Connections

For one of my tic-tac-toe activities I chose to listen to some different stories and chose what connection the children had made... There was No connection, text to text, text to self, and text to world. I did 30 questions and got 22 right, so I got 8 questions wrong. Here is the evidence:

Pool Party For Pups

I  read and watched an article on a pool pups party. After I had read the article it said that there was some recall question for us to answer so I answered them. If you want to read the article than the link is here: http://tinyurl.com/muskyre Here are the questions I answerd:

1. Who is the main person or group of people in this news article? The dogs are the main “thing” in this article they swam around in the pool jumping in and out of the water and splashing about. 

What was the key event from the news article?

It was an awesome pool party to raise money for a dog organization.

3. Where did this event take place?

It took part In Auckland, and it was called bark in the pool. 

It looked like all the Dogs had heaps of fun playing in the water, chasing all the other dogs, chasing balls and owners could even hop in the water and swim with the dogs to!

Catch Me If You Can- Defense

Description:

Every week we learn about skills and movement that will help us play sports. This term’s focus has been around defense. We made a video showing some of the goals we have been practicing. I have highlighted the thing I think I have done well YELLOW and one thing I would like to work on PINK.

WALT: Defensive skills and movements

Success Criteria:

Body Movement

• Weight on balls of feet
• Feet shoulder width apart
• Knees flexed
• Concentration and eyes on ball, head and eyes up
• Push hard off outside foot and go forwards to attack pass
• Quick small feet, stay on balls of feet
• Arms within confines of body
• Take feet to ball
• Land with a SBP

Intercepting

• Body angled to see player and ball
• Anticipate pass and player movement

Restrictive Marking

• Meet player as they start towards the ball/where they want to go
• stay close to the attacking player
• Head and eyes up, arms close to body to avoid obstruction/contact
• Angle body so attacking player is ‘pushed’ away from where he/she wants to go
• 0.9m from ball carrier

Here Is My CMIYC Video:

• Evaluation:  I think that this term and a half I have done pretty well mastering the skills because I have got more yellow than pink, but next time I think that I could get better at Angle my body so that attacking player is 'pushed' away from where he/she wants to go because I have achieved this goal before and I think can achieve it again quite easily!
• Feedback and feedforward: Well Done Hannah you have done pretty well mastering the skills the skill I think you need to work on maybe is SBP (Stable Body Position.) Well Done you have done a great job! Grace

Discovery Time

Description:
Today in Discovery time I created a origami cat. I found making the cat quite easy but then when I drew the cat face I didn't like it so I kept having to start again I tried three times until I got it looking ok but I still didn't like it so I tried again the 4th time and I was happy with it. I think that I showed creativity because at the end it looked really good and I thought that it was creative. Here I am working on mastering the "cat".

Turtle Descriptive Writing

I.A.L.T: Use Complex sentences.
Description: In class we have been learning about complex sentences. There are two types of sentences that you can use a independent sentence and a dependent sentence, a independent sentence is a sentence that can stand on it's own. A dependent sentence is when you have a sentence that can stand on it's own but you can add another sentence to the same sentence.

After we learnt about independent and dependent sentences we watched a video about turtles. We then had to write down what we learnt and we had to use independent and dependent sentences in our writing. Here it is:

Sea Turtles are amazing creatures! Sea Turtles way up to a thousand pounds, thats as much 10 fully grown men. Sea turtles grow up to 6 feet tall they are really big creatures. Sea turtles eat crabs and jelly fish. Guess What? Sea Turtles lay their babies in the sand, exactly were they where born. They remember where they where born in their turtle brains and then when they are about to lay their eggs they move towards where they where born, sometimes they have to go further than 2,000 km.  Turtles swim very long distances, in half a year they can swim from Hawaii to Japan. Some of them can even travel around the whole ocean in a migration, that’s around 10000km without stopping. It’s sad, if a sea turtle laid 200 eggs only 10 of the sea turtles would live, if a sea turtle laid 100 eggs only 5 would live...

                                                                The end 

Blockers and Drivers For my Learning

In Reading we had to create a post about our Blockers and Drivers, a driver is something that helps us with our learning and a blocker is something that Blocks our learning. I found it quite hard to chose between my Blockers and Drivers because sometimes at a different time a blocker helped me.

