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 surprisingly easy easy because if you do a reasonable amount of research you will find exactly what an adverbial clause is.

In this activity ( Activity!) I had to highlight what sentences had an adverbial clause in it, after that I had to check if I got all my answers right, which I did!

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns

W.A.L.T: I can recognize and understand a variety of grammatical constructions and some rhetorical patterns

In this unit I have been learning about:

• The parts of speech.
• The types of nouns.
• The types of sentences.

In this unit, I found challenging Telling the different types of nouns.

Something new I learnt was I learn all the different types of nouns which are, Proper, Common, Abstract and Collective.

I understand the features of different types of texts and text forms.

W.A.L.T: Year 9/10: I understand the features of different types of texts and text forms.
Modelling book

What we had to do:

We had to complete 5 activities That are different types of texts.

Worksheets:

Features of poems

Features of articles 

Features of stories

Features of explanations 

Features of websites

Next Step:

As I read I can make decisions about the usefulness of the text for the purpose - Eg: by using a variety of criteria to evaluate

- the readability,

- accuracy,

- relevance,

- status (eg: peer reviewed or personal opinion) of the information and ideas I find.

I Have a large Vocabulary that is connected to my knowledge of the world.

W.A.L.T: Have a large Vocabulary that is connected to my knowledge of the world.

Here is my latest worksheet The text I read before this was Underground explorers  

Defintions

Void: an empty space or vacuum. Fluorescent: able to give off visible light after being exposed to a source of heat, light, or other form of energy Vulnerable: able to be hurt or injured Interconnected: to connect or cause to be connected one to the other or others. Seldom: not often; rarely.

Example/Non Example	Is a void messy? Why or why not?	No, as It’s completely messy so there is no space for ANY mess.
	Which color is the most fluorescent at night? Why?	Its would be a natural colour as It gives of light from heat or energy.
	Why are elderly people more vulnerable than children? Why?	As they aren’t as strong boned and they’ve been in the world longer so they’ve used their bones a lot more.
	Which is more interconnected; a vine or a dandeloin? Why?	A vine because you can firmly hold onto a vine and a dandelion is very small and doesn’t have as much grip.
	Which is more seldom; the Olympics or an election in NZ? Why?	The olympics because elections are much more often in New Zealand.

Word Associations	The plants in the garden are die during a frost	Vulnerable
	There were lots of different paths that joined each other	Interconnected
	I made a shot from halfway while facing backwards.	Seldom
	We are still exploring  outer space.	Void
	I can find my key ring easily in the dark.	Fluorescent

Word Relationships How might each pair of words be connected?	Vulnerable/Fluorescent	Sometimes being in a space with lots of light can make you vulnerable because the light might hurt your eyes.
	Void/interconnected	I big space can be interconnected like the caves there are lots of paths in the caves that are interconnected.

Extended Writing	Think of a time when you felt as though you were in a void or when you saw something that happens seldom. Write a paragraph about this.
	A time when something void has happened is when I have travelled to England. Ever since I have lived in New Zealand (which is 8 years.) I have been to England twice. One time for my Uncle’s Wedding and one time in 2012 It is a very rare thing as It costs a lot of money.

I can describe the structure of a Short Story

I can describe the structure of a Short Story

Something I have learned about the structure of short stories is: That the problem comes quickly.

After reading some short stories two things I will remember when I write my own short story are Get to the point quickly and Finish the story quickly.

Term 1 integrated learning - leadership

We have been learning all about What makes a good leader.

Here is a link to the Leadership modelling book.

We identified that good leaders show 6 main character traits. These are Integrity, Active Thinker, Trustworthy, Resilient, Goal Focused and Motivational

The leadership trait that I think I show the most is Integrity because Integrity covers alot of things like Honesty, pride etc.

The leadership trait I would most like to develop is motivational because motivating people is such an important thing.

Something NEW I have learned about leadership is important ways to show these traits.

The SOLO level that I reached during this unit of learning is Extended Abstract because I know how to describe and show the leadership traits.

My next step in learning about leadership is to apply everything that I have learned about leadership to my own leadership roles.

I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)

W.A.L.T I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (e.g vocabulary used)

This is my Authors Purpose sheet what we had to do was read a text and say 3 types of language and 3 types of structure the author used e.g Bias. We also had to say if the text was a persuasive text, a entertaining text and a informative text.

