Cinquain Poem

LI: To write a cinquain poem that describes a character from your favourite online game.

In this activity I have created a cinquain poem to describe about my character. Using word hippo I searched up words that would match my characters personality and her actions. I enjoyed doing this activity because I was able to improve my cinquain poem.

Advertising

LI: to use advertising language to persuade others to think like you.

In this activity I created an advertisment to explain which console or device was best to play online games. To create this DLO I looked at different websites to get more information and to find the best ways to describe the model. I enjoyed doing this activity because I was able to understand more about gaming technology from the websites that I have come across to. 

Anime/Manga Character Profile

 

Our challenge was to choose our favourite anime/manga character. Our next challenge was to draw the character on our chromebooks or on paper. I chose to draw my character on paper because to challenge myself. Our final challenge was to write a paragraph that describes our character and explains why this character is your favourite

Manga Artist

 

Our challenge today was to use our smart searching skills to create a DLO in our own words that tells us about the life of our favourite manga artist or a well known manga artist.

History of Manga

For Reading we were learning about Anime and Manga, using this topic to improve our comprehension skills. Manga, is known as a Japanese Comic. It has widely spread throughout the world, and is a very popular trend. Manga and Anime have become a big part of Japanese Culture. There are Manga and Anime such as One Piece, Naruto, Dragon Ball that have taken over the world. Our task was to make a DLO (Digital Learning Object) about the History of Manga, describing the origin and what it is?

Customizing Our Shoes

LI: To customize a shoe design.

For today, we were given the challenge of designing and customizing our own shoes.The design I chose was a blue colour scheme with the Disney logo on the sole of the shoe and two symbols (related to Disney) on the side.

I chose a blue colour scheme for my shoe design because it is the most recognizable colour when it comes to Disney. I chose a Disney themed design because I knew I was able to keep it simple as well as unique. On the sides of the shoe, I have black symbols of Mickey Mouse and the Sun pattern from Rapunzel.

I enjoyed this task because I found it a way to test my creativity and my ability to design and customize an object. One thing I enjoyed most was making the Disney logo on the sole of the shoe.

Summary Customised Shoes

 LI: To explain in fewer words what the text is about.

The challenge we were set for today was to skim and scam an article about Rangi-Haira Jaxon and his passion for customizing shoes. Rangi-Haira Jaxon designs shoes and sneakers, and was inspired by Maori culture and a documentary called 'Just For Kicks'.

Something I found interesting was that his sneakers are sold world-wide, including countries like Japan, the United States, Sweden and Australia. I enjoyed this task because I had the opportunity to expand my knowledge of Rangi-Haira Jaxon and his passion for customizing shoes.

Recreating Famous Artwork

LI: To use Google Draw to recreate a famous artwork

LI: To use your knowledge of colour and colour mixing to replicate the colours used in the artworks.

This week we have been learning about famous artworks and colour mixing. The artwork I chose was The Girl with the Pearl Earring by Johannes Vermeer. This artwork was painted in 1665. Today it can be found in the Mauritshuis museum in The Hague.

I enjoyed experimenting with the different tools in Google Draw to recreate this famous art piece. I also had the opportunity to learn a lot about art and the painter of The Girl with the Pearl Earring, Johannes Vermeer.

Y-Chart

LI: to make inferences about the events in the text using clues provided by the author.

Our focus was based around inferring what athletes were thinking, seeing and wondering during the Olympics. In order to do this, we looked at an image which had information that we could point out to form our inferences. By looking at the images, we could see that the athletes had completed the swimming and are taking an after photo. Some inferences we made for feel/see were: the athletes might have felt nervous and cold, they could have been proud of what they accomplished, seeing their names of the scoreboard and how they felt determined to win.

The image shown on the DLO was of Violet Walrond and other athlete competitors. Violet Walrond was a young athlete who competed in the Olympics at the age of fifteen. She was the youngest and first ever swimmer in New Zealand to use the crawl technique. Violet also was the first female to compete in the Olympics, representing New Zealand. 

Provocation

LI: To use provocation to understand both sides of a story.

Our focus this week for reading was based on the Olympics & provocation. We used provocation to understand both side of the question asked.

