Tag: Reading

Taniwha name

LI: To understamd the Treaty of Waitangi.

LI: Understand how culture connects with your name.

I was challenged to draw a taniwha but to incorprate my name into the design. First my idea was to start with the K, I used this letter as the base of my taniwhas head. then I used the E as a hand, and the R as a leg. Then I added the I and A to different parts of the body for design.

I found this task fun because I enjoy doing art, and I was challened to try and add my name somewhere in my design.

Celebrating Diwali

LI: To use your smart searching skills to find out what Diwali is and how people celebrate around the world.

Our challenge was to write create a DLO that tells others what Diwali is and how people celebrate around the world. Something I found interesting was the many reasons different religions celebrate Diwali because they all have very interesting stories.

I found this activity fun and interesting because I learnt about a cultural celebration and it was very fun to learn about.

Phares dans la Tempete, la Jument

LI: To use your smart searching skills to find the story behind this picture.

Our challenge was to write create a DLO that shows where this lighthouse is and what the story is behind the image. We found out that the Phares dans la Tempete, la Jument is a lighthouse in Ouessant the coastline of West France, Brittany.

I found this activity interesting because I reaserched about a famous lighthouse and the ctory behind the image.

Inchcape Rock

LI: To find and summarise the story behind the poem

No movement flows; the boat froze, sails and bottoms paused.

Silenced noise and signs, waves arise and slump bells enclosed.

Aberbrothok set down the bell, the storm and waves fell.

The rock had swept, the bell warned. Then raised danger

Sun cheered, joyful birds shrieked. Then came the lovable music.

The inchcape bell spotted a green mark as Ralph eyed.

Ralph mirthfully sang in sinister his insides laughed with evil.

Eyes focused on the bell, rowing to dispel Abbot’s label.

Heading towards inchcape rock, Ralph cuts the bell to plague.

Downturned the ringing bell, “the next person will be ensorcelled.”

Ralph sailed away scouring the seas heading towards Scotland’s shore.

Gazed upon the highs, the sunlight and breeze had last.

Rover takes his stand blinded by the dark gaze ahead.

Said ;”now we’re lost, how I wish the bell rang.”

The sound died, swells then striked the inchcape rock.

Ralph hath balded and cursed as waves and ships collided.

The ship sinking warned himself of cutting the inchcape bell

Our challenge was to unpack the story behind the 17 verses of the poem Inchcape Rock by Robert Southy. The part I found interesting was when sir Ralph crashed into the inchcape rock because he had cursed himself by cutting the bel of of the rock because he was jeleous of everyone praising Abbot.

I found this activity interesting because I unpacked a poem and I don’t get to really unpack poems most of the time.


Observation Something Happened Here…

LI: Learning about New Zealand history.

For reading we looked at New zealand history from the school starter kit. We chose one of the 36 cards and learnt about the tangata whenua which tells us the mountain, river, tribe and marae for place we choose. We chose observation, this card was about Abel Tasman and Dumont D’urville. Abel Tasman’s story was about murderers bay, we learnt why he gave murderers bay the name and what happened.

I found this task interesting because I was given the opportunity to learn about history behind New Zealand.

Character Dispelling

For reading I chose a character from a text and dispelled the gender bias. I chose Brainy smurf as my character, when I dispelled the gender I changed a few things, for example a gave her more feminin clothing and a more defined body shape. While I was dispelling the gender I stayed with the theme of a steryotypical “nerd” because ofter when you hear the word “brainy” people think about “nerds”.

I enjoyed this activity because I got to take one of the characters I like and dispell the gender bias that followed from the past in evolution. This task let me express my ideas and think about questions like “what actually would my character look like as a female?” overall this activity helped me display my creativity and learn about gender bias and how men are displayed as more empowering as woman.

Escape From Afghanistan

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


Our challenge in this activity was to summarise the text in our own words. We were challenged to use powerful vocabulary instead of simpler words. My summary tells the journey of all refugees and the journey they went through.

I found this Mahdi’s journey stressful because all of the obsticals he came to were stressful

Tension Graphs

LI: To gauge the tension in a text

Escape from Afghanistan Tension Chart:

My name is Rez Tension Chart:

From Afghanistan to Aotearoa Tension Chart:

When I compare these graphs I noticed that these refugees had a really hard time setling into a new country and leaving eveything they have behind. 

I found this activity interesting because I was able to learn more about refugees and how they come with the obsticals they face.

Synthesis Challenge

LI: To compare and contrast the way authors hook us in and build tension in a set of texts.

Our group has made the decision that “My name is Rez” has the best introduction out of three texts. As It states what Rez’s childhood has been like. For example “We have never had our own homeland”. Meaning that she has endured psychological trauma and emotional scars that will forever be attached to her for the majority of her life. In act 1 it explains that her life is filled with hardships from being punished for getting something incorrect, to having both of her parents’ villages being bombed. The horrors they faced seemed to never end. But in the end she became a lawyer that helps refugees come to New Zealand and she had a prosperous life.

Our challenge in this activity was to compare and contrast the ways each author built tension and hooked us in using evidence from the texts to support our thinking. When we had read all three texts in the set we wrote a collaborative statement to convince other students why one of the story beginnings was better than the other(s).

I found this activity interesting because I got to learn about different refugees and the ardous journeys they faced.

Main Ideas

LI: To identify the main ideas in the text 

This week we have been learning how to find and collaboratively decide on the main idea in a text by negotiating. We read the text Lester and Clyde. This was a text about the consequences of pollution. Our group think the main idea was to raise awareness that one piece of rubbish could destroy the habitats of living animals and that your Actions causes consequences.

We found this activity a good learning experience because this is a fun way to find out the main ideas on texts and create learning conversations using main ideas.