Transcript of Relationship between responding and composing video
Teacher: Quality literature enables the students to have a really good model to model their compositions off. They can transfer the knowledge of the vocab, the characters, the storyline and use it in their own compositions.
We’ve been learning about character in English haven’t we? And last week we read the story ‘Tanglewood’ by Margaret Wild. Straight away we got the feeling that Tanglewood was a person. And how did Margaret Wild make us think that Tanglewood was a person? In this page especially we really liked this picture and who can remember why we liked this picture? Margaret Wild … Vivienne Goodman drew the pictures to go with the story, but Margaret Wild would have thought of the idea. What was happening?
Student: They made the tree look like it was reaching out to the seagull.
Teacher: The tree was reaching out for the seagull. ‘Don’t go, don’t leave me!’
The learning intention was to create an interesting character that an audience could connect with. This term we’ve been studying a variety of characters from different texts. I wanted the students to transfer their knowledge of character into their own compositions. I really wanted them to think imaginatively and creatively in creating a character that an audience could connect with.
So, now today when you go back you’re going to work with your thinking partners and you’re going to come up with those inside qualities that makes your shoe interesting and a really strong character.
I supported my students by giving them a scaffold so it directed their learning and showed them what I wanted them to come up with. I walked around and helped the students who needed it. And I also had the ‘What if?’ scenario for the students who were you know just to challenge them a bit more.
You’ve all been thinking imaginatively and creatively and come up with some really good characters with your shoes. What we’re going to do now is I’m going to get you into groups of four. So, thinking pairs are going to meet up with another thinking pair and you’re going to introduce your character to the other group. So, it will be an introduction where you’ll explain your character to the other group and you might have similarities between your characters and you can talk about that as well. So, you’ll both introduce your characters and talk about similarities and reasons why you picked those particular character traits.
Student: Our character’s worst day ever was when she got returned back to the store.
Student: Because the owner didn’t fit in her.
Teacher: Oh, so she was the wrong size.
Teacher: Oh dear. So, she had to go back to the shoe store and be lonely again.
Teacher: Well done girls, I love your thinking. Some really good ideas here and you’ve thought everything through. Well done.