Mr Ogilvie's writing task was to create a character description on whoever Mr Ogilvie's groups chose.
Mr Ogivlie's groups used a template to get an idea of what things to cover in the character discription. They covered the appearance, personality, and experiences.
The appearance is how they look. The personality is how they are, how they act, how they behave and their communication. The experiences are where they live, their secrets and their hobbies.
LI: To write a character description.
Friday 28 August 2020
Mr Ogilvie's Reading | Summarising & Inferring
Mr Ogilvie's reading task was to complete the character trait inference and summary.
Mr Ogilvie's reading group used the strategies they practised from the past weeks. They were: visualising, inferring, and used good adjectives to help with understanding the book.
Each group got different texts to summarise about. They were: Jack and the bean stalk, The three princesses, Lost, King of the mountain and Hole in the kings sock.
LI: To summarise using visualising and inferring.
Thursday 13 August 2020
Metaphors
From this activity, Mr Wong's writing groups learned about more figurative language and metaphors.
The groups used lists of metaphors and found the most suitable and commonly used metaphors to describe an aspect of a situation in the images.
Each group struggled with finding the correct metaphors, but was able find some of the correct metaphors in the end.
The focus of this activity was to understand the use of metaphors.
LI: to describe things by metaphor.
The groups used lists of metaphors and found the most suitable and commonly used metaphors to describe an aspect of a situation in the images.
Each group struggled with finding the correct metaphors, but was able find some of the correct metaphors in the end.
The focus of this activity was to understand the use of metaphors.
LI: to describe things by metaphor.
Time
Mr Ogilvie's maths groups were focusing on creating our own clocks and observing how the clocks measure time.
The clocks we made were a water clock, sand clock and pendulum.
First, we made estimations for how long it would take for the water clock/sand clock to reach a certain mark and how long it would take the pendulum to swing a specific amount of times.
We then did the proper measurements. For each clock, we answered a range of questions.
We enjoyed this activity and found it fun to experiment with the different clocks. One thing we could work on is our estimations.
LI: to investigate units of time.
The clocks we made were a water clock, sand clock and pendulum.
First, we made estimations for how long it would take for the water clock/sand clock to reach a certain mark and how long it would take the pendulum to swing a specific amount of times.
We then did the proper measurements. For each clock, we answered a range of questions.
We enjoyed this activity and found it fun to experiment with the different clocks. One thing we could work on is our estimations.
LI: to investigate units of time.
T-chart
Mr Wong's reading groups were focusing on identifying the pros and cons of food storage products using a T-chart.
Our first objective was to find containers that suited three different situations: fridge storage, room temperature storage and buffet serving.
We used reciprocal reading to get an understanding of the different food storage products. There were two different food storage sites that we used the reciprocal reading process on.
After that, we used a T-chart to find the pros and cons of the items that suited the different situations the most.
We enjoyed this activity and using the reciprocal reading process. One thing we could work on is identifying the cons of something even if it isn't stated in the text.
LI: to compare products using reciprocal reading.
Our first objective was to find containers that suited three different situations: fridge storage, room temperature storage and buffet serving.
We used reciprocal reading to get an understanding of the different food storage products. There were two different food storage sites that we used the reciprocal reading process on.
After that, we used a T-chart to find the pros and cons of the items that suited the different situations the most.
We enjoyed this activity and using the reciprocal reading process. One thing we could work on is identifying the cons of something even if it isn't stated in the text.
LI: to compare products using reciprocal reading.
Friday 7 August 2020
Volleyball Interschools
On Wednesday, some students from PBS went to the Barfoot & Thompson Stadium to take part in the volleyball interschools.
There were three teams that participated from our school and they were: the year 5/6's, the year 7/8 group one and the year 7/8 group two.
The year 5/6's ended up winning only one game out of 5. The year 7/8 group one won three games out of six, but unfortunately the year 7/8 group two won none of their games.
You can see the results here: https://www.panmurebridge.school.nz/sport/weekly-wrap
Although, some of the results weren't vey good, everyone enjoyed the day and had a great time. Thank you to Mr Ogilvie for organising this trip.
There were three teams that participated from our school and they were: the year 5/6's, the year 7/8 group one and the year 7/8 group two.
The year 5/6's ended up winning only one game out of 5. The year 7/8 group one won three games out of six, but unfortunately the year 7/8 group two won none of their games.
