For our new Tech rotation at tamaki college, my group 7B moved into Mrs Roy’s class to learn how to use sewing machines. We practiced using the machines on paper templates to get the hang of them, and we also learned how to stay completely safe while working in the room. It was a great introduction to a brand new classroom!

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas.

Several weeks after. One afternoon I saw Shmuel with a black eye. I asked him what happened, but he refused to talk about it. Although I was surprised, I realized that bullies were not just at my school in Berlin, but all around the world and one of them did this to him. I talked about how small a three-story house was, not remembering how he had lived with eleven people in one room before coming to Out-With, including a boy named Luka who kept hitting Shmuel for no reason. Sadness washed over. The next day it was raining non-stop; I thought about Shmuel, felt guilty, and spoke softly, “I need to apologize to him.” How could I have been so blind to his pain? I dropped my book, stared at the door, and gasped as Gretel walked in unexpectedly. I had to lie to protect my secret friend.

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas.

Many weeks followed. I stuffed my pockets with food. Maria just walked in, so I said a quick, “Hello,” in fright. Although we talked, I took my leave and went walking the long fence towards my new friend Shmuel. As I sat on the opposite side of the fence facing Shmuel, I could see how hungry he was; I could imagine the smell of cheese and bread filling his mouth as I handed it to him. Pure silence. “Do you have any more?” Shmuel asked. “I got peckish on the way and ate some. Sorry.” We talked for a while, as I took my leave I wondered if I should spread the news with my family, but something struck me, so I didn’t tell anyone about Shmuel and me. Pavel lost his grip while filling Lieutenant Kotler’s cup, the bottle spilled, and everyone watched, froze, and did nothing. I cried as Pavel was punished and nobody helped him.

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas.

The boys sat. Shmuel stared at the dirt below him. He had to wear a special armband, and his world was broken forever. Because the soldiers forced them out, Shmuel had no choice but to leave his favourite book behind. Eleven people were all cramped into one tiny, suffocating room where the windows were blocked and there was hardly any food to eat. No escape. “There are too many of us,” Shmuel whispered. How could a simple yellow star armband change someone’s life entirely? The soldiers took their home, packed them into trains, and locked them behind metal fences. Now, only a thin wire fence separated the two boys.

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas.

The house froze. Mother polished the silver plates. The Fury demanded absolute perfection, so the family bowed their heads with respect. Although The Fury was incredibly rude, Father agreed with every word he said. Eva spoke softly to the children with a warm smile, while the Fury shouted orders and ignored everyone else at the long dining table. An anxious gasp. “This dinner must be served precisely at eight,” he demanded. Why was his Father so afraid of this strange little man? They cooked the finest food, polished the grandest silverware, and stood at rigid attention. The shadow of the Fury lingered long after he left.

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas.

Having Curiosity. Watching how the house got smaller and smaller as I made my way down the endless fence. Having no entrance inside he was filled with hopelessness. Though Bruno was discovering further into the fence, he discovered a speck of blob, which caught his attention. Looking against the stabled fence, Bruno was determined to discover what was on the other side. Having Determination. “Who are you? “ asked Bruno. Looking like he hasn’t eaten for over a month. While talking amongst him I found something common though the two of us. Not realizing that out-with had much more than just boys the same age as him.

Last week marked the exciting beginning of our new tech rotation, and we kicked things off with Te Reo Māori. The day started with a bus ride, and as soon as we stepped off, we headed straight toward our technology class. We ended up waiting outside for quite a while, wondering what the session would look like, until our tech teacher finally arrived. His name was Matua Adrian.

Right from the start, he welcomed us warmly. He introduced himself by sharing his pepeha, beautifully explaining the connection to his ancestors, who he was, and where he comes from. He also shared an inspiring story about his journey and how he eventually landed his role as a teacher at Tamaki College. Once the introductions and the roll call were out of the way, it was time to head to the whare.

As we approached the whare (marae), we noticed a lot of litter scattered around the grounds. Me and a few of my classmates immediately jumped into action and started picking up all the rubbish. We knew how important this was—in Māori culture, the whare is a deeply sacred and special place, and keeping the grounds clean is a vital sign of respect and kaitiakitanga (guardianship).

Before we even stepped inside, Matua Adrian gathered us to teach us a few interactive actions. He called out different words in Te Reo representing various body parts, and we had to match them with the right movements.

