Lessons by Elizabeth Chase

Other worlds: To infinity and beyond with digital tools in the middle years Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink. Cartoons by Gina Harrowell. Photographs by Meg Davis.

Email lizziechase@hotmail.com to receive Word versions of worksheets. Post links to high quality digital stories, art work or multimedia at http://lizzieotherworlds.edublogs.org Picture books - lessons - visual literacy + research Mirror by Jeannie Baker Eric and The bird king and other sketches by Shaun Tan Night school by I Carmody and A Spudvilas Alive in the death zone by Lincoln Hall Lost worlds by John Howe The vampire book by Sally Regan

p. 2 p. 14 p. 25 p. 31 p. 40 p. 48

Novels for committed readers - lessons The spell of undoing by Paul Collins Beyond the knock-knock door by Scott Monk The whisperer by Fiona McIntosh This book is not good for you by P. Bosch 100 cupboards by N.D. Wilson Toby alone by Timothee de Fombelle

p. 56 p. 64 p. 75 p. 84 p. 96 p. 108

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Mirror by Jeannie Baker Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Mirror by Jeannie Baker

Theme: Theme Mirror worlds Books about other worlds allow us to hold a mirror up to our own imagination, behaviour, values and attitudes. We also learn that we are all similar in important ways.

Assignment: Assignment PhotoPeach slideshow with spiral display option

Featured digital tools with this text

Download this

Classtools.net

ICDL Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Australian Curriculum

NSW English Outcomes

Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year Year 8: 8 ACELT1632, ACELY1731, ACELY1736

Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18.

http://www.australiancurriculum.edu.au/

Quality Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Teaching and Learning Assumptions To avoid repetition throughout these lesson ideas, it is assumed that: • Discussion: Discussion Students have the opportunity to build up familiarity with key ideas and topic vocabulary, through talk • Explicit teaching and learning: learning Students participate in 1. modelled and 2. guided learning, before 3. working independently/in pairs/in groups • Cybersafety: Cybersafety Students know not to reveal details/surnames when online • Copyright: Copyright Students know issues & laws

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Discuss: Discuss Which route will we take between Morocco and Australia?

Prepare

Mirror by Jeannie Baker READ: READ

Task: Task Look at the book together. Discuss the illustrations, using the Walker Books Classroom Ideas for Mirror. Use the orientation task from the Classroom Ideas which assists students to visualise where Morocco is in relation to Australia. Purpose: Purpos Build field knowledge about where Morocco is and about its climate, housing, lifestyle. Skills: Skill •

Use Google Earth to zoom between countries

•

Conduct an images search in Google

•

Consider the Moroccan lifestyle in the Valley of the Roses

Imagine you have a magic carpet that can fly from Sydney to the Valley of Roses in Morocco. Teach: Teach Use Google Earth to plan a route between Morocco and Australia that includes travel over mountains, deserts, rainforests, volcanoes and oceans. Practise: Practise Students come forward to try out featured tools within Google Earth which have been explained by the teacher.

Download the free Google Earth software from http://earth.google.com Practise using this tool before teaching your class.

Mirror by Jeannie Baker Walker Books online classroom ideas for the book at www.walkerbooks.com.au/Teachers/Classroom-Ideas

Moroccan desert lifestyle worksheet on p.10

Search: Search Locate and discuss any images of the Valley of the Roses, Morocco within Google Earth OR conduct an Images search within Google. Discuss the lifestyle which is portrayed by these images, including climate, housing, technology and occupations in the Moroccan desert. Write: Write Students record their ideas on the

Moroccan desert lifestyle worksheet

Who: Who Teacher and whole class, using IWB

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Mirror by Jeannie Baker REFLECT: REFLECT THEMES, THEMES, VISUAL LITERACY

Discussion task: task What are the similarities and differences between daily life in the Moroccan desert and in urban Australia?

There are two boys and two families in this book. One family lives in a city in Australia and one lives in Morocco, North Africa. The lives of the two boys and their families look very different from each other and they are different. But some things connect them… just as some things are the same for all families no matter where they live. Jeannie Baker in Mirror. Skills: Skills Visual literacy analysis, using Kress and van Leeuwen’s Grammar of visual design terminology Who: Who Whole class discussion, then pairs

Discuss: Discuss Why is the title of the book Mirror? Students talk about the ways in which Moroccan life is the same as or different to Australian urban life. Teach: Teach What is a theme? They may have previously focused only on elements such as narrative structure, plot, characters or setting. Brainstorm and record: record Common literary themes [Life is a journey, Friendship is golden, Bravery means fighting your own fear, We are mirrors of each other] Teach: Teach Visual literacy elements such as colour symbolism, salience, shot angles, demand, vectors, so that students have the metalanguage to describe 1. what they see, 2. themes, plus 3. the illustration’s impact on them as readers/viewers. Practise in pairs: pairs Student pairs discuss, then show the whole class visual elements they have noted in a double page spread of a picture book, using visual literacy terms and explaining the impact of the illustration on a viewer. The Visual literacy elements worksheet may assist students in planning their explanation.

Evidence based answers Require students to justify their various views about possible themes or symbols in the book by giving evidence based on what they see. Explain that they must provide evidence for every theory they put forward. This will involve explanations such as the following: I

believe that Mirror is about X because I can see Y. OR I believe that X represents Y in the book because... OR Daily life in the desert in Morocco is X because I can see Y. Teacher background reading

An introduction to the grammar of visual design at http://portals.studentnet.edu.au/literacy/uploads/grammar.pdf.

Visual literacy elements worksheet on p.11

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Teach: Teach Explain to students that graphic organisers are useful for summarising key ideas and studying for exams.

ClassTools.net at http://classtools.net is a free

Mirror by Jeannie Baker REFLECT: REFLECT THINKING TOOLS Key ideas: ideas Students will find that graphic organisers are useful thinking tools for study. The graphic organiser has to match the purpose, each time. Sample graphic organiser grids: grids • PMI = Plus, Minus, Interesting • KWL= Know, Want to know, Learned • For/Against grids • Cause/Effect grids

Demonstrate: Demonstrate Show how to use the Venn diagram in Classtools.net, and invite students to assist you. Make notes together about an example which is unrelated to Mirror.

online digital tool containing a number of thinking tools, graphic organisers and quiz creators for student and teacher use.

Venn diagram planning sheet on p.12 Venn diagram in ClassTools.net at http://classtools.net/education-games-php/venn_intro

Student pairs: pairs Ask students to work in pairs at computers/on laptops to discuss differences and similarities between life in desert Morocco and urban Australia. Their task is to complete and save a Venn diagram on the topic: How are we

the same and different? Focus question: question What are the similarities and differences between daily life in the Moroccan desert and in urban Australia?

Share and assess: assess Teach students to copy and save the unique URL of their final, published version for retrieval and assessment later.

Skill: Skill Use a Venn diagram to record ideas about similarities and differences

Embed: Embed Teach students how to embed their diagram on a website or blog.

Who: Who Modelling/guided practice + Student pairs record ideas, using Classtools.net

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Mirror by Jeannie Baker Explain: Explain Jeannie will not reply personally â&#x20AC;&#x201C; but if she gets enough of the same questions, she adds extra information on her site.

RESPOND: EMAIL

Email task Send Jeannie Baker a class or personal email via her website at www.jeanniebaker.com, responding to favourite aspects of Mirror, naming themes, responding to visual aspects or asking questions.

Brainstorm: Brainstorm Collect student reactions to Mirror and any questions they have. Include student names in the brainstorm, next to their comments, so that a class email will contain comments by name.

Jeannie Bakerâ&#x20AC;&#x2122;s email

www.jeanniebaker.com/comments2.php

Modelled and guided writing Show students the appropriate layout and language to be used in an email to an author. Draft in Word: Compose the email draft together on the IWB in Word, and copy and paste the message into the Comments box, so that it will not be lost if there is an error with the Submit process. Teach about antianti-spamming box: box Explain the purpose of the anti-spamming box. Teach students how to enter the anti-spamming words and invite a volunteer to assist you to Type the two words.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Explain: Explain Mirror has been written to promote cultural harmony and cross cultural understandings. Explain these ideas to the students, explaining that greater understanding may lead to greater peace.

International Children's Digital Library at

Mirror by Jeannie Baker RESPOND: BOOK REVIEW

Book review task Go to the International Children's Digital Library at http://en.childrenslibrary.org Click on Read books [top menu]. Choose a picture book and review it. Skills: Skills •

•

Students understand the concepts of cultural harmony/cross cultural understandings

Explore Explore: With the class, explore the English language picture books in the International Children’s Digital Library at http://en.childrenslibrary.org. Read together: together Read one of these picture books together. How do harmony/cross cultural understanding feature as themes?

Search and read individually: individually Ask each student to locate and read a picture book within the Students discuss and evaluate a book of their own choice, giving evidence for their library that they really enjoy. response Share and discuss: discuss Ask students to share a page or two on the IWB of the book, explaining why Students write and share their book they liked it so much. reviews for an audience of their peers

Who: Who Students write their own book reviews, individually. They share these reviews aloud in small groups.

http://en.childrenslibrary.org.

Use a model book review – Annotate it •

Show students a model book review and discuss why it is so successful.

•

Annotate the language and structural features of the review together, so that students know what they need to include in order to write a successful review.

Book review: review Modelled and guided writing Teach students how to write a book review. Construct one together to build students’ confidence, before they work independently.

Checklist •

Provide a checklist for success

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Teach: Teach Explain cybersafety rules to students. They must never use their surnames as part of their user names. They must not reveal personal information online or post images of fellow students in publicly viewable multimodal presentations.

http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book].

Mirror by Jeannie Baker RERE-IMAGINE: SLIDESHOW

Slideshow presentation task Imagine that you are going to send someone of your own age in the Moroccan desert a presentation of your favourite local places. Take 7-10 photos and create a Photo peach presentation at http://photopeach.com.

Copyright information: information Explain the concept of intellectual property to students. Explain copyright laws to them.

PhotoPeach http://photopeach.com

Demonstrate: Demonstrate Show students how to create a

PhotoPeach slideshow. When it is made, show When it is made, click on Spiral to share with friends and explain why these places are special to you.

students how to click on Spiral to share their presentation with the class.

Skills: Skills Synthesis and transformation

Brainstorm: Brainstorm Discuss favourite places with students, before they brainstorm their own favourites.

â&#x20AC;˘

Students show their understandings of the ways in which we are mirrors of each other and the ways in which we are different.

Photograph: Photograph Students photograph their special places, in preparation.

Students are creators of their own expressive texts.

Create and share slideshows slideshows: Students explain why these places are special. They explain their music choice and the intended impact of the show on the Moroccan student.

Who: Who Students work individually to create a slideshow

Example Glockee, Mitchell HS http://photopeach.com/album/wjt4oe#spiral

My favourite places planner on p.13

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Moroccan desert lifestyle worksheet â&#x20AC;&#x201C; How is life the same as or different from life in urban Australia? Gather images and make notes

Climate

Clothing

Transport

Housing

Technology

Occupations

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Visual literacy elements worksheet – How do the elements below feature in your chosen illustration? What impact is created? Themes?

Colour – Colour symbolism? Stereotypes – Are there any immediately recognisable characters/types?

Salience – Does any object or character STAND out?

Shot angles – Does any object or character have a powerful status in the image, by looking down/being higher positionally?

Demand – Does any character look DIRECTLY at the viewer to DEMAND attention?

Vectors – Are there any lines directing your eyes on reading paths?

Themes – Does the illustration send a message about life? Humanity? What is the impact of the image on you – what is its message?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Venn diagram planning sheet – Complete the 2 circle shapes by hand – Label one circle Urban Australia and the other Moroccan Desert Write down similarities/differences between Urban Australia and the Moroccan Desert – similarities will go in the shared, middle space

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

My favourite places planner â&#x20AC;&#x201C; Write/sketch your 10 favourite local places â&#x20AC;&#x201C; then photograph them for a slideshow presentation

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Eric and The bird king and other sketches by Shaun Tan Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Eric and The bird king and other sketches by Shaun Tan

Eric is the story of a mysterious, miniature exchange student, while The bird king and other sketches allows students to see Tan’s drawings of other worlds and fantastical creatures.

Featured digital tools with this text

Assignment: Assignment OdoSketch imaginary creature Students must NOT register – only be visitors

Cubist faces

Fire painting

NB Use Flame in Explorer or Firefox.

Australian Curriculum

NSW English Outcomes

Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736

Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18.

http://www.australiancurriculum.edu.au/

Theme: Theme Imaginary worlds

Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Focus questions: questions What is creativity? What helps you to be creative?

Eric and The bird king and other sketches by

Discuss: iscuss Use a document scanner and an IWB to discuss Shaun Tan’s ideas about creativity and the images from these two books, as a class.

Teaching notes at

Eric by Shaun Tan READ: READ Read Eric and The bird king and other sketches by Shaun Tan together.

Creative processes task Read and discuss the FAQs about Shaun Tan's creative processes at www.shauntan.net What helps YOU to be creative? Purpose: Purpos To explore what creativity is Skills: Skill •

•

Reflect together on Shaun Tan’s images, ideas and processes Reflect individually on personal creativity and being in the flow Share and record ideas about creativity, in its many manifestations

Question: Question Ask students questions about illustrations in The bird king and other sketches, using the Teaching notes at www.windyhollowbooks.com.au/tn_birdking.pdf Explore: Explore Shaun Tan’s magical website features illustrations and reflections about these two books. Students will find the FAQs about his creative processes at www.shauntan.net/faq1.html very informative. Brainstorm and record: record Ask about students’ own creative processes. Find what inspires them and how they get into the flow.

Shaun Tan

www.windyhollowbooks.com.au/tn_birdking.pdf

Shaun Tan’s website – www.shauntan.net FAQs about his creative processes at www.shauntan.net/faq1.html

In making my selection, I considered a spectrum of interests: not just my familiar preoccupation with imaginary worlds and creatures, but including observational sketches of people, animals and landscapes which form the unseen backbone of all the other work. Shaun Tan in The bird king and other

sketches.

What inspires me? worksheet on p.20

Who: Who Teacher and whole class, using IWB

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Brainstorm: Brainstorm After reading Eric aloud, brainstorm with the class about the possible ages, appearance, mannerisms and cultural habits of the members of Eric’s host family.

Character word banks worksheet on p.21

Eric by Shaun Tan REFLECT: REFLECT POINT OF VIEW Key idea: idea We all see the world from different perspectives [=points of view]

Teach, then create word banks together: together Emphasise how hard it would be for a visitor from another world to interpret other people’s customs. Discuss how the human family may have appeared to Eric and create descriptive word banks for each character.

Point of view task Create the face of Eric's favourite person, as HE SAW IT. Use picassohead at www.picassohead.com/create.html. Write a paragraph from Eric's point of view about his favourite human. Read: Read Discuss with students the impact of the cubist work of Pablo Picasso shown in And Modelled and guided writing Picasso painted Guernica by Alain Serres and Students write a paragraph from Eric’s the 3D representation of Picasso’s Guernica at perspective – giving a description and his www.youtube.com/watch?v=I_65LYLzvvI. strongest memories of his favourite human. Demonstrate: Demonstrate Show students how to use This is a point of view, empathy based task which you can model by providing paragraph Picassohead. starter sentences, sentences if required. In addition, where necessary, work with the class to jointly construct a paragraph about one member of the family. Use words from the word banks to enrich the writing and include physical details, mannerisms and cultural habits.

