Recreating Famous Art Works

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

Customized shoe

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

Character Profile

 LI:to create a 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… because...

Our final challenge was to write a paragraph that describes our character and explains why this character is your favourite

Manga Artist

 LI: To read for meaning and understanding

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.

Katsudo Shashin Animation

 LI: to create an animation.

One of the oldest surviving pieces of Japanese animation may be a nameless, dateless, approximately 3-second film known as “Katsudo Shashin“ (literally “Action Photo“). It simply features a boy writing the words 活動写真 katsudo shashin and then doffing his cap. Our challenge today was to use our animation skills to create our own 3 second ‘action photo’ using our own manga character.

The History Of Manga

 LI: to read for meaning and understanding.

Our challenge today was to complete a reading comprehension about the history of Manga to show that we are reading for meaning and understanding. Our final challenge in this activity was to create a DLO to share the information we found out.

A fact I found interesting was how long Manga and Anime was going on for.

Poros of Malia Venn Diagram

L.I: To compare the past and present rules.  

For this reading activity we were tasked to compare the olympics rules from the past and the present using a venn Diagram.

There was a big difference between the past olympic rules and the present. The rules that stayed the same was no shoving, no holding, no cutting of other racers.

This task was interesting because the task was about something that was going on now.

Poros of Malia

 LI: to understand the main ideas behind the text.

This week for reading we read a text called Poros of Malia. This text was about a man named Poros who competed in the sprints in the ancient olympics. Poros had won this event in the olympics prior so he had to win or they would have been made fun of. After we finished the text we answered a list of questions, by answering these question we got a better understanding of the story because it helped us remember the details and the main idea of the text.

Oral Language (Provacation)

 LI: to Create a DLO that shows both points of view as well as your own. 

We were tasked to make a DLO using provocation. A provocation is an action or speech that can show a powerful image in the reader’s mind.  For this task we picked an image from a site showing what it looks like after the olympics. We chose 5 to do the Bobsled venue in Sarajevo. The provocation was, Should host countries have to spend so much money on building Olympics venues?

In our opinion we think that they shouldn’t have spent that much money, because they could have used it again so that they didn’t need to waste so much money, and if they did that they could save money and they could help the poor people. 

Culture

 LI: to edit our writing using DRAFT.

Today, we focused on writing abstract noun senses poems. An abstract noun is an existing that cannot be touched or physical obtained such as, happiness, sadness, and anger. Metaphors compare two things without using the words 'like' or 'as'. The five human senses are sight, hearing, touch, taste and smell.

For this task I worked with my partner  to create a poem using abstract nouns. Our group was given a list of abstract nouns that we can use to write a poem. The abstract noun we choose was culture. We used the five senses to describe what misery sounds, looks, tastes, and smells like while using metaphors to structure a poem correctly.

An abstract noun is a feeling or emotion that cannot be physically touched. A metaphor is the comparison between two things without using as or like. 

For example: Happiness is a river of joy that is flowing through my heart. 

The word happiness is the abstract noun and is used to create this metaphor. 

I really enjoyed doing this because I got to work collaboratively and work together in a group and also use powerful words to strengthen the poem to make our poem 

Greek Gods

 LI: To use our smart searching skills to find information about the Greek gods

Link to Doc

Today David shared his 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. We earn CARE award badges in year 7 and 8 to show that we understand our school values. In this activity we used our smart searching skills to find information to help us complete the table.

I found this activity interesting and fun because we got to learn new facts about the greek gods and we go to learn new Gods

The Greek goddess I found most interesting was Hecate because Hecate is the daughter of the titans. She is mysterious and and crafty figure. She is the type of god to be feared.

Forming an Opinion

LI: To consider both perspectives

We were tasked to read the story about Lake Taupo to understand if the story was fact or story makes sense by saying if the story is true or fake. We wrote our opinion to see that why we picked which side to see if it was right or wrong. We wrote that taupo says according to legend which means it happened but actually is true.

I found this task fun because we got to find new information about Lake Taupo.

Main Ideas

 LI: To identify the main ideas in the text.

