Thursday, 13 November 2014
Friday, 31 October 2014
Wednesday, 22 October 2014
Thursday, 25 September 2014
Friday, 19 September 2014
WALT Develop ideas, skills and concepts in drama
Focus - become the character, placement, patience. OK
Accept Ideas and build on them. GOOD
Levels - make it interesting for the viewer. GOOD
Space - balanced, using a mixture of all the space, don’t bunch up. GOOD
Finish on time. OK
Be Spontaneous. GOOD
Centre stage - main idea is always in this position. GOOD
- Contribute and participate.GOOD
1. What are you most proud of? Why? I am most proud of the levels we use in our play because we have made our play more interesting to look at. I also am proud of our balance because that way people are looking all over the stage and everyone isn't just clumped together on one side.
2. What did you find challenging? Why? I found that staying focused was a challenge because there was so much going on around me and there are some very funny lines at the end.
3. My next ‘Get It’ goal is? Why? My next 'Get It' goal is to ask more questions and come up with more ideas.
Wednesday, 17 September 2014
Friday, 12 September 2014
My writing goal this term was to use precise and technical language
I have used a range of precise vocabulary to communicate meaning.
TASK: craft a free-choice piece of writing that shows how I am developing my goal. This is a photo of the piece of my first draft that I will edit and perfect later on.
This is my published version that I had tried to perfect. I have decided to focus on the bit.
How has your writing has improved this term?
I have been using past tense instead of present tense I have worked quite hard at doing that. Now I can do it easily. I have also improved on my precise and technicial language because my sentences used to be weak and now they are strong and confident.
The part of my story I am most proud of is my first paragraph because it pulls the reader in and makes them want to know more. I think this is one of the most important things when it comes to being a good writer.
Next time, what is a goal you can work towards?
Putting in more precise and technicial language because that is my goal and I don't think I put enough in. If I put more in my writing would become even MORE stronger and it would act like a magnet to readers.
Wow Ana! Your published piece of writing is AMAZING... I really like the way you used silimes and metaphors. You have used Great precise and techinacal langue. I really like the sentence: " I landed with a ear shattering thump because it is a very powerful sentence and you make it sound like a sentence that a real author would write. Next time you could work on your paragraphs because in one sentence in the other paragraph it was Kind of the same idea, in a different paragraph. But over all your writing is Super duper. From Hannah:).
Thursday, 11 September 2014
My reading goal this term was to 'Play with possibilities' within and across text by considering alternatives.
GET IT...use a range of sources by questioning and predicting
SORT IT...analyse and sort information to answer my question: see if my thinking has changed, look for patterns by questioning inferring, summarising
USE IT…discuss what I have found out with others and make connections
inquiring readers go through a process to gather, organise and respond to new information. We have been using the ‘GET IT, SORT IT, USE IT’ process. After reading ‘Wonder’ by R.J.Palaccio our group felt moved to DO something but we didn’t know what! We all had lots of questions so we decided to research more about disabilities before deciding. I wanted to know more about different disabilities. We tried to find the difference between a disability and a disease.
I can research using different sources.
I can think logically, creatively, and reflectively.
I can make generalisations from patterns and connections
The poem that we made was about someone who has a visabel disability. We looked at another poem and took some ideas from it. Here it is.
My Visabel Disability.
My body has a tear,
I have two paralysised legs,
And I'm half paralysised with fear.
My rage increases everyday,
And I'm the one who has to pay,
My angers growing right inside,
And yet I have no place to hide.
I've been forever cursed with this visabel disability
Which stops me from having,
Every cool ability,
This is my fatal flaw and the whole world can see,
Did my thinking change or stay the same during the ‘GET IT’ stage?
Yes because I was thinking about like it was something that you could just type in disabilitys but then I realised that it was better to type in what kind and be specific.
From ‘SORTING IT’ I can make these generalizations:
That some disabilities are created by diseases and one of those diseases is called Polio. Some people with disabilities feel independent.
‘USE IT’ (what did you do- those who did a social action, or what could you have done for this stage- for those who didn't?)
I did a poster and we recrafted a poem. The poem we recrafted was about an invisible disease and we recrafted it to a visabel disability. Now I am working on writing a letter to Sophie Pascoe.
Feedback/Feedforward: I think that you have done a really good job.
