Category: Hanga | Create

Learning Conversation Chapter 4

For this activity, we were making a DLO about Chapter 4 of The boy in Striped Pajamas and answering different questions about what Bruno sees outside his window. We worked together in our group to explain important ideas from the chapter, like contrast, confusion, innocence, and the atmosphere of Out-with. The questions made us think deeper about the story and understand how the author gives hints about what is really happening,even though Bruno does not fully understand it himself.

We explained how the beautiful garden and the wire fence created a ominous atmosphere, and how Bruno calling the people behing the fence “pajama people” showed how innocent he was because he did not understand what was really happening. We also talked about how Bruno’s mother wanted to plant flowers to make the new home feel more normal, even though everything outside looked grey and depressing. After discussing our ideas, we put all of our answers into a DLO with headings and text boxes to show our understanding of the chapter

Learning Conversation Chapter 3

Today in Ls2, I worked with my group on a learning activity. We went to our teacher’s website and looked at a specific chapter. We found clues about the topic, then wrote down questions related to it. After that, we answered those questions. Once we finished, I used an AI tool called Gemini to create an image and added that image to the website. That was the entire process.

Mood And Atmosphere And Characterisation

Today we were trying to understand some key ideas about stories and characters. We focused on learning what Mood, Atmosphere, Round and Flat characters, and the Protagonist and Antagonist are. We then put all this information together into one which is a (DLO), which is like a helpful display or presentation to explain these concepts clearly. We did this as a group, splitting the work so everyone had their own part to explain. For example, I was responsible for explaining what Round characters are, which are characters with many or complex qualities. Someone else in my group took care of explaining the Antagonist, the character who opposes the main character, or protagonist. Then, that person in turn explained what Mood means, which is the feeling or emotion that the story creates for the reader. Our team worked closely, sharing and gathering all the necessary information about these six topics. After collecting everything, we displayed it in a way that helps anyone understand what each of these terms means and how they fit into stories or books. The goal was to make a simple, clear resource that answers questions about how stories develop characters and setting moods, and how different characters work together to drive the story forward.

Protagonist VS Antagonist

Today in our learning, we were focusing on types of charaters and their emotions and Protagonists and Antagonist was one of them. Protagonist is the main chracter of the story and you mostly only see from their perspective and Antagonist is the complete opposite, the antagonist is always against the Protagonist and is more of a side character for example: Bruno is a Protagonist because he is the main character in ” The boy in striped pajamas” plus and we see from his point of view only throughout the 20 chapters. Lieutenant Kotler is a Antagonist because he is usually againt Bruno, calling him a little man and he is also not included most of the time.

Learning Conversation

My group was making a DLO using our response to the questions we answered while watching a video of each about the Auschwitz concentration camp and listening to Daniels story about the Holocaust. We had to think carefully about what we learned and explain our ideas in our groups. The first question asked us if the people who hid and saved the Jewish people brave or irrisponsible, and another asked us to explain the phrase “fear of the unknown” and  how it connected to Jewish people during that time. We worked together to discuss our answers and add them into our DLO clearly.

Mood-a-chart

In LS2, we made a mood chart, which is a graph that shows what happens in the story and how the characters are feeling. The bottom of the chart means they are sad, and the higher it goes, the happier they are. My favorite part of this task was breaking the line on the chart to show how heartbreaking the story is. The chart is based on chapter 20 of “The Boy in the Striped Pajamas.

Contrast

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

For reading we have been learning contrast which means the opposite of something. A great example of this is Bruno and Shmuel from the book The Boy in the Striped Pajamas. While Bruno looks clean and neat and Shmuel looks dirty For this interesting activity, I created a Google Slide featuring a contrasting image of both characters and wrote an explanation listing the differences between them.

Bridge Art

Today in LS2, we worked on creating a bridge art project. My partner and I made a very good-looking masterpiece. Our artwork is inspired by the Panmure Basin, and we learned about legends called myths, specifically about a creature called a taniwha that is believed to live under the bridge. I liked doing this activity with my partner, and my favorite part was working together to make the artwork.

Tree Octopus

LI: To learn how to tell false information on the internet from real information

The Pacific Northwest Tree Octopus may seem real, but it’s not. Today I made a DLO on The Pacific Northwest Tree Octopus, which explains the Tree Octopus. The Tree Octopus site was actually a hoax created by a collage student, its not real. Its hard to tell, isn’t it?