Create: Create Ask students to create the face of Eric’s favourite human in the family, AS HE SAW IT, using picassohead at www.picassohead.com/create.html Write: Write Students write a character sketch about a member of the family, from Eric’s point of view.

And Picasso painted Guernica by Alain Serres 3D representation of Picasso’s Guernica at www.youtube.com/watch?v=I_65LYLzvvI

picassohead at www.picassohead.com/create.html

Brooke, Mitchell HS www.picassohead.com/?id=6f17bcf

The girl I stayed with had a tuft of hair that always stuck up. She had a pink potato face and it was round and chubby. She had a strange personality but she was sweet to me. She always talked about her life…

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Discuss: Discuss After reading The bird king and other sketches, discuss as a class the creative processes that loosen up and propel an artist to create imaginary creatures.

Flame by Peter Blaskovic at

Eric by Shaun Tan RESPOND RESPOND: SPOND CREATIVE PROCESSES Key ideas: ideas Creative processes include playfulness, lateral thinking and the ability to see mistakes as opportunities.

www.escapemotions.com/experiments/flame/index.html#top

[You may need to use Explorer or Firefox]

Flame creature paragraph planner on p.22

Create and share: share Show students how to explore their own creativity and share their ideas, using Flame by Peter Blaskovic in Explorer/Firefox at www.escapemotions.com/experiments/flame/index.html#top

Flame creature task – Explorer or Firefox Explore your own creativity. Use Flame to create a flame creature. Write a paragraph about your flame creature, describing your creature and explaining the impact you intend to create.

They screen capture their image into Word and write their paragraph below it. Modelled and guided writing: writing the task Ask students to write a paragraph about the Flame painting they create – describing their creature and explaining which effects they want to create in the viewer.

Skill: Skill Students write a paragraph to describe and explain the impact of their image of an imaginary creature. Who: Who Modelling/guided writing practice + Students work individually

Brainstorm and record: record Students gather descriptive words in a word bank, to be used in their writing. Discuss and annotate a model paragraph or jointly construct a paragraph with students which clearly describes the intended impact of the image on the audience.

Iesha, Mitchell HS

My picture is of a peacock with long feathers. I just did swirls everywhere. I want people to say and think that peacocks are beautiful and to feel like they’re in a rainbow.

Write and share: share Students write paragraphs.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Blurb task: task Explain to students that they will create their own imaginary creature which will feature in a picture book aimed at 10-12 year old readers.

Odosketch at http://sketch.odopod.com.

Eric by Shaun Tan RERE-IMAGINE: IMAGINE AUDIENCE, PURPOSE Key ideas: ideas Writers pitch their stories for specific audiences, purposes and contexts. Students will also pitch their stories to hook their readers.

Imaginary creature blurb task Create your own imaginary creature which will feature in a picture book you will write. Use Odosketch at http://sketch.odopod.com, as a visitor only. Do not register. Write a blurb for your book. Modelled and guided writing: writing Students discuss the features of a model blurb together or jointly construct a blurb before they work independently. Publish and share writing: writing Students polish and share their work in writers’ circles. Who: Who Modelling/guided writing practice + Students work individually, then share.

Teach about gripping narratives: narratives Remind students of the qualities, language and structural features of gripping narratives. Brainstorm and record: record Brainstorm ideas for plots involving imaginary creatures together as a class. Brainstorm themes as well. Create: Create Students make a character poster as a planner for their creature – showing the creature’s appearance and outlining its quirks of behaviour.

Students must NOT register for this tool. It generates their username from their email address. Teach students how to screen capture their painting into a Word document. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Student work samples [in the book].

Character poster planner on p.23 Storyboard on p.24

Guided storyboarding: storyboarding Jointly plan the arc of one sample story, using a storyboard, before students work independently on their own storyboards. Sketch: Sketch Students sketch their featured imaginary creature using Odosketch. Write and share: share Students write and share a blurb for their book, in writers’ circles.

Helena, Mitchell HS Cutie Wutie’s a little person with a funny head and a single hair on his head. He has green shoes, blue eyes and a black balloon. When Cutie Wutie is in the big city, he gets himself into a jumble and a mess when he meets a mouse, coz Cutie is only 3 inches tall!

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

What inspires me? How does my creativity show? EVERYONE is creative in their own wayâ&#x20AC;Ś Which picture of Shaun Tanâ&#x20AC;&#x2122;s do I like best? Why? Themes?

What inspires me? Who inspires me with their excellence? excellence?

Where do I show my creativity? creativity? Art/music/sporting team membership/technology/video games solver/problem solving/debating/clothing/hair/lateral thinker/other

How do I get into the FLOW of creativity?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Character word banks Physical description description

Clothing

Personal mannerisms and habits habits

Cultural habits

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Flame creature paragraph planner â&#x20AC;&#x201C; Flame works in Firefox or Explorer

My creature

My paragraph

My picture is of

I want people to feel that

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Character poster planner

My character

Blurb for my story

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Storyboard – Make notes to plan your story arc – Include interesting characters, complications and suspense – Create a blurb

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Night school by I Carmody and A Spudvilas Lesson ideas to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Night school by I Carmody and A Spudvilas [Year 6 students on a camp]

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Curriculum Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Featured digital tools with this text Painting tool

Use Firefox or Explorer

Theme: Theme Shadow worlds This picture book has been chosen as a text for the Other worlds project because of its parable-like quality and its use of a sustained metaphor about a battle to overcome darkness with light.

Assignment: Assignment Create a whole class page turning e-picture book. Essential free free tools for the the Other worlds project: project Adobe Flash Player and Java

ReadWriteThink Story map tool NSW English Outcomes Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18. Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Night school by I Carmody and A Spudvilas

Teaching and Learning

Resources

READ: READ Read Night school by I Carmody and A Spudvilas together.

Read together: together Use a document scanner and an IWB to read Night school to the class. Read the book once through without interruptions to savour it.

Night school by I Carmody and A Spudvilas

Purpose: Purpos Night school provides a model so that students can write their own picture book involving a sustained metaphor.

Focus questions: questions Is the man real? Is he a ghost? Why was he in the empty school? Should the children tell their teacher what happened during their night war? What do you do to lift your spirits and make you brave? Does this story have a moral? Skills: Skill •

Students reflect together on the ideas and images in Night school.

•

Students discuss the focus questions and provide evidence for their ideas, using visual literacy terms to support their analysis of images.

Who: Who Teacher and whole class, using IWB

Visual literacy discussion: discussion Re-read the story, discussing together how the illustrations amplify and embody its messages. In the context of responding to the book, choose a couple of pages which demonstrate key concepts from Kress and van Leeuwen’s grammar of visual design, such as colour symbolism, salience, shot angle, vectors, demand and offer so that students have the metalanguage to describe their responses to the story. Focus questions: questions In the story, the children face their fears and win the day. Is the man real? Is he a ghost? Why was he in the empty school? Should the children tell their teacher what happened during their night war? What do you do to lift your spirits and make you brave? Does this story have a moral?

NB This book may not be suitable for students who have experienced frightening or traumatic events.

Night school will appeal to students who enjoy philosophy and speculative, open ended discussions. Teacher background reading For a summary of visual literacy terms, suitable for teachers and upper secondary students, access An introduction to the grammar of visual design at http://portals.studentnet.edu.au/literacy/uploads/grammar.pdf.

Evidence based answers: answers Students provide reasons for their responses to the book. They include word and picture clues as evidence.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Night school by I Carmody and A Spudvilas

Teaching and Learning Learning

Resources

REFLECT REFLECT: FLECT THEMES AND MORALS

Teach: Remind students what themes are in stories. Explain what a moral is, reminding them of Aesop’s fables which they are likely to have encountered before.

Viscosity by Jeff Weir at

Key ideas: ideas Understanding themes and morals in stories. Providing evidence for opinions – using elaborated sentences, containing the word “because”.

Focus questions: questions What would life be like if it was always sunny? Would you miss the rain? Would you miss the shadows? What would it be like to live in a place where there was endless day and no night time? What is the relationship between light and darkness?

Viscosity task: task •

Create a visual representation of the relationship between darkness and light, using the Angular brush tool in Viscosity.

•

Write about your art afterwards to explain your picture and its symbolism.

http://windowseat.ca/viscosity/create.php.

Discuss: Discuss Reflect together about the relationship between darkness and light. Discuss the focus questions. Remind students that these discussion questions require opinion answers – there is no right or wrong answer. Evidence based answers: answers When students discuss the focus questions, require them to give visual, textual or anecdotal evidence for their opinions. Demonstrate: Demonstrate Show students how to use the brush tools in Viscosity. Create: Create Students create a visual representation of the relationship between darkness and light. These are creative personal expressions with no right or wrong responses. Fun and creativity are the focus. Students screen capture their image into Word. Write and share: share Students write about their art afterwards to explain their picture and its symbolism. They share their art and ideas.

Jaedan, Rydalmere East PS The tool Viscosity is useful in many ways. It lets your imagination unlock itself. My picture shows light battling against the darkness. This picture shows light penetrating dark and dark penetrating light in a hectic rumble between the two.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Night school by I Carmody and A Spudvilas

Teaching and Learning

Resources

RESPOND RESPOND: SPOND STORY AS JOURNEY

Teach: Teach Remind students that the illustrations in Night school have embodied the emotional journey that the children have taken from fear to happiness. Point out that illustrators of picture books are always listed in the author position, along with the writer, because the interrelationship between written text and image is so complete.

Fluid painter by Peter Blaskovic at

Key ideas: ideas Books often tell the story of an emotional journey for the main characters. They often emerge changed by their experiences. Illustrators of picture books are listed as co-authors because pictures convey the emotional journey so powerfully. task Fluid painter task: Paint an abstract landscape which expresses the hope and strength which the students feel at the end of Night school. Write and share: share Explain your painting, in a sentence or two. Fluid Painter is unique. It allows me to see real water, WATER, water painting. It really is ‘fluid’. I think it is creative, interesting and plain good the way you can control colour, brush size, brush strength and how ‘liquidy’ you want the smear to be.

Explain Fluid painter task: task Explain to students that their task is to use Fluid painter to create a landscape which expresses the joy which the students feel at the end of the story. They are also required to explain their painting process in a sentence or two. Demonstrate: Demonstrate Show students how to use Fluid painter – it is a magical liquid painting tool. Demonstrate how to choose the colours and background for the painting. This tool works in Explorer or Firefox. Guided practice: practice Invite students to experiment with the brush size, opacity, noise and liquidity settings and then choose to paint or smear.

www.escapemotions.com/experiments/fluid_painter/index.html

This tool works in Explorer or Firefox. Screen capture options Show students how to screen capture their painting into a Word document, so that students can write about the process. Save as a picture If students wish to save their capture as an image file, teach them to paste it into PowerPoint and right click to save as a picture. The Tool Tips for Liquid painter explain the screen capture process. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Student work samples [in the book].

Individual work: work Students paint and then write about their painting. They share their ideas.

Jaedan, Rydalmere East PS

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Night school by I Carmody and A Spudvilas

Teaching and Learning

Resources Resources

RERE-IMAGINE: IMAGINE SUSTAINED METAPHORS

Explain the task: task In explaining the task, remind the class about the characteristics of gripping narratives and explain the importance of pitching stories appropriately for their intended audience of 4-5 year olds.

Kids for Kenya, at www.mixbook.com/photobooks/education/kids-for-kenya-1246798

Key ideas: ideas Sustained metaphors use the same imagery over the course of a story to describe a character’s emotions or to embody a theme in the book. Picture book task

Night school has been about a journey from darkness into light. Stories are often about overcoming obstacles, personal change and journeys towards happiness. Work in groups to create images which contribute to a whole class Mixbook picture book without words for 4-5 year olds about a character who is alone and ends up with friends.

Extra information: information The sustained metaphor in Night school is that light equates to goodness, bravery and companionship. Explain to students that even though solitude CAN be refreshing and peaceful, for this particular task aloneness equates to isolation and people in groups are a metaphor for belonging.

Storyboarding and planning Read together: together Show students a sample book, Kids for Kenya. This will help them to know where the class is headed. They are going to produce an online, page turning ebook. Discuss visual visual literacy skills to portray loneliness and belonging: belonging Students will use their visual literacy understandings in portraying the movement of the main character from isolation to belonging. They will play with techniques such as vectors, shot angles, demand and offer, and colour symbolism to convey the character’s journey and to impact powerfully on the reader. Brainstorm, Brainstorm, choose choose and write storyline together: together Brainstorm possible characters, settings and scenarios for this picture book about the lonely one who finds friendship. Choose the character and complications which appeal most to the class, as the basis of the class story. Storyboard – allocate page illustrations to groups Create Mixbook story: story Create the story by importing the images. Share story with students.

ReadWriteThink has a useful student interactive for planning writing at http://tiny.cc/t6tzj Plan together for the story on an interactive whiteboard, using a storyboard approach. Jointly construct the written text together. After the written text has been composed, allocate the responsibility for each page illustration to a different group of students. Access clip clip art images in Word Show students that in the Insert menu in Word they can access Clip art images, and within Search in choose All collections to find images from the web, such as these images below. These images do not require citation in presentations.

Assemble the Mixbook pages Teacher builds the Mixbook pages to create the picture book.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Alive in the death zone by Lincoln Hall Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Alive in the death zone by Lincoln Hall

Alive in the death zone by Lincoln Hall has been chosen as a non-fiction text for the Other worlds project because the book provides a springboard for discussing with students the concepts of adventuring, setting personal goals and achieving one’s personal best.

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Australian Curriculum Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Theme: Theme Extreme worlds

Featured digital tools with this text

Search cube

Google sets

Assignment: Assignment Create a Prezi presentation using a canvas background and zooming options.

Timetoa

NSW English Outcomes Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18. Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Alive in the death zone by Lincoln Hall

Teaching and Learning

Resources

READ: READ Read extracts from Alive in the death zone by Lincoln Hall together.

Explain: Explain In 2006, Lincoln Hall was believed to have died from exposure on the slopes of Everest. He was later found alive and returned to safety in a gripping rescue effort.

Alive in the death zone by Lincoln Hall

Key ideas: ideas Accounts of expeditions by adventurers do more than provide their readers with information and inspiration, they offer an opportunity for readers to consider how THEY would respond in extreme situations.

Focus questions: questions What are the qualities of a person who is good in a crisis? How would you wish to behave in an extreme situation? Skills: Skill â&#x20AC;˘

â&#x20AC;˘

Students reflect together on the events in Chapters 5, 8 and 9. Students discuss the focus questions and provide evidence for their ideas.

Who: Who Teacher and whole class, using IWB

For teaching ideas, access Random House Australia teaching support kits for this book at www.randomhouse.com.au/Teachers/TeachingSupportKits.

Read together: together Use a document scanner and an IWB to read Chapters 5, 8 and 9 together . Discuss: Discuss Extreme situations may call forth extreme courage or self-sacrifice. It is important to discuss with students that extreme external events will set in motion a parallel series of inner events. Moral choices are inevitable, because our outer and inner worlds are inextricably linked. Focus questions: questions What are the qualities of a person who is good in a crisis? How would you wish to behave in an extreme situation? Evidence based answers: answers Students provide reasons for their responses to these questions. They include anecdotes, personal opinions, current affairs examples, and examples from the book as evidence.

