Intelligence

LI: To increase abstract noun poems.

Me and my partner Azatulah created a DLO to present abstract nouns, we were practicing to make poems! Abstract nouns are nouns you can feel but can’t physically feel. see, smell, taste, hear and feel. Our poem had to include the 5 senses wich compose of touch, sight, feel, smell, see. We also included feel. A metaphor is comparing two things without using the words 'like' or 'as'. I enjoyed this activity because I got to be creative with my words and work with my a friend.

Failure

 LI: To write an abstract noun sense poem.

Abstract nouns are nouns you can feel but can’t physically feel. see, smell, taste, hear and feel. Our poem had to include the 5 senses wich compose of touch, sight, feel, smell, see. We also included feel. A metaphor is comparing two things without using the words 'like' or 'as'.

I enjoyed this activity because I got to be creative with my words.

Settings

A setting is the place, time and environment of a story to help a reader make a connection to your narrative you need to use your words in away that helps them form a picture of what you are describing in their mind.

To do this we looked at an image and thought of 10 words that described and showed what we could see. Once we had thought of the adjectives or adverbs we used our smart searching skills to help us find synoymns that made our descriptions clearer.

I found this activity fun because I got to really think about how I would describe what the pictures would show us.

5 Minutes of Camp

“Boom, thump, Boom” We traveled along the rocky and sandy path. As we walked closer and closer to the thundering sounds of the falls excitement grew in our hearts. When we arrived we admired the sheer beauty of it. It was quite the breath-taker. Mist blew around the falls like it was out of a fairytale.

We first were taught how to be cautious and how to start using it. When we were asked to get into our kayaks my head was so excited, but on the outside my body was shaking. I knew this was coming sooner or later so why was I nervous? I decided to take a leap of faith and just go for it, and I got in with flying colours. 

We started to get a feel for our environment, I was so excited yet so nervous. I decided to just forget about the bad stuff and I just went for it. I was swooshing the water so that I could have a hard turn. It was quite fun experimenting with all the different techniques and speeds that the kayak could go. 

As I went into the water I felt the water splash on my face while the wind blew throughout my hair. The splashing noises coming from the waterfall started to feel very calming.

 

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LI: To recount a 5 minute snapshot of one experience you had at camp

Last week we went to camp at Kokako Lodge. My 5 minute snapshot shows my personal voice and I have tried hard to paint a picture with my words to describe what I was doing and how I felt.

I enjoyed this activity because it really let me think about what fun things I did at camp.

The struggle of working is real...

My group and I filmed some videos and edited the videos into a movie.

First, we created a filming schedule that had the actors in the movie, the time it will take to film the movie, the scenes of the movie, and the equiptment and the location needed for the movie.

After that, we began practising the lines. The film we chose was about how working isn't always easy. The total time we needed was 25 minutes.

Lastly, we put all the scenes together and then edited it using WeVideo.

I enjoyed acting my part. I thought it was easy and hard to act because sometimes I only had two lines. One of the lines were hard to get because I had to be in sync with one of the other actors.

LI: To film a screenplay.

Commanding Conversations

Commanding conversations is a can do based around writing. Commanding conversations gets the person to use their imagination to come up with conversations.

Commanding conversations gets people to select a photo, and write a conversation based on the events in the photo.

Commanding conversations works on your punctuation, vocabulary, and social skills. 

LI: To write descriptive conversations.

Narrative | Writing

Screenplays are scripts of the actors lines. They are divided into scenes. 

The actor's line goes under their name. The actor's line does not need speech marks. 

People sometimes add a little pointer on how the line should be said. The pointer about the line is just under the actor's name, and to the right a little bit. 

A screenplay has the scene headline in all capitals. The actor's name is centre aligned and is also in all capitals. 

Understanding how to write a screenplay is important because actors would know what their lines are. 

LI: To convert a story into a screenplay (script) or storyboard.

Formal & Informal | Writing

Formality is knowing if the situation is formal or informal and knowing what language to use. There are also different kinds of formality in some cultures. 

Formal means when you have to follow the rules. An example of formal language is: "Would you like to watch the rugby game with me?" Example of formal situations are: meetings, interviews, funerals and church.

Informal is when you don't have to follow the rules. An example of informal language is: "Chur broo wanna go watch rugby, eyy?"Examples of informal situations are: playing at the park, going shopping, birthdays and hallowenn.

Sometimes formal situations can be similar to informal situations, for example: having a meeting at the park or having lunch at a meeting.

 LI: To identify formal and informal language.

Writing | Recounting a day

In writing I wrote a recount about my daily routine. I chose a certain day to recount. I chose last term on Saturday. The purpose of this activity was to figure out what was important to us so that I could figure out what party I would vote for.

First, I planned my recount. I wrote down the things I do before school, at school, after school and after dinner. Because those are important parts of a day. 

After that, I wrote my recount. Some of the things I picked to write about before school were personal hygiene and getting changed into casual clothes. 

