Anti-Vietnam Song: Woodstock - Music Through Time | Social Studies

Welcome to another post on my blog. Today, we started a new topic for the Music Through Time unit, Woodstock. This topic also involves the Vietnam War (1955 - 1975 - 20 years). Today, we looked at both Woodstock and the Vietnam War and what happened there. 

During the war in Vietnam, America was heavily involved in it. Many people in the world including New Zealand were against the war. There were songs written about the Vietnam War and how bad it was. Some songs were also sung at Woodstock (15 - 18 August 1969). 

I used the song, Vietnam - by Jimmy Cliff.

The artist, Jimmy Cliff (a Jamaican reggae musician), wanted to stop the war because the families were losing all their men, but, he wrote this song as a support of the soldiers fighting in the war. The lyrics of "Vietnam" was telling of a soldier serving there who writes to his friends about returning home. But, instead, the soldier's mother receives a telegram notifying her of his death. This song was the most-effective of the anti-Vietnam songs.

Lyrics:

Hey, Vietnam, Vietnam, Vietnam

Vietnam, Vietnam, Vietnam, Vietnam

Yesterday I got a letter from my friend fighting in Vietnam

And this is what he had to say

“Tell all my friends that I’ll be coming home soon

My time’ll be up some time in June

Don’t forget”, he said, “To tell my sweet Mary

Her golden lips are sweet as cherry”

And it came from Vietnam, Vietnam, Vietnam

Vietnam, Vietnam, Vietnam, Vietnam

It was just the next day, his mother got a telegram

It was addressed from Vietnam

Now Mistress Brown, she lives in the USA

And this is what she wrote and said

“Don’t be alarmed”, she told me the telegram said

“But Mistress Brown your son is dead.”

And it came from Vietnam, Vietnam, Vietnam

Vietnam, Vietnam, Vietnam, hey, Vietnam

Somebody please stop that war now

Vietnam, Vietnam, Vietnam, Vietnam, oh Vietnam

Vietnam, oh Vietnam, oh oh, oh oh

Somebody please stop it

Vietnam, Vietnam, oh Vietnam

Vietnam oh oh, oh oh Vietnam

Hey Vietnam, aha Vietnam, oh oh, yeah

I wanna say now somebody stop that war

Making Salts II | Science

Welcome to another post on my blog. Today, we did an experiment about making salts, again. 

Aim: To produce copper sulfate salt by reacting copper oxide with an acid.

Equipment:

1. Copper oxide powder
2. (0.5 mol L^-1 sulfuric acid
3. 50 mL measuring cylinder
4. 2 100 mL beakers
5. Element (hot plate)
6. Heatproof mat
7. Funnel
8. Filter paper
9. Thermometer
10. Spatula
11. Evaporating basin
12. Stirring rod

Method:

1. Add 20 mL of sulfuric acid to a 100 mL beaker. Heat the acid using the element (hot plate) until it reaches 70°C. Turn off the element.
2. Once heated, use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.
3. Repeat step 2 until no more will disolve. Allow the beaker to cool.
4. Fold the filter paper and place it in the funnel. Place the filter funnel into the second beaker.
5. Make sure the beaker is cool enough to hold at the top. The contents should still be hot. You may need your teacher to complete this step.
6. Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through.
7. Rinse the beaker you used to heat to mixture previously, and place it back on top of your tripod filed with 50-60 mL of water.
8. Place the evaporating basin on top of the beaker and carefully pour some of the solution from the beaker into the evapourating basin.
9. Gently heat the beaker until the solution in the evapourating basin has reduced by half.
10. Leave the evaporating basin to cool. Once cool, move the evaporating basin to a warm place where it will not be disturbed (i.e. a window-still) and observe over the next few days. Blue copper sulfate crystals should form.

Observations:

This was a fun After It took around 10 minutes to fill a 20 mL of sulfuric acid from the filter paper.

Making Salts | Science

Welcome to another post on my blog. Last week, in Science, I completed an experiment which was about making salts. Using acid and base, we made salt which was a really fun experiment.

