Marketing You

Are you in need of a kiwi? If so I’m the person for you!

This project has been about learning how to effectively market myself to employers. I have never made a resume or thought about making a business card so this was all new to me. To start we created two resumes, one with a headshot and one without. I had a hard time with the objective, and experience parts. The objective was hard because we weren’t writing this for a specific job and I think it would work better if we were. The experience part was difficult because I have never really had a job. I have babysat and…….. well thats it. In the end that’s all I had in work experience section but I found I had a few more experiences for the volunteering section. For example I went on two volunteer trips to Guatemala in elementary school and I volunteer with kids every few weeks using lots of different skills. I wasn’t a big fan of putting a picture of me in my resume but the layout in the end looked better with it. 


Next were the business cards! To start we created funny ones and mine is the one you see at the top of this post “Professional Kiwi”. Now I am not from New Zealand the only reason I used this for my business card (and for my blog) is because my last name rhymes with it and my friends think it’s hilarious. My entire class made fake fun business cards that were all very…original. In the end I made three very simple business cards that have my name and information (sadly says nothing about kiwi 🥝) .  Below you can see the front of these businesses cards.

Next was the email. This part went by fairly quick and I created a short professional email that fit the criteria and could be used as an outline for future opportunities.

The part where I really thought I grew in this project was with the final product the mock interview. My original questions my group and I came up with were surface level and didn’t show our understanding. For example one of our original questions was “can you tell us about yourself”. So we revised the questions and came up with three new ones and included us talking about a time when we struggled while working in a group and how we fixed the situation. Another aspect I’m proud of is how we filmed all the mock interviews. We used different angles and good phone cameras to make it as professional as we could.

This finished off our initial planing for future careers. I have never liked thinking about the future and I know if I wasn’t told to make a resume for a project that I would have kept delaying it for months. I like the creativity involved in this project; making business cards was an important life skill, but it was still fun. 

Save Juno Beach

Understanding historical significance, learning rhetorical analysis, following the writing process, and writing of a multi-paragraph composition, are the steps I took to answer the driving question “why is it so important to preserve the Juno Beach Centre?” 

Have you ever heard of Juno Beach? Well I certainly didn’t. As it turns out this was one of the five beaches the Allies stormed on D-Day, June 6, 1944. More specifically it was the beach Canada was in charge of reclaiming. A few years ago a development company in France bought the land to build luxury condos and this was not only disrespectful it was making access to the Juno Beach memorial Center harder to get to. Lucky Canada bought the land around it and the condos weren’t built but this is the reason we started this project. Why should we preserve this Centre? 

To start we continued our understanding of historical significance that we have been building for the past few years. We defined the word and after a lot of research wrote about the 3 most important reasons why WWII was significant. We had the choice to write about why WWII was significant for us as a nation or why Canada’s impact was significant elsewhere. I chose to talk about why it was important for us as a nation. Through this process I saw a lot of similarities to WWI especially with the job opportunities for women. In both of the wars women joined the work force but in this war women could do jobs that involved a degree. For example I learned That the world’s first female aeronautical engineer was in Canada! She was in charge of producing fighter jets called hurricanes for the war effort. I also learned that social security and unemployment insurance was created during WWII. This assignment showed my deep understanding of the analysis competency which is about accessing the significance of something over time. I never understood how much WWII connects to Canada policies until this project.

Our next step was learning about rhetorical analysis or actually more about how we can use certain words or phrases to get our point across to the reader in different ways. To do this we learned about different transitions and writing choices. We also reviewed and learned about pathos, logos, and ethos. I really enjoyed the exercises we did at this point as we would take the same idea but change it for different audiences. Next we read an article and in groups did a rhetorical analysis. For that Rhetorical analysis, we first had to identify where the author uses pathos, ethos, logos. Then we had to figure out what the author implied in a certain sentence and how it built their main message. While, I didn’t have a problem with that part I found the class discussion we did the next day difficult. I do not enjoy talking in front of large groups of people and so even when I did have an answer, I found myself just sitting there. I enjoyed the writing questions from the day before, but didn’t really find anything useful in the class discussion.

Then it was time for us to do our own rhetorical analysis of this really well written article called “Thank you for not killing my son”. I thought I showed a really good understanding of rhetorical analysis for this Keystone because I wrote a lot and explained how the tone is kind of ironic, and how I thought the author used logos really well in the beginning followed by a strong emotional pull (pathos). I also showed my skills in the questioning competency when I engaged in the text and showed my extending understanding of rhetorical analysis. We then wrote our own rhetorical analysis for the multi-paragraph composition we were about to write for our final product. I found this a tricky part of the Keystone, because I hadn’t really thought through my idea and how I was going to communicate it before then. This exercise did help me think of how I was incorporating pathos and led me to the idea to talk about my great-grandfather.

