recursal/Fanatic-Fandom huggingface dataset:
Grid Warriors

***For the article on the portal, please see Zero Point Portals***

* Proxy
* Commandline
* Firewall
* Bitestream
* Packet
* Bandwidth
* Io
* Upload
* Cypher
* Datapath

**Grid Warriors** are Warriors from Tron inside a virtual world. They have an Identity Disc and a Light Cycle they drive on. They even got reviewed by some IO Guards and John Jones himself.

Here are the Reviews below:
Caso 2- Jirlene dos Anjos Santos

No ensino presencial ou remoto, o professor de uma turma 7º ano do ensino médio percebeu que seus estudantes não consolidaram o conteúdo gramatical que ele trabalhou durante a produção de contos. Portanto, o professor decidiu criar jogos no Kahoot com esse conteúdo para os estudantes jogarem e aprenderem.

**Quais foram os seus procedimentos?**

Após perceber que os alunos não aprenderam o conteúdo, retornava ao básico sobre o conto. Faria um caderno de estudos/atividades, o primeiro passo era montar o caderno, colocaria o conto “Olhos d’água” de Conceição Evaristo, com algumas atividades relacionadas ao gênero textual conto como, estrutura, elementos, narrador, tudo que compõe um conto.

Seguida colocaria a atividade gramatical, supondo que estaríamos trabalhando coesão e coerência textual, colocaria um resumo do que é coesão e coerência textual, em seguida solicitaria que eles retirassem do conto elementos de coesão e coerência. Seguida teríamos uma aula de correção e discussão das atividades do caderno com o foco no conteúdo gramatical.

E para finalizar e reforçar o conteúdo, faria um joguinho no Kahoot com 10 perguntas sobre o conto trabalhado e o conteúdo. Perguntas simples de verdadeiro ou falso

**Os estudantes jogariam entre si ou sozinhos?**

Individual. Todos que jogar ganha um ponto, mas quem tirar a maior nota ganha uma surpresa (pode ser pontos extras, chocolate, algo que seja de interesse do aluno).

**Qual conteúdo gramatical você trabalharia por meio de jogos?**

Coesão e coerência

**Como analisar os resultados dos jogos para continuar a intervenção?**

Por meio da escrita individual de um conto, considerando que o jogo foi um reforço.

**Qual outro recurso você poderia somar neste caso?**

Vídeo aulas no You Tube.
Sugestões para o Caso 2 Andreia Drska

Editado por Priscila Nunes Brazil

**Quais seriam meus procedimentos?**

Atualmente, vivo uma situação bastante parecida com a relatada no caso 2. Sou professora de Língua Portuguesa de turmas do 7º ano e eles apresentam defasagem no conteúdo de gramática. Criamos, colaborativamente, uma brincadeira que nomeamos de Jogos Gramáticos. Uma competição em equipe que vai acontecer durante todo o ano de forma semanal. Utilizamos, entre outras ferramentas, o *Kahoot*. Algumas vezes as perguntas são criadas por mim e eles devem responder. Outras vezes, os alunos devem criar os desafios para as demais equipes. A pontuação no game ocorre de duas formas diferentes: a primeira, quando você acerta o desafio proposto ou a segunda quando ninguém acerta o desafio que sua equipe propôs, mas você consegue explicar como resolvê-lo.

**Os estudantes jogam entre si ou sozinhos?**

Os estudantes se organizaram em equipes de até 4 componentes. A ideia foi formar equipes heterogêneas que favorecessem a compreensão do caráter benéfico da diversidade e da multiplicidade do uso de competências e habilidades preconizadas na BNCC:

**Competência 7.** Mobilizar práticas de linguagem no universo digital, considerando as dimensões técnicas, críticas, criativas, éticas e estéticas, para expandir as formas de produzir sentidos, de engajar-se em práticas autorais e coletivas, e de aprender a aprender nos campos da ciência, cultura, trabalho, informação e vida pessoal e coletiva.

**Habilidades:**

**(EM13LGG701)** Explorar tecnologias digitais da informação e comunicação (TDIC), compreendendo seus princípios e funcionalidades, e mobilizá-las de modo ético, responsável e adequado a práticas de linguagem em diferentes contextos.

**(EM13LGG703)** Utilizar diferentes linguagens, mídias e ferramentas digitais em processos de produção coletiva, colaborativa e projetos autorais em ambientes digitais.

**(EM13LGG704)** Apropriar-se criticamente de processos de pesquisa e busca de informação, por meio de ferramentas e dos novos formatos de produção e distribuição do conhecimento na cultura de rede.

**Qual conteúdo gramatical é trabalhado no jogo?**

Formação de palavras; Ortografia; Morfologia; Conceitos básicos de sintaxe; Pontuação; Acentuação.

**Como analisar os resultados dos jogos para continuar a intervenção?**

Temos um placar das equipes e, semanalmente, o atualizamos. Para além disso, os alunos são convidados a buscar materiais alternativos na rede, desenvolvendo, assim, a capacidade de curadoria de conteúdo. Tudo é feito sob a monitoria e supervisão da professora. Por fim, a cada etapa mensal finalizada, a professora propõe a construção de um painel do conhecimento construído e uma situação avaliativa. A nota do aluno é o resultado entre o desempenho durante a realização da tarefa, tanto na construção quanto na resolução dos desafios, o desempenho nas atividades propostas pela professora e a rubrica realizada pelo grupo.

**Qual outro recurso poderia somar a este caso?**

Depois de tomar contato com o conteúdo apresentado no curso, estou propondo o uso do Webquest e do Edpuzzle.
Daryl Dixon

***For the article on the portal, please see Zero Point Portals***

Daryl Dixon is a survivor from The Walking Dead. He uses a crossbow as his weapon.

