Sunday, 30 March 2014

Bookapedia task 2, the differences between Via and Auggie's Halloween.

WALT: Consider alternative viewpoints to understand the authors message better.

Success Criteria: Compare different character's points of view to form opinions. 

These are the instructions and answers for my Bookclub task numbr two.
Auggie and Via's descrepition of Halloween are quite different. What did you learn from Via that you didn't already know from Auggie? What did you learn from Auggie that Via dosn't tell you? List at least three things unique to each person on a double bubble map.

What Auggie tells us that Via dosen't is that Auggie likes Halloween because he gets to were a mask and walk around like a normal person. Auggie overheard some boys being mean about him and one of them was his friend, Auggie tells us exactly what the boys said. Auggie pretends to be sick to get out of school and when he gets home he is really sick.

What Via tells us that Auggie dosen't is that Gran died the day before Halloween a few years ago so Via and Mum are extremly sad. Via stays home with Mum that day because she is too sad.  Via feels like mum dosen't spend much time with her. I learnt from Via that they went to the Halloween parade.

I think I have achieved the Success Criterea because I have shown how the author used the fact that they could make a story of the whole day even if they split up the parts of the day into two different people's views and if the reader could connect these halfs together it would give them the whole story.  


Friday, 28 March 2014

Two stars and a wish.

This weeks two stars and a wish were mostly about my amazing camp writing. Here they are.

Thursday, 27 March 2014

Learning dispositions.

In class we are deciding what kind of learner you are. Here is a reflection that I have completed.

I think that I am a Self-managing learner because...

Time: I complete my priorities in the time given most of the time. I follow my timetable. 

Choices: I choose were I sit and work properly. I know when I am being distracted or distracting others so I move away.

To be able to move to being a Self-directed learner I must:

Time: Work hard to get all my priorities done in the time given without being reminded, and get most of them done during school time.

Choices: Always stay on task independently and never be distracted or distracting to others. To know the drivers for my learning and use this appropriately.

This is what I am going to do to move onto being a Self-directed learner: Work really hard and always get my work completed in the time given.

Clay day.

Clay/WeetBix Tryathlon
WALT: share an experience with an audience
Success Criteria:
Share an experience so that someone else feels as thought they are experiencing it with you.
Share what you learnt
Share what you would do differently next time

Today was the day when some of the kids in the school did the Weetbix triatholon. The rest of the school had an art day. We made things out of clay, a lady called Ray came and told us about clay. She was an amazing artist. Then we went to our buddys (Sonita's class) and got ready to do some art.
We were told some things that we had to make such as, something you have always wanted, a stone and a toy you had when you were a baby. I made an owl, a stone with lots of patterens and creveases and a Maisy Mouse

We had a lump of clay. Then we each cut a piece off with a piece of fishing wire. Next we put four lines on top of our clay and cut through the first line. We moulded it into our minitures and used vinegar to attach bits onto other pieces. We did the same thing with the rest of the clay. We were given instructions for how to care for our clay at home.

Here are a picture of the instructions and a picture of some of my sulputures. I learnt that if you make a pit and check with the fire men that it is safe then you can put clay pots and things at the bottom. Then if you put leaves and dry cow and sheep pats on top and set fire to it, you get pretty coloured pots at the bottom.  

I think next time I will change the way I made my Maisy Mouse because parts of her keep falling off.

I think I achieved the success criteria because I explained what happened and I said what I learnt and what I would do different next time.

Wednesday, 26 March 2014

Bookapedia task 1 compare my birth story to Auggie's!

WALT: To use various sources of information to understand the author's message better.

Success Criteria: Use prior knowledge and the text to form logical opinions.

For this task I had to compare my birth story to Auggie's birth story. To do this I read the chapter when Auggie is telling you what his birth story is and then I read my birth story that my mother wrote when I was born. After that I talked to my mum about it. Next I wrote two lists down, one about the differences between our births and one about the similarities.

When I was born my mum was happy when she was going into the the hospital, but then the doctors said that my heart beat was slowing. Mum and Dad were very scared and concerned for me. They had to take her to the emergency room and do some surgery to get me out. In the end I came out healthy and perfect. Everyone was very happy and relieved.