A multi-paragraph composition can mean different formats and so I decided I was going to be writing an essay and I knew I wanted to have in connection to my great grandfather who fought in World War II. Even though my great grandfather wasn’t on Juno beach on June 6, 1944 he was in the area three days after D-Day giving supplies to those who fought and I wanted him to prove my point that it wasn’t just military people fighting in this war, it was every day people you just see walking down the street. So to understand more about him, I asked my grandparents to send me over some of the scanned images and war items that they had kept from him. Unfortunately there was a problem and they weren’t able to send them in time. I was able to use the information that they told me over the phone. I learned the story of my great grandfather, and incorporated that in my writing. The writing process also involved a lot of revisions. I actually found this process really helpful, as I would come to class with a new draft and send it to a bunch of my classmates, ask them for their opinion and that they thought I could improve and then I would go home and look through what they said, and change my draft to be better.  I also really enjoyed critiquing other people’s work I was able to see some things that I thought could be incorporated in some way in my writing. I could tell which essays I enjoyed reading, and which ones needed a better hook at the beginning or something, and I was able to use that to improve my own composition. 

My final product was a two page essay that I am proud of, and I believe it tells my points of why I think that the Juno Beach centre should be preserved. This is where I used my understanding of the communicating to thoughtfully tell what happened in a form that fits my audience. I have never known much about World War II and I didn’t even know Juno Beach existed until this project. I enjoy learning more about WWII’s history and I think it’s important that future generations do as well which made this project meaningful.


Our power of imagination project was an amazing project which just might have to do with the field school we went on for it …. Florida aka DISNEY WORLD!  Our driving question: how do Disney theme parks shape and influence the cultural, economic, psychological, and social experiences of visitors? 

Investigation 1

This investigation was about building your knowledge that you would need to complete this project and storing it in a PKM. I found this first investigation the most infuriating. Researching, which involved reading articles as a class and watching videos like the “Happiness Advantage”, was very enjoyable. Also, learning about the culture of Disney was very interesting. Walt Disney’s mindset when created these theme parks was so different from other people of his time. What was infuriating? While reading articles and watching the videos we had to MAKE (not to be mistaken for TAKE) notes, which was expected. But then we had to write a summary. The 4 – 2 – 1 structure was challenging.  I like the idea but I had a hard time finding the point I should get across in that amount of space. There was so much information and I seemed to include more than I needed. Concise writing is hard! Overall I liked when we found our own articles such as the PKM I made for Dole Whip. This whole investigation shows my growth on the processing curricular competency with critical thinking shown in the fleeting notes and the creative and reflective thinking shown in the connections I made and my thinking sections. 

Investigation 2

Early on we were put into groups and assigned a specific aspect of our driving question. My group focused on how Disney theme parks formed emotional connections for the visitors of the park. For this investigation, as a group we had to come up with a pitch board for a 10 minute documentary. The pitch board had to include the main concept we wanted to get across and the mood we wanted the audience to feel. This part of the project involved a lot of growth in the decision making competency. Working as a group we had to look at our topic from different sides and figure out how to put it all together in the end. A challenge for us? The groups were made up of students from both classes. This made collaborating difficult. We did not understand what the other half of our group had done the class before us. Communication was not clear. Thankfully we used time in our other classes to bring it together but it was still difficult and it was a problem throughout this whole project. 


Investigation 3

It’s story board time! While working on our pitch board, we came up with a reliant idea. We decided that the main concept we wanted to get across was how the merchandise is a way to take Disney beyond the boundaries of the park.  We would show the differences in the merchandise and how they remind you of a place or experiences in Disney.  Group members would each introduce different merchandise. The other choice we made was that the overall mood will be up beat and we will interview someone who obviously loves the merchandise.

Thinking back, I loved our idea and I wish our final product showed that more. Our idea evolved and that is ok but I loved our original idea. With the story board, we also created a script for our documentary. The collaboration was difficult because of the separate classrooms and we needed more time. When flights were cancelled the ONLY good thing was that we were able to finish our scripts and get better idea of when and where we would shoot and who would shoot what. I really enjoyed this part of the process because I could see the shape of what we were doing.

Shooting on location …. DISNEY WORLD!

originally I was going to interview a Disney Customer, someone who loved the merchandise. But we decided to have the same voice interviewing both of our interviewees to keep some consistency. So, I instead, was in charge of B Role which meant whenever I was in a store I filmed the merchandise about the 50th anniversary merchandise. My other job, was to film Noah and Gwen when they talked about the custom and limited time merchandise. I helped them film this at multiple locations within Disney Springs. We ran into a several problems. First of all it was very loud in there to get good audio. We also could not find custom t-shirts Gwen had researched before coming. These challenges meant we had to make adjustments so we could still get our point across and show our idea. Throughout our Disney trip, we checked in with each other to make sure we were getting the shots we needed to fulfill our plan. 

Since returning, we have been editing and assembling out documentary. I was not in charge of editing but I got audio from other group members and sent it to the main editor, Noah. 

This project made me think while I was in Disney World. When I was there, I would look at things differently. Instead of thinking “oh look at that tower” I noticed how the tower added nostalgia because it was the Tangled tower, which reminded me of my childhood. The research we did and the focus I had because of the project made this experience of Disney World different for me than when I went to Disneyland a few years ago. I noticed more. The way the cast members talk to visitors was really cool because it changed based on which part of the park you were in. In Disney World, nothing is out of place, which is good for fantasy but also shows a specific view of life.


