Own Design Character Profile

LI: To create a character profile

   

 Our challenge was to design our own anime/manga character. Our next challenge was to draw the character on our chromebooks or on paper. I chose to draw my character on my devicebecause it was a look easier and because I was able to use different imgaes to help me draw my own charater. Our final challenge was to write a paragraph that describes our character. I enjoyed this because now I have my own anime charater that I can use in my work without having to atribute.

Anime/Manga Character Profile

LI: To create a character profile

     

Our challenge was to choose our favourite anime/manga character. Our next challenge was to write a paragraph that describes our character and explains why this character is your favourite. The charater I chose was Nami from one piece, I chose her because in my opinion I think she is a very good charater that plays a very special role in this series.I enjoyed this because I get to tell other that in my opinion that I think that Nami is my favorite charater.

History Of Anime

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 is that in North America manga use to be seen as a kid thing.

Summarising

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 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 pearl earrings by Jonannes Vermeer.This artwork was painted in 17th centuries It was painted because the girl in the painting was a house maid for Jonannes Vermeer. Today it can be found in Mauritshuis museum in The Hague today.

I enjoyed this challenge because…

Geese

LI: To expand my knowledge about geese

Today for reading our learning was about learning more facts about geese. The text we were given show us that a man uses geese as a alarm if anyone tries to get into his home. The text aslo said the ancient city of Rome had been in danger from invaders. The city’s geese had made such a noise when they heard the enemy coming, that the sleeping people had woken and fought them off.I foundthis task very intersting because I didn't know that their was 30 different types of geese in the world.

Letter Q

 LI: To Evaluate

This week we read about the origin of the Letter Q, and where it came from. Our task was to create a DLO (Digital Learning Object) to identify words that begin with the Letter Q. Once we had done that we identified the words we didin’t know and defined these. I found out that a quintuplets are a group of newborns born on the same day with the same mother. I enjoyed learning these words because it is helping me expand my knowledge of different words.

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 are facing difficult times. I found this task interesting because seeing both side of the story meant different people see the story with different opinion.

Greek Gods

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

 

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 fun because learning about greek god were very intersting. The Greek god I found most interesting was Nike goddess of victory because she likes bravery and skill and she chooses which team she will help win. You can find her at the SuperBowl, and the World Series. 

Did This Happened ?

LI: To consider both perspectives

 

For reading we learnt about considering 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 Ideans

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.

Afganistan Tourist - Brochure

 LI: To identify the main ideas in the text.

In reading we have been learning about how we identify the main ideas in a text. The text we were reader was  Afghanistan lures tourists despite warring. First we analysed the text by skim and scanning the text. Then  we  had  a learning conversation with our group so we could  identify and negotiate the main ideas in the text. The last part of our learning was to make a information brochure about the text. I found this task very intersting because our group was learning about how tourist become blinded by Afganistans beauty, as a result they do not know how dangerous it can be if their not careful.

Book Week

 LI: To celebrate reading.

This week was Book week. Book week is a week that all students do fun things arround reading. At the end of each book week on friday all students from year 0 to 6 get to come to school in their favorite book costume. This year for Book week we also had samoan lanugage week. This week the girls in the leadership groups did the Book week assembly both in samoan and english. I enjoyed Book week very much because I was one of the presenters who got to dress up in samoan traditional clothing.

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 changed over time. At the moment I like reading books by Raina Telgmeire because her book are full of adventures that the main charatchers have.

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.

Sir Isaac 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 his mother wanted him tio become a famer but he refused to become a famer.

My favourite part of this activity was learning about Sir Isaac newton because I never really understood much about him because I didn't take his work serously but now I know more about him and his work.

Reciprocal Reading

 LI : To write HOT questions.

This week our group did reciprocal reading. The text we read was Puaki. The text was informing us about the importance and the stories behind a Ta-Moko. In the text there were four origins of four people explaining how and why they got their ta-moko. In our reciprocal reading each person of the group was assigned a role, a clarifier, A questionnaire, A predictor, a summariser and the leader. When each page was read each person would do their role (e.g: predictor predicts next page). While doing this we were tasked at creating HOT (Higher Order Thinking) Questions part of the text.

Summary of Te Tiriti o Waitangi

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

     

The Treaty of Waitangi was made to bring peace to New Zealand. Our task was to read a text about how the Treaty of Waitangi began. We used used respical reading to help us understand the text more. When we completed reading the text, we were using  summarizing template to help us create a  short paragraph telling us about the story. We had to use this template to complete our paragraph, first we had to find 20 important words for the text then for the 20 words we had to find the 6 most important words and then turn the 6 words into a paragraph that summarises the text and the treaty of waitangi.This task was really fun because we got to learn more about our past and what happened when the britain came to New Zealand.