Oct 5, 2018
ecl310deakin
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ecl310deakin
Save the Children
Response one: With no food in my belly I feel hollow and without strength to survive this cold night, my body becomes transparent as the silence takes over as I died.
Respond two: I wait here wishing and craving what others take for granted.
Front-loading activity: Students will discuss things that are important to have a good life. This may include things such as; food, toys, shelter, technology, etc. Students will then use these to create a continuum from very important to not important. This will then lead into a discussion of poverty.
PROMPT 5
Part 1 – That night was so cold, I could have died, along with having absolutely no strength. I felt hollow and laid there in silence as the food in front of me was basically transparent.
Part 2 – We see those who are in need right in front of us but yet the world is too transparent to see it.
Part 3 – For a basic front loading session I would use a KWHL chart for students to make predictions before it is read but also this could be added to after the book is read to see if their thoughts and opinions have changed.
Frontloading Activities
1. There was transparent silence, no food, I had no strength. The night was hollow and cold, I wish I had died.
2. Will poverty ever become history?
3. A possible frontloading activity that could be implemented would be one in which students examine the front cover, following which they will jot down what they feel when examining the imagery. Students will then share their writing with other students, finding similarities and differences between all.
ECL310: PROMPT 5
1. My skin is cold and my body is hollow. I have not seen food. My transparent body has no more strength to live as I watch others die in the silence of the night.
2. Dust: We take for granted what others don't even have
3. Frontloading Task: Individually, students will be given 10 tokens. The teacher will explain that the 10 tokens represent money for items that if living on their own, would represent the ability to buy things. The items will resemble the following (TV: 2 tokens, Food 4 tokens, water 1 token etc.) Student’s will have to delegate the tokens to what they believe are the most important things they can’t live without.
The teacher will then show them how many people below the poverty line don’t have the bare necessities and that delegating tokens for things such as a TV, computer are completely unnecessary for people in these situations and compare the way we live to others.
Sentence using every word in the Wordle: “The children were silent and stared with a transparent gaze at the hollow space in their hands where they so longed food to be. It was clear they had no strength, it would be surprising if we made it through the cold night and not one of them died.”
Re-write the sentence for the attached image: “Those who have too much can’t comprehend the lives of those who haven’t enough, in a world of such extremes it seems too distant an issue to be true, and so it gets ignored.”
Front loading lesson idea: One front loading activity which could be done for this book is making predictions and inferences about the word ‘Dust’…
- Why do you think this word was chosen as the title? - Why do you think this word is significant in the story? - What might the dust represent? - What feelings do you associate with ‘Dust’? Before showing the students the front cover you could give them the title ‘Dust’ and read them the book overview: “In a perfect world, this book would not exist. But we do not live in a perfect world. At any given moment of any given day, there are people dying from natural disasters over which we have no control. Beyond natural disasters we add disasters of our making, but even if we all learn to live in peace, there will still be millions of people who need help.” ---> have students design a front cover which they think reflects the tone of the story. Discuss and compare student’s cover designs and then do so with the real cover.
Week 5:
1. Our hollow stomachs rumbled and our strength had long since vanished. The cold night took over us and made mum and me transparent. We had no food and almost died under that twisted old tree.
2. While the world throws their food in the bin, I sit here starving, hoping for anything to fill the ever-growing pit in my stomach but knowing it will never come.
3. A front loading activity to do before reading the book would be to get the students to look at the front and back cover of the book. Ask them what things they notice about the illustrations and design, what colours are used? Are there any symbolic illustrations? Characters? After a discussion focused on prediction, I would give the students a variety of words from the text. Students would then be required to group the words in any way they want such as nouns, verbs, words they think will be vital to the story, alphabetical order etc. The teacher would ask the students why they decided to group the words in such manners.
Dust- Prompt 5
1. Cold night, I died, hollow and transparent, I stand in silence with no food which means no strength.
2. Re-write the sentence. 'The world has shut its ears and moved on'.
The world has stopped listening to us, they are getting on with their life's and forgotten us.
3. Front loading lesson, before reading the book
Show students a series of photos for example sick children, the photos shown would be based on your class. Some children wouldn't be able to view some photos from past experiences. You want students to be questioned on what is happening in each image, what are students feeling. Give students a Y-chart to fill in about what it looks like, feels like and sounds like for each individual image. You could get students to create their own front cover of the book, based on what the front cover is telling them so far. Based on the themes, they make meaning from the front cover. Ask students whilst having a class discussion about predictions they have about the book. You could also get students to write two or three questions they would like to find the answers to whilst reading the text.