Creating Opportunities from Balance

How does balance in our life create opportunities? This driving question is something every high school student should consider this is because we are making decisions about our future. I personally thought about this questions in two ways: why do we need balance and how do we start to achieve balance? The why part really relates to the idea of well-being as well as opening up more time (opportunities). The how part relates to systems we can put in place to strive to get better every day with having balance in the areas of your life.

To answer the driving question we had three main resources:

  Positive Brain Training   7 Habits (review)           The Atomic Habits

In this blog I would like to focus on how balance improves well being and brings opportunities. I will use examples from each resource that impacted me.


Positive Brain Training 

The main point of this training is to bring about a more optimistic mindset. We wanted to see if we did certain practices or two minutes per day if your outlook would be more positive. Research showed that a more optimistic point of view leads a person to be more productive and more successful. Meditation Mondays was one exercise we tried. I found it very peaceful but with so many people in the room, I could never fully relax or clear my brain.  One practice that really impacted me helped my well being by bringing me joy and gave me an opportunity to make my friends happy. The conscious act of kindness Tuesday had a love letter activity. I needed to write a letter to people I love telling them that they are important to me and why. Writing this letter helped me realize the good people I have around me. I wrote this letter in the morning. Often I get tired when I think about the LOOOOONG day stretching ahead of me but this activity gave me energy and made my friends feel good too. It should be noted that I wrote three letters but only got two replies … (cough, cough … Lilah you let me down).

7 Habits

Sean Covey wrote The 7 Habits of Highly Effective Teenagers, which we read last year, and reviewed again in PGP. I must say I had a BIG brain moment because I actually remembered all seven habits in their proper order which if you know me, is very impressive. One of the habits that I use all the time is “First things first”. Whenever I feel like I have a lot of homework, I write it out on a whiteboard stating what it is, how much time I think it will take, and what I need to get it done. Instead of stressing out I am able to see what is important first. When I put things in the right priority I make opportunities for myself. I know how long I need to make my homework sessions and when I can take a break. This allows me to enjoy my VR or play a game with my family or have my friends over instead of realizing I forgot about an assignment due the next day.

Atomic Habits (ALLLLL 25 chapters … very long chapters until chapter 22)

James Clear promises remarkable results with tiny changes in his book The Atomic Habits. The book is filled with amazing stories that really stood out to me. He gives very helpful suggestions on systems that can help us achieve our goals. He also does a good job at showing us why the systems we are using or trying to use are hard to follow through. For example some people want to go to the gym but their system really works against them. 

Hear are some of the notes I took during Law 4:

The Cardinal rule 

– Habit adaption 

– We are more likely to repeat a behaviour when it is satisfying 

– Pleasure teaches your brain that an action is worth repeating 

– What is rewarding is repeated what is punished is avoided 

– Positive emotions builds habits 

– The fourth law makes a behaviour better next time 

– Immediate satisfaction better

– Delayed environment not what you want for your brain 

– You value the present more than the future 

– With bad habits the immediate outcome is good and long term is bad this is the opposite with good habits 

– What is immediately satisfactory is repeated 

– Add immediate pleasure to good habits and pain to bad ones 

I thought it was very interesting that to achieve something the steps need to be enjoyable. You will not stick with something if it is killing you no matter how good the end goal is. Most people think “no pain, no gain”. I think my Dad has said that twice a day for my entire life. Sadly, I cannot tell you the context so I guess it truly does not work. 

From reading this book I recently set a goal regarding my VR and my iPad. James Clear said that if you want to reduce how much time you spend on video games, you need to put away the console after you play. Then it makes it more work to take it out the next time. There is a better chance that you will choose an easier option. This will help you spend less time playing video games and more time doing something that you want to do. I want to create opportunities for myself in this small way. we have a charging station at our house that is near the kitchen and far from my room. I plan to plug it in there by 9:00 every night. This will create more opportunity for me to read books which I also love to do but don’t do if my iPad is a fingerprint away. Similarly, I have a goal for my VR us. My Mom keeps putting my VR in a cupboard. I take it out and leave it in the living room but then I can get distracted. My new goal is to return it to the cupboard after every time I use it. This will help me with balance between school work, and what I am doing in my down time.

Throughout this project, I have grown in several areas. I already use Things very well but this project helped me see how much time I could have with better planning. I practiced time blocking and ended finishing my homework early one weekend. It also showed me practical ways I could go about achieving more peace, less stress, and create more opportunities to invite my friends over or go on a walk. Overall, even though the 25 chapters almost killed me, I will remember the stories and continue to work these tips into my life.  


TikTok Trends!!!!!!

How do I make effective personal design choices? This was the essential question to my first Grade 10 maker project. Making personal design choices involves collaboration, evaluation, self-exploration and the refinement of skills. We started with investigation 1 learning about and creating a personal productivity system. 

