New LS1 Blog

Hello all

LS1's blog has moved here to Edublogs.

See you there.

Regards,

Mr Wong

Fantastic!

You know who Roald Dahl is, but do you know who Mr Fox is? Do you know why he is under stress? Watch this book trailer made by LS1's own Hector to get a taste of what awaits in Fantastic Mr Fox.

This film is a book trailer. The purpose of book trailers is to increase awareness of a book and entice people into reading it. Book trailers was the theme for Panmure Bridge School's 2021 Manaiakalani Film Festival films.

In the Land of Mordor where the Shadows lie.

 "All we have to decide is what to do with the time that is given us."

- J. R. R. Tokien

And one of the things you could be doing while in lockdown is reading The Lord of the Rings by J. R. R. Tolkien.

This film is a book trailer. The purpose of book trailers is to increase awareness of a book and entice people into reading it. Book trailers was the theme for Panmure Bridge School's 2021 Manaiakalani Film Festival films.

Mihi Whakatau

A Mihi Whakatau is a kind of formal greeting. It introduces oneself to visitors as well as welcoming visitors.

The mihi whakatau begins with stating where everyone is currently situated. In the case of the example below, the speaker is situated where the nearest mountain (maunga) is Maungarei and the nearest river (awa) is Tamaki. The local people (iwi) that historically own the land where the school is, are called Ngati Paoa.

After stating the current location, the speaker introduces themselves by saying how they are to be addressed, where their ancestry is from and how they came to be here. The example shows that the speaker's family name is Wong. Mr Wong's ancestry is from Guangdong in China, but his family came to live in Auckland (Tāmaki Makaurau).

Lastly the mihi whakatau formally welcomes visitors to the current location.

Mihi whakatau are a formal greeting that can be used when a full pōwhiri is not necessary or too long for the circumstance.

Inquiry | Persuasive Presentation

Today, the companies presented their shelter design to bid for the building contract. We presented a slideshow that included information about the shelter design, materials and benefits.

Before presenting, each company focused on timing our presentation and practicing our lines so that it was within two and three minutes. They added onto and changed some parts of the script to make it longer.

What was expected from each company was to persuade the representitives of Panmure Bridge School that our shelter is best for the certain natural disasters. They needed to include eye contact, clear presenting and the reasons why their shelter is best.

After that, each company presented our model and presentation to the class and representitives (Mr Wong and Mr Ogilvie). 

In their blogpost, they gave information about what they did and what was required in each presentation, the feedback they were given, what they did well and what they could improve. They also talked about is they were able to win the building contract and what they could've changed to potentially win the contract.

LI: to present our design and bid for the building contract.

Maths | Quiz Results

Mr Ogilvie's maths groups took their partner's maths quizzes and recorded their results.

For the first quiz (the 20 questions quiz with questions based around additon, subtraction and fact families), one person times how long their partner takes to answer all 20 questions.

For the second quiz (the 15 questions quiz with questions based around all other maths knowledge), one person answers all of the 15 questions and then checks their answers.

In their blogpost, they talk about their results and their times.

Mr Ogilvie's maths groups enjoyed taking their partners quizzes and testing their maths knowledge.

LI: to use knowledge to test knowledge.

Writing | Film Creation

Mr Wong's writing groups applied their knowledge of screenplays, scripts and storyboards to finish filming their movies. The previous week, everyone from Mr Wong's writing groups split into their groups to choose one movie to film.

Two of Mr Wong's writing groups had completed filming and were onto editing. The remaining of his writing groups began filming the footage of their movies and then started editing.

The requirements of the movies were that it had to be more than 30 seconds long and less than two minutes short. The movies had to be filmed in the most effiecent way possible to save time, and the sooner that each group finished their movies, the sooner they could be presented.

Mr Wong's writing groups enjoyed filming and editing their footage and finalising their movies.

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

LI: to convert a story into a screenplay (script) and storyboard.

LI: to film a screenplay.

Reading | Cloze Comprehension

Mr Wong's reading groups have been doing Cloze activities to test their vocabulary, comprehension and word skills.

They followed links to different cloze activites and it led them to a website with information about a topic. In the text their were blanks where words would be, and the students had to type in the word that fits in the blanks.

Mr Wong's reading groups used their knowledge of english vocabulary to write in the word that they think is most accurate. There were five different Cloze activities: Moving House, Gap Year, A New Culture, The Great Wall of China and Doing a Gap Year.

Mr Wong's reading groups enjoyed testing their comprehension skills and filling in the blanks.

LI: to practise comprehension skills.

LI: to test grammar knowledge.

 

Inquiry | Presentation

Our Inquiry task was to create a presentation of our shelter design to persuade the client (Panmure Bridge School represented by Mr Wong and Mr Ogilvie) into building our structure.

The requirements of this presentation were that all members of the company had to speak, maintain print design rules, include images and graphics, the material testing result, shape testing result and the model that our company has made. 

The first thing we worked on was thinking about what aspects of our shelter design we should present. Our company first talked about the shape of our design and why we chose that shape. We continued writing down information about what the shelter can resist, the benefits of our shelter, the shelter materials and why the purpose of those materials.

We also added graphics to give the audience a visual reference and then our company began writing the script. Each member of the company was assigned a two or three sentence part to speak in the presentation.

Our company enjoyed recalling the information of our shelter design and putting it into a presentation. One thing I think we could improve on is balancing out who was speaking and how much each member of the company was saying.

LI: to create a presentation of your design to bid for the building contract. 

Maths | Testing Knowledge

Mr Ogilvie's maths groups have been focusing on creating a quiz to challenge their partner. We made three different challenges to test our partners knowledge.

The first quiz we made was on a google form. It had to include questions relating to fact families, additon and subtraction. The requirements for this quiz were there had to be 20 questions and the answer had to be written, not chosen.

