Month: May 2026

The Boy in the Striped Pyjamas Contrast

LI: To compare and contrast characters, ideas, and events in a text.

In reading, we explored The Boy in the Striped Pyjamas and looked at the similarities and differences between characters and their experiences. We used a compare and contrast DLO to identify what was the same and what was different, helping us understand the story in more depth.

Working with others, we discussed our ideas and used evidence from the text to support our thinking. It was interesting seeing how different characters had different perspectives, even though they were living through the same events. This activity helped me develop my understanding of the text and improve my ability to compare and contrast important ideas and characters.

Mood, Atmosphere and Characterisation

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

In reading, my group created a DLO about mood, atmosphere, and characterisation while learning about The Boy in the Striped Pyjamas. We explored the difference between protagonists and antagonists, as well as round and flat characters. We also looked at how mood and atmosphere can affect the way readers feel during different parts of the story.

Working together, we used examples from the text to explain our ideas and show how characters and settings influence the story. Something I found interesting was learning that characters can change and develop over time, while others stay the same. This activity helped me understand how authors use characterisation, mood, and atmosphere to create emotions and make stories more engaging for the reader.

Mood-o-meter

LI: To identify and explain the changing moods in a text.

In reading, my partner and I created a Mood-O-Meter based on Chapters 19–20 of The Boy in the Striped Pyjamas. We tracked how the mood changed throughout the chapters and connected different emotions to important events in the story. Some of the moods we included were hopeful, nervous, devastated, and furious.

While working on this task, we discussed how Bruno and Shmuel’s emotions changed as the story became more tense and emotional. We also added explanations and images to help show the atmosphere and mood more clearly.

This activity helped me understand how authors create emotion and tension in a story. It also helped me think more deeply about the characters’ feelings and the changes that happened throughout the chapters.

 

Bruno’s contrasting moods

LI: To explore and explain character emotions in a text.

In reading, my partner and I used Nano Banana to create four AI-generated images showing different moods from The Boy in the Striped Pyjamas. We had the choice to focus on Bruno’s or Shmuel’s moods/emotions during important moments in the story for example like choosing moods like hopeful, petrified, sad, and brave.

For each image, we explained what was happening in the scene and why the characters were feeling that emotion. It was interesting seeing how the mood changed throughout the story and how friendship stayed important even during difficult moments.

This activity helped me think more deeply about the characters’ emotions and how mood can change depending on the events happening in the text.

Learning Journey 2026

LI: To reflect on and share our learning journey.

For this task, I created a Learning Journey DLO to showcase some of the work I have completed this year in reading, writing, maths, and AI. I linked my learning to my blog posts so my teachers and whānau could see the progress I have made throughout the year.

While creating this DLO, I reflected on the different activities and skills I have worked on across each subject. It was interesting looking back at all the tasks we have completed and seeing how much my confidence and understanding have grown over time. This activity helped me prepare for student conferences and gave me the opportunity to share my learning journey in a creative and organised way.

Panmure basin digital art

Last week, we created a tracing based on the Panmure Basin after recently visiting it. The basin is an important part of our local area, so it was interesting using it as inspiration for our artwork and connecting our learning outside the classroom back into art.

While completing this task, I focused on making my work neat and detailed. I enjoyed seeing how everyone’s artwork turned out differently, even though we were all using the same place as inspiration. This activity helped me improve my observation skills and appreciate more about the area around our community.

Cube and Cube Roots

LI: How to calculate cubes and cube roots of numbers.

In maths, my group created a DLO about cubes and cube roots. We learned that cubing a number means multiplying it by itself three times, and a cube root is finding the number that was multiplied to make the cube number. For example, 3×3×3=273 \times 3 \times 3 = 273×3×3=27, so the cube root of 27 is 3. While making our DLO, we used examples and diagrams to help explain our thinking clearly. It was interesting learning how cube numbers connect to the edge lengths of cubes and how maths can be shown visually as well as with numbers. This task helped me understand cubes and cube roots more confidently. It also helped me practise explaining maths ideas in a simple and organised way while working together as a group.

Algorithm Multiplication With Decimal

LI: To understand and work with decimal numbers.

In maths, my group created a DLO about decimals. We learned that decimals are numbers that show parts of a whole and that each digit after the decimal point has a different place value. We included examples to explain tenths, hundredths, and thousandths, and practised reading and working with decimal numbers correctly.

While working on this task, I learned that understanding place value is important when comparing and calculating with decimals. I found it interesting how a small change in a digit can completely change the value of a number. This activity helped me become more confident working with decimals and strengthened my understanding of place value.

Algorithm Divison With Decimal

LI: To divide decimal numbers using written algorithms.

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In maths, my group created a DLO about decimal division. We learned how to divide decimal numbers using a written algorithm and how important it is to keep the decimal points and place values lined up correctly. We also learned that adding zeros as placeholders can help us continue dividing when needed.

In our example, we divided 84.6 by 3 to get 28.2. First, we divided the whole numbers, then brought the decimal point straight up into the answer and continued dividing the tenths. This helped us understand that dividing decimals is very similar to dividing whole numbers, but we need to pay extra attention to place value.

While working on this task, I learned that decimal division becomes easier when you take it one step at a time and show your working clearly. This activity helped me become more confident with written algorithms and improved my understanding of decimal place value.

 

Learning conversation

LI: To have learning conversations to strengthen you connections to characters and events in the text.

This week for Reading, LS2 explored the Holocaust story and looked at how the author creates mood and atmosphere throughout the story. We noticed that the language used helps build tension and shows how different characters see events in different ways.

We also discussed contrast between the characters and how their experiences are not the same, which helped us understand the deeper meaning behind the story. By sharing ideas in our group, we were able to make stronger connections to the text and think more carefully about what the author was trying to show. This activity helped me understand how writers use words and description to create mood and shape how readers feel about characters and events.