© Getty Images

Aim: To produce sodium chloride salt by carrying out a neutralisation reaction

Equipment:

1. 50ml and 200ml beakers
2. HCl (Hydrochloric acid)
3. NaOH (Sodium chloride)
4. 25ml measuring cylinder
5. A glass string rod
6. Spotting tile
7. Pipette
8. Universal indicator solution
9. Element (Hot plate)
10. Heatproof mat

Caution: Safety Glasses, Corrosive, Irritant

Method:

1. Using the measuring cylinder, measure 10ml of HCl and pour it into the 50ml beaker.
2. Add a few drops of NaOH at a time while stirring with the glass rod. 
3. Every 10-15 drops, stop adding the NaOH and use the pipette to transfer a drop of the solution to the spotting tile. Test its pH using the Universal indicator.
4. Keep adding NaOH and test the solution by repeating step 3. As you get closer to netural you may need to test the solution after every drop.
5. After reaching neutral (green), then put the beaker on top of an element at a high temperature. 
6. Leave the element on until the liquid has been evaporated and leaves salt. 

Observations:

Write the word equation for this reaction: HCl + NaOH ⇾ NaCl + water

Hydrochloric acid + Sodium hydroxide ⇾ Sodium chloride + water

ʻOumuamua - Reflection Section | Wānanga

Welcome to another post on my blog. Today, I'm doing the reflection section of the week about 'Oumuamua. For more information about 'Oumuamua, read below.

Text title: Interstellar object 'Oumuamua is a pancake-shaped chunk of a Pluto-like planet 

Text type: Article

Text creator: Charles Q. Choi

Text purpose: To inform us about the interstellar object 'Oumuamua.

Critical Literacy Question: Why is the text written in the way it is?

Date: 26th March, 2021 

Why is the text written in the way it is?

The text in the article is written in a way that hooks the reader in before giving the information about the object. For instance, the author describes the interstellar object without describing how its discovered.

Charles Q. Choi introduces;

"The first known visitor from interstellar space, 'Oumuamua, was likely a pancake-shaped chip off a Pluto-like world, researchers say.

These findings may shed light on the stuff a new class of planet, an exo-Pluto, is made of, scientists added."

Then, the author informs in-depth about 'Oumuamua and what happened to it.

'Oumuamua is a cigar-shaped interstellar object which came from another solar system. Astronomer Robert Weryk first discovered first detected the mysterious visitor and named 1I/'Oumuamua, using the Pan-STARRS telescope at Haleakalā Observatory, Hawaii, on 19 October 2017, 40 days after it passed its closest point to the Sun on 9th September. ʻOumuamua was named after 'scout' or 'messenger' in Hawaiian.

It was first observed when it was about 33 million kilometres (0.22 AU - Astronomical Unit) from Earth (around 85 times as far away as the Moon). 

An artist's concept of the 'Oumuamua interstellar object as a pancake-shaped disk. A new study suggests it was once part of a Pluto-like exoplanet.
Image credit: William Hartmann
Credit: https://cdn.mos.cms.futurecdn.net/PLTqNJsjSMfYFzKvtRY6rc-970-80.jpeg

Perspectives - Beatlemania: Music Through Time | Social Studies

Welcome to another post on my blog. Last week, we started a new topic in the Music Through Time unit: Beatlemania. We completed a blog post about a Beatles song, I did it about the song, "I Want to Hold Your Hand". For this post, we had to look at two perspectives for the Beatles tour of New Zealand - for and against the tour.

For Tour:

The youth of New Zealand were for and happy with the tour of the Beatles. They were fans and were crazy about the Beatles songs. More than 3 000 excited fans, mainly girls, gathered at the airport, and at least 4 000 at the Hotel St George, where the Beatles were staying. The girls screamed on seeing their idols. 

The songs of the Beatles and their contemporaries (including the local Beatles pastiche, Ray Columbus and the Invaders, with their huge hit "She's a Mod") were listened to by a generation of youths who felt that they were suddenly liberated from many of the inhibitions of their parents, and who believed that only they knew how to enjoy themselves properly.

Against Tour:

The parents, the older generation, were against the Beatles tour because their songs were inappropriate, about sex and drug use.