When Auggie as born the doctors thought he had Cleff palate, but he had major facial deformities. Before he was born his parents and docters were feeling happy and relaxed about him. I know this because his parents were joking around. When he was born they all suddenly became very worried.         

The two most important differences are the parents' and the doctors' feelings and the health between me and Auggie. The people at Auggie's birth were worried when he as born and the people at my birth were joyful when I was born. I was healthy and Auggie was sick and had facial deformities.

The main similarity is when his mother and my mother see us for the first time and think that we are beautiful. When Auggie's mother first sees him Auggie wrote "All she could see was how pretty my eyes were." My mum thought I was absolutely perfect.

I have achieved the Success Criteria because... I have used my prior knowledge about births and my birth story and I have read Auggie's recount about his birth story and found some similarities and differences between them. 

Tuesday, 25 March 2014

Mean, Median and mode!

In class we are learning about Mean, Meidian and Mode. Here is our sucsess criteria.

WALT calculate the mean, median, mode and range for a set of data.
TASK Elly and Troy want to find out once and for all:
  • which Activity Group has the overall best score, (mean)
  • which Activity Group has the highest middle number, (median)
  • what score was the most common, (mode)
  • which activity group has the highest range. (range)  
In everyday life people collect data to look for trends and make decisions. In order to analyse the information, we need to understand the different ways to lOOK at the data.
Success Criteria you will know you are successful when:

  • calculate the mean by adding up all the data (9 + 4 + 4 + 5 + 8 = 30) then divide the total by how many numbers there were (9, 4, 4, 5, 8 = 5 numbers so 30 ÷ 5 = 6).
  • calculate the median by ordering all numbers from smallest to biggest then selecting the middle number (4, 4, 5, 8, 9 = 5 is the middle number). If there are 6 numbers e.g. 4, 4, 5, 6, 8, 9, then the median is halfway = 5.5.
  • calculate the mode by identifying which number occurs most often (4, 4, 5, 8, 9 = 4 because there are two of them). You can have more than one mode.
  • calculate the range by finding the difference between the highest and lowest numbers (9 - 4 = 5).

My scores for Air rifling are 26, 26, 31.
The Mean for this is: 83 divided by 3= 27.5
The Median is: 26
The Mode is: 26
The range is: 31-26= 5
Our groups scores are:
Ana: 26, 26, 31
Georgia: 20, 37, 42
Kate: 1, 14, 32
Tom: 44, 44, 45 
Adam: 6, 13, 23
Hunter: 42, 42, 44
Our mean is:  532 divided by18=30 (rounded number)
Our median is: 31.5 (31 + 32 = 63, then divided by 2)
Our mode is: 44 and 42
Our range is: 45-1=44

Thursday, 13 March 2014

SMART goals for camp!

WALT: Set SMART goals with lots of detail.
Success Criteria:
Set 2 goals that are sensible, measurable, achievable, relevant and timely goals
Reflect on goals after camp.

We are going to Highland Home Camp next week. Troy's and Elly's classes are going togther and Nic and Ebonys classes have gone already. Here are my goals for camp.

Goal 1: My goal is to try new things. 
I have chosen this goal because I want to be able to go out for dinner and know I have the confidence to choose something I have never tried before.
I will know I have achieved this when I walk into the dining room and there is hardly anything that I haven't tried before.
I can help myself achevie this by trying new things everyday starting with small things and growing bigger.

Goal 2: My goal is to Make new friends.
I have choosen this goal because I want help other people have fun and include them in activities.
I'll know I have achevied this when lots of new people are playing with me and talking to me more.
I can help myself achevie this by going up to people at camp and asking them if they would like
to play with me.

Goal 1 achieved.
I know this because: At camp I tried and did loads of new things like abseiling, because of this I feel more confident to try new things in the future.

Goal 2 achieved.

I know this because: At camp I shared a cabin with two girls I didn't know very well. Throughout camp I began to learn more about them. Now we are good friends. 

I think I have achieved the success criteria because I have set two sensible goals that related to camp, I could measure my goals to show that I achieved them and I could achieve them in the time given.

Wednesday, 12 March 2014

Two stars and a wish.

This week I have come up with a new wish and some more things that I think I did well doing.
Here is my two stars and a wish for this week.

Stem and leaf graph.

