Day: September 1, 2022

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. 

 

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.

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.