What is Poetry?

According to Wikipedia, poetry is a form of literature that uses aesthetic and rhythmic qualities of language—such as phonaesthetics, sound symbolism, and metre—to evoke meanings in addition to, or in place of, the prosaic ostensible meaning.

According to the children in our Year 4 and Year 5 class poetry has more meaningful significance. Here are some responses from the children, giving some idea of their depth of poetic understanding-
  # Poetry can be inspire by things around you (Liberty)
  # Poetry can show feelings (Pete)
  # It is when there is a rhyme (Hyla)
  # It is made up of words that are interesting (Hyla)
  # There is a use of the senses such as hearing and seeing (Elise)
  # It can be about joy and happiness (Connor)
  # Poetry can relate to emotions (Sophia)
  # It can be a gift to somebody (Liberty)
  # There are messages about the past and the future (Hyla)
Pretty good effort don’t you think!

Cinquain Poetry

Cinquain Pattern Line1: A noun Line2: Two adjectives Line 3: Three -ing words Line 4: A phrase Line 5: Another word for the noun

Cinquain Pattern Spaghetti Messy, spicy Slurping, sliding, falling Between my plate and mouth Delicious

Cinquain Pattern Mules Stubborn, unmoving Braying, kicking, resisting Not wanting to listen People

 Examples of Rhyming Couplets

In poetry, a couplet is a pair of lines. Typically, they rhyme and have the same meter. They make up a unit or complete thought.

Rhyming Couplets in Literature

"’Tis education forms the common mind,

Just as the twig is bent, the tree’s inclined." - Alexander Pope

"Singing he was, or fluting all the day;

He was as fresh as is the month of May." - Canterbury Tales by Chaucer

Rhyming Couplets from William Shakespeare

"The time is out of joint, O cursed spite

That ever I was born to set it right!" – Hamlet

"This precious book of love, this unbound lover,

To beautify him only lacks a cover." - Romeo and Juliet

"For sweetest things turn sourest by their deeds;

Lilies that fester smell far worse than weeds." - Sonnet 94

Water Safety
When the weather turns warm, everyone wants to be in or around the water. Hanging out at the pool or the beach on a hot day is a great way to beat the heat.

Between having fun and checking out the lifeguards, most people don't think much about water safety — but they should. For people between the ages of 5 and 24, drowning is the second leading cause of accidental death.

It doesn't have to be that way, though. Most water-related accidents can be avoided by knowing how to stay safe and following a few simple guidelines. Learning how to swim is essential if you plan on being on or near water.

Here is Elise’s message on water safety.

Water safety

Everyone this summer needs to be aware of the water.

Rips are the most dangerous part of the water.  If you are in a rip you let it take you out till it stops and then swim to the side.  If you don’t know how to swim put your hand up high and that is the help sign. 

If you are at a picnic and someone needs help in the water you can throw  anything that floats. Give them instructions how to use it.  After that they should be safe. 

So be safe this summer in the water.

By Elise

 Swimming Smarts

"Buddy up!" That's what swimming instructors say. Always swim with a partner, every time — whether you're swimming in a backyard pool or in a lake.

Get skilled. It's good to be prepared. Learning some life-saving skills, such as CPR and rescue techniques, can help you save a life.

Know your limits. Swimming can be a lot of fun — and you might want to stay in the water as long as possible. If you're not a good swimmer or you're just learning to swim, don't go in water that's so deep you can't touch the bottom and don't try to keep up with skilled swimmers.If you are a good swimmer and have had lessons, keep an eye on friends who aren't as comfortable or as skilled as you are.

Charlie knew the right thing to do when you read her story.

To the rescue.

‘HELP!  HELP!’  someone screamed.

 I turned around and looked out to sea. I could just see the tip of a finger bobbing up and down.

 ‘HELP  ME’. There it goes again.

What should I do?
 Do I tell the life guard or do I swim out and help them?

As I thought that, three life guards zoomed out into the sea on a life boat to save the person in distress.

 One of the life guards pulled a boy out of the water and ended up back on the sand.

By Charlie Kennedy

 Swim in safe areas only. It's a good idea to swim only in places that are supervised by a lifeguard. No one can anticipate changing ocean currents, rip currents, sudden storms, or other hidden dangers. In the event that something does go wrong, lifeguards are trained in rescue techniques.

These were some of the messages shared by Tracey, a member of the Royal Life Saving, who gave us lessons on dealing with rips, swimming safely in the sea and rivers, and learning ways to rescue those in trouble. Here we are beside our school pool listening to instructions.