Some were on religious and traditional views who saw the Beatles leading to sin and trouble making. They protested with many signs.

 

Thomas Pearce, an Auckland politician said, "I welcomed home of footballers. There were all fine young men, but there was no civic or mayoral reception for them. If we are going to pander to the hysteria, antics, adulation, rioting, screaming, and roaring and all the things these bewigged musicians engender, then I think we should make a point of honouring any youths with a sporting background who are at least endeavouring to act in the best traditions of the young men of this nation."

Setting: Activity 1 | English

Welcome to another post on my blog. Today, I completed another activity for the Narrative unit. For this exercise, we had to choose different settings and write 3 short, opening descriptions that show the reader when and where the action is taking place. We had to use sensory language in our descriptions. 

It was a city of decay, filled with ashes.

The dead lying across the unpopulated area.

Darting across the area, slaughtering the region.

Gazing over the downtown, observing the landscape.

Examining tall skyscrapers, orange glowing lights illuminating the area.

Cars dashing across the road, covering the city.

"I Want to Hold Your Hand" - Beatlemania: Music Through Time | Social Studies

Welcome to another post on my blog. Today, we started a new topic in the Music Through Time unit, 'Beatlemania'. We looked at the social revolution between the 1950s and 1970s where the youths of that time protested restraint and lack of freedom. Also, we saw videos of the songs of The Beatles and the mental and madness of young women of The Beatles, this was called 'Beatlemania' - a term during the 1960s to describe the fan wildness and madness behaviour towards The Beatles during their early years of success. 

The Beatles 

Genius at work: (from left) Paul McCartney, Ringo Starr, John Lennon and George Harrison in 1964 (Getty)
Credit: https://www.independent.co.uk/arts-entertainment/music/beatles-best-albums-ranked-abbey-road-anniversary-paul-mccartney-john-lennon-a9108756.html

The music I chose was 'I Want To Hold Your Hand', written by John Lennon and Paul McCartney in Jane Asher's basement. She was an actress and girlfriend of Paul McCartney. 

The song "I Want to Hold Your Hand" was improved by the time the Beatles came to the studio on 17 October 1963 to record it. 

The song was played on a Washington D.C. radio station (before released in America) by a DJ who got the record from a female flight attendant. It was a huge hit with his listeners. Capitol Records threatened to seek a court order banning airplay of "I Want to Hold Your Hand", which was already being spread to a couple of DJs in Chicago and St. Louis until the Beatles appeared on The Ed Sullivan Show. That threat was ignored, and the Capitol came to a conclusion that they released the song two weeks ahead of schedule on 26 December 1963. 

The song was a hit on both sides of the Atlantic, in America, it sold more copies in the first ten days than any other Beatles single sold in the UK. In the first three days, the song had sold a quarter of a million copies.

"I Want to Hold Your Hand" was different from music from the 1940s and everything changed; long hair, weird dance moves, sexualised lyrics, and drug use. 

The music in the 1940s was dull and simple, not talking about romance and love. It was simple songs.

Here is the lyrics to the song, "I Want to Hold Your Hand";

Oh yeah, I'll tell you somethin'
I think you'll understand
When I say that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
Oh please, say to me
You'll let me be your man
And please, say to me
You'll let me hold your hand
Now, let me hold your hand
I want to hold your hand
And when I touch you
I feel happy inside
It's such a feelin' that my love
I can't hide
I can't hide
I can't hide
Yeah, you got that somethin'
I think you'll understand
When I say that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
And when I touch you
I feel happy inside
It's such a feelin' that my love
I can't hide
I can't hide
I can't hide
Yeah, you got that somethin'
I think you'll understand
When I feel that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
I want to hold your hand

Below is the official video of the Beatles singing the song, "I Want to Hold Your Hand".

Making Indicators | Science

Welcome to another post on my blog. This week, in Chemistry, we started with a new topic, Acids and Bases. After learning about acids, bases, pH scale and indicators, we conducted an experiment about making indicators that are used in everyday substances.

Aim: To make acid-base indicators using everyday substances. 

