National Sorry Day

Reflect on the meaning of this speech and what it means for you as an Australian or someone living in Australia.

Made with Code - Film

When you watch this video think very carefully about the authors purpose and message.

ANZAC Literacy Challenge

ANZAC Ted...
 

My Grandad marches on ANZAC Day...

 

 

100 Word Challenge - Term 2 Week 3

This is one of my favourite photographs for writing a creative piece.

 

There is so much in it to write about!

 

Things to think about:

• Give them a character, name, personality

 

• Where have they come from?

 

• What differences can you see?

100 Word Challenge - Term 2 Week 2

This week you have a real challenge! It might seem an easy prompt but you will have to plan your story to make sure you really use it and create a masterpiece.

 

The prompt is just one word, which has to be in the story and it is:

 

SUDDENLY

 

The key to this prompt is the tension you build around the word.

 

Firstly think about the setting, the characters, whether it is happy / sad.

 

Then you need to plan what happens for you to write ‘suddenly’.

 

I’m really looking forward to reading some spine chilling or funny pieces.

Handwriting Term 2 Week 2

WALT:
Use our own personal handwriting style.

Success Criteria:
Use Size, Shape, Slope and Spacing legibly for myself and others to read,

TIB:
I need to maximise my ability to deliver handwritten text that can be graded correctly, enjoyed by myself and others who are reading my work.

Handwriting Term 2 Week 1

In Flanders Fields

In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

by John McCrae, May 1915

WALT:
Use our own personal handwriting style.

Success Criteria:
Use Size, Shape, Slope and Spacing legibly for myself and others to read,

TIB:
I need to maximise my ability to deliver handwritten text that can be graded correctly, enjoyed by myself and others who are reading my work.

The Seven Servant

Seven Servants

Rudyard Kipling wrote a short poem outlining a powerful set of questions: 

 

I keep six honest serving men
        (They taught me all I knew);
        Their names are What and Why and When
        And How and Where and Who.

Whenever in doubt as to what to ask, just dip into these questions.

What

'What?' often asks for noun responses, seeking things that are or will be. They may also seek verbs when they seek actions. 'What' questions include:
What are you doing?
What shall we do next?
What happened?
What is stopping you from succeeding?
What is the most important thing to do now?
Three 'Whats' that may be asked in sequence to solve problems are:
What are you trying to achieve?
What is the real problem?
What is the solution?

Why

Asking 'why' seeks cause-and-effect. If you know the reason why people have done something, then you gain a deeper understanding of them. If you know how the world works, then you may be able to affect how it changes in the future.
Asking 'why' seeks logical connections and shows you to be rational in your thinking. It can also be a good way of creating a pause or distraction in a conversation, as many people make assertive statements but without knowing the real 'why' behind those assertions.
A reversal of 'Why' is to ask 'Why not', which is a wonderful creative problem for stimulating people to think 'outside the box'.
Why questions include:
Why did you do that?
Why did that happen?
Why is it important for us to try it again?
Why not give it a try?

When

'When' seeks location in time and can imply two different types of time. 'When', first of all, can ask for a specific single time, for example when a person will arrive at a given place or when an action will be completed. 'When' may also seek a duration, a period of time, such as when a person will take a holiday.
When will you be finished?
When will you give me the money?
When are you taking your holiday? (next Summer)

How

'How' seeks verbs of process. They thus are good for probing into deeper detail of what has happened or what will happen.
How did you achieve that?
How shall we get there?
How will you know she likes you?
'How' may also be used with other words to probe into time and quantity.
How often will you see me?
How much do you owe him?

Where

'Where' seeks to locate an action or event in three-dimensional space. This can be simple space, such as on, above, under, below. It can be regional space, such as next door or in the other building. It can be geographic space, such as New York, London or Paris.
If something is going to be delivered or done, then asking 'Where' is a very good companion to asking 'When' to clarify exactly what delivery will take place.
Where will you put it?
Where will they be delivered?

Who

The question 'Who' brings people into the frame, connecting them with actions and things. The 'Who' of many situations includes 'stakeholders', who are all the people who have an interest in the action. Key people to identify are those who will pay for and receive the benefits of the action. Of course, you also may want to know who is going to do the work and whose neck is on the line -- that is who is ultimately responsible.
Who is this work for?
Who will benefit most from what you propose?
Who else would be interested?

Assumptive questions

Kipling questions provide a simple method of using assumptive questions that act as if something is true, then hide it in a question:
How much do you care? (assumption: you care)
How will you persuade her? (assumption: you will seek to persuade her)
Where will you buy it? (assumption: you will buy it)
When will you make the change? (assumption: you will make the change)

Solving problems

A simple framework for solving problems may be defined by combining What, Why and How, as follows:
1. What is the problem?
2. Why is it happening?
3. How can you fix it?
4. – Fix it! –
5. Why did it work or not work?
6. What next?
Material accessed from http://changingminds.org/techniques/questioning/kipling_questions.htm

Growth Mindset - Episode 4

 

What are neurons and how do we make connections between our neurons?

Think of an example where you made some new connections in your brain. What were you doing?

What can you do this week to make some new connections? Set one specific goal.

Growth Mindset - Episode 3

 

In Episode 3, “The Power of Yet,” Katie realizes she can learn new

things, too, and that she can ask others for help!
 

1.  What should you do if you are stuck on a project, math problem, or other learning (teacher can choose a specific situation)?

2.  Think of a time you were afraid to ask for help. Why did you feel afraid?

3.  Why is the word "yet" so powerful? Think of a "yet" moment in your life and discuss it with your neighbor!