Fokker D. XXI - Information Report

Last week for writing we wrote a plan about the aircraft or bird we picked. This week's writing task is to now use that plan to write an information report, narrative or an explanation. My main points in my information report was the creator/manufacturer, the parts of the aircraft and when it was built. The easiest main point was the parts of the plane because I did another task talking about the parts of a plane. For this task I used my researching skills, and skimming and scanning skills to look for key information on websites.  

Report Writing Frame - Fokker D.XXI

This week for Writing, we had to write a plane about our specific plane. Next week our task is to write an information report, narrative, or explanation using your plan. I learnt that Anthony Fokker used one of his planes to fly to his home in Amsterdam, Netherlands. I enjoyed learning more about the Fokker D.XXI.

Jean Batten - Conclusion

Last week for Writing we practised how to write an introduction about Panmure Bridge School. This week for our session we practised how to write a conclusion about Panmure Bridge. We used the ideas about our sponsors, monitors and activites we have at PBS. Then we carried on with our information report about our personal favourite aviator and wrote a conclusion about that aviator. This is my conclusion about Jean Batten.

Jean Batten - Information Report, Introduction

Today for Writing we revised the structure and language features for an information report. In our session we had to write an introduction about Panmure Bridge. In our groups we brainstormed about PBS. Our groups wrote an Introduction about PBS using our brainstorm from earlier. For our Must Do we had to write an introduction about our favourite aviator from Inquiry. I chose Jean Batten because she was a brave and well known aviator. 

Writing - How do Airplanes Fly?

Today for Writing, Mr Wong's groups worked with Mr Leckenby. For our session we made an example for an explanation text. We worked on remembering the Structure of an explanation text. Then for our must do we had to use the bike examples to write an explanation about How airplanes fly. I think this explanation was better than my previous because I included the title, introduction, explanation (3 paragraphs), and the conclusion. 

Structure & Language Features - Explanation Text

L.I: to learn the purpose of an explanation text, L.I: to learn the structure and language features of an explanation text. This week for Writing, Mr Wong's groups are now focusing on an explanation text. In our session we worked on the structure and the language features of an explanation text. In groups, we highlighted the similarities and differences between an information report and an explanation text. For our follow up we had to make a poster about the structure and the language features of a explanation text. I think I saw a lot of similarities between the different texts. There were less differences between the two

Hunua Falls - Narrative W4

L.I: to plan and write a narrative within a week. This week for Writing, Mr Wong's groups had to write a narrative then edit it like we have been practicing for the past few weeks.  We had to either use a planner provided by Mr Wong, or plan it yourself. I used a planner from Mr Wong because it was very detailed and helped me write my story. For my story I wrote about camping at Hunua Falls. I think next time I could write about a different genre in my story.

Sentence Structure - Narrative Editing

L.I: to use a variety of simple, compound, and complex sentences. S.C: I can use a minimum of five simple sentences, 3 compound and 4 complex sentences. This week for Writing, we had to edit our narrative into simple, compound, and complex sentences. For our session we revised what the sentences meant. Then for our Must Do we had to edit our narrative from last week and highlight them to show what they are. The yellow represents the simple, the green compound, and the purple is for complex sentences. I think next time I could write more complex sentences than compound. 

A Long Way Down - Editing into Paragraphs

L.I: to write narrative paragraphs using Topic sentence, Details, Concluding sentence. Today for Writing Mr Wong's groups worked with Ms McClain instead. My group Te Ika a Maui, worked on narrative paragraphs. We had to rewrite our story from W9 T3 into paragraphs using a topic sentence, details and concluding sentence. Before we edited we had to take a screenshot, then after we edited our writing.

A Long Way Down - Angari

This week for Writing we had to write a short narrative. I wrote about a Long way down. Our task was to choose a prompt from our group slide and write a short narrative about it. I enjoyed coming up with ideas about a Parachute.

How to make Poi - Angari

This week for Writing, Mr Wong's group wrote a Procedural text on How to make a Poi. For our lesson we watched a video about how to make a poi. In groups we took notes about the materials needed, steps, and keywords. We made sure that all our steps began with a verb and that we used specific words in our text. We revised about the structures and language features about a Procedural piece of text. I worked with Zane for the planning. Then I worked on my own for the text. 

