Reading
Weeks 7 & 8 Term 1
The+Fantail+L3+Nov+2017.pdfWALT: I can use visual language features to help me understand the ideas and information in the texts I read.
Success Criteria
S/C -
- explain how visual features relate to the content of the text
- identify how visual features add more information to a text
Task 1 - Use the key words and an image to create a quilt piece about 'The Fantail' text.
Task 2 - Find examples of figurative language in the text;
You can use this website to help you learn about figurative language.
Metaphor
Simile
Idiom
Rhetorical Question
Imagery
Hyperbole
Task 3 - Read through and perform the play 'The Village Beach'. Create a Venn Diagram to compare life in the village with our life in Auckland city.
Task 4 - Read through any other text in the Journal, and explain if it is written to Persuade, Inform or Entertain.
Week 6 Term 1
WALT: I can use visual language features to help me understand the ideas and information in the texts I read.
Success Criteria
S/C -
- explain how visual features relate to the content of the text
- identify how visual features add more information to a text
The Remarkable Reti-SJ L3 Oct 2015.pdfTask 1
Use the wordle to type in the Te Reo words featured in the text from last week and this week.
Use the Maori Dictionary and your teachers to translate into English and add to the wordle.
Task 2
Use the picture from the book of the kahawai and label all his parts. You can trace it and use your literacy book, to display your work.
Post to Seesaw once finished, remember to include the WALT and a caption.
Week 5 Term 1
WALT: I can use visual language features to help me understand the ideas and information in the texts I read.
Success Criteria
S/C - identify when visual features have been used in a text
- explain how visual features relate to the content of the text
- identify how visual features add more information to a text
Mahinga Kai Crusaders-SJ L3 Sept 2014 (1).pdfTask 1
Identify what genre of text you have; using PIE (persuade, inform or entertain). Take a picture of the journal and do a voice recording explaining the purpose of this text.
Task 3
Use the wordle to type in the Te Reo words featured in the text.
Use the Maori Dictionary and your teachers to translate into English and add to the wordle.
Task 2
Make a video of the text, annotating aloud the specific language features e.g. idiom, alliteration, used to persuade, inform or entertain and upload to Seesaw.
Bonus Task
Once completed all your tasks you will go for a walk with Mrs Redmond to find our own Mahinga Kai at Arahoe. Rest to stay with Mrs Howard finish work
WALT: understand the importance of a rāhui around the collection of kaimoana (seafood).
In Māori culture, a rāhui is a form of tapu restricting access to, or use of, an area or resource by unauthorised persons. With the passing of the 1996 Fisheries Act, a rāhui can also be imposed by the New Zealand Ministry of Fisheries.
What does kaitiakitanga mean?
In your own words explain what a rāhui is.
Read the following news articles
Who can impose a rāhui?
Why is a rāhui important to protecting the ocean?
Find or Draw a map on New Zealand. Identify where the current rāhui are.
In your own words why are rāhui important?
Share your work on Seesaw.
Week 4 Term 1
WALT: retell one part of a Maori myth or legend
- Read the myth and legend below.
- Identify the character traits of the Atua in the myth and create a word cloud. Post your word cloud to Seesaw. Include the WALT in your post.
- Read the other myths on the theme page and choose one to retell using readers theatre.
Māui and the giant fish.pdfMaui and the giant fish
WALT: write a readers theatre to retell a Maori myth or legend
Treaty of Waitangi Journal.pdfWALT to identify the differences between the two versions of the Treaty of Waitangi.
This article explains what the Treaty of Waitangi is, why it was needed, and what it says in both versions. You will need to read the text and complete the two activities attached.
Remember to post these to Seesaw.