Record your answer and where/how you found it.

1. In one sentence, what is the article mainly about? (SKIM first.)

2. What is a marine reserve? Locate the explanation and write it in your own words.

3. Find one reason marine reserves are needed.

4. Find one challenge or threat facing marine environments.

5. Find one example of marine life mentioned in the article.

Term 3, week 3

Smash Hit

We are learning to:

• understand how a playwright uses dialogue, stage directions and language features to create characters, humour and action. 

I know I am successful when I can:

• explain how dialogue and stage directions help the reader understand the characters and action

• identify examples of humour and language features and explain their effect

• read a character’s lines aloud using expression, pace, volume and actions

Lunchtime Should Be Longer

Have you ever just started an exciting game with your friends when suddenly the bell rings? You have barely had time to finish your lunch, your team is about to score the winning point and now everyone has to stop. I think most students would agree that lunchtime always seems to end too quickly.

I believe our school lunchtime should be at least ten minutes longer. A longer lunchtime would give students enough time to eat properly, be active and spend time with their friends. It could even help us learn better during the afternoon.

Firstly, students need enough time to eat their lunch without rushing. Sometimes we quickly eat a few bites because we are eager to get outside and play. Other times, we spend so long waiting in line, opening containers or finding somewhere to sit that there is hardly any time left. When students rush, they might not finish their food or they might eat too quickly. This can leave them feeling hungry later in the day. A longer lunchtime would allow everyone to sit down, enjoy their food and make sure they have enough energy for the rest of the afternoon.

Secondly, children need time to move and exercise. We spend a large part of the school day sitting, listening, reading and writing. Lunchtime is one of our best opportunities to run, play games and use up some energy. Physical activity is not just fun. It can help us feel calmer and more focused when we return to class. After a proper break, students may be more prepared to listen and learn instead of wriggling in their seats or staring out the window.

Thirdly, lunchtime gives students an important chance to build friendships. During lessons, we cannot always talk freely or spend time with students from other classes. Lunchtime allows us to share ideas, invent games, solve disagreements and include people who might be feeling lonely. Friendships are an important part of school life. When students feel connected and happy, school becomes a place they look forward to attending.

Some people might argue that making lunchtime longer would take away valuable learning time. However, more time in class does not always mean more learning. Tired, hungry or restless students may struggle to concentrate. Giving students just ten extra minutes could mean they return to class feeling happier, calmer and more ready to work. The extra break could actually make afternoon learning more successful.

I am not asking for lunchtime to last all afternoon. I am simply asking for ten extra minutes. Ten minutes would give us more time to eat, exercise and connect with our friends. It would help us take care of our bodies, our minds and one another.

So, the next time the bell rings while you are still chewing your sandwich or halfway through the best game of the week, remember this: a longer lunchtime would not just give us more time to play. It could help us become healthier, happier and more focused learners.

Give us ten more minutes. We will make them count.

Dogs make the best pets.

• Is this a fact or an opinion?

• Who might strongly believe this?

• Could that person be biased?

Identify:

1. the opinion

2. the persuasive or emotive words

3. any possible bias

• Our class is the best class in the school.

• Every sensible student knows that homework is unnecessary.

• School gardens are valuable because students can learn how food grows.

• All children deserve a safe and welcoming playground.

• Basketball is obviously more exciting than netball.

Learning intention:
We are learning to evaluate information before using it in a persuasive speech.

Success criteria:

• I can identify whether a source is likely to be reliable.

• I can explain how a fact can strengthen an opinion.

• I can choose evidence that is relevant to a position.

Manaiakalani learner questionnaire

Jade Wikitera has invited you to complete the lesson: 

Water Stars of Matariki: Ngā Whetū o Matariki.

Code: 451719

Head to https://learn.sciencealive.co.nz and enter the code to get started!

Jade Wikitera has invited you to complete the lesson: 

Water Stars of Matariki: Matariki Tāpuapua.

Code: 613749

Head to https://learn.sciencealive.co.nz and enter the code to get started!

