List Poem

 LI: To write a list poem that describes a topic by painting a picture with your words.

We have been learning about poems. The poem we were learning to write is called a list poem. List poems are a simple way to get into poetry writing that can be based on ideas that are familiar to you. This type of poem lists things that describes the topic. The last line in the list is usually a funny, strong, or important item or event. The topic my poem was based on was 'things my mum says to me' which lists things that my mum says to me.

I enjoyed this task because I was given the oppertunity to learn how to write a list poem.

Imagination

 LI: To edit our writing using DRAFT

This week for writing we have done another abstract poem in pairs. An abstract poem is a poem about an abstract noun. An abstract noun is something that exist but you can’t touch it (happiness, failure, trust, etc)

In this task we need to include the five senses, punctuations, complex sentences, metaphor, simile, etc. After writing this poem we used the DRAFT process which helped us make our writing better for other people to understand. 

The structure of this poem is defining what the abstract noun. Then the second line starts with using one of the senses. Lastly write four more lines starting with the abstract noun using the other four senses 

Something I found interesting about this was learning the structure of a abstract poem.

Jealousy

 LI: To write an abstract noun senses poem

 An abstract noun is something that can’t be physically touched, as in a feeling (happiness, fear, love, etc) also the 5 senses. This week, LS2 have been learning about Metaphors and Nouns. We got into groups and were introduced  on what is nouns , what we see in the poem ( The Structure) and the 5 senses. Our group created a Metaphor about happiness; Happiness is the blooming rainbow that shines when the sun comes out after the rain. A Metaphor is a comparison of two things without using ‘like’ or ‘as’. We created our own poem as a group about Jealousy.

I found this activity interesting because I learnt what a abstract noun is and how to write metaphor poem about an abstract noun.

   

Dialogue

LI:To understand how to use and correctly punctuate dialogue when writing.

This week we have been learning about dialogue. Dialogue is at least two or more characters talking with each other. When someone is talking in a piece of writing you need to put speech mark in the beginning and in the end of the dialogue. When writing a dialogue between two characters or more, we use speech marks (“”).

First, we found a partner to work with and use ifaketext.com to practise writing a dialogue. We needed to write the next five lines for a event that happened in the story 'The Three Little Pigs.'

Next, we used wordhippo and the said pyramid to help make our lines more interesting. We did this by taking out one word and replacing it with a more improved word.

Lastly, we put our conversation DLO to explain the five lines in the conversation. We also explained what dialogue is and how to write dialogue correctly by using speech marks in the right places.

I found this activity interesting because I learnt how to correctly write a dialogue and build up my vocabulary.

Cinquain Poem

 LI: To write a cinquain poem that describes a polar bear

We have been learning to write cinquain poems to help us strengthen our connections to description. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives taht describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

I enjoyed this activity because I learnt new nouns, ajectives, verbs, and also noun phrases.

Settings

 LI: To use powerful words to describe a setting so that it paints a clear picture in the mind of a reader.

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 task interesting because I got to learn new words I could use during my writing time.

A Moment In Time Poem

 LI: To use the language features and structure of published poem to help use write our own poem.

We looked at the language features and structure of a poem called ‘A Moment in Time’ and used our experiences from camp to follow the structure and collaboratively create our own moment in time poem.

To describe what we heard, what we saw, how we felt and what we wondered we used our senses, adjectives and adverbs.

Ajectives are words that describes nouns. Example: The big dog was hungry.

Adverbs are words that describes verbs. Example: The boy swims well.

I found this task interesting because I learnt how to use ajectives and adverbs in a poem.

5 Minutes of Camp

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

A high beam experience. 

“Ready, Set, Climb!”Now it’s the time for me to start climbing. I hesitated as I raised my foot and laid it on the first step on the ladder. I was shaking on the inside with fear as thoughts were flying around in my head. I started to carry on climbing the ladder as my heart started racing.

“Start climbing on the staples!” the instructor yelled out as I got to the final step on the ladder. I took my first step onto the closest staple to me. I knew I had to try and make it to the top. I raised my left leg onto the next staple. I carried on until I made it to the beam.

Before I could lay one foot on the beam I could feel myself shaking but I knew I needed to at least try and make it onto the beam. I put my left leg on the beam and pushed my other leg onto it. I could hear my group supporting me.

Then I heard the instructor yell out, “Do you want to go halfway or all the way?” I thought to myself if I go all the way my group would feel proud of me. So I replied, “I want to go all the way!” As I took my first step I gripped onto the rope and carried on walking across the beam.

Once I made it to the next pole I hugged it as if it was my friend. I walked to the middle of the beam while my legs were shaking and both of my hands gripped the rope attached to me. Before I went back down I tried to balance on one leg and then try to touch my foot.

After that, I needed to lean backwards while facing the trees. When I was ready I pushed off the beam, and on the way down I watched how my group was smiling and clapping for me.

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 found this activity fun because I got to share my high beam experiance.

TEEL Paragraph

 LI: To understand how TEEL paragraph helps can help us structure our informations and ideas in a paragraph.

We use paragraphs in our writing to expand on an idea. In LS2 we use TEEL acronyms (title, elaborate, evidence, link) to help us structure our thinking. The example on my DLO shows where the TEEL acronyms are in the paragraph and the definition of what the TEEL acronyms mean.

I found this activity fun because I got to learn what TEEL pargraph is and how to write one.

Filming

Today we started filming our narratives. We used our screenplay, narrative, and storyboard to help our actors learn their lines and parts.

First, the actors practised their lines. They practised it over and ove again until they knew off by heart. We used the narritive, screenplay, and the storyboard to help us learn our lines and find out the settings.

