Tag: Reading

• LI: To evaluate (form an opinion) the text and respond to the provocation

We read the text RISE UP: The Story of the Dawn Raids and the Polynesian Panthers and created a DLO that explores and discusses both perspectives of this historical event in our groups. Something I found interesting about this text was the Goverment was the person who looked for Pacfic for help with work and extended their time in New Zealand, but soon after he allowed dawn raids to get rid of them, isn’t that cruel?

LI: To Imply and justify an opinion

We explored what a provocation is and why it is important to have an informed opinion when sharing our perspectives. Our provocation was ‘Should the Government of today (2021) have apologised for the dawn raids of yesterday (970s)?’

In the past starting  around 1970’s  the politicians and immigrant officials were running out of money, they would’ve had to take the Polynesians and Pacifica people out of their homes if they had no identical proof and sent them to a country in the islands, this caused a public outcry and the Polynesians they formed group of people that protested against the dawn raids, their name was the Polynesian Panthers and this went on for a while, the Polynesian’s did dawn raids on the politicians around 3am 2 hours before the real dawn raids started.

In our opinion we agreed that it was a good option because of them apologising behalf of the government it shows they acknowledge the past and they understand that it was a stain on the history of NZ and how they didn’t treat the Pacifica right throughout their life and that it was wrong for yesterdays (1970’s) government to have create these dawn raids.

Last Week Miss’s F reading group learned about poppys. We researched about poppys and we had to go in groups for this research. We had a piece of newsprint papper and had to write down the ideas that were gonna research about. When we finished we made a Google Sildes telling us about Poppys. We had a discussion witch slide we are going present, presented the last slide. Then when we finished, we talk about feedback, we were talking about, to at the audience and to talk more louder.

Last week for our Reading task was to create a slide show about volcanso and what we know about volcanos. The thing that I loved about the task was we could talk to each other and ask for some good ideas for the slide show.

LI: To Analyse and Evaluate the Impact of the Volcanic Eruption on the People and the Cities 

This week we were tasked from our teachers to make a google video about facts 3 about Mount Matavanu.

First we were given a google doc about living on a lava flow. We skimmed and scanned through the story .

Then in separate groups we answered the following questions using information from the text and commenting on the questions to answer them.

Lastly we made a google video for three facts about Mount Matavanu and recorded our voices on a script to make the final project.

LI: To create an infographic that tells others about the migration of the kuaka

During reading, Group 2 had created an Infographic about the Kuaka bird. Did you know the scientific name for the Kuaka bird is Limosa lapponica. In our infographic, we included their habitat, diet and appearance. 

Something interesting I found out about the Kuaka was that these birds are known for there long flight from Alaska to New Zealand all down within 8-9 days.

LI: To create an infographic that tells others about the migration of the kuaka

For this task we had worked in our reading groups but had completed this task individually  I enjoyed researching about the kuaka and how they survived.

Something interesting I found out about the Kuaka was the have a nonstop flight from New Zealand to Alaska and they can fly one place to another under a week!! That really amazed me, I had never known there could be a bird breed that strong to fly one place to another under a week.

From this DLO I can see a lot of information about the Kuaka bird appearance, fun facts, habitat and diet talking about where it lives and what it eats and super fun facts about it and when did they come to New Zealand.

For this activity, we created a DLO showing our Dot to Dot Connections of the Kuaka Bird. We used the scribble tool to connect each word and write down information that is related to the text. For example : Migration and Habitat (The Kuaka birds migrate from Alaska to NZ to have a safe environment). We used our prior knowledge to figure out some information about the Kuaka Bird. Something we enjoyed while doing this activity was collaborating and communicating to each other to grab different ideas and learn from one another.

LI: To use Google My Maps to show the migratory flight path of the Kuaka.

For this activity we needed to create a map that shows how long the kuaka birds fly for and where the kuaka birds migrate to.  

Kuaka birds, also known as bar-tailed godwits, love to hang out near the water, especially in places like estuaries, mudflats, beaches, and coastal marshes, where they find lots of yummy food.

Every year, as winter approaches, the Kuaka fly north to the breeding grounds of Alaska, stopping off in Korea and Japan for a rest and some food on the way. On the return journey, as our summer approaches, they fly directly to New Zealand, a trip of endurance with no food, water, or rest; nearly 12,000 km non-stop.

Did you know that the Kuaka bird holds the world record for the longest flight?