Crunch, crackle, create - Middle years English enrichment lessons

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http://crunchcracklecreate.weebly.com
http://crunchyemerton.weebly.com
www.pinterest.com/lizziemchase
Participating teachers: Lizzie Chase, Rob Linas, Lisa Parrello, Todd Brownlow, Amy Krisenthal, Vanessa Linas, Shauna Pollard. Community: Sylvia McKenzie & Donna Sirmais.

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Crunch, crackle, create - Middle years English enrichment lessons

  1. 1. S4: Lizzie Chase, Amy Krisenthal, Shauna Pollard S3: Vanessa Linas, Lisa Parrello, Robert Linas, Todd Brownlow www.pinterest.com/lizziemchase
  2. 2.  DOWNLOADABLE: Crunch, crackle, create is a set of downloadable enrichment ideas for Stage 3 and 4 English students at http://crunchcracklecreate.weebly.com  SYLLABUS: The Crunch, crackle, create enrichment ideas support creative thinking, visual literacy, personal expression and multimodal composing tasks for the NSW English Syllabus K-10. Objectives C, D, E.  ENRICHMENT: The lesson ideas include the Williams, Maker and Bloom‟s Models, literature circles, Thinkers‟ Keys, Thinking Hats and Art Costa‟s Habits of Mind
  3. 3.  Objective C: Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-5C – Outcome 5  Objective D: Demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it EN4-7D – Outcome 7  Objective E: Uses, reflects on and assesses their individual and collaborative skills for learning EN4-9E – Outcome 9
  4. 4. Artistry/craft – Creativity - Intertextuality
  5. 5.          The fantastic flying books of Mr Morris Lessmore by William Joyce Magritte's marvelous hat by D.B. Johnson The exceptionally, extraordinarily ordinary first day of school by Albert Lorenz Roberto the insect architect by Nina Laden In search of happiness by Juliette Saumande Unforgotten by Tohby Riddle The quilt maker's gift by Jeff Brumbeau The three questions by Jon J Muth In the beech forest by Gary Crew
  6. 6. CREATIVITY under the microscope - Creative processes? Mine? Yours? Author’s creativity? Style? Visual techniques? Language? Music choices? Desired impact on audience?          Do we plan first or dive in? Work alone or with friends? Work mainly from feelings or logic? A mix? Gain inspiration from others? Do we share drafts with friends? What is the composer‟s style? What is my style? What are my themes? My intended impact? Homage works, memes, intertextuality, appropriation
  7. 7.  Where do we go and what do we create when we direct our own learning & our own creativity? Students in pairs set their own questions to research and created their own different multimodal texts Students created individual sculptures in response to a book http://crunchyemerton.weebly.com/ - S3 Shauna Pollard‟s lunch time writing club – Year 7 Students wrote their own imaginative pieces, inspired by a wordless picture book
  8. 8.      Students needing extension Gifted underachievers Fast finishers Writing club Artists‟ club: Multimodal texts
  9. 9. TEACHER PLANNING      Choose a rich central idea: What is creativity? Gather texts which explore this: print, multimodal Choose relevant syllabus thread/s: How is creativity represented in _? Which perspectives emerge? Narrative voice? Honour the centrality & artistry of the composer: How is creativity explored by D.B. Johnson in Magritte's marvelous hat? Author‟s language, images, style, themes Plan tasks which require students to express opinions, create new texts & reflect on their own learning FOR STUDENTS Follow that hat! If the hat fits…
  10. 10.    ASSESSMENT OF LEARNING: The final assessment – share criteria for success ASSESSMENT FOR LEARNING: Snapshots of student learning – teacher assesses & gives feedback to guide students ASSESSMENT AS LEARNING: Students assess their own and other students‟ learning – reflect on their drafts to improve
  11. 11. http://lizziechase.wix.com/cbcasuper6fun http://wiesnerfun.weebly.com/
  12. 12. DOWNLOADABLE LESSONS: http://celebratingus.webnode.com/
  13. 13. TALKING BOOKS EXHIBITION In the story, Morris Lessmore hears from books.   They tell their stories to him. Choose your favourite story and make a short 30 second “talking book” audio/video/slideshow presentation to persuade Morris to read you. (If you want, leave your title out, for people to GUESS the name of the book, from the clues you give.)
