Touch

This week we played a game of touch using all the skills that we have learnt over the past few weeks. 

First we practiced two man settle and three man settle before playing a game. During this game we needed to go straight and aim at one person. To do a two man settle the person A had to touch and put the ball under their feet and step under it. Then the person B had to get the ball and run forward. It was the same for the three man settle but with three people. 

Lastly we played a game of touch. We were separated into three teams and versed the other two teams. During this game we used two and three man settle. 

I was tired at the end of the session because I was running, planting and toucing people on the shoulders.

Touch | Kiwi Sport

This week for Touch we combined the skills we used for the last few weeks and put it in a game.

First, we warmed up by doing a three men settles and sometimes a two men settle. A two men settle is one person plantting the ball and the person behind the planter can grab it and pass it.

A three men settle is basically the same thing but with a third person. When the first person plants the ball and steps over it the third person grabs the ball and pass it to the second person and we repeated this order in different patterns.

After the warm up we started playing a attacking and defencing game. In there were three teams, two teams playing and one team discussing about their strategy. 

Our coach told us to go forward first then go wide and fill the field.

This weeks lesson was easy and fun to understand.  

Mountains | Maori

For Maori we learnt about the mountains in Auckland.

Before starting the activity, we played a memory game about where the words are. There were some questions, the question were Kei hea te kupu that means where is the word. In this we passed but if you want someone to pass a word to you, we needed to say Homai to kupu that means Pass me the word.

After the game we used Maori Dictionary to translate words that were mountain names in Auckland. Then I checked my work with whaea Odie if I was right or wrong.

After I did an Matching activity, this activity was based around how you know the weather in Maori.

I enjoyed this task and found this task easy to fill in. I have improve my knowledge on Te Reo Maori.

Novel Study | Reading

Matilda was written by Roald Dahl. Matilda is a young girl who loves reading, and is incredibly smart, but she is disrespected and treated unequally by her parents.

The fourteenth chapter talks about Miss Trunchbull blaming Matilda for spilling the cup that had the newt inside. Then, Matilda got so angry that she was blamed.

The fifteenth chapter talks about how Matilda spilled the cup with the newt inside. After the conversation, Matilda went with Miss Honey to a cottage that belongs to Miss Honey.

The sixteenth chapter talks about a conversation that Mrs Honey started. In the conversation Matilda and Miss Honey were talking about Miss Honey.

Novel studies can help the reader analyze their understanding of a book 

LI: To study a novel.

Novel Study | Reading

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and is incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the elenfth, twelfth and thirteenth chapters of the story.

In the eleventh chapter, Bruce Bogtrotter was called out for sneaking into the kitchen and eating Miss Trunchbull's private chocolate cake. So, Miss Trunchbull held an assembly and forced Bruce Bogtrotter to eat a giant chocolate cake as a consequence.

In the twelfth chapter, Miss Honey tells the class that Miss Trunchbull will be visiting the class to see how well the students have been taught. Lavender takes this chance to trick Miss Trunchbull and capture and put a newt in her cup of water.

In the thirteenth chapter, Miss Trunchbull finally visits Miss Honey's class and tests them on their spelling, multiplication and reading skills. Miss Trunchbull punishes the children whenever they get it wrong, and is confused by Matilda's wisdom.

Novel studies can help the reader study their understanding of a book .

 

Screenplays | Writing

A screenplay is a script, which tells what the actor has to say, how to say it and when to say it. Screenplays can give some descriptions on how actors should speak and it can also give more detail. In a screenplay it includes the characters name, the scene number, the direction notes and the actions. 

The actors line is center aligned under their name. The lines don't need speech marks because it could help what tone to use.

The direction notes should be all caps and left align. Also it is next to the scene number because if the actors read the script they know where to film the next scene.

A screenplay scene number should be in all caps. The name also should be in caps and center aligned. If there is any extra information people would put it in brackets under their name.

The actions are left align and should be bold so the actors will know that it is acting time. The actions are where to film and the acting.

Knowing how to write a screenplay is important because if actors don't know what their lines are, the movie is likely going to be bad.

SSR Selfie

 SSR Selfie is an can do that encourages the reader to summarise a text that they have read. SSR Selfie also gives information about the title of the story, the author, the illustrator, the main characters, three events that happened in the story, the readers thoughts on the book, and new words the reader has learnt.

I did the SSR Selfie on Inca Gold. This book was about code breaking and finding the truth of who is the stallholder and this book includes a code breaking wheel so that people can solve the codes that are in this book.

Names | Maori

This week for Maori we learnt some names, boys and girls. 

This time we didn't use Maori Dictionary to translate the Maori names into English names. We used clues to figure it out. 

In the Maori alphabet there are no 'j,s' so they use 'h'. Also In the Maori alphabet there are no 'i and d' so they use 'r'. In the Maori alphabet there are no 'v' so they use 'w'. Also in the Maori alphabet there are no 'b' they use a 'p'.

I enjoyed this task and found this task easy to fill in. Today I have improved my knowledge of Maori names

Basic Facts Boxes

The basic facts boxes is a can do that Mr Wong created for LS1 to know their basic facts fast. There are two challenges within the can do and they are called: Brain Box, and Speed Demon.