For Example:
Drawing my Ideas is sometimes quite hard because I'm not the best drawer but sometimes it could be a driver in my learning because it could help me complete a task to do with drawing so it depends.

Another example:
Presenting to a group is another one because I sometimes get very embarrassed explaining my findings but sometimes it's a driver because after I have presented to a group I can get feedback/feedforward.
Here is the poster:

Animal PhotosVisualization

Description:

In Class I am learning about comprehension. In comprehension I am learning to visualise. When we are not having a reading workshop we have to do a Tic-Tac-Toe board. We get to chose a task that we want to do. This week I chose to do a task called animal photos. We had to describe the  animal what it looks like, and what it's features are like. After that we had to ask a friend to draw the animal. While we give out the instructions.

Here is what I wrote about my  two animal's...

1st piece of writing:

I look sneaky, I’ve got a kink at the end of my  tail. I've got eyes that glare at you.  My left paw at the front is pointed straight up. I've got whiskers. I’m a burnt orange color with a mix of white. I've got  razor edged claws.  I've got pointy ears. WHAT AM I?

2 Stars And a Wish T1 2015

Description: In class we did a two stars and a wish for T1 2015.
Here it is.

Te Ahu a Turanga Noho Marae

 Description:

 In week 7, we had an overnight stay at the local Marae in Woodville.  We were immersed in Maori culture and participated in a range of activities.  We set two goals to focus on during our stay.

Big Idea:  

1.  Did you achieve your goals?  How do you know?

I achieved one of my goals completely which was to sleep in a room with other people. I didn't really think about this goal because I was really tired and just wanted to get to sleep! I completed half of the second goal which was to share my story and when I am sharing my story to not get embarrassed. I shared my story but I was really embarrassed and I could feel myself going bright red!

2.  What are you most proud of from the marae stay and why?

I am proud of giving everything a go even when I was nervous and scared. I am also proud of myself by working with my friends to solve problems and to give each other support when they needed some. 

3.  What challenged you the most and why?

Making the pancakes challenged me the most because I had to flip them all at the same time and I had to make the pancake batter and I didn't know how to read grams.  

A day after our Marae stay we made book marks about our experience at the marae and what our favourite parts of the Marae stay were. My 3 favourite parts of the Marae stay where sleeping in the Marae, crossing the Manawatu river and doing the Gorge walk and to represent the Gouge walk I  drew pohutukawa flowers.
Here is my book mark:

Our Pepeha

Description:
A Pepeha tells people about how you connect to a place. This is my RSS pepha.

Big Idea:
I worked with Georgia and Sophie, we had a bit of difficulty filming each other because we didn't fully know our pepeha. We also kept laughing at eachother when we made a mistake!

Triangles With Troy

Description:
We have been learning about Geometry for Maths for the past few weeks. We looked at all the different types of shapes and in particular triangles. We have learnt that there are 4 different types of triangles and we created something to share our understanding about each of them.
Big Idea
I created a poster with my friend Olivia. It explains to you all about the different triangles a Right Angle Triangle, an Equilateral Triangle a Scalene Triangle and lastly a Isosceles Triangle.

Evaluation
I think that Olivia and I worked really well together, I think that our poster explained all the different types of triangles really well. I think next time we could maybe use less text because a few people have said that our poster is got a lot of information that is not needed.

Feedback / FeedForward
Well done Hannah and Olivia! You guys have really done well explaining the types of triangles. You have added lots of detail and information in your poster. What I think you should work on is maybe trying to add all the information in but not in a long sentence or paragraph. Other than that your poster is MAGNIFICENT!
Aye :-P

Story Telling

Purpose: create a story to share orally

Description: Oral storytelling is a Maori tradition. We have been planning our own story to tell on the Marae in Week 7.

Evaluation:
I was very embarrassed when I  performed my story, because about 7 people where watching me and mid way through when I was performing one of my teachers came in and watched me perform which I was embarrassed about. If I could do this task again I would not stop when my teacher came in and also I would try not to look at the audience so that I don't start laughing!

Writing

Description:
In class we did some writing about a bus stop. First we had to look at the picture of the bus stop and then we did a plan describing what the bus stop looked like, and what it's features were like!
Then we did our piece of writing. Here is mine plan and piece of writing: 

Mum, I can’t be bothered walking, i’m so tired, can’t we catch the bus? Umm ok Hannah, i’m pretty tired of walking to. Lets go and find a bus stop. “Ok” I replied and we kept walking down the road to find the closet bus stop. We walked for about 15 minutes. Suddenly I looked up. It was one of the coolest sights! Mum I screamed look how cool that is. Wow she replied! I ran up to it. 

