#ecl310deakin2018

[ecl310studentejw-blog]

PROMPT 8 (RESPONSE) 2018

After searching through the #picturebooks hashtag, it was interesting to note just how man picture books I recognised. However, it what was more surprising how many I had never seen before! I also noticed a lot of stories that I had grown up reading as a child, but forgot about (e.g. Clifford the Big Red Dog). 

It was also really surprising to see so many peoples’ drawings of picture book characters and settings, and it made me think of how I can get my students to draw their own versions of characters from picture books from descriptions alone. 

There were also some funny little observations that people had shared. For example, one post something along the lines of ‘ducks are always yellow in picture books but I have never actually seen in real life’. 

[ecl310studentejw-blog]

PROMPT 7 (RESPONSE) 2018

This resource was a particularly interesting and informative and it is definitely a resource that I would consider bringing into the classroom if I was teaching either grade 5 or grade 6.

In particular, this resource can be used by both teachers and students to help guide story writing as it gives clarification and strategies for how to develop characters, plots, genres/setting, choice of vocabulary and use of emotion to engage readers.

This mind map is representation of my reflections on the resource and the notes I took that I would share with fellow teachers.

[jocouch6-blog]

Prompt 8

ECL310 Prompt

When I type in #picturebooks there were a lot of great suggestions of picture books to read that would provide educative value in the classroom. A text I found popular in the search was called ‘Cloud Country’ this text has amazing illustrations that create a sense of comfort and softness to the text. This text emphasizes the importance of illustrations and inspires imagination which would be a great text to introduce to the younger year levels but also extend to the middle year students where students would discover the great links between texts and imagery.

[jocouch6-blog]

Prompt 5

ECL310 Prompt

1. Using the See, Think and Wonder chart. What do you see, think and wonder?

 2. Who is being effected and what are the characters being effected by>

3. Create a mind map. What do you think the hands symbolise?

4. Complete this Inference table

What do you see?

What do you infer?

Questions that arise?

      5. Have you seen this something like this before? If yes, explain

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Prompt 6

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Prompt 5

[missboundy-blog]

prompt 5 2018

Questions I would ask the students about the front cover:

 1.     What does the landscape of the front cover make you feel and think? Why might the ground be dry and cracked?

2.     What does the word dust mean? What is dust?

3.     Why do you think the book has a ‘save the children’ sticker on the front cover? Could it relate to the story?

4.     Why is it night time on the front cover? Do you think this has any significant meaning?

5.     Why are there a set of hands/fingers coming out from the ground? What could this mean?

 To get students to begin thinking critically, I would set the scene, such as using African music, or perhaps African children talking, with images of the food they eat and how little they get, and images of children. I would allow students to think about these for a moment, before introducing the front cover of the book and asking the questions above. I wouldn’t ask questions about the things I had displayed in the classroom, as I would want to see if children could connect the book and the displays together and to see if they could think critically and infer.

[missboundy-blog]

Prompt 5 response: 

1.I have no food to give me strength, making me more transparent and hollow every day. There is no help coming, only silence, as the cold night approaches. I wish someone had given us food, before I died. 

2. The world will not hear the cries of the starving children, as they have shut their ears and moved on. 

3. 10-20minutes front loading activity:  I would have the book at the front of the classroom with the students sitting on the floor. I would discuss the front cover extensively, asking students a range of questions such as; why might it be called Dust? What do you think the book is about? Who knows what dust is? What does the picture on the front cover tell you about what the book might be about? Why do you think it has ‘save the children’ written down the bottom?Once students, have discussed the front cover, I would provide them with photographs of hungry children, websites of organisations trying to help these children, newspaper articles and even a small bag of food or a wallet that is empty. I would get students to talk about the items and what they could all mean and how they might relate to the book Dust.