On Friday during Assembly, I got my PB4L leader badge, but what is a PB4L leader and what does it do to help the school?

My leader role is PB4L which stands for Positive Behaviour For Learning, my job is to teach and show the juniors what  a positive behaviour looks like in school. For example: showing respect towards equipment.

My buddy and I was learning about the different type of text structures. The different text structures we learnt about was description, order & sequence, compare & contrast, problem & solution, and lastly cause & effect. These text structures helps us identify and use when we are reading and writing something. Once we learnt and sorted the text structure that was on another slide, we created our own one writing about the Treaty of Waitangi. After we created our own we wrote the definitions of each structure.

This activity helped me make a connection to my reading skills because it’ll help me identify what type of text it is while reading the text.

Something I have found interesting was how this activity helped me understand the different text structures.

LI: To carry out a statistical inquiry.

For Maths we worked in pairs to create a statistical inquiry. We first posed an open question. Next we turned that question into a survey so we could find out peoples opinions. After people had responded to our surveys we organised that data.

By put it on a spreadsheet. We found it hard looking through the data so we graphed our data. My group personally used pie charts to represent our data. We then placed our data onto the DLO above, which also explains what each chart shows.

I enjoyed this activity because I used my past knowledge to help me create a better statistical inquiry.

LI: To write a imaginative paragraph that makes sense.

Today I took on a challenge called ‘quick write’. We would have to write a story in two minutes but there would be two words given to us that we needed to include in our paragraph. The story can be nonsense but the sentences had to make sence. Once two minutes is up, we checked our punctuation and made sure it made sense. Then we would count the amount of words we wrote. Next time, we would try to beat the amount of words we wrote the last time. 

The first two rounds were individual. The main challenge was two words and two minutes. The two words were nouns, for example: shoes, flour, bear, etc. We wrote these paragraphs in our writing book.

The next challenge was three words and three minutes. We completed this in pairs. This time we had to include three nouns in our paragraph. We wrote these on a piece of paper so we could collaborate properly. 

There was a super challenge which was seven words and seven minutes. The seven words were four nouns, one adjective, one adverb, and one transitional vocabulary. For example: Eden park, unique, rapidly, although, etc. 

What I found interesting during this task was learning how to write fast while using our imagination.