WALT: To draw a Stem and Leaf graph.
During maths we have been learning how to draw a Stem and Leaf graph. This is a reflection that I have used to show my learning. I have made this by doing a Reaction test with my learning partner Maia. What you needed was a ruler a pen/pencil and a book to write your data in. First you measure the distance between your partner's hands to 20cm, then you have to hold the ruler in between your partners eyes. Next without telling them when, you drop the ruler and see when they try to catch. Lastley you see what the distance between the 10cm and the number before your thumb. Do this ten times before you make your Stem & Leaf graph, recording the ten numbers from each time you do this. The 30+ is for when you don't manage to catch the ruler.

Statistics:  Stem and Leaf Graph

WALT: gather, display and discuss data

Success Criteria:  

  • Gather relevant information
  • Display data on a stem and leaf graph
  • Make some conclusions about the data


To present information about reaction times using a ruler.

Data:  30+, 22, 29, 29, 30+, 17, 30+, 21, 30+.

Stem and Leaf Graph:

Sorted Stem and Leaf Graph:

Conclusions: The most common score was 30+ beating 29 by one try.
The least common was the teens with only one number.
The worst result was the number 29 if you don't count 30+.
The best result was the number 17.

Self Assessment:
  • I can gather relevant information
  • I can display data on a stem and leaf graph
  • I can make some conclusions about the data

Peer Assessment:
  • I can gather relevant information
  • I can display data on a stem and leaf graph
  • I can make some conclusions about the data

I think I achieved the succcess critearia because I can: 
  • I can gather relevant information
  • I can display data on a stem and leaf graph
  • I can make some conclusions about the data
    and I have showed this in my work.

Tuesday, 11 March 2014

Rhyming poems!

WALT: Use rhyme patterns effectively.
During our sessions about writing poems this my versission of the poem Chiddlewaddle Diddlewaddle Doo. 

                                 Art, Art is blueberry tart                                                                                                            
                              Cheat, cheat you won your heat. 
                              Flew, flew over a loo.
                              Chiddlewaddle Diddlewaddle Doo

                              Time, time rhymes with rhyme
                               Pour, pour all over the floor.
                               Run, run call 111.
                              Chilldewaddle Diddlewaddle Doo.

                              Trip, trip in a big fat fit.
                              I, I love pumpkin pie.
                              Take, take your best friend's cake.
                              Chidddlwaddle Diddlewaddle Doo.

                               Stuck, stuck in a farmers truck.
                               Bat,bat a giant vat.
                               Cats, cats sit on mats.
                               Chiddlewaddle Diddlewaddle Doo

Thursday, 6 March 2014

Milania, 5 takes the long way home.

Milania Lang is only 5 years old, but she didn't let 6.8km of busy roads get in the way of an epic solo scooter journey.
Milania's intrepid outing began when mum Kamilla took her and two friends, plus Kamilla's 19-year-old niece Danielle, to watch a movie at the Auckland waterfront on a recent busy Sunday
"We'd been at the Lantern Festival and I'd heard there was a kid's movie on at the Wynyard Quarter. So I decided to take the children to see it."
With the three children and Danielle, Kamilla went to an information centre on the waterfront to ask about the film.
"They were only about a metre behind me. I thought Milania was just an arm's reach away." But setting out for Princes Wharf, Kamilla realised Milania was missing.
"I asked the others if they knew where she was; but they didn't. So we started frantically looking." But Milania was nowhere to be seen.
Security staff reviewed CCTV footage, which revealed Milania had looked away at the moment the others went into the centre and it showed her looking around, confused, and scootering off in the opposite direction.
Kamilla called the rest of Milania's family and they came immediately to join the search. After about an hour, the police were called.
One of the officers asked if there was any chance of Milania having gone home. Kamilla thought it unlikely but went with an officer to their home almost 7km away.

"I left the other children with my friend, and drove home in the car. The officer said it was time for us to alert the media and get a helicopter out. That really hit me hard."
They arrived at the family home, but Milania was nowhere to be seen. As they were driving back, a policewoman saw a small child four doors from the home, sitting on a footpath.
"She asked me 'is that her'," said Kamilla. And it was and she was very tired and quiet, but calm. The first thing she said to me was 'you lost me Mum'!
Milania explained she'd lost sight of the group and thought they must have headed home. "So she decided to scooter home to find us. She had to cross some of Auckland's busiest streets all by herself."
Milania's journey is all the more remarkable as she has been to the Wynyard Quarter only two or
three times this summer.
Asked if she was scared or sad during her epic journey, Milania responded: "I cried, but just a little."

