Flattening the Page - NWP


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Flattening the Page - NWP

  1. 1. Presented by Kevin Hodgson Western Massachusetts Writing Project Fall 2006 Flattening the Page: Picture Books in Multiple Mediums
  2. 2. Rationale of Digital Book Project <ul><li>Connecting math with writing makes material and learning more accessible and interconnected for students </li></ul><ul><li>Integration of technology in a meaningful way </li></ul><ul><li>Design and production of a book becomes practical activity </li></ul><ul><li>Writing and publishing for a very authentic audience </li></ul><ul><li>Original artwork (no clip art allowed!) </li></ul><ul><li>Student-directed learning process </li></ul>
  3. 3. The Collaborators <ul><li>Media Specialist worked with students on understanding the design and intent of picture books </li></ul><ul><li>Art teacher explained how art is used as a device for storytelling in picture books </li></ul><ul><li>Math teacher provided foundation of basic math concepts </li></ul><ul><li>Writing/technology teacher (me!) introduced the compositional elements of planning, drafting and creating a book </li></ul>
  4. 4. The Writing Plan <ul><li>Week One : Come up with a mathematical concept and target a specific audience. Develop a storyboard with sketch drawings and frame story ideas. Mini-lessons about using PowerPoint – tinker and play! </li></ul><ul><li>Week Two : Write a rough draft of the story in Microsoft Word and proofread. Begin work on the computers. </li></ul><ul><li>Week Three : Work towards completion of pictures and words; Consider adding multimedia elements such as audio narration, slide and image transitions, etc. Classmates read and critique the developing picture books, providing authentic input for revisions. </li></ul><ul><li>Week Four : Invite students from younger grades to tour the classroom in round robin format, reading and/or listening to stories and asking questions of writers; reflect on process and experience. </li></ul><ul><li>Week Five and beyond : Publish the picture books to the Sixth Grade Weblog (for families) and print out two copies of every book (one for writers and one for school library). Teacher grades projects. </li></ul>
  5. 5. Math Concepts Embedded in Picture Books <ul><li>Number Sense </li></ul><ul><li>Shape recognition </li></ul><ul><li>Money calculations </li></ul><ul><li>Addition/subtraction/multiplication/division </li></ul><ul><li>Angles </li></ul><ul><li>Measurement </li></ul>
  6. 6. Some Examples of Student Work
  8. 8. Everything you see has or is a shape! There are triangles, stars, circles, diamonds, trapezoids, hexagons, octagons and any other kind of shape you can think of!
  9. 9. On Monday I saw circles everywhere! In math class there was the clock, my teacher’s spots, circles on the black board. They were all different sizes but all the same shape
  10. 10. The Math Machine By: Allison B. and Kristi E.
  11. 11. The seal asked them what 2x5 was. Do you know? When they answered they went back into the machine and it brought them to another icebergs. There was a mama seal on it. She asked them what 2x4 was. Do you know? When the doors re-opened they were on a big iceberg with a big seal on it 2x5 = 10 2x4 = 8
  12. 12. The seal asked them what 2x3 was. Do you know? When they answered they went back into the machine and it brought them to another icebergs. 2x3 = 6
  13. 13. They answered again and The Math Machine brought them to another iceberg with a baby seal on it. There was a mama seal on it. She asked them what 2x2 was. Do you know? 2x2 = 4
  14. 14. By Meghan and Renee
  15. 15. Page 1 <ul><li>One day in Timbuktu Ellie went outside to read her favorite book, The Odyssey , since her glasses are for long distance she put them down on the grass beside her. </li></ul>
  16. 16. Page 2 <ul><li>Just as she got settled down to read the phone rang in side. She went to get it as a big, black crow came and swooped down to get the OVAL glasses. </li></ul><ul><li>Definition: Having the shape of an egg </li></ul>
  17. 17. Publishing Venues – Authentic Audience <ul><li>Younger grades visited and watch “books” on the computers, asked questions </li></ul><ul><li>Published a PDF version to our Weblog site for families to view as a slide shows </li></ul><ul><li>Burned copies of books onto CD for students to keep </li></ul><ul><li>Printed out paper copies for both home and for school library </li></ul>
  18. 18. Student Reflections My favorite part of the project was …. <ul><li>“… hiding answers underneath images. It felt like a lift-the-flap book on the computer.” – Nathan B. </li></ul><ul><li>… adding our voice to the book. It was neat to hear the recording, even though the quality wasn’t too good.” – Andrew G. </li></ul>
  19. 19. Student Reflections The hardest part of the project was … <ul><li>“… using the computer. I couldn’t get the hang of Paint. I didn’t like my pictures.” – Miranda O. </li></ul><ul><li>“… the paper version of our book. All the cool stuff had to be taken out.” – Melanie B. </li></ul>
  20. 20. What happens when you flatten a digital book? <ul><li>You lose sound </li></ul><ul><li>You lose moving images </li></ul><ul><li>The “flaps” disappear </li></ul><ul><li>You lose the interaction with audience </li></ul><ul><li>It impacts your overall design process </li></ul>
  21. 21. What Other Possibilities Exist With Technology? <ul><li>Video Introductions by Authors </li></ul><ul><li>Hyper-linking outside of books </li></ul><ul><li>Audience reconfiguring the story (re-sequencing frames or mixing two or more stories together) </li></ul><ul><li>Audience recording their own reactions to the story with audio </li></ul>
  22. 22. The End Some lingering questions to think about: How does technology change the way in which young people compose stories and writing? Is technology a distraction or can it extend their skills as writers? What do you think?