Peer Mediator Duty #4

Peer Mediator Duty #4

Today was an eventful day at lunchtime on duty. First we did a quick round of the school looking for problems, none. When we got back and were about to finish up, someone was sitting on the senior classroom steps with tears rolling down her cheeks, she looked lonely. Sophie and I, went up and asked "What is wrong?" Then she told us...

Her friends said they wanted to talk together by themselves, so she let them. They went at least five meters away and started whispering in each others ears. The girl who was crying thought they were talking about her, so she scooted over there and said "are you finished?" they said "NO!" then they kept on talking. Finally one girl said "My mum doesn't want me to hang out with you anymore." The girl crying didn't like what she said so she said "Your mum is mean!" the girls whispering got insulted by that and ran away.

Sophie and I thought that this wasn't good, so we followed the girl clearing up her tears, to the playground where they were. We slowly sorted it out getting both stories from each of them then decided that they might not want to play with each other again.

The C.A.R.E values I showed were Respect, community and Active thinking because I connected and communicated with them and questioned what happened. :D

Librarian Duty #6

Librarian Duty #6                                27/7/2016

Today at the library, Brook, yet again, didn't show up, she came later and did the rest of the books for me while I finished up the huge pile of books I was doing. I found another book that my sister liked to read so I issued it for her on my account and took it home (she read the whole chapter book in one hour!)

I showed the C.A.R.E values of Excellence when communicating at school with my sister in the Library respectfully. I also Empathised with her about what other books she'd like.

Another lovely day in the library :D

Assessment task: Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles.

 Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles.

Problem 1.

• So basically the gardeners have 36 slabs to make a rest area in the middle of a lawn.

• To make it easy to mow they want the area around the slabs (the perimeter) to be a rectangular shape.

• They want the least space possible around the slabs.

What I have to answer: What arrangement of the tiles gives the smallest possible perimeter? Can you explain why this happens?

Answer: Probably 4 (base) x 8 (height) Or the other way round. Other ways are 10 by 2, 6 be 6 and 1, 11, I think.

Problem 2.

Question: If the gardeners had 48 tiles, how would they arrange them?

Answer: 6 (base) x 8 (height). I don't know if this is the answer but I have checked twice and am sure.

Problem 3.

Someone has a garden that measures 30 by 20. She wants to fertilise her garden. Each bag covers approximately 200 metres square. 

Answer: 3 Bags, because 30 x 20 = 600 and the bags cover 200, so 200 x 3 is 600.

My CARE Progress!

My Care Progress!

I have done a check of my CARE progress so far this year.

I am proud of my progress/ I am doing ok/ I feel I could do much better.

Since I only started last term I have caught up well and am quite close to getting my

Bronze award, I think!

How far away are you from reaching your BRONZE/SILVER?

To get a highlighted one I need to have done 3 care ticks for that value.

I have: 28 highlighted. So I need: 8 To go (if i have done the maths correctly :)

The area of CARE that I need to try harder in C / A / R / E

I highlighted every one because they are all the same. (I have just as many in each value!)

To achieve my BRONZE/SILVER award quicker I need to listen to when the teachers award one to me and remember which one it was, and record it!

The one thing that I can do to improve my progress in CARE is, I need to listen to when the teachers award one to me and remember which one it was, and record it!

We will review CARE progress again at the end of the term.

Term 2 Te Reo Reflection!

Term 2 Te Reo Reflection

Unistructural	Multistructural	Relational	Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.	With help, I can ask and answer several questions about celebrations, using te Reo Maori.	I can ask and answer several questions about celebrations,using Te Reo Maori.	I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with english translation in brackets, that I can say confidently (list 3-4).

1.

He aha te mea pai, ki a koe kei to pāti? (What do you like about your party?)

2.

He rā whānau ki a koe He rā whānau ki a koe He rā whānau ki a .......... He rā whānau ki a koe. A happy birthday to you A happy birthday to ...... A happy birthday to you.

3.

Kei te hiakai ahau I’m hungry He pai ki a koe te/ngā _______? Do you like _______? He pai ki a koe te/ngā tīhi? Do you like cheese? Kāore, e pai ki ahau te/ngā tīhi. I don’t like cheese. Āe, he pai ki ahau te/ngā tīhi. Yes, I like cheese.

4.

Whaea: Whakatika te tēpu koutou. ( correct the table )

Child 1: He aha ō mātou pirangi? ( what do we need?)

Whaea: "Tama".......tīkina atu he paraoa,"Hine"......tīkina atu he pata,"Paora".....tīkina atu he mīti,"Tīpene"......tīkina atu he pata pīnati,......& so on.

Tama,Hine,Paora, & Tīpene are all names of people.

Make up some other characters if you like and give them all the same command....."tīkina atu he","go away and fetch"

When they have returned with their item have them say "ānei he (item)".....(here is the________ ).

Whaea: Ae!.......kā pai tō koutou mahi. ( good job you lot )

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.

For reading I have been learning about adverbial clauses. I have found this learning quite easy because we use these words and punctuation in everyday writing and reading!

In this activity (I can add adverbial clauses to a sentence), I had to replace the adverbial clause in the sentence with a different one and find out which adverbial clause goes in which sentence.
I also had to add an adverbial clause at the end of each small sentence in the activity to the argument, (I made it a fight over a teddy bear!) and adding a reporting clause makes it even better!

WALT apply the techniques of improvisation to a range of different scenarios.

Improvisation TECHNIQUES that I have used successfully are,........... saying "yes!" to the improvisation someone has said. Showing the emotions i'm supposed to be improvising. Pretty much all the techniques (I have forgotten most of the techniques, sorry)!

Improvisation TECHNIQUES that I would like to have more practice at…… Being less scared of getting up in front of heaps of people. Smiling. Speaking louder.

The thing that I enjoyed most about this unit of learning playing the improvisation games, because they are fun to play and it's funny watching what people can come up with.

The thing that I found most challenging during this unit of learning was thinking of what to present to the auidence, how, and what it'll be about, because I need more practice at thinking quickly!

My favourite improvisation game was I forgot what it was called but it was to do with making groups and making a scene, because it was awesome!

My next step/ something I need to work on further  in improvisation is thinking quickly and not having stage fright because it would help! :p