When, I finished writing down my events, I wrote my ending. My ending had a personal reflection. I also wrote what I could improve. 

I enjoyed this activity, I found it quite hard to write about last term because I couldn't remember all the details. 

LI: To write a daily routine recount.

Setting Description | Writing

Setting descriptions describe what places looks like, smell like, feels like and sounds like.

To describe places look like use adjectives like dark, scary, frightening, big, small, long and short. 

To describe places sound like use adjectives like chirping, noisy, quiet, silent and deafening. 

When describing what places feel like use adjectives like jaggered, smooth, bumpy and flat. 

When describing a places smell use adjectives like fresh, stinky and smelly. 

The four senses can give reader a better understanding of the setting.

LI: To write a setting description.

Character Descriptions | Writing

Character descriptions include the experience, the personality, and the appearance.

The experience includes where they live, their family and friends, their hobbies and special achievements.

The personality includes what kind of person they’re, how they behave, phrases they like to say and what makes them interesting or different.

The appearance includes their face and hair, body and clothes.

In a character description there needs to be a balance of figurative and literal language. 

Figurative language means to describe something with a hidden meaning. Literal language means it goes straight to the point.

LI: To write a character description.

Hyperbole & personification | Writing

I learnt how to use hyperboles and personification to describe an image. 

First, I did the hyperboles, which are exaggerations.

I observed the image and created a situation that included the circumstances in the image. I then used hyperboles from lists to find hyperboles that would fit the image.

Then, I moved on to personification, which is giving an object a human action.

I did the same process as the hyperboles and observed the images. I used personification from lists to find a fitting personification for the image.

LI: to use hyperbole and personification to narrate events.

Metaphors | Writing

Metaphors compare things that have a similar quality by saying that one object is the other.

One common example of a metaphor is: "That boy is a thorn in my side," which means that the boy is an annoying person. The main object is the boy, and the boy is being compared with a thorn. 

Another common example of a metaphor is: "The boy has ants in his pants," which means the boy can't stay still. The main object is the boy, and the boy is being compared to ants.

People can describe things using metaphors like a persons voice, colours, flavours, a persons appearance and etc. 

LI: To describe things by metaphor. 

Similes | Writing

Similes compare two things using "like" or "as...as".

"Like" is used when comparing something to verbs, for example: "The girl ran like a cheetah".

"As...as" is used when comparing something to an adjective, for example: "The frog is as green as the grass".

Similes describe things using figurative language.

LI: To describe things by simile.

Tenses | Writing

Tenses are three things that tell about an action. There are 12 different types of tenses.

The three things that tell about an action are completion, continuance and time. Time includes past, present and future. Past is something that has already happened. Present is something that is happening at the time of speaking and future is something that has not happened.

Continuance includes: simple and continuous. Simple is one specific thing and continuous is still happening.

Completion includes perfect. Perfect is a finished action. It is not the same as past, but something can be in the past but it may not be completed.

The types of tenses are: past simple, present simple, future simple, past continuous, present continuous, future continuous, past perfect, present perfect, future perfect, past perfect continuous, present perfect continuous and future perfect continuous.

The 12 different tenses help us with understanding what type of tenses to use in conversations

LI: To learn about verb tense.

Plurals | Writing

A plural shows that there is more than one person. The correct spelling of plurals usually depends on what letter the singular noun ends on.

To make nouns plural add an s to the end, for example pen/pens, flame/flames and scissor/scissors.

If a noun ends in s, sh or ss add es to make it plural for example bus/buses, fish/fishes and marsh/marshes.

Plurals can help people with there spelling.

Adjectives | Writing

Adjectives are words for modifying nouns. There are three different types of adjectives which are: absolute, comparative and superlative.

Absolute adjectives modify sentences by itself. For example "The loud boy". 

Comparative adjectives describe something that is similar to another. For example "The louder boy". 

Superlative adjectives say that something is at the top of a quality. For example "The loudest boy". 

Adjectives can make sentences more interesting.

LI: To learn about adjectives.

Descriptive Writing | Writing

LI: To describe using intresting language features.
The Descriptive Writing activity is used for practicing using descriptive language. The comments function is used to describe any of the gathered photos. There is a list of language features to help create descriptions. The objective of the Descriptive Writing activity is to improve descriptive language abilities.

About Me 2020

Talofa. 

My name is Oscar. I am one third Samoan, one third Niuean and i'm one third british/english. I am a year 6 student in LS1 at Panmure Bridge School. At home I enjoy reading, playing with my sister and playing outside in the backyard. When I'm in school I like maths, playing with my friends and reading.

Writing | Narrative Hook

LI: To revise the structure of a recount and reaffirm the marking criteria.

Today in writing we were writing the hooks to our narrative. Our hooks couldn't be to informative. A hook catches a readers attention so that they want to keep reading. We also had to choose if we wanted to do a narrative based on strange natural disasters or a cure for reversed growth.