## Trivia

* He almost killed the leader of IO himself, John Jones. Luckily he didn’t.
* He was teleported into the loop by force, but John Jones said they wanted to get out of here.
* In recent reports, he said he wants to stay inside the loop forever, and he also stays away from the Zero Point Portals.
Caso 1 - Minhas turmas de 6º anos

Justificativa:

Escolhi o caso por identificação própria. Leciono Língua Portuguesa para duas classes de 6º anos, em um colégio público no município de Nova Friburgo / RJ. Com a pandemia trabalharei este ano novamente de forma remota com meus alunos. A interação com meus alunos acontece por meio de dois recursos: aulas no Meet (aplicativo do google) e Whatsapp (grupo individual das turminhas)

Abaixo descreverei um modelo de planejamento de acordo com o caso 1.

Objeto de Conhecimento: O papel da linguagem verbal e não verbal nas Histórias em Quadrinhos.

Prática de linguagem: leitura e escrita

5 aulas

Habilidades (BNCC):

EF67LP27 - Analisar, entre os textos literários e entre estes e outras manifestações artísticas (como cinema, teatro, música, artes visuais e midiáticas), referências explícitas ou implícitas a outros textos, quanto aos temas, personagens e recursos literários e semióticos.

EF69LP05 - Inferir e justificar, em textos multissemióticos – tirinhas, charges, memes, gifs etc. –, o efeito de humor, ironia e/ou crítica pelo uso ambíguo de palavras, expressões ou imagens ambíguas, de clichês, de recursos iconográficos, de pontuação etc.

(EF69LP33) Articular o verbal com os esquemas, infográficos, imagens variadas etc. na (re)construção dos sentidos dos textos de divulgação científica e retextualizar do discursivo para o esquemático – infográfico, esquema, tabela, gráfico, ilustração etc. – e, ao contrário, transformar o conteúdo das tabelas, esquemas, infográficos, ilustrações etc. em texto discursivo, como forma de ampliar as possibilidades de compreensão desses textos e analisar as características das multissemioses e dos gêneros em questão.

Recurso de Interação: Whatsapp

Duas videoaulas gravadas no canva: (a) uma abordará o gênero HQ; (B) outra o papel da linguagem verbal e não verbal nas HQ.

As duas videoaulas serão postadas no Whatsapp em dias diferentes, cada vídeo seguido de uma atividade de fixação, a qual o alunos poderá imprimir para responder ou colocar as respostas no caderno.

As atividades serão corrigidas nas aulas on-line pelo Meet.

Será disponibilizado aos alunos algumas Histórias em Quadrinhos em PDF, elas serão publicadas no Whatspp. Os alunos deverão escolher uma para leitura e depois publicar, no Padlet, suas impressões sobre a história escolhida. Os alunos serão orientados, em seguida, a escolher um outro Gibi e ir novamente ao mural da turma comentar a publicação de um colega.

Avaliação:

Um avaliação será preparada por meio do Google Forms. O link será disponibilizado aos alunos no grupo da turma, no Whatspp.

Juliana Barros Muniz
Great Kataklysmos

The *Great Kataklysmos*, also *Great Cataclysm*, refers to a global catastrophic event, or rather a series of events, that occured in the distant past of Tarris and resulted in the complete collapse of civilization, particularly of the Katarru or Elves, who completely disappeared from the planet, as well as the near extinction of human races and dramatic changes in ecosystems and even geography. It also marked the beginning of the Cycles.

It is not known what exactly happened in the Cataclysm, though it can be assumed that seemingly natural disasters, including earthquakes, supervolcanic eruptions, massive floods and asteroid impact occured frequently, and that the Red Sun showed extreme stellar activity. However, there are several hints that the Cataclysm was not of (purely) natural origin, but instead connected to paranormal, eldritch powers, and might had something to do with the Katarru and their technology, perhaps even being caused by them. The scholar Ach'ra Volach believes that the "Elves dug too deep into the fabrics of the universe, learned something not meant to be known, and awoke something terrible from its slumber", likely refering to an Astral God.

The exact date of the Cataclysm is not known as it is unrecorded in available history, and those records that do exist cannot be dated. Auniiri cannot gaze back during their dreamstrides and awake, usually in states of high distress, when attempting to do so, and long before that, their view becomes dreamy and more surreal as their visions blend together with their own subconscious. This indicated that the Cataclysm must have happened a very long time ago, likely several Cycles before the current one. Estimated range from 15,000 to well over a 100,000 years or maybe even more, in any case hinting yet again at the Katarru's technological prowess as many of their materials, such as their alloys, have only minimally erorded since their disappearance.

The Cataclysm stayed in mankind's collective subconscious, and appears in many different myths and legends, later appearing in different religions. In Taarism, it is associated with Kriulith's waking of Taari.

Each cycle ends with yet another disaster, yet on a much smaller scale than the Great Cataclysm, that leads to the decline of the most prevelant civilizations, leaving former tribes to fill in their places.
Siarru

The Siarru (Old Sainic for "Rich/Cultivated Men") are the most populous strand of humankind, and generally the one species that is meant when talking about humans.

## Trivia

* They are largely equivalent to *Homo sapiens*, although with different races and ethnicities than those found on Earth.
* Their average natural lifespans are closer to that of modern humans than of those living back in medieval or ancient times, which could be attributed to unexplained biological differences, healthier lifestyles or more advanced medicine, or a combination of all. However, diseases are just as much a part of life as they were on Earth, and therefore it is still likely to die at a young age.
CASO 3 - Herman Barcellos

No ensino presencial ou remoto, a professora propôs a uma turma de 8º ano a produção de post para Instagram contra o ciberbullying, utilizando o Canva, como atividade do projeto da escola para erradicar o bullying.