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 (e.g 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 Rat	The author’s purpose is Entertain because it is fiction story that is written out as a diary for people  enjoyment The specific language/ structure choices that the author has made to support their purpose are, that the writer wrote this piece of writing like a diary and used colourful headings of the diary entries and also made colourful pictures. The language they used were slang they also made it 1st person view and lastly they used descriptive language talking about how she feels about her dad not having a job	Specific language choices in the 3 texts: They are all very descriptive and are rather casual. none of them are informative. They all at some point used technical language. describing how they feel how how people feel	Structure of the 3 texts: They are all not written like typical stories they are written in letters diary’s and plays. The writing was all organised because as when you just finished reading a paragraph/sentence another paragraph/sentence would come up all organised into place. The writing is written level it is all in lines and paragraphs.
		Similarities They are all very descriptive and are rather casual. none of them are informative. They all at some point used technical language. describing how they feel how how people feel	Similarities They are all not written like typical stories they are written in letters diary’s and plays. The writing was all organised because as when you just finished reading a paragraph/sentence another paragraph/sentence would come up all organised into place. The writing is written level it is all in lines and paragraphs.
Text: Graffiti	The author’s purpose is persuade because their writing there opinion on graffiti The specific language/ structure choices that the author has made to support their purpose are strong language The Structure was written as a whole blob not really any paragraphs they also wrote it like a letter as it was writing their opinion they also wrote it in 1st person saying their point of view in everything. The language they used were descriptive using lots of adjectives, also very formal language and very technical language.
Text: Stop that punctuation!	The author’s purpose is… Entertain because this is writing as a play and plays are usually for entertainment also it was more quirky then most of the texts I have read. The specific language/ structure choices that the author has made to support their purpose the structure they used was lines as it was a play and they used a lot of colour in words they also used illustrations to support their purpose. The language they used was slang, comedic and 3rd person language.	Differences Stop that punctuation and The Rat have colloquial language (slang) and one of them is more stronger language. Graffiti and The Rat are written as 1st person but as for stop punctuation it is written 3rd person only the rat and stop that punctuation used comedic language to come across more of a funny/entertaining text while Graffiti is much more serious and trying to get there point across.	Differences They all come across very different as some 1 is more comedic one is pausausave and one is just generally more entertaining. The rat and stop that punctuation contain illustrations and Graffiti is just written as a letter with no illustrations. Stop that punctuation had colour on the writing as it was a play but graffiti’s and the rat’s writing was just black.

I can evaluate and integrate ideas and information across a few texts

https://docs.google.com/document/d/1iBCgYrF4SFa1b7HXchm8on53dKtJCIcFIe4uelvhQ1A/edit
W.A.L.T: I can evaluate and integrate ideas and information across a few texts
We were learning about changing the flag and doing research on other peoples opinion on changing the flag.
I think I went well, even though I had an opinion on it I tried to stay open minded.

Reason/Evidence For Changing	Evidence Category (highlight)		Reason/Evidence For Keeping the Flag the Same	Evidence Category (Highlight)
The flag needs to represent New Zealand’s Culture.	Common Knowledge Personal Opinion Statistics Expert Opinion		Keeping the kiwi Heritage of New Zealand’s Past	Common Knowledge Personal Opinion Statistics Expert Opinion
People want New Zealand to be more independant	Common Knowledge Personal Opinion Statistics Expert Opinion		People have died under that flag in world war 1	Common Knowledge Personal Opinion Statistics Expert Opinion
People don’t want it to be confused with Australia.	Common Knowledge Personal Opinion Statistics Expert Opinion		People have grown up and lived with the flag	Common Knowledge Personal Opinion Statistics Expert Opinion
To build our image internationally.	Common Knowledge Personal Opinion Statistics Expert Opinion		It reflects the things New Zealand have earned in the past.	Common Knowledge Personal Opinion Statistics Expert Opinion
	Common Knowledge Personal Opinion Statistics Expert Opinion		It’s been the same flag since 1902.	Common Knowledge Personal Opinion Statistics Expert Opinion
	Common Knowledge Personal Opinion Statistics Expert Opinion			Common Knowledge Personal Opinion Statistics Expert Opinion
Overall the evidence for this side is weak because Most of these points are opinions that a group of people agree on because they want the flag to be changed.			Overall the evidence for this side is strong because most of these statements are more factual as they’re common knowledge.

My Student Led Confernce

This is my student led conference that we shared to our family.