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?
LI: to analyze collected data to find out people’s perceptions on characters in children’s literature.
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.
LI: to understand block coding to control the actions of a MicroBit.
Today for Tech with Mrs Ferguson, we learnt how to code our MicroBot to randomly choose a number in order to play certain kinds of games. This coding was called Dice and Rock Paper Scissors hex.
First, we turned our MicroBit into a dice by using an ‘on shake’ block which shows the MicroBit that when it is shaken, a certain action must be taken. Inside of that block, we put a ‘show number’ block which means that when the MicroBit is shaken, it knows to choose a number. Next, we told the MicroBit which numbers to choose from and in this case, it was 1 to 6 because those are the numbers on the dice. Now, when the MicroBit is shaken, a random number from 1 to 6 is shown just like a dice.
Secondly, we learnt how to code our MicroBit to play rock paper scissors. Again, we used the ‘on shake’ block. Inside, we made a variable called ‘hand’ which is the name to our hex code. Inside of the variable we put a ‘pick random’ block with the numbers 1 to 3. Afterwards, we told the MicroBit that if the number appears as one, an LED on the MicroBit would know a square representing paper. If the number appears as two, an LED would show a circle representing rock. And lastly, if the number appears as anything other than 1 and 2, an LED would show a picture of scissors.
I enjoyed our final lesson with Mrs Ferguson because I expanded my knowledge on coding with blocks as well as python to give the MicroBit action instructions.
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.
LI: to learn how to code with Python, and the differences betweeb blocks and python.
This week for TECH, the year 8’s have been learning how to code with Python and then comparing it to blocks.
As you can see these are the comparisions between Python and Blocks. The forever blocks goes around the instruction blocks to flash the heart. But the forever Python is two lines of code that go around the other instructions at the top and bottom. Everything inside the Python forever loop is indented.
I enjoyed learning this because it expanded my knowledge on Python and also how Python and Blocks are different.
LI: to understand the anatomy of 2D and 3D shapes.
This week, we have been learning about the anatomy of 2D and 3D shapes which means the parts that make up the shape and the measurements.
The anatomy of a 2D shape is that it is measured in length and width and consists of faces and corners. The anatomy of a 3D shape is that it is measured in length, width and height and consists of vertices, faces and edges.
LI: to use formulas to find out the area of a shape.
This week, we have been learning about how to calculate the area of multiple 2D shapes using formulas. We have also been doing this with perimeter. We have also been focusing on circumference which is the distance aroun d the circle.
For example, the formula to find the circumference of a circle is C=pi x diameter (which means 3.14 multiplied by the diameter).
I enjoyed this kind of maths because I learnt more about geometry & how important it is to understand the formula before solving a problem.
LI: To understand misinformation and disinformation in media.
This week in Cybersmart with Mrs Grant, we learnt about how media publishers and writers may have misinformation or disinformation and how we can notice the difference. The definitions of misinformation and disinformation are on the slide above.
An article was made during the American President Elections going against Hillary Clinton by saying she had fraudulent votes that she would use to win the election. This article was published by a big Donald Trump supporter who bought a site for 5$ and posted this article. He gained 22,000 American dollars and more than six million views in that time.
This article has disinformation because the false information was shared with the intent of ruining Hillary Clinton’s reputation, gaining more votes for Donald Trump supporters and also to make money. In doing this, Donald Trump won the elections.
I enjoyed this task because I learnt how to recognize misinformation and disinformation in texts and articles which will help me tell the purpose of the text.
LI: to analyse a characters traits to understand a story more.
In reading, we are looking at analysing how authors use characterisations to influence certain feelings and emotions from the reader. Me and my partner analysed the story of the Three Little Pigs and answered multiple different questions.
First, we listed what details were not expected by the author that we would have expected to be provided. Additionally, by listing these details we can also determine if the characters are flat, round, dynamic or static characters.
Next, we found what perspective the text was in to determine whether the story is third, second or first person. The story is in third person because the text has words like ‘he’ and ‘his.’
Afterward, we wrote what we would have done differently in the story if we were in the wolf’s position, and I stated that if I was the wolf, I would have only eaten the other two little pigs because the result of their laziness and lack of wanting to build themselves safer houses and slack off would show they are not as clever as the third pig and I would eat them instead of trying to eat the third pig.
Finally, we used our inferring skills and other reading strategies to make statements using evidence from the text. Once inferrence I made was that the wolf is smart because regardless if he was successful or not, he tried to trick the last pig into thinking he was his friend and invited him to outside activities so the pig would let down his guard.
I enjoyed this task because I used many reading strategies to strengthen my understanding of character analysation and observing how authors can characterise people in stories.
LI: To analyse a character traits to understand the story.
In different stories, there are characters with different traits. These traits paint a picture of how or why the character is like that in the story. When you are reading a book, you can analyse characters in order to understand the book in depth.
When reading a book, there are 4 criteria that you should be able to point out or observe. These are: which perspective the book is written in, inferring different things, your opinion or what you would do differently and some details that you would expect in the book. Most books would have a lot of information about how the events came to place. The Aesop fables our group were reading, didn’t have a lot of information.
My group and I came up with our ideas and shared them to make a collective idea. We think that ‘The Wolf in Sheep’s Clothing’ is written in the narrators perspective because of the use of 3rd person words such as: he and they. One example of a piece of information we would expect in the story is: how the wolf understood to disguise himself and manipulate the situation.