Next, we started shooting our four scenes. We still needed to practise before filming ourselves. This took a while but we were to finish the film. The scenes were filmed in a variety of locations.

I enjoyed filming because I was able to learn how to use the microphone gimbal. I also found our film a lot of fun because some of the scenes were funny.

LI:To create a shotting schedule

LI:To film footage needed

Commanding Conversation

Commanding conversation is a fun can do. Commanding conversation is writing a little conversation for the image that was showen on the slide.

I created two different conversations. The first one was about little kids thinking about what game to play. The second conversation was about a lady asking for directions.

My favourtie part of doing this task was writting a short conversation because it helps me learn different puntuation and how to use it.

LI: To write descriptive conversations

Storyboarding | Narrative

A storyboard is a series of images displayed in sequence that shows the characters movments, the camera angles, and the story settings.

The images should show enough detail so the reader can know where the setting is without someone telling them. People film it on different angles and show the emotions on the characters face to make it more interesting.

A storyboards are different scenes in the narrative. People add a little sentence to give it more detail if the picture dosen't have enought detail. A person who draws a storyboard knows if he did a good job when someone can tell where the setting is without someone telling them.

There are no words in the image because the main ideas is to show the setting, the angles of the camera, and the characters.

Knowing how to write a storyboard is important part because it can help the actors understand how it flows. Storyboards help people visualise the people's surroundings and enviroment.

LI:To create a storyboard from a narrative

Screenplays

Screenplays are scripts that are converted into parts only. Screenplays can give some descriptions on how actors should speak and it can also give more detail.

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

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

Knowing how to write a screenplay is importaint because actors understand how to say their lines and what their lines are.

LI:To convert a story into a screenplay/script

Fixing Narratives

Narratives are fictional stories that usally use third person and past tense. The structure of a narrative is TOPES. TOPES stands for title, orentation, problem, events, and solution.

To fix a narrative people make sure there is not to much conversations and speech. If there is they add more narration to fix it. If there is to much narration people add more conversations and speech to make it more interesting.

To write a narrative people use their ideas, then puts them into sentences and paragrapghs.

It's importaint to fix a narrative to make it more interesting. It's also importaint to know the process of a narrative because it helps other people expand their knowledge.

LI:To write a short narrative

Narrative

Narratives are fictional stories that usally use third person and past tense. The structure of a narrative is TOPES.

TOPES stands for title, orentation, problem, events, and solution.

The title is a short phrase that talks about the main idea about the story. Orentation answers who, what, when, and where. The problem tells what goes wrong in the story. The events are the steps that lead to the solution. The solution talks about the last step and the new normal for the characters.

When people make a narrative they the first step is usally to brainstorm ideas. Then they will start thing of the characters, problem and solution. People need to think about how are they going to introduce the characters and the setting sceen. The solution can either suscced or fail.

To write a narrative use there idea and then put it into sentences and paragragh.

Writing a narrative and understanding the process is good because it helps other people expand their knowledge.

LI:To write a narritive

Narrative Plan

This week we have been learning how to create a plan for a narritive.

First, we reminded ourself on what the struture of a narritive (TOPES) is. TOPES stands for title, orentation, problem, event, and solution. The orentation has to show who, where, when, and what. The problem need to talk about what goes wrong. The solution is last thing the chracter does. This is what solves the problem and it can be fail or be sussecstful.

Next, we watched to different films that shows the structure. The films we watched lasted a different amount of time.

Lastly, we thought of narritive that we can make into a movie. The story we thought of can only be one A4 page. The films had to 30 seconds or 2 minutes maximum. My idea was Naki bulling Fotu.

LI:To write a short story that can be made into a film.

Formal & Informal Language

Formality tells people when to use formal or informal language. Formal language is approprite language that is understandable. Informal language is usually slang or casual language.

Formal language is used in a formal situation like a meeting or a funeral. Some formal language is: hello, greetings, good morning, good afternoon.

Informal language is mostly used in a informal situation like playing or talking to friends. Some informal language is: sup, what's up?, bro, gee.

Understanding formality helps people know when to use the correct language and use it in the right situation.

LI:To identfy formal and informal language

Descriptive writing

This week we ha to do a can do called "Descriptive writing". Descriptive writing is trying to describe a picture by using as much language feature (like nouns and similes) as we can.

One of my descriptions for one of the pictures was "The to naughty friends dashed up a huge pile of snow on the busy streets of New York."

LI:To describe using interesting language features

Recount

I learnt how to write a recount using the right structure and language.

First, I chose a day of a week to write a recount about. I chose Friday because it was the last day of the week. Next I wrote down key words/phrases such as: breakfast, brush teeth and shower.

Then, I put the key words/phrases in a proper sentence using past tensed (words like: walked, jumped tipped), first person (words like: I, we, me, myself, us), and the structure TREE (Title, Reveal, Envents and Ending).

After, I proof read my recount and made sure that the title, reveal, events, and ending made sence. For the events there should be four paragraphs that tells what happens before school, at school, after school, and after dinner.

I enjoyed this activity because I have learnt the proper language that is used in a recount which would help me the next time I write one.

LI:To write a daily routine

Rewriting|Gruffalo

Rewriting a narritive is getting an idea from the story and changes the story that will flow with the original story.

There are three guiding questions that help changes the story and they are: where do they live?, what's the gruffalo's favourite food and where would they meet the mouse.

The owl was changed into a eagle because they are both types of birds. The eagle lives in a clifftop house because most eagles live on a cliff. The gruffalo's favourite food is eagle whipped cream because it cream rhymes with stream.

Rewriting a story can help think of creative idea to flow with a story.

LI:To re write a narritive