QUAIS SERIAM OS PROCEDIMENTOS?

Bom, partindo da minha realidade, enquanto professor de grandes redes particulares de ensino, meus procedimentos seriam os seguintes:

1º Na aula anterior, a turma seria divida em dois grupos A e B e cada grupo estaria responsável por uma pesquisa: o A pesquisaria sobre o bullying e o B sobre o ciberbullying.

2º Roda de conversa: com base nas pesquisas dos alunos, construiríamos os conceitos de bullying e ciberbullying, bem como suas causas, consequências e possíveis soluções.

3º Reuniria os professores de outras disciplinas, como Ciências e Matemática para que a produção dos alunos pudesse ser diversificada, com dados estatísticos e questões científicas relacionadas ao tema.

4º Após ensinar aos alunos como utilizar o Canva, dividiria a turma em grupos e pediria aos alunos para criarem seus posts no Canva e publicarem no Instagram da turma ou da escola que seria criado com esse intuito.

COMO ENSINAR OS ESTUDANTES A UTILIZAREM O CANVA?

Levaria os alunos para o laboratório de informática, onde assistiríamos a tutoriais e "colocaríamos a mão na massa", produzindo posts juntos.

QUAIS POSICIONAMENTOS CRÍTICOS TRABALHAR COM OS ESTUDANTES EM RELAÇÃO AO INSTAGRAM?

Eu abordaria a questão da privacidade e do posicionamento em relação aos posts e publicações do Instagram. Alertaria os alunos sobre a necessidade da empatia, de se colocar no lugar do outro e sempre se perguntar: eu gostaria que fizesse isso comigo? Então, por que farei com o outro? Além disso, trabalharia também a questão da privacidade, ou seja, dos limites entre o público e o privado nas redes sociais. Mostraria a eles que tudo o que publicamos revela nossa identidade, nosso posicionamento político, social, contexto, enfim, mostrá-los que, enquanto sujeitos, não somos isentos de criticidade, posicionamento e, principalmente, responsabilidade.

COMO AVALIAR?

Creio que em uma atividade sobre bullying e ciberbullying, a principal forma de avaliação seria o próprio posicionamento e engajamento dos estudantes durante toda a atividade, bem como a mudança de postura que poderia ocorrer após tanto engajamento perante o tema.

QUAL OUTRO RECURSO VOCÊ PODERIA SOMAR A ESTE TEMA?

Como recursos, acredito que o pandlet seria muito interessante para que os alunos pudessem criar um mural virtual com imagens, pesquisas, dados estatísticos e seus próprios textos e pesquisas sobre o tema. Esse mural seria divulgado também no Instagram a fim de promover a discussão, a reflexão e as possíveis soluções observadas pelos alunos acerca do tema.
Sugestões para o caso 3

**Aluna:** Cintia Cardoso da Silva

**Disciplina:** Multiletramento, multimodalidade e recursos on-line. Proleitura 2021

**Professor:** Francisco Arthuso Paiva

**Quais os procedimentos para a atividade?**

No primeiro momento será discutido em uma roda de dialogo sobre as formas de bullyng existentes, dando ênfase para o ciberbullyng, verificando se os alunos conhecem esses conceitos e se já vivenciaram nas suas redes sociais.

No segundo momento será apresentado o projeto e verificado quais adolescentes tem acesso a rede social Instagram.

No terceiro momento será feita uma aula para dialogar sobre o ciberbullyng presente na rede social instagram, mostrando exemplos famosos que ocorreram nessa rede social.

No quarto momento será criado um grupo no whatssap onde será disponibilizado um vídeo que explica o passo a passo de como baixar o Cavan e fazer edições e criações de imagens para post no instagram .

No quinto momento, os alunos serão convidados a a levarem seus celulares e pensarem na elaboração do seu post, assim será utilizado o aplicativo cavan e será pedido para que a turma se divida em duplas.

No sexto momento, será selecionado um chefe de turma que criará uma conta no instagram com o nome da turma.

No sétimo momento, depois da imagem criada, será dada a missão dos alunos produzirem texto que acompanham suas imagens, tendo que ter no mínimo 20 palavras, durante a semana os alunos devem postarem suas publicações na pagina criada.

**Como ensinar os estudantes a utilizarem o Cavan?**

Será feito um vídeo gravado através do gravador de tela, onde será ensinado o passo a passo de como baixar, cadastrar e usar essa ferramenta.

**Quais posicionamentos críticos trabalhar com os estudantes sobre o Instagram?**

Será discutido sobre a importante do post e a postagem consciente, possibilitando que os alunos vejam o alcance que o post pode chegar e a consequência na vida das pessoas, não somente pelo ciberbullyng, mas as fake news.

**Como avaliar?**

A avaliação se daria pela discussão proposta, sendo vista a imagem produzida se dialoga com o tema proposto, assim como será avaliado o texto que irá junto do post.
Fortification

Fortifications are born to protect your clan's turfs. Most of them can be bought at the Fortification Trader.

*These fortifications can only be placed in your claimed clan turf. (See the clan page for more clan information)*

* Sandbags (Beige/Green): Works like sand, is attracted by gravity. It has a chance to be destroyed if it got hit by explosives.

* Metal Walls: A durable block that's useful for blocking entrances. Has a chance to be destroyed if it got hit by explosives.

**Random fortifications :**

*These fortifications cannot be obtained on the official Decimation servers.*

* Turret: An auto turret that attacks any foe within it's radius with a MG. Can be removed by right-clicking. **Cannot be bought or sell**. Deals little damage at high speed.

