Category: Hanga | Create

LI : To use AI to create an image that shows the contrast between events or characters.

For reading we have beening focusing on compare and contarst. To contrast is to look closely at two things and find exactly where they differ. While comparing looks for how things are the same, contrasting hunts for the differences—from the small, subtle details to the complete opposites. By focusing on these differences, we get a much clearer understanding of both things.

The story we have been exploring is ” The Boy in the Striped Pyjamas.” In The Boy in the Striped Pyjamas, a major contrast is how Grandfather and Grandmother view Father’s new Nazi uniform. While Grandfather is deeply proud of his son’s promotion, Grandmother is disgusted and disappointed. A contrast example is how Bruno and schmuel about how Bruno gets meals everyday and Schmuel hardly has a loaf of bread.

This week for our writing task we used our reading text Boy in the striped pajamas to try ang get a understanding of what Bruno could have felt when he was moving away from berlin and his grandma. After we had a talk about what we noticed about his behaviour after he left berlin, we wrote a letter to grandma acting as if we were Bruno. After we wrote the letter we used Gemini Gem to check our writing such as checking if it sounds like Bruno, If we inchluded feelings and checking if we compared Berlin to Out with (where he has moved to) this task was really amazing, i think the boy in the striped pajamas really catches my attention.

On Wednesday, Panmure bridge went on a walk around the panmure basin. During the walk we learnt about the taniwha who lived under the panmure bridge many years ago Moko- Ika-Hiku-waru which means ” The lizard-fish with eight tails”. The taniwha refers to a legendary, shape-shifting taniwha or also known as the “water guardian” from Māori mythology.

Last Friday was supposed to be a day off for the students at Panmure Bridge School, but for the Kapa Haka group, the real work was just beginning. Teachers from all around our local area and some who had traveled from all around New Zealand were gathering, and our school was chosen to welcome them into our school. I woke up at 7:00 AM to get to the school at 8:00 AM which was the time we were all meant to be at school. It was cold but that was no excuse to not perform. I threw on my mufti clothes, laced up my shoes, and headed out the door, walking as fast as my legs could carry me. The streets were quiet, but my mind was racing with the lyrics and actions we had practiced so hard to perfect. When I arrived I quickly got into my Kapa Haka uniform and put on my black lipstick and piupiu. Then the girls who had done that then went nextdoor by the boys to get their Moko done by a teacher. After that we then had a quick practice and lined up to head on down to the stage to perform. Once we got into our lines we started off our performance strongly. I was scared but proud at the same time, when we finally got to the Haka which was my favourite part I could see the crowd with shocked/amazed faces and it made me happy on the inside. Then we finished off with a karakia and then welcomed all of the teachers and princples into the hall and the made our way back to the classes to get changed back into our mufti clothes and then headed back home. I really liked this day because it made me feel proud of my culture.

This task, our objective was to research the Pacific Northwest Tree Octopus. Throughout the process, we investigated intriguing questions like, “What habitat do they live in?” and uncovered some fascinating details about this unique creature. But the strange thing was that we were only allowed to gather our information using this one site which was odd but at the start most of the class thought it could be for other reasons. That was until the site we were finding our research on, we were all gathered to the mat because we were all finished and that was when Mrs Anderson told us in the end that the tree octopus is actually just made up. It turns out the creature is a famous internet hoax created in 1998 by a comedy writer named Lyle Zapato.

LI: To carry out a guided research process.

In reading, my group created a DLO about different types of characters and how mood and atmosphere are used in The Boy in the Striped Pyjamas. We explained the difference between protagonists and antagonists, as well as round and flat characters. We also explored how mood and atmosphere affect the way readers feel during important parts of the story.

While working on this task, we used examples from the text to explain our ideas more clearly. It was interesting learning how different characters have different roles in a story and how the atmosphere can make scenes feel tense, emotional, or uncomfortable.

This activity helped me understand how authors use characters and setting to shape the mood of a story and create stronger emotions.