Presentation Script
Cherie http://www.youtube.com/watch?v=_A-ZVCjfWf8
Andrew Scene: two LM's sitting in the lunch room Andrew is reading from a magazine. Sitting with Corinna In 1985 Jonathan Anderson wrote:“Microcomputers are beginning to be a regular part of most schools… and imaginative teachers are finding a multitude of ways in which these new resources can promote learning… Microcomputers can be powerful allies. For a start, they are highly motivating. More importantly, almost any interaction with microcomputers involves reading and writing of some kind”.to audience How effectively have today’s educators embraced this prophetic statement? The need for ICT skills has been perceived since the 1960’s, yet it appears that an emerging gap exists between the experiences and values of students and educators. Seymour Papert contends that “children around the globe have entered an enduring and passionate love affair with the computer”.For today’s students to participate fully in their future, it is essential that all students’ become digitally literate - having the technical skills to adequately operate and navigate computers.
Corinna But what about the contended ‘love affair’? Shouldn't we as educators capitalize on this phenomenon? Aren't we asking our selves ‘how does my learner best learn?’ Students are craving an education that is relevant, meaningful and engaging. Research indicates that “new and emerging technologies can highly motivate students to read and write” Digital literacies, such as blogging, fan fiction, remix and gaming provide students with opportunities to learn collaboratively and be participants within a digital community, bridging the global divide, igniting the imagination and promoting student-centered learning. This embodies Wenger’s phenomenon of ‘horizontalization’, establishing knowledge sharing and knowledge creating networks.These collaborative learning environments provide learning that is both constructive and socially situated – as pointed out by Chris Fowler and Terry Mayes, pioneers of learning theories within digital literacies
Cherie Fanfiction is a digital literacy genre that may have existed almost as long as fiction has existed. It began to be a shared experience in the 1960's. Fans of cult television shows such as Star Trek began to create fanzines (or fan-magazines) and then the internet transformed fanfiction quickly to the point, where now, most television shows or books of interest to young people have an associated fanfiction presence online. Fanfiction of protected material is a legal violation of copyright- so fans often write fanfiction at their own risk, however it appears that for educative purposes the legal convcept of fair use applies.Some authors such as JK Rowling encourage fanfiction while other authors vigorously protect their copyright. Fanfiction offers educators a great opportunity to engage young students in a mode of literacy that they have already shown huge interest in through online fanfiction forums.
Kris We chose Roald Dahl's book 'The BFG'- short for The Big Friendly Giant as it is a time-tested popular book and author for our chosen age group - 8 to 10 year olds. The book is fun and funny, yet slightly scary. It's an adventure story with many ridiculous made up words such as 'Snozzcumber' and 'Wizzpopper'. The main 'human bean' character, the young Sophie is taken by the BFG when she sees him collecting dreams in the night. He is a kind giant unlike all the others who eat 'human beans'. Sophie enlists the help of the BFG and his dreams that he has caught to convince the Queen of England that the giants exist and must be stopped. The Queen sends her military to catch the mean child-eating giants, fly them back to England under big helicopters, throw them in a huge pit and force them to eat the dreaded 'snozzcumbers' for the rest of their lives. Sophie and the BFG end as the heroes and the BFG never has to eat a 'snozzcumber' again. And………. scene
Characters

