Reliever

27th October, 2016

Block 1-TEAMING

Block 2 - Role, Informer, Maths
Group 1 - The Big Drip (One group will need to photocopy the resource)
Group 2 - The Big Drip
Group 3 - Finish mental multiplication strategies sheet. If finished complete your Floor planner of a structure, then calculate the area of a 1 metre wide path if it were go surround your structure. (Previous days learning)
-Show your working and be prepared to share next Maths session)

Block 3 -
UOI  - 20m finishing and sharing to the class your questions for unpacking Rituals and celebrations through the key concepts.

1 hour
Literacy - Students to have a go at describing a "Setting" (I.e. Painting a picture of the physical Environment)
You may use an image from google (dilapidated haunted house etc)
Annotate MODEL below and strive to achieve a language feature: For example:
1. Zooming in (Harlem can explain this one.
2. Complex sentences: Travis can explain this one.
3. Sophisticated Vocab: Bex can explain this

Short Story - Setting the mood - Intro

Writer's Workshop #4 - Setting the Mood (sourced from Storybird.com)

The Queens of the Tweens, have a writing exercise to help you set the mood. When you’re a filmmaker, setting the mood is pretty easy; all you need is a little bit of scary music to terrify your viewers! But when you’re a writer, you must use the most precise words to convey that same feeling of impending doom. Take a look at how Avi—a master writer and one of our favorite mentor authors—sets a mysterious, eerie mood at the beginning of his medieval fantasy novel, The Book Without Words: MODEL (ON Mr ASPDEN"S DESK) “It was in the year 1406, on a cold winter’s night, when a fog, thick as wool and dank as a dead man’s hand, crept up from the River Scrogg into the ancient town of Fulworth. The fog settled like an icy shroud over the town, filling the mud-clogged streets and crooked lanes from Westgate to Bishopsgate, from Three Rats Quay upon the decaying riverbanks to Saint Osyth’s Cathedral by the city center. It heightened the stench of rotten hay and offal, of vinegary wine and rancid ale. It muffled the sound of pealing church bells calling the weary faithful to apprehensive prayers. In a neglected corner of town, at the bottom of Clutterbuck Lane, with its grimy courtyard and noxious well, against the town’s walls, stood a dilapidated two-story stone house. The first-level windows were blocked up with stone. A single second-floor window was curtained.” Avi never tells his readers that this place has an ominous atmosphere, but we certainly feel it. Let’s dissect the different strategies he used to convey the mood in his paragraph of description. FIGURATIVE LANGUAGE Strategy: Avi uses two similes to describe the fog. It is not just a simple morning fog that clouds up the streets for a few minutes in the morning! It’s a fog that is blanketing the village in a not-so-pleasant way. Reading the words “dead man’s hand” in the first sentence of the novel immediately jars the reader. Examples: “… a fog, thick as wool and dank as a dead man’s hand…” “…fog settled like an icy shroud.” ADJECTIVES Strategy: Carefully chosen adjectives turn run-of-the-mill, innocuous items like streets, courtyards, and wells into the picture of gloom and doom. Examples: mud-clogged streets decaying riverbanks grimy courtyard crumbling city walls rotten hay rancid ale vinegary wine ancient town apprehensive prayers noxious well dilapidated two-story stone house neglected corner VERBS Strategy: Although Avi only describes the setting in this opening paragraph (we have yet to meet any characters), verbs make the village move, which only adds to its mystery! Examples: “…crept up from the River Scrogg…” “It heightened the stench of rotten hay and offal.” “It muffled the sound…” SENSORY DETAILS Strategy: Focus on what makes the setting unique by touching on the five senses. Examples: Sight: “The first-level windows were blocked up with stone.” Smell & Taste: “…the stench of rotten hay and offal, of vinegary wine and rancid ale.” Touch: “cold winter’s night” Sound: “the sound of pealing church bells” NAMES Strategy: Naming places in your story can be a lot of fun. The words “rats,” “clutter” and the sound of the word “Scrogg” have a certain connotation that gives the reader a sense of what this place might be like.  Examples: Three Rats Quay Clutterbuck Lane River Scrogg Now examine a paragraph of setting description that you’ve used in your story and try using these strategies to help you set the mood!