There was a clear message from Tracey when swimming in the sea. Swimming in an open body of water (like a river, lake, or ocean) is different from swimming in a pool. You need more energy to handle the currents and other changing conditions in the open water.

If you do find yourself caught in a current, don't panic and don't fight the current. Try to swim parallel to the shore until you are able to get out of the current, which is usually a narrow channel of water. If you're unable to swim away from the current, stay calm and float with the current. The current will usually slow down, then you can swim to shore.

But there can be fun at school. A water slide was set up at school for the children to enjoy. Here is Hyla’s story.
The Water SlideAs I run up the hill I had a tingle in my body.I saw the water slide which was amazing.I was excited waiting my turn.When it was my turn Mr Barclay said go.I fell on my stomach.The muddy slide was scary.We saw so many people lining up.We see people going down the water slide.We were waiting for Mr Lovell to have a turn He ran and ran and then he landed under the mattress.
By Hyla

Food and Nutrition
The senior classes, Room 5 and Room 6 had a visit from a health nutritionist, where we looked at the food pyramid, visited our local Four Square Supermarket and purchased ingredients to make sandwiches in the classroom. Here are some of the points that were covered during the week.

Your guide to healthy eating

Life as a young person can be fast, furious and fun. To grow and be healthy, you need to be active and eat the right foods.

Make healthy food choices

• Look after yourself. Your health is important, and it’s affected by what you eat.
• Help with preparing the family meals. You could even have one night a week when you cook for the whole family.
• As often as you can, eat meals with your family and whānau.
• Lead by example – encourage your family and whānau and friends to make healthy food choices.
• Eat three meals every day plus two or three healthy snacks during the day. You also need to drink plenty of water.
• Always take time to eat a healthy breakfast – so you have energy to start the day.

Eat many different foods

Eat a variety of foods from these four food groups every day. They are in our food pyramid.

• vegetables and fruit
• breads and cereals
• milk and milk products
• lean meats, chicken, seafood, eggs, nuts and seeds.

Vegetables and fruit

• Provide carbohydrate, vitamins and minerals, fibre and are low in fat.
• Eat them with most meals.
• Great snack food.

How much do I need?

• At least 3 servings of vegetables and 2 servings of fruit every day.
• Eat many different coloured vegetables and fruit: tomato or strawberry; broccoli or kiwifruit; carrot or mandarin; eggplant or plum; potato or pear.

Breads and cereals

• They also include rice and pasta.
• They provide carbohydrate, which can be an important source of energy and fibre, and some vitamins and minerals (especially wholegrain breads and cereals).
• A great source of energy for growth, sport and fitness.
• If you’re hungry, fill up on these foods. They will keep you full for longer than biscuits, cakes or sweets.

How much do I need?

At least 6 servings every day – if you’re very active, you may need more.

Milk and milk products

• They include milk, cheese and yoghurt.
• They provide energy, protein, fat and most vitamins and minerals, including calcium.
• You need high-calcium foods to build strong bones.
• Choose low-fat milk (yellow or green top) for extra calcium.
• Try milk, cheese and yoghurt as snacks.

How much do I need?

At least 3 servings every day. Choose low-fat options.

Lean meats, chicken, seafood, eggs, nuts and seeds

• All contain protein, which your body needs to grow.
• Also contain fat and many different vitamins and minerals – especially iron, which is important for your blood and brain.
• Your body easily uses the iron from meat, chicken and seafood. To help use the iron from legumes, eat fresh, vitamin C-rich vegetables and fruit at the same time, including kūmara, broccoli, tomatoes, oranges and kiwifruit.
• Limit processed meats, such as luncheon, salami, bacon and ham as they are usually high in fat and/or salt.

How much do I need?

At least 2 servings every day.

Healthy snacks

Snacks help provide the extra energy you need for growth and physical activity. If you are going to be out and about, take snacks with you. Choose healthy snacks that are low in fat, salt and sugar, such as:

• bread, bread rolls, bagels, rēwena and pita breads or French sticks. Try some wholegrain varieties and have them with your favourite low-fat fillings
• crackers, fruit buns, scones, fruit bread, pancakes, popcorn (try popping your own)
• pasta and rice
• breakfast cereals with low-fat milk/yoghurt
• low-fat yoghurt, plain or flavoured low-fat milk
• fresh fruit – whole, with yoghurt, blended in a home made smoothie or with a slice of cheese
• vegetable sticks together with a low-fat dip or spread (hummus, cottage cheese or yoghurt-based dips)
• reheated leftovers, for example, stews, soups and vegetables (such as potato, taro, pumpkin or kūmara)

Have plenty to drink

Drink at least 6 to 8 glasses every day. Drink even more during hot weather and when you are very active (especially before, during and after exercise).

