Monday, 24 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
We will know we can do that 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.
Jack's voice, "I learnt that conflict is fighting and I learnt about I statements.  My next step is to learn more about solving conflict."

Saturday, 22 June 2013


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

Next Step:  Complete the writing process by editing my work for spelling, punctuation and meaning and then publish my writing by myself.

Winter’s Day
By Jack

Have you ever woken up on a snowy day?  Whoosh went the wind.  This happened in 2012.  I said to mum “Can I go outside?”  “But you’ve still got your PJ’s on”, said Mum.  “Oh,” I said.  So I got changed into my clothes and gloves and wooly hat and then went outside.  I slipped on black ice.  The snow was deep.  Bang, bang, bang went the hail on the roof.  The snow was a deep as a mountain inside out. I had a dump truck so I put snow in it and threw it at my sister and dad.    My mum got covered by the cold snow.  Finally the freezing snow stopped.  As soon as the freezing cold snow had stopped hail started to fall from the clouds.  Bang, bang, bang it went on the roof. 

The next day I woke up. I didn’t want to get up.  It was hot as the sun flaming to earth, but I had to get up for school.  “Oh,” I said.  “It’s snowing, yay no school” I said. So I went back to bed.  I woke up at 10 o’clock.  As soon as I went out I slipped on slippery black ice.  Black ice is ice that you cannot see.  Me, my dad and my sister made a snowman.  We put a Crusaders scarf around his neck and put a carrot nose on and stone eyes and a mouth.  We took a picture of it and put it on Facebook.  I felt frozen.  The snow covered the ground like a white blanket.

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.

Jack's voice, "I learnt that you can sort leaves into many different ways. I learnt about photosynthesis - how plants make their food, and life cycles.   My Next Step is to use to Venn Diagrams  for other things."

Sunday, 16 June 2013


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

Next Step:  Complete the writing process by publishing my story.

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 animals does Room 2 like best? I drew a Bar Graph.  My bar graph shows that reptiles are the most popular animal. 10 People like reptiles.  The least popular animal is fish.  Only 2 people like fish.”

Monday, 3 June 2013

Art: Self-Portraits in the style of Matisee

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

Jack's Voice, "My picture is colourful and I did the pattern nice in the background like Matisse.   My next step is to use more colours in my background."