Equipment:

• Red cabbage
• Large beaker
• Small beaker
• Cloth
• Water
• Glass stirring rod
• Element
• Heatproof mat
• 5 Test tubes
• Test tube rack
• 3ml Pipette
• Hydrochloric acid (HCl)
• Sodium Hydroxide (NaOH)

Method:

• Chop the cabbage into small pieces until you have enough to fill half a beaker.
• Place the chopped cabbage in a large beaker and add water to cover the cabbage.
• Boil over an element until the water starts boiling and bubbling.
• When the water starts bubbling a lot, turn off the element and leave the large beaker to cool on top of the element.
• Once the beaker has stopped bubbling, using a cloth, place the large beaker on the heatproof mat from the element.
• Using a glass stirring rod, tip the liquid into the small beaker leaving the red cabbage in the big beaker. 
• Put 5ml drops of hydrochloric acid into one test tube and 5ml of sodium hydroxide to the other test tube. 
• Using a pipette, place 5ml of the cabbage indicator into two test tubes.
• Record and observe the colour change.

Famous Female Role Model | Wānanga

Welcome to another post on my blog. Last week, we celebrated International Women's Day on 8th March. This week, in Wānanga, we are given an activity matrix to complete, with 8 activities. One of the activities that I chose was to create a DLO on a famous female role model. They may have inspired us or is someone we think has made an important change in our society.

The female role model I chose was Greta Thunberg a Swedish Environmental Activist for climate change.

Writing Our Own Narrative Opening | English

Welcome to another post on my blog. Today, I completed another activity for the Narrative unit, which is writing our own narrative opening. The task was to use 'show don't tell' to write 3-5 effective narrative openings. Our narrative could be about absolutely anything, and you don’t have to finish it!

The flaming house was burning, feeling the splashes of warmth by me, escaping my melting heat. Depressed after losing his house, remembering the memories related to the house. 

As the dark setted, two sisters saunter outside on the field, holding a lamp. Seeing an unknown blurry character in the distance. Passing through the fogs. As the character closens. We move backwards and run.

Looking left. Then right. Sneaking the bacon into my bag. Looking again, right, then left. Making sure no one looks and catches me. As I lurk out of the shop, I see two giants in uniform, running behind me. As I run through I...

The Battle of Passchendaele - Reflection Section | Wānanga

Welcome to another post on my blog. Today, I've completed my reflection section from last week. Due to testing last week, we had to do our reflection section today. I'm writing about the ANZACs war at Passchendaele.

Text title: New Zealand's ‘blackest day’ at Passchendaele

Text type: Article

Text creator: New Zealand History

Text purpose: To inform viewers about what happened in Passchendaele that made it New Zealand's blackest day.

Date: 15 March 2021

In whose interest is this text?

This text interests viewers who don't know or want to know about the war in Passchendaele (31 July 1917 - 10 November 1917). This is an informative text on what happened before, during and after the war. Basically, it was a war fought between the Allies and the German Empire. The death numbers of New Zealand were greater than any other war, due to the mistake of communication and proper preparation, in which the British Empire had heavy casualties. 

Soldiers pictures during the First World War's battle at Passchandaele. Credit: PA
Credit: https://www.telegraph.co.uk/news/0/happened-battle-passchendaele/

When the New Zealanders began advancing on the 12th October 1917, the thick mud made it almost impossible to bring weapons and heavy guns forward or to stabilise those who were forward. 

New Zealand had suffered a great loss in men due to the battle. Over 5,000 New Zealand men did fighting in the Battle of Passchendaele, which affected New Zealand people greatly. The New Zealand population of just over a million at that time was decreasing at a high rate because of the war alone.

The Britsh Empire (ANZACs, Canadians, French and Indians) won the battle, however, there was no gain in which the British took. 

The Haka: Ka Mate — Music Through Time: ANZAC | Social Studies

After learning about the ANZAC and the Last Post, we continue with the haka (Ka Mate). We watched the Māori Battalion Haka in Gisborne. 

Ka mate, ka mate! ka ora! ka ora! Ka mate! ka mate! ka ora! ka ora! Tēnei te tangata pūhuruhuru Nāna nei i tiki mai whakawhiti te rā Ā, upane! ka upane! Ā, upane, ka upane, whiti te ra!