The question was 'should host countries spend so much money on building the Olympic venues?' Our opinion was that host countries should not spend a massive amount of money on the olympics, since the former buildings used to host the olympics. We think that the billions of dollars used to other countries that are facing difficult times.

We found this task interesting because seeing both side of the story meant different expanding the perspective and allowing people to see the story with different opinion.

Identifying Comparisons

LI: To use our smart searching skills to expand our knowledge of Ancient Greek Mythology.

Today David shared the next reading challenge with us. It is all about the Greek gods and helps us to practise the skills we have been learning in our reading lessons with our teachers. 

David created this task as part of his CARE award challenges. In this smart searching activity, we used our comprehension and research skills to learn about the difference between Athens and Sparta. 

I found this activity fun and very informative because I was able to learn a lot about Greek Mythology and participate in learning activities to expand my knowledge. The fact I found most interesting was that women couldn't participate in government but could recieve physical training and own property because usually, women wouldn't be allowed any rights. 

Organizing and Researching

LI: To use our smart searching skills to expand our knowledge of Ancient Greek Mythology.

Today David shared the next reading challenge with us. It is all about the Greek gods and helps us to practise the skills we have been learning in our reading lessons with our teachers. 

David created this task as part of his CARE award challenges. In this smart searching activity, we used our comprehension and research skills to learn about Greek Mythology vocabulary and identify Greek places on the map. 

I found this activity fun because I was able to learn about the Greek vocabulary and learn about the places in Greece. The word/place I found most interesting was Plato because he was an Athenian philosopher that discovered and researched many things.

Main Ideas

LI: To identify the main ideas in the text.

For reading, we have been focusing on understanding the important main ideas of the text/video. The video we used for this reading task was about the traditional Maori story about how Maui slowed down the sun and brought more length to our days.

For this task, we watched the video about Maui's traditional Maori story of how he slowed the sun, and identified the main ideas between our group. From those main ideas, we discussed the more important parts of the stories and then identified the three most vital ideas from the story.

I enjoyed this task because I was able to learn more about the traditional Maori stories. Something I found interesting was that Maui was able to slow down the sun because of the pain he caused with his Grandfather's jawbone.

Venn Diagram

LI: To explain in fewer words what the text is about.

For reading, we have been focusing on comparing text information such as stories, articles and other texts. The text we used for this reading task was the traditional Maori story of how the world came to be. This text was about Papatuanuku and Ranginui waking up from eternal darkness in earth's first light, and Tane Mahuta (one of their children) seperating them to grant his siblings and himself freedom from the darkness. Tawhirimatea was angry at the seperation of his parents.

For this task, we watched a video and read a text based off of the Maori story of how the world came to be (In the Beginning). We labelled the main parts of the video version that are not included in the written version, and labelled the main prts of the written version that were not included in the video. In the middle, we labelled the similarities between the two stories.

I really enjoyed this task and found it easy because I am familiar with identifying the key ideas and comparing the two similar but different texts/information sources.

The Taonga of Storytelling

LI: To explain in fewer words what the text is about.

For reading, we have been focusing on summarising text information such as stories, articles and other texts. The text we used for this reading task was the traditional Maori story of how the world came to be. This text was about Papatuanuku and Ranginui waking up from eternal darkness in earth's first light, and Tane Mahuta (one of their children) seperating them to grant his siblings and himself freedom from the darkness. Tawhirimatea was angry at the seperation of his parents.

For this task, we found exactly twenty keywords to build an understanding of the text about. Keywords help us understand more in a short amount of time. Then from those twenty words, we chose six of those words to create a summary on. A summary is a short and brief description of the story so that we can understand the text in fewer words.

I enjoyed this task and found it easy because I am familiar with summarising and understanding texts using the key reading comprehension strategies so I can expand my knowledge of a story.

Afghanistan Travelling Brochure

LI: To create a brochure advertising a truthful visit at Afghanistan.

Our reading focus was around Afghanistan and creating informed opinions on a text or informative article. The text we explored was focused around attracting tourists despite the recent dangers and attacks that have been occurring in Afghanistan. 

Our creative task was to construct  an informative brochure that could persuade foreigners to visit Bamyan, Afghanistan on an escorted tour. 

We read through the article and shared our thoughts using information that we knew about the topical issue. We used different reading comprehension strategies to understand the text in a more clear and direct way. We used questions to help us understand the text better, skimming and scanning to evaluate the text even more and summarising in order to retell the text with our own form of comprehension.