..I told myself that I was never going to climb another mountain, and that climbing Himalayan mountains was too dangerous for me, as well as too cold and too painful. But as the months passed I could not stop thinking about the amazing adventures I had survived and the beautiful views I had seen. Lincoln Hall in Alive in the death zone. (p. 19)

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Alive in the death zone by Lincoln Hall

Teaching and Learning Learning

Resources

REFLECT: REFLECT GOOGLE RESEARCH SKILLS

Discuss: Discuss Explore why climbing this mountain remains so important to adventurers today.

Research skills: skill Use “FAQ”, “timeline”, “ppt”, “definition” at end of search terms to make searches more specific

As the tallest mountain in the world, Mt Everest has a profound impact on our collective imagination.

Discussion Discussion task: task Reflect on the impact of Mt Everest on our imaginations. Do you have major life goals, such as climbing Everest? Do you participate in extreme sports?

Search cube task: task After reading Alive in the death zone, use Search cube to discover a cube of information about Mount Everest. Search task: task Google timeline, image, video and map searches about Mt Everest Skills: Skills Students research basic information about Mt Everest, using online sources. Who: Who Paired research by students

Brainstorm extreme sports: sports Discover whether any class members participate in sports such as rock climbing, abseiling or paragliding. Find out if they skateboard, roller blade, run long distances, go bush bashing or motor cross riding. Brainstorm personal goals: goals Optional Lincoln Hall is a very goal oriented person. Find out students’ personal goals. This can only be done in a zone of safety, where students feel secure. Demonstrate how to research research basic facts about Mt Everest, Everest, using Google extras: extras Show students how to research Mt Everest. They will learn about its role in Nepalese culture and discover about the history of mountain climbing there. Demonstrate how to use Google sets, and how to conduct image, video and map searches in Google.

Explain to students that they will find condensed information quickly if they use these words at the end of Google searches: FAQ, timeline, ppt, definition, interactive, game. For example: Mt Everest FAQ, Mt Everest timeline, Mt Everest ppt, Mt Everest definition. FAQ means Frequently asked questions. Ppt means students will discover PowerPoint presentations about the topic.

Google sets – Generate topic vocabulary http://labs.google.com/sets Use Search cube at www.search-cube.com to find related information in a cube format.

Mt Everest research sheet on p.37

Paired work: work Students find and record basic information about Mt Everest

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Alive in the death zone by Lincoln Hall

Teaching and Learning

Resources

RESPOND: RESPOND TIMELINE

Explain task: task Tell students that they will create a timetoast timeline of the Mt Everest climb in 1984 described in Chapter 5.

Timeline planner on p.38

Timeline task Create a timetoast timeline at www.timetoast.com of the Mt Everest climb in 1984 described in Chapter 5. Skill: Skill â&#x20AC;˘

Students will construct and share a timeline.

Who: Who Whole class modelled and guided practice + individual student work

Timetoast at www.timetoast.com

Model timeline: timeline Show students the example by Ms Riley, Katlyn and Johanna at www.timetoast.com/timelines/83522 Demonstrate: Demonstrate Show students how to create a Timetoast timeline. Paired work: work Students prepare by re-reading Chapter 5 in pairs. They extract the key events and create a draft timeline on paper. Modelled and guided practice Teach students how to choose the start and end dates of their timeline, and how to measure and insert evenly spaced time intervals along the timeline to set it up before any information is added. If required, invite volunteers to assist you in completing the timeline in a joint construction on an interactive whiteboard.

Ronald, Rydalmere East PS www.timetoast.com/timelines/83531

http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Student work samples [in the book].

Independent work: work Students create and share their Timetoast timeline.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Alive in the death zone by Lincoln Hall

Teaching and Learning

Resources

RERE-IMAGINE: IMAGINE PREZI STORY MAP

Explain Prezi task: task Explain to students that they are going to create a story map, using Prezi . Their presentation will show the stages in the Everest ascent of 2006, described in Chapters 8 and 9 in Alive in the death zone.

Prezi at http://prezi.com

Prezi is an enjoyable alternative to PowerPoint which presents work on one large canvas and allows viewers to zoom in and out to follow a reading path.

Prezi is a tool which requires a) clarity about the physical or conceptual journey which it describes and b) thorough preparation.

Prezi presentation planner on p.39 Example

Teach storymapping: storymapping It is essential to draft the story map on paper before creating the online presentation. Teach students how to create a story map. Build a sample one with the class on an IWB, if required, about another topic. Demonstrate: Demonstrate Show students how to create a simple Prezi presentation.

Story mapping task Create a Prezi presentation at http://prezi.com of the stages in the Everest ascent of 2006 described in Chapters 8 and 9. Your Prezi presentation will automatically be public. Delete any practice prezis.

Paired drafting of Prezis Prezis: rezis Students work in pairs at the planning, drafting and editing stages of creating a Prezi. A few students may elect to collaborate in creating a final presentation, even though it will only appear in one Prezi account.

Johanna, Rydalmere East PS http://prezi.com/vwjoxowtbdd2/the-mt-everest-climb/

Individual work: work Students create their individual presentations and share them.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Mt Everest research sheet â&#x20AC;&#x201C; Research online and complete the task boxes below Insert a map of Mt Everest within Nepal

Insert a photograph of Mt Everest

When was Mt Everest climbed?

Insert an image of the 2 first climbers

Which two climbers climbers achieved this feat?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Timeline planner â&#x20AC;&#x201C; Remember to indicate start and end dates â&#x20AC;&#x201C; Measure out evenly spaced intervals on your timeline

______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Prezi presentation planner â&#x20AC;&#x201C; Plan the events and a reading path for your viewers on this canvas

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Lost worlds by John Howe Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Lost worlds by John Howe

Howes’ introduction, Hunting for unicorns, will provide rich material for discussion by gifted students. His views affirm that history is a puzzle, a series of fascinating stories, capable of multiple interpretations. We each live in a different world, in one sense.

Featured digital tools with this text Lost world artefacts Graphical dictionary Web 2.0 tools for research

Assignment: Create an Assignment information report cube, using Discovery box. Teachers need to register their school 1-2 weeks beforehand. NB This tool is not easy. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Phases in the research process

Australian Curriculum

NSW English Outcomes

Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18.

http://www.australiancurriculum.edu.au/

Theme: Theme Lost worlds

Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Introduce the artist: artist As an introduction to the book, show students the Lost worlds: A visit with John Howe video.

Lost worlds by John Howe

Lost worlds by John Howe READ: READ

Lost worlds: A visit with John Howe video at www.youtube.com/watch?v=lGaxYZX-N3Q.

Explain that Howe was the concept artist for the Lord of the rings movies.

Focus questions: questions Which is your favourite lost world from the book? Why is this so? Persuade others about the significance of this world.

There are two kinds of lost worlds: those abandoned in time, buried and forgotten, like Aratta or Mohenjo-Daro, and the ones that live in the imagination, from Atlantis to Camelot. The first ones we might call real, since they once had streets filled with people. The latter are real too, but in a different way; they embody our need for symbols and meaning. Each world tells us where we have come from, physically and spiritually. Some worlds are both. John Howe in Lost worlds (p. 9). Skills: Skills Students evaluate and persuade

Read extracts together: together Using a document scanner and an interactive whiteboard, read extracts together which have been selected from Lost worlds by students. Discuss: Discuss Evaluate and persuade â&#x20AC;&#x201C; Vote twice After reading about 3-4 lost worlds, ask students which one is their favourite. Record an initial tally of votes. In an extended discussion, require students to justify their opinions and to speak persuasively about their favourite lost world. Record a second tally of votes to see if peopleâ&#x20AC;&#x2122;s opinions have changed as a result of the persuasive discussions which they have heard.

What is a world, and how do you lose one? If history is any indication, humanity has created worlds from the very beginning, both by building hearths and by gazing at the stars in wonder. New worlds replace old; knowledge is gained and lost. A new world is born with each person, and one dies with each. Your world is not the same as mine and, though we may share much in common, each world is unique. (p.8)

Who: Who Whole class discussion

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching Teaching and Learning

Resources

Define: Define Teach students that artefacts are objects that have been left behind from the past.

A history of the world at

Lost worlds by John Howe REFLECT: REFLECT RESEARCH ARTEFACTS Key idea: idea History involves interpreting possible meanings and uses of artefacts left by former civilisations. Primary sources may provide historians with material for debate, and not always provide certainty.

Focus question: question What do the clothing, art, and science & technology related objects which are left behind tell us about the culture and inhabitants of a lost world? Skills: Skills •

Students describe and discuss artefacts from an ancient civilisation

•

Students interpret and debate the purpose and function of artefacts

•

Students provide evidence for their viewpoints and differentiate between facts and opinions

Who: Who Whole class discussion

www.bbc.co.uk/ahistoryoftheworld

Explain: Explain Discuss with students that artefacts can provide clues to past cultures & customs, but this may be only speculative. If we see illustrations and read texts from the period showing how objects were used, then this variety of primary sources can give us greater confidence about the function of the artefacts. Demonstrate: Demonstrate After reading extracts from Lost worlds, give students an overview of how to use the site A history of the world at www.bbc.co.uk/ahistoryoftheworld. Start your journey here: here Choose a time period on the timeline and search by Culture. Culture Next, search by Theme. Theme Discuss: Discuss Together, discuss the objects in sections such as Art, Art Clothing, Clothing Science & technology which interest you most.

Research process process – Prompt questions

http://tiny.cc/shle9 Research process web links relate to the NEXT lesson!

Web 2.0 tools for the research process

http://tiny.cc/5toxl

Focus question: question Speculate together about what the objects reveal about the culture and inhabitants of the lost world. Record ideas: ideas Students write down ideas which the class has come up with as a group.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Explain task: task Tell students that they are going to research one lost world mentioned in John Howes’ book. They should choose an ancient civilisation, rather than a mythical world.

Visuwords, at www.visuwords.com.

Lost worlds by John Howe RESPOND: RESPOND RESEARCH BASIC FACTS

Research task • Choose one culture from Lost worlds to research. E.g. Pompeii. •

•

Discover the basics about the topic, using Visuwords graphical dictionary at www.visuwords.com Make your own notes to summarise the important information about your topic.

Skills: Skills •

Students define key information to be researched and locate basic facts about the topic.

•

Students make notes and summarise information.

•

Students share their information in small groups.

Who: Who Individual students & group work

Define key terms: terms Explain that at the start of the research process students need to define key terms and find basic information through online encyclopedias and dictionaries. Process: http://tiny.cc/shle9 Demonstrate: Demonstrate Using an IWB, demonstrate how to use the graphical online dictionary, Visuwords for defining terms and for finding basic information about a topic before researching it in depth. If necessary, offer guided practice for the whole class by inviting volunteers to search for 3-4 terms on the IWB, so that students feel confident before they use Visuwords independently. Teach note making and summarising skills: skills Demonstrate and practise the key skills of evaluating sources, summarising main ideas and transforming ideas and information into one’s own words. Web 2.0 tools for research: http://tiny.cc/5toxl Individual research and note making: making Students research basic facts about their chosen lost world.

Basic facts worksheet on p.46 Go to the NSW DET School Libraries and Information Literacy Unit’s ISP matrix 710 page at http://tiny.cc/onpdx and scroll down to access and save the Information skills teaching ideas booklet. This resource has step by step suggestions to support explicit teaching of research skills to primary and secondary students. The Unit has a webpage displaying research skills sites for primary students at http://tiny.cc/rvtd9.

Research process: http://tiny.cc/shle9 Web 2.0 tools for research: http://tiny.cc/5toxl

Share: Share Students share their initial findings in groups.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Explain Discovery box research task: task Explain that students will build on their initial research about a lost world and create an information report, using

Discovery box at

Lost worlds by John Howe RERE-IMAGINE: IMAGINE ASSIGNMENT

Discovery box. Show classmates a Discovery box presentation you have created about Pompeii. Describe the volcanic eruption in 79 AD and explain why the excavation of Pompeii has been so important for historians.

Include 3-5 of the topics below in your discovery box. Mandatory: Mandatory 1. Volcanic eruption: eruption One cube written by you to describe 6 important aspects of what happened when the volcano erupted in Pompeii. Include the 3Ws: Where Pompeii was, when the eruption happened and what happened. 2. Learning from history: history One cube which shows 6 images of objects which have been found at Pompeii. Explain what they show historians about life in the Roman Empire. Optional: Optional 3. Maps: Maps One cube which shows 6 images of maps of Pompeii. 4. Streets of Pompeii: Pompeii One cube which shows 6 images of the ruins there. 5. Pliny’s account: account One cube which shows 6 extracts from Pliny’s account.

Show and discuss a model discovery box: box Look together at the Electricity box by byuan at http://discoverybox.e2bn.org/creator/viewer/show/65641. Discuss why it is effective and how it could be improved.

http://discoverybox.e2bn.org

Discovery box planner worksheet on p.47 A quick tour of students’ discovery boxes will show that very few students actually make a complete discovery box. Modify the assignment if your students will find the task daunting. Sample box – modified Pompeii task

Checklist for success: success After viewing the model, create a checklist for success together, so that students know what they need to do in order to succeed with their Discovery box presentation. Demonstrate: Demonstrate Show students step by step how to use Discovery box, using a prepared folder containing related web links, and information, image and sound files. Make sure your files are on a related topic, not the assignment topic. Research: Research Students find images, maps, sound, videos and web links about their lost world. Create: Create Students create their discovery boxes. Share in groups: groups In groups of 4, students give group members a guided tour of their discovery box. They give a short speech about the most important facts.

Ben, Rydalmere East PS [3 cubes – 3 layers] http://discoverybox.e2bn.org/creator/viewer/show/62039

Checklist for success in assignment: assignment o o o o o o

3Ws – Where, when, what Significance for historians Written in my own words Links to expert sites Creative Commons images Citations

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Basic facts â&#x20AC;&#x201C; Ancient civilisation â&#x20AC;&#x201C; Information sources: ______________________________________________________ Name of civilisation:

Significant Significant achievements of the civilisation

Area/countries it occupied:

Time period:

Any wars or conflicts? Why did it come to an end?

Any cultural legacies for us, in the 21st century?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Discovery box planner â&#x20AC;&#x201C; Gather these items in ONE folder â&#x20AC;&#x201C; Note the most important information, for your Guided Guided Tour speech about your box Maps

Basic facts: Where, when, what

Images of artefacts

Images of ruins OR archaeological digs

Significant events or people from the time

Legacy from the civilisation OR Writings from the time OR Videos about the time period

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The vampire book by Sally Regan Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text The vampire book by Sally Regan

The vampire book has been chosen as a text for the Other worlds project because the book

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Curriculum Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Theme: Theme Vampire worlds

provides a springboard for discussing the difference between fact and opinion with students.

Featured digital tools with this text

Fraud site

Website checklist

Film terminology

Assignment: Assignment Create a Domo animate presentation, from the perspective of a vampire. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Crosswords

Quiz

Comics

NSW English Outcomes Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondar Secondary: ondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18. Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Read extracts together: together Use a document scanner and an IWB to read extracts from The vampire book to the class as an introduction.

Multiple copies of The vampire book by Sally Regan

The vampire book by Sally Regan READ: READ FACT AND OPINION Using an IWB, read extracts from The vampire book by Sally Regan together.

Focus questions In pairs, read and explore the book: •

Discuss together which vampire legends are most interesting to you and why.

•

Discuss why you believe so many cultures have vampire legends.

