(Insert Team Name Here)🫥

Hello, and welcome to another blog about DI. Last time in DI I competed in the Fine Arts challenge, and believe it or not, this time I also got the privileges of competing in this category.

During this learning experience, we were put into groups, and in my group was the intelligent Amy, the amazing Indy, the promising Jonny, and the networking Josh. We first came up with our team name – (Insert Team Name Here) – using our coordinated team work intelligence. Then with that we brainstorm for the perfect solution for our challenge which was to Research trickster characters and how they have been portrayed and/or used in literature, theatre,  film, and mythology, then we must Create and present a story about a team-created Trickster who attempts to overcome a Tricky Situation. And to make this more interesting, we had to design and create a Costume that uses Technical Methods to go through a Costume Transformation during the Presentation.

for this challenge my group and I decided on a trickster based on a Greek mythological character named Hermes, and a cartoon character Felix the Cat. After deciding on our trickster, we were asked to come up wiht a story that went with the tricker we came up with, the story our team came up with was about a trickster named felix who wakes up early every morning just to play little tricks on people like mismatching their socks, spilling coffee on their feshly cleaned cloths, ect and that what he does for a living. But one day, Felix’s alarm clock dign’t go off, in fact it completely broke. Felix used his time traveling ablity to travel back in time to do his tricks again, but he forgets to check the year bottom. So instead of traveling to 2022 apr 2 he accadently went to 1922 apr 2. during the return, a boy come into the time machine’s range and the boy was taken to 2022 with felix.

then it was the design stage, my team came together and designed the backdrops, props, and costumes. With that came lotsssss of run over of our presentation.

The Untold Deaths of WWII⚔️

Welcome back everyone to the last post before spring break 2022! For the past few week the PLP 10 cohort has been investigating the “Hidden Chapters of History” in WWII. Unlike any other project in we have done in the past, this one was honestly quite interesting. In the past we have done video and blog post to share to the world, but this time, we did our very own class podcast!

(link)

Now that your know how wonderfully exciting this project was I will be giving the more boring of the project outline information. The driving question for this project is: “How might we use stories to better understand the causes and consequences of WWII?” Which I will be answering throughout this post. Looking at the keystones of this project which are:

How might I listen and speak to comprehend text?

evidence of this keystone in my learning was that of the book chat discussions we did through collaborative novel studies, my questions and art for the book chat discussions and I was prepared for each book chat, but I was missing answering part of the discussion questions.

What events within WWII interest me?

For this competency, I made note of things I’m supposed to make, studied for the quiz. This gave me good result on the quiz and gave me deeper understanding of this topic as a whole.

How might I respond to text and tell a compelling story?

I have done detailed research on my topic about my episode, I have the sophisticated learning of the topic that I was able to teach the information in my topic to my peers. During the peer critique I give helpful, and accurate comments to my peers to help them make their podcast better. Which is a evidence of my learning for this keystone.

After we understand the important information on this project, we were asked to pick our topic related to our book and the real world. The topic I chose was the worst maritime disaster in history with a staggering casualties of ~9,600, which included refugees, wounded solders, and nazi officials. Learn more in my podcast at (link).

This project made me realize that I learn small causes can have big consequences. We can learn the cause and consequences of WWII by understanding multiple point of views of an event.

Romeo & Juliet, but with a twist🔀

Hello again wonderful readers! Welcome back to my blog, after our extra long weekend we are back to work. This project in revolved around a classical love story about forbidden love, placed in the Verona, Italy. That’s right it is the one and only, Romeo & Juliet!

first things first, I would like to introduce you to the driving question of this project: “Why does Shakespeare continue to be relevant to a contemporary audience?” which I will be answering throughout the post. In the the project we deconstructed the complex Shakespearean language not just to understand but to create a short film from it as well as showing our learning, and as you may deducted from our driving question, the end goal of this project was to make our own “modernized” version of Romeo and Juliet.