Writing DLO - Procedural text

This week for Writing, Mr Wong's groups have been mainly focusing on Procedural (Instructional) Writing. Last week we talked about structures of a procedural text, now this week we discussed about the language features of an instructional text. For our session we worked with group Aotearoa. We got into groups, and were given a pen and paper. Our groups had to list down as many verbs in the text as possible. Then we had to spot 'Compound Verbs', for example:'Take turns'. Another Compound verb was 'Ante Up'. After that, we watched an instructional video and wrote down all the verbs we heard as possible. It was suprising to see a lot of verbs in a short piece of text. Our must do was do make a Writing DLO about the exemplar, 'How to play Marbles'. I worked with Zane, Joel, Nyjah and Mele. 

Writing: Structures & Language Features - Procedural Writing

L.I: to identify the structure and language features of a procedural text. This week for Writing, Mr Wong's groups are focusing on Procedural Writing. In this task we were given pen and paper. We had to follow Mr Wong's instructions to get the right outcome. We had to draw shapes on our paper to get the right picture. We did this twice. I found it hard to do the first picture because some of us were confused from the instruction given from Mr Wong. The second picture I found the easiest because Mr Wong gave more details and he showed us some of the shapes we didn't know like isosceles triangle, trapezium and a right angled triangle. We then looked at the text How to Play Marbles. We had to discuss with our neighbours what the structure and language features are in a Procedural piece of text. We came up with the method TMSP whic stands for Title, Materials, Steps and Picture which is the structure in a procedural text. 

Poetry: The Ocean

This week for Writing we did our lesson as a whole class and worked on Poetic Writing. We were divided into groups of 4 then discussed the meanings for a noun, verb an adjective and an adverb. Then we had to list 2 words for a noun, verb, adjective and adverb. We then talked about what noun we would describe for our poetic piece of text. We had to color the nouns blue, the adjectives green, the verb red and the adverb brown. I teamed up with Savelina, Angela and Mele. Our topic was The Woods. Our Writing Must do was to make a poetic piece of text individually using the same method used in our groups. 

Writing:Toy Advertisement

Last week for Writing, Mr Wong's writing groups were asked to plan an advertisement for toys that were picked by our teacher. This week's task is to make the advertisement for that toy in our groups. Our learning intention was to be able to use the language features of a persuasive text and use the language features in our brochure (advertisement). The language features in a persuasive piece of text are repeated language eg: GO NOW!!, emotive language eg: capital letters, rhetorial question eg: Are you fed up with your toys breaking? and personal words eg: you, your. 

Language features of advertisement - Angari

This past week Te Ika a Maui and Aotearoa group have been talking and finding about the Language Features of advertising sites. Our learning intention was to learn how to recognise, and understand the purpose of advertising (persuasive) language features. For our must do task we made a shared group slide for each group. We had to take a screen shot and explain the different language features in that photo. 

Neighbourhood Niggles: Mr and Mrs Fitz

Today for Reading, Mr Wong's groups did session 2 of Neighbour Niggles: Mr & Mrs  Fitzs. For the session, we had to read the text to find answers of a few questions asked. We then made a table for the action and consequence (result) of the hens in the story. Finally for our must do task we had to explain what we did, explain the text, give an example of of what we did and insert a screenshot for the reader. 

The Marvellous Mighty, Monster Advertisement

Today for Writing, Te ika a Maui learnt how to understand the purpose and language of advertisement. Te Ika a Maui and Aotearoa group gathered around to highlight two persuading pieces of text and explain how they were convincing the readers. These are the our ideas for persuasive language. 

Information Report: Note taking W6/7

Today for Writing our groups learnt how to take notes. Our task was to take notes about a certain subject, Cranes (birds). We gathered information about their habitat, diet, appearance, interesting facts and predators using 5 links given by our teacher. I took notes about Red Crowned Cranes/Japanese Cranes. Now I will start planning my information report for Red crowned cranes. 

Grammar Worksheet

Today for Reading and Writing we did a Grammar worksheet. We had to highlight the correct article whether it was a, an or the. Then we had to write the correct article in the spaces then write a sentence.