The second quiz we made was also on a google form. It had to include questions relating to strand knowledge (measurement, money, time, fractions and everything else we have learnt). The requirements for this quiz were there had to be only 15 questions and the answer had to be chosen, not written.

As for the third challenge, we could choose to make this on a slide or draw. This DLO had to include one challenge where a person would need to do physically do something in order to find the answer. A challenge example is: measure the height of a chair.

Mr Ogilvie's maths groups enjoyed coming up with questions to test their partners ability and skill to solve a problem.

LI: to use knowledge to test knowledge.

Reading | Novel Study Understandings | Anaylysing Books

 Mr Wong's reading groups completed and finished their novel study on a Roald Dahl storybook.

They read through the final chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also completed their story web and finished a comprehension task with it. 

In our blog post, we talked about what happened in the final chapters that we read. We used descriptive

language to inform the reader of the events that took place.

As it is the final week to complete our novel studies, LS1 should have a complete understanding of the book and learnt how to do a novel study.

LI: To study a novel.

Inquiry | Model Materials

LS1 has been learning about emergency safety shelters for Inquiry. For the previous and current week, our focus has been on what materials we will use to build our shelter, and how much of that material we need.

LS1 first thought about the shape of their company's shelter and what the shelter is going to protect against. By using that understanding of their shelter, they thought about the materials that they would use for the walls, the ground, the windows and doors (if they have any); and the inner wall layers.

Once they decided on the materials they would use, they needed to calculate how much of those materials they would need for their shelter. The measurement could not be in weight. Measurements that were used often for this task were cubic centimeters and cubic meters.

LS1 enjoyed thinking about which materials they would need for the shelter, and measuring how much material they would need by using their understanding of material properties.

LI: to prepare materials for construction.

Writing | Kapa Haka Performance

On Monday, Panmure Bridge School all went to the hall to experience a kapa haka performance, which was presented by a small kapa haka group.

The kapa haka group performed an entrance ceremony by blowing into a horn and introducing themselves in Maori. Then, the visitors performed their haka.

Once they finished their haka, they informed us about three different Maori tools; the poi, the taiaha and the ti rakau.

In return, Panmure Bridge School's kapa haka group (boys) performed a haka to thank them for performing for us.

Panmure Bridge School enjoyed watching this performance and learning about different Maori tools. This was a great opportunity to learn more about the Maori culture.

LI: to experience and learn kapa haka.

Reading | Novel Study

Mr Wong's reading groups continued their novel study on a Roald Dahl storybook.

They read through certain chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also continued their story web and completed a comprehension task with it. 

In our blog post, we talked about what happened in the chapters we read.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to

do a novel study.

LI: To study a novel.

 

 

Maths | Statistical Investigation

Mr Ogilvie's maths groups have been focusing on statistical investigations. They did another statistical investigation and worked on improving their maths skills.

They filled out a survery and had the opportunity to choose which skill they wanted to work on next. The choices they had were: Fractions/Decimals/Percentages, Division and Student choices (meaning they could select a different skill they wanted to work on).

Mr Ogilvie taught the students in groups, depending on what they chose. After that, they made a slide to show their understanding of what they had learnt.

Mr Ogilvie's maths groups enjoyed developing their maths skills and sharing their understanding with other people.

LI: to use statistical investigations to improve a skill within maths.

Reading | Novel Study

Mr Wong's reading groups continued their novel study on a Roald Dahl storybook.

They read through certain chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also continued their story web and completed a comprehension task with it. 

In our blog post, we talked about what happened in the chapters we read.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to

do a novel study.

LI: To study a novel.

 

 

Writing | Storyboard

This week, Mr Wong's writing groups have been focusing on storyboards. They know that storyboards are short but very detailed descriptions of a scene. Storyboards also include very detailed illustrations of the scene.

First, they read through their narrative and broke it down into a minimum of four scenes. They had to draw detailed illustrations to visually show their story. They left space underneath the illustrations for their descriptions of the scenes.

Mr Wong's writing groups enjoyed illustrating and describing the scenes of their narrative and learning the usage and purpose of storyboads.

LI: to create a storyboard from a narrative.

Maths | Statistical Investigation

This week, Mr Ogilvie's maths groups used statistical investigations to find out the average score of each group in Athletics Day.

First, they were given a class's score points. They added up the data sets for each group using repeated addition and multiplication. They recorded the total scores on a google sheet. Then, they found out the averages of the class group scores using their data sets. They added up the all the group scores and divided it by the amount of classes which was 9.

In their blogpost, they explained how to add a data set and how they found the average group score for Athletics day. They recounted what they did, as well as explaining how they did it. 

Mr Ogilvie's maths groups enjoyed doing a statistical investigation to find out the average group scores. They also enjoyed using repeated addition and complex multiplication to find out data sets.

LI: to explore statistical investigations.

COVID

Whoa there! Have you washed and sanitised your hands?

Welcome to LS1's contribution to the 2020 Manaiakalani Film Festival. As with most all of our films for the past three years or so, this is a parody. That means, it is supposed to be funny and silly while making fun of something. Can you figure out what is being made fun of?

Maori | Revision

This week, LS1's session with Whaea Odie was about translating Māori names into english by understanding the different phonics and sounds of Māori words.

First, we were given a document with a list of names in Māori, there were 20 names in total. 

Then, we used Māori dictionaries to translate the names, but we also thought about how some Māori letters aren't always accurate. For example, with Māori names, the letter 's' is replaced with the letter 'h', so the name Susan in Māori would be Huhana.

We enjoyed this session of Māori with Whaea Odie, and translating the different names into english because we found it interesting to find out what the names were in english.

LI: to translate Māori names into english.