It was bright, unique, windowless, Original, Colorful, Amusing, Shiny, Decorative, Suspicious it was also a type of shelter and then I clicked, it’s a half bus and half bus stop, and it was cool...

By Hannah

Star Test

Description:

We have done a star test to inform our teachers what we can do and what we need to work on for reading. There where 4 parts to the Star Test.

• Word Recognition
• Sentence Comprehension 
•  Paragraph Comprehension 
• Vocabulary

Here is a photo of my test:

Big idea:

Since getting my star test results back, I have chosen a goal. My goal is Comprehension, paragraph Comprehension I can try and achieve this goal by using prior knowledge to connect with text and to make and adjust predictions: use text to confirm.  

Stuck on a escalator

On Monday, we watched a really funny movie about 2 people who get stuck on an escalator. 

   

We think that we can relate the message in this movie to our learning...Its like being stuck in our learning, we need to ask for help and we need to look for ways to solve the problem ourselves. We thought it would be fun to make our own movie to get this message across. We had 2 groups of criteria for our movie...

Criteria: (Content)

• Video - 30 seconds long, time is limited. 
• Scenario - Show someone being stuck and not using the ability to act. 
• Clear Message - Short sharp clip. Can the watcher get the point of your video?
• Unique - Coming up with something funny that gets a laugh from others. 
• Time Passing - Do you need to show time passing in your clip to emphasise your message. 

Criteria: (Movie)

• Light - Make sure the sun isn’t creating a hard to see clip. 
• Voice Volume - Needs to be louder than other background volume eg Noise, Kids.
• Frame - What’s in the frame to make your message obvious. 
• Steady Hands - Make sure the camera is still. 
• Individual Clips - Don’t do one continuous shot of 30 seconds. Make a range of short clips and join together.

Here is my movie that my friends and I made.
Enjoy!♡♥

Feedback and Feedforward: Good Job Hannah you really have worked hard on your movie, the one
thing that could be fixed is the 1 hour later at the start does not really fit the movie. The one thing I really like about the movie is time passing turning the chair. I love it! Grace

Term 1 Swimming

Description
Yay! It's Term 1 and that means Swimming. In my Swimming group we have been creating a short movie to show our skills. After we had created the video, we looked back at our video and observed what we could get better at. The we made a goal.

My goal is:

Since looking back at my videos I have made a goal. My goal is to get faster, I think that I can get faster by kicking harder and when I am doing freestyle pulling my  my hands through the water continuously! I will try to accomplish this goal by swimming sports so that I can showcase this goal in the water. Also how I will know that I have accomplished this goal by someone filming me, and then I watch it and compare my goal with the two videos I will have filmed!

Here is the link to the youtube video: 

(I am the second person swimming).

http://www.youtube.com/watch?v=la2hfosypFk&sns=em

Evaluation:
4 Weeks later:
I have been practicing my swimming goal, a few days ago it was our last day of swimming so my friend filmed me swimming to see if I have achieved my goal.

I think I have achieved my goal as well as my technique. My swimming teacher said that I needed to not splash down my hands on the water so much, because every time I do that it makes me slow down. Also at swimming sports I got into the finals for 2 of my races which I was proud of because I am better at long distance. So therefore I think that I have achieved my goal. Here is my second video.

Maths Knowledge Test

Description
In class we a doing a maths test all about our knowledge skills. I started of by passing Test 4, then test 5 and then it came time for the stage 6 test, it was really hard! I didn't pass but I though I got quite a good score. After we had completed our stage 6 test, we got a chance to redeem ourselves by getting a buddy to call out a similar question to the one we got wrong, and then we had to answer the question in at least 3 seconds if we got the question right the the time frame of 3 second's we got to put a tick next to the cross to show that we got the question that our buddy asked us right!
                                                                       
Here is all 3 of the maths test's:
                                                                          Stage 4

                                                                           Stage 5

Stage 6 

Big Idea:

I think I did really well in the first test and I thought it was quite easy, the second test was much harder, but I think I did pretty well, (Although I did guess a few). Stage 6 was definitely the hardest! I tried hard to think about what I knew and what I didn't know, and I answered the question from there!
My current goal at the moment is to write numbers in order to 1, 000, 000,  including fractions.

