LI: to learn how to code with python, and the differences between blocks and python.
LI: to become familiar with how media creators influence the audience in adverts.
This week for newshound we learnt about who makes media. The questions were who made this, who did they make it for, why did they make it, and are there any hidden messages. Its important to know who the writer wrote this for because if the writter wrote about rugby, many rugby fans or sports supporters would want to read it.
After doing these tasks, everyone created an advertisment on warning people not to buy the product that was being tested (last slide). The topic we chose was an article about an “Ultimate Baking” and this was created to sell a healthy product made by an Australian university professor.
I enjoyed doing this activity because its important to identify which aritcles are made for.
LI: to explore the difference between miss information and disinformation, and opening the door to the truth.
This week for newshound, we looked at what misinformation, and disinformation were. When we look at different media, it impacts our life about what information we click and read.
Disinformation are news that is purposly spread with lies to the media, whereas misinformation is news that people don’t know its false before knowing what they posted or isn’t trying to harm anything.
This fake site was a combination of getting support for their Donald Trumps team, money, and damaging Hillary Clinton’s reputation of US election 2016. I think this because he was giving more support for Trump as he supported Donald Trump, and wanted his parliment to win, and earned about 35,000 NZD ($22,000 USD), and this also made Trump become 2016 US president.
I enjoyed doing this activity because depending on the news story its easy for everyone to get everyones attention, and how its important to stop, think, then check.
LI: to analyse character traits to understand the story.
This week we have analysed the text The Wolf in Sheep’s Clothing. After reading the story, we completed a story response which we wrote replies to the stories answering the questions. When you are reading a book, you can analyse characters in order to understand the book in deeper connection.
One of the character story response sheet was what details that we might expect are not provided by the author. We thought sharply what the author hasn’t told us, eg: the author did not tell us how he understood to disguise himself, and manipulate the situation.
I enjoyed doing this activity because reading others responses made me consider their ideas and use them to my furthest knowledge.
LI: to understand how person and perspective is used in texts.
Looking at different texts and characters, our group had come up with the definitions of first, second and third person perspective. Different characters show different perspectives which is why understanding how to point out person and perspective is an important ability to have. To point out the different persons, you can scan the text for the use of pronouns. For example, if the piece of text I was reading contained; “he, she, they” I would know that the text was written in third person. Therefore the story was written in the narrator’s point of view.
LI: to conduct a statistical investigation on reading for enjoyment.
In the past 2 weeks I have gathered data on how much time I spend on reading. This graph shows my progress on the minutes I read. The differences show a lot as I have read approximately 212 minutes for the first week, and 246 minutes on the 2nd week. Seeing the differences between the two, gives me a clear picture that Reading everyday for RFE allows you to grow your word knowledge and strengthen understanding of words.
I enjoyed doing this activity and collecting data, as this has helped me to continue reading at home, and progress on my word knowledge.
LI: to identify how to make a mBot move on a black line.
This week for Kiwi Sports, we played Rippa Rugby with some of the LS1 students, which was run by coach Chelsea from Kelly Sports.
First, we learnt the rules of rippa rugby. Those rules were no forward passes, there are only 5 rips, always behind the referee when the person gets ripped, and if you step out it’s a hand over.
Next, we played a warm up game where everyone had to rip each other’s tags. The rules were you have to stay on the court, you can’t fend when someone is trying to rip you, and if both of your tags get ripped you’re out. We played two rounds of this game.
After that, we practised our passing. We did this drill in pairs and we had to make sure we had our hands in a W shape so our partner knows where to pass the ball to. We practised this drill for a while to help us with our passing, aiming, and catching.
Lastly, we played a game of rippa which was people with yellow tags vs people with red tags. I was in the red team. When we finished, I thought the score was close but I’m unsure who won.
I enjoyed this session because it gave an oppertunity to learn and improve skills used in rippa rugby.
LI: To understand how media has changed over time.
This week we had our first Newshound session with Mrs Grant were looking at media and how it has changed over time. We discused what was positive, and what was negative about media in the 1980s and today. One of the positive side in 1980s was that people had enough sleep as the television went off at midnight since there wasn’t any programmes. One of the positive side about today was how more information is available to use.
I found this activity interesting because seeing both sides of the 1980s and today, I can see now how much media has changed, improved over time as years passed by.
LI: to determine our prior knowledge of celebrations.
This week we were looking at celebrations and what we already understand about them. We know that there are different types of celebrations that different people acknowledge and participate in. However, there are many more specific celebrations that people hold sacred to themselves.
Celebration is a type of event where groups of people acknowledge a holiday or something significant to them or their religion/culture. There can be two types of celebrations. One type of celebration is a religious holiday or religious time, the other type of celebration is a non-religious marking. For example: a religious celebration is like Diwali or Eid. A non-religious marking is like a birthday, mothers day, fathers day or graduation. These are all considered types of celebration.
These are some practices people do during different celebrations or markings; During Eid, Muslims come together and pray in the morning and then go to celebrate Eid throughout the rest of the day. During Christmas, people put out some cookies and milk to ‘feed’ father Christmas/Santa. During birthdays, people recieve presents and a birthday cake.
I enjoyed this activity because I am familiar with many celebrations and have a lot of prior knowledge to do with celebrations.