Tag: Writing

L.I To use the five senses of your poem.

We wrote a poem about this polar bear when this man was  in a plastic box trapped, in our poem we used five senses, the fives senses are see-visual, taste-gustatory, tactile-feel, auditory-sound and olfactory-smell but we did I wonder rather than smell, for this poem of the polar I show a example like, I felt the goose bumps traveling down my spine, taunting me to not make no sudden movements as the tension slowly ate me.

I enjoyed this activity because I got to use the five senses to write our poem.

L.I To use the five senses of ur poem.

We wrote a poem about us going about the Maugarei mountian, in our poem we used five senses, the fives senses are see-visual, taste-gustatory, tactile-feel, auditory-sound and olfactory-smell but we did I wonder rather than smell, also for this poem we talked about the past on how it must of felt like for example, “I wonder if the view seen by us today is the view seen by those who stood yesterday”, we used yesterday for the word for long time ago.

I enjoyed this activity because I got to use the five senses to write our poem.

LI: To understand the 5 senses can be used to strengthen a description

Our challenge was to co construct a text using the olfactory, auditory, gustatorial, visual and kinethetic senses to describe the story behind the shoes in this image. This time we were able to speak and sat facing our partners. 

Once we had completed this part of the challenge we joined together with another group to share our writing and make sure what we had written made sense and had met the language feature challenge.

I found this activity because we were able to communicate with our partner but the shoes story we weren’t able to talk to eachother.

L.I To use the 5 senses and personification to help us paint a picture with words. To understand that personification is to give an inanimate object human qualities.

Our challenge was to co construct a text using personification and the senses to describe the story behind the shoes in this image. We sat back to back and weren’t able to talk and would have to either join our ideas on our doc or either switch our sentences up and change it. Half way through Mrs Anderson challenged us to include a rhetorical question and a simile or metaphor to the stories what what I added was only a rhetorical question.

Once we had completed this part of the challenge we joined together with another group to share our writing and make sure what we had written made sense.

After that part of the challenge was finished we used the punctuation points game to see what things I have. We marked anothers group punctuation after proof reading ours. We then had a chance to check our own work against the points table. That was fun because every point our partners missed menat we could take a point off theirs.

I found this activity interesting because we weren’t able to talk to our partner while writing our ideas.

LI: To describe a moment that represents our experience at camp

I did a moment in time for camp.

A moment in time is a poem about something or explaining what happened in that moment. The sentences we used to do our moment in time was I heard, I saw, I felt, and I wondered. I heard is explaining was did you hear at that time. I saw is what did you see happening at the moment, I felt is what you were feelnig in the moment of time, I wondered is like what you are thinking about, for example, I wonder if I let go of the rope would I fall.

We used the dictionary and the thesaurs for powerful words to make our sentences really interesting. Our moment in time was explaining what was happening when we were kyaking. These are our moment in time poems for each one, I heard the water plummeting through the mist downwards from high above, the dark dense rocks into the calm pool below. I saw my companions eyes filled with fear slowly drifting towards the raging waterfall, that came crashing down through the hazy mist. I felt nervous drifting away from the surface and feeling a deep sense of anxiousness twitching down my spine. I wondered anxiously if I would capsize into the deep dark temperate murky water below, imagining being swallowed by the mysterious water gives me the shivers.

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

How did Goldie Locks upset the Bears family?

To upset someone is to make someone unhappy, disappointed, or in a state of worry. In the story of the Goldilocks and the Three Bears she made disappointing decisions. Above all, have you ever made someone in a state of stress?

In the fairytale of the Goldilocks and the Three Bear. Goldie Locks makes some disappointing bold moves with this in mind. Goldilocks’ curiosity took over and she went into the house of the three Bears. Goldilocks sat on a chair which was just right then suddenly it collapsed, the smell of the porridge made her hungry so she ate all of the porridge. After that porridge she felt tired so she found the three Bears beds but she slept on the bed that was just right. However when she was having a cosy nap the three Bears walked into their house, looking devastated at the shocking mess in the house.

If someone came into my house I would be shocked and terrified, if someone broke my favourite chair I would be angry, if someone ate my food, I would be furious and if someone was sleeping in my bed I would be aggravated.  

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.