I found this task fairly easy because I am familiar with creating persuasive brochures that advertise an area, and I was able to use my prior understanding of a text to make and share my formed opinions with others.

Book Week

LI: To celebrate reading.

This week was Book Week at Panmure Bridge School, which means that we had the opportunity to celebrate reading by participating and contributing to a range of reading and literacy activities.

Today, a special school assembly was held where everyone was able to see the book character costumes that each student was wearing. In celebration of Samoan Language Week as well, we sang O le pepe and the Duffy song.

Each class had the opportunity to take a class photo with the student's in their book character costumes. A special guest attended this assembly and found a very creative way to encourage reading. The guest was Spiderman and he found a way to promote reading for children.

Finally as a last activity to celebrate reading, the school was split up into three groups and the senior student's read books to the junior kids. We were also able to eat together during lunch.

I found this event very fun because I love reading and I was able to celebrate it in a very fun and creative way where I could engage in literacy activities.

My Reading Pathway

LI: To show my personal journey through books

This week is book week at Panmure Bridge School, which means every class participates in a number of reading activities. One of our activities was to create a reading pathway that shows how my favourite books have chaneged over time.

At the moment, I like reading Disney's twisted tales because they are adapted stories based off of Disney stories such as Frozen, Aladdin and The Little Mermaid. These are alternative situations or decisions that characters could've made or done to change the outcome of the original tale. There are a range of different twisted tales with very interesting plotlines to entertain any audience.

Affixes, Prefixes, Suffixes

LI: To understand what affixes, prefixes and suffixes are.

An affix is a word that is made up of a prefix, root word and a suffix. A prefix is a word that can be put at the beginning of the word to change the meaning. A suffix is the chunk at the end of a word that can also change the meaning of the root word.

For this task, we searched for words that started with the prefix 'sub' which means under or below. We researched and found 24 words that begin with the prefix 'sub'. We then moved on to defining those words and giving them a short, brief definition.

For the next part of the task, we chose three words from the previous prefix dictionary and used them in compound sentences. Compound sentences are two ideas put into one sentence or joined by a conjunction. The words we chose to use were subscribed (meaning side contribution), subtitles (meaning the words below the importance of a title) and subovate (meaning nearly oval).

The final part of our task was to find a word that used a prefix, root word, and suffix then break it up into categories and describe what each individual word means.  For example, submachine-gun is an affix because the prefix is 'sub' (meaning under), machine (meaning technological) and gun (which is a weapon). From this, I know that submachine-gun means a secondary gun made of technology.

I enjoyed this secondary to primary activity task for reading because I learnt about affixes, what they are and how you understand when to use them.

Polynesian Panthers Provocation

LI: To evaluate (form an opinion) the text and respond to provocation.

A provocation is a purposeful action meant to bring out lawful or political topics with the desired caused to make someone angry or upset in mental, physical or emotional form. In short, a provocation is an action taken with desire to cause others to have strong feelings about a topic or issue. However, our DLO was not created for the purpose of making others angry but to share our opinion on the events of the 1970s, respectfully.

In 1970, the New Zealand government sent armed police officers and dog squads to the homes of Polynesian people. They had batons and megaphones and would brutally force people without a current work visa out of their own houses and deport them back to their country of birth.

In response, a group called the “Polynesian Panthers” were formed. The Polynesian Panthers were a group of university students protesting against the Dawn Raids and the rights for Social Injustice. ‘Power to the oppressed’. The authorities who were meant to keep New Zealand a safe place had permission to abuse their power in order to kick Pasifikan’s out of their homes.

With this in mind, we think that our Government today (Labour) does not need to apologize for the actions of the past Government (National) not only because they are separate parties but also because Jacinda Ardern and her party is not at fault for the racist actions taken by National. However, we think that the current leader of National (Judith Collins) and the National Party members of today should be the one to issue an apology on behalf of those responsible for these events.

This is because she is the head of National which is the party who were the cause of the Dawn Raids and deportation of polynesian people. However, they do need to issue an apology publicly as it can potentially fix the open wounds that remain today. The apology should be proposed by the correct party members as a sign of empathy and remorse.