Friday, 11 August 2017

Distinction key leadership role 4

Today the leaders had a meeting in our classroom through morning tea, this is the first time we have ever had a meeting through morning tea because we usually have them just throughout the eating time. We mainly talked about the trip we are going on to do the mural and I cant wait it sounds like so much fun! I showed respect by listening and sitting quietly. I showed leadership by not worrying about having to do the meeting through lunch. I was a role model by giving ideas what we could do for the mural.

Distinction kapa haka 4

Today was kapa Haka and we started off by singing our main waiata which is Ka waiata. We sing this song with pride because all our school sings it and it is kind of like our school song because all our school knows it and sings it lots of the time. We then sang a new song that the teachers learnt when they went to the marae on the teacher only day. We then practiced out actions to all the songs and wrapped up. I showed community by singing with pride and listening to Matua. I showed leadership by  getting involved and committing to a group like kapa Haka. I was a role model by doing the actions and letting other copy me.

Distinction kapa haka 3

Today was kapa haka. Firstly we went to the hall and sat in our spots in our lines for the performances, but then Mrs Baker realized there were heaps of gaps in the lines so we re organised all the spots again and we had to try and remember them for the next weeks so we wouldn't have to ask and annoy the teachers. So the teachers took a photo of us in our lines so they could tell us where we sit if we asked the next week. Next we went through our whole list of songs and fixed things we needed working on. I showed excellence by trying to remember my spot so I didn't annoy the teachers. I showed leadership by turning up to kapa haka. I was a role model by showing people where to sit and once I was assigned a spot I waited quietly for the other people to get a spot.

Distinction key leadership role 3

Today we had a meeting about the mural we are doing. This time though, the lady fro Christchurch city council came and she told us where we were going to do it, when, and how and other stuff like that. She also told us we can all do a drawing of what we want on the mural on scrap paper and then she can give them all to a professional artist who can choose what one is the best and he can change some and then draw it on the thing we are doing it on, then we can color it in. She also said that the council will provide everything such as, paint, paint brushes, aprons, and more! I showed community by being nice to the lady and being thankful. I showed leadership by giving some ideas what we could do for it. I was a role model by being respectful to her and not wasting her time.

Wednesday, 2 August 2017

Distinction kapa haka 2

Today I did kapa haka and we firstly took off our shoes and then got in our lines for performances. We then practiced the basic songs like the school song and the simple ones with no actions. After that warm up we started to practice the songs with actions and recap them. We then focused on our volume and the boys haka. I showed community by actually singing. I showed leadership by getting involved and joining kapa haka. I was a role model by doing the actions and teaching others to.

Wednesday, 26 July 2017

Term 2 book reveiw

The hunger games is about a girl called Katniss Everdeen. Her story started with the hunger games 1 but now I have read the hunger games 2 and thats what I am reviewing about. The main parts of this story is when Katniss is chosen for the second time in a row to go to the hunger games. But these was a twist to the hunger games that year...it was all the tributes from the last hunger games had to go this year. I loved this book because it was unpredictable and interesting.

You will have to read the book to find out more

Thursday, 6 July 2017

Term 2 Novel Study

This term I have been reading and studying the novel … abandon ship

I found this novel interesting because it was a true story and it was sad to hear her perspective and that when I know is has happened to people before.

During the novel I had to complete a thinking map which shows that I can classify how the author has shown the theme of the book.

National Standard this covers
  • Year 9/10 Standard
    • I can locate, evaluate, analyse and summarise information and ideas within texts and across a range of texts.
    • I have a large vocabulary that is connected to my own knowledge about the world and includes: - academic e.g observe vs watch - subject-specific (specific words about a subject (e.g feline) - technical terms (specialised vocabulary of a particular field.)
Overall I would give this novel a rating of  9/10 and I would / would not  recommend it to others to read because it was sad and because I just wanted to keep reading, it was hard to have to stop because Mrs S said to stop at a spot/page.

Wednesday, 5 July 2017

Drama 2017

In ARTS this term we have been learning to:
Select and use techniques and relevant technologies to develop drama practice.
Here is a link to our online modelling book.

  • During this unit of learning we:
  • Described the characteristics of silent performances.
  • Identified different techniques used in silent performances.
  • Used these techniques in a variety of different practice situations.
  • Worked in a small group to put together our own silent performance.

The most challenging part of this unit of learning was overacting because its weird to do it in front of everyone and I was very nervous.

The two things that I enjoyed the most were:
  1. Working with my friends
  2. And getting out of my comfort zone

My group was: Brook, and Savannah

The story that my group told silently was that Brook plays with ball Natasha steals it and starts passing to Savannah Brook starts chasing us and points the finger. Brook kicks Savannah and steals the ball back. Brook comes to us and asks if we want to play with her

Overall I think my group worked very well together because we are friends so I felt comfortable doing drama with them.