Sophie: Cherie
BFG: Kris
Narrator: Corinna
Learning Manager: Andrew

Sophie Hello I’m Sophie and tomorrow night I’m going to be stolen away from this orphanage that I live in by a Big Friendly Giant. For now I can dream about my life before I came to live here. I can remember a time when I was part of a family. I had a mother and a father and a baby sister. I can remember the house I lived in. Oh it was such a lovely home. A huge double story place with a butler called Clarence and a maid called Clarice. I used to swing for hours singing songs to myself like (sings) “ Where is love? Does it fall from skies above is it underneath the willow tree that I’ve been dreaming of”. Oh it was such a happy time ,but then it all changed, my parents were killed in an accident, such a terrible accident…..you couldn’t begin to imagine……
BFG Hello My name is BFG. I give Sophie her dreams. I give all the children their dreams. I don’t eat children like all the other bigger giants, I eat the repulsanauseous snozzlecumber’s instead. Sophie will catch me tomorrow night and our adventures will begin. Oh well, for tonight I continue to blow my dreams to the children. Dreams like you couldn’t begin to imagine
Narrator The students in this year five classroom have been thrown some challenges by teachers in role as two of the major characters of Roald Dahl’s book BFG. The one thing that both of the characters said to the students was that they “ couldn’t begin to imagine”. Lets see where that challenge takes us Cherie & Kris now become students sitting on the floor in front of Andrew
Learning Manager Did you hear what Sophie and the BFG said. They both said you couldn’t even begin to imagine. Do you agree with that? Do you know how to use your imaginations? We had a great time yesterday working on our characterograms and they are being scanned and uploaded onto our class wiki this morning. Out of all of those characters was there one that really interested you ?
Kris My favourite was the Bloodbottler. I wonder how he got so mean?
Learning Manager What a great question Kris, we aren’t told in the story about his life before Sophie met him and I wonder too what happened before that. After just seeing the B.F.G did you wonder what kind of dreams he put into children's heads? Maybe he has put some dreams into your head that you can remember. After hearing about Sophie's lovely house and parents and her sister did you wonder about how her parents died? I did, I have so many questions and my imagination is running wild…… How about your's?
Narrator As the students move to computersThe Learning Manager is determining interest in the story and scaffolding the recall of students own knowledge about their dreams and ability to use their imagination the HOM of thinking creatively. He then used a think-pair -share activity to get the class to brainstorm their questions about different characters and situations from the book. The Learning Manager will add these questions to the class wiki site along with the task description. The students will be asked to access the wiki site which describes the task and lists the brainstormed questions they have about the story and its characters. The students will navigate to doing some online research about fanfic before starting their fanfic narratives. Students may work on the task in small groups ( 2 or 3) or individually. Each student or group will have their own page on the class wiki.
Narrator crosses stage with a sign saying " the next day" Students are working at computers Cherie is individual and Kris & Corinna (who is no longer the narrator) collaboratively.
Learning Manager addressing the audienceWhilst these students are engaged with computer word processing they will use their imagination and creativity to interpret and construct English texts that share their experiences of the world, to explore ideas and information.To expand on the characters and situations from Roald Dahl's Big Friendly Giant
Cherie I am individually interpreting and constructing text for my audience which is my cohort peers. I know my subject matter and the purpose for my writing.
Corinna We are too but we are collaborating to applying our understanding of language elements and texts.
Learning Manager In the fanfic digital genre some ways of working from the Essential Learnings are:1 Identify main ideas and the sequence of events, and make inferences. 2 construct literary texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose. 3 make judgments and justify opinions using information and ideas from texts, and recognise the aspects that contribute to enjoyment and appreciation
Kris We will gain the following knowledge & understandings in Writing and designing. The purpose of writing and designing includes entertaining, informing and describing. Writers and designers can adopt different roles, and make language choices appropriate to the audience. The Words and phrases,we choose affect meaning and interpretation, as text users we make choices about grammar and punctuation, to make meaning
Corinna In Reading and viewing we use a range of strategies to interpret and appreciate written, visual and multimodal texts in personal and community contexts
Cherie Wow and I thought I was just having fun writing a story as I also met a number of the ICT standards like creating, communicating and operating
Learning Manager Alternatively you might set up a blackboard virtual classroom. The task here is very prescriptive and the ideas for writing either a story about Sophie or about the BFG's dreams may be used at the beginning of a literacy unit. They will participate in peer assessment by adding feedback comments to the bottom of each others fanfic page.
Corinna You will need to exercise some caution with accessing online fanfic as many of the fanfic sites contain erotic content which is inappropriate for us.
Learning Manager Literacy Units that use advanced chapter books such as this one can take many weeks to read. The nature of the fanfic genre is that it may be used very early in the reading by generating questions as responses to predict what may happen in the future or to reflect on and create what may have happened in the characters' past. It is easy to see how this could be adapted to suit storytelling and a number of traditional text genre's in early primary and can be extended in older grades to incorporate poetry, script writing and role play

END OF SKIT
Finish playing youtube

Cherie We have some questions for you from our presentation. We will play the "yes" "No" " Maybe" game. Explains. Cohort stands in the middle of the room in the maybe zone. In answer to the read question they must move either to the yes no or stay in the undecided zone.

Questions for the game

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