Investigation 1

Using management tools we already learned in past projects and combining them with new skills we were going to learn, our goal was to create a new system to help us manage our own projects inside and outside of school. In order to do this we needed to follow these 7 steps: 


– What Is the Purpose of a Productivity System?

2.Using the Right Tool to Get in the Flow: 

-How can I use a Task Manager and Calendar effectively in my Productivity System?

3.Capture: Building Buckets, Capturing Stuff, and Clearing a Backlog

  • closing open loops (the stuff circling around in my brain before bedtime)
  • 3 buckets: Home bucket, school bucket, and out and about bucket. 


4. Clarify 


  • determining the exact meaning of something that came from the capture phase
  • Mental not physical stage
  • Identify your stuff and determine: Is It Actionable? These are evaluated in terms of does it need  a next action or turned into a project. Is it a Non-Actionable Item? These non actionable items can be classified as Trash, or a checklist, or as “someday” or “maybe”, or reference. 
5.Organize: Process Actionable and Non-Actionable Items
  • to physically, visually, or digitally sort and place items of similar meaning into distinct categories and locations. 
  • Actionable 
    • Calendar 
    • Things to do 
    • Things project 
  • Non-actionable
    • Someday folder in things 
    • To Do Bullet List in Anytime Folder in Things
    • Files in the Right Places
6.Reflect: to review and update the contents of your system to bring it up-to-date with your current reality so that you can make informed and effective choices.
  • A Daily Review
  • A Weekly Review
  • A Weekly Plan
7. Engage: Clear your space to do the Things
  • to clearly, fully, and confidently do what you know you should be doing in the moment.
  • chill
  • relax
  • listen to music
  • be fully present for a friend, have a conversation with someone new, daydream about someday or maybe lists 
  • check your Things. What is in your To Do’s at the moment?
  • review your choices:
  • Location: where are you? what can you do here?
  • Time: what can you do in the time you have?
  • Energy: what can you focus on and do with the energy you have?
  • make a priority decision:
  • what is most important for now?today?

Investigation 2 Research

Investigation two was making the foundation for our final product. Our assignment was to watch TIKTOK! Our end product was to create five Disney TikTok trend videos so for this investigation we had to research Tiktok trends by watching TikTok. I don’t have TikTok and never watch any videos from there so I found this step challenging. Most of the videos I found on TikTok seemed weird and not something I would enjoy creating. I watched all the examples in basecamp and searched up my own ideas and came up with three different examples of what I wanted to do. Then with my friends we came up with two more that I really liked that we would film and hand in together. 

Investigation 3 Planning

This step started a week before Disney world and was about planning the trend videos by using storyboarding skills and making prototypes. Starting with storyboarding, I quickly realized that I needed to do more research, because I was planning on doing a Disney food video but I didn’t know where or what food I wanted to use. I am glad I did more research because if you have ever been to Disney World the food and beverages are very imaginative like blue milk!

After a few days I created the storyboards and some prototype videos. I unfortunately was sick and wasn’t able to create all of the prototype videos but I made enough to get a strong idea of my plan.

Disney was awesome!!! This project was a fun way to express things we experienced at Disney that we want to mention. The video is silly but you still needed to plan it out and think it through in order to make it effective.


Here are the videos I made:

  1. Craziest food I had at Disney 
  2. After a day at Disney 
  3. A day at Disney 
  4. Can we skip to the good part?
  5. Meet the friend group

We ended up being very inspired by Disney and made a fun bonus video. It imitates “It’s Corn!!” Trend video but is called “It’s PORG!!”.

Romeo Romeo, Why Are We Still Talking About Romeo And Juliet?

O Blogpost, Blogpost, wherefore art thou Blogpost? …

What’s in a name? That which we call a Blogpost 

By any other name would still be homework

And still retain that dreaded hopelessness 

Which I feel without that title.

Like all English 10 classes before me, I studied William Shakespeare’s great play, Romeo and Juliet but in PLP we wanted to answer the driving question: how has William Shakespeare’s Romeo and Juliet remained relevant to contemporary storytelling? 

Keystone 1, a theme book, was our way to discover and record the themes shown in each act of Romeo and Juliet. The power of love and hate, revenge, naïveté of youth, are three main recurring themes that I talked about in my theme book. By reading the lines, I was able to engage with the text and by writing what I thought Shakespeare was trying to communicate, I extended my thinking. I used my Shakespeare sheet to help me understand some of the words. 

  • Keystone 2, was part of the theme book that involved watching and connecting modern adaptations of Romeo and Juliet to specific acts, scenes and sometimes specific lines in the original play. Gnomeo and Juliet, Romeo + Juliet, and Warm Bodies were three adaptations I watched for enjoyment and also used to show my understanding of the themes and how they still appeal to modern audiences. One of the themes that was shown in the play and the adaptations was the theme that love and hate are powerful. In the play, the love Juliet had for Romeo made her make a naive decision to trust the Friar and take the poison. In Warm Bodies, the power of love was the cure for the zombies and started to bring them back to life near the end of the movie. 

