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R Clifton Media Literacy Presentation

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Media Literacy presentation

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R Clifton Media Literacy Presentation

  1. 1. Media Literacy Rachael Clifton
  2. 2. Planning Text/ book/ video stimulus: How to train your dragon. Youtubetime.com- to select a part of a clip Phase 1- Predicting Phase 2- Comprehension Phase 3- Sentence level Phase 4- Text level (imitate and innovate) Phase 5- Big Write Use tell me grid to predict what they think will happen in the story from the OST. Extend into a description of what they imagine they can see.  Different AF questions based on the video  Zone of relevance based on the character Hiccup.  Role on the wall of the character Hiccup.  Read extract of the book -google play books app. Children annotate text. Use screen chomp to create a video to speak over.  Compare with the video using venn diagram  Super short story- film on ipads after shots lesson  Linking paragraphs/ interesting openers. Use two snippets from the film. Children create opening sentences to link the two.  Appropriate high level vocab Children to imitate areas of weakness in story writing  Story start  Problem- resolution  Character description  Opposite characters-good/ bad  Character flaws Features of an adventure story (see powerpoint and SC) Contrasting characters Character flaws Collaborative working-sentence tennis Story based on ‘How to train your dragon’  Plan using a format  Write  Peer/self/teacher assess  Redraft On-going grammar activities-starters/ warm-ups  Word types  Antonyms and synonyms  Connectives  Fronted adverbials Incidental writing opportunities:  NCR on Night Fury- black dragon  Newspaper report on the events  Diary entry Outcomes (from NC):  making comparisons within and across books  identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own  in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed  selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning  in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action  assessing the effectiveness of their own and others’ writing  proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning  using expanded noun phrases to convey complicated information concisely  using commas to clarify meaning or avoid ambiguity in writing IT opportunities: Analysing film Using talk-points -Camera angles- screen online -spot the shots. What shot and why? -Film their own different angles. Spellings:  Endings which sound like /ʃəs/ spelt –cious or – tious  Endings which sound like /ʃəl/ -cial -tial  Homophones  Recap on all rules
  3. 3. Predicting
  4. 4. Comprehension • What is the first thing that’s said? • How many totems were at the start view? • Where do they live? • How many generations have lived there? Recall questions • What kind of person is Hiccup? • Does the main character feel he fits in? Inference questions • How does Hiccup feel towards Astrid? • Why does Hiccup think his life will be better if he kills a dragon?
  5. 5. Sentence level
  6. 6. Text analysis http://screenchomp.com/t/FtpaUz88AEjf
  7. 7. Trading cards Based upon a card in the book and information we had found out. The children wrote their own for a character from the book. They then redrafted these and created their own cards.
  8. 8. Super-short story A grammatical focus was using relative pronouns. So the children wrote their own sentence using these. Then chose the shot type and drew an image of the shot. From this they filmed their own super-short story.
  9. 9. Text focus Then, from the text, we hunted for ‘good’ words. We then used these to write our own sentences in this style. These were kept in a vocab bag to reuse.
  10. 10. Setting We watched the introduction to the film again and looked at the setting. We discussed how the film didn’t describe it but as writers we would.
  11. 11. Characters Again based on the film, we looked at characters and any flaws they had. Hiccup was opposite to all his family= didn’t fit in. The children created their own characters with a flaw.
  12. 12. Problem Decision wheel Writing to extend from this decision wheel.
  13. 13. Big write They then finally wrote their own story in the style of ‘How to train your dragon’.
  14. 14. Next… News report on a dragon attack. The children will create a script and then film it. For this activity I will introduce them to their film teams.

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