After lots of (rather entertaining) listening sections of classmates embarrassing themselves, we were split into 5 groups and each having to reenact an act from the original Romeo & Juliet. I got the wonderful pleasure to work with Keenan, Ethan, Nate, and Julien. We choose act 5 as this act fitted the most with the idea we came up with. After some “looking-around-for-a-hospital-bed” we settled on: three tables, and a very dirty “white” clothe, and eventually presenting…

Romeo & Juliet (gang edition)

our video was Italian drug cartel take on this Shakespearean classic and was based around the abandoned work of Keenan’s brother. We had to make up same of our own part in order for this story to work. We also had to play multiple characters due to the limiting factor of our small group, for example we have Julien for Juliet (creative right?), but we were thinking of Julien playing as Julien but he was sick and I had to play her instead; however, with the mighty power of team work, I still think we made it work.

Finally, I would like to answer the driving question, while most people may think the obvious answer “well duhhhh, its taught in every school ever!” I personally thought there was a deeper connection between even from centuries ago to present, and history will repeat itself over and over again. Not only are his plays considered to be beautiful works of poetry and literature, but also they provide some great concepts and realities related to each of them. these concepts can help to teach and understand pieces of literature or texts more deeply and help further your comprehension of more intelectual or deep messages.

I hope you enjoyed this post just as much as I did, and have an extraordinary day! (also, sorry for the late post😬)

Think you can do better🤔

Ah yes, finally the great project is about done. When the school first started, it was near the last election which ended around Monday, September 20, around a month ago, which gave my teacher the fancy idea to start this project “Think You Can Do Better?” The driving question of this project is: How Should We Govern Ourselves? Throughout this project, I have learnt that we should govern ourselves by having elective representatives that are accountable for their actions and that they must perform their duties according to the wishes they represent not for themselves or interest, like for example money. That way the citizens of that country are to have fundamental freedoms, free and fair elections, accountability and transparency from their leader.
Source

transparency (from democracy principles on YouTube)

At the start of the project everyone in my class did a quiz to figure out where we were on the political spectrum and which party might we agree to the most. (if you would like to take the quiz consider visiting this link!). Mine was in the upper left quadrant but it’s more centred, meaning I valued that citizens of our country to have fundamental freedoms and rights.

Another example to support my answer is the blog post I did which point out how human rights and equality is so important to us as Canadians and the Canadian government structure etc.

Later into the project, we were assigned group according to our political believes and views which later turned into our own little political parties. In my party, which was later named The Traditionalist Party of Canada (TPC), was our dearest, Indie; obviously the “best” listener, Quinn; our “world famous” hokey goalie, Nate; and finally, our “best” candidate, Logan! TPC offers one of the most efficient ways to solve current and past issues in Canada.


What make us unique?

after long amounts of deliberating we came up with some solid points that would get us rolling in the right direction. So our party is unique in the fact that we want to revert to our past, but only our economic past, the goal is to get our economy thriving like it was post war. We still recognize that the future is today so we want to move forward with equality, so that’s why we are economically right wing but at the same time socially progressive. Unlike other parties, us as the Traditionalist Party of Canada aren’t making the climate crisis our main concern, we of course acknowledge that it is a problem but we are convinced that our economy is in a worse situation at the moment.

What Makes Your Party Unique?

We plan to model our economy on the best parts of our past

We will utilize the natural resources we have to improve our economy

We will decrease the wealth gap by increasing taxes on the rich

We will create much more affordable living for everyone

We will create more high paying heavy industry jobs

We will create a stronger middle class

We will ban foreign buyers from Canadian Residential space

 


Why You Should Vote For Us

We know that the past few years have been a difficult time for everyone and our economy has taken a massive hit due to the pandemic and we need to revive it. When we talk about the Traditionalist Party of Canada we think of the future, and no not just a couple years from now but future generations down the line. Not only do we promise to sort our economy out the cost of living also has to change. We live in a beautiful country but as the years go on the pricing is getting ridiculous, our aim is to lower this cost by banning foreign buyers and only allowing Canadian residents to by property. If these points take your fancy then we are the party for you, the Traditionalist Party of Canada has a proper plan of action to help our country thrive economically.

