Tag: Reading

LI: To synthesise our knowledge of a topic to help us form a new understanding

For this task we learnt the difference of women’s life and how it changed over the year from 1870 to 2025.

A woman called Charalotte Anne broke the dress code for women back in the days , the usually dress code for women is tight corsets and layers on skirts and dresses but Charalotte Anne didn’t she wore trousers and jackets and type of clothing usually men would wear. Since she was a farmer she protested against the women’s rights and social issues they had. Women had some similarities and don’t it’s really interesting that I get to work on this and realized how women in the past is kind of similar today.

One thing I found really interesting about this task is that I get to learn about Charalotte Anne and how she changed of what women wear.

For Reading , Group 2 was challenged to create a Google vid Cattaleya and I parterned up for this task and read a poem that Hone Tuwhare wrote and adding photos that relate to the words in the poem. We read the poem called Rain , this task was very interesting because some of the photos were not really what I was looking for. Overall this task was certainly one of my favorites because I love learning about people who were New Zealanders and about their story.

LI : To analyse how Malala uses her personal story and persuasive language to achieve her purpose

LI : To identify the main arguement Malala presents for education and peace

For reading, we were challenged to design a poster promoting one of Malala’s key messages. Create a poster from Canva or Adobe Express, Me and Hasn chose Canva. Here is some of the information that I know about Malala from my research about her.

Malala Yousafzai became an international symbol of the fight for girls’ education. She was born in Mingora, Pakistan on July 12, 1997. Malala rose to global prominence after surviving an assassination attempt by the Taliban in 2012. She has become a symbol of resilience, courage, and the worldwide fight for girls’ education.

LI: To identify the key historical context and events related to the Polynesian Panthers and the Dawn Raids as depicted in the graphic novel.

Me and my Group read the text Once a Panther and asked to create a comic strip that depicts a scene related to the ideas of prejudice, justice, or taking a stand in today’s world using thought bubbles or dialogue that explains the image.
In this comic strip I chose to relate to the idea “taking a stand in today’s world”.

Something I found interesting about this challenge was that this comic strip I made was inspired about the RISE UP: The Story of the Dawn Raids and the Polynesian Panthers.

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

For reading, Group 2A read a text called RISE UP: The Story of the Dawn Raids and the Polynesian Panthers. We were challenged to create a DLO that explores and discusses both perspectives of this historical event in our groups. We used our smart searching skills to learn and find stuff about the dawn raids, which lead us to talk about the danw raids. For our own opinion , we said that we think the dawn raids was a very discriminal and shameful event that occured in New Zealand. Something I found interesting about this text was that alot of policies had targeted pacific people just because they don’t belong in this country.

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

Me and my Group read the text ‘Shameful stain on NZ history’: Polynesian Panthers push for dawn raids apology and were given the provocation – Should the Government of today(2021) apologise for the dawn raids of yesterday (1970s)? to explore and discuss in our groups. To show our thinking we created a DLO that reflected both sides of this provocation and your opinion. Something I found interesting about this text was very interesting to read and to watch the apology speech and learnt a lot from this.

LI: Use your smart searching skills to find 3 interesting facts about the Tangiwai disaster.

For reading we learned about the Tangiwai disaster. We watched a video that explained the tangiwai railway bridge disaster. We made notes with vocab (words we don’t know) and questions to know. One of the things we learned about was open and close questions. Open questions are saying the answer but adding more details and closed questions is a simple yes or no. For our document, we read through the story and answered the questions using our own words/comment tool to share our opinions/ideas. Group 2 made a google video, we took turns sharing six facts about what happened in the past (Tragedy disaster). We used our smart searching skills and explained what happened in a short sentence in our own words. An example of this is “The disaster occurred on Christmas Eve, with many passengers travelling home to be with families, adding to the tragedy of the event”. We enjoyed learning about volcanoes.

LI: To use Google My Maps to show the migratory flight path of the Kuaka.

For our task we learnt about the Kuaka bird and where it travels daily around New Zealand. Going onto Google maps and going on Google to search up where does the kuaka bird travel around New Zealand when they get back from Alaska. We all know we got a lot of questions why can’t the kuaka bird just stay in one place around New Zealand. The food that that the Kuaka bird eats is Worms , Shellfish and Insects they usually eat it around Coastal Areas like beaches. They stop around New Zealand to refuel their body to have energy to fly to Alaska to their breeding grounds. A interesting fact about the Kuaka bird is that they fly up to 12,000 kilometers from Alaska to New Zealand.