Transcript of Composing texts video

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Teacher:
I planned the lesson today around Anthony Browne’s text in collaboration with a colleague as we were trying to really delve into using quality literature and how could we use some of Anthony Browne’s visual techniques and get the children to have an understanding of how to use them in their own compositions. So, in this lesson it was all really about engaging with their own personal experiences with fears just like the character in the story which is Billy who was frightened of many things. So, we were able to make connections between the students and their own experiences which was able to really engage them in the learning processes that we were going through.

In this picture here we can see that Anthony Browne has used demand because he has Billy here looking straight at us, he’s trying to grab our attention. He’s trying to make us connect with him so that we can start understanding how he is feeling. On the next page the picture changes. You can see that Billy is still looking straight at us so demand is being used, we’re still connected to him. But you can see that the colours have started to change. We can see a sepia tone being used and that’s trying to tell us that he is imagining these thoughts.

In terms of differentiation we really provided a lot of support in terms of prompting and visuals to really engage those students that were unable to use the metalanguage as effectively as some of the other students. For the students who were really engaged and able to use the metalanguage quite well we were able to extend them by getting them to think about in terms of their composition, things that they would have changed for next time. The children have been able to transfer their knowledge of those features across a range of texts and now also to be able to compose their own text using those features.

Krezlee and Anantleen, just having a little look at this picture. Krezlee, do you think you could tell us a little bit about why you think the colours have been used and whether or not you think demand or offer has been used in this picture?

Student:
I think that it’s also because he’s not staring at us and he’s staring at the TV. And Anthony Browne used red to use that he’s angry.

Teacher:
Hmm, yeah he does look very angry doesn’t he in this picture?

Student:
Yes, but he doesn’t have a smile.

Student:
I think it’s offer because it’s looking at a different direction. When I look at the colour black it makes me feel lonely, so I think that she is lonely.

Teacher:
Oh, very good. Well done Chelsea. Thank you very much.

Teacher:
So if you could tell me a little bit about whether or not I’ve used demand or offer in this picture. What do you think?

Student:
You used offer because you’re looking at the fire.

Teacher:
Okay and why do you think that red has been used in this illustration?

Student:
Because it’s danger.

Teacher:
What’s dangerous?

Student:
Fire.

Teacher:
The fire is dangerous. Well done.

We really want to tap into actually understanding that there are different ways of composing text and that they can do that in a visual form and demonstrate their understanding that way. The students were able to transfer their knowledge from what we had read and viewed in the text that we had been looking at into their own compositions where they’re able to create their own illustrations.

Student:
I used demand because I was trying to grab your attention that I was scared of birds.

Teacher:
Okay and talk to us a little bit about the colours that you’ve used.

Student:
I used black to show that I was scared.

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