•

• •

Look at the layout, images and language features of the book to analyse its blend of fact and fiction. Which features remind us this is fiction? Which features carry the stamp of factual authority? How is it similar to or different from Lost worlds by John Howe – it is also a blend of fact and fiction. Skills: Skills Students learn how to evaluate sources. Students learn how to distinguish between fact and opinion & identify bias.

Teach about fact and opinion: opinion Remind students of the distinction between fact and opinion. Explain that the legends in the book are fictional. However, the use of cultural facts and its layout lends it a decidedly factual tone. Teach how to evaluate sources for credibility and authority: authority Discuss which elements of a factual text appear to give it authority. Teach students how to evaluate sources for credibility. Look at Help save the

endangered Pacific Northwest Tree Octopus from extinction! at http://zapatopi.net/treeoctopus together. Because this fake site bears all the hallmarks of a factual site, viewers may switch off their critical reading skills. Website checklist checklist: hecklist http://tiny.cc/xu2x1 Teach how to check for bias: bias Teach students to find out if the author has any financial stake in a topic. Discuss one common example - major electricity providers often have websites which educate students about energy and conservation. These sites are written with a factual, neutral tone and presentation. They are actually strongly biased towards coal burning or nuclear energy because these activities give the electricity company its profits. Paired work: work Students discuss the focus questions.

Help save the endangered Pacific Northwest Tree Octopus from extinction! at http://zapatopi.net/treeoctopus Remind students to check out the About section of websites for the author’s expertise. Encourage students to understand that opinions can be presented as seemingly factual writing. Factual texts – layout elements The use of technical terms, fact boxes, maps, statistics, lists, FAQs, generalisations, nominalisation and the passive voice create an aura of authority on websites/in other texts.

Fraud site

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Website checklist

The vampire book by Sally Regan

Teaching and Learning

Resources The vampire book – sample quiz http://classtools.net/widgets/quiz_4/zqysJ.htm

REFLECT REFLECT: FLECT SCANNING SKILLS Key ideas: ideas Skimming is reading a text VERY fast to get the gist. Scanning is hunting for a specific word or phrase, at great speed, only looking for that word/phrase. A Contents, Index and Glossary can be scanned – they have different functions for researchers.

Crossword and quiz tasks In pairs, read interesting legends from the Blood demons: Spirits from the ancient world and Fairy folk of Celtic lore sections of the book. Create a crossword and quiz to test your classmates' skills at scanning for rapid information retrieval. Share in groups groups of 4 [2 pairs]: pairs] Each pair of students completes the crossword and quiz created by the other pair, using scanning skills.

Teach students how to scan for information: information Show students how to scan for specific information by dragging their fingers very fast down a page, only stopping when they see the word they are looking for.. Teach scanning, using Contents, Index, Glossary: Glossary Teach students to use the Contents at the front of The vampire book to find general categories of information, the Glossary to find word meanings, meanings and the Index at the back to find specific information. Read extracts together: together Using a document scanner and an IWB, read the Blood demons and Fairy folk sections in The vampire book to the class. Explain Explain tasks: tasks Request students to work in pairs to create a crossword and a quiz using information from The vampire book which will require other students to scan to find the answers. Students will quiz their classmates. Students plan Crossword clues and Quiz Quiz questions and answers: answers Paired student work in a Word document, to paste into quiz generator. Demonstrate: Demonstrate Show students how to make their crossword and their quiz – walk them through the steps. Students pairs make a crossword and quiz.

ReadWriteThink crossword puzzle tool www.readwritethink.org/files/resources/interactives/crossword

Once the student pairs have made their crossword quiz, another pair of students will complete the crossword online and also print it out, out so that you have a record of student crosswords. The answer key versions can also be printed out.

Classtools.net quiz generator http://classtools.net/education-games-php/quiz Student pairs need to write 10 quiz questions and matching answers on separate lines in Word. They place an asterisk between the question and answer each time. They paste these into the quiz. Example: Who was Lilith?*A winged demon Explain that students MUST save their game before playing. Show them how to click on the save icon, then save their game as an HTML file into a folder. They will go into that folder, open the file and link to the URL of the games whenever they wish to play them. Ask students to email you the URL of their games, so you can see their work.

Quiz and crossword planner worksheet on p.54

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The vampire book by Sally Regan

Teaching and Learning

RESPOND RESPOND: SPOND STEREOTYPES

Explain the task: task Students have built their knowledge about traditional views of vampires by reading The vampire book. Explain to students that they will now create a comic strip from the point of view of a vampire living incognito in the 21st century as a teenager. 21st century views do not see all vampires as completely evil.

Key ideas: ideas Stereotypes in fiction are character types which we quickly recognise. They create “shortcuts” for readers/viewers, who can instantly identify the patterns of behaviour typically assigned to each type.

Brainstorm and record stereotypes: stereotypes Brainstorm with students the range of stereotypes linked to contemporary depictions of teenage vampires. Point of view/perspective: view/perspective First person Record the vampire characters from students’ perspective is when the character is favourite vampire books and movies. talking [I, me] – this creates great Complete a grid about each character character type: type For immediacy and access for readers each character, describe his/her appearance, character, friendships, likes/dislikes, vampire powers and weaknesses. Cartoon task Use Bitstrips to create a 3 frame cartoon: Students Decide on the protagonist for the cartoon cartoon which shows the thought decide on a character which will feature in their bubbles of someone who is secretly a cartoon and whether their vampire will be a good vampire in a modern high school and character, an evil one or an enigmatic mixture. his or her friends don’t know… Teach about point of view: view Explain that the focus is on the point of view of the main character and Skill: Skill Students create a cartoon to express a the secret that they carry. [First person perspective] first person perspective, utilising the codes associated with a stereotypical character.

Create and share cartoon cartoon: on Individual student work

Resources

An introduction to the grammar of visual design at http://portals.studentnet.edu.au/literacy/uploads/grammar.pdf.

Remind students of visual literacy techniques, such as the use of vectors, vectors shot angles, angles salience, salience colour symbolism and stereotypes to convey symbolic meanings. If students require storyboarding practice, storyboard a sample 3 frame zombie cartoon together as a class, featuring the visual elements listed above, on an interactive whiteboard.

Bitstrips at www.bitstrips.com Demonstrate: Demonstrate Show students how to use Bitstrips. They can experiment in Make your own comic!, comic! but saving requires registration. Begin by selecting the number of frames for the cartoon and create a title. Using the Art library, library show students how to select characters, scenes, props, wall items, effects and shapes. Show how to use the Controls option to create facial expressions and body movements. Use Text bubbles to show the thoughts and dialogue of characters. www.bitstrips.com/create/comic

Teenage vampires grid worksheet on p.55

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The vampire book by Sally Regan

Teaching and Learning

Resources

RERE-IMAGINE: IMAGINE ANIMATIONS

Brainstorm: Brainstorm Ask students to name their favourite animations and list these. Then discuss why they are so successful and list the elements that students love.

Teacher background reading – film literacy Reading the screen and Writing the screen resources in the Teaching materials section on the Cineliteracy website. These PDFs can be found at

Animation task

Teach: Teach Teach students the metalanguage of film literacy and then revisit these favourite cartoons, analysing them in a more detailed and complex way.

Create a Domo animate presentation in which a vampire gets across what it’s like to be a vampire to an audience of primary school viewers… NB Use the woman in the red dress as a second vampire, if you wish. Focus questions in preparation: preparation • Is your vampire going to be humorous or strictly informative? •

•

Is your vampire going to be persuasive or factual in tone? Will the vampire get across their ideas in a monologue [talking heads style] OR through dialogue with another monster where they compare lifestyles?

Show and discuss: discuss Show an episode of an animation such as The Simpsons and analyse the use of sound, music, shot angles, lighting, colour symbolism, character stereotypes to impact on the viewer. Explain and discuss the animation task: task Explain to students that their task is to create a Domo animate presentation. It will feature a character talking about life as a vampire to an audience of primary aged children, in a humorous, cynical, frightening or intense way. Discuss the focus questions together.

www.lowsesschools.nsw.edu.au/resources/cineliteracy_vcd/index.html

Domo animate studio at http://domo.goanimate.com/studio. Guided practice: practice Using Domo Animate on an IWB, invite selected students to choose a background, characters, speech bubbles, props, music and camera effects for each scene you jointly create. They will drag elements from the side galleries to build the animation. Point out that students should place speech bubbles in from the sides because the bubbles can get cut off.

Create word banks: banks Brainstorm about the differences between factual and persuasive language and record informative and evocative words under 2 columns:

Vampire fact words/Vampire persuasion words. Demonstrate Domo animate: In the studio, show students how to click on the Domo drop down box and select Monsters Mayhem. Mayhem. Guided practice – step by step.

The vampire’s lament by Lizzie [20 secs] http://domo.goanimate.com/user/0oRRGgHEo8Ig/0nn2g-mBXCQg

Create and share: share Students create their animations.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Quiz and crossword planner â&#x20AC;&#x201C; Collect Q and As for a quiz [Asterix in middle] + Crossword words and their clues Read the Blood demons: Spirits from the ancient world and Fairy folk of Celtic lore sections in The vampire book by Sally Regan Regan Crossword - Words and clues Word: Lilith

Q and As â&#x20AC;&#x201C; Example - Who was Lilith?*A winged demon

Clue: Clue: Winged demon

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teenage vampires vampires grid Name

Stereotype [Cool, nerd, nerd, outsider, sports jock etc]

Appearance

Powers/Weaknesses Powers/Weaknesses

Hero? Anti hero? Flawed hero? Mixed motives?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The spell of undoing by Paul Collins Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text The spell of undoing by Paul Collins

The spell of undoing has been chosen as a text for the Other worlds project because the book

Theme: Theme Floating worlds

provides a springboard for discussing the hero’s journey, quests and the narrative power of unusual settings. It describes the floating medieval world of Quentaris. Featured digital tools with this text

Writing resources

Character map

Assignment: Assignment

Hero’s journey

Painting tool

Create a page turning e-picture book. This tool requires patience. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Teaching and Learning Assumptions To avoid repetition throughout these lesson ideas, it is assumed that: • Discussion: Discussion Students have the opportunity to build up familiarity with key ideas and topic vocabulary, through talk • Explicit teaching and learning: learning Students participate in 1. modelled and 2. guided learning, before 3. working independently/in pairs/in groups • Cybersafety Cybersafety: afety Students know not to reveal details/surnames when online • Copyright: Copyright Students know issues & laws

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

58 Teaching and Learning

Resources

Preview the book: book View the map of the city of Quentaris at www.quentaris.com/quentaris.htm. How is it typical of cities in the middle ages?

Multiple copies of The spell of undoing by Paul Collins.

The spell of undoing by Paul Collins READ: LANGUAGE OF SUSPENSE

Read The spell of undoing by Paul Collins in reading groups and whole class sessions, over a number of lessons.

People stumbled about, dazed by what had befallen them. Unbelievably, none of the city’s buildings had collapsed – magic bonding had held them firm – but anything loose such as market tables and wagons had been smashed to kindling. One by one the survivors of this catastrophe realised that their entire city was now drifting like a sky pirate’s ship over unfamiliar terrain. Paul Collins in The spell of undoing. (p. 51)

Discuss: Discuss Quentaris is typical of medieval cities, being ruled by a lord and surrounded by a city wall. Brainstorm with students what they know about medieval town life. Explain that life in a port city would involve a lot of visiting boats, and with those boats would come people and ideas from other places. Read online extract: extract Discuss how excitement and suspense are created in the extract from the book at www.quentaris.com/books_spell_undoing.htm. Discuss first impressions of the book together. Discuss and record language language used to describe characters in the extract: extract Track Collins’ language of suspense and excitement in the extract. Write 2 column headings: Tab/Masher Mildon. Collect the language trail which is linked to each character – the adjectives, adverbs and expressive verbs – to build a powerful sense of their distinct reactions and personalities.

Book title and cover The title of the book places a magic spell at the centre of things. The mountains behind Quentaris contain rift caves which open to other worlds. This is a setting which will offer surprises to the reader. Show students the cover of The spell of undoing to show that the port city of Quentaris becomes a floating world, a sky ship seeking its way home.

Fiction with a twist writing resources, at www.schools.nsw.edu.au/raps/twist/teachingideas.htm.

Extracts from novels, student writing samples, writing tips.

Teach: Teach Teach students how to show characters through their actions – SHOW, DO NOT TELL.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The spell of undoing by Paul Collins

REFLECT REFLECT: FLECT: HERO’S JOURNEY Key idea: idea The hero’s journey is used frequently in stories and is a powerful story pattern [archetype].

Teaching and Learning

Teach about the hero’s journey journey: ney Explain about common elements in the hero’s journey. Explain that The spell of undoing fits the hero’s journey pattern in these ways: Tab is the hero, the ice fire gem is the quest object that everyone is seeking, the enemy is the evil Tolrush king, his evil plot is to conquer Quentaris, the powerful magic is the Spell of Undoing, and Tab’s unexpected ally is the dragon.

Create your own fantasy hero task In many fantasy stories, there is a hero, a quest object, an enemy, an evil plot, some powerful magic and an unexpected ally. This is the case in The spell of undoing. Reflect on Tab's heroic qualities as the main character of this story. Create your own hero for a fantasy quest, using the Character map in the Literary elements graphic organiser at http://tiny.cc/rtkkz

Guided discussion about ways in which Tab is a hero: hero Use the ReadWriteThink interactive The hero’s journey to teach students about the hero pattern. Reflect together upon the ways in which Tab fits the heroic pattern and the ways in which she differs from it.

Resources

ReadWriteThink interactive The hero’s journey at http://tiny.cc/3vn3y Click clockwise on the figures around the circle, starting with the baby in arms, to discuss typical stages of the hero’s journey with students. Drag downwards on the brown vertical bar on the right side of the written text, to read the bottom of the passage which is hidden, out of sight.

Character map at http://tiny.cc/2dvi9

Explain character map task: task Explain to students that they will create a fantasy quest hero of their own.

Explain that students should read the prompts carefully when using the Character map. The prompts are scaffolds which assist students to develop their character. After modelling the process, provide students with independent opportunities to use the Character map to develop their own hero for their quest story plan. Request students to print their plans out because the interactive does not include a save function.

Demonstrate how to use the Character map.

Fantasy quest planner worksheet on p.62

Brainstorm possible plots for a fantasy quest. Use 7 headings to gather ideas from the students on an interactive whiteboard: hero names and appearance, unusual settings, quest objects, kinds of powerful magic, enemies/evil kingdoms, evil plots, allies.

Students use the Character map to develop their own hero for their quest story plan.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The spell of undoing by Paul Collins

Teach: Teach Explain to students that unusual settings have narrative power because their originality is provocative and intriguing to our imaginations.

RESPOND RESPOND: SPOND: SETTINGS Key idea: idea Unusual settings are provocative and intriguing to our imaginations.

Brainstorm together unusual settings from movies, animations and books. Record these and discuss why these settings are so memorable. Ask students to explain the impact of their favourite setting on them.

Floating city task The spell of undoing features the floating city, Quentaris. Use Canvastic.net at http://canvastic.net/ultraprimary/net_up.html

Teaching and Learning

prepare an image of your own floating city [it can be any object you like, not just a ship]. Write a brief description of your city.

Draft an illustration of a setting: setting Ask students to draft on paper a picture of a setting which they will use in a fantasy quest. This is the setting which goes with the hero and adventure they have just planned using the Character map. Write a description: description Modelled and guided practice Require them to write a short description of their setting. If necessary, model and then practise together how to write descriptions of places. Demonstrate how to paint with Canvastic. Model a variety of ways to use different brush sizes and colours to create effects. Create, describe and share: share Students paint their floating city and write a brief description.