Once we got the hang of that, he explained the beautiful symbolism behind the structure of the whare itself, showing us how it represents the human body:

• The Doors: These represent the heart, because just like a heart, they open up to welcome people in.

• The Windows: These represent the eyes, looking out at the world.

• The Space Underneath: The shaded space under the structure represents the mind, because it holds a vast amount of room for knowledge and wisdom.

  When we finally stepped inside, we were surrounded by incredible, intricate Māori designs. There were stunning woven panels featuring harakeke (flax) and many other traditional art forms. However, there was one specific artwork that completely caught my eye. It was a powerful depiction of Māui, a Taniwha, a giant fish, and the blazing sun.

  Matua Adrian noticed my interest and graciously explained the rich history behind it. He broke down the meaning of the tā moko (facial tattoo) on the figure, explaining that every single line and pattern on the face represented a person’s achievements, their skills, what they knew, where they could travel, and even their age. It was like reading a person’s entire life story right on their skin.

  Then, things got really interesting—and a little bit gross! Matua Adrian explained the traditional process of how the dark ink for the tattoos was historically made.

  According to the traditional method, you take a shark liver and let it sit out. Meanwhile, you feed a dog a strict diet of only caterpillars. The dog really doesn’t enjoy it, but once the dog digests the caterpillars, it produces a distinct white poop.

  This dried material, along with the shark liver oil and a few other secret ingredients, would be mixed together to create the rich, lasting ink applied to the face. Hearing how they utilized natural resources like that was pretty mind-blowing (even if it was a bit disgusting!).

  To wrap up an amazing session, we played a high-energy game called “He-Ha-Ho.” It’s a bit hard to explain the exact rules, but it is all about pure speed, razor-sharp focus, and lightning-fast reaction times. Everyone was laughing and trying their best to keep up.

  All too soon, our time was up. We exited the whare, slipped our shoes back on, and hopped the bus to head back to school. It was an unforgettable start to our rotation, packed with laughs, respect, and some truly unforgettable history.

We recently made a tracking and Google digital art of the panmure basin after we finished our basin walk in panmure!

how we Described chapter 13 with my group was we read the chapter 13 it was a long chapter we got ideas and made a google drawings site and we made storys about the chapter and after that my group wne on gemii and got a picture of Bruno and shmuel siting my the iron long fence `talking.

Four weeks ago  LS2 read a book called the boys in the stripped pajamas the chapter 3  in this chapter Bruno calls his sister an hopeless case after her bringing all her creepy dolls to auschwitz we talked about mood and melopropisim,melopropisim is an pronounciation error meanign someone pronounces something wrong  for example like bruno be pronounces auschwitz wrongly instead saying out-with.

For todays activity me and my group had a discusion about Contrast and Perspective, Contrast is the surroundings that has a emotion when you look at something you do not want, for example i wanted to move into a new house but it only holds 2 bedrooms and the situation is how are we going to all fit all of us on the bed, therefore the emotion is very unacceptable

Today we did chapter 8 me and my group looked at the question and answered them i liked that i did my question and my group did there question i really liked this chapter and i think it was really fun to do.

what me and my group was we went on the teachers site and we got clues and Questaions and we made a google drawings site and this chapter was really intresting and a fun one the warden came and checked the house and when we heard the chapter we got a gemini picture of it and done it was finished.

This moodboard of Shmuel and Bruno , (The Boy In The Striped Pyjamas) shows their journey , of Bruno telling Shmuel , that he’s moving to berlin , then them having the same clothes , and them crawling under the fence , and walking around , finally , they are sitting in a dark room , not knowing that room would be then filled with poisonious gas , that would end their lives , but would keep their friendship alive .

We learnt recently about the Tree Octopus, The Tree Octopus was a false creature made to check or test our research skills and as a digital exercise in literacy online, we were told to use a specific site that tells us about this fiction animal like why its extinct, how it moves through trees, its name and much more about this creature.

During Reading me and my Group make a DLO about Malapropisms . During making this DLO we found out that Malapropism is a verbal error or mistake that you make when hearing similar words, like when you don’t understand the difference between similar words like write or right so then you righe anyone but it turns out to be and error.

Today, we read part of chapter 8 of a book called BISP. We learned that only the grandmother shares her thoughts about what the father wears in his uniform. We also saw that the father has a possibility that he might do what his father did before him.

Today we did learning conversion 7 my group did the the questions 123 and i did the title and the background i liked how we look at the question and answeres them it was really fun to do.