Collaborative charts created as part of our inanimate aliceunit of  work.<br />
The students knew from the very beginning of this unit what was expected of them.<br />These expectations are linked back ...
During and after viewing episode 1 ...<br />Students worked together to record their questions and wonderings.<br />This  ...
After viewing episode 1 ...<br />Lots of group discussion on the  elements of a narrative<br /><ul><li>Every narrative has...
They may also have ....
But a really good one will ...</li></ul>Many of the lists included in this presentation were generated as part of whole cl...
After reading and viewing episode 1 students compared digital narratives with print narratives  .... <br />Students worked...
A critical task for the students was the discussion around the differences they noticed as a reader of print and digital t...
After viewing episodes 1 & 2 students were asked ...<br /><ul><li>What do you know about Alice?
What don’t you know about Alice?
What do you infer about Alice?</li></ul>Throughout this unit students were expected to be able to justify and provide evid...
Before viewing episode 3 students were asked to predict what they expected using their knowledge from episodes 1 & 2.<br /...
Before beginning the challenge of writing their own episode students spent lots of time on analysis of...<br /><ul><li>Tex...
Visual features</li></li></ul><li>How will what you know about the TEXT and the VISUALS impact your decisions as a writer ...
Viewing the episodes as authors .......<br />Each group was given a specific question to focus on then share their finding...
STORYLINE: What elements/themes can you identify that are common to all three episodes?<br />
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Charts

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Charts developed by teacher and students as part of a unit on digital literacy

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Charts

  1. 1. Collaborative charts created as part of our inanimate aliceunit of work.<br />
  2. 2. The students knew from the very beginning of this unit what was expected of them.<br />These expectations are linked back to our Victorian Essential Learning Standards (VELS)<br />Students were encouraged to keep these in mind when making choices about working partners.<br />
  3. 3. During and after viewing episode 1 ...<br />Students worked together to record their questions and wonderings.<br />This is the list generated during whole class discussion<br />
  4. 4. After viewing episode 1 ...<br />Lots of group discussion on the elements of a narrative<br /><ul><li>Every narrative has ....
  5. 5. They may also have ....
  6. 6. But a really good one will ...</li></ul>Many of the lists included in this presentation were generated as part of whole class sharing of ideas, that were developed during small group discussions.<br />
  7. 7. After reading and viewing episode 1 students compared digital narratives with print narratives .... <br />Students worked together to complete task before generating a list as a class.<br />
  8. 8. A critical task for the students was the discussion around the differences they noticed as a reader of print and digital texts.<br />
  9. 9. After viewing episodes 1 & 2 students were asked ...<br /><ul><li>What do you know about Alice?
  10. 10. What don’t you know about Alice?
  11. 11. What do you infer about Alice?</li></ul>Throughout this unit students were expected to be able to justify and provide evidence for their ideas and work.<br />
  12. 12. Before viewing episode 3 students were asked to predict what they expected using their knowledge from episodes 1 & 2.<br />PREDICTING EPISODE 3<br />
  13. 13. Before beginning the challenge of writing their own episode students spent lots of time on analysis of...<br /><ul><li>Text structure
  14. 14. Visual features</li></li></ul><li>How will what you know about the TEXT and the VISUALS impact your decisions as a writer and creator of digital fiction?<br />
  15. 15. Viewing the episodes as authors .......<br />Each group was given a specific question to focus on then share their findings with the class.<br />CHANGES: What differences are there in the three texts? Can you identify patterns in these differences?<br />
  16. 16. STORYLINE: What elements/themes can you identify that are common to all three episodes?<br />
  17. 17. AUTHOR’S CRAFT: What techniques and strategies has the author used to create this text?<br />
  18. 18. TEXT STRUCTURE: What is similar about how the text is structured across all three episodes? <br />
  19. 19. As writers of episode 4 the students were involved in many conversations with their writing partners, with each other and with us.<br />
  20. 20. Throughout this unit of work the students were very aware of the importance of accountable conversations.<br />Active listening and accountability in partnerships, small group and whole class discussions was valued and expected. <br />

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