Lake Bresha by Katlyn, Rydalmere East PS

Resources

Canvastic.net at http://canvastic.net/ultraprimary/net_up.html Guided practice Provide opportunities for students to explore the features of Canvastic.net before they create their own world. Encourage students to use aspects of the floating city designs that they have drawn on paper when they create and publish their designs using Canvastic.net. Save screen captures as JPEGs Ask students to save their images to their own drives as JPEGs and also to print them, so that you can see their paintings. This can be done by pasting the screen capture into PowerPoint and right clicking the mouse, to SAVE AS PICTURE. Screen capturing instructions Hold down CTRL and ALT keys at the same time on your keyboard, then click briefly on the Print Screen key â&#x20AC;&#x201C; this has photographed what is on the screen, now paste the screen capture into a new Word doc [or Power Point slide] and crop it to size, before saving.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The spell of undoing by Paul Collins

RERE-IMAGINE: IMAGINE: PICTURE BOOK

Online picture book task Gather or create your own images for a Storyjumper picture book. The book will have a 10-12 year old audience. It will be called Let’s write a fantasy quest. This book will be a writing stimulus. It will feature pictures and descriptions of a fantasy hero, setting, quest object, magic, enemy and ally. Also include the first paragraph of your fantasy quest, so that other writers can continue the story, if they wish… Skill: Skill Students plan and create a fantasy quest outline, utilising elements of the hero’s journey, as a writing stimulus for other students Who: Who Individual student work

Teaching and Learning

Explain task: task Show Stephanie’s example at http://tiny.cc/72ocs. Students will use the fantasy quest characters, scenario and setting they have already planned to create a writing stimulus for others. Demonstrate: Demonstrate Use the Tool tips for Storyjumper at http://otherworlds.yolasite.com to model step by step how to use Storyjumper. Show students how to upload their own images. Suggest that students choose the prop option for all images that they drag into their page frames. Remind them to choose the shape of the image BEFORE cropping it. Modelled and guided practice: practice Demonstrate that the X at the top right of editing boxes does not mean exit, it means delete. Show students how to move objects around within page frames, using the hand icon. On a second run through, using existing Storyjumper templates and images, invite student volunteers to create a page each. Demonstrate the save option, and how to click on the top left cloud to find, edit or publish their book in My. My Students create a practice book using Storyjumper templates and images and print it, BEFORE they create their fantasy quest books.

Resources

Storyjumper at www.storyjumper.com. Preparation As a teacher, sign up for the free cyber secure Classroom edition. edition. Set up classes and student accounts. These will not be viewable by the public. Access an array of narrative writing ideas at http://www.storyjumper.com/main/starter. Login Login and click on Create to see the dashboard. Explore Storyjumper and create stories yourself in preparation. By Stephanie http://tiny.cc/72ocs

Secrets of success in Storyjumper Share with students that the secrets to success are writing in Word first and also using the undo button within Storyjumper as required. Another tip, when using small text boxes, is to break the writing up in Word beforehand to fit the width of the boxes.

Let’s write a fantasy – Planner on p.63

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Fantasy quest planner Hero name

Heroâ&#x20AC;&#x2122;s appearance

Unusual setting

Quest object

Powerful magic

Enemy/evil kingdom

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Allies

Let’s write a fantasy – Planner – Make sure your Storyjumper presentation has these 8 slides Title slide – Let’s write a fantasy

Image of hero + Name

Image of setting + Name

Image of quest object + Name

Type of magic

Image of enemy + Name

Image of ally + Name

First paragraph of the fantasy, as a story starter

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Beyond the knock-knock door by Scott Monk Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Beyond the knock-knock door by Scott Monk

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, ook featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Curriculum Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Theme: Theme Riddle worlds The book provides a springboard for discussion about issues such as fantasy worlds, bullying, the strength of family ties and the injustice of the divide between the 1st world and the 3rd world, or as some people call it, the ¾ world.

Featured digital tools with this text Assignment: Assignment Mindmapping

Visual literacy terminology for teachers

Multimedia suite

Create a multimedia online poster, as a journal entry for a character in the book. Essential free tools for th the Other worlds project: project Adobe Flash Player and Java Teaching and Learning Assumptions To avoid repetition throughout these lesson ideas, it is assumed that: • Discussion: Discussion Students have the opportunity to build up familiarity with key ideas and topic vocabulary, through talk • Explicit teaching and learning: learning Students participate in 1. modelled and 2. guided learning, before 3. working independently/in pairs/in groups • Cybersafety: Cybersafety Students know not to reveal details/surnames when online • Copyright: Copyright Students know issues & laws

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Beyond the knock-knock door

Teaching and Learning

by Scott Monk READ: SOCIAL JUSTICE ISSUES

Background information: information Monk hopes that Australian children will make a connection to their own lives, that they will think about where so many of the goods and foods they consume Read Beyond the knock-knock door actually come from and about the working by Scott Monk over a number of lessons, in conditions for those producers. His skill is in reading groups, and in whole class sessions. having written a great story where this is one thread but never dominates. Family dynamics are Eating into the mountain was a funny and real and the Venetian style city of deep open-cut mine. Thousands of Pacifico, with its carnival and harlequins, will slaves swung picks, drilled holes, spark studentsâ&#x20AC;&#x2122; imaginations. Riddles are another shouldered heavy baskets of rubble interesting thread in the novel.

or manned water pumps. Most were brown-skinned; the rest, pale-white Pacificans in rags. They laboured at the rock face or slumped on the zigzagging pathways, awaiting death. Overseeing the mining were modern-day pirates. They threatened, bullied or whipped any slave who slackened off. Scott Monk in Beyond the knockknock door. (p. 283)

Resources Multiple copies of Beyond the knock-knock door by Scott Monk

Teaching support kit by Scott Monk and Sarah Haley at http://tiny.cc/qe261. Book trailer video at www.youtube.com/watch?v=HELVS3ZObfw Scott Monk talking www.youtube.com/watch?v=IrarOVCkbD0&feature=related

Preview the book together: together Which techniques build suspense in the book trailer video at www.youtube.com/watch?v=HELVS3ZObfw? What do you think about the points made by Scott Monk about his aims in writing the novel, and about themes in the book at www.youtube.com/watch?v=IrarOVCkbD0&feature=related? Discuss themes in the book: book Use the substantial Teaching support kit by Scott Monk and Sarah Haley at www.randomhouse.com.au/.../Kids/TeacherGuides /Beyond_3.7_small.pdf. This has many questions and worksheets about the book.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Beyond the knock-knock door by Scott Monk REFLECT: CATEGORISING Key idea: idea CATEGORISING is a vital thinking skill. When students group details into categories, main ideas, trends or implications they are analysing and evaluating information in a way that enables problem solving.

Mind maps about two worlds task After reading the book, go to the Creaza suite of tools at www.creaza.com. Click on Tools to create 2 mind maps using Mindomo. In the centre of one, write Pacifico and make notes about the sights that the triplets see there. In the centre of the second one, write Tahoke and list what he shows them about his people, the Thirteen Tribes. Skills: Skills Students create categories of information and draw conclusions. Who: Who Guided whole class practice with first mindmap; individual work for second one.

Teaching and Learning

Resources

Explain the task: task There are two ways that this task can be approached. 1. Choose topics and subtopics related to Pacifico to brainstorm about or 2. Gather detailed impressions first about Pacifico – then group them into categories later.

Mindomo in Creaza at www.creaza.com Tutorial video about Mindomo at

Brainstorm and record: record If you choose option 2, brainstorm together first about striking visual and cultural impressions of Pacifico. Afterwards, notice which details belong together and group them under topic and subtopic headings. Similarly, brainstorm together about everything that Tahoke shows the triplets about his people and then group related ideas together into topics and subtopics. Teach: Teach Grouping ideas ideas into categories is an important thinking skill Explain to students that this second step in brainstorming, where related information is clustered together, provides the basis for creating mind maps with a branching structure, such as Mindomo mind maps. CATEGORISING is a vital thinking skill. It is an analysing skill. Demonstration and guided practice: practice Create a Pacifico mindmap with students.

www.creaza.com/mindomo. Mindomo instructions: instructions Sign in to Creaza at www.creaza.com and click on Tools. Mindomo allows users to Insert topics, subtopics, notes and relationship connectors by selecting an item on the mindmap, then clicking on the desired item in the Insert menu. Items can be annotated with icons from the Symbols menu, indicating an idea, advantage, disadvantage or question. Students’ own images can be inserted into the mind map. Sample Pacifico mindmap

Rydalmere East PS – Class mind map You will need to be signed in to Creaza to view these mind maps. www.creaza.com/my_homepage/mindomo/13371934

Sample Tahoke Tahoke mind map by Alice www.creaza.com/my_homepage/mindomo/13582865

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Beyond the knock-knock door by Scott Monk RESPOND: POINT POINT OF VIEW Key ideas: ideas A first person point of view can be represented visually, as well as through words. Visual literacy techniques allow the creator to express themes and assist with characterisation. characterisation

Represent a theme visually: visually Point of view task Using Cartoonist in Creaza at www.creaza.com, create a 1, 2 or 3 frame cartoon that expresses the views of one of the major or minor characters in the book.

Michael’s point of view – speech bubble

“This is a place where they don’t care about their slaves. The Scorned should be treated better. Sam has to play the role of a whole different gender and Luke cares about the food. Here is a sad place where the people think that I’m a great hero when all I’m wearing is a costume.” Alice, Rydalmere East PS

Teaching and Learning

Resources

Explain the task: task Students will create a first person point of view cartoon.

Teacher background reading

Teach: Teach Explain visual literacy techniques and metalanguage from Kress and van Leeuwen’s grammar of visual design such as colour symbolism, character stereotypes, salience, demand and offer, and low and high angle shots, so that they have the knowledge and skills to use these elements in creating a first person point of view cartoon. Brainstorm and record themes from the book: book Remind students about what a theme is. Brainstorm the themes in the book. They will refer to Mindomo mind maps.

An introduction to the grammar of visual design at http://portals.studentnet.edu.au/literacy/uploads/grammar.pdf.

Themes on p.70 Bowman characters on p.71 Cartoonist in Creaza at www.creaza.com

2. Cartoonist: Modelled and guided practice Using an IWB, show students the helpful tutorial video for Cartoonist at www.creaza.com/cartoonist. Login to Creaza Characters brainstorm: brainstorm Brainstorm with at www.creaza.com and click on Cartoonist in students about the personality and habits of each the Tools menu. Demonstrate how to create a Bowman triplet and next to each practice cartoon using the Classic cartoons or personality/habit, students can suggest how this Historical universes options. Invite students may be manifested visually in a cartoon to work with you and show students how to expressing that character’s point of view. Other select backgrounds, characters and moods. characters can also be used for this task. Explain how to add new slides and to copy pre-existing slides to conserve elements of the 1. Storyboarding: Storyboarding Students prepare a same background. Invite students to storyboard for their cartoon task. Model the storyboarding process, and then jointly create contribute speech and thoughts and to add cartoonist effects, where appropriate for a 2-3 frame storyboard from the perspective impact. of a cruel king, as a practice task, if needed.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Beyond the knock-knock door

Teaching and Learning

Resources

Teach: Teach Explain to students that in many books the main characters are changed by their experiences. In fact, as readers, we can be changed significantly by entering other worlds and taking the journey along with the main characters.

Preparation Teachers can set up cyber secure online classes, in which student logins are attached to their teacher accounts. Otherwise, students can register if they satisfy the age eligibility requirements.

Brainstorm amazing book titles and record: record Ask students to describe books which have really changed them. Students may share in pairs.

Amazing books on p.72 Changes on p.73 + Glog planner on p.74

by Scott Monk

RERE-IMAGINE: IMAGINE: LIFE CHANGING Key ideas ideas: Books can be life changing Reading an amazing book can take us to new worlds, change our ways of seeing the world and change our whole life direction. Gender perspectives: perspectives Authors often write using another gender’s perspective in their writing – Scott Monk has done a great job of walking in Samantha’s shoes. Students are welcome to adopt the perspective of either main character, Samantha or Michael, regardless of their own gender.

Point of view journal task: task The adventure is over and the triplets are back home again. Create a journal entry in an online poster using Try to create your glog at Glogster EDU at http://edu.glogster.com that shows what Michael OR Sam learned from their time beyond the Knock-knock door [about life, about treachery, about the rich world, about slavery (page 283-4), about cooperating together etc]. Get into character – so you choose images and words that sound just them!

Glogster EDU at http://edu.glogster.com. Brainstorm what the Bowmans have learned: learned Discuss and record what students believe the Bowman triplets have learned through their experiences. Ask students which visual memories the triplets are likely to carry with them.

Demonstrate: Demonstrate Show students how to create an online, multimedia poster, called a glog. This demonstration will occur in Try to create yours, yours a section which does not require a login. This practice glog will not save. For glogs to be saved, registration is required.

Discuss the impact of the book on students: students Ask students to mention any aspect of Beyond the knock-knock door which has sparked their imaginations, inspired their own writing or spurred them to change.

Guided practice: practice Invite students to construct a glog with you – create it from Luke’s perspective, so that students will not feel stale about creating their own glogs from Samantha or Michael’s perspective. Show students how to include multimedia elements such as embedded videos, sound and web links.

Explain Explain the journal task: task Show students http://seybqbv.edu.glogster.com/samantha Demonstrate Glogster EDU: EDU See Create: Create Students create and share glogs.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Themes in Beyond the KnockKnock-Knock Door by Scott Monk

Themes

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Bowman characters â&#x20AC;&#x201C; Choose one character - Think about how you will represent represent their personality and attitudes visually in a cartoon Character

Personality

Appearance = show their personality

Speech bubble to show attitudes

Luke â&#x20AC;&#x201C; Class discussion

Sam

Michael

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Amazing books – How it changed me is optional optional – Just share if you wish – Discuss these books in pairs or small groups Title/Series

Front cover image

Why it’s great

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

How it changed me

Changes â&#x20AC;&#x201C; How have the events in Beyond the Knockrelationship and views about the world? Knock-Knock Door changed the triplets, their relationship Character

Adventures

What theyâ&#x20AC;&#x2122;ve learned

Visual memories they will hold

Luke

Sam

Michael

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Glog planner – Plan the words and images for your character’s journal entry – Show some sights, changes and things s/he learned about

I’ve changed

Include a free and copyright -legal music clip

Now I believe that

from www.jamendo.com or link to a video which shows themes.

I’ve learned

Images which show themes

Sights I’ve seen

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text The whisperer by Fiona McIntosh

It’s a long story so let me just explain that I’ve got the magical ability to hear people’s thoughts. And I’ve heard your anxiety. You’ve been calling out for help…

Theme: Theme Thought worlds

Fiona McIntosh in The whisperer (p.214)

Featured digital tools with this text

Jigsaws

Embedding tool

Mindmapping

Fantasy animal

Free and legal music

Multimedia show

NB Vuvox is for confident users

Assignment: Assignment Create a printable picture book [primary] OR write a fantasy quest [secondary] as a fan fiction homage, after reading The whisperer. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java Teaching and Learning Assumptions To avoid repetition throughout these lesson ideas, it is assumed that: • Discussion: Discussion Students have the opportunity to build up familiarity with key ideas and topic vocabulary, through talk • Explicit teaching and learning: learning Students participate in 1. modelled and 2. guided learning, before 3. working independently/in pairs/in groups • Cybersafety: Cybersafety Students know not to reveal details/surnames when online • Copyright: Copyright Students know issues & laws

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh

Teaching and Learning

Resources and Teaching and Learning [cont]

READ: FANTASY MOTIFS

Preview the book: book Browse inside The whisperer at http://tiny.cc/cu6xu. Look at the front cover, read the author information and read the extracts introducing Griff and Lute. Discuss their very different lives and predict what may happen in the book… Discuss why HarperCollins puts tasters such as this one online – what is their purpose?

