Category: Character

Eng 1 The Elizabethan World View

Our Learning Goal: understand and explain some key facts about the background to Shakespeare’s world.

Today we learned about how people saw the world in Shakespeare’s time.

Back in the 15th century Queen Elizabethans saw a whole creation of different hierarchical which was decreed by the god. She think that God is the highest form of being below god is angels and demons then below these creatures are stars, moons, kings, prince, nobles, men, wild animals, domesticated animals, trees, other plants, precious stones, precious metal, and minerals. Each level of hierarchy has its own level within the creations. For example there are different types of angels  with the Seraphim and Cherubim at the top going down to Archangels and Angels at the bottom.

This order of hierarchy was showed to Humans that they need to know where they are in the hierarchy, and not show disrespect to those above them in the order, or act inn a way which is beneath their station.

 

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  • Character: Positive attitude to life & active learning
  • Critical Thinking: Meaningful knowledge construction
  • Culture: Pūkengatanga

Performance in Music

Learning goal: We were learning a piece of music to share with the class.

 

We had to learn a piece of music to share with the class. After 5 lessons we had to perform it.

1. The best part of doing this was? The best part of doing this class is you can play instruments and learn them.

2. The most challenging part of doing this was? When I have to practice a song that I have to present in class.

3. When doing a task like this again I would? I would do better than what I did the previous.

Reflection on the Holocaust memoir Night by Elie Wiesel

We read Elie Wiesel’s memoir/autobiography Night, about his experiences as a boy during the Holocaust.

 

  1. As a 12-year-old boy before the war, what sort of person was Elie and what was his life like? grew up in the close-knit Jewish community of Sighet.

 

  1. How had Elie changed from the 12-year-old boy in Sighet to the 16-year-old liberated from the concentration camp at the end of the war? He look at his reflection in the mirror and all he can see is a corpse.

 

  1. As you read and/or listened to Elie’s account of what he experienced during the Holocaust, how did it make you feel? I feel lucky I didn’t experience the horrible war.

 

  1. What part(s) of Elie’s story did you find most upsetting or hardest to cope with? Why do you think that was? When the war starts, his father died, and other jews that died.

 

  1. Did any part of Elie’s story give you hope or make you feel a bit better? Why? I felt better cause he shared his story about what happened during the holocaust.

 

  1. Has Elie’s story changed or made clearer your views about human beings, human rights, and how we relate to each other in society? How? Yes about prejudice.

 

 

  1. What is the most important message or idea you have taken from reading Night? Identity, faith, and the struggle to understand human suffering amidst the atrocities of concentration camps

 

Reflection on the film Schindler’s List

We are learning about the historical background to the Holocaust memoir Night, by Elie Wiesel.
We watched the 1993 movie Schindler’s List, directed by Steven Spielberg.

1. Which parts of the film did you find hardest to watch? Why do you think those parts affected you the most? When the holocaust started and they started killing people.

2. Which parts of the film gave you some positive feelings? Why do you think that was? When Oskar saved the Jews by letting them work in his factory and sacrifice himself for them.

3. What questions or issues do you have in mind now about the Holocaust, Human Rights, or anything else after watching this film? Why do the y have to kill the Jews and do they really have to start a war and kill over 6 million Jews?

4. What suggestions do you have for activities for the class to explore these questions? I want to learn more how they started and want to know every detail that happened in the holocaust.

 

Character

Using technology for learning

 

Limited Evidence Emerging  Developing  Accelerating Proficient
I use some digital tools for learning, but I don’t know how they help me learn. I occasionally use digital tools to help my learning. 

I’m starting to use them to understand how other people might feel.

 I regularly use digital tools to support my learning.

I understand how these tools help me understand the way other people feel and experience the world		 I know and can explain how digital tools help me learn.

I can see how they help me become caring and kind to others. 

 I easily use technology throughout my learning. 

