Synthesis Challenge

LI: To compare and contrast the way authors hook us in and build tension in a set of texts.

Our group has made the decision that “My name is Rez” has the best introduction out of three texts. As It states what Rez’s childhood has been like. For example “We have never had our own homeland”. Meaning that she has endured psychological trauma and emotional scars that will forever be attached to her for the majority of her life. In act 1 it explains that her life is filled with hardships from being punished for getting something incorrect, to having both of her parents’ villages being bombed. The horrors they faced seemed to never end. But in the end she became a lawyer that helps refugees come to New Zealand and she had a prosperous life.

Our challenge in this activity was to compare and contrast the ways each author built tension and hooked us in using evidence from the texts to support our thinking. When we had read all three texts in the set we wrote a collaborative statement to convince other students why one of the story beginnings was better than the other(s).

I found this activity interesting because I got to learn about different refugees and the ardous journeys they faced.

Procedural Writing

LI: To write a set of clear instructions that show how to make a hangi.

How to make a hangi

You will need:

Equipment/Materials

  • Shovels
  • lighter/matches 
  • stones/iron
  • paper
  • lighter
  • twigs/kindling
  • metal baskets
  • Cloth sacks
  • hook tool
  • Gloves
  • cylinder of water
  • big leaves
  • wood
  • at least 2-3 people to dig the pit.

 

  • Ingredients:
  • Vegetables(potato, carrots, taro leaves, kumara, pumpkin,  cabbage.) 
  • Meat (ox, chicken, beef, lamb, pork)

Numbered Steps:

  1. Dig 1m(4ft) deep pit. Make sure it’s slightly larger than food baskets.
  2. Gather wood and volcanic stones then stack the wood piling the stones on top
  3. Light the wood on fire and let the wood and stones wait for about 3-5 hours so they heat up, you will know when they are ready once stones start turning white.
  4. Prepare the vegetables and add garlic powder and seasonings to add flavor.
  5. Collect meat for the hangi and season with salt and pepper or garlic powder, commonly chicken, pork and beef. 
  6. Line baskets in foil or banana leaves and place food in making sure meat and vegetables are in separate trays.
  7. Soak sacks and sheets in water and place on the side of the pit so dirt can’t get in.
  8. Place all the food trays into the pit on top of the hot rocks making sure the meats are added first and then the vegetables.
  9. Put a wet sheet on top of the trays that is long enough to touch the bottom tray, then add more wet sacks and sheets on top of everything.
  10. Let the food cook for at least 4 hours and then remove all sacks and sheets carefully so that no dirt gets onto the 
  11. Use gloves to transfer the trays of food and let it cool down.
  12. Carve meat to serving sizes and enjoy!

Today we unpacked how to follow and write a set of instructions. To do this effectively your instructions need to be explicit and the steps to follow ordered. Each step begins with an instructional verb and should be written in a way that is easy to understand.

SAFETY MESSAGE: Always make sure someone is looking after the Hangi to make sure that nothing burns and the environment is safe.

I enjoyed trying to follow the steps of the worksheet at the start because it taught me thayt I should always read the instructions carefully before I do anything.

A Moment in Time

LI: To recount and explore the learning and experiences from our Year 7/8 camp

I wrote a poem based on my senses like auditory, tactile, visual, and kinesthetic. I used my prior knowledge of the senses and unpacked different words and ideas that describes the Hunua Falls. These moment in time poems represent my experience at Kokako Lodge. One of my ideas were “I saw the birds flying freely in the live green trees”,  I then used word hippo to find more powerful words to strengthen My poem.

I found this activity fun because I got to use my sences to create a strong poem about my experience at Kokako lodge.

Brochure

LI: To remember and give information about Kokako Lodge.

 

After camp, we created a brochure about information and highlights about our experiences at Kokako Lodge. We used our persuasive skills and gave reasons to why our audience would want to go. We used pictures to show what it is like at Kokako Lodge and what they have to offer.

I found this activity fun because I got to persuade people about why they should go to kokako lodge by using my personal experiences.

Key Competencies

LI: To create a comparison of the before and after experiences at camp.

Before camp, we wrote down what we would achieve at camp by using the acronym TRUMP. The meaning of Trump is thinking, relating to others, using language symbols and text, managing self, and participating and contributing. These 5 words help us to remember when to use them in every activity. When we came back from camp, we wrote down how we used the key competencies for our belongings and in the activities.

I found this activity fun because I got to create goals that I could try and achieve at camp so I could help others have a good time.

Research About Scurvy

LI: To understand what a balanced diet looks like and why it is important for human health.

For our first Inquiry topic for Term 2 we did a study about what a scurvy is, how can people get affected, and what can we do to avoid it. We wrote did you know facts to help us be able to learn about scurvy such as, Did you know Scurcy can bo killed by eating Lemons and Limes? Scurvy is caused by lack of Vitamin C for at least 3 months. I was mostly common for pirates/sailors.

I found this activity helpful because I got to learn about Scurvy and what I can do to prevent it so I don’t get it.

Classroom Rules and Expectiations Poster

LI: To follow the classroom rules and expectations (including wet day procedures)

This week we did a PB4L poster discussing about the Class Expectations and Rules and why they’re important to follow. This poster is also about respecting the teachers and pupils in the classroom. An example of this is being respectful to everyone It is important to follow these because they are there for a reason and.

I found this activity fun because I got to talk with my group and list some of the classroom expectations.

Moko Ika Hikuwaru

Moko Ika Hikuwaru is a taniwha with 8 tails. We used our imagination to try and draw what we thought the taniwha would look like. We thought it would be green, have 4 eyes, razor sharp teeth and 4 legs. We imagined him inside a lake infront of mountains and a sunrise with a bridge. We needed to draw this freehanded without tracing and use our imagination.

I found this activity fun because I got to try new drawing techniques and freehand.

Kauri Dieback

LI: To gather statistics and protect the Kauri Tree from getting the Kauri Disease.

The following week after camp we did a research about the Kauri Dieback. Then we created a DLO about the Kauri Disease on how we can prevent it from destroying our nature. Though we can do things such as cleaning our shoues before and after walks to stop the disease from killing our tree. 

I found this activity interesting because I learnt about the Kauri dieback and how it can effect our Kauri trees and kill them.

Statistical Investigation

Our math group created a diagram which shows the top six rivers in Auckland from smallest to largest. We used our collaborative skills to find out the data of each river. We put these rivers in this order from shortest to longest Whanua, Puhoi, Tamaki, Waitakere, Hoteo, Waiora. We used our knowledge to come to the conclusion on what river is the longest out of the 6 rivers in Auckland, which is Waiora being 65 km long.

I found this activity useful because I learnt how to make a statistical investigation.