Mr Wong's writing task was about conversations using direct speech. Direct speech is exactly what someone has said.
The task we were given, was to create a dialogic conversation using direct speech.
When you start a conversation each speaker needs their own line. This is to know who is speaking. Instead of using 'said' you can use 'stated', 'growled', 'shouted' and many more.
LI: To write conversations.
Wednesday 22 April 2020
Skimming | Patō | Reading
Mr Wong's reading task was about skimming the 'South Pacific Beats' article. The article was about the Patō drum. The Patō is a modernised electric drum with a microphone that is similar to the lali. It was made by Racheal Hall.
The task we were given, was to create a brief summary of each page for the article 'South Pacific Beats'. After doing that, we made another summary but for the whole article. We made the summaries by skimming the article.
You can read the first (topic) sentence of each paragraph to know what the paragraph is about. To identify paragraphs, they usually have spaces between each paragraph or an indent to the first sentence. For example:
The drumbeats of the log drum have been a very traditional note/sound in the Pacific for centuries.
LI: To skim the article South Pasific Beats for a general understanding.
Buffed Vocabulary | Reading
Mr Wong's task for reading was to create a buffed vocabulary list. The task we were given was, in a group we chose two words we don't know the meaning of.
We wrote what we thought the word meant in the 'Kid's definition' box. After that we found kid's dictionary meaning and put that into the 'Dictionary definition' box along with the link. Then we made a sentence example that has an example of what the word could be about.
After that we found a picture and video that shows the word we picked. We did this with our other word we picked aswell. Mr Wong explained that the word needed to be in lowercase. This is so we don't write the word with a capital letter in a sentence. Correct: The spa rejuvenated me. Incorrect: The spa Rejuvenated me.
LI: To expand vocabulary.
We wrote what we thought the word meant in the 'Kid's definition' box. After that we found kid's dictionary meaning and put that into the 'Dictionary definition' box along with the link. Then we made a sentence example that has an example of what the word could be about.
After that we found a picture and video that shows the word we picked. We did this with our other word we picked aswell. Mr Wong explained that the word needed to be in lowercase. This is so we don't write the word with a capital letter in a sentence. Correct: The spa rejuvenated me. Incorrect: The spa Rejuvenated me.
LI: To expand vocabulary.
Timestable Patterns | Maths
Mr Ogilvie's maths task was about timetable patterns. The task we were given was to find out the pattern that the six timetables create.
We first find out how many blocks each turn would be. To do this we multiply by six. 6 x 1 = 6, which means the first line has to be six cubes long. 6 x 2 = 12, but 1 + 2 = 3, so the next line is three cubes long. 6 x 3 = 18 and 1 + 8 = 9, therefore the line is nine cubes long. While doing this, we need to remember that each line turns clockwise.
Eventually, the last line would lead back to were the first line was. This is because all patterns return to where it first started.
LI: To identify patterns in our times tables.
We first find out how many blocks each turn would be. To do this we multiply by six. 6 x 1 = 6, which means the first line has to be six cubes long. 6 x 2 = 12, but 1 + 2 = 3, so the next line is three cubes long. 6 x 3 = 18 and 1 + 8 = 9, therefore the line is nine cubes long. While doing this, we need to remember that each line turns clockwise.
Eventually, the last line would lead back to were the first line was. This is because all patterns return to where it first started.
LI: To identify patterns in our times tables.
Tuesday 21 April 2020
Maths | Identifying Patterns
Mr Ogilvie's maths task was about identifying patterns in the timetables. Patterns are repeated designs and timestables are when you multiply digits in order to get an answer.
We made a poster showing the patterns of the timetables. We also showed the direction of each shape.
The one timetables increase by one. The two timetables skip a number making a pentagon. Each timetable has different shapes or patterns.
If you were to make a 'pattern' and it doesn't lead back to where it started, then it is not a pattern.
LI: To identify patterns in our timetables.
We made a poster showing the patterns of the timetables. We also showed the direction of each shape.
The one timetables increase by one. The two timetables skip a number making a pentagon. Each timetable has different shapes or patterns.
If you were to make a 'pattern' and it doesn't lead back to where it started, then it is not a pattern.
LI: To identify patterns in our timetables.
Friday 17 April 2020
Prior Knowledge | Reading
Mr Wong's reading task was about prior knowledge. Prior knowledge is using a person's current knowledge about a topic before researching it.
We looked at a picture of the lali and then wrote our prior knowledge about the lali on a document. We then researched about the lali. On the same document, we wrote what we found out about the lali and then link the websites of where we found the information from.
The groups Baby Yodas and Caption Phasma researched about another drum that is similar to the lali drum. We wrote the same instructions with the similar drum.
LI: To demonstrate prior knowledge on a topic.
We looked at a picture of the lali and then wrote our prior knowledge about the lali on a document. We then researched about the lali. On the same document, we wrote what we found out about the lali and then link the websites of where we found the information from.
The groups Baby Yodas and Caption Phasma researched about another drum that is similar to the lali drum. We wrote the same instructions with the similar drum.
LI: To demonstrate prior knowledge on a topic.
Direct & Reported Speech | Writing
Mr Wong's reading task was about direct and reported speech. Direct speech is exactly what you or someone has said. Reported speech is telling someone what another person has said.
We first organised each sentence into either the 'Direct Speech' or 'Reported Speech' boxes. You can identify the differences between direct and reported speech. One thing is that direct speech uses speech marks. Another thing is that reported speech usually uses past tense.
After that we wrote the characteristics of direct and reported speech. Characteristics are the attributes of something.
LI: To identify direct and reported speech.
We first organised each sentence into either the 'Direct Speech' or 'Reported Speech' boxes. You can identify the differences between direct and reported speech. One thing is that direct speech uses speech marks. Another thing is that reported speech usually uses past tense.
After that we wrote the characteristics of direct and reported speech. Characteristics are the attributes of something.
LI: To identify direct and reported speech.
Fact Family | Maths
Mr Ogilvie's maths task was about the nine timetables fact family. A fact family is all the knowledge that is unlocked within that fact.
We created a slide deck showing the finger trick to remember the timetables and showing the fact family for the nine timetables.
It becomes easier to remember a timetable when the fact family has been learnt.
An example of a fact family is:
9 x 2 = 18
2 x 9 = 18
and
18 ÷ 2 = 9
2 ÷ 18 = 9
See my example below and click here to find out more:
LI: To demonstrate a fact family.
We created a slide deck showing the finger trick to remember the timetables and showing the fact family for the nine timetables.
It becomes easier to remember a timetable when the fact family has been learnt.
An example of a fact family is:
9 x 2 = 18
2 x 9 = 18
and
18 ÷ 2 = 9
2 ÷ 18 = 9
See my example below and click here to find out more:
LI: To demonstrate a fact family.
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