To end the project, we had four classes to come up with an idea, script, storyboard, film and edit our own adaptations of one scene from Romeo and Juliet. This was Keystone 3. I was looking forward to this part of the project since we learned about it a few weeks before, but when it was time to start I was concerned about a timeline and the fact that my group could not decide on an idea. Collaboration was difficult because even when we came up with an idea, only one other member was willing to meet before or after school in order to create a project we could be proud of doing. The one day we did meet before school, only one team mate came on time, and the other two came 30 minutes late. Personally, I made some strong connections between the themes in the original play to our own script. We submitted a video that meets the requirements but with more time we would have had a better final product.

I have always heard about this story, I did not know the details, and did not know why it was still a big deal now. This play is relevant because it has connections we still use in movies, books, articles that are still being made now. You would not think that a love story between two garden gnomes and a story between a Zombie and a human could be connected, but they are because they deal with themes and ideas that still matter today.

2023 MPOL

MPOL Declaration

“Thank you for coming to my presentation of learning. I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and for offering feedback that I can use to improve as a learner.”

There are two driving questions I would like to answer in my MPOL today.

First of all: How have I demonstrated growth as a learner so far this year?

Secondly: How can I sharpen my learning plan to ensure that I reach my learning targets by the end of this school year?

What I LOVED and where I GREW!

So to answer the first driving question I want to talk about what I loved learning and where I showed growth in my learning during this first semester.

  • Loon Lake was an experience I loved and showed personal growth. I loved the Pinnacle Pursuit activities such as rock climbing, hike, and ropes courses. My intention for Loon Lake was to try everything. I wanted to take risks and gain new skills and experiences. My Loon Lake showed growth in my personal and social core competencies.

    • I grew in the personal awareness and responsibility aspect. At Loon Lake I identified my strengths and came up with intentions for every day and smart goals for this semester and year.

      • One of my intentions that shows personal growth was to try and complete all the activities we did. At the rock wall, I completed the easier wall at first without any problems. The second time around, I tried the harder wall and got stuck. It was cold, I had no gloves or coat on, but I never asked to come down. I complained about the cold but managed to make it to the top.

      • One of my smart goals was to get 3 extending in Humanities this semester. As of this moment, I have earned 4.

      • The other smart goal, I accomplished this semester was to learn snowboarding, and be able to complete a run without falling on my face. Sadly, I never completed a run without face planting or losing my snowboard in a ravine, but I was close.

  • GOLD Digger was a project I loved and helped me grow in my core competency, Critical, Creative and reflective Thinking. I enjoyed writing a story for the gold project and felt like I really grew in my research and writing skills.

    • I needed to research the main events of the BC Gold Rush and how it affected and shaped BC. We searched through many sources, looked at infographics, and watched a documentary. These sources helped me with my core competency skills related to thinking.

    • Using the research of the people at that time, I had to create a Hawaiian Gold Digger that could have existed. Designing a character card and writing a story off of our character card helped me practice my creative thinking skills.

    • My blog post on how I understood that the extent of how much the Gold Rush shaped BC, gave me a chance to show reflective thinking. The story format helped me really learn the information and think back on it.

  • The Komagata Maru Monument was also something I loved creating and felt like my core competencies for communicating showed growth.

    • The monument itself is a way of communication. The design shows my learning in a creative way. A lot of thought went into the symbols and projection of the symbols.

    • This project required me to collaborate and communicate with my teammates. As my teammates were two people I felt familiar with and could rely on, we were able to come up with lots of ideas to reach a final product we could be proud of. Everyone met deadlines and was responsible for their parts.

    •  I felt like I stepped up my communication skills at the exhibition when I explained to people passing by what our project was meant to represent.

  • Other specific areas of growth I am proud about are in work strategies, and collaboration.

    • I go to LAC every morning, use the THINGS app consistently, and am proactive in asking for extensions

    • I really improved on my collaborative skills this semester not only in the exhibition project but also just in small class activities. In Grade 8 I would not have asked my PLP friends for critique outside of critique time. But now I feel more comfortable asking my friends in the class for feedback with blog posts, key not videos and even asking for random decorations like the drawing at the top of this post which was made by Ariane.

To answer the second driving question, I want to talk about my learning target or where I need to grow

  • English Skills: I would like to improve my grammar and sentence structure.My dyslexia is the main reason I have many people check over my grammar and spelling. It is difficult for my brain to recognize if something is missing or out of order. Even though I have gotten better about asking for peer critique, I would like to improve myself in the area. For example, the comma and apostrophe literally look the same to me. I not only don’t really see the difference but I can’t remember which name goes with which one!

  • Risk Factor: One long term goal for myself this year is to show more personality in my work I enjoy my project but I don’t think my blogs fully show that and I want to have my work seem more authentic and not just like its a school assignment. It is challenging for me to get time to show more personality as I am stressed about getting things done on time.

  • Communicating with teachers in group work: I would like to improve in communicating with my teachers, when my group hits a roadblock. In Romeo and Juliet, I was excited about the project. No one would meet after school, before school. They also would not have any helpful suggestions about when we could meet to get it done. When we did set a time before school, only Ariane came on time. The other group members came almost when the tutorial time was done. I was very proud of my theme book for Romeo and Juliet but not with the final video.