Here is an example: 
Write smallest to largest
111 985, 111 987, 111 978, 111, 999

Going Back

In class I have been working on some writing about my school years and some of my memories at school.

Purpose: To share memories of my childhood

Here is my writing,

Remember back in year 5 when I was anxiously waiting on the hard rigid ground? Patiently waiting for my name to get called out... Then Hannah Kiwi house leader for 2015.

Remember my first year in Poutama? Not knowing were to go, not even knowing were some of my friends were. Not even knowing what classes I was in for reading, writing, spelling or math!

Remember scrambling up some bars at school then falling and plunging onto the ground and breaking my nose? I didn't want to go home because I  knew that we where doing art after brunch!
                                                     

                                                           That was me growing up!
                                                 

Athletic Goals

Every Wednesday and Friday we have been practicing for athletics. Every 15 minutes we go to a different rotation. By now I have gone round every rotation and I have chosen some goals that I want to accomplish on the REAL athletics day!

My goals for athletics are:
To jump at least 100cm when it is my turn for high jump
When it is time for dicis I want to use the right technique when I am throwing the discus.
My last goal is to jump at the line when I am having a go at long jump and leading onto that when I am jumping that I fall forward not backwards!

                                                                             AND WIN!!
Hope you liked my goals! LOLZ

Two stars and a wish

Every term we do something called two stars and a wish. The stars are when you reflect on what you are proud of and the wish is something you can work towards the next term.

Here is mine

Term 3 review

WALT: Term 3 review 

Task: To complete the survey:

Here is my review:)

House Inquiry

Title: House Inquiry

WALT: Gather information

Description: Every Wednesday we have been learning about the inquiry process while finding out about different houses around the world. First we chose a question, and then researched the question to find the answer to our question. Our question was how are houses like in England and why are they like this? Each group had to pick a country and inquiry into what there houses are like, present their findings in a haiku deck and then build there house in mincraft. 

Criteria: 

I think...

I think that I am Practitioner because I can look at a range of and show how it’s to do with the topic.

Evaluation: 

1: What are you most proud of?

I am most proud of my house because it looks like a London underground house. I was also proud of my haiku deck because me and Rosalind worked together in a team well!

2: What did you find challenging?

I found that getting the right colored block on mincraft was hard because it had to be as close to the picture on the internet but once we discussed each block it was easier. 

3: My next ‘Get It’ goal is ?

My next get it goal is to, To find a bit more information about the house and research some Pacific types of things would be in a underground loft/house.

Reading Sample 2014

My reading goal this term was to…   'play with ideas' by using small group discussions to draw out her opinions and build on them. 

                                                             

WALT

GET IT...use a range of sources by questioning and predicting

SORT IT...analyse and sort information to answer my question: see if my thinking has changed, look for patterns by questioning inferring, summarising

USE IT…discuss what I have found out with others and make connections 

TASK 

inquiring readers go through a process to gather, organise and respond to new information. We have been using  the ‘GET IT, SORT IT, USE IT’ process. After reading ‘Wonder’ by R.J.Palaccio our group felt moved to DO something but we didn’t know what! We all had lots of questions so we decided to research more about disabilities before deciding. I wanted to know more about 

How we can help people with disabilities to be independent.

SUCCESS CRITERIA

I can research using different sources.

I can think logically, creatively, and reflectively.

I can make generalisations from patterns and connections

Here is what I did with Grace and Georgia. 
Once I read the book wonder, the Julian chapter and out of my mind I made this wordle with Georgia and Grace from all the peoples perspectives. Here it is...

Did my thinking change or stay the same during the ‘GET IT’ stage? 

It did change, we all had one question that in our "mini groups" we had to find out.  Our challenge was to find out all about disabilities. When I was looking on the internet I found that a disability can be caused by a disease. So we worked on this for a while Disabilities/disease and then is all clicked . 

From ‘SORTING IT’ I can make these generalizations:

Most people with disabilities want to be independent

They are treated differently because they look un normal

They are normal to them but we are different.

They are rather happy the way they are.

You should always ask if you want to help a person with a disability. They might not want to use your help.

‘USE IT’ What now?

I would like to create a movie talking to you about all the generalization and talking to you about why I chose the words in the wordle. 

