Transcript of Literature and explicit criteria video
Teacher – Amanda Gilligan: Having quality literature in a classroom is the best way that you can engage your students, you can inspire your students and you can really just open up their whole world and their imaginations.
So now we're going to do some writing. And what we're going to do is we're really going to be taking all that great stuff we've learned from Margaret Wild and we're going to use that as inspiration for our own writing. What are the two main dreams that happen in the story? Khaled?
Student: One of them was the, uh.....the lion really, really wanted to move from his pedestal and he wanted to explore the park that he'd always look at.
Teacher – Amanda Gilligan: OK, so his dream is to come alive and to run through the park. He didn't get to have his dream, did he?
Student 1: No.
Teacher – Amanda Gilligan: No. What is Sara's dream? Eunalie?
Student: Sara's dream is that she could have a home to live with her baby brother.
Teacher – Amanda Gilligan: That's right.
Student: Because she just starves out there every day.
Teacher – Amanda Gilligan: Right, she's homeless, she doesn't have a home, so she needs somewhere to go to feel safe and warm and ...
Student: And be well fed.
Teacher – Amanda Gilligan: That's right, be well fed. That's right, Ryan.
Within the writing session, the students had to take all that great language and all the great sentence structures that Margaret Wild had used and use that as inspiration for their own writing, so they made their own compositions that were based on an inspiration from the text, the characters in 'The Stone Lion'.
So my first little marker I've got there is the word 'sat'. So it's like a cline of movement. These words are building up to something.
So when they were doing their writing they had to ... they knew they had a few steps of things that they had to cover, that they had to, if they were going to be really focusing in on what was meant to be achieved by today's lesson, then they had to meet that criteria. And so I want them to be really critical of their own work.
Student: With language, and then she used words and language that would really engage the audience and want them to read through the whole book.
Teacher – Amanda Gilligan: In reflection, they had to look back and say, "OK, well, yes, I met this and this, but maybe I should work on this." So ... and I think it's important for them to talk about that with a partner and that way they can have a little bit of peer reflection where they're discussing, "Well, yeah, I agree with you here, but maybe next time you could work on this part."