'Tis death! 'tis death! (or: I may die) 'Tis life! 'tis life! (or: I may live) 'Tis death! 'tis death! 'Tis life! 'tis life! This is the hairy man Who summons the sun and makes it shine A step upward, another step upward! A step upward, another... the Sun shines!

After watching the video, we had to read the haka lyrics, research and answer some questions about the Māori Battalion and the haka, Ka Mate.

 

When King George V declared war on Germany in August 1914, he did so for Britain and his dominions and colonies throughout the Empire. Across New Zealand, thousands of men volunteered in support of their mother-country. Between 1914 - 1918, more than 120,000 New Zealanders - nearly 20% of the country's eligible manpower served with the New Zealand Expeditionary Force, the Royal Navy or units of the British Army.

While a small number of Māori volunteered to serve with regional soldier units, Britain and New Zealand continued a pre-war policy opposing the formation of an all-Māori unit to fight in a war against Europeans. Yet, by 1918, over 25,000 Māori soldiers had served overseas, the majority in what became known as the Māori Pioneer Battalion. 

It took determined political campaigning to overcome objections to forming all-Māori units. In 1914, Māori politicians like Apirana Ngata and Maui Pomare successfully argued that all New Zealanders, including Māori, should be allowed to fight in defence of the Empire. 

Despite initially being exempt from the 1916 Military Service Act, Māori from the most resistance tribes were registered for conscription in June 1917 after campaigning by Maui Pomare. However, none were forced ultimately to serve overseas.

On 14 February 1915, the first Māori troops left New Zealand on the troopship SS Warrimoo bound for assigned duties in Egypt and Malta, freeing up regular troops for the Gallipoli Campaign that began on 25 April.

Māori soldiers were soon overcome by the significant number of casualties from the campaign. Arriving at North Beach in ANZAC Cove, Gallipoli, on 3rd July, the body of troops established itself at 'Outpost No 1' which became known as 'Māori Pa'. During the assault on Chunuk Bair (war between the Ottoman Empire and the Allies - 6 August 1915 to 10 August 1915) in early August, the body of troops fought alongside other units of the New Zealand Expeditionary Force for the first time. This is also the first time many Europeans heard the Māori haka "ka mate, ka mate, ka ora, ka ora" called as they attacked the Turkish lines.

The haka, Ka Mate was composed by Ngāti Toa chief Te Rauparaha, captain of the Tainui canoe, born at Kawahi in the 1760s and died at Ōtaki in 1849. The story of the composition of Kate Mate is well known within the oral histories of Ngāti Toa and Ngāti Tūwharetoa, the two iwis (tribes) most associated with the haka's origins. Ka Mate was composed in 1820 as a celebration of life over death after his lucky escape from pursuing Ngāti Maniapoto and Waikato enemies.

The Ka Mate haka is a ceremonial Māori dance or challenge. The haka is usually performed in a group and typically represent a display of a tribe's pride, strength and unity.

The actions include foot-stamping, tongue protrusions and rhythmic body slapping to accompany a loud chant. The words of a haka often poetically describe ancestors and events in the tribe's history.

Commonly, the haka was performed when two parties met as part of the customs around encounters.

For instance, the haka was used on the battlefield to prepare warriors mentally and physically for the battle, but it was also performed when groups came together in peace. 

Today, the haka is still used during Māori ceremonies and celebrations to honour guests and show the importance of the occasion. This includes family events, such as weddings, and birthdays.

Haka dances can be performed at weddings as a show of respect, to show reverence for the couple and their guests or to mark the important milestone.

At weddings, women may also join the haka performance.

The haka is also used to challenge opponents on the sports field. The All Blacks (New Zealand Rugby Team), performs the haka before each match in a stunning show of strength and physical bravery. The All Blacks used to do the 'Ka Mate' as their haka, which has been famous all around the world since it became a part of their pregame ritual of the All Blacks.

The Black Ferns (New Zealand's Women Rugby Team) are also famous for participating the haka. The haka they perform before an international match was called 'Ko Uhia Mai' which means 'Let it be known' as was composed by Whetu Tipiwai.

