Matariki Cinquain Poem by Aiden

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. 

Kapa Haka Performance by Fotu

  

Today, the senior Kapa Haka group performed at the Panmure Library, to celebrate Matariki (Maori New Year). The first song we performed was E te Ariki. The second dance we performed was Tamaki E. This action song is a traditional welcoming song for the people. The third dance we performed was Rona. This dance used a poi and a Taiaha . The fourth item we performed was Tuia. Tuia is our second action dance. The last item we presented was the Haka. The Haka we performed was our school Haka and was the first time we have presented it.

Cinquain Poem by Fotu

  

This week we have been exploring the world of 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.

Mood and Atmosphere - Language Features by Emmanuel

LI: To identify how authors use language features to create mood and atmosphere in a text.

 

We have been exploring the ways writers use words to create mood and atmosphere in a text. You can see the ways the author used different language features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO. I found this challenging because we had to define different words that we didn't know that were related to mood and emotion.

Cinquain Poem by Emmanuel

LI: To write a cinquain poem to describe Matariki.

 

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to a 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.

Provcation by Mahdi

LI: To make an informed opinion 

 

A provocation is an action or speech that triggers strong feelings about a topic. Over the last few weeks we have been learning about the experiences of the men of Te Hokowhitu - a - tu, the first Maori Battalion in WW1. These men had very different experiences to the men who signed up today. Our challenge throughout this unit has been to answer the question: Should the men of the native contingent have had the right to prove their mettle at the front? After completing the tasks and reading a wide variety of texts our group’s response to the provocation is we think that that the Maori should've had the right to fight.  

Cinquain Poem by Mahdi

 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 a 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. This activity was helpful because I can use it to describe different people or fictional characters.

Ancestor Poem by Te Raumati

 LI: To create a poem that connects with your ancestors, by asking questions

This week we have been learning about Matariki, and one of the things we have learnt is that reflecting is an important part when celebrating Matariki. A way we reflected was by writing a poem that is addressed to our ancestors. The way that we wrote the poem was by asking 5 questions about their lifetime. The questions that were used had to include powerful words to express the mood in that questions. As an option, we could write the poem in our own language because it shows respect towards their culture. If they were to do this, they would have to have an english version so others can understand. We also needed to draw a picture that relates with a younger person reconnecting with an adult. I found this activity interesting because I was able to learn new vocabulary and how to write a different poem.

Cinquain Poem by Te Raumati

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.

T-Ball P.E by Kahu

  

 

Today for PE my class and I were learning a game called T-ball. Our game was fun. First my team was the yellow dogs and the team we were against was red monkeys. We got 6 home runs and they got 4 home runs they got 2 of our teammates out but we ended up winning so we switched over. When they were batting we got 3 of their teammates out and we won. So we versed Green pigs and we got 10 home runs but then our session was up.

Cinquain Poem by Kahu

  

This week we have been exploring the world of 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.

Matariki by Xaiver

Our tasks are being focused around the Matariki New Year. For the past weeks we have been writing about information about the Maori New Year Matariki. We also made a slideshow based on information and facts about Matariki. Something I learnt during this task was that Matariki was a star cluster, I also learnt that Matariki means eyes of god and Marariki means little eyes, another fact I learnt about Matariki is that it is one of the closest star clusters to earth. I found this activity interesting because I learnt many things about Matariki that I wasn’t aware of before. Link to the slideshow

Cinquain Poem by Xavier

LI: To write a cinquain poem to describe Matariki

 

This week we have been exploring the world of 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.

Kapa Haka Library by Hector

 This week, the Kapa Haka pupils from PBS went to the Panmure Library and perform to the little kids from three different kindergarten. We performed our school Haka for the very first time and introduced our (Chisa & I) wore the Maori korowai.  I found this experience exciting because I performed for the first and I got to introduce the school Haka for the very first time.

Cinquain Poem by Hector

  

  

LI: To write a Cinquain poem to describe Matariki

This week we have been exploring the world of 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.    

Mood and Atmosphere - Language Features by Koura-Beau

LI: To identify how authors use language features to create mood and atmosphere in a text

 

We have been exploring the ways writers use words to create mood and atmosphere in a text. Our group used a text we read in class called Sheldon Rua's Poem. You can see the ways the author used different language features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO. I found this challenging because the author used really strong and interesting words such as ironic, ignorance, eager, etc.