Resources
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
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Week 3: Recount writing.
Write a recount telling them all the time when The New Zealand Royal Navy Band came and performed at Pt England School. Remember to include how they grabbed your attention and entertained you, what you found interesting, funny and perhaps the songs movie theme songs you recognised.
Extra Resources
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
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Week 1: Return to recount writing - hooray!
Immersion Assembly for Term 4!
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!
Extra Resources
Click here for 'Bite Size' site. Great step by step explanations to support you as you write your recount.
Week 1: Return to recount writing - hooray!!
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Writing a recount.
WALT: We are learning to use a range of grammar and vocabulary in our recount.
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of a recount - challenge each other to see how many features you can identify. c. Write a post that outlines the features of a recount. d. Begin brainstorming ideas using the links in the presentation - you are writing a recount about a time in your life when you were excited.
Resources:
adjective
A word like big, red, easy, French etc. An adjective describes a noun or pronoun.
adverb
A word like slowly, quietly, well, often etc. An adverb modifies a verb.
auxiliary verb
A verb that is used with a main verb. Be, do and have are auxiliary verbs. Can, may, must etc are modal auxiliary verbs.
clause
A group of words containing a subject and its verb (for example: It was late when he arrived).
conjunction
A word used to connect words, phrases and clauses (for example:and, but, if).
interjection
An exclamation inserted into an utterance without grammatical connection (for example: oh!, ah!, ouch!, well!).
preposition
A word like at, to, in, over etc. Prepositions usually come before a noun and give information about things like time, place and direction.
pronoun
A word like I, me, you, he, him, it etc. A pronoun replaces a noun.
tense
The form of a verb that shows us when the action or state happens (past, present or future).
Good Spotting!
Writing a recount.
WALT: We are learning to write a recount using structure in our paragraphs
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of a recount - challenge each other to see how many features you can identify. c. Write a post that outlines the features of a recount. d. Begin brainstorming ideas using the links in the presentation - you are writing a recount about a time in your life when you were excited.
Good Spotting!
Writing a recount.
WALT: We are learning to write a recount using structure in our paragraphs
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of a recount - challenge each other to see how many features you can identify. c. Write a post that outlines the features of a recount. d. Begin brainstorming ideas using the links in the presentation - you are writing a recount about a time in your life when you were excited.
Good Spotting!
Introduction to writing an explanation
WALT: We are learning to edit and re craft our texts.
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - challenge each other to see how many features you can identify. c. Write a post that outlines the features of an explanation. d. How do we prevent ourselves from getting sick.
Good Spotting!
Introduction to writing an explanation
WALT: We are learning identify the features of an explanation.
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - challenge each other to see how many features you can identify. c. Write a post that outlines the features of an explanation. d. What is the difference between a want and need?
Good Spotting!
Introduction to writing an explanation
WALT: We are learning identify the features of an explanation.
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - challenge each other to see how many features you can identify. c. Write a post that outlines the features of an explanation. d. What is the difference between a want and need?
Good Spotting!
Introduction to writing an explanation
WALT: We are learning identify the features of an explanation.
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - challenge each other to see how many features you can identify. c. Write a post that outlines the features of an explanation. d. What is the difference between a want and need?
Good Spotting!
Introduction to writing an explanation
WALT: We are learning identify the features of an explanation.
Instructions:
a. Go through the steps guided in the show to the posted to the right under 'Resources'. b. With a buddy, go over the features of an explanation - challenge each other to see how many features you can identify. c. Write a post that outlines the features of an explanation. d. How do people receive and spend money?
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Resources:
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Resources:
Paragraphs and their detail
WALT: We are learning to write a recount using the correct structures involved in a paragraph. Go here for a reminder on parts of a paragraph.
Instructions: Use this template to support your recount. Be sure to use the structure we have learned about. You will invite a partner on completion to identify
a. topic sentence b. supporting details As you cross new vocabulary - post on our word band and share the meaning with a neighbour.
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Good Spotting!
Letters from Pacific Soldiers
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 template to write a letter in response to one of the letters or people in the following videos. Your letter will communicate your thoughts and feelings about what they share in their letter or interview.
Resources:
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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 one of your own choice
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 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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