Another part of answering the second driving question is to plan for how I am going to reach my learning targets

  • I will investigate apps for dyslexic students such as picture grammar to start – it may look like it is designed for 4 year olds, but hey, my confidence could use a boost.

  • communicate with teachers more regarding extensions and reducing work load

  • communication in class raising my hand more, goal once per week. The main reason why I don’t put up my hand, is because with my dyslexia and processing,  words don’t come out the way I want them to come out. I can think them, but something else entirely comes out.

  • Adding personality to my work through photos and humour and trying different sentences in blog posts.

Ology of Apology



Driving question: How can we keep apologies for past wrongs alive so they are remembered and not repeated today? 

I found this question very complicated as it is a big part of our world. Answering this through our project took a lot of time, research, and collaboration. We started by watching a documentary covering Japanese internment, Chinese head tax, and the Komagata Maru. Even though it only scratched the surface of each event, I realized that Canada has a lot to apologize for in its history. We were then all assigned one of these event to research thoroughly and find primary sources that tell the story. 

For keystone one, we needed 8 primary sources that I could then analyze and use to tell my story. The first step of finding the primary sources was harder than I had originally thought. I not only had to find first hand accounts but also needed the right and readable ones to clearly tell the story from different views. Even though I ended up getting a sophisticated understanding mark for keystone one, I found the actual process harder than just not being able to find the right sources. When I eventually found the sources I needed, I had a very difficult time analyzing and understanding the primary sources. A lot of the language they used was confusing and hard to read because of age. I spent a lot of time doing the writing for each source and reflecting on that reality, I should have used my IEP to ask for less sources so I could’ve had time for creativity on other parts of the slides. Even with that situation, I am very proud of my work and that is shows my sophisticated understanding of the Komagata Maru.

Keystone 2 was more simple we already had all the information that we needed. Our assignment was to write our own ethical judgment with evidence about our event then record it. I found understanding what an ethical judgment is the most difficult part of this keystone.

“Ethical judgments are attempts to assess the appropriateness of past actions and our current responses to them, remaining mindful of present values and sensibilities and considering fully the norms of the time.”

After that I just wrote a paragraph and did an audio recording of my ethical judgment.

Keystone 3 was the visual representation of the project which was in the form of a monument. I was put in a group with my friends, Ava and Ariane, and together we came up with the idea of our monument being a lantern. The lantern had symbols cut into it that were projected onto the walls when the light was on and each of these shapes are connected to the passenger’s experience on the Komagata Maru. One side of the lantern showed their perspective on what they hoped they would experience when they came to Canada. The other side of the lantern represented the reality of what they faced when they actually arrived on the coast of Canada. Here are several of the symbols used to represent the perspectives of the passengers and our understanding today:

  • House: to represent a home/life they wanted to build in Canada
  • Flowers: to show growth and a life that can blossom in Canada
  • Peace Sign: many of the passengers were coming from severe hardships in India and were looking for a peaceful life.
  • Maple Leaf: this Canadian symbol represented their hope to be Canadian and because they were British Citizens, they thought this was possible.
  • Uneven Scales of Justice: to symbolize the inequality they faced by the Canadian Government, media, and civilians.
  • Thorns: to show the hardships and barriers that were put in place making it impossible to stay.
  • Gun: this symbol demonstrated the violence they experienced in Canada and the violence many faced when they returned to India.
  • Handcuffs: this symbol showed how the passengers were imprisoned on the boat that was supposed bring them to freedom.
  • Broken Heart: to represent their disappointment and their destroyed hopes as they starved and were turned away.

The main challenge in making our visual was finding the best light source for inside our lantern. This was the part that I thought would be easy but the type of light mattered. Some were not strong enough which meant that the shapes were not projected clearly, and some duplicated the shapes so that they overlapped. In the end, we used the light on an iPhone to cast the perfect light.


Our monuments were not only meant to be displayed publicly on our blogs, but were built to show at our 2022 Winter Exhibition. The theme of the exhibition was around the blockbuster movie Avatar and more specifically what the fantasy world of Pandora revealed about our own society. 

There were about eight rooms and each room connected to a theme shown in Avatar that we also see in world history and even in our present. For example, my room theme was militarism and my group and I had to connect the idea of militarism to the Komagata Maru incident. How the Canadian government responded with militarism to the arrival of the Komagata Maru was represented visually in our exhibition room, the Combat Zone. On the night of the exhibition, all of the grades in my room were told to start setting up, as the Grade 9 had a layout and plan in mind. Unfortunately, the student who had created and posted the layout was sick and no one understood what he had drawn. We came up with several ideas and moved props around when we were told that we were in the wrong place. After relocating, we found we were missing two of the tarps needed for the plan. Another challenge was finding the right spot for our specific monument. We needed less light  in order to display our lantern but with the move, our projections were not as effective as we had seen in our trials. We solved this problem with the help of the Grade 12 assigned to our Combat Zone. These were frustrating challenges that required some quick problem solving in the moment. 