Maths Sample 2014

WALT:

We are learning how to extend a repeating picture pattern and use number strategies to think ahead. 

Description: For maths this term we have been learning a range of strategies to help us solve algebra problems. 

Task:  Make a short movie to prove that you have achieved your maths goal.

Criteria: 

• Show, explain, prove your goal and how you did it
• Clear message
• Two questions to show your learning
• Correct answer

Evaluation:

1. What are you most proud of and why?

             I am proud of going out there and learning this strategy and making a “prove it” with                              

             Sophie and moving onto the next goal: We are learning how to continue a number pattern         

             and find the rule for the next reaping pattern.

             What challenged you the most and why?

Thinking up a reaping pattern I thought was really hard because when I thought up a pattern they were all kinda the same and they were all really easy patterns!

1. Next time, what is a goal you can work towards?

    My goal for next time is going to be: We are learning how to continue a number pattern         

      and find the rule for the next reaping pattern, I am also going to try and get this goal achieved   

      faster and I want to get this goal done faster so that I can move onto the next goal which seems        

       quite exciting!

Feedback/Feedforward:

Well done! You and Sophie explained the questions and how to do it really well. The detail in the answers are spot on. You and Sophie told the answer and how to do it. Maybe next time you could add one more question to top things up. I know you're meant to do two questions but I think 3 questions might be better.
Aye

SLC Writing

Writing portfolio sample T3

WALT:  Entertain

My writing goal this term was to

use simile, metaphor and emotive language

               

SUCCESS CRITERIA

I have included a range of similes, metaphors, onomatopoeia and/or alliteration to create meaning and effect and hold the reader’s interest. 

I think that I have done this "goal" really well and I know this because when I read my writing it flows like a river. It also makes my writing strong/powerful making the reader feel what the writer is feeling and how the writer wants the reader to read their  story.

TASK: craft a free-choice piece of writing that shows how I am developing my goal.

Here is my first, first, first ever piece of writing that I did you will be able to see in my first piece of writing how it is not very good compared to the full edited piece. Here it is...

Here is my finished story and my edited piece that has been highlighted yellow and black.                                    

This story about a dream, about... you just wait and see    

My dream has always been to be an author, and that’s what I am going to do... Just write. 

“Hannah mum shouted what are you doing”? I replied “writing” praying that she would just go away and let me be, but she stayed. Hannah she said, your writing is aways so dull you just write, you don’’t but in passion into it. Strive for excellence, write with excellence then you will succeed. You’ll be amazing Hannah I believe in you, Know get on with your job. You have a lot to write about in a day. But mum I screeched, What shall I write about? One of your child hood dreams she replied, one of your child hood dreams. So I wrote about my favourite dream... when I was tucked in bed waiting to fall asleep. Waiting for the day of my 8th birthday...

                           

                              

I could remember my mother in the kitchen making my chocolate cake for her 8th birthday party the aroma smelt so nice, Tucked away in my bed gazing up at the gleaming stars, silent all around except the Sharp faint call of owl’s swopping around the barn house. My toes freezing cold but not to cold! I could definitely survive! I faded asleep, and dreamed frighten stuff!.. 

Stranded. On a boat, freezing cold. No one to help her.  Waves pouring over the rails of the deck tumbling over each other *like people doing backflips.*  Frantically she tries to grab hold of the steering wheel but her anxiety builds as she realizes she has no control over the boat.,   She hunkered down in position to protect herself from the elements like a curled up hedgehog. It goes on like this all night... BOOM! A monumental wave crashes  over the boat sweeping her into the raging sea.  It is icy cold, She is numb. Blinded by salt water that stings  her *bulging* eyes she is achingly aware of how alone she really is. Then suddenly...

Tap. Tap. I here a echo run through both of my ears and jump out of them into the big gusts of wind twirling around the barn house. “Wake up mum calls frantically” You've been having a night mare, and that’s how it struck. I got lousily out of bed and well did my usual jobs. Get dressed, brush my teeth, do my hair, pack my bag and so on and that was he end of that! 

Evaluation

How has your writing has improved this term?

I have used a variety of simple, complex and compound sentences to build interest and suspense:) I think by adding in this kid of stuff it helps the reader “feel” what he author is feeling. Also I wanted the author to keep adding their thoughts to my piece of writing and using this goal I think that they would use this kind of stuff in their own piece of writing too.