* Mortar: A mortar. Right-click to use and hold right-click with a 120mm mortar round to shoot. Fires in an arc. Shift-right-click to remove. **Cannot be bought or sell**. High damage. Can't break blocks. Can be placed anywhere.

**Any-place fortifications :**

*These fortifications can be placed anywhere.*

* Punji Sticks: Damage anyone who step on it. Right-click to instantly remove. Cannot be sold. Can be found in ranked kits. Despawn after 1 hour.

* Landmine: Explode when anything steps on it. Deals massive damage to anything close to it. Can't break blocks. Right click to instantly remove it, shooting it won't do anything.
* Barbed Wires (Realistic looking one, not the cobweb-looking one, can be crafted with 4 wire coils): Damage entity that moves through it. Can be removed using rusty pliers. Right clicking it won't remove it instantly.
Katarru

The Katarru (Old Sainic for "Highest Men") were an ancient race of human-like beings, often refered to as Elves, and presumably the ancestors and/or creators of all human races now populating Tarris. While once populating Tarris, they came from another, distant planet orbiting a distant star, and reached Tarris in their unquenchable thirst for knowledge by using both technological and arcane methods. Not much is known about their true nature, and most people who even know of their existence believe them to be divine creatures. Some of their structures can still be found in remote locations on Tarris despite their extreme age of dozens of millennia, withstanding the test of time, and many assume that there are large subterranean structures left behind by them. Their extremely advanced technology allowed them to shape reality around them, and gain powers indistinguishable from magic.
Golden Sun

The Golden Sun is one of the two Suns in Tarris' solar system, and compared to the Red Sun the larger and brighter one. From the surface of Tarris, it appears in a slightly yellowish-white light.

## Trivia

In our universe, the Golden Sun would be a main-sequence star of spectral type G, very similar to our own Sun.
Caso 3 - Uma experiências de trocas e descobertas

**No ensino presencial ou remoto, a professora propôs a uma turma de 8º ano a produção de post para Instagram contra o ciberbullying, utilizando o Canva, como atividade do projeto da escola para erradicar o bullying.**

Segue o mapa do caminho das pedras:

* O primeiro passo seria mediar os alunos no processo de entender e conceituar o que são bullying e ciberbullying. Para isso, através dos recursos de pesquisa da internet, os alunos pesquisariam a origem dos termos e como eles foram cunhados (retomada histórica).
* Depois os alunos seriam orientados a procurar marcos culturais que evidenciassem os conceitos pesquisados: filmes, séries e outras produções.
* Dando sequência, seria realizado um debate. Nele, com fala franca e facultativa, os alunos exporiam suas vivências, suas interpretações e mensurações sobre o tema.
* A partir daí o docente mediaria a criação de um plano de ação, no qual se incluiria o uso do Canva e do Instagram.
* Para fomentar o trabalho com o Canva, seria administrado a eles um tutorial básico que instruísse sobre a utilização da ferramenta.
* Para dinamizar a atividade, seriam formadas equipes de trabalho e aconteceria ainda a eleição, conduzida pelos membros de cada grupo, de um chefe de equipe para dividir e otimizar a realização das tarefas.
* Após a feitura do post e sua devida publicação no Instagram, agora num grande e único grupo, utilizando um Datashow, cada grupo faria login na sua conta e juntos fariam a avaliação da quantidade e da qualidade do engajamento, o conteúdo dos comentários, as sugestões propostas, as ideias agregadas, entre outros quesitos.
* Como etapa final da atividade seria feito um relatório construído coletivamente, postulando as experiências adquiridas com a referida atividade e sugestões para dar continuidade ao que já foi realizado e ideias para novos e futuros trabalhos.
Red Sun

The Red Sun is one of the two Suns around which Tarris orbits. It is smaller and dimmer than the Golden Sun, but much more active as it frequently experiences outburts in brightness. From the surface of Tarris, it appears in a fiery orange color.

## Trivia

In our universe, the Red Sun would correspond to an M-type dwarf star, main sequence stars with surface temperatures below 3600K, and masses below 0.5 Solar masses. They are the most abundant type of star in the cosmos, and also very prone to stellar activity, including strong flare eruptions. Proxima Centauri is an example of such a flare star.
Caso 3 - Jociane Marques da Silva Moreira

# A proposta desse terceiro caso, seria a criação de um post para o Instagram, utilizando o Canva, como atividade do projeto da escola para erradicar o bullying.

Para iniciar, os procedimentos a serem abordados em uma temática dentro de um projeto que poderia ser o trabalho com a Produção Oral, por meio das Assembleias Escolares, ou através do Projeto Setembro Amarelo, da qual iríamos discutir a valorização da vida, e não da morte e da depressão. Por meio do Ensino Remoto, compartilharíamos a tela com os alunos, para ensinarmos a utilização dos recursos. Caso o professor tenha uma conta institucional do Canva, essas atividades desenvolvidas poderiam ficar na "nuvem" da própria plataforma. Alertar aos alunos que tanto o Facebook, quanto o Instagram são plataformas que geram um certo tipo de desconforto para quem está acostumado a utilizar as redes sociais de modo saudável, isto é, em não buscar a aprovação dos seus contatos e não sentir a necessidade de que essas pessoas saibam o que você faz a todo momento. Seguindo esse pensamento, os alunos buscariam formas de apresentarem sua indignação e exigiriam mais respeito na escola e nas redes sociais, utilizando o próprio meio para socializar esse trabalho. Por fim, após debates, e a construção de um vídeo que mostrasse que vale mais a pena ser feliz; que viver é bom demais e que a opinião do outro é simplesmente do outro, poderíamos construir um vídeo utilizando os recursos do Canva para inserir as imagens, os sons, a introdução das frases de alerta dos alunos, na qual, os alunos mostrariam somente o olhar por meio da fotografia ou tampariam os olhos com os braços, fazendo assim, ao mesmo tempo, essa alusão aos comentários dos outros, focando os braços limpos de manchas e cortes, em que a tristeza de quem sofre com o bullying é visível.
Caso 1

