Term 2 Art Attack

LEARNING INTENTION
To produce a piece of Maori art using sketching and painting

SUCCESS CRITERIA
Sketch and the paint a koru using simple sketching skills and the dip and sweep painting technique

LEARNING OUTCOME
My learning outcome was Relational because I used a variety skills to produce my art

WHAT DID I HAVE TO SAY?
I liked doing the drawing because you have to do it in different places

Art - Sketching

LEARNING INTENTION
Today with Mr Shaskey we learned about sketching and drawing. We learned to set he limits, draw the outline and then add the shapes.

SUCCESS CRITERIA
We can follow instructions and sketch some fruit and vegetables

LEARNING OUTCOME
Relational because I followed instructions and finished my sketch

NEXT STEP
To practice what I learned

WHAT DID I THINK?
It was hard to do the curves
I liked doing the colouring because you got to mix colours to make different colours

Ben's post on Friday, 28 March 2014

Sample of Writing from Term 1, Week 7

I choose the piece of writing I wrote on 18.3.14

WALT
Write a story with detail and SOLO assess it

SUCCESS CRITERIA
I will write a story and figure out what level of SOLO it is

MY SOLO LEVEL
Relational
Because I gave a reason

MY NEXT STEP
Extended Abstract
Talk about my feelings

WHY DID YOU CHOOSE THIS PIECE OF WRITING?
Because I used the word because

Maths - Skip Counting

WALT
Skip count in 10s and 5s

SUCCESS CRITERIA
We can skip count in 10s and 5s to 100

OUR SOLO LEVEL
Multi Structural
Because we can do it but we know it from memory

OUR NEXT STEP
Relational
We need to be able to carry it on beyond 100 and to understand how it works

Art Attack - Term 1

WALT

Plan and create a piece of art that depicts a native New Zealand creature

SUCCESS CRITERIA

I can follow a plan and use a number of techniques to create my painting

MY SOLO LEVEL

Unistructural

Because I can do this with support

MY NEXT STEP

Multi structural

I will try to do this without support

Term 4 Writing

WHAT AM I LEARNING?

• I am learning to respect my reader by writing as neat as I can and trying to write all of my own words!

HOW WILL I KNOW WHEN I HAVE DONE THIS?

• I will have tried to write my neatest!
• I will have tried to write every word by using the sounds I can hear, the words and chunks of words I know and by finding words around the room!

PROCESS

• After each writing session Ben has a feedback session in which his writing is evaluated, he is then asked to score his writing according to his goal, 1 being he did not do his goal at all, 5 being that he achieved his goal. He was then asked what his next step would be to either get a 5 or get another 5. After scoring a 5 5 times Ben and I worked together to pick a new goal.

STUDENT'S NEXT STEP?

• "My new goal should be to write longer stories with more detail!"

TEACHER COMMENTS

• Ben's attitude to his writing has improved greatly, when he is engaged and focused he is finishing and producing work of a much higher standard, this happens more often when he works independently. Fantastic work Ben, I look forward to seeing how you do on your next goal.

Term 4 Music

WALT: 

• Use language such as beat, tempo, dynamics, rhythm, pitch and volume
• Keep in time to music

SUCCESS CRITERIA:

• Can explain one or more of the terms beat, tempo, dynamics, rhythm, pitch and/or volume
• Can use an instrument in time to music

Term 4 Discovery

In Discovery we explore a variety of learning through a variety of activities.

TEACHER COMMENT:

• Ben is developing his understanding of construction through building with blocks

STUDENT VOICE:

I was very happy. I had to think how to make stuff. I used my brain to think.

Term 4 CARE

When Ben was Super Star the class was asked what makes him a Super Star, these are some of there responses:

• He does good at dance
• He is a good friend to people
• He is funny
• He sits up nicely
• He looks after the class
• He tidies up after himself
• He is a good role model when he is Super Star