I use digital tools to support and encourage others in their learning.
Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work
Evidence here Evidence here Evidence here Evidence here Evidence here

 

Reflection & Goal Setting Template

Evidence/Links to my work:

 

Looking at my evidence against the competency, I am currently working at (choose your level):

Limited Evidence

Emerging

Developing

Accelerating

Proficient

 

To get to the next level, I need to work on:

 

I could do this by:

Character

Empathy, compassion, and integrity

 

Limited Evidence Emerging Developing Accelerating Proficient
I don’t really understand how other people feel when I talk to them or hear about things happening in the world. I am starting to imagine how others feel.

I can sometimes understand what their experiences might be like.

 I’m getting better at imagining how others feel, even if I haven’t experienced it myself.

I want to be brave and do the right thing in class and outside of it.

I want to be more caring and honest to become a better person.

 I often think about how I can be more understanding and kind to others.

I try to be brave and do the right thing.

I act in a caring way even when it’s hard or no one notices.

 I often show kindness, understanding, and honesty, even when no one sees or it’s not easy.

Being sincere, fair, honest, and brave are important to me, and this is how I want other people to think of me.
Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work
Evidence here Evidence here Evidence here Evidence here Evidence here

 

Reflection & Goal Setting Template

Evidence/Links to my work:

 

Looking at my evidence against the competency, I am currently working at (choose your level):

Limited Evidence

Emerging

Developing

Accelerating

Proficient

 

To get to the next level, I need to work on:

 

I could do this by:

Character

Perseverance and resilience

 

Limited Evidence Emerging  Developing  Accelerating Proficient
I usually give up when things get tough.

I skip parts of my work if it looks too hard or I don’t know what to do.

I give up  or react badly when I get negative feedback.

 I’m starting to keep going when things are hard, but I need encouragement.

If I get stuck, I ask for help from my peers or my teacher.

I am beginning to understand that challenges help me grow as a learner.

 I’m learning to not give up even when tasks are difficult. 

I can solve some problems on my own. 

I can handle small or medium challenges by thinking about them.

 I never give up, even on the hardest tasks. 

When I face big challenges, I think about what happened, adjust, and find solutions. 

I understand why perseverance and resilience are important. 

 I work through any challenge I face and help others do the same. 

I make sure I seek out feedback to help my learning. 

I know that being resilient is essential in  life.
Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work
Evidence here Evidence here Evidence here Evidence here Evidence here

 

Reflection & Goal Setting Template

Evidence/Links to my work:

 

Looking at my evidence against the competency, I am currently working at (choose your level):

Limited Evidence

Emerging

Developing

Accelerating

Proficient

 

To get to the next level, I need to work on:

 

I could do this by:

Character

 Positive attitude to life and active learning

 

Limited Evidence Emerging  Developing  Accelerating Proficient
I don’t know what I am learning, need to learn or why it’s important.

I need help to complete tasks. 

Learning isn’t fun for me yet.  

Learning is hard for me. 

 With help:
I can figure out what I am learning. I know what I need to learn.I can understand  why I am learning this skill or topic.I think I can learn and be successful. I listen to feedback from my teacher and friends but don’t use it to improve my work. 		 With some help:
I can figure out what I know, what I need to learn, and why. I can choose a topic, create a project and find information. I enjoy being successful.I am beginning to use feedback to improve my work. Learning is getting easier. 		 I can explain what I know, and what I need to learn.

I can explain why we are learning a skill or topic.  

I can choose a topic and make a project to help me learn. 

I often use feedback to improve my work. 

Learning is fun and makes me feel good.

I am a confident learner. 

 I know what I need to learn and how to learn it. 

I find it easy to explain to others why we are learning a skill or topic.

I think about how I’m doing and ask for feedback to improve my work. 

I use what I learn to make future work better. 

I enjoy learning and use it to improve my life. 
Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work Evidence/Links to my work
Evidence here Evidence here Evidence here Evidence here Evidence here

 

Reflection & Goal Setting Template

Evidence/Links to my work:

 

Looking at my evidence against the competency, I am currently working at (choose your level):

Limited Evidence

Emerging

Developing

Accelerating

Proficient

 

To get to the next level, I need to work on:

 

I could do this by: