Writing | Hook

L.I: to wire a narrative with a eye catching hook.

This week for writing we were learning how to write a narrative about the two characters that we created. For this writing task we needed to work individually. We needed to make the narrative a show sentences and we needed to make it interesting.

Writing

L.I: to revise the structure of a recount and reaffirm the making criteria 

This week for writing we needed to write a story about Patricia and Jaerrell. First we needed to get into groups and write down a character description. Every person from each group needed to stand up and tell us some characters. If the other group got the most votes then we would need to do the character that they did. The characters that were picked was Patricia, and Jaerrell. 

Patricia: Strong Willed, Fearless, 

Independent Age: 19

Jaerrell: Lives in reverse, Creative, Makes bad choices, Hates Donald trump

Independent Age: 70

Show & Tell | Writing

L.I: to investigate figurative language

This week for writing we were learning about show and tell. We needed to go on the writing site and pick a setting that we would write about. For the showing sentence we had to include the 5 senses and the figurative languages. The 5 senses are Touch, Smell, Hear, Taste, and See and the figurative languages are Simile, Hyperbole, Metaphor, Personification, and Understatement.

Figurative Language

L.I: to know what figurative language is
This week for writing we were learning about Figurative language. For this writing task we needed to work individually. When we did this we needed to pick 3 different characters. The characters that I picked was Steven universe, Spongebob squarepants, and Jeff of clarence.

Writing | Figurative and Literal language

L.I: to know what figurative and literal language is.

This week for writing we were learning about Figurative and literal language. For this writing task we needed to work individually. When we did this we needed to write down the definition of figurative and literal. Also we needed to write down the figurative language strategies. When we did that we needed to write down some examples and the definition / meaning. 

Recount | Writing

L.I:to revise the structure of a recount and reaffirm the making criteria.

This week in writing we needed to write a recount if we won the world cup. When we did this we needed to work individually. I wrote about when us girls go to netball every thursday. When we defeat other schools we defeat them. Every game that we had this year we won. When we did this we needed to highlight or change the color of the text. But we could only highlight the words or sentences that we changed. 

Writing | Advertisting

L.I: to know how to do the meaning and to know how to describe a photo. 

This week for writing we were learning how to identify the image and to know the meaning of words. We had to write down the meaning for Graphics, Static Image, Tracking, and Font. Graphics is when the quality is clear, static image is when the image is see able, tracking is when you locate where something is and font is when you see the text. We also needed to write down what the man was doing and what was going on. The company the mans working for is the headphone company. The headphone company want to band the headphones because when people go on vacations and they cant hear anything then they might fall they might get hit or they might fall down the cliff. So thats why the company's banding them. For this task we needed to work in groups. I grouped up with Farzana, Oscar, Lukah, Siale, Te Raumati, and I. 

Persuasive | Writing

L.I: to show what we already know about the purpose and language of advertising

This week for writing we were learning about, Persuasive, Persuasion, and How to persuade. I picked Persuasive because it actually sounded the same to the other topics. We needed to make a poster and we needed to write down the information about persuasive. Persuasive is to convince people to accept a view or a idea. For this writing task we needed to work individually. Individually means when you work by your self.  

Dialogue | St. Patrick’s day steal

L.I: to write a narrative in form of the play

This week for writing we were learning about dialogue. We needed to write a story for the other writing groups. We had to make our sentences make sense and adding capital letters in the front of the full stops. Our writing group needed to pick a character that was in the story. We needed to make a google doc and make the speeches. We needed to group up with someone in our writing groups. We had to name our story we called it: St. Patrick's day steal.

My Constellation

L.I: to use skimming, scanning, and summarising

This week for writing we were learning about Constellations. Constellations are shapes that you see in the night sky. We needed to pick a constellation that we are gonna create. The constellation that we choose was Leo. Leo is a lion that was living in Africa. For this writing task we needed to work in partners. I partnered up with Bella. We needed to create Leo with marshmallows and some thick sticks. We had to finish this off before the end of this week.

Dialogue

L.I: to create a dialogue using text message app

Dialogue is a conversation between two or more people. We had to chose two people from our plays that we made last week and create a dialogue using a messaging site. We did this in partner and my partner was Farzana. We chose the two characters Lisa and Lucie from our play. The dialogue was about how a blue leprechaun stole Lucies jewelry. The leprechaun left some clues around lucies bedroom. Lucies ask Lisa to come over to her house so they can find the missing jewelry. I enjoyed this activity with Farzana. 

