A Hero’s Journey

This cycle describes a typical hero’s life. I used Percy Jackson and The Lightning Thief as an example. We learned that pretty much every hero story follows a flexible storyline.

First, they live a normal life. Then, they receive a ‘call to action’ where their journey begins by someone asking them to go on adventure or something happens that sparks the hero to action. Sometimes, the hero initially refuses the call, but then they meet a mentor that will guide them through their journey. Afterwards, they cross the first threshold into a world different from what they’re used to or even a different universe. They meet allies, enemies, and go through tests in this ‘special world’. Then the hero ‘approaches’, sometimes by trying and failing at something. Then an ordeal happens where the hero could get into a life or death situation. Then they recieve an award or learn about a reward they will receive. The hero tries to return to normal life after, but then they ‘resurrect’ and go through a final test. Then they return home with an ‘elixir’, either literally or metaphorically.

ENG1: My Writing

We are learning to edit our writing.

We completed a piece of writing based on a prompt. The prompt I chose was my own choice of creative writing.

We learned how to correct some common errors in our writing and then we edited our writing.

Here is my writing:

Edward stood in front of hundreds of wealthy businessmen, all laughing about the speech he had just given about protecting the environment. He was an expert on all things production and environmentalism, and he wanted to share his knowledge for everybody’s benefit. However, the old men were having none of it, chuckling and pointing at Edward like he was some barbaric buffoon. But this was no baseless prophecy, the climate crisis was real, and the state of the Earth was embarrassing.

An old man yelled across the dimly lit room, pointing his stubby index finger at Edward. “And how is this my problem?” He called, clearing his throat with a sickening sound. Edward stared blankly at him, wondering how the man could think that way after the speech. Suddenly, a loud crash deafened the hall, and the lights flickered off. People were yelling as chaos ensued, but all were silenced when a mysterious noise filled the room. Hundreds of phone flashlights lit up in search of the source, and they landed on a peculiar, foreign device.

A sleek metal reflected the bright lights, and across this ring were a few circular windows that revealed the interior of the vehicle. From the top, a green dome opened to allow the operators to exit. Various creatures emerged, some small, some large. A few humanoid, others animalistic. A red creature, seemingly the leader, lifted a small, grey rectangle with the third of its six tentacles. “Translator!” It blared, almost comical given the setting.

Edward gathered himself quickly, the initial shock subsiding and being replaced with curiosity. “Why are you here?” He said slowly, making sure to articulate his words carefully for the translator. After a moment, the translator began to speak, a strange symphony being received by the aliens. The leader nodded in understanding, and replied. “We are here to analyse the environment of the planet you call Earth.” The alien looked expectantly at Edward. His jaw fell open in surprise, and the businessmen whispered amongst themselves. “From what we have seen so far, the way you care for your land is laughable, and your planet will soon be in an irreparable state.” The red leader continued, and some of its cohort let out a noise that might’ve been considered a laugh on their planet. They were making fun of the earthlings.

Edward turned to face the flushed businessmen, who finally understood the scale of their actions. “Do you see now? Do you see what this was about?” Edward spat. The man from earlier spoke up, not looking Edward in the eye. “Tell them about your… environmental science, or whatever it is.” He coughed into his hand with embarrassment. Edward grinned, whipping around to face the aliens and gleaming with pride. He told them about the new projects they were working on to better the Earth, and the anticipated results. The aliens listened intently, and when Edward finished, they began to speak again.

“We acknowledge the efforts you are making, and wish you the best in your endeavours.” The crimson alien said, putting the translator back into the vehicle before hopping in itself. It gestured to the rest of the crew, and they followed in suit. They rose into the sky, fixing the hall with some sort of other-worldly magic. Edward waved towards the night sky, feeling reinvigorated and more determined than ever. He would be the one to make the change, and there was no stopping him now.

The Renaissance: Background to Shakespeare’s World

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

This week we have been studying some background to Shakespeare’s world.

  1. What does Renaissance mean, when was it, and what happened during this period?

Renaissance is a term meaning revival/rebirth and was a time in about the 14th century where the ideas of Classical Greece and Rome were brought back through the arts.

  1. Who were the two rulers of England during Shakespeare’s time?

The two rulers were Queen Elizabeth I and James I.

