Bakark, I'm a hen!

Procedure for making a hen

What you will need:

• Paper plate
• some thin card some
• colored paper
• felt pens black,brown or orange paint
• a paintbrush
• glue
• scissors
• a stapler

1. Paint the paper plate with brown, orange, or black paint. After you have painted the place, put it somewhere cool to dry.
2. Take some thin cards and cut out the beak for your hungry hen.
3. Colour the hen’s beak with felt, pens or paint.
4. Cut out a comb for your hen and colour it red.
5. Fold the paper in half so the paint is on the outside of the plate at the top of the fold.
6. Staple the hen's comb above the beak along the fold of the plate.
7. Now paint or draw eyes for your hen and tape or staple it on your hen.
8. Cut out some coloured feathers using coloured paper.
9. Tape or glue on some feathers on both sides of your hen.
10. Use longer feathers for your hen's tail.
11. Cut some grains of wheat out of yellow paper or give your hen some real wheat.
12. Give your hen a push and watch your amazing hen rock forward to eat the wheat.

We are learning to write a procedure.

I know this when I rewrite the procedure of making a hen in my own words

Picture the biggest pumpkin in your head!

We are learning to understand the skill of visualisation.I know I can do this when I describe how how we can visualise and give an example of visualisation.

Do you want to see me race an Ostrich?

We are learning to understand different types of poetry.
I know this when I write a poem describing an ostrich using appropriate adjectives and verbs.

Frankenstein, I love you!

We are learning to develop understanding of the text that we read.
 I know I can do this when I summarise the story Frankenstein in my own words.

Slugs are fat and slimy, ewwww!

  We are learning to make a poem about an animal in an odd place.
I know I can do this when I describe a slug at my front door.

Where did the gnome go?

We are learning to develop understanding of the text that I read.
Success criteria: I know I can do this when I make a story board.and write a summary about No home for a gnome.

Come on! I never received my honey!

WALT develop creative thinking skills through poetry.

I know this when I write a poem to describe bees in action

I wish I knew how the phones got there!

We are learning to develop critical thinking skills using De Bono's thinking hats.
I know this when I summarize the story and write an alternative ending to the story.

What was Jack thinking? Selling a cow for beans!

 

WALT understand the story that I hear. 

I know I can do this when I illustrate and use keywords to describe the characters from Jack and the bean stalk story.

Jack-Happy, silly, sneaky, spoiled and disobedient

Giant-Mean, selfish and hungry

Pancake in your face! I don't think it tasted good for the officer!

Jacko won a Pancake contest. People wanted more and more pancakes every minute. Jacko was so annoyed that he flicked a pancake on the police officer's face. The officer got mad and arrested Jacko. Jacko was happy because he wanted to get away from all the madness.

WALT develop understanding of the story that I hear. 

I know I can do this when I illustrate and use keywords to describe the characters from the Pancake Attack story.

Do you think Kakapos are cute? I do!

Created with Padlet
WALT develop critical thinking skills by asking Inquiry questions.
I know I can do this when I ask 6 Inquiry questions about the Kakapo birds and one question about Codfish Island.

I want to break a code!

WALT Develop my understanding about the text that I read. 
I know I can do this when I summarise the story that I have read.

The story is about a group of people that wanted to become Codemasters.  First they had to give each other codes to break, if they break the code, they will become codemasters. Spencer had to finish off his last code. It was to tie a knot in a difficult way and then he had to untie it. Spencer did it! Spencer is now an expert codemaster.

My favourite part of the book is when the author tells the readers what the code is called and how we can make a code.

Going back to school is scary, don't you think?

WALT understand the text that I read.
I know I can do this when I write a summary about the story that I have read.

The story is about a boy named Hubbie who was really afraid about going back to school. His mum really wanted him to look good but Hubbie and his mother did not have the same taste. She brought him new clothing that does not fit him, but he felt more comfortable when he ripped his clothing. He also heard stories about the mean teacher Mrs Cranky. She was so mean that the kids in her class had to take out insurance. When he went back to school, he saw Mrs Green but he was a nice teacher. He felt happy and his fear of going back to school went away. He got to explore a high mountain with Mrs Green. She told the class all the awesome things that they were going to learn like about cars and stars. Then Hubbie said, “I am going to be smarter than the girls.”

My favourite part was when he went shopping with his mother. He wanted a rainbow high jump dunking stratosphere shoe but his mum wanted to buy him a nice pair of brown shoes. The store person said that it is a popular shoe for dorks and nerds and other unpopular kids. Then Hubbie cried.

Have you made a time capsule before?

20/5/15

Dear people of the future,

My name is Lasike and I have made this letter to describe what school is like in my days.

 School was a place where you could make friends and some enemies. At school we use Chromebooks, if you don't know what that is, it’s a laptop but smaller. We use Chromebooks to publish what we have been learning. We have summer clothes and winter clothes. We have to wear a uniform. The only time we can wear anything we like is on mufti days. We use wooden tables with iron legs. We also sit on plastic chairs. Before I was born, school was a bit scary. They weren't allowed to talk, if students talked, they get a hit with a long stick. But now our Teachers are much nicer than before. There were bullies but we never worried about it because they have to face the consequences of their actions. We start Primary when we are five. We use pencils to write on paper. If our pencils break, we sharpen it with a sharpener. We use cars for transportation to school but sometimes we walk to school as well. We use whiteboard markers to write on the whiteboard. School can be  a bit scary at first because your parents will leave you with people that you don't know. However, you soon learn that they are people that will help you to get a good education. We use an overhead projector so we can connect our little laptop to the big whiteboard for everyone to see. We are not allowed to play contact sports like Rugby and Karate because it is not safe. We have morning tea at 10:45 and lunch at 12:45. We do tests on our Chromebooks, but sometimes we do them on paper. People who live close to school often walk to school. We use a ruler to make sure our work is neat and tidy. Good luck, I hope you are learning as much as I am.   

Sharpener                             Chromebook                              Pencil

Ruler

What do you think about schools in our days?

By Lasike

WALT develop critical thinking skills.

I know I can do this when I make a letter to the people of the future.

Why did you swallow my friend?

Mick grabs a gun out of his pocket and shoots the slime but it was too late. The slime had already swallowed him up. Some of crew 44 wasn't going to let that happen so they came up with a plan. They fed the Slime their clothes and weapons. After a while, Mick popped out from the other end of the mouth. The Slime then blew up because one of the weapons was a grenade.

WALT develop critical thinking skills using De Bono's green thinking hat.
Success criteria: I know I can do this when I write a creative alternative ending for the story that I have read.

Do you know what a verb is?

WALT understand and identify descriptive languages from my reading.
Success criteria: I know I can do this when I find suitable adverbs for the verbs that I identify from the story.

Learn your adjectives so you can describe the nouns!

WALT identify descriptive language from my reading.
Success criteria: I know I can do this when I find suitable adjectives for the nouns that I identify from the story.

Do you know your verbs, adverbs and adjectives?

WALT understand language features.
I know this when I read a story and list all the verbs, adverbs and adjectives from the story.

Do you feel happy? I do!

1.  

WALT develop critical thinking skills using De Bono's thinking hats.   

I know I can do this when I use adjectives to describe emotions and feeling of the two characters from the story that I read.

Are you like this?

WALT write a character profile.
I know this when I can use descriptive language to describe my character.