Positive Attitude - Fotu

   

This week’s PB4L lesson was about positive attitudes. Having a positive attitude can give others the courage to continue with their work and never give up. The poster above consists of Positive affirmations and positive phrases/words that would encourage others. One of the most important phrases from our poster is; believe in yourself. Believing in yourself is important because you are you and if you believe in yourself you are opening a gate to learn more about yourself and what you are capable of. I enjoyed this activity because I used my ability to showcase the importance of a positive attitude.

Tongan Language Week - Fala

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For this week LS2 had made DLO about Tongan Language Week. Firstly my group and I made a introduction about the Tongan culture the food that most Tongans eat is lu sipi, Otai, Kapisi Pulu, Sipi and Manioke. I made a slide about the Tongan clothing and how it is very important to the Tongan culture, The Kikie is a Tongan clothing that is mostly worn by women that are worn to special occasions. There is also a other Tongan clothing that is called a Ta'ovala it is mostly worn by men and they wear it to church or attending funerals, the reason Tongans wear this because it is embracing the culture and it is the Tongan way of showing respect. Tongan Traditions, Tongans put in a lot of appreciation into celebrating traditions for example they celebrate the King Tupou VI's birthday. The basic Tongan vocabulary to greet someone in Tongan you say Malo e lelei and to say goodbye to someone you can say Ofa atu or Nofo a

Mapping Celebrations by Jimmy

 LI: To understand that celebrations cross the cultural barriers around the world. 

This week we have been looking at where different celebrations are held around the world. We used our smart searching skills to locate countries/places where Hanukkah, Kwanzaa, Eid, Christmas and Diwali are celebrated. 

The objective of this activity was to build an understanding of how despite cultural barriers, people should still respect and acknowledge other celebrations I found this activity really interesting because I get to learn about where these celebrations are held and why they are.  

Tongan Language Week by Taua

 

 

LI: To celebrate and learn the Tongan culture. 

For Tongan Language week LS2 was set with a task to explain the tongan culture aspects. We learnt Tongan words and facts. One of our favourite facts is that Tonga is the only country that has not been colonised. We also learnt about the tongan flag and the meaning behind the red cross and what it symbolises. 

The activities we did were/ learned: Tongan Conversations, foods, colours and numbers and facts about Tonga. We learnt a lot about the Tongan culture and what the traditions are. We enjoyed this activity because it helped me learn from others and embrace my culture.

Queen Elizabeth ll DLO - by Emmanuel

Today we have been looking at the history of Queen Elizabeth II. We thought of questions that we had in mind, to research about and get more information into the Royal family. We did this research to give respect to our well honoured Queen who has been in the longest reigning monarch for Britain. Each group looked at her background, example: at what year or age she became the Queen of England. A new information that we have found was that her favourite colour was blue so we made the DLO blue to represent her.

PB4L Eating Times by Jemma

 

LI: Students will remain seated while eating and dispose of rubbish correctly. 

This week we are focusing on how you should act while eating. While you are eating you should be sitting down eating with your mouth closed, eating as much as you can so you are full and not wasting ur food and eating yoghourt or liquid foods outside. so it doesn't fall on the ground.

This week and generally, we want to thank Whaea Hera who works in the kitchen for the hard work she has put towards serving and preparing the lunches for the students of Panmure Bridge. She is dedicated and we should acknowledge her for that.

Tongan Language Week - by Siale

LI: To celebrate and learn the Tongan culture For Tongan Language week LS2 was set with a task to explain the tongan culture aspects. We learnt Tongan words and facts. One of our favourite facts is that Tonga is the only country that has not been colonised. We also learnt about the tongan flag and the meaning behind the red cross and what it symbolises. The activities we did were/ learned: Tongan Conversations(Eg: Person 1: Malo e lelei, fefe hake. Person 2: Sai pe malo). Tongan food like otai(watermelon drink) , how to say different colours in tongan like lanu moli/orange and numbers and facts about Tonga. We learnt a lot about the Tongan culture and what the traditions are. We enjoyed this activity because it helped me learn from others and embrace the tongan culture.