In the exhibition, I enjoyed seeing what the other Grade 10 PLP class did for their monuments. I also intentionally went and asked the Grade 8’s and 9’s about their projects. On a personal note, I stood up and answered questions about my project. Instead of letting the others talk, I participated with more confidence and I think it is because my group mates were two very good friends. In the end, the exhibition ended smoothly, we cleaned up quickly, and got excited to see Avatar, The Way of Water.

Top 10 Moments of The Way of Water

  1. Hanging out with friends! 
  2. Popcorn with butter and a sprite!
  3. The small details in the movie ( like the ripples in the water) were fantastic.
  4. The fact that the underwater scenes were filmed underwater and looked authentic!
  5. The Bioluminescence! 
  6. Seeing the change in culture between the Tree People to the Sea People!
  7. Kiri developed cool things as a character.
  8. I loved the bond between the Toruk and Na’vi people.
  9. I like that there will be more in the series.
  10. I was emotionally attached to the youngest child of Jake Sully and Neytiri (Tuktirey) and if she had DIED I would have walked out.

Consider the Foot



(Photo take by Fraser)

The Set up

When my brother was in PLP he enjoyed every trip he went on. He would tell me about the cool and exciting stuff he did and learned about. This is the original reason about why i wanted to go to loon lake i knew i would regret it if i missed out on this trip and i was right this trip was definitely worth it. As with most worthwhile learning, going into something with a growth mindset makes all the difference. 

My Usual Pre-Trip Freakout

As soon as Loon Lake was announced there were three things I was worrying about:

  1. Most of my friends were not able to come. 
  2. I knew I would have a hard time listening and focusing for the leadership presentations.
  3. I was very anxious about having enough time to do the homework that I expected would be assigned. I would not have access to LAC or my usual supports.

These concerns while still important did not turn out to be as much a problem as I originally feared. I also made the conscious choice to talk to my teachers before hand about the work load which really helped.

My Personal Growth Journey

On day one Jono had us write down multiple goals/intentions that we wanted to accomplish this week along with a quote. I wrote down the following:

I want to be open to learning and experiencing new things.

I want to build off skills I already have.

I want to have fun and connect with classmates.

I also wrote down how I would achieve this: participating in activities, having a positive attitude and being open minded. The quote I chose to represent my week was by Don Ward who said “your mind can focus on fear, worry, problems, negativity, or despair. Or it can focus on confidence, opportunity, solution, optimism and success. You decide.” I decided to embrace the whole experience. 

One of the first experiences that I am especially proud of is the rock wall that we did on day two. I was first up to climb the rock wall and I chose the left side in order to try something new but without too much risk. I finished it easily and thinking about my goal, decided to try the other side. That wall was much harder. I could not climb the wall with gloves on so my fingers quickly froze. I got stuck on a low point on the wall. Over the course of the activity lots of my peers got stuck there and asked to come down or eventually made it to the top. I am proud of myself because I did not ask to come down and I never said that I could not do it. I kept trying even though I was stuck for 20 minutes or so. Once I got past that part, I made it to the top fairly quickly. I knew that I could accomplish the wall and I promised myself that I would try everything! 

I had heard small mentions of us doing a really tall trust fall activity on the last day of the leadership program. Because of those hints, I was very anxious when my group was told they were going to do a trust exercise. We started off with a willow in the wind activity where one person stands in the middle of a circle of people, leans back and then gets pushed around the circle by those forming the circle.  Then we did personal trust falls, starting with only falling back a few inches to eventually falling back 45 degrees into the waiting arms of three people.  I had a hard time doing all those things because I’ve never trusted someone to stop me from falling.  Accidentally or otherwise.  Then we were taken outside to where a chair was on top of a table.  The speaker told us that we would now be doing a trust fall from that height.  My first thought was no, no way, not in a million years.  I watched four people stand on the chair, say their intention and fall back into the arms of 8 or 9 classmates.  I knew that all the kinks had been worked out and that I knew I would regret it if I didn’t do it, so I volunteered to go next.  You will see in the video below me saying my intention and then double checking twice with the catchers to see that they were ready.  I actually ended up doing it twice, as we were given the option for another. My intention earlier that day was to push myself out of my comfort zone and I believe I did that with this activity.  

The next activity that I showed a lot of growth was on the high ropes course.  Someone went first and then I volunteered to follow.  Once I climbed up the pole to the platform I pulled my torque over my eyes as a blindfold.  The ropes course was considerably harder than I expected it to be but I kept the blindfold and with the help of my friends I made it to the end. The other part of the high ropes course was called the milk crates challenge.  Two people on harnesses had to be on top of as many milk crates as they could pile. The challenge was to get more than the other groups.  While only the two people stood on top of the crates the other team members were on the ground add to the structure.  Even though I enjoyed being one of the people in the harness I found I showed more leadership when I was on the ground assisting.  Ben T and Dillon were the people in the harnesses and myself and my team helped build the structure 12 milk crates high.  Even though we didn’t break the class record of 15, I am still really proud of what we did.  