Comprehension Questions

WALT: Analysing an article

Record your responses to the following questions on your blog. (Think about a suitable title)

1) Do you think Milania did the right thing? What could she have done instead? No I don't think Milania did the right thing because she could have been injured or kiddnapped. Instead she could have told  an adult and returned to where she was lost or stayed where she was and waited for her family to find her.

2) What are some potential dangers that Milania faced? She could have been hit by a car, injured during the journey or gotten lost in the giant city.

3) Define Frantically and what is another word for it that you could use. Madly, hurridly, worriedly.

Measles infects high school students.

Nearly 40 people in Auckland have recently been diagnosed with the infectious measles disease.
Westlake Boys High School on Aucklands North Shore is one of the hardest hit communities with 20 ill students.
Several other Westlake Boys High pupils who have not been immunised against measles have been asked to stay away for the next two weeks.
Measles is a very serious disease that is highly contagious and can spread through the air when an infected person coughs or sneezes.
The symptoms include fever, a cough, sore eyes and a rash. There is no treatment, and complications can be severe.
The Auckland Health Service has estimated that around 750 people are at immediate risk of catching the highly contagious disease.
Dr. Julia Peters said the Health Service had been working with the North Shore school for just over a week when the first case of measles was found there.
"This is definitely more than what we'd normally see. We're working hard to contain the measles within the Auckland region."
Dr. Peters said many people who had come down with the disease had recently been overseas and, in particular, in the Philippines.
The public health service has sent information to parents and students at Westlake Boys High and asked that those students who are not sure whether they have been immunised against measles to stay away.
"What we're trying to do is isolate those students as well as those who have measles, because students who are not immunised can get sick," she said.
Another seven cases of measles in Auckland are being investigated - three of them from the same school.

What to watch for Symptoms
* High fever.
* Runny nose, cough, red eyes.
* Small white spots inside mouth.
* Red, blotchy rash on face and neck and later over entire body.

WALT: Analysing an article
Task: Answer questions based on a Newspaper Article.

Success Criteria:
Show critical thinking in your answers.
Answer questions in full sentences.
Use correct spelling and punctuation.

1) How do people contract measles? I think people contract measles because it is contagious and they can get it off other people when they sneeze or cough.

2) Why do you think so many students at Westlake High School have contracted measles? The boys at Westlake High School probably caught it off other people around them, at home and at shops, when they walk past them or touch them. Possibly they could not have been immunised.

3) What is the Auckland Health Services main role in this measles outbreak? The Auckland Health Services have been working to contain the measles because if they don't everyone who haven't been immunised could catch it.

4) In the article Dr. Peters said “many people who had come down with the disease had recently been overseas and, in particular, in the Philippines.” Why do you think this is? The citizens might think that the Philippines is safe because it is overseas but the Philippines is not safe because they don't have any injections to cure the measles.

5) In your opinion what would be the best way to avoid getting measles?
To avoid getting the measles you should get immunised and always wash your hands, cover your mouth when you cough and always use a tissue. Also, if you had a friend who had them stay away from them but explain why.

 Use the following criteria to assess yourself and your peer
Show critical thinking in your answers.
Answer questions in full sentences.
Use correct spelling and punctuation.

Self Assessment:
I think I did well but I could do better in putting more detail.

Yellow target.

Peer Assessment:
I think that you did well and that you added lots of detail into your answers and had full senteces.

Green target

Sunday, 2 March 2014

Maths strategy on Show Me.

I have been learning a maths strategey in my workshops in class, here is a Show Me about how to use it.

Bookclub sorting.

In bookclub I learnt about suffix and prefix. A suffix is the ending of a word like inherited and when you take away the last letter/letters, it will make the word inherit. A prefix is the same as a suffix except instead of taking away the last letter you take away the first letters. An example for this would be uncommon to common. This a picture of how I am going. I had two sheets of words, I made groups of words with the same suffix and prefix to find the most common and the least common suffix and prefix. I found that the different groups make it a bar graph. I found out that ing is the least common.