Tuesday, 4 July 2017

Current Events Term 2, 2017

WALT: I can successfully research a current event.
Here is a link to our online modelling book for this unit of learning.

The National Standard that I have been aiming for during this unit of learning is:

  • Year 9/10: I can read in different ways to find and/or understand information that that is not immediately easy to access or is not organised in familiar ways.

Each week we have read a short text about a current event/ topic. We then formed questions based on what we had read.  After this we researched the answers to our questions and finally we gave our opinions on what we had found out.

Here is some evidence of my learning.




My Next Step is to continue to  apply the reading and  research skills that I have learned in a variety of other areas.

Friday, 30 June 2017

Maths geometry

Distinction key leadership role 2

Today was a leadership meeting, we met when everyone else in the class was eating so we didn't miss out on lunch which is good! We mostly talked about what we are going to do for the mural and also how we have to be up to a certain amount of blog posts to do the game at the end of the term for the people who have done their leadership role well. The people who have done it, got to go (like me) but the others had to stay and show Mr Ladbrook how many they had done.  I showed community by giving my opinion bout the mural. I showed leadership by doing all of my blog posts so it was less work for Mr Ladbrook. I was a role model by doing all the work I needed to do, since i'm a leader.

Distinction key leadership role 1

Today all the student leaders got called into a meeting mostly about the house captains and the follow up from when we went to visit the city council and what we can do to help them with the environment. We decided as a group to make a mural, we need to wait until the lady in charge reply's before we know what to draw and create. The house captains got told to keep doing what were doing n terms of doing the bins and flags because we are doing well. I showed excellence by giving ideas for what we could do for the mural. I showed leadership by turning up and doing my jobs like the flags and bins. I was a role model by listening to Mr Ladbrook when he was talking.

Distinction kapa haka 1

Today was kapa haka. Firstly we went to the hall and sat in our spots in our lines for the performances, but then Mrs Baker realized there were heaps of gaps in the lines so we re organised all the spots again and we had to try and remember them for the next weeks so we wouldn't have to ask and annoy the teachers. So the teachers took a photo of us in our lines so they could tell us where we sit if we asked the next week. Next we went through our whole list of songs and fixed things we needed working on. I showed excellence by trying to remember my spot so I didn't annoy the teachers. I showed leadership by turning up to kapa haka. I was a role model by showing people where to sit and once I was assigned a spot I waited quietly for the other people to get a spot.

Wednesday, 28 June 2017

I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.