**Aluna:** Fabiana Morais

**Contexto:**

O Caso 1 apresenta um panorama semelhante ao cenário da escola em que atuo.  A interação entre pais/alunos e escola/docentes acontece quase que exclusivamente pelo Whatsapp. Os pais trabalham o dia todo e os filhos, em muitos casos, usam os celulares dos tutores para estudo, durante o período noturno. Há casos de estudantes que trabalham durante uma parte do dia para ajudar na renda familiar.

**Tema:**

Para tanto, escolheria como tema o **Texto Instrucional**. Gravaria uma aula no Canva, com duração estimada entre 5 e 10 minutos, destacando as características do gênero, sua intenção comunicativa e apresentando exemplos relacionados ao universo dos discentes, como telas com tutoriais de jogos virtuais. *Candy Crush e Minecraft seriam um ponto de partida.*

É possível ainda, interpor o tempo verbal (modo imperativo), com alusões lúdicas, escapando da famigerada tabela “decorativa” de tempos e modos verbais.

No formulário Google Docs, acrescentaria nas atividades, orientações de jogos e brincadeiras infantis, em várias formatações: textos, charges e folhetos informativos, como referência ao assunto.

**Avaliação**

As devolutivas e a participação e interesse dos alunos nas atividades propostas seriam o critério de avaliação adotado. Uma medição realizada pelo feedback dos alunos, no Whatsapp, dialogando com dúvidas e comentários.

Na escola pública, a tentativa, a princípio, é manter o vínculo e o contato com o aluno. Tivemos que resgatar vários discentes que perderam o interesse pelas aulas, ao longo do ano, diante das dificuldades engendradas.

Neste sentido, o retorno é efetuado com acompanhamento diário, reforçando a importância do esforço do estudante. No caso desta proposta, dialogar com alunos acerca dos jogos virtuais e incitá-los a encontrar exemplos deste tipo de texto em em seu dia a dia.

**Recursos extras**

Para tornar a estratégia mais dinâmica, acrescentaria o padlet como culminância, com um mural criado na plataforma, descrevendo as características do texto instrucional, com aportes textuais e imagéticos. Alunos seriam convidados a incluir imagens no mural com amostras deste tipo de texto.
Astral Gods

The *Astral Gods* are very mysterious, supernatural entities mentioned in several apocryphal scripts. Apparently lacking a physical form, they appear to represent natural forces or act as spirits of nature, primarily of planets like Tarris. Presumably, these beings were already known by the Katarru, and are usually "in slumber", shaping reality upon awakening.

Many Auniiri have reported encountering strange, inexplicable entities in their dreams, often taking on a more comprehensible shape, yet appearing to be beyond human understanding and possessing vast esoteric knowledge and awareness of the Auniiri's dreamstriding. Beyond this, several non-Auniiri have apparently communicated with such beings during certain times, further laying claim to these entities being slumbering Astrals.

As mentioned above, the Gods are believed to slumber and dream, hence only communing with mankind in dreams or astral projections. Due to their hinted incomprehensible nature, being "above" reality, their mere awakening can bend the laws of nature around them, presumably causing major disturbances and, perhaps, catastrophes. Because of this, it is likely that an Astral God awakening caused the Great Kataklysmos, and maybe the smaller cataclysms at the end of each Cycle as well. The gods of different religions, such as Taari and Kriulith, might thus represent Astral Gods, or maybe even different aspects of the very same God.

## Trivia

The Astral Gods are partially inspired by the *Great Old Ones* from H.P. Lovecraft's *Cthulhu Mythos*, one of the author's favourite works of fiction.
Elves

The word *Elves* refers to a mysterious race of humanoid beings with a strong natural arcane affinity. Elves are generally depicted and described as extremely beautiful, sometimes to extents that are unsettling, having striking faces with high cheekbones, large eyes and pointy ears. Furthermore, they are often said to be significantly taller than Siarru, often reaching heights exceeding two meters, and having extremely long lifespans on the order of centuries or millennia, sometimes even considered immune to aging beyond a certain point and therefore biologically immortal. Very often, they are thought of as divine beings closer to Gods than mortals.

In several mythologies, Siarru are seen as the descendants of an Elven race, that might or might not have been divine. Many scholars who attempt to explain the natural, physical world without relying on magic and supernatural explanations also consider it likely that mankind derived from another race that does not exist on their world anymore. In fact, these Elves are associated with the Katarru, who came to Tarris from another planet, left behind some remnants of their advanced civilization and are credited with creating the human races, including the Giants and Cavers.

Sometimes, the term is also used to refer to the Averyan people in the Spaatu region, consisting of several ethnic groups that all have slightly pointy ears and prominent cheekbones, and the Talethian people, the natives of the Bimarric Highlands whose descendants still populate these regions and have similar striking features. However, they all have very normal lifespans and lack the arcane powers ascribed to Elvenkind.
Candy Monster (character)

## Background information

The **candy monster** is a creature that appears in the "Candy Monster" short of *Dipper's Guide to the Unexplained*.

