skipping learning story

For the past few weeks we have been learning how to make a skipping routine. We had to watch some other kids so we could get some ideas of how to move around and how to make different actions with the skipping rope. Then we got put into groups. In our groups we had to talk about what moves we already knew how to do and what ones we could learn, we also talked about what are some special moves that only one or two people could do. Then we started on our skipping routines.

After about one week of trying to make a skipping routine we had some groups share what they and made. Some groups were still having trouble trying to a routine. Sometimes we got to have some free time. The next week we added some music to our routines. That made it was more interesting. But we still had to work out the timing that would work with the music and our routine.

I think my group was really good at trying to add new moves in to our dance by putting in moves that the other groups did not put in. I think my group was really good at trying to learn new moves by trying new moves that we have not done before.

Think that my group was really good at not giving up when we are trying to learn new moves and we would just keep practicing to get it right.

I think my group needs to work on trying to stay focused on our task and not doing anything random like not going and doing whatever skipping we want.I think my group needs to work on trying to do our routine properly when we are performing it to people by not being shy and not  mucking around.

science learning story

Last week there was a big metal crate outside of Room 3. The big metal crate was called LAB IN A BOX. Lab in a box was a place where you can make things like rockets, explode balloons, pest trapping, mini beasts and dried ice. We got to choose three that we wanted to do. I chose dried ice, exploding balloons and rockets.

For dried ice we froze some fruit, flowers and marshmallows. Sue had to use gloves to put the things in the freezer because the ice was so cold that it could burn your hand. Then we smashed the flower, fruit and marshmallow. We found out that the reason why they broke so easily was because the middle was frozen and that is why it was so easy to break.

Next in the exploding  balloons group. Sue could not get the gas working so we did another thing called egg in vinegar, if you want to know what that is it is where you an egg and put some vinegar into a bottle and then in a day or two the egg should be bouncey.

The last workshop was my favorite because it was rockets. In rockets we had to get a little plastic bottle, we then had to make a mixture of water and baking powder, then we put that into a the lid of the little plastic bottle. Now we have one more thing to do we had to pour a little bit of vinegar into the bottle then we put the lid on and shook it a little bit and then it exploded. We noticed that if you put much vinegar in it and not enough baking powder your rocket will not pop and go very high. So we had a second try and we put a lot of the baking powder mixture and we filled the bottle up with about a quarter of vinegar. That made it go very high. The reason it exploded was because the air pressure was getting too tight in the small bottle it had to be in a bigger space but since it did not have a bigger space it popped the lid off and sprung into the air.

I think I was good at trying to guess the gas that Sue was showing us.

I think I was good at trying to stay focused on what she is talking about.

I think I need to work on trying not to sit next to my friends.

I think I need to work on trying to work with other people other then my friends.   

Dialogue learning story

Since term two we have been we have been writing dialogues. A dialogue is when we are given picture or a video and we have to write a story about that scene. We have done a lot of dialogues like Monkey Symphony, Tent Talk, the car ride to Auckland and the Paper, Scissors, Rock.

Then we had to choose one of the dialogues to improve and publish it onto our blogs. I chose improve my Monkey Symphony. Once I improved it I shared it with the Ms Ardelle to get feedback. Once I got the feedback we had to work on it even more and apply the feedback. When I was done improving my writing to the best it can be it was time for me to publish on my blog.

I think I was good at using lots of descriptive language and similes e.g “you’re like a cat that won’t stop meowing”.

I think I was good at knowing where to put punctuation.

E.g: can I have a turn on the piano please Johnny?

I need to work on trying to introduce the characters so the reader knows who they are and also try and paint a picture for the reader to know where the scene is set.

Monkey Symphony: Podcast

https://www.podomatic.com/podcasts/eb1236669/episodes/2017-08-15T01_21_31-07_00

Monkey symphony

                       THE FLASH BACK

writing

Jason: Farr Johnny man, you can play the piano like the boss. You don’t need to practice you are already so good.

Johnny: Thanks Jason! Oi she’s finally not watching me like a hawk. I can finally do whatever I want.

Jason: (whispers) Can I have a turn on the piano Johnny?

Johnny: Sure just be sensible.

Jason: Ok I will.

Teacher: Jason STOP playing the piano it’s not your turn.

Jason: Blah blah blah why can’t I have a turn? you always let Johnny  have a turn why not me.

Teacher: DON’T YOU blah blah blah me little boy! you have no respect you need to show respect to your teacher and then maybe I might let you have a turn.

Jason: See there you go again using you big loud mouth you're like a cat that won’t stop meowing and you aren’t my mum you can’t make me stop.

Teacher: DON’T YOU DARE LAY A FINGER ON THAT PIANO JASON! or you’ll get it.

Jason: Get what miss a hiding with the wooden stick….. Aye is that your plan to keep being violent to kids ohhhhh you're sad to us.

Teacher: GET OUT JASON YOU ARE THE WORST MONKEY I HAVE EVER TRIED TO TEACH PIANO!

 

Jason: All goods I don’t care if you kick me out cause I am sick of being treated like a little kid that gets hit with the wooden stick when I get things wrong.

Johnny: No Jason you can’t leave me here to suffer by myself.

Teacher: NO Johnny he can’t stay he has made his decision he can’t come back here now he has to go… now get back to playing the piano

Johnny: But...

Teacher: BUT NOTHING get back to playing the piano Johnny…. Don’t even look at his disgraceful face.

Johnny: Fine.

I was learning to use dialogue to tell a story and paint a picture in the reader's head.

I think I was good at using expression for each character.

For example: BUT NOTHING get back to playing the piano Johnny…. Don’t even look at his disgraceful face.

I think I was good at describing what each character was doing.

For example: Jason STOP playing the piano it’s not your turn.

I think I was good at punctuation and using capital letters when someone was shouting.

For example: GET OUT JASON YOU ARE THE WORST MONKEY I HAVE EVER TRIED TO TEACH PIANO!