Multiple copies of The whisperer by Fiona McIntosh

Key ideas: ideas Signature objects/characters/tunes which are repeated within a book, film or piece of music are called motifs. The motifs of magical powers and parallel lives in fantasy fiction allow readers to ask What if? questions and to imagine other realities. They also allow readers to assume fictional identities which have POWER, because they empathise with central characters.

Read The whisperer by Fiona McIntosh in reading groups and whole class sessions, over a number of lessons. Focus questions: questions What if you had the power to read people’s minds? What if you were really a prince/princess, what would your life be like? What if you met yourself living another life? What if you could have a magic menagerie – which animals would you include? What would their powers be?

Discuss the review of The whisperer by Sue Crawford at http://tiny.cc/w1iei. Steer clear, however, if you want to avoid a spoiler about who the mysterious Whisperer is. This review is for expert readers.

Teacher background background reading about fantasy Six fundamental fantasy motifs were identified by Svend Aage Madsen (1976) and other fantasy motifs are related to these basic categories. _________________________________________ 2. Search for fantasy themes in Google images, to find visual motifs. Look at the Fantasy and Mythical creatures images at www.myfreewallpapers.com/fantasy/fantasy-

Do The whisperer jigsaw together by Irene Lesley at http://tiny.cc/665z4. Irene has other orientation activities for the book on her site, including a magical creatures matching task. This will give students background knowledge about the mythical creatures that Tess is protecting.

wallpapers.shtml.

Discuss the images and write down common fantasy motifs.

3. Discuss focus questions: questions Discuss the focus questions with students and create mind maps of students’ responses. Students record these mind maps in their books.

1. Teach about fantasy motifs: motifs Magical powers, parallel lives and mythical creatures are commonly occurring motifs in fantasy fiction. If necessary, show students an animation in which the same doom laden music plays every time the bad character appears and the same sparkles appear whenever a magic spell is done.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh

Teaching and Learning

REFLECT: THEMES, MAGIC POWERS Explain tasks: tasks Bubbl’us at https://bubbl.us and Build your wild self at www.buildyourwildself.com are simple tools which will allow students to reflect after reading The whisperer. Build a mind map task Use Bubbl’us at https://bubbl.us to build a mind map which explores motifs and themes in The whisperer.

Demonstrate: Demonstrate Show students briefly how to use these tools, then ask students to use them independently and share their results with a learning partner. Modelled practice: practice Bubbl’us

Build a wild self task Tess has a collection of magical creatures. Use Build your wild self at www.buildyourwildself.com to create a simple imaginary creature of your own. Write a couple of sentences describing your creature and explaining its magic qualities.

As an alternative to the individual student task outlined above, you may choose to build a class Bubbl’us mind map together, as you discuss themes from The Whisperer. Show students how to add child bubbles below an initial parent concept. Demonstrate how to hover over bubbles to bring up a floating editing menu to change font size and colour, connect bubbles or move them around. At the top right of the computer screen, students can choose Sharing options which allow others to edit the mind map too. Students can explore Bubbl’us without signing in and they can create, print or export mind maps as JPEGS - but these will not save without registration. Registration provides 3 free trial mind maps which can be saved into an online account.

Resources

Bubbl’us at https://bubbl.us Registration provides 3 free trial mind maps which can be saved into an online account.

Build your wild self at www.buildyourwildself.com

My wild self worksheet on p.82 Modelled practice: practice Build your wild self Build your wild self does not require registration. Remind students only to use their first name as they begin to build their creature. Students can get an idea of the potential of the tool, by choosing Go random at first. Then they can Start over and build their own creature, by clicking on images offered when they choose their body parts and background. Remind students to drag down on the red bar on the right of the 6 boxes, to scroll through a wide range of choices for their creature. Although Build your wild self does not save, the image can be printed out or sent as an email. Screen capture and save as a JPEG: JPEG Students can screen capture the image and save it as a JPEG, by pasting it into PowerPoint and right clicking to save as picture. picture

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh

Teaching and Learning

Teaching and Learning [Continued]

RESPOND: RESPOND: POINT OF VIEW

Explain the task: task Explain to students that they will create a poster in Word representing the innermost thoughts of five characters. The focus is on expressing points of view and inner lives. Brainstorm a list of possible characters and their beliefs, observations and opinions. Students may use characters from The whisperer, fantasy fiction stereotypes or characters of their own choice.

Teach: Teach Convert from Word into a PDF Show students how to convert their Thought bubbles posters from Word into PDFs, so that the formatting stays intact. PDF files are compressed to take up less space. They choose File – Save as – PDF. PDF

Thought bubbles poster task As Griff moves through his day, he hears the most urgent thoughts on everyone’s minds. Imagine that you have the power to read minds. Create a poster which shows images of 5 different characters and their innermost thoughts. Embed the poster in your blog, using Embedit.in at http://embedit.in.

Students collect 5 JPEGs JPEGs of characters: characters Students will decide whether their characters have thoughts and feelings which are very much in tune with their outward appearances, or whether they have surprising thoughts and inner reactions which viewers may not have expected. There is scope for humour here or for encouraging empathy with characters and their deepest motivations.

Click on poster, using Embedit.in: http://otherworlds.yolasite.com/student-work.php

Modelled practice: practice Use thought bubbles in Word

Extension task: task Create a Vuvox collage at www.vuvox.com which plays soundtracks of the 5 characters’ emotions. Use Creative Commons soundtracks from Jamendo at www.jamendo.com.

Demonstrate to students how to use thought bubbles in Word. Show them how to click on Insert – Shapes – Callouts – Students create their Thought bubbles posters in Word, inserting character JPEGS and thoughts. Read from top of next column…

Modelled practice: practice Embedit.in and Tiny for blogs Demonstrate to students how to embed a document or URL into a blog. Within Embedit.in at http://embedit.in, walk students through embedding one student’s PDF so that students are aware of the 3 choices: direct embedding, linking or a displaying a thumbnail in an overlay. Explain the privacy settings choices that students can select – they can decide to allow or refuse downloading and printing of their online work. Remind students not to have surnames or identifying details in their work. Show students how to shrink a very long URL they have found while researching online, to a small manageable one, by using Tiny at http://tiny.cc. Tiny requires http:// at the front of URLs which are being shortened. Students embed their Thought bubbles posters into their blog. Thought bubbles planner on p.83

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh

Teaching and Learning

Teaching and Learning [Continued]

RESPOND: SOUNDTRACKS

Explain task: task Create a Vuvox collage with Jamendo soundtracks

Demonstrate how to use Vuvox collage: Show students how to upload images, audio and video files for use in the program. Explain how to create a presentation title, select a canvas background colour and how to use the Vuvox library of images to choose backdrops

Extension task: task Create a Vuvox collage at www.vuvox.com which plays soundtracks of the 5 characters’ emotions. Use Creative Commons soundtracks from Jamendo at www.jamendo.com. Teachers: Teachers For more tips for using Vuvox, access the Tool tips and Thought worlds chapter, in the ebook at http://otherworlds.yolasite.com

As an extension task for some students, explain that they are going to create a Vuvox collage at www.vuvox.com which will feature soundtracks for each of the characters in the Thought bubbles poster task above. These soundtracks will resonate with the emotion underlying each character’s thought bubble. A very subjective task, it will introduce students to the Creative Commons musicians on the Jamendo music sharing site. Modelled practice: practice Jamendo Demonstrate how to locate soundtracks, albums and artists. Show how to play, then download, a particular soundtrack for use in a multimedia presentation. Explain that students should provide the name of Jamendo artists and their soundtracks featured in any presentations they create. Donations are suggestions only, music is free.

Show and discuss Vuvox examples: examples Fugle pa www.vuvox.com/collage/detail/0356b0f617

Biblioteket at www.vuvox.com/collage/detail/03539e875c, Picturing Obama at www.vuvox.com/collage/detail/0e3d720df and the Atomic timeline at www.vuvox.com/collage/detail/0357434ee8

Click on hot spots indicated by speakers , to access soundtracks Read from top of next column…

and collage items for their canvas. The at the top right of the screen within the Collage dashboard provides helpful tips and videos.

Constantly save: save This is critical Once images have been placed on the canvas, show students how to use the Depth tool which places images in front or behind other images, for layering purposes. The most important tools to spend time on with students, are the Hot spot and Cut-out tools attached to each image. The Hot spot tool allows multimedia presentations to be embedded behind featured images in the collage. The Cut-out tool allows students to erase unwanted parts of images and also to create cut outs as motifs for the collage, using the save as function. Explain that it is critical to save at every step in Vuvox. The program cannot deal with occasional massive saves. Create and share: share Students use Vuvox.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

The whisperer by Fiona McIntosh

Teaching and Learning

Resources

RERE-IMAGINE: FAN FICTION

Explain primary writing task: task Explain to students that Carnegie Library My Storymaker is a fun online writing tool which automatically writes a story as students create an animation. My Storymaker does not require registration. Students can delete or change the predictive writing to create their own story.

Carnegie Library My Storymaker at

Writing task 1. Create a picture book in Carnegie Library My Storymaker at www.carnegielibrary.org/kids/storymaker

which celebrates true friendship and connection. Remember to keep your story number safe, so you can print or share this story later. OR

[for secondary students] 2. Write a fantasy adventure for Inkpop at www.inkpop.com about magical beasts, as a tribute to the creatures in The whisperer.

Inkpop at www.inkpop.com is a HarperCollins writing initiative for talented young writers. Editors read submissions and feature their favourites. The whisperer is a HarperCollins novel. The genie who wanted to make friends http://otherworlds.yolasite.com/student-work.php

Modelled and guided practice: practice MyStorymaker Walk students through how to use the program - this will involve an extended joint construction session choosing the story goal, main characters, feelings, actions, interactions, scenery items, objects and settings. Items can be selected in the side galleries, then dragged on and off each page as desired. Remind students to use the scroll down arrows to see all the choices in the galleries. Remind them to preview their story before publishing, as it cannot be edited later. Emphasise that the pleasure is in the process – all animation ceases when the book is published. Click on a character within a page to highlight it, then select actions, feelings and interactions for that character, from the top left menu circle. Start a new page by clicking on the arrow at the bottom of the page.

www.carnegielibrary.org/kids/storymaker

My Storymaker – extra information Students will need to complete their My Storymaker story in one sitting and the story will be animated during the writing process but static afterwards. Explain that their story can be printed and will be retrievable online in PDF format for one month afterwards. Ask them to tell you their magic number, number allocated when they publish, so that you can read their story. The predictive writing which appears as the characters interact will need editing because of repetition of the characters’ names. This is a teaching point about using pronouns and synonyms to vary writing. There is a question mark prompt which pops up in the writing box, to remind students to elaborate on WHY a character felt sad, jumped for joy or scuffled with another character. This is another teaching point about the need to convey important expressive details in a story, to create a richer picture for the reader.

Inkpop for teenagers at www.inkpop.com Authonomy for adults at www.authonomy.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

My wild self - www.buildyourwildself.com â&#x20AC;&#x201C; Screen capture your wild self here

My creatureâ&#x20AC;&#x2122;s magic powers

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Thought bubbles – Poster planner planner – Replace oval shapes and computer – Insert JPEGS of 5 characters – Give each one a revealing thought bubble Top menu: Insert – Pictures

Insert – Shapes - Callouts

Yes!!! I’m getting an upgrade today I can’t wait! This is my birthday upgrade. Happy birthday to me!!!

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

This book is not good for you by P. Bosch Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text This book is not good for you by P. Bosch

Wonderfully witty, menacing and imaginative, this book provides insights into evil secrets, the human desire for immortality, the power of memories and the desire to control time and become immortal.

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Curriculum Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Theme: Theme Secret worlds

Featured digital tools with this text Assignment: Assignment Webbing tool

Blog making tool

Talking avatar

NSW English Outcomes Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18. Quality Teaching Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Create an online picture book using illustrations by outstanding artists. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java Teaching and Learning Assumptions To avoid repetition throughout these lesson ideas, it is assumed that: • Discussion: Discussion Students have the opportunity to build up familiarity with key ideas and topic vocabulary, through talk • Explicit teaching and learning: learning Students participate in 1. modelled and 2. guided learning, before 3. working independently/in pairs/in groups • Cybersafety: Cybersafety Students know not to reveal details/surnames when online • Copyright: Copyright Students know issues & laws

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

This book is not good for you by

Teaching and Learning

Resources

P. Bosch

READ: Read This book is not Preview the book: book This is the 3rd book in a series. To orient good for you by P. Bosch in groups students to the series, watch and discuss suggested videos. and in whole class sessions, over a number of lessons. Brainstorm and record: record Discuss and mind map information about the author, the main characters and themes, responding to the focus questions. Focus questions after videos videos: What have you discovered about the characters and themes in the book? What makes a student book review video successful? How important is the choice of music in a video? How did you like the Google search story? Do you believe Google search stories useful for capturing a number of key themes? How successful is the Pseudonymous Bosch publicity angle?

While reading the book: book Undertake literature response activities from the Educator’s guide: The secret series by Pseudonymous Bosch at www.hachettebookgroup.com/_assets/guide guides/EG_9780316113663.pdf guide

http://tiny.cc/3oe54 - 1 minute only for primary

Multiple copies of This book is not good for you by P. Bosch For teaching ideas for the first 3 books in the Secret series, access the Educator’s guide: The secret series by Pseudonymous Bosch at www.hachettebookgroup.com/_assets/guide guides/EG_978031 guide 6113663.pdf

Author, characters, themes mind map on p.90 Videos The Secret series at www.allenandunwin.com/secret/default.html The name of this book is secret [Google search story] at http://tiny.cc/ty14c Pseudonymous Bosch: If you’re reading this it’s too late at http://tinyurl.com/38r6c52 The author speaks in a darkened room [Pri/Sec] Secret series: Pseudonymous Bosch revealed? at www.youtube.com/watch?v=sh8zycTwfxg. Stop at 1 minute – it’s cheesy and enjoyable for Primary students The name of this book is secret at http://tinyurl.com/36zsded [watch only for 1 min, 50 secs] CAP – Cass by student Audra Thompson at

www.youtube.com/watch?v=VUPNDc21ECk

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

This book is not good for you by

Teaching and Learning

Resources

P. Bosch Discuss time in the novel: novel What do the past and the future hold? Brainstorm as a class to gather ideas for each of the 4 focus questions.

REFLECT: TIME

Mind map task Create a mind map about time. Focus questions: questions • •

• •

My favourite memory is… If I could live forever – good things/bad things about it… Where we think Cass’s real parents are… If I could travel back anywhere in time, I would like to see…

Concept web task Use the circle shape to make a Cluster web in the

ReadWriteThink Webbing tool at http://tiny.cc/ye3wt. Print out your mind map to share your ideas – the site does not save.

