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.
Last week in Tech, we powered up our mBots to officially launch our robotics unit, putting our skills to the test by exploring various ways to program and maneuver the hardware. We spent the session experimenting with the robots’ diverse functions and capabilities using mBlock, an intuitive platform designed to streamline the programming process. The software’s user-friendly interface remained highly accessible without sacrificing functionality, allowing us to transition seamlessly into more complex robotics coding.
Once our technical work was complete, the energy shifted as we played several rounds of Kahoot, with the high stakes of the winner earning the right to choose the next category. Micaela claimed victory in the first game with Stranger Things, Loraya took the second round focusing on Logos, and Ahea won the final game centered on artists. As the session drew to a close, we concluded with a big goodbye and a collective thank you to wrap up a productive session.
I learnt all the different parts and important parts of the mbot.
I enjoyed this session very much.
I need to improve more work into the mbots.
This week for Inquiry and Cybersmart, we practiced using detailed prompts to generate specific AI images. Our challenge was to create a leopard resting on a branch, overlooking the jungle below. My partner Peter and I refined our prompts over several rounds to get the details just right. Take a look at our slideshow to see the six best versions we created!
I learnt more about Gemini Gem
I enjoyed to make our own prompt
I need to improve more detail into my work
Last week in Reading, we analyzed a non-fiction text titled Bok Choy. The narrative explores the historical reality of racism and examines the prejudice Chinese immigrants faced from local students and communities upon arriving in a new country.
In LS2, we explored short division, a streamlined method for handling large numbers efficiently. One student noted that their favorite part is the step-by-step process of solving the equation; they find the logical progression toward the final answer particularly rewarding .
I enjoyed learning a new maths skill.
I learnt that for short division it’s a rotation , divide , subract , multiply and repeat.
I need to improve on working faster.
LI: To evaluate peer pressure, digital interactions and social influences.
In a world full of followers and influencers, it’s easy to feel like you’re just drifting along with the crowd. Everywhere you look, someone is telling you what to wear, what to like, or how to act. But we took a closer look at how to break away from that “auto-pilot” mode. Instead of just watching someone else’s highlight reel, we learned how to grab the map and become the Navigator of our own lives.
Being a Navigator means you’re the one making the big decisions. It’s about knowing your own values and choosing your own path, even if it doesn’t lead where everyone else is going. We explored how to trust our own compass, deal with the “stormy weather” of peer pressure, and keep steering toward the things that actually matter to us.
Ultimately, we discovered that you don’t need a million followers to be a leader. You just need the courage to stay at the wheel. When you are the Navigator, you aren’t just a passenger in your own story you’re the captain, the explorer, and the boss of your own future.
This week for maths we are working on doing multiplication algorithm in our books , this is Group 3 DLO .
Example ,Think of a 3-digit multiplication algorithm as a “power up” for your math skills. Instead of adding a number hundreds of times, you break the big number into three smaller jobs: the ones, the tens, and the hundreds. You start with the single number at the bottom and let it “visit” each digit on top, starting from the right and moving to the left. If a visit results in a number 10 or higher, you simply “carry” the extra digit over to the next neighbor’s head, like a little hat. You multiply the next set of numbers first, then add that “hat” to the total before moving on. Once the bottom number has visited everyone on the top floor, you have your final, giant answer.
I enjoyed how we worked together if one person didn’t know the answer and that we would help each other to understand what we are doing and how to understand multiplication algorithm .