Monday 11th May - Comprehension questions

Talk through your answers with a buddy and then choose three questions to answer in your reading books.

1. Why does Jayson walk away from the game?

2. How does Nikora support Jayson?

3. What does Jayson notice about the setting?

4. Why might Jayson feel anxious or nervous?

5. How does Aunty Tina help Jayson feel more prepared?

Wednesday 6th May 2026

Non-fiction language and glossary words

Chunk to read

Pages 23 - 24 using track, echo, choral and cloze whole class read aloud.

Activity 1: Meaning Match - complete this in google drive > reading folder

Students match glossary words with definitions.

Example:

EPIRB → a device that helps rescuers find you
 

Activity 2: Use the word in context - complete this activity which is in your google drive > reading folder.  You need to fill in the blank.

1. The sailors used the __________ to find their exact position.

2. If the boat was in serious danger, they could send a __________ call.

3. Iris wore a life jacket and a __________ so she would not fall overboard.

4. The family cooked food in the __________.

5. The sailors had to __________ the sails when the wind was strong.

Activity 3: Why did the author include a glossary?

Sentence stem to complete in your reading book.  Think about what a glossary helps the reader with - this text is about sailing and there are some very technical words specific to sailing - what does the glossary do for us as the audience?

The author included a glossary because __________.

On your map you need to label the places below:

Paparore → Awanui → Kaitaia → Te Hiku → Muriwhenua → Northland → Aotearoa

Complete these sentences on your map:

Paparore is located near __________.
Paparore is part of __________.
A map helps us understand __________.
The map in Iris and Dog Star shows __________.

Reading for enjoyment survey 

Jade Wikitera has invited you to complete the lesson: Plant Life Cycle:  He Kākano.

Code: 874023

Head to https://learn.sciencealive.co.nz and enter the code to get started!

🧠 Partner Task – Clarify and Question

In pairs, discuss:

1. A word or idea you didn’t understand at first.
   
   

2. One question you would like to ask about the text or Hawaiian culture.

In your pairs complete a short summary of the text using the following questions to guide you.

Who? What? Where? When? Why? 

Individually in your reading book complete the following 3-2-1 reflection

3 facts I learnt

1.

2.

3.

2 questions I still have

1.

2.

1 thing I found interesting

1.

Follow up activity after completing - Underwater Forests: Understanding Rimurimu

Seaweed Species

Choose a type of seaweed, like rimurapa (bull kelp) or karengo, and create an infographic about it. Be sure to include its scientific and common names, describe where it grows, and explain the environment it thrives in (such as temperature and water depth). Talk about its colour, texture, and any unique features, and include fun facts about its uses in food or culture. Finally, explain its role in marine ecosystems. You can draw pictures or create your infographic digitally! 

Follow up activity after completing Underwater Forests: The Food Web

Marine Food Chain Pamphlet

Choose one animal or plant from the marine food chain (such as a shark, seal, or seaweed) and research its role in the ecosystem. Create a pamphlet to present your findings, explaining where the animal or plant fits in the food chain and its role in the larger food web. Be sure to mention whether it is a producer, consumer, or decomposer, and describe how it interacts with other species in the ecosystem. 

Read the document below that has a summary of each novel we can choose to read this term/year.

Then complete the google form with your choices.

Science Alive 

Lesson 1: 

Photosynthesis: The Mighty Tāne Mahuta 

Enter join code 833240

Lesson 2:

Photosynthesis:Transforming through Tauhohe Matū 

Enter join code 

Follow up activity

Recording the Reaction

Show your understanding of the photosynthesis reaction! 

Create a comic strip showing what happens in a plant during photosynthesis.  Showcase the key elements involved, including sunlight, water, carbon dioxide, glucose, and oxygen. Make your comic stand out with vibrant colour and descriptions. 

Science Alive 

Soil: Importance of Oneone

Enter join code 784035

Science Alive 

Soil: Exploring soil adaptations

Enter join code 255889

Complete lesson and complete quiz then move on to follow up activity below.

Here is a copy of the text with audio narration: