Category: Hanga | Create

Abstract Noun Poems

Today, LS2 learned about abstract nouns. These are words that stand for feelings, ideas, or qualities instead of actual objects or things you can see or touch. For example, happiness, love, anger, or bravery are all abstract because they describe emotions or qualities that are inside you or in your mind, not something you can grab with your hands or see with your eyes. Think of them like feelings or thoughts that you experience internally they’re not physical objects, so you can’t pick them up or smell them.

To make this easier to understand, the class wrote poems imagining what these feelings or ideas would be like if they were real objects. For instance, they thought about what it would be like if love was a soft, warm blanket that you could wrap around yourself, making you feel cozy and safe. Or what happiness would be if it was a bright, shining light that you could hold in your hand, like a small glowing ball. The poems tried to picture these feelings as things you could touch, hold, or see, even though in real life, they are only inside your head or your heart.

The idea was to help everyone understand that abstract nouns are not physical things they are more like mental or emotional states. By imagining them as real objects, the class could better understand what those feelings are like and how they affect us. This exercise helped show that feelings like love or happiness are important parts of life, even if we can’t physically see or hold them, and it made it easier to think about how these emotions influence us. It was a way to take something that usually seems invisible and give it a kind of shape or form, so it feels more real and understandable.

Samoan Language Week

Talofa Lava, last week it was Samoan Language week, we got to create a video, we used an online translation tool to help us understand and convert some ideas into Samoan, since most of us don’t speak Samoan fluently. This helped us include some common phrases or words in Samoan that kids might use or hear in their daily lives. But we didn’t just rely on the translation tool we also had some of our classmates who were from Samoa check our work. These were actual Samoans who understand the language deeply, and they looked over what we had created to make sure it was accurate and respectful of their culture. Their feedback made sure our video was correct and appropriate before we shared it with others.

Our goal with the video was to show that when kids move from a Samoan speaking home environment into an English speaking classroom, they might need some extra help learning new words, understanding instructions, and adjusting to the different way of communicating in school. We wanted to highlight the importance of supporting these children so they can succeed and feel included. Overall, it was a project to celebrate Samoan language week, raise awareness about the needs of Samoan speaking students, and create something educational and fun that could help both children and teachers understand what’s involved when learning crosses language boundaries.

Word Problems

LI: To identify important information and use it to solve word problems accurately.

In math, we learned how to carefully read each question so we understand exactly what it asks. This means paying attention to the important details and figuring out what kind of math operation or method we need to use to solve the problem. Sometimes, the questions can be tricky because they require more than one step; you might have to do a few calculations or think through a sequence of actions. We looked at examples to see how these word problems can be complex, and that you need to take your time and think carefully to find the right solution.

While working on these problems, I discovered that it’s much easier to solve them when you break the bigger problem into smaller, manageable parts. Instead of trying to do everything all at once, you focus on just one step at a time. This approach makes it less confusing and helps you stay organized. I also realized that it’s very helpful to show all the work you do. When you write down each step, it not only helps you keep track of your thinking but also makes it easier to spot mistakes or check if your answer makes sense.

Another interesting thing I learned is that sometimes there’s more than one way to solve the same problem. You might try different methods and find that some are faster or easier for you. The key is to pick a strategy that fits well with the problem and makes sense to you. Overall, these skills help make solving word problems less intimidating and more systematic, so you can find the right answer more confidently.

Moko Ika Hika Waru Digital Art

We made a digital image of a mythical creature called a taniwha, which is a kind of legendary monster from Maori stories. This particular taniwha has eight tails, which makes it special and different from other versions. We named it “Moko ika hiku waru,” which is its Maori name, and it’s believed to live under the Panmure Bridge, a bridge in New Zealand.

For this project, we didn’t work alone we either teamed up with one other person or worked in small groups of three. Our task was to create a visual representation of the taniwha. To do this, we started with the basic shape of the creature tracing it or creating an outline on the computer. Once we had the shape, we added details to bring it to life visually.

Our idea for the artwork was to make it look eye catching and impressive, so we decided to give it a glowing effect to make it stand out. We chose colors mainly in shades of blue because blue can make things look mysterious and cool, fitting for a mythical creature. We also added touches of orange in some areas to create contrast, making parts of the image pop out more and grab attention. The glowing effect made it look like the taniwha was shimmering or radiating light, which added to the mystical and powerful look.

My group’s main goal was to make the image look really striking and visually appealing. We wanted it to look like something you might see in a fantasy or myth story something that makes people stop and look twice because it’s both beautiful and a little bit mysterious. By carefully choosing our colors and adding the glowing effects, we aimed to give the artwork a sense of energy and magic, making it seem alive and dynamic.

Overall, the project was about combining imagination with artistic skills to create a digital version of a legendary creature that sparks curiosity and awe. It was also about working together, sharing ideas, and using digital tools to bring our creative vision to life.

Panmure Basin Digital Art

Last week, we made a drawing based on the Panmure Basin, which is a significant part of our local neighborhood. We recently went there, so it was fresh in our minds and served as good inspiration for our art project. The basin is an important and recognisable spot in our community, and using it as the subject helped us connect what we see and learn outside of the classroom to our artwork.

While working on the project, I and my partner paid close attention to making the tracing neat and detailed, trying to capture the specifics of the scene. It was interesting to see how each person’s artwork was different, even though we all looked at the same place and used the same idea to create our pieces. This showed me that everyone sees and interprets things differently, even if they’re looking at the same thing.

Doing this activity not only helped me get better at observing the details in my environment but also made me more aware of what’s around me in the community. I learned more about the basin and what makes it special, and I enjoyed seeing all the different ways people expressed their ideas through art. Overall, it was a good experience because it made me pay more attention to the local area and think about how I can turn what I see into art.

Learning Journey

Last week I made something called a Learning Journey DLO. This was a way of showing all the schoolwork and projects I have done during the year in different subjects like reading, writing, math, and even artificial intelligence. I didn’t just make this for fun I got to link my work directly to blog posts I wrote myself, so that my teachers and family members could see how much I have improved over time.

While I was putting this together, it took some time to think about what I had done in each subject. I looked at all the activities, exercises, and projects I worked on and paid attention to the skills I learned and how I got better at them. Going through this process made me realize how much more confident I have became and how that my understanding of different topics grew from the beginning of the year to now. It was kind of like taking a walk down memory lane and noticing how much I had improved.

Doing this activity also served a bigger purpose. It helped myself get ready for student conferences, which are meetings with teachers and sometimes parents where students talk about their work and progress. By creating this organised and creative overview of what I’ve learned and accomplished, I could clearly explain my learning journey. It also gave me a chance to demonstrate what I had achieved in a way that was structured, colorful, and easy to follow. So, instead of just telling others about what I learned, I were able to show it in a visual format that highlighted with my progress and efforts throughout the year.

This process of making the Learning Journey DLO wasn’t just about putting information together it was also about thinking carefully about my own learning, recognizing my growth, and being proud of what I have done. It made me more aware of my learning process and helped me see the connection between the activities and my skills improvement. It also boosted my confidence because I could see tangible examples of my work and understand how far I had come. Overall, it was a comprehensive way to reflect on my achievements, sharing my learning journey, and preparing for future discussions with my teachers and family members about how I am developing as a learner in my class.

Kapa Haka TOD

Last Friday was supposed to be a day off for the students of Panmure Bridge School, but for the Kapa Haka group, the real work was just beginning. Teachers from all around our local area and some who had traveled from the far corners of New Zealand were gathering, and we were the ones chosen to welcome them.

I woke up at 6:00 AM to get to the school early. The morning air was crisp, but there was no time to lounge around. I threw on my mufti clothes, laced up my shoes, and headed out the door, walking as fast as my legs could carry me. The streets were quiet, but my mind was racing with the lyrics and actions we had practiced so hard to perfect.

Arriving at the school, the atmosphere was buzzing with nervous energy. I hurried straight into the boys’ changing room to transform into our performance attire. Off went the mufti, and on went the black shorts, the bandana, and the heavy piupiu. The final touch was the (face tattoo). We lined up as some teachers that go to my school used black paint and stencils to apply the fierce, intricate designs to our faces. Looking in the mirror, we didn’t just look like students anymore we looked like a real group ready for battle.

Before stepping out, we had to get our minds and bodies right. We ran through a quick warmup, singing our melodies softly at first, then letting them swell to clear our throats and build our confidence. Between songs, we practically chugged water, knowing that once we hit that stage, we would be giving it everything we had.

When the time came to step into the spotlight, all the early morning tiredness vanished. We performed like there was no tomorrow. The sound of our voices echoed through the space as we launched into Tāmaki E, followed by the powerful melodies of Whakarongo Rā. Next, we sang the song Matariki with lots of different melodies that can be sung with it and now finally, it was time for the last song: the haka, He Taua. The stomps sounded heavy, the pūkana were fierce, and the energy in the room was electric. We left everything on that stage.

Once the final echoes of the haka faded, our job wasn’t quite done. We quickly moved outside to form two long lines facing each other, creating a living pathway for the guests to walk through. But before the teachers moved past us, a few chosen leaders from our Kapa Haka group stepped forward to deliver a powerful karakia (prayer) on behalf of the entire Panmure Bridge School, clearing the path and blessing the day ahead.

Then, the procession began. A sea of teachers and educators walked down the path we had created, heading toward the hall. The air was filled with a chorus of “Well done!” “Amazing job!” and “Proud of you!” It was awesome to look out and spot some familiar faces. I saw teachers I knew from Tāmaki College, and even my old teacher who used to teach at Panmure Bridge but is now over at Pt England School. Seeing them smile made all the hard work worth it.

As the crowd thinned out, we began to pack up, thinking the day was a wrap. But the most memorable moment was still to come.

Out of nowhere, a very kind man from the visiting group stepped forward. He stood before us, locked eyes, and began to perform a powerful haka all by himself. It was a deeply moving moment it was the first time anyone had ever performed a haka back to us to show their appreciation. The sheer respect of his gesture gave us goosebumps.

To return the honor, the students who had said the karakia stepped forward to hongi the man, pressing noses and sharing the breath of life to seal the bond between us. As he finally turned to walk into the hall, the rest of us clapped loudly, our hearts full of pride.

With the day officially a success, I headed back to the boys’ changing room, took off the piupiu, put my mufti clothes back on, washed the paint from my face, and walked home, knowing we had done our school proud.

Mood, Atmosphere and Characterisation

This term my group and I created a DLO, we focused on explaining the various roles these characters have. For example, the main character who drives the story forward is called the protagonist, while the character who goes against or causes trouble for the protagonist is called the antagonist or bad guy. We also looked at how some characters are more complex and change a lot through the story, which are called round characters, and how other characters stay pretty much the same throughout, known as flat characters.

Additionally, we discussed two important storytelling elements: mood and atmosphere. Mood is the overall feeling or emotional tone of the story like whether it feels happy, sad, tense, or scary. Atmosphere refers to the environment or vibe created by the setting and story details, which helps create that mood. We studied how these elements are used to make the reader feel certain emotions during important parts of the story.

The focus of our DLO was the book “The Boy in the Striped Pyjamas.” We explored how the mood and atmosphere in this book influence how the reader experiences the story, especially during key moments. For example some scenes are made more intense or emotional because of the way the author sets the mood or creates the atmosphere, making readers feel tension, sadness, or fear. These feelings help make the story more powerful and memorable.

Overall, our project aimed to explain how the different types of characters and the emotions they evoke are really important in telling a story. We showed how understanding these elements can help us see why certain scenes stand out or how they make us feel. This is especially true in this particular book, where the use of mood and atmosphere helps highlight the serious and emotional themes. Our work helps explain how authors use these techniques to make stories effective and engaging for readers.

Building Hope

After reading the books like the Diary of Anne Frank and The Boy in the Striped Pajamas, which tell stories about people who went through really hard times during difficult periods in history. After reading these books, they talked about how tough it must have been for those people to have their whole lives turned upside down. It’s hard to imagine what that felt like, but it probably meant losing everything they knew  their homes, their routines, their loved ones and facing really terrible conditions.

The conversation also included ideas about how those people might hold onto their hopes and dreams even in such dark times. We discussed ways on how we could think about putting those hopes back together, almost like rebuilding something that was destroyed. To express this, we drew pictures on a big piece of cloth together, drawing symbols that remembered those who suffered and showed respect for what they went through. The drawings focused on themes like hope, freedom, family, and dreams things that those people lost but still kept alive in their hearts.

This activity was inspired by an idea called the “Teaspoon of Light,” but one thing I learnt was about spreading small acts of kindness and hopefulness, even when things seem really hopeless. Also another point was to remind everyone that even during the darkest times, hope can still exist, and small acts of compassion can make a difference. It’s about thinking that no matter how terrible things get, there’s always a way to find and share hope, and to keep believing that better times can come.

The Boy in the Striped Pyjamas

This Ls2 listened to an audiobook called “The Boy in the Striped Pajamas” by John Boyne, going through it chapter by chapter. After finishing each chapter, they talked about the mood and atmosphere. Mood is about how the story makes you feel or what the characters might be feeling; it helps you imagine yourself in the story’s situation emotionally. Atmosphere is the overall feeling or vibe of the story, like a certain tone or energy that you get when reading it, which some people might find hard to describe exactly.

They worked together to write a summary of each chapter in about 10 sentences. This exercise helped them practice different types of sentences simple, compound, and complex. Sometimes, they used a special tool called a Gem to help them write these sentences, and other times they used a laminated sheet that gave them guidance, like prompting them to start with short sentences of 1 to 3 words.

One thing they learned from the story is that the soldiers in the story were very cruel. This was because they had to follow strict orders from someone named Hitler, who was a very harsh and powerful leader. The story shows how the soldiers’ cruelty was connected to their obedience to Hitler’s commands, which made them act in harsh ways.