Teach: Teach Time marches forward, yet some people are driven by an urgent need to find out more about their identity from the past, even as it disappears. Others look to the future to fulfil their desires. Explain that the desire to defeat death and to live forever is something which has led people to have their bodies frozen in case the technology eventuates to allow them to be woken up from death. Categorise: Categorise Collect students’ ideas about 1. memories, memories 2. the advantages and disadvantages of immortality, immortality 3. the possible fate of Cass’s parents and 4. time travel destinations. Cluster student contributions under these 4 topic headings.

Memories on p.91, Immortality on p.92 Parents’ fate on p.93, Time travel on p.94 Cluster web in the ReadWriteThink Webbing tool at http://tiny.cc/ye3wt ReadWriteThink webbing tool instructions: instructions Students choose the circle shape to make a

Cluster web at http://tiny.cc/ye3wt. Show them how to use the Add circle, circle Connect and Delete circle functions. Show students that when they click on Finish, Finish the mind map will print out. Request to see these print outs.

Modelled and guided practice: practice Jointly construct a concept web with students at http://tiny.cc/ye3wt. Create: Create Students will create their own individual mind maps about these ideas, using the ReadWriteThink webbing tool at http://tiny.cc/ye3wt.

http://interactives.mped.org/view_interactive.aspx?id=127&title=

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

This book is not good for you by

Teaching and Learning

Resources

P. Bosch

Look at excellent blogs together: together Look at Emily’s award winning blog at http://emilysblog3s.edublogs.org and Mr Squire’s Blog dogs at http://hccweb2.org/3s2010 for his class blog in 2010.

RESPOND: BLOGS

Class blog blog task – posting options As a class, choose one or more of the topics below to post about on the class blog: • • • •

• •

My favourite memory is… If I could live forever – good things/bad things about it… Where we think Cass’s real parents are… If I could travel back anywhere in time, I would like to see… What is the Secret that Cass will need to keep? If I could control minds, this is what I would get my slave to do…

Modelled and guided practice: practice Writing on the class blog Ask students to vote on which RESPOND topic above they wish to blog about. You may wish to use all of the topics, posting one a week for students to respond to. Show students how to write a comment, read it aloud to check for flow or spelling mistakes and then submit it. Using an IWB, invite one or two students to submit a comment, so that the class can gain confidence by watching the process. They may need help with the anti-spam box. Teach blogging protocols: protocols 1. Never use your surname or any identifying details on the blog. 2. Write respectfully on the blog – use a positive, encouraging tone at all times. Respond to other people’s comments, as well as writing your own.

3. Read your comment aloud to a buddy before pressing Submit. Submit This will help you to check the flow, put in missing words and fix up spelling.

Preparation Set up a class blog, using your own Departmental blogging tool, or a tool such as Edublogs at http://edublogs.org or Blogger at www.blogger.com. Read the Other worlds book at http://otherworlds.yolasite.com to see simple steps for setting up a blog, plus hyperlinks to sample teacher blogs. [Chapter 11] Online guidelines for cybersafety Technology tips at www.schools.nsw.edu.au/raps/fearless10/technopage.htm.

Blogs and wikis: wikis What’s the difference? The difference between a blog and a wiki is that wikis theoretically allow students to add to, amend or delete other students’ comments, as knowledge is built together. By contrast, blogs do not allow bloggers to edit or delete other people’s comments. In practice, many wiki authors exercise tight control over authorship and editing rights and their wikis actually function as blogs.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

This book is not good for you by

Teaching and Learning

Teaching and Learning [Continued]

Explain tasks: tasks Both tasks above require students to interpret a character’s situation, adopt a point of view and communicate that perspective to others.

Brainstorm and record expressive words about favourite memories: memories Brainstorm a list of your students’ favourite memories. In another mind map, collect wonderful memories that old people may have as they look back over their lives. Focus on listing and displaying expressive vocabulary which will enrich students’ writing. Wilfrid Gordon Mcdonald Partridge by Mem Fox may inspire primary students in their writing about memories. Use Old people’s favourite memories worksheet on p.95.

P. Bosch RE-IMAGINE: STORYBIRD

Brainstorm with students about Max-Ernst’s character traits, in preparation for the avatar task. Avatars are animated characters, such as those used in video games or For a short time, Max-Ernst feels online virtual worlds to represent players. Explain that as if Yo-Yoji is his avatar and will you wish students to write a short personal introduction of enact his every wish. The truth is, the kind that Max-Ernst would give people about himself – Yo-Yoji did not get to choose. this will be used in making his avatar, so that it is true to Create an avatar for Max-Ernst his personality and point of view. The Max-Ernst avatar Demonstrate how to use Voki: Customise a prethat you believe reflects his could be telling one of his adventures in This book is not existing character: click on the die to select from personality, using Voki at good for you. random characters or click on Customize your www.voki.com. character to choose from categories. Show Teach that the first person narrator is a persona: persona Explain students how to tweak the avatar’s face, give it a the concept of the first person narrator for the Storybird voice, choose a background, preview and then Ebook task task. Discuss which perspective students will adopt when publish the avatar. We can find Emily’s Voki writing their Storybird picture book, “My favourite avatar in her blog at Using Storybird at memory.” The narrator is a persona – student do NOT http://emilysblog3s.edublogs.org. http://storybird.com, create a have to write as themselves. Explain that you do wish to picture ebook for 5 year olds, on hear a distinctive voice, speaking in the first person. Demonstrate how to use Storybird: Select an the theme of “My favourite illustrator, click to start a story and the memory”. Explain options for Storybird task: task They may choose to dashboard appears. Drag pictures onto or off write autobiographically, they may swap genders, they each page frame and write into text boxes. may write as young adults with an invented past, they Students can rearrange page order by dragging You can invite a collaborator from may invent a child’s past, they may write as if they are old pages in the pages panel around. Finally, show the class by email, to finish off a and looking back in time. students how to publish and share their stories. story another student has started. Avatar task

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Author, characters, themes mind maps â&#x20AC;&#x201C; What have you learned about This book is not good for you and the series after seeing the preview videos?

Author

Characters

Series

Themes

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Memories mind map

Favourite memories

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Immortality mind map â&#x20AC;&#x201C; Advantages and disadvantages of living forever

Immortality

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Parents’ fate mind map – What do you think has happened to Cass’ real parents?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Time travel mind map â&#x20AC;&#x201C; If you could travel back in time, where would you go to? Which time period?

Time travel

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Old people’s favourite memories – What do you think they are? are? Ask your grandmother and grandfather…

Old people’s favourite memories

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

100 cupboards by N. D. Wilson Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text 100 cupboards by N. D. Wilson

This is the first book in a series in which Henry grows in bravery, discovers his magical origins and battles the evil witch Nimiane. 100 cupboards has been chosen for this Other worlds project because it is a springboard for discussing portals to other worlds and times.

Theme: Theme Cupboard worlds

Featured digital tools with this text

Write book reviews

Write book reviews [Australian]

Assignment: Assignment Use the Kizoa photo morphing tools to create fantasy characters. Create a Kizoa slideshow featuring these characters. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Animation tool

Create photo effects

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Preview the book: book Explain to students that they are going to read 100 cupboards by N.D. Wilson. To preview the book, view and discuss the 100 cupboards trilogy book trailer.

Multiple copies of 100 cupboards by N. D. Wilson

100 cupboards by N. D. Wilson READ: HERO + BOOK REVIEW Students will read 100 cupboards by N. D. Wilson on their own, over a number of weeks. Some sections will be read loud in reading groups and in whole class lessons.

Explain Explain book review task: task Read the book in groups. The book will also need to be read at home because it is 289 pages long. After This book has the heroâ&#x20AC;&#x2122;s journey pattern, discussed in the chapter featuring The spell finishing, ask students to write a book review at Inside a dog, an Australian site. of undoing by Paul Collins. NB This is a book for confident readers

who love long books.

Read and discuss features of model book reviews reviews: iews If required, discuss and analyse successful reviews together.

Henryâ&#x20AC;&#x2122;s parents have been kidnapped in Colombia, so he comes to stay with his cousins in Kansas. He uncovers 100 cupboards in his bedroom wall, each leading to another world. When his cousin Henrietta disappears through one of the cupboard doors, Henry overcomes his fear and rescues her.

100 cupboards trilogy book trailer at www.youtube.com/watch?v=19DoOGuhUa8

Inside a dog, an Australian site, at www.insideadog.com.au.

Book review task: task When you have finished the book, write a review at Inside a dog or Bookhooks. Extension task: task Students create and share a pool of literature response activities for the book. The class votes and students do a selected task.

Demonstrate how to review in Bookhooks: Alternatively, ask students to Write a report in Bookhooks. In Bookhooks, remind students to make a note of their book report number - they can come back and edit the review if required. Ask them to email their finished book review to you. They can upload an image along with their book review, if they wish. All reviews are previewed before being posted, so students will not see their reviews online until the next day.

Bookhooks at www.bookhooks.com

Write and share: share Students write book reviews.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

Teaching and Learning

Resources

Explain tasks: tasks Other worlds offer boundless imaginative possibilities for writers and readers. They are spaces in which anything can happen and personal transformation is possible. Explain to students that they will create an animated setting for another world. Later, they will write a short piece giving the sense impressions of someone stepping into that unknown setting.

Flux time at www.fluxtime.com

100 cupboards by N. D. Wilson REFLECT: SETTINGS

Point of view animation task - Setting Create a simple animation of a new world which you have walked into, using Flux time at www.fluxtime.com Walking into a new world writing task Write about the world you saw there and the sensations of surprise, fear, delight etc as you realised you had travelled to another world.

In an instant, I was transported to another world. I saw… ______________________________________

Storyboarding: Storyboarding Students plan an animation for an underwater world, space world, beach world or park world. Modelled and guided practice: practice Flux time Begin your Flux time demonstration by showing students a sample animation, so they know where they are headed. Next, open the Quick start guide and place it at the top left of your screen, so you can show students the features of the program, while you have the dashboard open on the right hand side of the screen. Walk students through creating a simple animation, asking them to suggest options and make choices with you along the way.

It’s really fun when friends join you in the digital sea http://fluxtime.com/ecard.php?cid=G0u8E760h240h67h2404d2e37bcd5577

Create and share: share Students make animations.

They will not register on this site. They will email their animation to themselves as an ecard, displaying the URL. They will forward this email to you, so you have the URL as well. This will allow the class to hold a plenary session to celebrate students’ animations.

Fluxtime instructions: instructions After choosing a setting template from the library, students insert objects. They left click with their mouse and drag the object to the desired size. They press record and then move each object to create animation tracks. They will need to explore quite a bit to create their animations and feel satisfied, before sending them as an ecard. Animations are not editable once they have been sent, so students may start an animation a few times over until they feel satisfied that they have created the world they wanted.

Animation storyboard worksheet on p.102 A new world worksheet on p.103

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

100

Teaching and Learning

Resources

Explain the tasks: tasks Interpreting and representing characters using photo effects

BeFunky at www.befunky.com

Explain to students that their task is to experiment with photo effects tools to create characters from “behind the cupboard doors”. Photo effects tools are extremely useful representational tools for students writing fiction or creating digital stories. They assist students to bring to life the characters they have imagined and they even offer different ways of interpreting the same character.

Explain to students that they should use effects which do not come with a premium tag. Premium effects do require registration and a paid subscription.

100 cupboards by N. D. Wilson RESPOND: CHARACTERISATION

Photo effects effects faces task: task Design a series of faces from “behind the cupboard doors”. Begin to experiment with altered realities, by using the Apply photo effects in BeFunky at www.befunky.com.

BeFunky does not require registration.

Visual interpretations and representations of the same character using BeFunky

Locate and save photos of faces: faces Students select photos to alter.

Special powers writing task: task Create ONE character and about it. Name the character and the world it is from. Describe that character’s nature and special powers.

Modelled practice: practice BeFunky Demonstrate to students how to Get started and how to Upload a photo which they wish to alter. Show them how to Apply effects, effects such as Pointillism, Pointillism Sketcher, Sketcher Stenciler, Stenciler Water colour, colour Old photo or Pop art. art If they Add goodies, goodies they can add speech bubbles to their photo. Show students how to Edit their photo to crop, sharpen, blur or smooth it, or to change the saturation and colour filter. Demonstrate how to save and print their altered image. Students save JPEGS in folder +Word.

Create and share: share Students create characters.

Discuss the differing possible interpretations of the same character that various photo effects create. Photo effects on p. 104 Character from another world on p.105

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

101

Teaching and Learning

Resources

Explain tasks: tasks Kizoa photo morphing tools provide an avenue for representing characters from other worlds. Remind students of the elements of the hero’s journey, discussed in the chapter featuring The spell of undoing.

Make silly faces!, at

Brainstorm suggestions for other world characters and settings.

After uploading of their photos has finished, show students how to choose Edit photos, photos Make silly faces!, faces! Alien option to create a humanoid effect.

100 cupboards by N. D. Wilson RERE-IMAGINE: CHARACTERISATION

Kizoa morphing tools task: task Use the Kizoa photo morphing tools at www.kizoa.com/morphing. Your task is to create characters you have encountered by stepping through a doorway into another world.

Kizoa slideshow maker task - Characters from another world: world Create a Kizoa slideshow at www.kizoa.com. With the first slide, show and name the other world. Then present a series of characters – remember to include a hero, the hero’s friend, a problem, the hero’s helper, a villain, a villain’s helper, an inhabitant of that world [could be a ruler or a peasant type].

Locate photos of faces: faces Students locate and save JPEGS of faces, which they will morph later. Modelled and guided practice: practice Kizoa morphing tools Demonstrate to students how to use the Kizoa morphing tools, Make silly faces!, at www.kizoa.com/morphing. They will need to login and upload photos which they wish to alter.

www.kizoa.com/morphing

Kizoa at www.kizoa.com Morphing instructions: instructions

Alternatively, if they have already uploaded their photos on an earlier occasion, they can login at www.kizoa.com, and click on Edit photos, photos Morphing tools, Make silly faces! Show them how to try other options such as the Monster faces.

Show and discuss sample slideshow: slideshow The enchanted, forbidden forest of Yukano by Katlyn at www.kizoa.com/slideshow-maker/d1332205k8129628o1/theenchantment-of-yukano

Create a series of other world characters: characters Students use photo morphing tools to create characters. They save JPEGS in folder + Word. Create and share: share Students create slideshows, using Kizoa slideshow maker at www.kizoa.com.

Brad Pitt – Alien effect Morphed faces worksheet on p.106 Slideshow planner worksheet on p.107

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

102

Animation storyboard – Explore the underwater world, space world, world, beach world or park world settings at www.fluxtime.com Plan a Fluxtime animation of a NEW WORLD – Create an animation ecard – Email it – Don’t use your surname - Share the URL

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

103

A new new world – Make a screen capture of your Fluxtime animation setting – Describe the new world – Describe sights, sounds… Image - My animation setting – A whole new world

Write - A character entering a whole new world In an instant, I was transported to another world. I saw…

Ronald

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

104

Photo effects – Find photos of faces – Save the JPEGS – Go to www.befunky.com – Create new characters using effects Insert – Picture - Original face

Insert - Picture - Changed face

Write - Name the effect you used What sort of character is he/she now? Stereotype? Genre? Intended impact?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

105

Character from another world â&#x20AC;&#x201C; Insert the image of your character â&#x20AC;&#x201C; Name and describe describe the world, world, character and his/her his/her magical powers Name and description of world

Name and description of character

Magical powers

By Katlyn

By Ronald

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

106

Morphed faces - Find photos of faces – Save the JPEGS – www.kizoa.com – Edit photos – Morphing tools – Make silly faces – Alien OR Monster Insert – Picture - Original face

Insert - Picture – Morphed face

Write - Name the effect you used What sort of character is he/she now?

