Class Site 2019

Monday, March 11, 2019

Learning about narratives.

On Monday we started learning about narratives. 

Miss Ashley gave us examples and asked us go and read them and think about what they have/don't have, what makes them different from other kinds of writing etc.

We buddied up with someone who is a different year level than us.

We talked about what they had and we came up with LOTS of things! 
Some of our year 6 classmates helped us learn what similes, metaphors and hyperboles are. 

Next we talked about a rough structure of narratives. 
Some students also pointed out that lots of the exemplars had dialogue to start their story because it makes it more interesting. 

Then we ordered them from good to better to best. 
We looked at them and talked about no matter what level you are at (I.e. maybe you might not be ready to use paragraphs) then what else can you do to make it better? We talked about dialogue and speech marks. 
To challenge year 6's, we pointed out how when two or more people are talking, then when the next person talks you start a new line (press enter on your computer). 

We learnt a lot about narratives! 

After morning tea we made up a checklist that we will use to mark our work.
Checked by:
Narrative checklist ✓✓✓
Capital letters at the beginning of a sentence.
Capital ‘I’
Capital letters for names of places and people
Full stops at the end of a sentence

P1 - introduction ( 2-3 sentences)
P2 - orientation
P3 - problem
P4 - solution
P5 - conclusion (2-3 sentences)

My story has an exciting title.

I have described my characters and setting. I have said how my character feels and what they are thinking.

Speech marks when people are talking

My story has a believable but interesting problem and a solution that makes sense

Punctuation - ? ! ; : ‘

I have used time words to keep my ideas in order (next, afterwards).

I have a simile or metaphor.

I have some long and some short sentences.

One thing you did well was… ________________________________________________________________ _______________________________________________________________________________________
One thing you need to work on is… __________________________________________________________ _______________________________________________________________________________________

Friday, March 8, 2019

Learning about Captain Cook

This week we have been reading a difficult text about Captain Cook -

Captain Cook Charting Our Islands by Melanie Lovell-Smith

School Journal Level 4, May 2016

Each day we annotated the text given to us (1-2 pages per day) and we talked about the words we didn't know or understand. Here are the words we learnt.

New words from Monday (page 28-29)

Transit - movement

Endeavour - the name of Cook’s ship.

Continent - a big landmass with lots of countries in it

Landmass - piece of land

Turanganui-a-kiwa - a place near Gisborne

Observing - watching

Tahiti - the island of Tahiti, a place

South -

Rare - something special

Predictable - you know when it’s going to happen or what is going to happen

Occur - happened

Pairs - two things together

Astronomer - a person who studies astrology (root word is astro)

Century - 100 years

Accurately - doing something correctly and carefully

Inaccurate - doing something wrong

Various - different

Then each student had to think of a question and find the answers either in the text or use Google to find it out.

Pages 30-31 - Tuesday

Sounding - a way to chart land

Anchor - a heavy thing that stops boats from drifting away

Fathom - 1.8m

Coastal profiles -

Wounded -

Translator -

Dispute -

Cross-cultural communication -

Conflict -

Essential information -

Aground -

Overboard -

Tallow -

We did the same thing again where each student had a question to answer about these two pages.

Pages 32 & 33 - Wednesday

Instructed - told

Chart - make a map of something

Enormous - big, massive, giant

Unfamiliar - something you don’t know

coastline - the line where the water meets land

Surveying - the process to make a map

Prominent - big, important, significant

Plotted - put onto the map

Sketched - to draw something

Crucial - critical, important, essential

Horizon - where the land and sky meet

Quadrant - (root word is quad which means 4) - something with 4 parts

Occasionally - sometimes, infrequently

Precise - clear, accurate

Greenwich - a place in London

Voyage - journey

Lunar - moon

Pages 34-37 - Thursday










British Empire

Next we made a summary of the story

Captain James Cook set sail from Britain in August 1768 heading to Tahiti.

He took scientists to Tahiti so they could observe the transit of Venus. Afterwards, he went to New Zealand. This voyage took three months and then the crew spent circumnavigating New Zealand and charting the coastline.

They measured water depth by using a lead weight with tags on it indicating 1 fathom (1.8m). They also sketched the coastal profile (the beachline).

They measured the distances between prominent landmarks and the ship, the distances between the horizon and the sun, and the angles between the sun, moon and stars. Longitude measures vertical distances around the Earth and latitude measures horizontal distances from the equator.

Captain Cook sailed to Australia and claimed it as British territory. Then he charted 3,219km of Australian coastline. He took 6 weeks to repair his ship Endeavour. He arrived home in Britain in July 1771.

He visited New Zealand two more times in the next several years before being killed in Hawaii in 1779.

On Friday we reviewed all the words we learnt on Monday-Thursday and tried to make sentences out of them. 
The bold words were from the new words list.Sentences

Litia - Captain Cook was instructed to sketch an enormous chart.

Wesley - In the 18th century the British wanted to expand their territory so they began surveying the South to find a rare continent.

Ana - Captain Cook and his ship named Endeavour went for a wonderful voyage from the British Empire to Tahiti then they had a dispute and conflict erupted.

Ana - accurately measured the distance between the horizon and then plotted the prominent landmarks.

Monday, March 4, 2019

Compound words

Today for shared writing Miss Ashley gave us some words on pieces of paper and we had to try match them up. She didn't tell us we were learning about compound words, she wanted us to figure that out for ourselves..
It took us a few minutes but we started to realise that if you put two of the words together it made a new word.

Here are some of the compound words we made.

Friday, March 1, 2019

Past, present and future tense

This week we are learning about past, present and future tense of words. It is important to know which word to use otherwise your story won't make sense and people will be confused when an event happened. 

We had to sort out words with pictures and match them up with their past/present/future tense partners. 

Here are the combinations we made. 

Thursday, February 28, 2019

Maui myths sequencing

This afternoon we got into 4 groups and each group was given pictures from different Maui myths. 
We had to put them in the order of the story and retell the story from our heads. 

Next week we are going to make groups to make a CREATE task for each Maui myth so we can present them in assembly later in the term.

Blindfolded Obstacle Course

Today for our recount writing we did a blindfolded obstacle course so we had something fun to write about afterwards. 

It was loads of fun! 

Then we planned our writing together as a class..

For some of us it was our first time trying to write in paragraphs.
Miss Ashley showed us how to use speech marks and dialogue and we had to use 3 dialogues in our story and put in 2 emotion words from the whiteboard.

Here is Janett's recount about this activity

On Thursday the 28th Feb 2019 Room 7 was playing a game could Blindfold obstacle course.

Miss Ashley gave us 2 instructions. The 2 instructions are “find a buddy” and the next instructions “go and set next to the heater”. Next Miss Ashley gave us a blindfold and then I was covering marilyn with the blindfold. The rules were your not allowed to touch them.

Marilyn was the first one to Blindfold and then Marilyn go under the red table and she go left or right. Marilyn went straight and then she went right and she went straight again and then she was tried to touch the powerpoint and then she touch it and then she take her Blindfold of and then Maria take a token to Marilyn.

And then my baddy blindfold I was so nervous and scared. Marilyn told me “go under the table” and then I went over the chair and then I touched the powerpoint and then I got a token and then I took off my blindfold.

It was so fun and I was a little bit scared, afraid, nervous.