Tag: Writing

What Happened Down the Stairs?

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.

The Shoes Story

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.

Procedural Writing

L.I To write an clear instructions that show how to make an hangi.

A hangi is a traditional way of cooking food underground used by Maoris.

  • Equipment/Materials
    • volcanic stones
    • iron
    • shovel
    • wood
    • gloves
    • lighter
    • cloth sacks
    • twig/kindling
    • metal basket 
    • barrel of water
    • lighter
  • Ingredients
    • Vegetables (Taro Leaves, cabbage, potato, carrots, kumera, pumpkin, stuffing)
    • Meat (ox, pork, chicken, beef, lamb)
  1. Dig a pit for the food and make sure it is slightly bigger than the food tray.
  2. Gather sticks and volcanic stones.
  3. Pile the wood and stones on the ground on top of eachother.
  4. Light the wood and let it burn for about 3 – 5 hours.
  5. Place tinfoil, banana leaves, or taro leaves on the food tray.
  6. Place the meat and vegetables in the tray.
  7. Place the hot rocks into the pit.
  8. Lower the meat tray into the hole first.
  9. Lower the vegetables on top of the meat tray.
  10. Soak 5 sacks and 1 sheet of material into a barrel of water.
  11. Place the wet sheet over the food.
  12. Cover the food baskets and the wet sheet with the wet sacks.
  13. Cover the pit with dirt and let it cook for about 3 hours.
  14. Scrape off the dirt after 3 hours and take off the sacks.
  15. Wear gloves and carefully remove the food baskets.
  16. Take the food out and enjoy. 

Saftey Message: MAKE sure to always watch your hangi incase an accident.

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 this activity because I got to learn more about hangi and the steps on how to make hangi.


Brochure Outside and Inside

L.I To make a brochure explaining why you should recommend staying at Kokako Lodge.

We made a brochure trying to convince people to go to Kokako Lodge. 

Kokako Lodge is the place we went to camp for three days. We explained the outside of Kokako Lodge and the inside areas in Kokako Lodge. Outside we explained the address, phone number, and how long it takes to get there. Also explaining why you should recommend staying there. And also explaining there are instructors that take care of you and do the activities with you. 

On the inside there are activities that you can do and explaining what is in the cafeteria and what resources they have in the kitchen. Also explaining how many people can the cabins fit inside each cabin. The cabins can hold about 83 people in each cabin. Beds are provided in the cabins but not beding things like sheets, pillows and blankets. Things you are needed to bring is food to eat and pack of clothing and resources that are necessary to pack.

I enjoyed this activity because I got to do brochures to people on why you should recommend going there.

Key Competencies

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

For this activity we did a key competencies. This challenge was to think about when would we need to use the key competencies. We needed to think when we need to use the key competenciesfor the challenge would face us at our camp.

The four key competencies were, thinking, relating to others, use language symbols and texting, managing self, and particapating and controbuting.  Thinking is when do you think we are gonna need to use thinking at camp, relating to others is when do you think are you gonna relate to others, using language symbols and texting is what type of language do we use around others, managing self is when we think you are gonna have to manage yourself, particapating and controbuting is when am I gonna controbute or when do I particapat.

I enjoyed this activity because got to learn more about people and got to do fun activites.

A Moment in Time

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.

Explanation Writing

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.


I learned how to write my own story.

First I brainstormed ideas for my story.  I then made up a name for my story, the way I thinked of the name was because of the story, the name of the story I made up was the two brothers. I next wrote my explanation for my story. I wrote who that characters are and where is it happening.

Last I wrote my story about one brother being kidnapped and the other brother becomes a samurai so he can save his brother from the bandits.

I enjoyed this activity because I got to write my own story. I need to improve on if my sentence makes sense. I did well on brainstorming ideas.

Narrative Planner

One of the narrative structures is TOPES. TOPES stands for tittle, orientation, problem, events, and solution.

The title tells what the topic is about.  The orientation tells the main characters and also tells where the main characters are in the story. Problem tells what is the problem to the story. Events tells verbs, detail by every character, Solution tells what solves the problem to the story.or the movie. All stories and movies don’t have happy endings. 

Paragraphs and narratives and different to each other. Also one of an narrative structure is TOPES. Also one of an Paragraphs is an recount which stands for TREE.