Drink more of

Water is best – it’s free and easy to get.

Low-fat milk is also a good drink; it’s rich in calcium and makes a good snack.

Drink less of …

Fruit drinks and juice are high in sugar. If you choose juice, dilute it with water (1/2 juice and 1/2 water) and have it with a meal rather than on its own. This may help to protect your teeth from the sugar.

Soft drinks are high in sugar and energy (calories) and can contain caffeine. They should be occasional drinks (less than once a week).

Energy drinks and energy shots are not recommended. They contain added vitamins and caffeine. They are usually also high in sugar. Most of the added vitamins are not needed.

Sandwich making in the classroom

The children purchased items from the local supermarket to make sandwiches at lunch time. Here they are in their groups with healthy food items on display before they start making their sandwiches.

Why Is Bike Safety So Important at Haumoana School?

Bike riding is a lot of fun, but accidents happen. Every year many children go to the emergency department because of bike injuries, and some have injuries that require a few days in the hospital usually from head injuries.
A head injury can mean brain injury. That's why it's so important to wear a bike helmet. Wearing one doesn't mean you can be reckless, but a helmet will provide some protection for your face, head, and brain in case you fall down.

A Helmet

Bike helmets are so important that the NZ government has created safety standards for them. Your helmet should have a sticker that says it meets recognised standards.  Wear a bike helmet EVERY TIME YOU RIDE, even if you are going for a short ride.

Your bike helmet should fit you properly. You don't want it too small or too big. Never wear a hat under your bike helmet.

Once you have the right helmet, you need to wear it the right way so it will protect you. It should be worn level and cover your forehead. Don't tip it back so your forehead is showing. The straps should always be fastened. Make sure the straps are adjusted so they're snug enough that you can't pull or twist the helmet around on your head.
Here is Harry wearing his bike helmet.

Road Rules

If you're allowed to ride on the street, follow these road rules:

·         Always ride with your hands on the handlebars.

·         Always stop and check for traffic in both directions when leaving your driveway, an alley, or a curb.

·         Walk your bike across busy intersections using the crossing and following traffic signals.

·         Ride on the left-hand side of the street, so you travel in the same direction as cars do. Never ride against traffic.

·         Use bike lanes or designated bike routes wherever you can.

·         Don't ride too close to parked cars. Doors can open suddenly.

·         Stop at all stop signs and obey traffic  lights just as cars do.

·         Ride single-file on the street with friends.

·         When passing other bikers or people on the street, always pass to their right side, and call out "On your right!" so they know that you are coming.

Here are two children from our class leaving the school grounds to bike home.

                                    Safe Riding Tips 

Remember to:

• Wear a Properly Fitted Bicycle Helmet. Protect your brain, save your life.
• Adjust Your Bicycle to Fit. The seat should be level front to back. The seat height should be adjusted to allow a slight bend at the knee when the leg is fully extended on the pedal.
• Check Your Equipment. Before riding, inflate tyres properly and check that your brakes work.
• See and Be Seen. Whether daytime, dawn, dusk, foul weather, or at night, you need to be seen by others. Always wear neon, fluorescent, or other bright colours when riding day or night. Also wear something that reflects light, such as reflective tape or markings, or flashing lights.
• Control Your Bicycle. Always ride with two hands on the handlebars. Carry books and other items in a bicycle carrier or backpack. 
• Watch for and Avoid Road Hazards. Be on the lookout for hazards such as potholes, broken glass, gravel, puddles, leaves, and dogs. All these hazards can cause a crash. If you are riding with friends and you are in the lead, yell out and point to the hazard to alert the riders behind you.
• Avoid Riding at Night. It is far more dangerous to ride at night than during the day because you are harder for others to see. If you have to ride at night, wear something that makes you more easily seen by others. Make sure you have reflectors on the front and rear of your bicycle (white lights on the front and red rear reflectors are required by law).
  Safe Cycling.

The Study of an Artist –Vincent van Gogh
Birth Year : 1853
Death Year : 1890
Country : Netherlands 

Vincent van Gogh would become one of the most well-known artists in the world. His paintings have become easily recognizable to cultures throughout the world, and he has become the archetypal “tortured artist.”

