Saturday 29 June 2013

Self Portrait


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

Jessica's Voice -  "I learnt how to do lots and lots of bright colours and I put paw prints on the back of mine.  And I learnt how to do wavy lines and draw myself."

Saturday 22 June 2013

Topic - Venn Diagram

Change - Plants and Seeds

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.

Jessica's Voice, "I learnt how to put things into the right places to sort them out on a Venn Diagram.  I also learnt about change, life cycles and I did some experiments.  My Next Step is to sort more things into  Venn Diagrams."

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

Jessica said, "I think it's a good story because I did lots of descriptive words and it hooked the reader.  I learnt to hook the reader by using good language like similes and onomatopoeia and painting pictures with words.  I also learnt about the writing process.  Next Step: I'm going to make it more exciting by putting even more descriptive language in my story like similes and onomatopoeia."

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

Student Voice: “I asked, what pet do you think is fastest? I drew a bar graph.  My bar graph shows that 10 people think horses are the fastest and no one thinks cats are the fastest.  Next time I want to see the animals race.”



Friday 7 June 2013

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 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

Jessica's Voice - "I liked how I learnt to use descriptive words and it was a snowy morning and there was ice and it was translucent.  My next step is to use more descriptive words and similes."

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
We will know we can do this when we can:
  • 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.

Jessica's Voice  - "I learnt what conflict is.  And I liked doing this study.  I learnt how to make I statements."