Unfamiliar Text - by Josh

LI: to make sense of an unfamiliar text   This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the story using our prior knowledge, knowledge of old and new words and mood and atmosphere to make meaning of what the text was about while justifying our thinking with evidence. I found this activity fun & interesting because the fun part about it is that we were unfamiliar about the text then when we learnt about it that's the fun part. The interesting part was our predictions our initial thought or prediction was that Waltzing Matilda was about a girl learning how to dance we thought about that because waltzing is a dance & matilda is a girl name but when we took a read of the poem we new our prediction were wrong and so we changed our groups prediction and then went deeper into the poem.

Area - Maths by Hector

 LI: To figure out the area of a circle, rectangle, and triangle, and to use 3D and 2D shapes. 

This week, LS2 have been exploring the area for a circle, triangle, and rectangle. We have been also learning about circumference and perimeter. There are different formulas for each shape throughout the Area. Circle (A = 3.14r²) Triangle (A = B x H ➗ 2) (A = BH ➗ 2) Rectangle: (A = W x L) These formula’s are important because it helps us figure out what our decimal numbers are. 

There is another important step, when doing the formula of a circle and writing the answer, always end with the measurment language. Otherwise answer would be incorrect. We also learnt about the 2D and 3D shapes. 2D shapes are flat and has two dimensions, 3D shapes have three dimensions (length, width, and height). I found this activity interesting because we learnt a new formula and how we can use it throughout maths time.

First Impression Character Comparison by Farzana

  

This activity was about gathering our first impressions and comparing them to create an informed opinion. First impressions on texts are important as they are what you think or understand of the story. 

We chose two texts from different perspectives. I chose The Wolf in Sheep's Clothing by Aesop and Little Red Riding Hood Not Quite by Yvonne Morrison. The Wolf in Sheep's Clothing is portraying the wolf in a bad light, whereas Little Red Riding Hood Not Quite gives multiple opinions about why the wolf wouldn't be at fault all while reading the original story. We wrote a short summary about each text along with what we noticed about the texts and the use of vocabulary or language features. 

After writing each summary, we compared the two texts and stated our opinion about what we currently think. Each text has made me come to realise that the 'norm' often paints the wolf in a bad light and authors emphasise physical features of wolves in order to accomplish this. I understand that although people could look at both perspectives, they would still naturally think that the wolf is the antagonist. These books that make the wolves as a villain create a mindset that all wolves are bad. This makes it that people would be unable to differentiate the realistic characteristics of a wolf and the made up attributes of a wolf. 

I enjoyed this activity because I got to look at two perspectives and share my opinion about this. I also think that this task has made it easier for me to compare two texts or two characters in depth and form an educated opinion using learning conversations.

Unfamiliar text - by Federic

LI: to make sense of an unfamiliar text

• This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the poem using our prior knowledge to make meaning of what the text was about while justifying our thinking with evidence.
• I found this activity fun because i got to learn words that they used in the 1880s

 

Unfamiliar Text

LI: to make sense of an unfamiliar text  

This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the poem using our prior knowledge to make meaning of what the text was about while justifying our thinking with evidence.

Who is at fault? The Three Little Pigs or the Big Bad Wolf by Aiden N

 

 

LI: To make an informed opinion.

This week we have been learning about bias. Bias can be objective which means explaining both sides of the story but with two different perspectives of the story or subjective which means being influenced by past experience. We looked at the same story from different perspectives. A perspective is someone's perspective on what happened in a situation. After reading and summarising both texts we thought about and talked about the facts to help us make an informed opinion. 

Xavier and I found this interesting because we had to look deeper into information to find out who was at fault. Something I found interesting was that, the only reason why the big bad wolf came to pigs houses was because he wanted a cup of sugar for his grandma’s birthday cake.

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.