References:

• http://www.ngatitoa.iwi.nz/ka-mate/the-origins-of-ka-mate
• https://www.iwm.org.uk/history/how-maori-battled-to-fight-together-in-the-first-world-war
• https://www.newzealand.com/nz/feature/haka/

Show Don't Tell | English

Welcome to another post on my blog. After finishing the introduction of the Creative Writing unit, we move on to a new unit, the Narrative. The first activity I chose to complete was, 'Show, Don't Tell'. For this activity, we had to answer a few questions relating to the activity. 

Task:

What do you think “show don’t tell” means?

How can we re-write these sentences to “show” and not “tell”?

    The buildings were tall.

    Sarah was really upset.

    She was so happy to see him.

    The lake was beautiful.

My re-written sentences:

     Tall skyscrapers, covering the sky, leaning and looking up

     Sarah tears slowly tearing down waiting for someone to meet her. 

     Overjoyed Sarah running towards him got swung up in the air.     

     The gleaming blue lake was surrounded by towering glaciers. 

Significance of WW1 - The Last Post — Music Through Time | Social Studies

Welcome to another post on my blog. Today, I completed the third post of the Music Through Time unit about the ANZACs arriving in ANZAC Cove battling the Ottoman Empire during the First World War. After learning and adding information about the Gallipoli Campaign. We need to research the battles during the Gallipoli Campaign, such as the Battle of Krithia. After, we had to listen and watch the Last Post and the Gallipoli Dawn Service.

We hear the Last Post on ANZAC Day, which occurs annually on 25 April, is played to remember the ANZAC (Australia New Zealand Army Corps) soldiers who lost their lives during the war. 

The history of the last post takes back many years back when Arthur Lane, a burglar in the British Army when he was captured by the Japanese forces during the fall of Singapore in 1942. He spent the remaining of World War II in PoW (Prisoner-of-War) camps and working on the infamous Burma railway. He still had his bugle with him and it was his task to sound the Last Post for each of his co-workers who died during those years. For the rest of his long life, he was haunted by nightmares. And he never played the Last Post again.

The sound of a solitary bugler playing the Last Post has become one of the most unique sounds in the world. The Last Post was published in the 1790s, with one of the two dozen or so bugle calls sounded daily in the British Army camps. 

Colin Dean, archivist at the Museum of Army Music in Kneller Hall says, "At that time soldiers didn't have wristwatches, so they had to be regulated in camp. They had to have a trumpet call or a bugle call to tell them when to get up, when to have their meals, when to fetch the post, when to get on parade, when to go to bed and all other things throughout the day."

This bugle call also signifies the end of the day's activities. This is now played at commemorative services such as Anzac Day and Remembrance Day (UK & Europe).

Critical Literacy - Extension | English

Welcome to another post on my blog. Today, I completed the extension work for the Creative Writing unit. Also, this is the last post for this unit. The task for this activity is to watch four of the ads given, then note down for each:

• The intended audience. Who is this ad targeting? Age? Gender? Nationality? People with particular interests? Etc.
• What the ad implies about the product (it may not SAY it makes you more attractive and a better dancer, but does it imply that?)
• How does the ad make the audience feel?

The four that I watched were;

1. One Direction Pepsi Commercial with Drew Brees
2. Garret Ryan & Maxwell Perry Cotton - Jif Peanut Butter Commercial (2006)
3. Old Spice | The Man Your Man Could Smell Like
4. NEW Dream Liquid Mousse - Maybelline Commercial - Adriana Lima 

The One Direction Pepsi commercial shows one Pepsi between two famous people, Drew Brees and the One Direction. This is telling the viewers how both famous people like Pepsi.

The Jif peanut butter commercial targets children and parents. This wants children to eager to ask their parents to purchase the product. This also targets parents for their children to have nice peanut butter bread. 

The Old Spice commercial targets women who want their partner to smell nice by using their product.

The Dream Liquid Mousse commercial targets women who have flawless skin, Maybelline wants the viewers to purchase their new product for people who have flawless skin. It says that it is 100% poreless.