## History

In "Candy Monster," after Dipper concludes a section in his video recording, the creature startles Dipper and starts to cause havoc in the attic. As Dipper wakes up Mabel it starts eating their Summerween candy. Dipper then equips himself with golf clubs and a garbage can as weapons, and armor made out of stuffed animals found in his room. He then advances towards the creature in an attempt to trap it by luring it with candy, but the monster catches on and flees. Dipper and Mabel run after it.

 File:Short1 Dipper vs. the beast.jpg
The creature proves to be difficult for the twins to capture as it begins to make a mess of the Shack, wastes their candy and attacks Dipper. When all seems lost, the monster accidentally steps on the TV remote and turns on the TV to a movie that Dipper likes. The TV has a hypnotic effect on the creature and calms it down.

After all is well Dipper, Mabel and the monster watch the movie together. Soos is seen saying hello to the twins and the monster, whom he mistakes for Grunkle Stan. Dipper then concludes this recording and says that the next one will probably be about finding a way to get rid of the candy eating monster, but Soos is confused and asks the monster, whom he still believes to be Stan, what Dipper is talking about.

## Appearance

The creature is a short, round, hairy, tan-orange creature with large light-yellow eyes with red pupils, fangs, a blue tongue and short, stubby arms and legs. It also appears to look a lot like Thing 26 from the promotional trailer for "Creature in the Closet."

## Sightings

Template:Appear
Template:Appear

## Trivia

* According to *Dipper's and Mabel's Guide to Mystery and Nonstop Fun!*, "you can kick him and he'll bounce like a dodgeball..."
* The creature seems to resemble Krumm from *Aaahh!!! Real Monsters*.
* In *Gravity Falls: Lost Legends*, it can be seen in the crowd of The Crawlspace.

## References

{{{1}}}
{{{2}}}
{{{3}}}
{{{4}}}
ru:Конфетный монстр (существо)

1. ↑ 1.0 1.1 1.2 Template:Cite episode
Handling-Machine

The Handling-Machine is a machine created by the Martians and used during their invasion of earth. It has 5 legs and an appearance that resembles a mix between a metallic spider and a crab, with tentacles and extendeble robotic arms. It is pretty short in height, in fact it is only slightly taller than a human. In the book it's main function is to construct and disassemble things, such as the tripods.
Taskmaster

**Taskmaster** is a member of the Imagined Order. He can copy what people do, and brings weapons with him so he can copy his opponent’s ability (For Example, he brings a shied to copy Captain America’s Shield Abilities). He is from the Marvel Universe

## Trivia

* He still lost to Menace, because he was wearing undefeated armor.
Mabel Pines

Mabel Pines in the GFTCS Friends.

## Episodes

"Mabel Meets Dipper" They are seen in the house.

"Know It All"

## Trivia

He not money the not the best world. Not the yes happy tnhe best.

## Ship

Dipper

The Guy who has the same problem he has not done ✅ his day so much more to be able and it would the perfect 👌 way Mabel Meets Dipper

Gumball

TBA

Rick

TBA

## Gallery

*Click here to view this page's gallery.*
Gravity Falls The Complete Series Wiki

**Welcome to the Gravity Falls The Complete Series Wiki!**
What's will gravity too

We're a collaborative community website about Gravity Falls The Complete Series that anyone, including you, can build and expand. Wikis like this one depend on readers getting involved and adding content. Click the "ADD NEW PAGE" or "EDIT" button at the top of any page to get started!

## Important articles

PlaceholderA page about your topicPlaceholderA Main CharacterPlaceholderThe First EpisodePlaceholderAn Important LocationPlaceholderA Key EventPlaceholderA Crucial ItemGravity Falls and Rick and Morty and Gumball?
You are not going through my mind but you can’t talk right ham on a You guys like that is what I I I have no clue

I love 💕 💗 💖 💘 💓 💔 💚 💙 💛 💜 was the way I got the time I was
Plory

## Background information

Plory is a alien who appears in i-Ready lessons (Level AA-B).

## Appearance

Plory is an orange female alien, created by Curriculum Associates, she teaches levels AA-B on i-Ready.

She wears a black shirt with a green image projector. She has green freckles, and one tooth with thin eyebrows.

Despite this and the fact she's an female, she has no eyelashes.

## Personality

Plory is an serious character. Unlike Yoop, she analyzes her options and goes with logical choices. Along with Yoop, she refers to the student user (you) as "Agent X" (X meaning unknown/\*insert your name here\*).

Plory has more of an attitude of serious, and well thought out. Her decisions make her the leader, mostly to avoid what happen as seen in the Gold video which can be seen under.

[1]

Plory turns into goldPlory and Yoop Gold Edition -2 Explanations-Explantion of the previous video.
## Fun Facts

* The Plory and Yoop trend throughout YouTube started with Aviation Bledsoe (aka Discontinued Channel).
* Adored mostly by Ariana and Glitterashlover the Plory fan, she is called by some people, cute or adorable.
* Plory's ears are the funnel looking things on her head.

## Quotes

"Indeed!"

"Nailed it!"

"Excellent!"

"Hey, Agent X!"

"Fired up!"

"Good thinking!"

"Nice moves!"

"I knew you can do it!"

"I am impressed!"

"Time to mage!"

