The Pets of Room 19

One of the best things about learning from home has been being able to share a little bit of life outside the classroom with each other.

This week one of the tasks was for learners to take a picture with their pet (or favourite soft toy if they don't have a pet).

Poppies for ANZAC Day

One of Room 19's learning tasks this week has been to create a poppy or a wreath for ANZAC Day.

Once again, learners exercised their creativity and found all sorts of ways to make poppies. Some did it digitally, some with lego, others with things they could find around home.

ANZAC Day activities

I have set some ANZAC Day activities this week for Room 19's learners, however if you would like to do more, visit the Green Grubs Website or complete the scavenger hunt below.

Positive Assembly from a distance.

In celebration of the fantastic work done this week by Akomanga 19's learners, I put together a wee "positive assembly" to share with them. I hope you enjoy. 

Chapter Chat Week 1

One of the tasks given to Room 19 this week was to read chapters 1-4 of Judy Blume's book "Tales of a Fourth Grade Nothing" and answer some questions about what they had read and complete some tasks. These were the tasks

1. ART - Draw a picture of Fudge. Or draw Mrs Fargo's Jelly bean jar. Or draw a picture of Dribble the turtle.
2. DESIGN - ​Peter​ ​wonders​ ​what​ ​it​ ​would​ ​be​ ​like​ ​to​ ​visit​ ​police​ ​headquarters​ ​and​ ​look​ ​at​ ​mug​ ​shots.​ ​Design​ ​mug shots​ ​for​ ​yourself.​ ​(Front,​ ​back​ ​and​ ​side).
3. Create ​your​ ​own​ ​advert​ ​for​ ​Juicy-O.​ ​It​ ​could​ ​be​ ​a​ ​video​ ​commercial​ ​or​ ​advertising​ ​poster.
4. ICT - Fudge loves socks. Use the Sock Puppet app to create a conversation from the story.
5. WRITING - Fudge wants a dog or a bird. Select an animal you would like and write a letter to your parents asking for it.
6. RESEARCH - Research​ ​New​ ​York​ ​City!​ ​What famous landmarks has New York City got? Present​ ​your​ ​findings​ ​in​ ​a​ ​poster​ ​or​ ​slideshow.
&. HANDS-ON - Fudge​ ​would​ ​like​ ​to​ ​fly​ ​like​ ​a​ ​bird.​ ​Unfortunately,​ ​he​ ​discovers​ ​the​ ​principles​ ​of​ ​aerodynamics​ ​the hard​ ​way​ ​and​ ​lands​ ​on​ ​his​ ​face.​ ​Explore​ ​the​ ​basic​ ​principles​ ​of​ ​flight​ ​by​ ​constructing​ ​and​ testing​ ​paper airplanes.​ ​Have​ ​a​ ​contest​ ​to​ ​see​ ​whose​ ​airplane​ ​can​ ​fly​ ​the​ ​farthest.
8. FLIPGRID - Fudge is a very fussy eater. What are your favourite foods? Least favourite foods? Who does all the cooking in your household? Are they good at cooking?
Add your thoughts to this flipgrid:
https://flipgrid.com/2dab9167 PASSWORD ChapterChat
9. MINECRAFT - Make the Empire State Building on Minecraft.

And here are some examples of the learners responses to these tasks:

And We're Off!

What a cracker of a start to term two (and it's only day two!).

It has been so lovely to see everyone's smiling faces, so I just thought I'd share with you some of the learners of Room 19 staying safe in their bubbles.

It can be a difficult time when we're missing our friends and those we can't be with, so it's great to be able to share in some small way.

Welcome Back to Term Two!

Kia Ora koutou! I hope everyone is safe and well in their bubbles.

A new term brings new learning adventures for us all. It has been fantastic to catch up with learners this morning via Seesaw.

Please remember that teaching and learning will look different to what we are used to during this period of time.

Both Nigel Latta and Nathan Wallis have said that this is the time to put the well being of our tamariki first. What this means for your family might look different to what it means for another family, and that's ok. Now is a time to be gentle with ourselves and support each other.

TVNZ has released today two television channels full of educational content, so you might also like to check these out.

Learning looks different for each child, and so, while I have set tasks for the whole class, you might chose to do one or two, or none, or all and then some. And each of these ways is absolutely fine. This is not a time to put extra stress on yourself or your tamariki.

Follow this link for this weeks learning tasks.

This is also a great time to be teaching the skills that help our tamariki in many ways, from fine motor skills, to self helps skills, through to being an active participant in our whānau. Below is a table with just a few ideas.

Ideas for the school holidays

Me mahi tahi tātou mō te oranga o te katoa.

We should work together for the wellbeing of everyone.

 

For all children, we will be supporting their learning from your home in the new term through online learning via Seesaw, class blogs and via links on Facebook.  For the next three days and during the school holidays (that have been brought forward to next week 30th March to 15th April) learning resources will be available on class blogs. We are currently developing online programmes with some degree of connectivity to begin after the school holidays.

A message from Nathan Wallis:

If I can leave you with one thing, it’s this: at the end of all of this, your kids’ mental health will be more important than their academic skills.  And how they felt during this time will stay with them long after the memory of what they did during those weeks is long gone.  So keep that in mind, every single day…

This is just to say...

This week the learners of Akomanga 19 had a great time sharing some of the naughty things they had done, as part of our writing focus on poetry. We used the template from William Carlos Williams’ poem to come up with our own piece of poetry. Keep an eye out for your child’s poem coming home this week in their poem book. 

Let your imagination run wild.

This week as part of our chapter chat activities learners were invited to put their imaginations to work. They could chose from redesigning the book cover, creating a scene with the BFG, Sophie and the Queen, or recreating the giants cave.  

As you can see each learner put their own twist on the brief and the results were fantastic. 

Ko wai au? Who am I?

Learners in Room 19 have spent the last couple of weeks creating their visual pepeha. A pepeha is a way of introducing ourselves and tell where we have come from. The children all have an individual pepeha as well as a school pepeha that we use. Their pepeha includes their maunga (mountain), awa or moana (river or sea) and their whānau (family). Learners have taken these pepeha and created a visual representation which includes themselves, their maunga, awa and where they are from. You may have seen this on your child’s seesaw. Below are some examples and how we use these pepeha during hui.