I think that you could explain it a little bit more. Kaylana
Wednesday, 10 September 2014
Friday, 22 August 2014
WALA: The Learning Pit
Description: We have been learning about when good learning happens.
Task: Share what you know about the learning pit.
Draw the Learning Pit.
List at least 3 feelings that you might have when you are in the pit.√
List at least 3 strategies that you could use to get out of the pit.√
Label where good learning happens.√
List 3 things you could say to yourself when you are in the pit.√
Reflect on a time when you have been in the pit.
I was trying to write but I had writers block.
How did you feel when you were in the pit?
I felt stressed because I did not have much time to do any writing and I hadn't done any writing
What did you do to work out of the pit?
I asked someone what they did when they had wwriters block and I took their advice.
Feedback/Feedforward: I think you have done a great job at giving examples of how to get out of the pit also you were awsome at adding feelings about when your in the pit. But maybe next time you could explain more about when you were in it and how did you get out.
Wednesday, 13 August 2014
WALT: communicate a message.
Description: We have been participating in 3 different workshops around colour, compositions and fonts. We put these skills to use in a poster sharing our knowledge about Te Reo Maori.
Why? We have noticed that our posters are too cluttered and do not communicate a message well.
When? Week 3
Who? The World
Task: Make a poster about Te Reo Maori.
Complete the criteria with targets to show your reflection. Reflect on the
Message: My message is clear and purposeful. Everything that is on my poster relates to my message.
Composition: My poster is balanced.
Font: My font is clear, readable and suits the message.
Colour: I have used 2-3 colours that are complementary. My background choice makes the text pop!
Accuracy: All of the words on my poster are spelt correctly.
What are you most proud of and why?
I am proud of the way the shadow pulls the reader in.
What challenged you the most and why?
Trying to get the whole poster balanced because sometimes there were more words on one side than there were on the other
Next time, what is a goal you can work towards
Not having as many colours on it.
Friday, 27 June 2014
WALT: evaluate our learning honestly.
This term we have not done a reflection at all! So we decided to do a reflection on the term. Here is mine.
What is an effective learner?
An effective learner is someone who listens and works hard and effect their learning in a good way.
What were the highlights for this term? Why?
My highlights were cross country because I pushed myself to not walk. My second favourite highlight was doing my writing sample because I had to work really hard and I think I produced a brilliant piece of writing.
What were your greatest challenges this term? Why?
Probably my writing sample and my effort in cross country because I had to push myself really hard.
How are you going towards acting with integrity? Why? How could you improve?
I think I am going very well with showing integrity because I always try my hardest to do the right thing. But honestly I could work on picking things up at pack up time.
What are your goals in our learner disposition wall? Where to next?
Thursday, 26 June 2014
Description: We have been participating in a tennis programme with Big John (John Salisbury) from Tennis Manawatu. He has taught us some tennis skills that help with controlling and hitting the ball
Why? To reflect on how we are going with the tennis skills we have learnt. We will share this during our Student Led Conference.
Who? The World
Task: complete the rubric with targets to show your reflection. Make a comment to the questions below?
What are you most proud of and why?
I am proud of all of my work at grasshopper tennis but out of them all I am most proud of my racetrack because I have improved since our first session and can now do it with out the ball falling off my racket.
What challenged you the most and Why?
Probably the lobster activety because it was hard to catch the ball with two rackets.
Next time, what is a goal you can work towards?
Thursday, 19 June 2014
|I can...||my comment:||buddy comment:||teacher comment:|
state the main point in the first part of a each new paragraph
|I have tried to|
achieve this but
I am not sure
weather I have
achieved this or
|I like the way you used lots of description in your writing|
|You have tried to start with main points for each body paragraph.|
include evidence (facts, experiments etc) to support my main point
|I think I did|
well at this
and I have tried
hard to get my
voice to come
|I like this because you|
brilliant so your
voice must come through
I really like your examples and how your writer’s voice and sense of humour is coming through in all types of writing.
explain the evidence and how it proves my main point
|I had trouble|
and it is the
hardest to do
I think I have
|You have tried to explain how/why your example proves your point - this is really tricky, well done.|
Practise writing a linking sentence to my next paragraph
|I think I need to work on|
|I like the way |
your ideas link
in you paragraphs.
|Your ideas link in your paragraphs.A next step is linking between paragraphs.|
infuse style: topic-specifc vocab, second/third person, present tense, transition words
|I think I have|
done well but I
need to work
on this a bit
|I like the way you admitted that you had|
to work on this
and I agree with you!
|Great style. I wonder what other transition words. from the list you could use in an explanation?|
The question is, are heat and temperature the same thing? Well they utterly most definitely cannot be! Heat and temperature are different in many ways but we sometimes overlook that. In this explanation I only tell you about some of them.