Block 4: ROOM 13
-Finish in this order:
1. Publish Exhibition Reflection entry and upload to your site.
2. Finish Floor planner and calculate
a.  volume of your bathroom
b. Area of a 1 metre wide path if it were to surround your structure (previous days learning)

11th August
From Block 2 onwards the YEAR 9's have Science. (It is YEAR 9 Science Day)

Block 1 - 

Admin/ Informer/ Shared Book/
Maths (Need 8 computers from the COW and some ipads)
Maths - Session 8Group 1 -Ist half - Follow up (Blue book page 37) Fractions of a wholeMathletics (Maths Booklet)Second Half
Group 2Ist half TEACH - Algebra Mathletics Booklet Second half - Continued
Group 3Ist half MathleticsSecond Half  - Problem Solving (Otago Maths)

Block 2 - TEAMING

Block 3 - Literacy
1. Finish off memoir about your favourite Meal
WALT - Use complex sentences for effect
Success Criteria:
-3 Phrases of when
-Back to front sentence
-Sentence starting with When (AAWWWUBBIS)

2.  Annotate Persuasive model
Look at the STRUCTURE (How is it structured)
Look at the supporting paragraphs (Reasons backed up with explanations and examples - S.E.E)
Look at language

What else do you notice?

Planning stage
Then Write some I think statements with 3 reasons
E.g.
I think Checaine is the best Hard Rock Band in New Zealand
Reason 1 - Mr Aspden is in the Band
Reason 2 - Mr Aspden is in the Band
Reason 3    Mr Aspden is in the Band

I think you get the message LOL

Block 4 UOI - (TAKEN FROM BERKLEY BEAVERS)
WALT - How to be safe around Food
TASK - Read the following as a class and Present the main ideas in a one page poster in your UOI
Book - Get Creative

PURPOSE - INFORM ABOUT FOOD SAFETY

Food Trading - Once a Year A person who does not ordinarily trade in food, and is wanting to sell food on no more than 1 occasion in any calendar year is exempt from registration.  However, there is still an obligation to make sure you serve safe and suitable food. Check out the following information if you think you might be interested in or intend on running a food stall at the Te Aroha Market Day.  Food Safety tips for selling food at Occasional Events (PDF, 458 KB)  Be Food Safe​ (PDF, 212 KB)

Agenda: Reliever

Mrs B is the BOSS today

BLOCK 1: TEAMING (Go to PE Mrs B - ENJOY TEACHING TABLE TENNIS SKILLS

BLOCK 2: MATHS

EVERYBODY TO FINISH AND COMPLETE THEIR ASSERTION AND DRAW UP THEIR GRAPH READY TO COLLECT DATA FROM 16 PEOPLE IN THE CLASSROOM.

WILL BE A NOISY-WARMUP


REST OF BLOCK:
GROUP 3 (THE OUTSIDERS - WORK ON WORKSHEETS PROVIDED ON DESK

GROUP: 2 - WORK FROM YELLOW NZ CURRICULUM BOOK, PAGE 312 ONWARDS.

TEACH GROUP 1 ON MAT WITH MRS B - TEACH HOW TO DISPLAY DATA:  BLUE NZ CURRICULUM BOOK, P334 ACTIVITY 1

BLOCK 3:
STUDENTS CAN WORK ON STUDENT LED CONFERENCES AND SUMMATIVE TASK.

BLOCK 4: MR A SHOULD BE BACK, PAT LISTENING IN ROOM 13.

3rd June Schedule

Block 1 UOI, Block 2 LC, Block 3 Computers, Block 4 TEAMING.

BLOCK 1: UOI

UOI3 - Where We Are In Place & Time - Tuning in

Quick write

Express your opinion with evidence based upon the following (Do you disagree / agree?)

Exploration & discoveries can change people & places through the exchange of ideas & understandings

Task: Please answer the following in your UOI books. You can either write the question, or include the question in your answer. (We have gone over some of the questions in class already)

1. Why is exploration important?

2. How do people explore? What different types of exploration are there?

3. What are some of the reasons that humans explore? Why do they explore? (Motivations)

4. How and why has our knowledge of the world changed over time?

5. What historical discoveries / explorations make you who you are? Please explain.

6. Explain some of the impacts of exploration? (these impacts could be on people, places or things)

7. What can we learn through 'unpacking' an explorers journey?

Go over homework Answers:

TED ed

TED-ED - Term 2 Week 5

Is math discovered or invented? - Jeff Dekofsky

Would mathematics exist if people didn't? Did we create mathematical concepts to help us understand the world around us, or is math the native language of the universe itself? Jeff Dekofsky traces some famous arguments in this ancient and hotly debated question.

1. The Fibonacci sequence is perhaps best known from its appearance in the novel and movie "The Da Vinci Code." What are some of the real world applications of this famous sequence?

2. Name at least one mathematical idea or principle that you feel is a universal truth. Support your choice.

3. What special name did the Pythagoreans give to the number 1, the source of all creation?

4. What mathematician believed that "God created the natural numbers ... all else is the work of man"?

5. What famous phrase did Eugene Wigner coin regarding mathematics?

6. What mathematician incorrectly boasted that none of his work would ever serve a useful purpose?

7. What centuries old mathematical theory re-emerged in the 20th century to explain how DNA unravels itself during replication?