Creative Writing Reflection | English

Welcome to another post on my blog. Today, I completed the last activity for the Creative Writing unit for English which the reflection of this unit. 

Credit: Monash University
https://www.monash.edu/rlo/assignment-samples/medicine-nursing-and-health-sciences/reflective-writing-and-critical-incidents

The task was to:

Reflect on your learning about Creative Writing so far in English. Think back to our learning around Haiku, our discussion about what makes “good” creative writing, etc. What new things have you learned? How have you learned them? What activities in particular did you find enjoyable, interesting, or fun? What specifically was interesting to you, and why?

Haiku Poems

Looking back at the Haiku poems, I had to write four haiku poems which can be from one season or different seasons. I wrote about Summer. It was really fun making the poems.

My favourite poems are;

The ocean is bright

Spectacularly it shines 

And shimmary too 

I love summertime 

The sun on the beach is warm 

The water is cold 

 

Sensory Language

This activity was the one which I liked and learnt the most. Sensory language is a paragraph or scene that connects the five senses without using the words: saw, heard, smelled, tasted, felt. I wrote about the lupin flowers which I saw on the trip from Christchurch to Queenstown. 

Language Features

This was the first activity of the Creative Writing unit. This was also the one which I liked and learnt. In this activity, I had to choose three out of five language features that I had to write about - with their meaning and two examples. The three I wrote about was personification, anaphora and allusion. This was a fun and interesting activity to do. 

Slam Poetry | English

Welcome to another post on my blog. Today, I completed another activity for the Creative Writing unit in English. This activity is about Slam Poetry. What we had to do was watch three or more videos of the previous New Zealand Slam Poetry champions. 

The Slam Poetry task was:

Which was your favourite performance? Why?

Write two thoughtful opinions about your favourite piece and support these opinions with specific evidence (quotes) from the text (at least 2) in your discussion.

Out of the videos I watched, I liked the video from Sam Stokes named 'Place To Be'. This was New Zealand's 2014 National Poetry Slam Champion.

Ben Stokes explains about New Zealand as a Place To Be. He talks about the positive things about New Zealand and the Māori tribe, "warrior tribes we run through our veins on the inside". The history, Maui capturing the sun "fear the fire the first men stole from the sun". War, stating about the ANZACs and World War 1, how New Zealand bled for their spot in the world, "between the Aegean and the Black Sea we made an ally out of an old enemy this nation bled for its place in the world willingly as the Turk baptised in fire" and "great-grandparents who died on the beaches of Gallipoli against machine guns". Also, the tragic events which occurred, talking about the 2010 and 2011 earthquakes in Christchurch, "our army as students with spades in Christchurch Cathedral". This slam poetry mixes the tradition, history, and New Zealand in brief and who we are as New Zealanders, which turns back to the title, well, it is really a Place To Be. 

ANZAC's To Gallipoli | Reflection Section

Welcome to another post on my blog. Today, I completed another activity for the weekly reflection section for Wānanga. Today, I am going to write about the ANZAC's journey to Gallipoli in World War 1 (WW1). 

In the written article, Getting to Gallipoli: the Anzacs' journey, by J.R. Nethercote, the article shows what happened in the ANZACs voyage from Australia to Gallipoli. The main key points were how many troops the ANZACs (Australia New Zealand Army Corps) had, the boat, (with more than 40 ships, 30,000 troops and nearly 8000 horses from New Zealand and Australia) sailed from Albany, Australia on 1 November 1914. Most soldiers thought that they were first heading to England for training, then to the Western Front - a war during the first world war.

Text Title: Getting to Gallipoli: the Anzacs' journey

Text Type: Article

Text Creator: J.R. Nethercote

Critical Literacy Question: What genre does this text belong to?

Date: 5 March 2021

Credit: Wairarapa's World War Centenary
Arawa in Wellington. Wellington Infantry Battalion men of the Main Body wait to board their home for six weeks.

The genre of this written article is historical information the readers about the ANZACs voyage from New Zealand and Australia to Western Front via Egypt then to Gallipoli. This text also informs readers where the ships went in detail.

Credit: National Army Museum
'Gallipoli Peninsula. The Landing from HMT River Clyde April 25th 1915'