Friday, 23 June 2017

Student Leaders #7

            Student Leaders #7                    23/6/2017

The students leaders have been deciding what action they should take on in their community to make it a better place. They decided on painting a chorus box (maybe 2 or 3) so that it doesn't get graffiti on it. It was a good idea so Anneke and Jacinta (me) emailed the student council about it and they replied saying it's good and we'll get paints so we can do it! The care values we showed were community, active thinking, respect and excellence because we were at a meeting and we need to show all of these when doing that! :)

HLC: A10: Design your own challenge - Find information about your favourite animal!

A10: Design your own challenge - Find information about your favorite animal!

I decided to make a google slide about my favorite animal...
A cat! So A got a few facts together that I new about them and I found some awesome other facts from the internet (that I'm sure people would love too know more about cats) and I made it into a good slide! 

Have fun learning more about cats :3


Thursday, 8 June 2017

Algebra - Graphs, tables and rules.

Algebra - Graphs, tables and rules. 8/7/2017

 In Maths we have been using to: use graphs, tables and rules to describe linear relationships found in number and spatial patterns.

Here is a link to our online modelling book. This shows all of the learning we have been doing.

EVIDENCE of my learning.
Here are some screenshots to show the IXL activities I have completed:



You can find evidence of my Extended abstract problem solving task in my maths book.


My next step is to continue to apply what I have learned in a range of problem solving activities.


Monday, 5 June 2017

Reading Assessment: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.)

Assessment: 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.)
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.
Text:

The author’s purpose is… Inform

The specific language/ structure choices that the author has made to support their purpose are:
Diagrams, facts, informative videos, pictures.
Specific language choices in the 3 texts:
Structure of the 3 texts:
Similarities


  • Two of the articles were about Informing you/the reader.
  • Two of the texts (the articles) were about problems they are trying to solve.
Similarities

  • All of them had pictures in the article.
  • All of them are about real life happenings. (the cat one talked about war and other things that go on in the real world)
Text:

The author’s purpose is… Inform (but a bit of persuading at the start)

The specific language/ structure choices that the author has made to support their purpose are…
Pictures, videos, diagrams (in videos), facts, scale (just before the second paragraph).
Text:


The author’s purpose is… Entertain

The specific language/ structure choices that the author has made to support their purpose are:
Emotive language, facts (like what the world is really like; in the story), pictures.
Differences

  • One of the 3 texts was a story not an article.




Differences

  • 1. Only two have videos (the other is a written story).
  • One was a story.







Level 5 - Authors’ 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 Inform
The point of view is: Third Person.
The intended audience is: high school students, young adults.
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 purpose is…
P? I? E?
Inform

The authors purpose is Inform because if it was persuade it would be a different type of text eg: The venus fly trap is way better than any other plant for catching flies! If it was Entertain then it would be more of a joke and they might put some funny facts or other types of text that would make you want to simply laugh about it. It is Informing you about the Venus Fly Trap and it tells you it uses it’s prey for nutrients and energy.
  1. The fact that the Dionaea muscipula, or Venus flytrap, feeds on unsuspecting insects by luring them into its jaw-like leaves with sweet-smelling nectar has been known for centuries.
  2. The researchers, who published their findings in the      scientific journal New Phytologist on January 20, reached this conclusion after feeding the plants highly enriched isotopes.
  3. In 2016, Ranier Hedrich, a biophysicist at the University of W├╝rzburg, discovered that the Venus flytrap does not waste energy snaring victims
The point of view is:
Third Person.




The point of view is Third Person because if it were to be first person, it would be written like this: We thought the prey only provided the plant with essential nutrients like nitrogen. If it was second person it would be like: Next you feed your Venus Fly Trap these different bugs so that it grows big and strong! So it would have to be Third Person which means that the author is telling you about other people (or maybe his/her self) and what they are doing with the Venus Fly Trap.
  1. However, scientists thought the prey only provided the plant with nutrients and...
  2. A team led by Dr. Heinz Rennenberg and Lukas Fasbender from the University of Freiburg in Germany has uncovered that the crafty plants use the proteins.
  3. The researchers, who published their findings in the scientific journal New Phytologist on January 20, reached this conclusion after feeding the plants highly enriched..
The intended audience is…
High school Student or young adult.