This is what we had to do for our blog post.
Assessment:​ ​I​ ​can​ ​evaluate​ ​writer's’​ ​purposes​ ​and​ ​consider​ ​how​ ​they​ ​have​ ​used​ ​structure​ ​and​ ​language​ ​to​ ​suit​ ​these​ ​purposes.​ ​(Eg:​ ​I​ ​can​ ​make 
decisions​ ​about​ ​why​ ​the​ ​writer​ ​has​ ​written​ ​a​ ​piece​ ​of​ ​writing​ ​and​ ​how​ ​they​ ​have​ ​used​ ​particular​ ​structures​ ​and​ ​words​ ​to​ ​meet​ ​the​ ​purpose.) 
Name:​ ​​ ​​ ​​ ​​ ​​ ​Choose​ ​3​ ​out​ ​of​ ​the​ ​following​ ​texts:  
L5​ ​Author’s 
Purpose 
follow​ ​up 
I​ ​can​ ​describe​ ​the​ ​author's​ ​purpose​ ​in​ ​relation 
to​ ​structure​ ​and​ ​language​ ​choices​ ​in​ ​a​ ​text 
and​ ​give​ ​relevant​ ​evidence​ ​(eg​ ​vocabulary 
used) 
I​ ​can​ ​compare​ ​and​ ​contrast​ ​differences​ ​in​ ​the​ ​author's 
purpose​ ​in​ ​relation​ ​to​ ​structure​ ​and​ ​language​ ​choices 
between​ ​different​ ​texts. 
The​ ​author’s​ ​purpose​ ​is​ ​to​ ​inform​ ​the​ ​reader​ ​and 
give​ ​them​ ​facts. 
The​ ​specific​ ​language/​ ​structure​ ​choices​ ​that​ ​the 
author​ ​has​ ​made​ ​to​ ​support​ ​their​ ​purpose​ ​are​ ​that 
they​ ​have​ ​scientific​ ​and​ ​strong​ ​facts​ ​to​ ​prove​ ​their 
point. 
Specific​ ​language​ ​choices 
in​ ​the​ ​3​ ​texts: 
Structure​ ​of​ ​the​ ​3​ ​texts: 
Similarities 
both​ ​have​ ​informative 
language​ ​and​ ​they​ ​also​ ​had 
scientific​ ​language​ ​and 
facts​ ​for​ ​the​ ​reader.  
Similarities 
and​ ​​Laundry​ ​Folding​ ​Robot​​ ​both 
have​ ​their​ ​facts​ ​at​ ​the​ ​start 
and​ ​then​ ​later​ ​in​ ​the​ ​story 
they​ ​keep​ ​backing​ ​up​ ​their 
facts.  
The​ ​author’s​ ​purpose​ ​is​ ​to​ ​inform​ ​the​ ​reader​ ​and 
let​ ​them​ ​know​ ​about​ ​this​ ​robot. 
The​ ​specific​ ​language/​ ​structure​ ​choices​ ​that​ ​the 
author​ ​has​ ​made​ ​to​ ​support​ ​their​ ​purpose​ ​are​ ​they 
have​ ​written​ ​about​ ​what​ ​the​ ​robot​ ​does​ ​and​ ​how​ ​it 
could​ ​help​ ​people​ ​in​ ​their​ ​lives. 
The​ ​author’s​ ​purpose​ ​is​ ​to​ ​entertain​ ​the​ ​readers 
and​ ​make​ ​them​ ​want​ ​to​ ​read​ ​the​ ​book​ ​maybe​ ​to 
Differences 
Differences 
their​ ​children. 
The​ ​specific​ ​language/​ ​structure​ ​choices​ ​that​ ​the 
author​ ​has​ ​made​ ​to​ ​support​ ​their​ ​purpose​ ​are 
making​ ​the​ ​tory​ ​fun​ ​like​ ​having​ ​a​ ​talking​ ​cat​ ​and 
making​ ​it​ ​an​ ​adventure​ ​for​ ​the​ ​reader. 
cat​​ ​story​ ​was​ ​different 
because​ ​it​ ​had​ ​funny 
language​ ​and​ ​it​ ​was 
entertaining​ ​and​ ​the 
author's​ ​purpose​ ​was​ ​not​ ​to 
inform​ ​like​ ​the​ ​other​ ​two 
texts. 
the​ ​cat​​ ​story​ ​it​ ​was 
completely​ ​different 
because​ ​the​ ​authors 
purpose​ ​was​ ​to​ ​entertain 
the​ ​reader​ ​not​ ​to​ ​give​ ​the 
reader​ ​facts​ ​like​ ​the​ ​other 
one. 
Level​ ​5​ ​- 
Author's’ 
Purpose​ ​Map 

 

