Monday 25 November 2013
Line dance
Dance Term 4
We are learning to: express ourselves creatively through dance.
To be successful we need to:
Learn the specific steps to the dance
Keep in time to the music
Follow instructions
Try our best
Term 4 Music
WALT - create a piece of music using a 4-beat pattern.
We know we have done this when we can clap beat using symbols.
We can work with a partner to present a pattern to the class.
Sunday 24 November 2013
Discovery - Key Competencies
Key Competency: Thinking
How did use your thinking skills?
"We have been making a city and some of it is too short, so I've got to fix it now."
How did use your thinking skills?
"We have been making a city and some of it is too short, so I've got to fix it now."
Friday 22 November 2013
Term 4 Care Values
You have really tried hard to show excellence by being a respectful listener while sitting on the mat.
Saturday 29 June 2013
Self Portraits
We are learning
to draw self-portraits in the style of Matisse.
We will know we
can do this when we can:
Use bold colours
and patterns in a background
Draw a black line
around the outside of self-portrait to emphasise colour
Include all facial
features
Draw and correctly
place all facial features
Begin to show
other facial features such as eyelashes and earrings
Cory's Voice - " I like my picture because I look cool. I've got a
spike at the front like a mohawk. And that it's silver and gold in the background-
it makes my picture look like one in the museum that is silver and gold."
Saturday 22 June 2013
Topic - Venn Diagram
We are learning to understand that:
Scientists follow a specific process and ask questions that
lead to investigations.
Plants need many things to
move through the life cycle.
We will be able to:
Show the life cycle of a plant.
Label the parts of a plant.
Classify objects using a Venn diagram
We will know we can
do this when we can:
Draw pictures that depict the life cycle of plants.
Understand and describe how plants make their own food from
water, air (CO2) and sunlight (photosynthesis).
Sort and classify leaves into categories of our own making and
independently represent these in a Venn diagram.
Sunday 16 June 2013
Narrative
Narratives- Fractured Fairy tales
We are learning to write a fictional narrative by adapting a fairy tale.
We will know we can do this when we can..
Follow the Writing Process – planning, draft copy, editing and publishing
Have a title
Write three paragraphs: an Orientation, a Complication and a Resolution
Write in past tense
Use direct speech (dialogue)
Use onomatopoeia, questions and similes to create pictures with words and build suspense
Cory said, "I like writing because it's fun because you get to write to write true stories like about snow or just made-up stories. I like my story because it has zombies in it. I learnt to write capital letters and full-stops. I learnt to use exciting words like zombies and similes and sound words. Next Step: I am going to use more exciting words like expressive and exciting words."
Saturday 15 June 2013
Statistical Investigations
Statistical Investigations
WALT: collect data, construct a graph, and discuss the results.
Success Criteria:
I will know I can do this when I can:
· Know what data is
· Pose questions for investigation
· Collect data
· Use tally marks
· Make a pictograph
· Make a bar graph
· Ask and answer questions about the graph
Cory said, "I learnt to ask questions like how many people like cake, donuts, apple crumble, ice-cream and fudge. I then I colored in my bar graph. I found out 10 people like donuts, 2 people like cake, 3 people like apple crumble, 5 people like ice-cream and 1 person likes fudge. Next Step: I want to pick different foods to ask."
Friday 7 June 2013
Conflict Unit
We are learning to understand that:
- there are many perspectives and types of conflict
- there are a variety of ways to deal with conflict
- use several strategies to make an \"I feel... when you...\" statement during conflict and know when and why to use them.
- teach others to make an \"I feel... when you...\" statement during conflict.
- act as a role model for others to help them make an \"I feel... when you...\" statement during conflict
- seek feedback on how to improve making an \"I feel... when you...\" statement during conflict.
Cory's Voice - I learnt that if you're being bullied and have conflict like throwing a ball or punching or fighting them I can say 'Stop it, I don't like it when you ... I feel sad'."
Recount
We are learning to recount events that happened in the past.
We know we can do this when we can:
· Follow the Writing Process
· Have a title
· Write: an orientation telling when, who, what and where the event happened, a sequence of events using and a personal comment to conclude the recount
· Use the past tense
· Use a lot of different descriptive words to make our recount more interesting
· Start my sentences in different ways
Cory's' Voice - "I like my story because the land was like a bit snowflake that was coming to surround me and only the tree trunks were showing. I can paint pictures with words."
Cory's' Voice - "I like my story because the land was like a bit snowflake that was coming to surround me and only the tree trunks were showing. I can paint pictures with words."
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