Wednesday, 23 November 2016

MiCamp Taupo


Haiku of Year 7 Camp

Tuesday:
Tuesday was wet as
The water slide was rocky
I got lots of scars

130508-st-john-rebrand.jpgWednesday:
I did B M X
Troy went in an ambulance
Cause he crashed his bike

Thursday
Aerial view of Taupo DeBretts Hot Springs x 400.jpgWe went to debrett's
The big pools were very hot
Debrett's is da bomb

Friday:
We packed up to leave
We went to the park for lunch
We came home hurray!

Liam. M

Cover Letter

  Liam Mcpherson  
123 Address St
Anytown, ST 12345
645 7380
Liammc@pirongia.school.nz
      
19 October, 2016

RE:  Application for Subway
Te Awamutu 3845
91 brunch st

Dear Mr. Bob
As a young bright kid I would love to apply for a job at Subway.
As a school student I have been involved with many leadership opportunities such as deputy, house captain and PAL (Physical Activity Leader)

Sincerely
Liam. M

Thursday, 15 September 2016

Poem - Autumn

Autumn
When you wake up in the morning
The curtain open wide, there’s a tree outside
It's a big tree, where the leaves are falling

As you go for a run
You're having a lot of fun
But the clouds are in front of the sun

Which is pretty dumb

Tuesday, 23 August 2016

Speech self assessment

Name: Liam McPherson
Speech Topic: Marijuana should not be legalised in NZ.     

1
2
3
4
Score
Organisation
Introduction
Introduction Confusing or misleading
Introduces Topic
Introduction grabs the audience’s attention
Introduction is dynamic and electrifies the audience
3
Body
Body of speech is not related to topic
Link ideas
Makes Key connections between ideas
Excellent flow of ideas
3
Conclusion
Simple sign off only
Concludes topic with a statement
Links well to introduction
Powerful and dramatic conclusion
3
Content
Speech does not address topic or show evidence of research, has no clear message
Has a message but requires more explanation and research
Subject is addressed , message is delivered and shows evidence of research
The subject is addressed clearly and shows evidence of thorough research, the message is strong and clear.
3
Appropriateness of the speech topic
Topic was not appropriate or did not appeal to the audience
Topic had some appeal to audience.
Topic appealed and was appropriate for the audience
Topic was very appealing and had the audience spellbound
3
Delivery
Volume and Pace
Could not be clearly heard. Spoke too fast or too slow or  was very hesitant
Could be heard by some of the audience. Correct pace some of the time
Could be heard by most of the audience. Correct pace most of the time
Could be heard clearly by all the audience and was always at the correct pace
4
Gestures
None
Used a few gestures. Or used too many gestures
Used some gestures appropriately
Used appropriate gestures effectively
3
Body Stance
Body movements  detracted form the speech
Nervous or agitated at times
Often showed confident or appropriate body stance
Consistently showed confident and appropriate body stance
3
Voice
Speaks without any expression, change of tone or pace
Changed tone, pace, paused or used expression
Used tone, pace, pause or expression most of the time
Used tone, pace expression, and pause to enhance the delivery of their speech.
3
Eye Contact
Did not make eye contact
Looks at some of the audience some of the time
Looks at some of the audience most of the time
Uses eye contact effectively to engage all the audience
3
X Factor
Award up to 10 points for the overall impression, impact, uniqueness or power of the speech and its presentation.
8
Comment:
Total
39

Thursday, 14 April 2016

Super speed


By Ty, Mark and I

Popsicle stick boat

                                The Bumpy, Braking, Boat
Displaying DSCF6498.JPG
Caleb, Skylar and I made this boat out of Popsicle sticks hot glue and rubber bands. We tested it in the school pool.

We used 48 out of 50 sticks and 2 out of 5 rubber bands.

We made a triangle at the front so it would glide through the water.

Our boat traveled 130cm, it didn't turnout how we wanted it.

Next time I would Put more rubber bands on the motors.

 After it had been in the water it fell to bits it was quite funny  







Liam's Anzac Assignment

  George Herbert Lyford
                                   1874-1917
     
                             NZ Rifle Brigade
Born:  He was born in Kaikoura on 29 September 1874  
Education: He moved on to a farm in the Otorohanga district. At his enlistment on 27 June 1916, when he put his age down to appear less than 40 years of age, George described himself as a farmer who had been employed by the Waitomo County Council.
Army Information:  Further training followed at Sling Camp on the Salisbury Plain, Wiltshire, until 1 March 1917 when George was deployed to France via √Čtaples. On 4 October 1917, the New Zealand Division took part in the Third Battle of Ypres, and it was on the first day of that battle that Private George Lyford was killed in action in Belgium. He was 43 years old.

Liam M

Tuesday, 5 April 2016

Popsicle Stick Tower

Goal Post Tower


Mark Seager, Liam McPherson.
Height : 720mm

Our tower passed the success criteria, it was able to hold 1 kg, withstand fan speed and it had a working elevator.
Next time, if we were to change something, we would make it taller.

I think we worked well as a group.

Monday, 7 March 2016

Fair Reflection

My stall was called Ping Pong Toss. There was three different colours, there was gold, blue and green. If you got it in the gold you got one of every kind of prize. If you got it in the blue you got to throw a water balloon at some one in my group. If you got it in the green one you got two have a lollie
Our Assessment and Learning Rubric
Our Rich Learning TaskTo design a fair stall.
Yellow Highlight = Self AssessmentT = Teacher Assessment
Level 2 (Novice)Level 3 (Apprentice)Level 4 (Practitioner)Level 5 (Expert)
Active Listening•I rarely actively listen to others.
•I struggle to ask questions about what others are saying.
•I find it hard to repeat what others have said.
•I sometimes actively listen to others.
•I occasionally ask questions about what others have said.
•I paraphrase what others have said every now and then .
•I often actively listen to others.
•I usually ask questions about what others have said.
•I can paraphrase what others have said most of the time.
•I actively think deeply about what others are saying.
•I can ask questions about what they have said.
•I can paraphrase what others have said.
Group Work•I rarely work constructively in a group to achieve a result.
•I take on easier roles during group work. E.g. getting the resources.
•I work constructively in a group every now an then to achieve a result.
•I take on slightly harder roles during group work. E.g. Recording
I mostly work constructively in a group to achieve a result.
•I take on more difficult roles roles during group work.
e.g.Presenting work in public
•I can work constructively in a group to achieve a result.
•I take on challenging roles during group work e.g. Leader of group.
Sharing Ideas•I rarely share my ideas and opinions.
•I hardly encourage others to share their views.
•I struggle to accept others different ideas and opinions.
•I often share my ideas and opinions.
•I sometimes encourage others to share their views.
•I am beginning to accept others different ideas and opinions.
•I share my ideas and opinions most of the time.
•I regularly encourage others to share their views.
•I accept others different ideas and opinions most of the time.
•I can share my ideas and opinions clearly.
•I encourage others to share their views.
•I can accept that others may have different ideas and opinions.
Cooperate with Others•I struggle to know when it’s appropriate to cooperate with others.
•I rarely help others to cooperate with others.
•I am beginning to cooperate with others.
•I sometimes help others to cooperate with others
.
•I cooperate with others most of the time.
•I usually help others to cooperate with others.
•I know when it’s appropriate to cooperate with others.
•I always help others to cooperate with others.