 
I​ ​can 
describe​ ​the 
author’s 
purpose​ ​in​ ​a 
text 
I​ ​can​ ​identify​ ​several​ ​features​ ​of​ ​the​ ​author’s​ ​purpose 
The​ ​author’s​ ​purpose​ ​is… 
The​ ​point​ ​of​ ​view​ ​is… 
The​ ​intended​ ​audience​ ​is... 
I​ ​can​ ​identify​ ​several​ ​features​ ​of​ ​the​ ​author’s​ ​purpose​;​ ​and 
explain​ ​giving​ ​relevant​ ​examples​ ​and​ ​evidence. 
What​ ​does​ ​it​ ​say​ ​in​ ​the​ ​text​ ​to​ ​show​ ​you​ ​that: 
this​ ​is​ ​the​ ​author’s​ ​purpose 
this​ ​is​ ​the​ ​point​ ​of​ ​view 
this​ ​is​ ​the​ ​intended​ ​audience 
The​ ​author’s 
To​ ​inform​ ​the​ ​reader​ ​what​ ​is​ ​going​ ​on​ ​with​ ​venus​ ​fly 
1.They​ ​used​ ​scientific​ ​sentences​ ​and​ ​words​ ​like 
purpose​ ​is… 
P?​ ​I?​ ​E? 
traps​ ​and​ ​what​ ​they​ ​do. 
when​ ​they​ ​said​ ​​the​ ​fact​ ​that​ ​the​ ​Dionaea 
muscipula,​ ​or​ ​Venus's​ ​flytrap,​ ​feeds​ ​on 
unsuspecting​ ​insects​ ​by​ ​luring​ ​them​ ​into​ ​its 
jaw-like​ ​leaves​ ​with​ ​sweet-smelling​ ​nectar​ ​has 
been​ ​known​ ​for​ ​centuries 
2.​ ​They​ ​are​ ​telling​ ​the​ ​reader​ ​what​ ​is​ ​happening​ ​and​ ​what 
has​ ​happened​ ​with​ ​venus​ ​fly​ ​traps​ ​like​ ​when​ ​they​ ​said 
how​ ​t​his​ ​is​ ​not​ ​the​ ​first​ ​time​ ​the​ ​Venus​ ​flytrap​ ​has 
impressed​ ​scientists.  
3.​ ​They​ ​used​ ​strong​ ​statements​ ​​ ​like​ ​when​ ​they​ ​said​ ​​the 
smart​ ​plant​ ​knows​ ​that​ ​this​ ​could​ ​be​ ​the​ ​result​ ​of​ ​the 
wind​ ​or​ ​a​ ​raindrop.​ ​It​ ​is​ ​only​ ​when​ ​the​ ​unsuspecting 
creature​ ​triggers​ ​the​ ​sensory​ ​hair​ ​a​ ​second​ ​time​ ​that​ ​it 
gets​ ​trapped​ ​inside​ ​the​ ​leaf. 
The​ ​point​ ​of 
view​ ​is… 
Third​ ​person 
1.​ ​In​ ​the​ ​text​ ​they​ ​keep​ ​saying​ ​words​ ​like​ ​their​ ​and 
that​ ​means​ ​its​ ​in​ ​third​ ​person​ ​like​ ​when​ ​they​ ​said 
The​ ​proteins​ ​extracted​ ​from​ ​their​ ​prey 
2.​ ​Also​ ​when​ ​they​ ​said​ ​according​ ​to​ ​the​ ​researchers. 
3.​ ​And​ ​lastly​ ​when​ ​they​ ​kept​ ​saying​ ​“they.” 
The​ ​intended 
audience​ ​is... 
Biology​ ​students​ ​at​ ​high​ ​school​ ​or​ ​university​ ​level. 
1.It​ ​has​ ​strong​ ​sentences​ ​like​ ​when​ ​they​ ​said 
however,​ ​scientists​ ​thought​ ​the​ ​prey​ ​only 
provided​ ​the​ ​plant​ ​with​ ​essential​ ​nutrients​ ​like 
nitrogen​ ​and​ ​phosphorous,​ ​that​ ​are​ ​severely 
lacking​ ​in​ ​their​ ​native​ ​habitats​ ​–​ ​the​ ​subtropical 
wetlands​ ​of​ ​North​ ​and​ ​South​ ​Carolina. 
2.​ ​And​ ​also​ ​when​ ​the​ ​author​ ​put​ ​according​ ​to​ ​the 
researcher,​ ​the​ ​process​ ​begins​ ​when​ ​the​ ​insect​ ​lands 
on​ ​the​ ​trap.​ ​If​ ​it​ ​just​ ​touches​ ​the​ ​sensory​ ​hair​ ​on​ ​the 
leaves​ ​once,​ ​nothing​ ​happens. 
3.​ ​And​ ​lastly​ ​when​ ​he​ ​said​ ​what​ ​they​ ​noticed​ ​was​ ​that​ ​a 
significant​ ​amount​ ​of​ ​the​ ​carbon​ ​dioxide​ ​emitted​ ​during 
respiration​ ​was​ ​derived​ ​from​ ​the​ ​prey​ ​being​ ​digested, 
not​ ​from​ ​photosynthesis​ ​conducted​ ​by​ ​the​ ​plant.​ ​These 
are​ ​just​ ​examples​ ​because​ ​of​ ​the​ ​strong​ ​language​ ​the 
author​ ​is​ ​using. 

 
​ ​I​ ​can​ ​generalise​ ​about​ ​the​ ​author’s​ ​point​ ​of​ ​view 
Overall​ ​this​ ​text​ ​was​ ​informative​ ​and​ ​in​ ​third​ ​person​ ​view​ ​because​ ​the​ ​author​ ​wanted​ ​to​ ​teach​ ​people​ ​something 
about​ ​the​ ​stuff​ ​he​ ​finds​ ​interesting​ ​and​ ​might​ ​want​ ​to​ ​put​ ​the​ ​message​ ​across​ ​that​ ​he​ ​wants​ ​more​ ​researchers​ ​to 
do​ ​another​ ​experiment​ ​on​ ​the​ ​venus​ ​fly​ ​trap.​ ​I​ ​strongly​ ​think​ ​this​ ​text​ ​is​ ​aimed​ ​at​ ​​biology​ ​students​ ​at​ ​high​ ​school 
or​ ​university​ ​level​​ ​because​ ​the​ ​author​ ​has​ ​put​ ​lots​ ​of​ ​scientific​ ​words​ ​that​ ​I​ ​cannot​ ​understand​ ​without​ ​looking 
them​ ​up.