Category: Hanga | Create

In reading one of our tasks were to create a summary that explained the ballad, Waltzing Matilda by Banjo Paterson, in exactly 25 words, no more or less. This narrative poem explains the supposed swagman that was trying to steal a jumbuck ( sheep ), with his tucker bag (bag made for food, especially made for swagmen). During this attempt the squatter ( the owner of the land ) had rode through the lands on his thorough bred horse and had caught the unlucky swagman.

For this task our main focus this week was learning and exploring about the shearers strike. Our group looked at the two perspectives of the shearers strike. When we read both of them we formed an opinion of which we thought was a better argument than the other. Our main focus this week was learning and exploring about the shearers strike.

What I found interesting about this task is that I didn’t know that some strikes went all the way back to 1891.

For reading this week we made  a Google vid that show casess one of Hone Tuwhare Poems, the one we have chosen was “Rain”.  First we needed to create images using volcabulary to illustrate more images using prompts to connect to the poem.

Then we needed to record ourselves reading the poem, moving through each stanza.  Something I found interesting about Hone Tuwhare was that, New Zealanders choose their best-loved poem, placed Tuwhare’s poem Rain at number one.

This task was fun because I found it fun that we used Google vid to show the meanings through images.

This week we read poems made from Hone Tuwhare and they were both about rain. For this poem we made a mood board that vilsuase the stanzas in images, using this we can show the emotion and the topic behind this poem and get a full understanding.

I enjoyed this task because it was fun showing the meanings through photos and the feelings you can get just from looking at it.

LI: To understand poetry can transform everyday life into something meaningful. Poets use various techniques to make this happen, creating specific feelings and moods for the reader.

This week we read Hone Tuwhares poems and made a Google slide with images that could show the meaning of the text. We used Adobe express to generate these images

• LI: To create a procedural text to tell someone how to do something using a  sequence of  steps, instructions or actions in a particular order.

Our challenge was to work in our dinosaur research pairs create a prototype of our dinosaur’s skeleton. The challenge was to make teh skeleton of our dinosaur and record the steps we followed. Once we had our first prototype we revised and adapted both the prototype and the instructions

We used the language features found in a procedural text to help us write clear instructions so that another pair could follow our instructions and create our prototype.

I think this activity was fun because we got to learn how to do a procedural text in a fun way.

LI: To identify the main arguments Malala presents for education and peace

This week for reading we learnt about Malala Yousafzai, we learn about what trouble she went through, and how she fought for the rights of the women being prosecuted.

We read and watched her speech and her quotes. We used it to learn and find the similiarittes between the Polynesian Panthers and Malala. We learnt that they have the sort of same experiences with injustice and enequality.

I found this task interesting because I got to learn about the woman, Malala Yousafzai and find the similarities that have woth the Polynesian Panthers.

Malala Yousafzai by Maania Kelly-Faiva

LI : How to subtract fractions.

We learnt how to subtract fractions with equations from a year seven book. We first used a video by Mr J to teach us how to find the difference between fractions. After watching  the video we used a year seven book for our equations and once done we made a DLO.

This Tongan language week, as a group  we made word problems that use the Tongan language as the topic or Tongan items.

We split into pairs and had one word problem each, for each slide we used Tongan items or clothing or the islands to give an equation. We included equations that were out level in maths.

I used distance with multiplication and additon, I also used the time with addition for my other class mates in my group to do.

I enjoyed this task because it let me learn about the Tongan culture and let me show it through DLOs.

LI: To use our knowledge about dinosaurs in creative ways

We were given 2 create challenges to help us show our learning in creative and fun ways.