Tag: Reading

Mood, Atmosphere and Characterisation

LI: To understand how characters, mood, and atmosphere help shape a story.

In reading, group 3 created a DLO about different types of characters and how mood and atmosphere are used in The Boy in the Striped Pyjamas. We explained the difference between protagonists and antagonists, as well as round and flat characters. We also explored how mood and atmosphere affect the way readers feel during important parts of the story.

While working on this task, we used examples from the text to explain our ideas more clearly. It was interesting learning how different characters have different roles in a story and how the atmosphere can make scenes feel tense, emotional, or uncomfortable.

This activity helped me understand how authors use characters and setting to shape the mood of a story and create stronger emotions for the reader.

Building Hope

After reading the Diary of Anne Frank and The Boy in the Striped Pyjamas we talked about what people must have felt like having their whole world turned upside down. I couldn’t imagine what it felt like to go through such a horrible time. Yesterday we discussed how we could put their cloth of dreams back together again. We drew what we thought was right, we collaborated in two big groups and there was no rules since it was about using creative expressions. This Activity was inspired by the book Teaspoon of Light. I enjoyed this activity very much because we got to use our creativity.

Chapter 19 Mood-O-metre

For Literacy, Me and Vaingalo made this Mood-o-meter to track Bruno’s emotions in Chapter 19 of the book “The boy in the striped pajamas”.

We have created a DLO about The Boy in the Striped Pyjamas, this DLO we made this mood o metre about Chapter 19-20, The Mood-o-metere is a chart where it shows how the mood of the story went, it was really fun but sad because of the ending. Something I enjoyed was learning how to create the Mood-o-metre, and also describing the mood.

The Boy in the Striped Pyjamas

We listened to the audiobook of The Boy in the Striped Pyjamas by John Boyne. After each chapter we explored the mood and atmosphere of that chapter.

Mood is the whole story explained using one word.

Atmosphere is the vibe and the overall feeling of the story.

We worked collaboratively to summarize each chapter in 10 sentences. This helped us practise simple, compound and complex sentences. Some days we used a Gem to prompt us and some days we didn’t but that didn’t stop us from doing good work.

Contrast

LI: To use AI to create an image that shows the contrast between events or characters.

Today for reading we have used Nano banana to create an image that shows the contrast of Shmuel and Bruno from the story we have been listening to which is “The boy in the striped pajamas.” Contrast is something that shows the differences between two events or characters which in our case, Shmuel and Bruno and shows how they are mostly opposite of eachother.

Sentence Structures

In literacy, we have been learning about sentence structures. Sentence structures include simple, compound, and complex. This is very important, because using this in your writing can help you improve a lot. Without using this simple structure in your writing, it will feel like you’ve missed some parts or even make it . Me and my partners created a Google slide that explains the different types of sentence structures.

Learning Conversation|Chapter 1

In our group discussions, we talked about courage during the Holocaust and how uncertainty affected Jewish people. Many lived with a constant fear of the unknown, not knowing what would happen to them or their families.
We also learned that people who hid Jewish families showed great courage by risking their own lives to help others. This shows that courage means doing what is right even when you are afraid.
As a group, we worked well by sharing ideas and listening to each other, which helped us understand the topic better.

Painting the Town| Mural


For Reading, Mrs Anderson taught her group about the 2011 earthquake that happened in Christchurch and how heavily it effected the community. Then she read us the story that included the group of artists who painted murals or what people called “graffiti” over the town to bring happiness back to the town. Beautiful Murals were painted all over walls in the town and their purposes were to bring life back into the community. Our task was to create a Google draw showing our idea of what we would paint for our community and I wanted to express my Fijian side and created this. Something I enjoyed about this task was being able to use our creativity to create a Mural.

Johnny Pohe and the great escape

For Reading we are learning about Johnny Pohe and the great escape and learned about the prison Johnny and many others were were kept in which was also known as the Stalag Luft III and we found out the pros and cons of their staying in the Stalag Luft III or escaping. In my group all of us had different perspectives meaning different opinions but I thought that it was better to escape along with some others in my group.

Shearers Strike


For Reading we were learning about the Shearers strike and were asked to create a Google draw that includes our groups opinion, two perspectives and the outcome.
My group created this and we agreed with perspective A because we thought that it was unfair that the shearers wern’t getting paid enough ad they had a reason to go on strike.
What I found interesting about this task was learning about the whole story and finding out many things from it like what a strike is and what a shearer is.