  14. 14.  Shaken then stirred William Joyce has used a hurricane to show how events can shake us up and take away our happiness. Create an animation/video/slideshow to show a dramatic process which steals happiness and some creatures/objects which restore it.  Remember that your music and colour/black and white images can change throughout, in homage to the Lessmore story, if you wish…
  15. 15. LOST PAGES EXHIBITION Morris loses the pages of his own life story & his personal reflections in the hurricane.     Choose/draw/paint a character image. Below, write a first person POV page from the MIDDLE or climax of your most exciting adventure. Then read your “lost page” aloud and record it Place a QR code on your page of writing – people will hear/watch you read when they scan the QR code
  16. 16. “Lost in a book” analogy (in the animation)  Make up an animation of a different analogy of your own. This could be an analogy about CREATIVITY.
  17. 17. De Bono‟s Thinking Hats – Exploring creativity PICTURE BOOK: Inspired by the book, create an „overlay‟ picture book, in which the meanings of the pages are altered when an overlay is used. COLLAGE or PAINTING: Create your own surreal landscape, inspired by Magritte, in which everyday objects or people are placed together in surprising ways OR they have magical aspects added. ANIMATION: Create a brief animation in which an object comes to life and is surprisingly useful for its owner. ANIMATION: Create an animation which SHOWS the roles of the 6 thinking hats, without any words.
  18. 18.   In the story, Magritte believes he needs his hat in order to create his art. Which emotional or physical conditions do you need in order to create? Which equipment? What triggers your best ideas? Do you have any „warm up‟ rituals?
  19. 19. Frank Willams‟ Enrichment Model [extracts]  ANALOGY: How is a school community like a group of jungle animals? How is a school like a time capsule? How is a mind like a world? How is a perspective like a journalist‟s camera?  EXAMPLES OF CHANGE: Explain the most positive and the most challenging aspects of moving to a new school.
  20. 20. Frank Willams‟ Enrichment Model [extracts]  SKILLS OF SEARCH: Interview an expert, an artist or musician to hear about their development, their ideas, their beliefs and attitudes. Present a summary of your findings. Explain three approaches you will apply in your own journey as a learner.  PROVOCATIVE QUESTION: If we never experience exactly the same reality, how can we truly share our ideas about the world as we each see it? What does „I think therefore I am‟ mean?
  21. 21. June Maker‟s Enrichment Model Content, process & product modifications METHODS OF INQUIRY: Google „architectural design brief‟. Find some practical examples. Explain their layout and requirements. What does an architect discuss with clients? OPEN-ENDED PROCESSING: How can we work together creatively to solve housing shortages and homelessness? See Habitat for humanity. Other ideas? Brainstorm…
  22. 22. June Maker, continued. REAL WORLD PROBLEMS   Choose your own real world problem which requires a DESIGN solution and create a design to solve the problem. OR Create a multimedia text which tackles the issue of „pushing children into conformity‟ in an imaginative way: the tone may be informative, rebellious, idiosyncratic, humorous, angry, speculativ e…
  23. 23. LITERATURE CIRCLES Connector / Illustrator roles     Make a quilt patch design [or image] which shows what YOU think true kindness looks like – kindness to yourself, to others or to the earth. It can be a memory OR a wish. Create your own quilt pattern using repeated motifs – ask a learning partner to infer what it represents. Create a „riddle and treasure hunt‟ poster of your own. Provide cryptic clues in riddles on a separate sheet of paper so that people can find those objects within your poster image, after solving your riddles. Let‟s knit squares for the Wrap with love quilt project at http://www.artsandcraftsnsw.com.au/Wrap.htm
  24. 24. LITERATURE CIRCLES Discussion director      What is a fable? Why are they written? What do you like best about this fable? Dislike? In your opinion, what is the moral of this story? In your opinion, what makes a person wise? How do wise people act? Speak? Connect with others? The quilt maker is defiant. When should people be defiant? Why is defiance sometimes really good?
