LI : To vary our sentennces length to create pace and impact .
Our group explored the ethical dilemmas faced during the Holocaust. We collaborated by sharing individual perspectives and building upon each other’s ideas to create cohesive final answers. Drawing evidence from class videos, we challenged ourselves to maintain a deep, continuous dialogue. Below are our responses to two pivotal questions regarding bravery and the “fear of the unknown”.
LI: To vary our sentence lengths to create pace and impact .
For our writing task this week, my partners and I created a DLO based on the book The Boy in the Striped Pyjamas. We wrote a letter from Bruno to his Grandmother to show how much he hates his new house at ‘Out-With’ (Auschwitz). In the letter, Bruno explains how much he misses the “warmth” and “light” of his old life in Berlin compared to the gray, gloomy atmosphere of the new house. He also shares his confusion about the thin, tired-looking men in striped clothes he sees from his window and how much he longs to see his Grandmother again.
LI: Understand the difference between perspective and contrast .
For this inquiry task, our group analyzed The Boy in the Striped Pyjamas to evaluate how John Boyne masterfully employs perspective and contrast to establish mood and atmosphere. We explored how the narrative is shaped through a child’s limited lens, creating a unique tension as the reader recognizes the grim reality that the protagonist does not yet understand. By examining the sharp contrast between the characters’ backgrounds and their conflicting life experiences, we gained a deeper appreciation for how the author builds emotional gravity. Collaborating as a group allowed us to challenge our own interpretations and connect more profoundly with the text, ultimately illustrating how specific linguistic choices can manipulate atmosphere and evoke a powerful emotional response from the reader.
Last week during our inquiry session, our class delved into the efficient art of “Caveman Note-taking,” a strategy designed to help us strip away unnecessary “filler” words and focus strictly on core information. We practiced this by distilling complex facts into primitive, high-impact phrases, such as “Octopus live rainforest,” “Octopus grab branch,” and “Octopus hide.” Once we mastered the ability to capture essential ideas with Stone Age simplicity, we collaborated with our peers to design an engaging Digital Learning Object (DLO). This project challenged us to become the teachers, creating a resource that guides others through the process of understanding and mastering this streamlined writing style so they can simplify their own note-taking.