## Images

Confusedplory.jpegPloryandyoop3.jpegPlory with Yoop.Ploryandyoop.jpegAn i-Ready lesson.Confusedplory2.pngPlory.pngPloryandyoop4.jpegThe i-Ready logo with Yoop.Ploryandyoop7.jpegPloryandyoop5.jpegPloryandyoop6.jpegPlory-closereading.pngClose Reading design for Plory.TRIGGERED Plory.jpgTRIGGERED PlorySadplory.jpegPloryandyoop8.jpegCuteplory.jpegMajorperil.jpegMinorperil.pngMinorperil2.pngMinorperil3.pngPlorys-full-face.pngPloryandyoop9.jpegCharacterDevelopment.jpegPlory's various character designs alongside Yoop.PilotDesign.pngPuppets.jpeg03 PnY Theme Shot3.jpgPlory3.jpegPuppets12.jpegPlory costume.Ploryandyoop2.jpegExcitementplory.gifPaymeme1.gifPaymeme2.gifPaymeme3.gifPaymeme4.gifNudepartySEIZUREWARNING.gifPainfuleyesbecauseofcoronavirus.gifPaymeme5.gifPloryandyoop23.pngPloryandyoop22.pngPloryandyoop27.jpegPlorywithangooper.pngPlory- (All My Images) SlideshowAn slideshow video with more images.Ploryandyoop10.jpegPloryandyoop17.jpeg
Red Martian

WIP

## History

The subject of many campfire stories to scare new recruits and, in fact, judged by most senior command as a myth, the Red Martian does exist. There have been very few survivors of a Martian attack in which this Tripod has been seen. How or why the Martians, cold, purely logical, seeming to lack any sign of emotion, modified this Assault Tripod is unknown. Some think it is a experiment to use terror on the battlefield; fewer believe that the Martian occupying this tripod was the famous captive rescued from his collapsed machine and taken prisoner near St Louis. They say he is "unhinged" by his ordeal and has gone insane thus displaying the emotion of Hate and seeking revenge.

Regardless, the Red Martian Tripod does exist. It is a strange and much darker metallic black, different than the typical Martian Machines and decorated, or streaked, with strange red markings somewhat representative of the Martian Red Weed or perhaps some say, blood.

It upper cowl is decorated with the skeletal remains and skulls of dead humans. Above its eye is a new weapon not seen before that survivors call the "dazzler", an intense flashing light that brings temporary blindness to any that see it. The Tripod is very difficult to target from the front because of this device. In addition, it has a large gramophone like mechanical speaker which constantly replays the sound of humans screaming, no doubt recorded somehow from prior victims. The Red Martian can also use this sound amplifying device to terrorize all on the battlefield with a horrendous wailing siren, so loud it can be heard even in the noisy bowels of a steam tank hundreds of yards away.

Whether the Red Martian is an experiment in Terror weapons or truly some strangely Martian is a mute point. This Tripod creates cowering fear in its opponents and seems to rejoice in burning them down as they cower with its Heat Ray or ripping them apart with its Reaper tentacles.
Patton Mark IV

WIP

## History

George Smith Patton Jr. graduated West Point on June 11th, 1908. That was the very year that reports of falling cylinders started coming out of the Southwestern deserts of the United States and other remote areas of the world. Patton would march to war with the Army as it gathered to stop the Martian menace. He shipped out with the 12th Cavalry and headed straight to the front, The entire unit was wiped out with threes survivors, of which Patton was one, though he was badly wounded.

Sent back for recuperation to the East Coast, he shipped out again one year later as one of the first of the Mark IV tank commanders. Facing horrendous odds, Patton and his crew proved over and over (in many nearly hopeless battles) up and down the Front that their tank, the LUCKY 12, was a force to be reckoned with by any Martian Machine. big or small. Patton would later go on to command the American Exploration Force.
War of the Worlds Fanon Wiki

**Welcome to the War of the Worlds Fanon Wiki!**
We're a collaborative community website about War of the Worlds Fanon that anyone, including you, can build and expand. Wikis like this one depend on readers getting involved and adding content. Click the "ADD NEW PAGE" or "EDIT" button at the top of any page to get started!

## Important articles

PlaceholderA page about your topicPlaceholderA Main CharacterPlaceholderThe First EpisodePlaceholderAn Important LocationPlaceholderA Key EventPlaceholderA Crucial Item

*Need help building out this community?*

* Rules of this wiki
* Getting Started
* How to Contribute
* Managing your new community
* Guides
* All Help articles

You can also be part of the larger Fandom family of communities. Visit Fandom's Community Central!

*Community Founders*: Write a good and paragraph-length description for your welcome section about your topic. Let your readers know what your topic is about and add some general information about it. Then you should visit the admin dashboard for more tips.
Theme Song

Everything else is **theme song.**

## Lyrics

*(Theme Song) When are you going to have, Mabel to wash my hands.*

*Dipper have a great day, and time for me.*

*Rick now is time stand in the meantime.*

*Gumball have been, working on the house.*

*Because I can gravity!*

*When you go to middle school, this is my best to you and your family and friends.*

*((Pictures cameras))*

*This is a Gravity Falls through the process.*

*This is a Google account.*

*This is a Gravity Falls The Complete Series.*

*Gravity.... Falls... The.... Complete.... Series...............!!!!!!!!!!!!!!!!!!!!!!!!*

(When logo when shows up, GFTCS logo show is on, The characters are show up, the (Created by)) show fades in different text. Created by Robe Affbet)
Duncan Joiner

**Duncan Joiner** is a child actor and voice actor. He's known for acting in movies such as *Some Kind of Beautiful* as Jake and *The Disappointments Room* as Lucas.

He is the voice of young Panda and young Ice Bear in the Cartoon Network original series *We Bare Bears*.

## Career

Alongside being a child actor, he's also a child voice actor. Aside from *We Bare Bears*, Duncan has also voiced as a character named Ian in the Disney Jr. original series *Doc McStuffins*.

## Trivia

* The only two animated series Duncan has been credited for voicing in are *We Bare Bears* and *Doc McStuffins*.
* Duncan only voiced Ian in one episode of *Doc McStuffins*, while all other times the character was voiced by someone else.
* Joiner voiced Baby Panda in every Baby Bears episode until "Lil' Squid", where he was voiced by Max Mitchell. Joiner may have outgrown his role, or they may be taking turns voicing the character.