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

107

Slideshow planner planner - Kizoa slideshow maker – www.kizoa.com – Image + name in each slide – Include music from www.jamendo.com Slide 1 – World

Slide 2 – Hero

Slide 3 – Hero’s friend

Slide 4 – Problem

Slide 5 – Hero’s helper

Slide 6 – Enemy

Slide 7 – Enemy’s helper

Slide 8 – Inhabitant

Katlyn http://tiny.cc/4i48m

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

108

Toby alone by Timothee de Fombelle Lesson ideas and worksheets to go with book, student tasks and tool tips at http://otherworlds.yolasite.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

109

Other worlds: To infinity and beyond with digital tools in the middle years

Text: Text Toby alone by Timothee de Fombelle

English: English Years 5-8 Cycle: Cycle Read, Reflect, Respond, Re-imagine Organisation: Organisation Teachers select books, tasks and duration according to class needs Requirements: Requirements IWB or screen/projector + net Lesson ideas – Authors – Website A series of lesson ideas for 12 books written by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley and J Starink. http://otherworlds.yolasite.com Access the website for the Other worlds book, book featured titles, Cybersafety and Copyright links, Tools Guide, Tool Tips, Tips, Student work samples [in the book]. Australian Curriculum Year Year 5: 5 ACELT1612, ACELY1700, ACELY1704 Year 6: 6 ACELT1618, ACELT1800, ACELY1710, ACELY1714 Year 7: 7 ACELT1625, ACELY1720, ACELY1724, ACELY1725, ACELY1728 Year 8: 8 ACELT1632, ACELY1731, ACELY1736 http://www.australiancurriculum.edu.au/

Extension book Featured digital tools with this text

Target diagram

Word clouds

Alternative assignment option: option Create a persuasive ZooBurst 3D pop up book about themes in the book. ZooBurst – has registration time lag – for teacher use with class. NSW English Outcomes Primary: Primary RS3.5, RS3.7, WS3.12, WS3.13. Secondary: Secondar 4.2.15, 4.3, 4.4.8, 4.4.11 and 4.11.18. Quality Teaching Intellectual Quality: Substantive Communication Quality Learning Environment: Engagement, High Expectations Significance: Connectedness, Narrative

Theme: Theme Green worlds This 392 page book provides a springboard for discussing allegories, environmental vandalism, the hero’s journey, and complex philosophical, political and economic issues. This is a novel which is an ideal starting point for critical literacy discussions. Assignment: Assignment Create a free 30 second slide show to celebrate a habitat, in Animoto. Use music that is stirring. Send a persuasive message about saving the habitat. Essential free tools for the the Other worlds project: project Adobe Flash Player and Java

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

110

Toby alone by Timothee de Fombelle

Teaching and Learning

READ: HERO + ALLEGORY

Preview themes in Toby alone before reading: reading Watch the student-created book trailer at www.youtube.com/watch?v=0h5U-k6izxM.

Students will read Toby alone by Timothee de Fombelle on their own, over a number of weeks. Some sections will be read loud in reading groups and in whole class lessons. Motif: Motif In common with Henry from 100 cupboards, Toby finds out that he has been fostered and is not the real son of the people he has always called his parents. This is a quintessential heroâ&#x20AC;&#x2122;s journey motif.

Extension book

Resources Multiple copies of Toby alone by Timothee de Fombelle

Classroom ideas for Toby Alone Discuss Discuss the trailer together: together Which themes have you identified? How successful is the trailer? Read and discuss together: together Which themes are raised in the interviews at http://tiny.cc/93gpo and http://tiny.cc/laz18?

Focus questions while reading the book: book Discuss Key idea: idea Toby alone is an allegory. issues raised in the Classroom ideas for Toby Allegories work by creating a commentary on alone. our world, within a parallel setting. The Tree Toby alone â&#x20AC;&#x201C; book trailer is a metaphor for our world. http://www.youtube.com/watch?v=0h5U-k6izxM

www.walkerbooks.com.au/Teachers/Classroom-Ideas

Personalised writing profiles tool www.everybodywrites.org.uk/writing-profile. This would naturally be supplemented by analysing student writing samples, noticing student interests and observing students as they write.

Background reading for teachers: Gifted Ed NSW DET Gifted and Talented Unit has Curriculum differentiation resources on Teacher tools page at http://tiny.cc/q0xw8

Optional task: task After reading the book, create a book trailer video of your own to entice people to read Toby alone. Your audience is 11-13 year old readers. By chazzatheninja

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

111

Toby alone by Timothee de Fombelle

Teaching and Learning

Extension book

Teach: Teach The Tree is a metaphor for our world Explain to students what an allegory is and give PHILOSOPHY, PHILOSOPHY, POLITICS, ECONOMICS practical examples, such as Gulliver’s travels by Jonathan Swift. Toby alone is very suitable for Extension task: task Go to TED: ideas worth spreading at www.ted.com. The video talks students to explore what happens when intellectual freedoms are removed. It uses the on this site are at the creative and philosophical cutting edge. Look at some of Tree as a sustained metaphor for life in OUR world, with environmental vandalism as one the videos rated jawjaw-dropping and also persuasive. persuasive Then, choose a talk with the tag strong focus. “philosophy” or “climate change”, view it as Brainstorm: Brainstorm Environmental, nvironmental political and a pair and discuss the ideas in it with a intellectual issues in the book which mirror what learning partner. It is acceptable to choose happens in OUR world in this allegory about the another topic, unrelated to climate change pursuit of power and profit. or philosophy, if you wish. Adora Svitak: What adults can learn from kids Teach how to use Classtools.net Target diagram: diagram www.ted.com/talks/adora_svitak.html Teach students how to create, then save a completed Classtools.net diagram as a website Extension task: task Research Andy [HTML file]. Goldsworthy’s art. Visit www.goldsworthy.cc.gla.ac.uk/browse. Click Record ideas: ideas Students use the Target diagram on arches and leaves to see selected art at www.classtools.net to create a mind map. works. Watch YouTube videos about Students evaluate a TED talk: talk Paired work Goldsworthy’s projects. REFLECT: ENVIRONMENT + ART

Focus questions: questions What is ephemeral art? Why do you think Goldsworthy makes ephemeral art works? How do these works impact on you?

Students research Andy Goldsworthy’s ephemeral art in nature: nature Individual students answer focus questions

Resources

Target diagram at www.classtools.net Classtools.net tutorial video www.youtube.com/watch?v=oBQ47s1qp1Y

Toby alone target diagram at http://classtools.net/widgets/target_1/8Boy0.htm

Tips for saving Classtools.net tools Students can open up any Classtools.net diagram they have saved earlier as an HTML file, to access the diagram and its URL. Alternatively, they may wish to embed completed diagrams in a blog. Show them how to do this. Explain that they may change and resave existing diagrams, but with each each fresh save, save, the URL of their diagram will change.

TED big ideas worksheet on p.115 Andy Goldsworthy – Ephemeral art on p.116

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

112

Toby alone by Timothee de Fombelle

Teaching and Learning

RESPOND: THEMES

Explain the task: task Refer to their earlier Classtools.net Target diagram and also brainstorm any extra significant themes which students have noticed.

Word cloud of key key themes task Create a word cloud using Wordle at http://wordle.net to show your personal understandings of 20-25 key ideas and themes in Toby alone. You can type them in, repeating most important theme words OR copy and paste into Wordle a book review you have written. OR

Choose the Advanced option and weight the most important themes, so they appear biggest in your cloud. Choose specific font, colour and layout to express your message clearly and persuasively. Do not use your surname, when you save and write your Comment about the themes. Example: Example www.wordle.net/show/wrdl/2957221/Toby_Alone

Extension book

Prepare in Word: Word Write a book review Ask students to prepare their ideas about key themes in Word, before copying and pasting them into Wordle. They may write a book review or they may collect key words to encapsulate the major themes. They will write the most significant themes many times, to create bigger words in the word cloud. Modelled practice: practice Wordle Demonstrate how to use Wordle at http://wordle.net, by creating a word cloud together about another topic, so that students feel fresh when they represent the themes for Toby alone. Create and share: share Students create a word cloud.

Resources

Wordle at http://wordle.net â&#x20AC;&#x201C; Requires Java Step by step: step Walk students through the process of pasting in writing from a Word document. Alternatively, show students how to copy and paste in text found when researching a topic on the internet. Words which occur more often appear bigger in the cloud. Explain that Wordle is representing main ideas and recurring themes. Show students how to remove unwanted words from the cloud, by right clicking on the word. Show students how to enter phrases, by placing a tilde between words. E.g. teacher~librarian OR Toby~Alone: Toby~Alone This will keep the two words together in the cloud and the tilde will not be visible. The tilde is found above the Tab key on the left of the keyboard. Students give you the URL of their word cloud.

Wordle and comment planner on p.117

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

113

Toby alone by Timothee de Fombelle

Teaching and Learning

RERE-IMAGINE: PERSUASION

Explain task: task Students that they will make a 30 second persuasive environmental slideshow presentation using Animoto. Animoto creates video slideshows using still photos and video clips. They will use Animoto planner on p. 118.

Animoto persuasive slideshow presentation task

Toby alone is very persuasive about serious environmental damage, such as deforestation and global warming, caused by profit seekers. Choose a habitat that you care strongly about and create a free 30 second slide show to celebrate it, in Animoto at http://animoto.com. Use music that is stirring. Send a persuasive message about saving the habitat.

Extension book

Show examples: examples As an introduction, show Barbara Middleton’s students’ environmental animotos at www.coetail.asia/middletonb/2010/11/24/animoto and the Environment poem at www.youtube.com/watch?v=77aYFQ_QcgA, so they can visualise the slideshow look of their final presentation. Their own presentation will be 30 seconds long and will have the persuasive purpose of the Environment poem – to move an audience to action about a pressing environmental issue.

Hyperlinked librarian - Animotos www.coetail.asia/middletonb/2010/11/24/animoto-

Brainstorm possible habitats, habitats, issues and images together: together Students select a habitat and issue each. They collect 8-15 photos of a habitat which needs protection. They number the JPEGS and save them in one folder (as JPEG1, JPEG2 etc). Create and share: share Students create slideshows.

Resources

Animoto at http://animoto.com Primary teachers: Set up a free teacher account for 50 students from one gmail account – see Tool tips for Chapter 13 in the Other worlds book at http://otherworlds.yolasite.com Copyright: Copyright Remind students to choose JPEG images which are Creative Commons photographs or use their own.

Animoto tips: tips Suggest that students choose Animoto original for their first presentation because it provides a blank background. Look for the tiny hyperlink below each slideshow style which allows users to make a free video. Modelled Animoto practice: practice Walk students through the 3 simple steps in making an Animoto slideshow: 1. Add images, 2. Add sound, then 3. Finalise. Explain that the choice of music will have a crucial impact on the persuasive message of the slideshow. Students may select their music from the Animoto collections. Alternatively, in advance, they may select an MP3 track from Jamendo at www.jamendo.com and save it in the same folder as their slideshow pictures.

Barbara Middleton’s environmental slideshows

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

114

Toby alone by Timothee de Fombelle

Teaching and Learning Learning

RERE-IMAGINE: POP UP BOOK

Show a ZooB book Little Red Riding ZooBurst pop up book: Hood 2.0 by Craig at www.zooburst.com/zb_booksviewer.php?book=4c7b261baa0d2 Discuss its visual literacy elements, intended audience and themes. Analyse what works well in the story.

Alternative assignment task

Joint class construction: construction Create a persuasive ZooBurst 3D pop up book about themes in the book for an audience of peers.

Ms Bowes’ joint construction – Toby talks Toby’s speech bubble: bubble The Tree’s energy is pulsing through the sap of the Tree. But is has not always been a happy time in the branches.

Extension book

Brainstorm themes and prepare prepare: repare Discuss the themes from Toby alone which the students wish to represent. Create a class storyboard to plan the pages and text in the book. Allocate student groups to collect images for each page. Guided practice: practice ZooBurst In a joint construction, create a class ZooBurst presentation, using the images you have gathered. Login and choose a title and description for the book. Decide on privacy settings and commenting rights of viewers. Walk students through searching for and uploading images, writing text in the page narration boxes and adding pages. Students can find their book in Books, Books and edit it even after publication, by clicking on Build. Build They can share the URL of their ZooBurst book or embed it in a blog. Create: Create Class creates book with the teacher.

Resources

ZooBurst at www.zooburst.com ZooBurst hints Show students how to move characters around on a page by dragging them, and how to rotate the page itself. Demonstrate how to add characters and objects to the background. Show them how to add speech bubbles and hyperlink to websites. Remind them to click the large Save button before they exit.

Little Red Riding Hood 2.0 by Craig at www.zooburst.com/zb_booksviewer.php?book=4c7b261baa0d2 ZooBurst class storyboard on p.119

Toby goes post-modern www.zooburst.com/book/zb0_4d3990db237e1

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

115

TED big ideas - www.ted.com – Paired work - Watch a talk about a topic which fascinates you – Write a summary below URL of the talk: Speaker / Area of expertise: Title of the talk: Summary Summary of the ideas:

Your reactions:

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

116

Andy Goldworthy – Ephemeral art – www.goldsworthy.cc.gla.ac.uk/browse - Look at art works - Form: Arches + Material: Leaves Andy Goldsworthy’s ephemeral art is a celebration of nature – this echoes the appreciation of nature throughout Toby alone.

Which are your favourite Goldsworthy art works on this site? Why do these particular ones appeal strongly to you? Form: Arches - Favourite image numberr Year and numbe

Why is this one a favourite?

Material: Leaves – Favourite image Year and number

Why is this one a favourite?

Optional homework - Search for Andy Goldworthy video clips on www.youtube.com

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

117

Wordle and comment planner â&#x20AC;&#x201C; Prepare to make a word cloud of Toby alone themes - Write a book review into the box OR write in theme words Book review about themes OR Theme words â&#x20AC;&#x201C; repeat biggest themes, to create larger words words in the word cloud

Summary comment comment about major themes in Toby alone

www.wordle.net Toby Alone is a fantasy allegory which compares the world in a tree to our own world. Toby has to run for his life to escape imprisonment. This gripping story about life on the run has a green message.

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

118

Animoto storyboard – Plan a persuasive Animoto slideshow below - Collect 88-15 jpegs about a habitat under threat – Number the jpegs in a folder

Homework – inspiration: inspiration: www.youtube.com/watch?v=77aYFQ_QcgA,

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink

119

ZooBurst class class storyboard – Each group will collect collect images for a pop up picture book which shows key themes from Toby alone - www.zooburst.com Group 1 - images for page 1 – themes:

Group 2 - images for page 2 – themes: themes:

Group 3 - images for page 3 – themes:

Group 4 - images for page 4 – themes:

Little Red Riding Hood 2.0 by Craig at www.zooburst.com/zb_books-viewer.php?book=4c7b261baa0d2

Other worlds: To infinity and beyond with digital tools in the middle years by Lizzie Chase with S Bowes, D Ivanek, Y Liu, J Riley, J Starink