I completed speed demon up to 10. Then, I did 10 rows of addition and 10 rows of subtraction. I didn't get any of them wrong but my time was 7 minutes and 43 seconds. I will try harder to not  be distracted easily.

LI: To rapidly recall basic facts

Revising our Learning about Maths

This week for maths we revised the learning we did two weeks ago. We needed to teach another person about our learning about the maths we were doing two weeks ago.

First, we partnered up with a different person to teach with, the first rotation was partnering with a person that did measurement. The person I partnered with was teaching me how to convert measurements. To convert its all about place value, to convert cetimeters (cm) into meters multiply the number by 10. Coverting is just using x10, x100, x1000, or divided by 10, divided by 100, divided by 1000. 

Then, we partnered up with a second person to teach with, the second rotation was partnering with a person that did money.The person I partnered with was teaching me how to use money in maths. To use money in maths, we use the written algorithm to solve the word problem. For example: Fotu has $75 and Farzana took $45, how much does Fotu has? To do this equation we take 75 and 40, so 75-40=35. Then, take the 5 and take it away like this: 35-5=30, so the answer for $75 - $45 = $30

The knowledge I taught for both my partners was Interpreting data and Frequency.  Interpreting Data is what people collect from a data set. A data set is the frequency of something. Frequency is the amount of something.

Some examples of a data set are tally chart and a graph. A graph explains the frequency of something. A tally chart also explains the same thing as the graph but tally charts has some questions. The questions are what is the likelihood of rolling a dice or something else? A tally chart also explains the largest frequency.  

To find data first ask/write questions down like what is the likelihood of rolling a dice. Example of this question is what is the likelihood of rolling a six. Then, roll a dice and note down each number the person roll on a tally chart. After, answer the following questions what is the likelihood of rolling a 6 and what number has the largest frequency? Then, create a graph about that data set.  

I enjoyed this weeks lesson and I wish I could have done better teaching. I will rate my teaching a 7 or 8 out of 10. 

Modeling | Inquiry

This week, our company (Life Savers) brainstormed ideas for an emergency shelter design. We needed to think of the structural shape and design of the emergency shelter. We also needed to think about what our shelter will be designed to resist.

First, we sketched on a piece of paper of what shape we're doing for our emergency shelter, and my group picked a triangle. This is because a triangle have sharp points and it can make things slide down from it.

Next we used a software called sketchup to make a 3d design of our shelter. Sketchup is a program that allows people to design and create anything they want in 3d.

We decided to make the shelter out of tungsten because it is strong and brick because it is thick. We think these are suitable materials for water and wind natural disasters.

Some changes that we want to make are making the shelter big because it looks small and want to make the inside spacious so that we can put the things we need to survive. 

The size of the entrance is 2.15 meters and the size of the shelter is 3.45 meters just in case of an emergency. The walls of our shelter are pretty thick because the shelter is made out of tungsten brick. There should be windows so that the people inside the emergency shelter are aware of what is happening and can identify if it is safe to exit the emergency shelter. The windows should be fairly big, about 2 meters so that people can see out of them clearly.

Two and Three Men Settles | Kiwi Sport

This week for Touch we learnt about how to do a two and three men settle.

After doing a warm up we learnt how to do a two and three men settle. A two men settle is one person plantting the ball and the person behind the planter can grab it and pass it.

A three men settle is basically the same thing but with a third person. When the first person plants the ball and steps over it the third person grabs the ball and pass it to the second person and we repeated this order in different patterns.

Lastly, we played a walking version of touch so that we can understand where and when the skill  is used.

I enjoyed this week session and one thing I should work on is improoving my skill of planting the ball.   

Bex Meets Milly | Duffy Theatre

We watched a performance by the Duffy Theatre group about the Goggen. A goggen is a mythical creature that is a mixture of a cat, dog, and chicken.

Before the show, the actors introduced themselves. Then we sang the duffy song.

Then, the actors performed for us.

Lastly the Duffy group held a question and answer seesion.

I enjoyed this performance and I leart how to take care of a Goggen.

Geometry | Maths

The topic geometry,  includes shapes, the relationships between shapes and the movements that shapes do.

Shapes have two dimensions  - 2d and 3d. 2d shapes are flat that have faces and corners. 3d shape has many faces, vertices, and edges. Vertices are where the edges or side meet and edges are lines that help form a side. 

The relationship between both dimensions are sort of the same because 3d shape are just repeating the 2d shape in different areas.

There are three movements that shapes do, they are called Rotation, Reflection and Transformation.

Rotation is turning the shape clockwise or anti-clockwise, it depends on where the shape is placed. Clockwise is turning right and anti-clockwise is turning left.

Reflection is looking at yourself in a clear type object but in maths it means to flip the object to the opposite way, it depends on how or where the shape is placed.

Transformation is changing the position of the shape to a different place. It also means an impact of changing into a different form.

Names | Maori

 This week for Maori we learnt some names, boys and girls. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the Maori names into English names. We don't need check the dictonary if we know the names in Maori. Afterwards, I checked with whaea Odie if I am right or wrong.

I enjoyed this task and found this task easy to fill in. Today I have improved my knowledge of Maori names.