The part of my story I am most proud of is….because…

My edited piece because I have used lot’s of similes, metaphors, onomatopoeia and/or alliteration to hold the readers attention. I also really like these two sentences: Stranded.  I like this sentence because... It makes the piece of writing more powerful and it also gives suspense. She hunkered down in position to altercation  and it goes on like this all night. I like this sentence because I think that there is lots of juicy words e.g.: hunkered and altercation. 

Next time, what is a goal you can work towards?

To work on my spelling because this kinda ties in with writing and I also want to work on this goal: Organized and sequenced my ideas into paragraphs for purpose and effect.

I think that next time this might be a goal to work towards because I think that I am not very good at understanding paragraphing and that sometimes in a separate paragraph I have the same idear!

Feedback/Feedforward:

I think that was a very nice and juicy story I think that you have worked hard editing that part of your writing. I think you could have worked on putting some speech in there. Rosalind:)

Great work Hannah! I think the edited piece is a brilliant piece of writing because it captures the readers attention, and you manage to keep them with you throughout that piece. Maybe next time you could add one more simile or metaphor. Ana

The learning pit

WALA: The learning pit.

Description: We have been learning have been learning about when good learning happens.

Task: Share what you know about the learning pit.


Criteria:
Draw the learning pit
list at least three feelings that you might have when you are in the pit.

• stressed 
• cross
• sad

list at least there strategies that you could use to get out of the pit

• Do lot's of work out of school
• Keep persisting 
• apply your knowledge to your learning.

Label where good learning happens.

• School
• When you are focused 
• Any where really 

List three things you could say to yourself when you are in the pit.

• Keep going I can do this
• Keep taking little steps to get out of the pit
• You need to get this deadline done fast 

Evaluation:
Reflect on a time that you have been in the pit.
When I was learning about decimals I was in the pit. I felt quite stressed but I put myself in the pit by going to lots of individual workshops, and doing lots of work at home.

How did you feel when you where in the pit.
I felt annoyed and cross because some of my friends had moved up and at home dad was making me do extra work at home, but it all paid off!

Feed back and feed forward: From Ana

 Well done Hannah! I like the colours on your picture because they pull the reader in and they go together also, I like you clear hand writing, it makes the poster easy to read. Maybe next time you could put your 3 things you say to yourself in the pit on the poster. Ana

Te Reo/Presentation Sample

3. 
   

   WALT: communicate a message.

   
   

   Description: We have been participating in 3 different workshops around colour, compositions and fonts.  We put these skills to use in a poster sharing our knowledge about Te Reo Maori.

   
   

   Task: Make a poster about Te Reo Maori.

   
   

   Here is my poster.

   
   

   

   
   

   
   Complete the criteria with targets to show your reflection. Reflect on the evaluation questions below.

   Message: My message is clear and purposeful.  Everything that is on my poster relates to my message.  I think I did this really well because when I looked back at it I looked at the criteria and all of it related!

   Composition:  My poster is balanced. I think my poster is balanced and I think this because when I asked the teacher and two other friends they said that it was balanced.

   
   

   Font:  My font is clear, readable and suits the message I think it is quite good my friends said that it was really good but the teacher said it could have been better

   Colors:  I have used 2-3 colours that are complementary.  My background choice makes the text pop! I used more than I had to, but I think it looks really good and I also like the background because it is a nice dark color. Because I didn't use three colors I am going to say that I did " Pretty well"!  

   Accuracy:  All of the words on my poster are spelt correctly. I did this really well but at first when I took it to the teacher there where lots but in the end I got it sorted!

   
   Evaluation:

   What are you most proud of and why? I am proud of giving my poster me all and I also don't no many maori phrases so I am proud of learning the phrases to put in my poster.

   
     What challenged you the most and why? Making my font the right font to match my poster.   This was hard because on pic collage there are not many fonts so I just had to try the best font. It was an OK font!

   
   Next time, what is a goal you can work towards? Basically just too work towards fixing up my orange goals I think that I can do this by practicing  just this when making other posters!  Remember that perfect practice makes perfect!

   
   

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                              This is some really good stuff Hannah you could have made the blue liter and the text darker to make then pop. But it still looks ok anyway the layout could be better but it is ok for the amount of text it is rather balanced as well. I love the shadowing affect. :)
            
            

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