  

First to start off the task we watched a video about how Maui slowed down the sun.After watching the video we wrote down the main ideas that happened in the video into this DLO. After finding the inportant Ideas from that we find the four very important ideas. One of the four very important ideas is that Using the flax for ropes slowed the sun. When you find the four very important ideas we found the three vital idean from the four very important ideas. I found this task fun because when you find main ideans from the text that means that you understand the text throughly.

Venn Diagram

 LI: To find as many similarities and differences as you can between the video and text of “The Beginning"

This week for reading we have been focusing on the differences of two types of ways a story can be said. This week we were finding differences and similarities from the video and text from "the Begining". This text was about our group finding things that are different and simaler bewtweeen the too. In the video verison it shows the seperation of mother earth and father sky, and in the written version it's explain the love for the two. I enjoyed this task because I got to see the differneces and similaritites bewtween two storys. 

Taonga Summary

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. We used the summarising DLO to help us write what we think happens in the in the story is true. First we needed to find 20 important words from the story, then we had to find the 6 most important words from the 20 important words. After doing that we used those six words to make a short story about the story. I found this task interesting because I got to summarise a story in fewer words, meaning I understand what they story is about.

Maion Ideas - New New Zealanders

LI: to identify the main ideas in the text. 

We were tasked to read a story called "New New Zealanders," it was about how a boy named Christian Kaka and his family seeked for a better life in New Zealand due to the war going on at Syria. After the story we were tasked to identify the main ideas in the text. For the Three Vital Ideas were Registered refugees can't be sent back to their country, The Refugees wanted people to know their story and many families moved to New Zealand because their country is to dangerous.

This activity was interesting because I found out what Syria is going through and that there are many problems outside of New Zealand.

Celebrating Book-Week

 LI: To celebrate the books we enjoy reading about - to celebrate reading.

This week was book - week, we could dress up as any character from a book. I chose to dress up as Naruto. Our school had an assembly, celebrating book - week. We also had a visit from Spiderman, he told us about his favourite book (Spiderman). This week for book week we have been doing different reading activities, my favourite reading activity was listening to the books Mrs Anderson and Mrs Fis'iahi read to us and creating a reading pathway about our favourite books from age 5 - to now. 

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 changed over time. At the moment I like reading the I survied books because I like reading about what they do to survive and the struggles they go through.

Sir Issac Newton

 LI: To use your smart searching skills to find out who Sir Isaac Newton was and how his work connects to simple machine.

This week for reading we were given a collaborative task to find out what Sir Isaac Newton had to do with simple machines. We found out Who he is and why his work is important to him. In our DLO we added one simple machine he created called the Pulley. A simple machine is a machine that makes our lives easier. 

Something I found interesting about Sir Isaac Newton was that Sir Isaac Newton's mum wanted him to be a farmer but he refused to be a farmer. I found this interesting because I didn't know his mum wanted him to be a farmer.

My favourite part of this activity was being able to work collabrativly because I got to find out their opinions and ideas during this activity.

Summary of Te Tiri O Waitangi

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

Our class reading task was to learn about the events of Te Tiri O Waitangi. Each group read an article to understand what Te Tiriti o Waitangi is about and the different events that took place during Te Tiriti o Waitangi. We completed two reading comprehension tasks to learn more about Te Tiriti o Waitangi.

After reading the Te Tiriti o Waitangi article, our reading group rolled a question dice (which decides whether we will ask a why, what, who, when, where or how question). Our group wrote four questions in total. The questions we asked were ‘Why didn’t the Pakeha stay honest to the treaty?’, ‘Who was at fault for the conflict between the Maori and the Pakeha?’, ‘What gave the Maori the courage to speak up and stand for their rights?’ and ‘Where in NZ did Pakeha take most of the land from the Maori?’.

Once we thought of and wrote down the questions on a piece of paper, we moved on to writing a summary using keywords from the Te Tiriti o Waitangi article. First of all, our group skimmed through the article to find 20 important keywords. Then, we eliminated some keywords and choose the 6 most important words from the first 20 words. Using those 6 words, we created a paragraph summary that included information about all of the events that happened in Te Tiriti o Waitangi.

Our summary included information about the signing of the treaty and what the treaty declared. It also included details about how the Pakeha betrayed the Maori and started a conflict between the two parties.

I enjoyed making the DLO with my group because I got to hear their opinions.