  1. In which city and country did the Renaissance originally begin?

The Renaissance began in Florence, Italy.

  1. We learned a bit about four famous artists of the Renaissance: Michelangelo, Leonardo Da Vinci, Raphael, and Donatello. Here is my slideshow about them, which is called 

‘Not the Ninja Turtles’:

  1. One interesting thing I found out about the Renaissance was…

There were many artists who made beautiful art across many fields such as sculpting, painting, and architecture.

  1. I would like to find out more about…

I would like to know what started the renaissance and how it eventually came to an end.

About Me

Hi my name is Ailie and I am a Year 11 at Otaki College. I am 15 years old and I enjoy reading and maths. I have 2 dogs, 1 cat, and a lot of horses. My favourite subjects are english, maths, and japanese. I look forward to posting on my blog and archiving my school work. 😁😁😁

Culture

Te Tiriti o Waitangi: upholding its principles and contributing to our bicultural society

Limited Evidence Emerging Developing Accelerating Proficient
I don’t know much about Te Tiriti o Waitangi. I’m starting to understand Te Tiriti and its principles. I am learning about the partnership between Māori and Pākehā in our country. I’m getting better at upholding the principles of Te Tiriti, and I understand why it is important to help strengthen the partnership between Māori and Pākehā in our country. I take personal responsibility for following Te Tiriti’s principles and helping to build our bicultural community. I routinely uphold Te Tiriti’s principles and contribute to our bicultural and multicultural community.
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 Te Tiriti o Waitangi Evidence here

 

Reflection & Goal Setting Template

Evidence/Links to my work: Te Tiriti o Waitangi

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:

Contributing to the community

Culture

Te Reo me ōna Tikanga: learning, protecting, and sharing this treasure from the ancestors

Limited Evidence Emerging Developing Accelerating Proficient
I don’t use Te Reo much beyond basic greetings and group karakia. I’m learning some Te Reo words and waiata and can introduce myself in Māori, saying my pepeha. I’m gaining confidence in using Te Reo and am learning words and sentence structures to read and write basic ideas. I can participate in haka, waiata, and traditional moteatea. I’m good at using Te Reo to communicate. I know some common sayings and I can understand the differences between dialects. I participate confidently in haka, waiata and moteatea. I can use Te Reo confidently in various situations and understand different dialects. I know common sayings and traditional stories. I participate confidently in haka, waiata and moteatea and can take a leading role where appropriate.
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:

Culture

Wairuatanga: understanding and respecting different beliefs, spirituality, and customs

 

 

Limited Evidence Emerging Developing Accelerating Proficient
I don’t think about spirituality in my life or learning. I’m starting to understand spirituality and respect it in different situations. I understand the importance of spirituality and show it in my behaviour. I deeply understand and participate in or show respect for spiritual customs in various situations. I maintain a deep understanding and respect for spirituality and different beliefs.
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:

Culture

Rangatiratanga: showing responsibility, honesty, and bringing people together

Limited Evidence Emerging Developing Accelerating Proficient
I don’t like being a leader even when people encourage me. I’m okay with taking on small leadership roles when asked. I can step up and take on leadership responsibilities in some situations. I often show leadership and support others in achieving our goals. I lead by example and inspire others to work together.
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:

Culture

Ūkaipōtanga: connection to land and special places, understanding identity

 

Limited Evidence Emerging Developing Accelerating Proficient
Sometimes I don’t feel very connected to the land and special places and need help understanding my identity. I’m starting to feel a sense of belonging and value in my identity and I’m making an effort to connect with the land and special places. I’m confident in my identity and work to make others feel valued and connected to the land and special places. I’m secure in my identity and help others feel valued and connected. I’m strong in my identity and make sacrifices for the common good.
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:

Culture

Whakapapa: knowing our family history, connections, and places of origin

 

 

Limited Evidence Emerging Developing Accelerating Proficient
I need help connecting with my family history and understanding my place in it. I’m learning about my family history, my pepeha and how I’m connected to others in the past. I’m good at telling my family story and explaining how I’m connected to others. I can confidently share my family history and connections with others. I’m an expert in my family history and can connect with others through the generations.
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: