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Celebrating us: http://celebratingus.webnode.com/

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This series of middle years English lessons celebrates creative and cultural diversity. It uses picture books from the free online International Children's Digital Library.

This series of middle years English lessons celebrates creative and cultural diversity. It uses picture books from the free online International Children's Digital Library.

Published in: Education, Technology

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  • 1. Thanks to: Todd Brownlow, Julie Lewis, Sarah Hamad, Jenny Shlemon & Amy Krisenthal
  • 2. Let's celebrate diversity and the talents of every student in the class. Leading to these optional outcomes: • A class photo exhibition • A class art show • An ebook featuring all classmates • 3D Me – A set of ipad tasks for a small group 10 weeks duration - Years 5-9 - Choose 5 books, not all
  • 3. 8 online picture books from the International Children's Digital Library - 'Read books' http://en.childrenslibrary.org/
  • 4. www.youtube.com/watch?v=laRP25bMGcY The online picture books for Celebrating Us explore various cultures. They also celebrate the ingenuity & creativity of individuals. They are springboards for higher order tasks.
  • 5. Tasks: Discussion tasks, cultural research tasks, point of view tasks, book reviews, multimodal slideshows, blogging tasks, image-based tasks. Representing tasks...
  • 6. Aim: The aim of English in Years K-10 is to enable students to understand and use language and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful. IE STUDENT-CENTRED, students as composers Objective C: Think in ways that are imaginative, creative, interpretive and critical Objective D: Express themselves and their relationships with others and their world Objective E: Reflect on their own ways of learning Types of texts: Imaginative, persuasive and informative
  • 7. • Modelled, guided, independent practice learning cycle • Learning intentions & criteria for success are shared • Teacher uses model texts to show what 'good' looks like • Writing partner conferencing or thinking tools group work are modelled first • Students will need explicit teaching about visual literacy, in order to produce images, animations and slideshows to maximum effect • There is a constant bridge between inferential reading & evocative composing - so that students use, and learn about, their own creativity. They understand & use the codes, stereotypes & clues commonly used by authors/composers to convey meanings in a compressed, shorthand way
  • 8. • Students are inspired by IMAGES and by DISCUSSING • Students are inspired by HIGHER ORDER tasks • Students like to SHARE their work - writing partners & blogging beyond the school. REAL AUDIENCES • Students like to use Web 2.0 tools / ipad apps - FUN • Reluctant writers really enjoy the focus on IDEAS and AUDIENCE IMPACT first, proof read later. WE CAN'T FAIL AT EXPRESSING OURSELVES CREATIVELY. • Students need the TOOLS to do a task well. THINKING TOOLS
  • 9. http://peppercornsandnuggets.weebly.com - Birrong Girls http://laurenceandkaramandhuzaifa.weebly.com - Blacktown Boys http://imagesandwritingideas.webnode.com - Image cards
  • 10. • Book trailers: videos, slideshows, ebooks • Story cubes - Thanks to Amy Krisenthal's students
  • 11. • Look at the Learning Across the Curriculum items, to generate a big idea + higher order question to answer, if you need inspiration • How does diversity enrich our classrooms & impact on our creativity? • Choose very high quality texts which explore the question. Include animations, picture books, factual texts How does the composer explore themes of creativity and diversity? • Syllabus: Look at Objectives C and D at your stage level, select outcomes to create a higher order assignment task. • Create an endpoint task which responds to the meanings in the text / author’s style • Backward map: Look at the other Objectives [A,B, E] to select outcomes for the skills which will need to be taught and other assessment for learning tasks to be done along the way
  • 12. • Select syllabus outcomes to build towards the assignment task • Underline key words from the syllabus outcomes you select. • Think of student tasks that bring the key words to life, building to the assignment and linking to your big idea. • Mind map: Which key terms/concepts will all students need to be taught? Which skills will they need to learn? Thinking tools? Which products will they make? Enrichment options? • Assessment for learning: Which snapshots of learning, or "have a go tasks", will you set to check their progress along the way? This is work that students will do alone/in pairs… • Worksheets/scaffolds: Which resources will you gather or make, to suit your specific class? • Feedback from students: Thumbs up? Traffic lights?
  • 13. Rubistar rubric maker - Search by author email address lizziechase@hotmail.com - 9 rubrics - Extract below... Model text + rubric Create checklist WITH students.
  • 14. OPTIONS for teachers to choose ONE from: Create an e-picture book which celebrates • a specific cultural heritage • diversity • our class • wisdom about living a good life • 21st century heroes Fiction or non-Fiction
  • 15. OPTIONS: Teachers will choose some from these, NOT ALL...  Book review - personal commentary style  Cultural research about a country  Autobiographical writing: a powerful memory  Fiction – short piece, a story starter  Opinion piece – Persuade others OR Reflect on an issue  Representing task – Show 3+ themes visually in images  Slideshow
  • 16. This 5 week blog offers differentiated tasks and CHOICES Students blog in - They choose one task per week [can do extra] http://super6plus.edublogs.org
  • 17. Before I write lessons, I create a one page overview of tasks for each book/text - using the 4 Rs
  • 18. Assessment for learning pack
  • 19. The following slides are very simple tasters to show what each app can do. Your students can do MUCH more sophisticated Explorations of their identity! Partner work for conference participants: Use the apps to make simple multimedia texts and share them with your partner...
  • 20. Donna speaks
  • 21. Nathan and the sheriff in Antarctica "I have reluctant writers queuing with their scripts to use Puppet Pals. This process has got them past the usual blocker of worrying about their spelling." Todd Brownlow, Teacher
  • 22. Easter fun
  • 23. The bin speaks
  • 24. Pete's family photos
  • 25. Lizzie example Students of Julie Lewis: AJ, Phoenix, Filia http://sdrv.ms/X5qQHJ
  • 26. http://sdrv.ms/Za22tw Thanks to: Anica, Shona, Victoria, Catherine, Christian, Nathan