Cinquain Poem

LI: To write a cinquain poem to describe a leader who inspires you

This term we have been building our leadership skills. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes leaders who inspire us. 

A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. 

This activity was fun because it gave me an opportunity to learn how to write a cinquain poem.

Vision Board

LI: To set and visualise our goal for 2022

A vision board helps us to visualise our goals and what we want to achieve. This is a part of our Careers learning as we know we will need to be setting goals to help us achieve the career goals we want to achieve in the future. 

My board shows some goals I want to accomplish at school, for example: blog more often, get an award, etc. There are some other goals like learning more about my culture, travel somewhere new, stay safe from covid, and more.

This activiy was interesting because it helped think about my main intentions this year.

Rounding & Compensating

This week I have been learning about rounding and compensating. Rounding and compensating is rounding the number to the nearest tidy 10. First, I learnt how to use the strategy and why we should use it. Next, I started solving addition problems using this strategy. Lasty, I created a DLO explaining how the strategy works. It needed to include a example, instructions and a definition.

What I enjoyed during this activity was learning a new way to solve math equations.

Kelly Sport: Cricket

Yesterday, LS2 practise cricket for sport. A coach (Bart) from kelly sport helped teach us basic skills in cricket.

For a warm up we did batters vs fielders. Everyone were sorted into teams on two which was batters and feilders. There would be a buch of cones with tennis balls on top of them, the batters team had to knock the tennis balls off the cone using their hands. The feilders had to put the tennis balls back onto the cone. After 5 or 10 minutes, each team would switch roles. Whoever had the most tennis balls at the end wins.

Next, we practised our throwing and catching. In pairs, we would underarm throw a tennis ball to our partner. This drill helped us practise the hand position when we throw the ball, which was making sure our hands were either pointing to the ground or sky After a few throws and catches, everytime one of the partners caught the ball that person would have to move a step back. I was able to move all the way back to the court.

After that, everyone needed to have their own tennis ball. There were multiple cones lined up in the middle, and everyone needed underarm throw to try to knock over the cones. When all the cones are knocked down, and the majority of cones are pointing to the left that means the team on the right wins. If the cones are pointing to the right the left team wins. We did one round.

Lastly, we played a class game of non-stop cricket. This game involves catching, throwing, batting, and making sure you keep your eye’s on the ball. The class will be divided into two groups, one group would be feilding and the other team would be batting. The coach would throw the ball to the person who’s batting and if they hit it, they would need to run around the cone and go to the back of the line. Once the person past the wickets the next person runs and gets ready to bat. The feilders needed to try catch the ball and pass it back to the coach. Each team had the oppertunity to play each role.

During this session, I enjoyed practising throwing and catching. The skill I need to practise on is keeping my eye on the ball while batting.

Quick Write Challenge

 

LI: To write a imaginative paragraph that makes sence.

Today I took on a challenge called ‘quick write’. We would have to write a story in two minutes but there would be two words given to us that we needed to include in our paragraph. The story can be nonsense but the sentences had to make sence. Once two minutes is up, we checked our punctuation and made sure it made sense. Then we would count that amount of words we wrote. Next time, we would try to beat the amount of words we wrote the last time. 

The first two rounds were individual. The main challenge was two words and two minutes. The two words were nouns, for example: shoes, flour, bear, etc. We wrote these paragraphs in our writing book.

The next challenge was three words and three minutes. We completed this in pairs. This time we had to include three nouns in our paragraph. We wrote these on a piece of paper so we could collaborate properly. 

There was a  super challenge which was seven words and seven minutes. The seven words were four nouns, one adjective, one adverb, and one transitional vocabulary. For example: Eden park, unique, rapidly, although, etc. 

What I found interesting during this task was learning how to write fast while using our imagination.

Treaty of Waitangi Summary

My group and I summarised a text about the treaty of Waitangi. We needed to explain the history of the treaty in fewer words. This shows how the treaty affects us now. We read a text talking about the treaty. Next, we picked 20 important words from the text, and then chose the 6 most important words from the 20 words. Lastly, we wrote a summary which needed the 6 important words included in it. The summary talks about how and why the treaty was signed in fewer words.

 

What I found interesting during the task was how the Maori and the British learnt how to respect each culture.

Statistical Inquiry

LI: To carry out a statistical inquiry.

We were doing a statistical inquiry, by posing a question which was an open question which helps us find the reason for an opinion. 

After that we made a survey using google forms to find out the opinions of LS2 students. Then we organised the responses on google sheets by clicking data then sort range.

We graphed the data and this was going to help us read the information much better like a math picture.

After that we analysed the responses and found the reasons for the opinions. Lastly we drew conclusions which we used to find out what the information was telling us and why people thought that way?

What I found interesting was all the different opinions from each student in LS2.

Sorting Text Structure

LI: To identify the structure of a text

My group and I was learning about the different type of text structures. The different text structures we learnt about was description, order & sequence, compare & contrast, problem & solution, and lastly cause & effect. These text structures helps us identify and use when we are reading and writing something. Once we learnt and sorted the text structure that was on another slide, we created our own one writing about the CARE values. After we created our own we wrote the definitions of each structure.

This activity helped me make a connection to my reading skills because it’ll help me identify what type of text it is while reading the text. 

Something I have found interesting was how this activity helped me understand the different text structures, and how I can identify. 

 

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