The intended audience is a High school student or Young adult because they use big words and there is also a scientific side to it which means smaller children couldn’t understand what they are trying to tell you. They also probably won’t know what a Venus Fly Trap is!
  1. Enriched isotopes of carbon and nitrogen glutamine.
  2. This is not the first time the Venus flytrap has impressed scientists.
  3. 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.
I can generalise about the author’s point of view

Overall the authors point of view was Third Person, the intended audience was young adult and the Author’s purpose was Inform because… Third person means the author is telling you about the article in a way that talks about other people other than his/her self. The intended audience was young adult (or high school student) because younger minds wouldn’t understand the article as much as people it’s aimed for. The authors purpose was Inform because it’s Informing you/ the reader about what the article is about (no jokes or funny facts) and it’s not trying to persuade you to choose a venus flytrap if your looking to buy fly spray or a plant that eats them, it’s trying to tell you what they’re found out in their science lab about this plant.

Friday, 2 June 2017

Student Leaders trip to the City Council (a poem)

      Student Leaders trip to the City Council

                                                            30/5/2017
On the 29th Of May 2017 the Student leaders of Oakland's School journeyed to The Center of Christchurch City to visit the very significant, City Council. 

They walked out of school,
in the direction of the pool,
And waited there for the bus.
When it finally came,
they hopped on to claim
their  comfortable seats. 

They set off on their expedition,
and gained permission, 
to enter the Christchurch City Council.
When they stride inside,
they try to abide, 
and enjoy their time with the guide.

After a slideshow,
they got to know,
some professionals that work there.
Each group learn't something new,
and conversed as they chew, 
their morning tea.

After that they do some activities,
in some cases involving festivities,
they share back to the group.
Then they go to the chamber,
now here's a disclaimer,
It was as fun as can be!

Then not too later,
they met a nice waiter,
in a place called Hachi Hachi.
They ate their food,
all in a good mood,
then they go down to the town square.

After a bit of walking,
and a little talking,
they arrived at their destination,
with the great temptation,
to have fun!

Swing ball, golf, instruments and more,
it was totally great for sure!
Now they see the remains,
of Christchurchs terrains,
of which used to be a beautiful cathedral.

After that event,
the rest of the time we spent,
was going back to school,
this trip was way cool!

- By Jacinta, Alex and Katie.


Tuesday, 23 May 2017

Student Leaders #6

Student Leaders #6                        23/5/2017

There is a new roster for the flags and bins job (we discussed this at the meeting at morning tea yesterday). Every even week I am on in the mornings for flags and bins, along with Tracy, Sophie, Natasha and myself. Then on the even weeks the other half of the house captains (Emily, Cormac, Alex and Amelia) do the afternoon bins. And to make it all fair we swap on the odd weeks... (we do the afternoon stuff on an odd week and the others do the mornings on an odd week).


Monday, 22 May 2017

Flags and bins Job

                 Flags and bins Job             22/5/2017 

 I came to school in the morning and found out the flags and bins hadn't been done; I'm not on in the morning so I wanted to know what was up. It turned out that someone who does it in the morning, wasn't here today, probably sick, and the others in the morning had "forgotten" or something. So Mr. Ladbrook called all the house captains together and we talked about how no one had done them. He told us we all had to go do them NOW, so we did. It was very cold today so I didn't really want to go outside but I did anyway. 

I went with Tracy who had just got to school and hadn't even done the roll yet. I did two of the flags (Active Thinking and Excellence) and as I was doing them I realized that there are only 3 morning people and 5 afternoon people because someone switched to afternoon which meant it was unbalanced so we're going to sort this out today in our Student Leader meeting at morning tea.