Everything is made out of tiny little things called atoms. The atoms in heat are very excited and when they touch another object the atoms in that object have a party. That is how some objects change form. When they get excited they heat up just like your body does after you have been running.
Heat, (for a starter) is warm energy. For example, the sun has lots of heat energy which travels to earth on a wave called a heat wave. On an extremely hot day if you carefully look just above the ground you may see a fuzzy, wobbly little line. This is a heat wave. On a cold day you simply cannot. A heat wave is called a HEAT wave because it is extremely hot. This means that heat energy is hot as well. We know this because temperature is a way of measuring this warmth (and coldness).
Temperature is a way of measuring heat energy. A thermometer is something that tells you the temperature. Here are two picture's of one.
Thermometer A is at a high temperature. You can tell this because the top of the coloured area marks what the temperature is and the higher the top is the hotter it is. Thermometer B is at a low temperature because the top of the coloured bit is very far down. If you count the little lines from the bottom up to the top the coloured bit then add on a ºC to the number you counted up to then you will have what the temperature is! For example, if you counted 18 little lines then the temperature would be 18ºC. ºC means degrees celcius. If you have a fever you use a thermometer to tell how sick you are. Again the higher it is then the hotter you are and the hotter you are the sicker you are.
So therefore heat and temperature cannot be the same thing because temperature is a way of measuring wam heat energy and cannot be the same as heat.
I think I have done well and achieved the success criteria but I could improve on my links.
WALT: show integrity.
What? Make a Puppet Pal to show our understanding of integrity.
Why? To show what we know about integrity, to share during our Student Led Conference.
When? Term 2, Week 1 - 7
Who? The World
DESCRIPTION: We have been learning about integrity. We want to share our understanding with others. So we made some puppet pals with our clay figures we made on art day, to show our understanding of integrity.
Create a story board showing the beginning, middle and end of our message.
I think we did really well with creating the story board because we followed it well.
Use Puppet Pals as a tool to share our message.
We did well at doing this but I know we could probably work on working as a team.
Keep our audience engaged.
We could work on adding a bit more humour in our video.
WALT: show integrity.
Everyone in our group has contributed evenly.
We said that everyone could act their own character but, Cooper's characters were a stone and a phone so he didn't talk in the movie.
Integrity is the main theme of our message.
We did well at this because it was hard not to do kotahitanga.
Feedback/feedforward: Wow cool movie ana, I really like how they handed the phone to the teacher and I like the clear voices that you used as well.-Lili
Thursday, 12 June 2014
I can gather information using my 5 senses
I can gather information to make a prediction
I can use my information to draw conclusions
I can share my findings using evidence I have gathered
Wednesday, 4 June 2014
Task: To create a mnemonic for five of your spelling words.
Task description: We had to create a mnemonic for five of our spelling words. A mnemonic is when you chose a word and then make a sentence with the the first letter of each sentence, spelling out the word. For example, Fiona Let Us Find Feijoas Yesterday= Fluffy. I used five of my words (ranted, cried, radiant, panted and aroma) and created one for each of them. Aroma is my favourite because it is true that All Rumors Only Make Arguments, but maybe I could improve the one for ranted.
What I learnt: by using a mnemonic that makes sense, then it is easy to remember the mnemonic so you can spell the word.
Here is a picture of mine.
I think I did well at creating mnemonics that make sense and are appropriate. Peer feed back: I think you have made up great mneonics, you have also done a great desciption.
Thursday, 29 May 2014
In maths we are learning to solve tricky times table questions like 17x6, using our simple 5 times tables. For example, if the question was 6x16 you would go, 5x16+1x16=96. So the answer is ninety -six.
We had to do a difficult maths sample to show we know how to use this strategy. Here is a photo of mine.
I think I have achieved this because I understand the strategy and can use it easily if I need to. Peer feed back: I think you have worked hard and understand what you are doing and how to work it out. Grace's comment:)