Writing | T.O.P.E.S

L.I: to know how to make a plan using your own strategies.

This week for reading we were learning how to make plays. We needed to discuss what play we wanted to do for the other groups. We picked the story about the leprechaun. We needed to write down the orientation, and the settings. T.O.P.E.S stands for Title, Orientation, Problem, Events, and Solution. But we only needed to write down the settings and orientation. We needed to work in our writing groups for this task.

Cause & Effect | Writing

L.I:

This week for reading we were learning about Cause & Effect. We had to make a google drawing or a google slide and write down some cause & effects in LS1. First we had to go on the mat and sort out some cause & effect cards. We had to put them in order. Mr Ogilvie will time it and then write down the time on the board. Hosea's group finished it off in 7/seven minutes, my group finished off in 6/six minutes, Charlize's group finished off in 5/five minutes, and Fau's group finished off in 3/minutes. We had to finish this google draw with our writing group.

Explanation Writing | Information Report | Procedure

L.I: What is a Explanation

L.I: What is a Information report

Today for writing we were learning about explanation. We had to create 2 posters about what we need in a explanation. We also learnt how to make a explanation writing, a Procedure writing, and a information report. We had to work individually for this writing task. On the explanation vocaulary list we had to write down Time connectives, present tense, third person, and passive voice.

We had to write down the difinition/meaning of the word . We also had to create a poster about a explanation writing.  We had to write about Information report, Procedure, and Explanation. We had to finish this off by the end of the day. To make these poster we had to work on a google drawing. 

Simple, Compound, and Complex Sentences | Writing

LI- to show an increasing knowledge of how a range of text conventions can be used appropriately 

This week for writing we were learning how to make Simple, Compound, and Complex sentences.

We had to make sentences and we had to use homophone. Homophone is when you write a word and you will have to write down another word that has the same sound as it. We had to work individually for this task. We had to show our work to the teacher before we go and post it. 

Writing | Imaginative Recount

L.I: To write a Imaginative recount

Today Farzana and I finished our Imaginative Recount. We had to make the recount based on Little Red riding hood. We had to finish of our events and ending. We will have to have some punctuations so it can make the story more interesting. In a recount we always use T.R.E.E. T stands for Title, R stands for Reveal, E stands for Events, and E stands for Ending. For this Writing task we had to be in Partners. The perspectives that we use out of the characters was Little red riding hood. We used Little red riding hood because 

Writing | Recount | Little Red riding hood

L.I:to write an Imaginative Recount

This week for Writing we were learning about this story called Little red riding hood. We had to make a recount. We had to do this is partners. We had to make titles about the story. The title that we are going to use is Into the woods, Out of the woods. We even had to make a plan. We had to make a plan about the reveal, and the events and ending. We had to make the reveal long and more detailed then the story.


What we need in a Recount:

T.R.E.E

Tree stands for Title, Reveal, Events, and Ending.

What we need in a Reveal:

We need the three Ws.

When:
Who:
Where:

Writing | Making a Recount

L.I: to revise and edit a recount

This week we were getting into group of 2. We had to make a recount. If was with Shinaye. We had to make a recount about our Music Lesson, KiwiSport Lesson, or KiwiCan Lesson. I and my partner picked KiwiSport. When we finished our Recount we had to make a copy of the recount and paste it on a other document. We will have to make the sentence better and improving. We will have to highlight the words. We could delete the sentence and replace it with a improving sentence. We had 40minutes to write a recount. I made 20 edits to Shinaye work and she did 6 edits on my work. If your partner does less edits that means they will have to make 2 recounts about our Music Lesson and KiwiCan Lesson.      

Writing

L.I: To make a improving Sentence.
This week for Writing we were learning how to make Improving Sentences. First thing that we had to do was that we got shard a Google drawing named Messed up recount 1. There was a messed up story that we had to put in order. After when we did that we had to grab a text and changed the words to a better sentence

Emotions

L.I: To create a list of emotions.

This week we were learning about emotions. The goal that we had to get to was 500 emotions. We also had to make a box on the side and write down the definition/meaning