## References

Template:CrewNav

1. ↑ http://www.imdb.com/title/tt2364897/fullcredits?ref\_=tt\_cl\_sm#cast
Cycles

The Cycles are periods of time lasting many millennia, which are marked by the rise of high cultures and civilizations from previously insignificant tribes, and are set between two catastrophic events referred to as cataclysms. These cataclysms are seemingly natural phenomena, such as ice ages or the eruption of a supervolcano, that can affect Tarris globally and are devastating enough to bring about the fall of civilizations, but leave many ecosystems and tribal cultures in tact. During these events, the Red Sun is known to experience very violent flare eruptions and solar storms that can result in intense aurorae being visible even from equatorial regions.

The current Cycle has lasted for at least 11000 years now, although it has been disturbed by "minor cataclysms" several times, for example during an asteroid impact around 4000 BKF and during the Suntasian Wars in the years before Kurath's Fall. The previous Cycle was ended by a period of intense glaciation that rendered most of the continent Aviir a either frozen wasteland or an inhospitable tundra, with only the tropical regions retaining a moderate to warm climate.

The majority of the population, especially those holding on to one of the many religions, believe these events to be God(s)-given and supernatural in origin. Since the Red Sun is associated with Kriulith, Taarists believe that they are caused by Kriulith attempting to wake Taari and thus disturbing his dream. Some other religions look at these events as "punishments" for Mankind's sins. Scholars and scientists avoid using supernatural explanations for such events, considering them very strong natural disasters or at least as having natural causes.

Ancient texts indicate that these events are further accompanied by sights of strange, inexplicable beings, and Auniiri who have attempted to gaze back into these times report them to be much more chaotic and dreamlike, or rather nightmarish, than other events during this time. The reported beings range from ghostly humanoids and Elves, to fabled and legendary creatures like dragons and krakens, to bizarre entities whose bodies are constantly shifting and changing. These creatures, especially the latter, are associated with the mysterious Astral Gods by clandestine scholars of the arcane.
Falefel Mother

## Background information

Falafel's Mother is a character in Apple & Onion. Not much at all is known about her because she only appears briefly in a photo in the episode, Falafel's Fun Day.

## Appearance

She is a green piece of celery with a big brown meatball on top of her head. Her face is very wrinkly because she is most likely elderly and old.

## Personality

Not much is known about her personality, but from the photo we first see her in, she appears to be loving and loyal to her son, Falafel.

## Gallery

Screenshot 2020-06-04 at 3.31.25 PM (3).pngA close-up of Falafel's Mother in a photo standing next to Falafel.Falafel's Parents.pngFalafel and his family standing in a photo
Planet

A *planet* is a celestial body of (almost) spherical shape orbitting around a star or stars. From Tarris, only the planets of the Twin Suns can be seen, however, planets orbitting different, distant stars are believed to exist by many scholars, arcanists and philosophers, and mentioned in apocryphal texts of different ancient cultures. Since planets move very fast compared to the (seemingly) unmoving background stars, they are often refered to as "wanderers" or "wandering stars". This apparent movement in the sky is, of course, caused by them orbitting around the center of mass of the two Suns.

In the Twin Sun's system, there are eight known planets including Tarris, the third planet from the center. Not all planets are the same: the three outermost known planets have much larger diameters (estimated from their measured distance and apparent size in a telescope) and have colorful surfaces showing bands and stripes made of clouds, called "cloudworlds", as opposed to "stoneworlds" like Tarris. The fifth planet has an unknown composition and a very dark surface or cloud cover.

## The planets of the Twin Suns

1. Small and barren world with a crater-covered surface
2. Volcanic planet
3. Tarris
4. This planet appears to have liquid seas, similar to Tarris yet smaller than oceans. Furthermore, much of its surface is seemingly covered in snow.
5. D A R K N E S S
6. Jupiter
7. Saturn
8. Another gas giant
Lamar Abrams

Lamar Abrams is the show is COTC.

## Season 1

* The Powers (with Jeff Liu)
* Girls Day Out (with Stu Livingston)
* Bright Clouds (with Jeff Liu)
* Trick are Hallows (with Ashley Tallian, Angel Lorenzana, Charmaine Verhagen)
* Create a Kid (with Ashley Tallian, Angel Lorenzana)

### Season 2

* Great Britain (with Ashley Tallian, Angel Lorenzana)

### Season 3

* Looks Like I Best (with Ashley Tallian, Angel Lorenzana)
The Angeles

Location
 Status
 Chronology

**The Angeles** is a reality television series which originally aired on MTV from April 22,2023-Present.The show uses a reality television format, following the personal lives of several young adults living in Seaside Heights, NJ,

## Cast

### Timeline

The Cast of The Angeles
 Steve Hill | Yes
 Jenna Brown | Yes
 Kristen Bean | Yes
Boy City Greens

## Sponyis

Mabel going of the look of the crossovers.

## Boy City Greens

### Main Characters

Mabel PinesDipper PinesCraig WilliamsKelsey Pokoly

## Cast

* Philip Solomon as Craig
* Noel Wells as Kelsey
* Michael Croner as JP
* Kristen Schaal and Maggie Jones as Mabel
* Jason Ritter and Asher Bishop as Dipper
* Chris Houghton as Cricket
* Marieve Herington as Tilly
* Bob Joles as Bill
* Artemis Pebdani as Gramma Alice Green
* Wendi McLendon-Covey as Nancy Green
* Zeno Robinson as Remy

 Voice actors

## Other one

Boy City Greens/Transcript

Boy City Greens/gallery