Van Gogh was born in 1853 and grew up in Holland. He was raised in a religious family with his father being a minister. When his school ended, Vincent followed his uncle’s profession and became an art dealer learning the trade in Holland and then working in England and France. Vincent was successful and initially happy with his work. However, he soon grew tired of the business of art, especially in Paris, and lost interest in the trade.
 After returning home, Vincent began to study theology. While very passionate and enthusiastic, he failed exams to enter further extensive theological programmes.Characteristic of his personality, he was intelligent, able to speak multiple languages, but he did not think that Latin was a language for preaching to the poor.
During this period, he worked as a missionary in a coal mining community living with hard working poor common people. As his development as a preacher was stalling, his interest in those around him was increasing. His life as an artist was beginning.

In 1880, at 27 years old, Van Gogh entered the Académie Royale des Beaux-Arts in Brussels, Belgium. The following winter, living in Amsterdam, Vincent fell in love, had his heart broken, and began painting for the first time. The next few years would result in little success both in love and art.

Van Gogh’s Potato Eaters, his first major work, was painted in 1885. By this time, he was still having difficulty finding love, but was beginning to receive interest in his paintings.
 He was now fully devoting himself to painting: living frugally, studying colour theory, and admiring the works of artists like Peter Paul Rubens. Unfortunately, as would be his entire life, his paintings were still difficult to sell.
 His brother Theo, an art dealer and the recipient of many letters from Vincent, commented that there should be more colour in his work. Van Gogh was painting peasants and rural landscapes using dark earth tones. Around this same time, Impressionism, with its bright vivid colours, was becoming popular.

The next year, Vincent moved to Paris where his art began to take on the style that would make him famous. In Paris, he was discussing art with some of the most avant-garde and influential artists of his time – painters like Gauguin, Bernard, and Toulouse-Lautrec. He was using more colour, applying the paint with thick, bold brushstrokes, and painted all that surrounded him. Van Gogh arranged to show his work, to positive reviews, but was still unable to sell any pieces.

One of Van Gogh’s dreams as an artist was to start a colony for artists in Arles in the south of France. Vincent moved to Arles in 1888 where he was joined by Gauguin. While there, Van Gogh entered the most productive and creative period of his life painting his famous Sunflowers. However, it also was a time of great turmoil for Vincent, beginning a period of hospital stays for mental illness and physical decline.

After just ten years of painting and producing some 900 paintings, Vincent van Gogh took his own life in 1890. Never fully appreciated in his own time, it wouldn’t take long for the art world to recognize the genius they lost. Within twenty years of his death, there were memorial shows of his works all over the world – influencing generations of artists to come.

So this was the artist our Room 5 class studied intensely for a one week period. We discussed what art is, what makes a Masterpiece, and how an artist can express himself. Vincent van Gogh’s life was looked at and how his personal experiences influenced his art. We looked in wonder at some of his 900 outstanding artworks, all produced in just the final ten years of his life.
One painting the class looked at was one of his bedroom, painted in 1888, while in Arles. It was analysed for its depth of colour, three dimensional perspective, subtle outlining to highlight features, and its message of a lost soul and loneliness.

We attempted to paint this painting of Vincent van Gogh's using many of his techniques of colour mixing, depth, vanishing points and outlining. Thank you Renee, Imogen and Molly for sharing your work.What do you think?

Here we have written samples of children expressing their idea of what they think art is.

                            What is art?

Sometimes people think to themselves and say, “What is art?”

Well art is a way to show emotions. Art can be big and bold or nice and soft. Art can be found anywhere, from galleries to magazines.

 The key to art is using your own style.

Art can be rebellious, like breaking a rule. Art can be realistic or your imagination, like the dream you had last night for example.

Art is a nice way to make a statement.

Those are some of the reasons I love art.

By Renee

        What Is Art?   

Go into an art gallery.

Look around.

What do you see?

What I see is mystery, wonder and so many emotions.

I see artists trapped.

Trying to let out all their feelings on canvases.

I see broken hearts, happy families and people at war.

                                                   ***

Art doesn’t have to be realistic.

You can let your imagination run wild.

 I see chocolate oceans with gummy whales with chocolate fish.

What do you see?

Art is full of things you never thought possible;  flying cars, talking sharks and karate displaying jelly fish.

                                                 ***

Art isn’t just pretty.

It can show terrifying horror, headless horseman, ghosts and peanut butter and little boy sandwiches.

Art can show many different times in history.
War, dinosaurs, Ancient Romans and Gauls like Asterix.

Art is many different things; drama, photography and dance.
Slow drifting movements showing sorrow.

To me art is a way to express your feelings.

I love making art that is bold and creative.

I see colourful villages of orange elephants.                                                      
What do you see?

By Imogen