Tag: Reading

Match Girls Strike of 1888

LI: To identify the significance of the Match Girls Strike of 1888.

Today we had a session with David, our PB4L leader. He was teaching us about the match girls strike of 1888. This Strike of 1888 explains the hardships that the match girls went through, this eventually led to a protest trying to raise awareness for women who don’t get appreciate their hard work by not getting paid.

I enjoyed doing this activity because in the 1888 and back, women were looked down because they weren’t men. 

An interesting fact I learnt during this activity was how the yellow phosphorus could damage someones face which would be devastating and how there were people who died from this disease. 

Firework Provocation

LI: to consider both sides of the story.

This week for reading, we have been carrying on with our provocation on fireworks. Before doing this activity we researched about the good and bad facts of the fireworks, and did the extended discussion with our group to state our opinion, to agree or disagree with our statement. Out of the best reasons we have heard from the conversation, we put it on a T-Chart. Fromt this, we looked at both sides of the story and decided on if fireworks should be kept or banned in our modern day celebrations. In this DLO we gave evidence to the damages caused by this event and the enjoyable side of the story, and stated our informed opinion on if fireworks should be banned or not.

I enjoyed doing this activity because listening to others ideas made me rethink about my opinion on fireworks.

RFE Poster (International Literacy Day)

LI: to raise awareness of international literacy day.

On the 8th of September, it is the international Literacy Day where everyone around the world celebrates the day and takes their time to acknowledge literacy. Being able to read and writie gives people a huge advantage. Literacy enriches lives, word knowledge and creates opportunities for people to develop skills that will help them provide for themselves and their family.

It is estimated that if people read for 20 minutes everyday, they are seeing 1,800,000 words per school year, whereas people who read books for 5 minutes everyday, are only getting 282,000 words per school year.

I found this activity interesting because it persuades me that reading is important daily, and it builds our vocabulary words each time we read. 

First Impressions

LI: to describe the first impressions we got of a character and compare them with other characters

We recorded our first impressions of the wolf character from three different texts on the table. Two texts show the wolf as the antagonist and one text shows the wolf as the protagonist. To synthesise our ideas we used our prior knowledge and the new knowledge we gained from reading the text to help us form new ideas. Protagonist is the main character who leads the text, who we see the point of view from (e.g. the three pigs). Antagonist is the character who stands against the protagonist in the story (e.g. the wolf).  

In this task, we wrote an informed comparison from the texts that have different perspectives in the story, to see how the wolf is resembled by looking at the whole table and each character trait we established.

I found this activity helpful because it allowed me to have an understanding of the similaries and the differences between the three different texts. 


Describe the character

LI: to describe a character from a text we have read.

This term we have been looking at the different ways author’s bring characters to life. We thought about where the characters were, what situations they were in, the emotions they may have felt, what might have been going through their minds and how the author used sensory imagery to show us, rather than tell us about personalities and adventures of the characters we were reading about. I have used examples from the text and my own word knowledge to describe the character as seen through the author’s eyes.

To complete this activity, I described the wolves that had been in the 4 texts. I used the illustration from the text to narrate what the wolf is like in each texts. This activity was to build our understanding on characterisation and how authors can use vocabulary to develop a character. Using sensory imagery, we created a descriptive piece of text about the scene and used them in order to give emotion into the scene, making the reader think how we would want them to think.

By reflecting on this activity I can understand how to describe a character with more powerful vocabulary words.

Scene Description

LI: to describe a scene from a text we have read.


We have been exploring the ways writers use words to create mood and atmosphere in a text. I have used my knowledge of different langauge features used to  create mood and atmosphere in this text to help me describe a scene from the text that the character found themselves in. 

To complete this activity, I chose a scene from each text I have read. This reading challenge was to allow us to understand more about how the scenes are built and how authors use a variety of vocabulary to influence the way the audience encounters the different scenes, meaning it gives a well painted picture based on the scene. While describing the scene, we also used sensory imagery to support our thinking of the scene, which expresses how it feels in the that particular state.

I found this activity helpful because I learned how to be more familiar with using advanced vocabulary and sensory imagery to make my text more powerful. 

First impressions of Character Comparison

LI: To make an informed opinion.

To complete this activity I compared two texts. One from the perspective of the protagonist and one from the perspective of the antagonist. We used evidence from the text to support our thinking. To show my understanding considered both perspectives and I made an informed opinion. Do you agree with me?

3 Little Pig Wolf Analysis

Over the past few weeks our reading group has been looking at the characterisation of wolves and how they are often painted in bad light. For this particular task, we compared two texts that paint the wolf in good light and bad light, as the protagonist and as the antagonist. We used our connections and comparisons to make informed opinions on how the author can influence our ideas about the characterisation of wolves. To prove this with data we carried out a survey to find out people’s perceptions on characters in children’s literature. The text we used to gather our information was the Three Little Pigs. 

Have a look at the graphs we made to see how different people see different characters and our opinions on why they might think this way.

We have included our Google Form because if you are reading this post we would like you to fill in the form and share your thinking so we can find out what a wider audience think about the same text. This will take you about 5 minutes to complete.

Character Story Response

These are our character story responses where we analyze texts to build on our understanding of wolves and different characters. Once we read each text, we looked at some details that weren’t in the texts, made connections by sharing what we would do if we were the wolf, what perspective we think the texts are written in and what we could infer from the text. Looking at these books, we could see that the texts were mostly written in third person or in the narrator’s perspective because of the use of third person pronouns. Each texts are narratives and use past continuous tense. Past continuous talks about something continuously happening in the past. For example: the boy was walking towards the shops.

I enjoyed doing this activity because it let us practice analysing characters and how authors use character traits to portray people or figures in stories.


LI: to explore the difference between miss information and disinformation, and opening the door to the truth.

This week for newshound, we looked at what misinformation, and disinformation were. When we look at different media, it impacts our life about what information we click and read.

Disinformation are news that is purposly spread with lies to the media, whereas misinformation is news that people don’t know its false before knowing what they posted or isn’t trying to harm anything.

This fake site was a combination of getting support for their Donald Trumps team, money, and damaging Hillary Clinton’s reputation of US election 2016. I think this because he was giving more support for Trump as he supported Donald Trump, and wanted his parliment to win, and earned about 35,000 NZD ($22,000 USD), and this also made Trump become 2016 US president.

I enjoyed doing this activity because depending on the news story its easy for everyone to get everyones attention, and how its important to stop, think, then check.