LI: To list the similarities and differences as you can between the two texts.
Our task here was to compare the similarities and differences between the same story told from two different perspectives. We read The 3 Pigs and The True story of the 3 pigs. The first text was told from the pig’s perspective and the second story was written from the perspective of the wolf.
Something I found interesting was that both stories were different that it made me think in a different way of both stories.
Over the past week, LS2 has been working collaboratively in groups to create a unique and competitive sport challenge. We did multiple challenges that lead up to the making of our official game, which includes making the mascot, a chant and a costume.
Some things we had to include in our game was safety rules, a scoring system, a list of the equipment we need, a map out of the playing area and we had to make sure to bulletpoint information so it is easy to read.
Our group’s game is called King’s Court and it is a tournament-style dodgeball game. To play, there are 5 groups of 7. Team 1 and Team 2 will verse first. Then Team 3 and 4 will verse while Team 5 rests. Next, teams 3 and 4 will rest while the winner between Team 1 and 2 will verse Team 5. This will continue until the end of the game. At the end, the losing teams will merge and the winning teams will merge. These teams will finally verse.
This activity and task helps us to become familair with using our prior knowledge and apply our thinking to our learning, as well as working collaboratively with a large group of people.
LI: To create a poem that connects with your ancestors, by asking questions.
This week we have been learning about Matariki, and one of the things we have learnt is that reflecting is an important part when celebrating Matariki. A way we reflected was by writing a poem that is addressed to our ancestors. The way that we wrote the poem was by asking 5 questions about their lifetime. The questions that were used had to include powerful words to express the mood in that questions. As an option, we could write the poem in our own language because it shows respect towards their culture. If they were to do this, they would have to have an english version so others can understand. We also needed to draw a picture that relates with a younger person reconnecting with an adult.
I found this activity enjoyable because it expanded my knowledge on Matariki and Mood and Knowledge.
LI: To write a imaginative paragraph that makes sense.
Today, Santana and 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 the amount of words we wrote. Next time, we would try to beat the amount of words we wrote the last time. This time we highlighted the vocabulary we used in the paragraphs.
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 five words and five minutes. We completed this in pairs. This time we had to include three powerful words from Word Hippo, one adjective, one noun, one adverb, one verb, one compound sentence and one rhetorical question. We wrote these on a piece of paper so we could collaborate properly.
There was a super challenge which was twelve words and twelve minutes. The twelve words were three powerful words from Word Hippo, one adjective, one noun, one adverb, one verb, one compound sentence, one complex sentence, one transitional vocab and a rhetorical question.
What I found interesting during this task was learning how to write fast while using our imagination.
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