 


Conclusion

I found it very interesting researching how much how much having a accountable and transparent leader could influence a country. It was also fascinating to learn about other democratic systems of voting such as proportional representation which may just be more of a equal voting system. In my first post for this project I reflected on the election and related it to a research topic of choice. I chose to research how human rights and equality is so important to us as Canadians. This project really taught me how many different ways one can run there government. It also made me aware how our current system of government often favours the rich and majorities. I never quite realized how minorities have such a hard time getting a say in government.

I hope you enjoyed reading this post please leave a comment and check out my other classmates post!

The End 😀

Traditionalist Party of Canada 🇨🇦

Traditionalist Party of Canada Press Release

What makes us unique? 

 Our party is unique in the way that we aren’t left wing or right wing, we’re economically right, but socially progressive, we’re not even considered to be central. Our party works to stabilize the economy and decrease the wealth gap in a right wing style, however we also see that the future is today, and we are supporters of equality and human rights.

Why choose us?

Unlike many other political parties we have pretty important and specific platform, without too many distracting promises and ideas. We really just want to fix the broken and unstable economy while decreasing poverty, and balancing income equality. We also are not super aggressively anything, we believe that after the COVID19 pandemic our party has a good plan of action, to get everything back to normal economically.

My other post that you can check out here, talks about small parties of Canada, and why they never win, however, our party is actually a bit of a balance between the liberals and conservatives, making us the best of both worlds. We are in fact a small party, and it’s quite possible that we won’t even come close to winning, but we aren’t a single initiative party like a lot of small parties, making us more likely to win then say, the marijuana party.

Vote for us, Traditionalists!

Video Manic🤪

Hello internet,  as our last project ended the last project of this quarter came—  The Case for a Nation! the project where we learned about all nationalism around the world. For this project, our driving question is: How can an understanding of nationalism in the past, help us make sense of today? With the question in mind, we started the project by looking at the definition of nationalism!

Nationalism: Pride and loyalty that citizens have for their country or nation

First video: our first video was more of a practice video. We wrote out some questions about nationalism then ask one of our parents in our Interview for Nationalism video.

Second video: we stared with animating the first 10 seconds of the trailer of The Mandalorians. We then needed to choose a country’s nationalism while we did our movie planner, I chose the American because my mom, which is my audience for this video, would understand it or has more interest in know about it.

Third video: after looking a few examples of tutorial video we toke notes on, we started to do ur movie planner which include know your story where we choose the type of tutorial video, screenplay, storyboard, and so on…

Fourth video: after all those videos we chose our partner for our fourth video, which I chose my best friend Simon.we looked at what we had in our recent video, our animatic, while we were doing our movie planner, we put together an combination of the American Nationalism, the German Nationalism, and nationalism in general.

https://youtu.be/4VZ7-_oxKa8

Finally, fifth video: with the last video we had we got our parent’s reaction to the cumulative video. We filmed and edited our parent reaction. Some of which are funny and some kind of serious. Although we had some problems doing our screenplay and storyboard the video still ended up perfectly fine!

The curriculum competencies for this project are:

English 9

Designing Texts: Have I used writing and design processes to plan, develop, create, and refine engaging and meaningful texts considering purpose, audience, and message?

English 9 / Social Studies 9

Using Resources / Use Evidence from Various Sources: Have I found diverse sources and evaluated them for their relevance, accuracy, and reliability?

Maker 9 

Empowered Learner: How might I use technology to construct knowledge?

I learned lots of stuff during this project, like the how a formal a MLA work cited is wrote and the definition of nationalism, how many countries when thought almost the same things. The answer for the driving questions I learn through out this project is: We can use knowledge of nationalism in the past and compare it to today to understand political movements, ideals and conflicts. By comparing the past to the present day, we can predict and prevent events that tie into nationalism.

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!

🏃‍♀️ Running a Remake 💨

Hello internet, this is my first post of this school year! As quarantine and our first quarter ended the second quarter came — the quarter where we started PLP 9, the PLP quarter. For this project our driving question is: How might we learn video skills by recreating a short film? With the question in mind we looked at the film “RUN!”

