Learning Experiences

In Literacy this week we looked at the structure of narrative and persuasive texts.  With the persuasive text the students explored the purpose of paragraphs, in particular the opening and closing paragraph.   With the opening paragraph we looked at providing background information on the chosen topic, as well as the importance of stating the writer’s opinion.  

In the concluding paragraph we looked at the need to restate the writer’s position and how the issue could be resolved. 

Next term we will continue to work with these text types by exploring such things as topic sentences, supporting arguments and language features.    

This week we also looked at the main features to include when summarising a narrative such as plot, character traits, setting, the complication and the resolution.  The students needed to summarise their chosen text using only sixty-six words.  These words should capture the main ideas from the text. Some students also began creating a persuasive piece advertising a chosen novel.   


In Numeracy this week, the students have continued to consolidate their shape knowledge, classifying quadrilaterals, triangles and polygons. They have progressed to Stage Two within their Maths Projects, beginning to analyse the data they have collected about their daily mathematical activities. We worked collaboratively to develop a rubric to assess this new stage and have started developing a rubric for Stage 3, so that those students who are ready to can begin to present their projects to the neighbourhood next week, before they go on holidays!


Please take a careful look at the expectations for Stage Two of the My Mathematical Life Project:

MY MATHEMATICAL LIFE PROJECT

Intention: To analyse the data we collected by looking for patterns.
Where to begin:

1. Read over the data you have collected and look for patterns in your data.
2. Which types of maths have you used repeatedly? Which types of maths have you not included?
3. Why do you think you use certain types of maths more than others?
4. Talk to your family, friends and teachers to help you think about the patterns.

Success Criteria: What will you need to do to be successful? How will you know you’ve exceeded the expectations, beyond what is expected?
Stage Two – ANALYSING THE DATA

	Patterns	Frequency and types of maths used
S	·         Highlighted the patterns I noticed, e.g. how many times have I used money?	·         Listed the types of maths I used most frequently?	·         Listed some of the types of maths I used least frequently or not at all?
EE	·         Highlighted the patterns I noticed, e.g. how many times have I used money? ·         Described and interpreted the patterns I noticed, e.g. I use measurement skills mostly when I cook but not in other areas.	·         Listed the types of maths I used most frequently? ·         Presented the data showing the frequency and types of maths used in an appropriate way, e.g. in a graph.	·         Listed some of the types of maths I used least frequently or not at all? ·         Created some situations that will help me to include more maths in my daily life, e.g. asking my parents if I can do some more cooking.