Tag: Writing

LI- To write a set of  clear instructions that shows us how to make a Hangi.

Title: How to make a Hangi A Hangi is a traditional underground cooking method to cook a variety of foods.

You will need: Equipment/Materials volcanic stones shovel paper lighter twigs/kindling cloth sacks metal basket (cooking tray) hook tool gloves cylinder of water leaves Ingredients vegetables (cabbage, potatoes, carrots, taro leaves, kumera, pumpkin) meat (ox, chicken, beef, lamb, pork) stuffing

Numbered steps: Dig a hole in the ground that is about 4 ft. Make sure that it is slightly bigger than the food baskets. Gather volcanic stones to fill up a portion of the hole after it has been burned. Collect pieces of wood (45 pieces at least) Gather 3 Food baskets and place all ingredients needed inside. (Vegetables and Meat) Pile the wood and volcanic stones to create a big fire stack.  LIght the wood with a lighter and leave it to burn for 3-5 hours.  Once the fire is done burning, use long shovels to transport the hot rocks from the fire in the Hangi. Whilst transporting the hot rocks, soak 5 sacks and 1 sheet of material in water for the Hangi. Once the hot rocks are in the hole, place taro leaves to help the rocks generate the heat. Place all three food baskets on top of the wet cabbages as the heat starts to generate. Once all three baskets are successfully placed into the Hangi, place the wet sacks to protect the food from soil. Leave the food to cook for 3 hours. Once 3 hours is done, carefully use a shovel to take out the soil from the sacks. Once the sacks have been taken off, carefully place all 3 baskets out of the Hangi and transport it to a marquee to carve. Make sure not to leave a Hangi unattended while it’s on fire or left underground.

 

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.

I enjoyed writing an procedural text  as it was a way to inform others with an explicit procedural text and how to make one.

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. Trump relates to Thinking, Relating to Others, Using Language symbols and text, Managing self, and Participation and contributing. 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 interesting because I was able to think about the expectations about camp and the reality.

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

Our group wrote a poem based on our senses like auditory, tactile, visual, and kinesthetic. We used our prior knowledge of the senses and unpacked different words and ideas that describes the Hunua Falls. These moment in time poems represent our experience at Kokako Lodge. One of our ideas were… we then used word hippo to find more powerful words to strengthen our poems.

I found this activity interesting because I collaborated with my group to create a effective paragraphs about hunua falls.

LI – To understand the structure and language features in an explanation

How did Goldilocks upset the Bear Family?

Upsetting someone is to make someone, Unhappy, disappointed, and worried. In the Fairy Tale Goldilocks made some irritating decisions towards the Bear Family. Have you ever upsetted anyone the way she did?  

Goldilocks’ curiosity took the best of her. She couldn’t control the urge to walk her way inside the bear’s house. With this in mind she then lock picked her way in the bear’s house, she knew it was wrong but took the chances without knowing the consequences.

As soon as Goldilocks stepped in the house, she was shot with the smell of porridge. How could she resist the desire to eat the delicious porridge? She ate each and every porridge until she took a bite of the baby porridge.

She was so tired and overwhelmed to know that she had broken into the bear family’s house, so she had to sit down and rest for a while. She had found a chair the perfect size for her, she loved it so much that she started rocking on it. She rocked too hard and the legs of the chairs broke off.

Goldilocks found a small bed, it was so comfortable, it was so comfortable to the point she dozed off to sleep not thinking about a single thing of her problems. While she slept the bears came home to find their house a pigsty.

Leaving someone’s property broken from how it was left before is a lack of respect towards the owner and a lack of trust. Goldilocks never meant to destroy their home but she was too careless to consider what she was doing.

To help us understand how to write an explanation we looked at the purpose, the structure (what it looks like) and the language features. An explanation tells us how or why something is the way it is. To help us understand this we learnt about cause and effect. Cause and effect is an action and a reaction. We used the story of Goldilocks and the 3 Bears to help us understand this. Here is our explanation that describes how Goldilocks upset the Bear family.

This activity was interesting  because I was able to write and explanation using cause and effect sentences.

 

Today, we looked into the two styles you can find in texts. These are; informal and formal. Informal and formal language is the style of text people write in. Formal language is used in settings or situations that are professional or when you want to make a good impression. Informal language is used in unprofessional situations or when you are comfortable with or know someone. The two types of language styles help with giving a first impression. It is always important to use the correct style in the correct situations in order to show that you are a professional. We completed an activity where we changed some informal sentences into formal sentences. Informal language has short sentences, abbreviations and many more grammatical errors. 

I enjoyed this activity I learnt that we should be carefull with when do we use informal language.

LI: To list the similarities and differences as you can between the two texts. 

Our task here was to compare the similarities and differences between the same story told from two different perspectives. We read The 3 Pigs and The True story of the 3 pigs. The first text was told from the pig’s perspective and the second story was written from the perspective of the wolf.

Something I found interesting about the story was that the story I knew didn’t connected with the story I watched.

 

LI: To make an informed opinion

This week we have been learning about bias. Bias can be objective which means not allowing bias to affect the book or meaning or subjective which means looking at the past meaning we had. We looked at the same story from different perspectives. A perspective is people view of the book After reading and summarising both texts we thought about and talked about the facts to help us make an informed opinion.

Our group found this challenging because we were getting confused because we were looking at two sides objectively.

LI: To think of 5 questions you would’ve asked to your ancestor

Last week, LS2 came up with 5 quuestions that they would’ve asked to their ancestor. Whether it was people from a long time a ago or people who died and haven’t met yet. My ancestor was my  gandfather who I haven’t met which was my Dad’s father. He died before I was born and I wanted to ask him some questions.
Where did your paths lead you?

How would society describe you?

Did you have an abundance of food on your table?

What was the happiest moment of your life?

Who was the someone your heart craved for?

 

LI: To write a cinquain poem to describe Matariki

Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. 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 that 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.