With my group Amy, Logan, and Ethan from, there we wrote down the angles and the sound which I was responsible for. I got the role as the “other runner” which is the one that ran while the main character hid. We planned how we would get every shot and how we could get all the sounds we need.  Then, we filmed our golden standard then the actual remake (final product), and then lastly we edited our film and added the sound and finished our final product.

The curriculum competency is:

Innovative Designer: How might I design a solution to a problem, process, or challenge?

I learned lots of stuff during this project, like how long does it actually take to produce a film. Next time of course, I won’t be bragging about the new movie coming out so late.

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!

🏺Every Object Tells a Story🇨🇦

Hello internet! It hasn’t been a long time since the last time I blogged, because the school year is coming to a end! Just recently I finished a unit in humanities called Every Object Tells a Story. For that unit our driving question is:How can artifacts teach us about settlement, peoples, and life in New France? Having that question in mind, we first watched videos about New France, from when they discovered it to the end of the wars.  Then I learned that the people who settled in New France used that artifact and basically it’s up to you to imagine how they could have used it and the story behind the artifact. The curriculum competencies are:

Communicate – How do I share my own ideas when I write, speak, and present? To answer the question, I share my own ideas when I write, speak, and present by handing my work in regularly to my teacher and I show them to my family, because that way they can have comment on my work and it helps me improve my learning.

Use Evidence from Various Sources – How do we evaluate evidence to decide if it is adequate to support a historical conclusion? We can evaluate evidence by researching on the internet about the artifact weather if it is a adequate to support a historical conclusion, to check if the resource I got was right I would look on other websites and see if the sources match.

As it for my final product, it is my story you can check that out down below.

Anyways that it for this post enjoy your summer break, see you!

📸Witness to history🦠

Hello internet! It has been a long time since the last time I blogged, I hope you are doing well! Just recently I finished a unit in maker called Witness to History. For that unit our driving question is: How can we, as photojournalists, tell stories of our community during this period of physical distancing? Well, my answer is us Photojournalists can tell stories of our community by interviewing people safely and really try to take the right photos and place them in the right order. The curriculum competencies are:

Be an Empowered Learner: How might I use technology to learn more? To answer the question, I might use technology to learn more by research articles and watching educational videos.

Be an Active Digital Citizen: How might I use technology to connect to the world? I might use technology connect the world by sharing informations and stories of other communities.

As it for our final product, it is our Photojournals you can check that our down below.

I was really proud of one of the important milestone 5 where we did our story board, because it’s my first time getting an “A” from Ms. Willemes! Here some of mine favourites from the book:

 


Anyways, i hope you enjoyed this post see you in the next blog post!

 

Is The End of Our World!😱

Hello internet, just this week my class finished a project called is the end of our world. During this project I learned how to use GarageBand more efficiently. For this project the driving question was: Who or what has challenged your worldview from the transition from elementary to high school?  to answer the question our teacher a hit song from the 90s Is the End if My World as I Know It by R.E.M. and our teacher create a lyric templelt for us to field in to make or own lyrics.

To get ideas for our lyrics we created a MindNode bassed on our worldview using the 7 aspeccts of worldview. On the MindNode we had to write the expectation of high school which some ture out to be the opposite. here is a link to my MindNode. moving on to the next big milestone – milestone three – where we record our songs. I had a bit of diffricuties keeping up with the song’s tempo since my lyrics are quite squeezed in together. Some thing I would improve next time is definitely to count the syllabus of the word before writing them down. Here is a video for my individual song.

I know is kind of bad but luckily when we are doing the peer critique we could chose the persons we are comfortable to let them listen to you song, and of course, I choose one of my best friends- Annie! The very next day we were assigned to our groups, I was in a group with Ryan and Nya, go check out their blog and recent posts, we mixed up our lyrics together and we put our best parts into the song. We also had to have photos of us in grade 7 to grade 8/now here the video.

Now, this:

Create: What literacy skills am I using to write, speak, and represent in the texts I create? 

Cause and Consequence: Who or what influenced events to occur and what were the consequences of those events?

was our curriculum competencies! Which was pretty mind blowing.

I hope you enjoyed reading this post, see you soon.