  25. 25. Tony Ryan‟s Thinkers‟ Keys WHAT IF?   What if Leo had told Nikolai the answers to the three questions when he first asked them? What would be different? What if you and your friends were animals? Which one would you be? Ask your friends which animal they would be and why. Make up character posters for you and your friends, with images and profile information.
  26. 26. Tony Ryan‟s Thinkers‟ Keys PICTURE KEY   Draw/paint/create a picture and require other students to explain its connections/parallels/links/thematic similarities to The three questions. Afterwards, discuss whether they did grasp the links you intended to make and whether they saw extra links which you did not see.
  27. 27. DESIGN YOUR OWN QUEST http://quest-games.weebly.com/    Tools: Tellagami app + Weebly website builder Process: Choose characters, settings, evil ruler, magical helpers, evil minions, weapons, strengths for a quest of your own Process: Record your quest instructions, using Tellagami & embed movies within a Weebly PRO website. – it takes 1-3 days]  Products: A blog or a board game [NB Weebly URLs need to be unblocked
  28. 28. http://quest-games.weebly.com/xavier---hero.html Blacktown Boys HS: http://laurenceandkaramandhuzaifa.weebly.com Nepean HS GIRL QUEST BLOGGERS: http://girlquestbloggers.weebly.com/ DOWNLOAD TEACHING RESOURCES: http://bandofheroes.weebly.com/
  29. 29. http://quest-games.weebly.com/game.html
  30. 30. http://quest-games.weebly.com/3d-game.html
  31. 31. REVISED BLOOM’S TAXONOMY: CREATE  Homage piece: Create a story in which a character wanders invisible and disconnected from others, until „seen‟ and connected with by another character.   Guernica appropriation: See the original Guernica painting, then watch www.youtube.com/watch?v=jc1Nfx4c5LQ Appropriation: Take a white angel on another journey in a book or slideshow narrative; acknowledge you are referencing Riddle‟s angels in your dedication: To Tohby Riddle’s impossible birds. Appropriation shares & extends meanings in a big, ongoing cultural exchange. Memes: Ideas or video concepts that go viral. Eg People are awesome videos on YouTube. You may wish to get an angel meme „original‟ going in your class & share all the resulting slideshow variations.
  32. 32. POSSIBILITIES    Create a slideshow of images to accompany the “play forward” version Create a slideshow of images to accompany the “rewind” version Create our own “play forward” & “rewind” texts on a theme that we choose
  33. 33. Art Costa‟s Habits of Mind INNOVATE:   Create a new Land to visit. Send a Sonic Pic app postcard about it, as if you are Alexander. Let‟s hear you talking about what you loved about your visit. Create 3 extra double page spreads for the book, showing and saying what happened in the Land of the Sweetie Pies, the Town of Good Friends and the Bay of the Beautiful Music. Compose music, using the Garage Band app, to accompany each page.
  34. 34. Art Costa‟s Habits of Mind QUESTION: This book answers the question „Where is happiness to be found?‟     Ask 3 more important questions about life and write your own opinion about the answer to each question. Discuss your questions in a group to find out people‟s thoughts. Find out their big questions and discuss these too. Afterwards, ask a learning partner to add their opinions in writing, about your questions.
  35. 35. Art Costa‟s Habits of Mind EMPATHISE:    Listen to a learning partner telling you the story of when they overcame fear and tried something new. Be happy with them that they broke out of their comfort zone. Write a diary entry by Grandpa. He is on the first night of his new adventure, travelling with Alexander. He tells the story of a new land that they visited that day. He thinks back on how he used to be ruled by worry and how free he now feels. Choose your own empathy task. You may write a diary entry from the perspective of one the people in the lands that Alexander travelled through, telling of Alexander‟s visit and how they felt about it.
  36. 36. Amy Krisenthal Chifley College, Shalvey Campus    The group The tasks The process
  37. 37. Happiness is a happily wedded couple that has love hearts gleaming in their eyes. Happiness is a sunny day that brings out laughter and fun. Happiness is jumping over the rainbow to find the treasure.
  38. 38. Dear Grandad, I‟m now in The Land of Relaxation and I absolutely love it here. All you do is sit down, watch TV or go to the beach…
  39. 39.    Teamwork Developing strengths Independent Learning

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