Tag: Reading

Waltzing Matilda

LI: To understand the story within the poem

For Reading, we learned about a poem/song called Waltzing Matilda. We read a text that talked about a swagman traveling from one place to another. In the poem, for every end of the line there is “You’ll come a Waltzing Matilda with me”. When we read the poem, we answered all of the questions with our own words and what we know about it. We were challenged to create a DLO that reflects the analysis of the poem and to summarise the poem with exactly 25 words. We enjoyed doing this activity because we got to learn his history and understand. 

Mood Board – Hone Tuwhare

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.

For reading, we were learning about Hone Tuwhare and his poems. We were challenged to use Google Draw to create a moodboard of the poem that focuses on the sensory details. Label different parts of your DLO with words or phrases from the poem that inspired them. Group 2 A included photos and his poems about a child on his way home from the grocery in the rain. I enjoyed doing this activity because we get to put together his story and show pictures that may have happened.

Hone Tuwhare Podcast

For reading we learned about Hone Tuwhare, he was one of the famous person who created poems about his life and rain. Group 2  were challenged to create a Google Vid about his poem and recorded ourselves on saying the poem one by one. We got into groups of 3 who was me, Melle and Ataahua. Something interesting I found about learning this was when one of his poem was about a little kid making sure he’s safe when he went to the grocery shop while it was raining. I enjoyed doing this activity because we get to know about his facts and poems of what he created.

Malala Yousafai DLO

LI: design a poster promoting one of Malala’s key messages (e.g., ‘Education is the only solution,’ ‘The pen is mightier than the sword,’ ‘One child, one teacher, one book, and one pen can change the world’).

For reading, we were challenged to create a poster about Malala Yosufai key messages that she said in her speech. Before we did this challenge we watched a video of Malala Yosufai speech, in her speech she talks about her fighting for her own rights and why she did this speech. We read a text about ‘Malala Yousafai Speech at United Nations Youth Assembly 2013′, on our guided reading we went through and answered questions by using our own words or getting hints from Gemini. I enjoyed doing this task because we get a full understanding about why e should fight for our rights.

Once a Panther

LI: To identify the key historical context and events related to the Polynesian Panthers and the Dawn Raids as depicted in the graphic novel.

For reading, we read a text about Polynesian panthers, but the topic was called Once a Panther. Group 2 was challenged to create a comic strip that describes a scene related to the ideas of prejudice and justice by using thought bubbles or dialogue that explains the image. Something I have found interesting about this challenge is that we are learning this because we need to understand the meaning behind this.

RISE UP: The Story of the Dawn Raids and the Polynesian Panthers

LI: To evaluate (form an opinion) the text and respond to the provocation

For reading, Group 2 read a text called RISE UP: The Story of the Dawn Raids and the Polynesian Panthers. We were challenged to create a DLO that explores and discusses both perspectives of this historical event in our groups. We used our smart searching skills to learn and find stuff about the dawn raids, which lead us to talk about the dawn raids. For our own opinion , we said that we think the dawn raids was a very discriminal and shameful event that occured in New Zealand. Something I found interesting about this text was that alot of policies had targeted pacific people just because they don’t belong in this country.

Tangiwai Disaster

LI: Use your smart searching skills to find 3 interesting facts about the Tangiwai disaster.

For reading we learned about the Tangiwai disaster. We watched a video that explained the tangiwai railway bridge disaster. We made notes with vocab (words we don’t know) and questions to know. One of the things we learned about was open and close questions. Open questions are saying the answer but adding more details and closed questions is a simple yes or no. For our document, we read through the story and answered the questions using our own words/comment tool to share our opinions/ideas. Group 2 made a google video, we took turns sharing six facts about what happened in the past (Tragedy disaster). We used our smart searching skills and explained what happened in a short sentence in our own words. An example of this is “The disaster occurred on Christmas Eve, with many passengers travelling home to be with families, adding to the tragedy of the event”. We enjoyed learning about volcanoes.

Diary WW1

LI: To retell an event in history through the fictional eyes of someone who was there.

For this activity, we’ve been looking at a text that took place in ANZAC (World War 1) on the 25th of April 1915. We watched a video about their life or what it looked like in the trenches also about Hami Grace’s diary that was read from one of the soilders who participated in the war. Learning about this helped us write our own diary together as a reading group. We used Google Videos to record our own self reading the diary entries we created and tell them about I enjoyed using this as it allowed me to learn about what happened during world war 1. Something I found interesting about this task was when watching the video, I realised how tight the trenches were for all soilders to fit in.

Mapping the Migratory Flight of the Kuaka

LI: To use Google My Maps to show the migratory flight path of the Kuaka.

For this activity we needed to create a map that shows how long the kuaka birds fly for and where the kuaka birds migrate to.  

Kuaka birds, also known as bar-tailed godwits, love to hang out near the water, especially in places like estuaries, mudflats, beaches, and coastal marshes, where they find lots of yummy food.

Every year, as winter approaches, the Kuaka fly north to the breeding grounds of Alaska, stopping off in Korea and Japan for a rest and some food on the way. On the return journey, as our summer approaches, they fly directly to New Zealand, a trip of endurance with no food, water, or rest; nearly 12,000 km non-stop.

Did you know that the Kuaka bird holds the world record for the longest flight?

Dot to Dot Connections: The Kuaka

LI: To draw the lines between the words to show how the connections you have made.

For this activity, we created a DLO showing our Dot to Dot Connections about the Kuaka Bird. We used the scribble tool to connect each word and write down information that is related to the text. For example : Migration and Habitat (The Kuaka birds migrate from Alaska to NZ to have a safe environment). We used our prior knowledge to figure out some information about the Kuaka Bird. Something we enjoyed while doing this activity was collaborating and communicating to each other to grab different ideas and learn from one another.

Facts/Questions  about the Kuaka Bird:

  • Did you know the Kuaka, or bar-tailed godwit, is famous for its incredible long-distance migration
  • Did you know they travel 11,000 kilometers non-stop from Alaska to New Zealand, a journey that takes about 8-9 days?