Writing our story...

While writing Kakepuku catastrophe, we need to remember some of the rules and regulations of writing, [like using capital letters occasionallyl...mr woody!] as well as ideas to help make our writing less tedious to make an audience suffer through.

the internet being our friend, as it is, i have found official documents made by "the government" to support our understanding of what is required when we write properly...

Level 4b learning intentions:
[level 4b is the level we all want to achieve as a minimum for our reading and writing. many of you are already capable of this or more but reinforcement and revision is useful to help retain knowledge and skills.]

Audience awareness and purpose
Engages audience and sustains reader attention. Language use and writing style enhance the telling. The writer's "voice" may enter the text and invoke a reaction.

Content inclusion
Story includes comprehensive elements (i.e., orientation, complication, resolution, and sometimes coda). Clear focus on and development of specific events, characters, and settings.

Coherence: sequencing ideas and linking
Story element sequencing managed well (e.g., effective plot or development of events). Effective linking is evident through the use of some linking devices (e.g., conjunctions of time - afterwards, next, meanwhile), which make the story flow.

Language resources for achieving the purpose
May use language devices (e.g., figurative language) and descriptors (e.g., adverbials, adjectives) to engage the audience and give detail to and develop characters, actions, and settings. Purposeful use of dialogue (where included).

We will have to discuss this in class to understand it all. By trying to comprehend what is actually being said here and relating it to our writing, we will probably learn something about writing..and it will be a kind of reading lesson too! HOoray!

Let's edit this page together in class [under my login] and make new vocabulary a different colour. transfer these words to your word study list when you have identified them.

HamiltON - is it?

Is it?

Use this post to add info for the planning of our HamiltON inquiry unit.

This unit of work will be ICT integrated, but how?

This project will be interactive - how?

We will have an authentic audience for feedback - who? how? Why is that important?

[Any interested parties please comment.]

Who wants to be the teacher!?!?!

Not all things can be learnt from one person.
Who would like to teach the class specific skills?
The first task would be to teach Room 5 how to set up a blogger account in our ICT time.
The "teacher" would need to have the skills to do it, explain it, state learning intentions and the steps to follow.

Task two would be to explain and teach how to email photos, video footage or text directly to our personal blogs from a mobile phone or computer.
This skill would enable us to gather and send data whilst on a fieldtrip, while it's still fresh in our minds. There are other benefits I can imagine. Can anyone think of any to share?

Other teaching tasks will be posted in future. Let's see who the best teachers are!