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[ICTs in English] Re: RE: Children's books unit


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  • From: David Schaumann <dsc AT mcglashan.school.nz>
  • To: "ictenglish AT mailinglist.tki.org.nz" <ictenglish AT mailinglist.tki.org.nz>
  • Subject: [ICTs in English] Re: RE: Children's books unit
  • Date: Tue, 15 Mar 2011 15:25:23 +1300

Fantastic ideas here - thanks
- I really like the idea of the different contexts for different styles
through The Jolly Postman.

Now just a matter of seeing how the technology can be harnessed

On 15/03/2011, at 1:13 PM, "Peter Boyle"
<pboyle AT waikato.ac.nz>
wrote:

> Hello David
> I used to have classes of Year 9 / 10 write and publish children's story
> books based around the "Jolly Postman and other People's Letters" structure.
> In that story, the story structure is based around the postman delivering
> mail to different characters from children's fairy tales. Eg, a postcard
> (from overseas) from Jack to the Giant, invitation to dance for Cinderella,
> letter of apology from Goldilocks to the bears, a formal legal letter
> seeking damages from the wolf, written by the solicitors acting for the
> Three Pigs.
>
> The point is, each page contained an envelope with a different genre of
> writing, often combined with a visual (eg postcard was produced as postcard
> (complete with scene, stamp, etc), the legal letter had logo, etc.
>
> I used to have my class go to local primary school, pair up with one of the
> younger ones, find out what interests the primary students had, then for
> next 4-5 weeks my students would write drafts/edit/produce final pages and
> produce their books. My assessment criterias were based on three different
> writing genre as well as visual layout. Then at the deadline, my students
> would go back to primary school students and read their stories.
>
> Important to have audience/purpose - as we all know. Helped so much with
> motivation and enthusiasm to get things right. My students sometimes used to
> check out some with their student audience before final book produced - type
> of ongoing dialogue while book being produced.
>
> I also used a similar format with stories (based on individual research and
> genre writing) using the Mystery of the Mary Celeste story. Read the story,
> showed examples of diary/log writing, formal writing, artifacts that were
> found, and the Court of Inquiry documents that attempted to explore certain
> theories explaining the mystery. Students then wrote their own mystery
> (past, present, future), produced evidence, writing etc to explain their
> mystery. This was both written, visual and they gave a speech summarizing
> their explained mystery.
>
> I have another similar book based around a Batman story - various types of
> writing contained in pullout pages in the book - this for an older audience.
> But book contains maps, telexes, memos, story fragments, etc - all made to
> look old and authentic.
>
> I wonder what such a story structure (esp Jolly Postman) might look like
> using online resources with online links to bring up the various genre
> writing. I have never tried with computers but I am sure it could be very
> effective.
>
> Sorry - bit of a long response. Maybe something for you here though.
>
> Kind regards
> Peter
>
> Peter Boyle
> Te Kotahitanga/Literacy Adviser (Secondary)
> School Support Services
> "Your Learning Partners"
>
> Waikato University
> (Tauranga)
> 07) 577 5314
> 027 472 5086
>
>
> -----Original Message-----
> From: David Schaumann
> [mailto:dsc AT mcglashan.school.nz]
>
> Sent: Monday, 14 March 2011 1:46 p.m.
> To:
> ictenglish AT mailinglist.tki.org.nz
> Subject: [ICTs in English] Children's books unit
>
> Hi all.
>
> I'm lucky enough to be teaching a top Year 9 class who all have laptops.
> We're soon to begin a unit on Children's story books - exploring conventions
> and style, then producing their own.
>
> I'm looking for good ideas for the teaching of this - resources and
> activities which make good use of the laptops to enhance student learning.
>
> Any ideas?
> --
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