Term 2 Week 5 - Weekly Quiz 14   

BLOCK 2: Learning Centre: Change books

Blogger workshops to happen in KIVA or around computers? Students might have their own devices

Computers for students who still need to publish their Camp Writing. 

BLOCK 3

FIRST 10m minutes work on 1 column of inferring booklet. (Teacher to work with level 1 students )

Maths Warm up - Play Greedy Pig. MATHS Rotations:

GROUP 1 WALT - Find fraction of Fractions: Yellow NZC Book, page 113

GROUP 2: Problems involving Equivalent Fractions, Blue NZC Book, page 66

AGENDA:

3rd June

Monday is Day 3

Homework: Think of an explorer you would like to do a mini inquiry on

Notices:

Reminders

Signed:

BLOCK 4 TEAMING

Reliever: 30th May block 3

Monday, 30th May Block 3

Task 1: UOI - Finish unpacking the "Central Idea" through the key concepts.
When you have finished Mr Aspden will take a photo and upload this to your Blog..

Task 2: Quickwrite to be completed in your UOI book:

-Respond to the following prompts:
First decide your purpose: Describe, persuade, explain etc,
Second: Decide your audience: students, parents etc

Draft for 5m.... Share for 7m..... Write (re-craft)5m..

Use 1 of the following prompts:

1. All discoveries are positive
2. Humans have pretty much explored everything on Earth already
3. Older people have less capacity to naturally explore
4. young children do more exploring than older people
5. Everyone has an equal ability to explore and discover because it is our natural instinct.

Tuesday Agenda: 24th May

Block 1:


Quickwrite: Spend some time looking at the camp photos: Write a quickwrite about one of your favourite memories - Share with a partners/ class.

Lesson:
Thank-you letter to your camp groups parent:
WALT -
1. Address a letter
2. Organise ideas into paragraphs

Refer to model below:

1000 Nemo Street,

Hamilton

3^rd May 2016

Dear Marlen

I would like to thank you for your support during our time at Aongatete Lodge. Your leadership, experience and skill in the bush helped to provide an exciting and challenging outdoor experience for Room 7.

We had a great time at camp. My favourite activities were the orienteering and the Burma trail. I was very impressed with the teamwork the students showed in communicating effectively and using their compasses accurately to find their way back to camp. Before the Burma trail, I was concerned that some of the class would be too scared of the dark to have a go at it. Obviously the experience they had gained during the previous night challenges paid off, as they all made their way safely around the course. I was most impressed by the bravery of those that did it on their own. It was a valuable experience for everyone to gain confidence in the bush, in the dark.

I hope that these experiences will inspire our students to spend more time in the outdoors in the future. They all seem to have enjoyed themselves and speak positively of their time at camp.

Thank you again for your help.

Yours sincerely,

Dory

Teaching Questions:

What information is in each paragraph?

Block 2:

Maths - Refer to Energy Figure it Out books at back of class:
If you can't find - 
Outsiders to work from Beta book, chapter Number
Rest of class to do problem solving cards: Boxes should be front bookcase (4 boxes)

Answers Block 3/4. : This will require a Device so check in with our computer monitors to see what blocks we have computers: Reading Food Waste 1. Read through the information below in the supplied article and infographics.  What are the 10 most commonly wasted items in NZ? What are some ways in which people could help to reduce the amount of food they waste? Come up with a way to reduce/re-use/recycle commonly wasted items. Present your idea to the class. What are some of the benefits of reducing food waste? How many benefits can you think of? Be sure to clearly explain your answer/s. 2. Scroll to the bottom of this page to find out about the Love Food, Hate Waste NZ campaign then get inventing What cool recipes can you come up with that make use of leftover food? Write and publish a recipe to share with others. You will need to look at a variety of model recipes to develop a list of success criteria. When looking at your models consider how the author has tried to make it not only easy to follow but appealing to their reader.  If you are trying to promote recipes that reduce waste you will need to make them appealing, need to grab the audience's attention. How will you do that? Food for Thought: It is estimated Kiwis spend $872 million a year on food that then gets thrown away uneaten. We throw away over 122,547 tonnes of food a year – enough to feed around 262,917 people, or the population of the Bay of Plenty for 12 months. Bread, fruit and vegies, and meal leftovers are the most commonly discarded foods. The equivalent of 20 million loaves of bread is thrown into rubbish bins uneaten every year. The average household sends around 79 kg of edible food to landfills every year. Avoidable food waste costs the average household $563 a year. Food waste costs New Zealand $870m  Love Food Hate Waste The official website for the ‘Love Food Hate Waste’ campaign in New Zealand aims to raise awareness of the need to reduce food waste. It shows that by doing easy practical everyday things in the home we can all waste less food. For example, they produce yummy and healthy recipes which make use of leftovers such as stale bread that we would otherwise throw out.  Check out the Apple Pies below, made from leftover apples and bread.