You can see the results here: https://www.panmurebridge.school.nz/sport/weekly-wrap
Although, some of the results weren't vey good, everyone enjoyed the day and had a great time. Thank you to Mr Ogilvie for organising this trip.
Explain that Idiom
From the lesson, we know that idioms are sentences or phrases that are not meant to be taken literally. Idioms use figurative language to reiterate literal phrases or sentences.
First, in teams of two/three people, we created an Explain that Idiom slide where we insert an idiom and then come up with a script using the idiom to give an example of how it is used.
The teams chose three different idioms to explain, create a script and act out (we could create or search for idioms).
We found this activity fun and enjoyable. One thing we could improve is group cooperation.
LI: to practice using idioms.
First, in teams of two/three people, we created an Explain that Idiom slide where we insert an idiom and then come up with a script using the idiom to give an example of how it is used.
The teams chose three different idioms to explain, create a script and act out (we could create or search for idioms).
We found this activity fun and enjoyable. One thing we could improve is group cooperation.
LI: to practice using idioms.
Thursday 6 August 2020
Figurative Language
Mr Ogilvie's writing groups were learning about the five different figurative languages.
They first learnt about the five different languages. They were: simile, metaphor, hyperbole, personification and understatement.
A simile is a comparision between two things using 'like' or 'as...as'. A metaphor is a comparision between two things without using 'like' or 'as...as'. A hyperbole is an exaggerated statement that shows effection. A personification is to give an object or idea a human trait. An understatement is an expression that doesn't have a lot of strength.
They then made a Google Presentation with the definitions of them and with an example.
LI: To learn about the five different types of figurative languages.
Summarising
For Mr Ogilvie's reading task, we learnt about summarising. We created a story web using three different strategies to summarise each part of a story which was: Ki O Rahi.
We used inferring, visualising and summarising. Inferring is to figure out something by using hints and reasoning. Visualising is to create a picture in your mind. Summarising is to come up with a breif description including all the main points.
We summarised the 'Who? Where? & When' in the orientation and by the end of this activity, we summarised the whole story.
We think that connecting the three strategies will help with understanding a text more.
LI: To summarise using visualising and inferring.
We used inferring, visualising and summarising. Inferring is to figure out something by using hints and reasoning. Visualising is to create a picture in your mind. Summarising is to come up with a breif description including all the main points.
We summarised the 'Who? Where? & When' in the orientation and by the end of this activity, we summarised the whole story.
We think that connecting the three strategies will help with understanding a text more.
LI: To summarise using visualising and inferring.
Simile
For Mr Wong's writing task, we learnt about similes. We learnt that similes are a comparision between two things using 'as...as' or 'like'.
We found out that whenever similes use adjectives, they use 'as...as'. For example: The lady was as fast as a racecar. However, whenever similes use verbs, they use 'like'. For example: The lady danced like a crazy party animal.
We then came up with similes for four different photos. We came up with similes for both adjectives and verbs. One of the simile was: The frog and the lily pads are as green as a leprechauns hat.
This activity helped us identify what a simile is and how to use a simile.
LI: To describe things by simile.
We found out that whenever similes use adjectives, they use 'as...as'. For example: The lady was as fast as a racecar. However, whenever similes use verbs, they use 'like'. For example: The lady danced like a crazy party animal.
We then came up with similes for four different photos. We came up with similes for both adjectives and verbs. One of the simile was: The frog and the lily pads are as green as a leprechauns hat.
This activity helped us identify what a simile is and how to use a simile.
LI: To describe things by simile.
Venn Diagram
This weeks task for reading was to compare and contrast two narratives. We read and compared The Dippy Dinner Drippers and Space Food.
We first used a reciprocal reading template to understand the text and came up with a summary for the text. We did this for both of the texts.
After the reciprocal reading task, we made a venn diagram to compare and contrast the two texts. We found out five differences each and four similarities.
This task was helpful and we learnt how to reciprocal read.
LI: To understand texts using reciprocal reading.
We first used a reciprocal reading template to understand the text and came up with a summary for the text. We did this for both of the texts.
After the reciprocal reading task, we made a venn diagram to compare and contrast the two texts. We found out five differences each and four similarities.
This task was helpful and we learnt how to reciprocal read.
LI: To understand texts using reciprocal reading.
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