Personal Credo

For a couple hours every day John-oh talked to us about emotional intelligence, leadership, strength and values.  Then from the information we collected there we were told to create a personal credo.  This credo would communicate your values and who you are as your best self and be revised every few months.  Twice we gave feedback to anybody who had completed theirs which I found really helpful in finalizing mine.  I chose to focus mine on my three main values; family, faith and trust.  Once I had written my credo I turned it into a wall paper which you can see below.  

Using this credo we all created personal logos that would eventually be printed out and made into stickers for our IPads.  In mine I represented faith with the main subject being a dove.  I represented trust with hand-shaking and family with a people-filled heart.  

Taking what I learned about intentions and setting goals I created 6 SMART goals 3 for this semester and three for this school year. The main academic goals I want to accomplish are:

  1. Get three extending in humanities projects this semester ( so far I have achieved two) 
  2. Raise my grade for humanities (all year goal)
  3. Study not just the morning before tests (all year goal) 

My more personal ones were:

  1. Try snowboarding: get good enough to go down hill with my family and not fall to far behind (this semester goal) by end of winter break 
  2. Be able to wake surfing behind a non wake surfing boat like my dads without a rope (right now I can only do it on my uncles boat) I want to do this before the school year ends 
  3. Learn people in my non PLP classes names ( I have always had trouble with names and I want to improve) I want to work on this all year 

I then took these SMART goals and added them to my things apps as different projects that I would be able to write steps in order to achieve them. I am planning on checking them off  before the end of the school year. 

In the end I accomplished all the goals I had written on the first day. I want to be open to learning and experiencing new things. I showed my growth with this goal in the rock climbing and trust falls.  I want to build off skills I already have. That one I used with the milk crates and high ropes course. I want to have fun and connect with classmates. Which I did in the activities, playing cards, and taking photos of them and our experiences that you can see at the bottom. 

I learned a lot about myself throughout Loon Lake. I learned about making (and most importantly following through) on goals and intentions that I make myself. I learn how I can work better with a team, and how I can be more confident in myself. I will take this information, my credo, and my logo and use it to complete my SMART goals and other intentions I will make myself in the coming months. 

Below here are photos I took during this trip. 

Gold Digger

How did the discovery of gold shape our province and its people? This was the driving question for my FIRST PLP TEN project of the year. We had to create NTKs, research, take notes, research again, write cause and consequences, do more research, design character cards and create a historical fiction short story all to answer that driving question. 

This time we were learning about events that were much closer to home than the places and people we learned about last year. The BC gold rushes were a big part of the growth and start of BC. Our final product was an individual short story based off historical events and people based on a variety of research topics. But before we could start this there was many keystones and steppingstones we needed to accomplish for us to fully understand the BC gold rushes and how they affected BC. 

Our first keystone was: how did the gold rushes shape BC? After gathering evidence through research and watching a documentary, we created a craft document using CraftPro. With our evidence we learned to analyze the causes and consequences of the BC Gold Rushes. We learned about the influx of people into BC that affected many small communities like Fort Victoria which saw 30,000 people come through there in a short amount of time. People were coming from all over. A lot of these prospectors were coming from California where the California Gold Rush just ended. Another one of the main consequences of the Gold Rush is that the British Colony had lots of debt when it ended which caused them to join the confederation. 

Our second keystone was all about the human story. Here we looked closer at who the migrants were, why did they migrate and what was their experience once they lived here in BC. From a variety of resources we created a chapter card. This character could be based on a real migrant’s story or it could be a fictional character but still based on historical information. At the time I chose Hawaiians for my research topic not knowing it was one of the hardest topics to research. While very interesting, there were limited resources to create a historical fiction story. My character, ‘Iolona, migrated from Hawaii to work with the HBC, then he moved to BC because he would have more civil rights here, and then he joined the gold rush. It was very interesting that the Hawaiians were not given rights in Oregon, but in BC they were treated like “white people”. Other migrants were not treated like that at all. Overall I had to gain more independent research skills to find the information on the Hawaiians and then communicate that information in an interesting way in a character card.

Our last and final keystone was all about writing a short story based off the character we invented in Keystone 2. We learned about the three act story structure and filled in multiple templates. For the short story we had to consider our audience, make sure our story was historically correct, and craft an interesting story. After creating our first draft, those of us who were done, (6 out of 18) read two stories and gave peer critique on how to improve it for the final draft. I really enjoyed seeing the variety of stories. One of the critiques on my story was on how there wasn’t a conflict in my story. In my story, there WAS both an external conflict and an internal conflict. ‘Iolana lost his equipment in a storm and was debating whether of not to go home for the whole story. BUT the peer feedback made me revise my story so that these conflicts were more obvious. Overall I could have used more time to write my story, but I am proud of what I have written.

All these keystones helped me be able to answer the driving question. Also I grew in my research skills and creative story telling skills. I enjoyed researching the world my character lived in. I especially liked how close to home this project was as these places are not far from us. The gold rushes helped shaped BC into what it is today.