Tag: Reading / T shaped literacy

Narrative Perspective

LI: To rewrite the story of Cinderella using a different narrative perspective.

Narrators are important vessels of information that often retell to us the events that are happening in a story. However, narrators use different perspectives and point of views to influence the audience’s reaction to the story. These perspectives are first person, second person, third person, third person limited and third person omniscient.

While first, second and third person are familiar, we introduce ourself to third person limited and third person omniscient. We also explored the different pronouns that each point of view uses and how the author influences the reader’s perspective on a text by the use of vocabulary and point of view.

Our challenge today was to change the fairy tale of Cinderella from third person omniscient to first. Third Person Omniscient is when the narrator is not a character in the story but watches what is happening and also knows all the facts. First person is a way of storytelling through the narrator’s point of view or author’s point of view.

Three Little Pig Wolf Analysis

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.

Exploring Mood and Atmosphere in World War 1

During the past few weeks, all of the reading groups had been exploring mood and atmosphere in different texts relating to World War one.

We identified the sensory imagery, which allowed us to paint a clear picture of what happened in the texts using the 5 senses: Olfactory (smell), Gustatory (tatse), Tactile (feel), Auditory (sound), and Visual which is sight.

The groups also explained the lists of the vocabulary which we didn’t understand in all of the texts we had read. We then later

We then later recorded learning conversations which allowed us to express our opinions about the texts. In this task we needed to make the conversations flow, by telling them weather or not they agree or disagree with each others opinions.

Then we did the vocab, which was about choosing words/phrases in the texts to explain why they said that, and to identify the mood/atmosphere in that certain line. 

After that, we did the mood chart which was rating each event that happened on a scale to 1 to 10. These mood charts were based on Rikihana Carkeek, and Hami Grace’s Diary.

Lastly we did the 10 word challenge, which was filling in the spaces, to create a powerful and strong paragraph explaining what the image was based off with our opinion.

I found this activity really enjoyable because it widened my knowledge of World War One.

Mood and Atmosphere | Language Features

During the past few weeks, all of the reading group has been exploring how the author used the language features to create the mood and atmosphere of the different texts. The task we have completed was language features. We identified these language feature. We identified these language features from a poem called ‘The Soldier Who Never Returned.’ 

Mood is the emotion that you feel when you are reading each line in the text. Atmosphere is the overall feeling of the whole text, 

In our time reading the text, we identified many language features. An example of this is personification, this is when the author gives an object a human like reference. 

We found this activity enjoyable because it expanded my knowledge on language features.