Once a week I have the pleasure of supporting the EY team during, collaborative time. This is an opportunity for students in JKP, JK and SK to work with their peers. The EY team set up a variety of provocations (that are usually supporting a specific transdisiplinary / approaches to learning skill) for the students to experience. They can choose to engage with whatever interests them.
After talking to and reviewing the books that EY students were borrowing from the library it was clear that a large number of children had a special interest in space. In response to this I collected a variety of texts about space to share with them. To provoke their thinking I asked them the question, “What transportation would you design to take you to outer space?”
Here are some photographs of their varied responses.
The children that chose to participate in this provocation were extremely focused. Space was something that particularly interested them. They utalised and developed a variety of communication (e.g. listening to others, expressing ideas, recording information), social (e.g. listening to others, sharing materials) and thinking (creating and designing, making decisions) skills throughout the experience.
Choose one of the following: Story Box: Create a story box for one of the books you read over the summer. Look at this fabulous example: The Imagination Tree: Little Red Riding Hood Box. You can add photographs of your story box to this page.
Letter to the Author: Write a letter to the author of a book that you read over the summer. What did you like about it? What else would you like to know about the characters? What happened after the story finished? How would you find out how to contact the author? Would you post or email your letter?
Character Diary Entry: Write a diary entry from the perspective of a character from a book you have read this summer. What are their secrets? Dreams? Hopes?
여러분이 읽었던 책에 대해서 생각해 봅시다. 그리고 아래 항목 중 하나를 선택하세요. 이야기 상자: 여름방학동안 읽은 책들 중 한권에 대한 이야기 상자를 만들어 봅시다. 여기있는 좋은 예시를 살펴보세요. The imagination Tree: Little Red Riding Hood Box 작가에게 편지쓰기: 여름방학때 읽은 책의 작가에게 편지를 써봅시다. 책에서 무엇이 좋았나요? 등장인물에 대해서 더 알고 싶은 것이 있나요? 이야기가 끝난 후 어땠나요? 작가에게 연락할 방법을 어떻게 찾아낼 건가요? 여러분의 편지를 우편이나 이메일로 보낼건가요? 캐릭터 다이어리 작성: 여름에 읽었던 책 속 캐릭터의 관점에서 일기를 써봅시다. 그들의 비밀, 꿈, 소망은 무엇인가요?
请回忆你读过的一本书并。。。 在下面的话题中随意选择一个： 故事箱子 ：为你在暑假读过的一本书做一个故事箱子。请看例子：The Imagination Tree: Little Red Riding Hood Box 一封给作家的信 ：向你暑假读过的这本书的作者写一封信。你为什么喜欢这本书？关于主人公你还想知道什么？故事结束后发生了什么？你如何找到联系到作者？你会选择写信还是写电邮？ 写主人公日记 ：为你书中的主人公写日记。 她／他们的秘密是什么？ 梦想？希望？
Take a photograph of yourself reading in an unusual place. Share and caption the photograph here.
특이한 장소에서 책을 읽는 모습의 사진을 찍어봅시다.
Share photographs on this padlet.
Twitter is one of the most popular forms of social media. Each tweet can be a maximum of 140 characters. Twitter can be used to share anything. Your challenge is to write a review for a book you have read over the summer that could be shared on Twitter. The only rule is that it MUST Not be more than 140 characters. Share your review in the comments section below this post.
책 리뷰 쓰기 트위터는 가장 인기있는 소셜미디어 중 하나입니다. 각 트윗은 최대140자까지 가능합니다. 트위터는 어떤 것이든 공유하는데 쓸 수 있습니다.여러분이 도전할 과제는 트위터에서 공유될 만한 여름방학때 읽었던 책의 리뷰를 써보는 것입니다. 단 한가지의 규칙은 140자를 넘지 않는 것입니다. 아래의 코멘트란에 여러분의 리뷰를 공유하세요.
写书评 推特是最有名的社交软件之一。每一篇推特最多只能写140字。推特可以用来分享一切。 你的挑战是为自己在暑假读的一本书写一篇书评并发布在推特上。 唯一地规则是书评的字数必须在140字以下。你可以把自己的评论分享在评论框
Tell us a little about your holiday. Where have you been? What have you been doing? Have you eaten anything delicious? Send your postcards to:
여러분의 방학에 대해서 이야기해 봅시다. 어디에 있었나요? 무엇을 했었나요? 맛있는 음식들을 먹었나요? 여러분의 엽서를 브랭섬홀아시아 도서관으로 보내 주세요.
请与我们分享你的暑假点滴。你去哪儿了？ 你做了什么？ 吃了美食吗？请给给我们寄一张明信片。
Branksome Hall Asia
613 Gueok-ri, Daejung-eup,
Seogwipo City, Jeju Special Self-Governing Province
Grade Two have been exploring poetry. In class, they have identified and experimented with the visual language of poetry. Inspired by the Lawrence Public Library’s PoeTree Installation the classroom teachers and library embarked on a collaborative project to create a poetry garden.
Lucy Calkin and Stephanie Parson’s book, “Poetry: Powerful Thoughts in Tiny Packages” was used to guide the development of learning experiences. We shared photographs of the PoeTree Installation with the students and identified how we could relate it back to our context (e.g. choosing a subject from our environment, identifying how the installation would look in our space). Initially they examined a variety of natural and man made objects from the perspectives of a scientist and of a poet. They identified and discussed the way descriptive language could change when you look at the same object from different perspectives.
Individually the students choose an object from the environment around the library to examine with poets’ eyes. The photographs below were taken by the students of the object they selected to write about.
While making careful observations with poets’ eyes, the students documented their ideas to use for their final poem. Together with the classroom teacher they created, edited and reviewed their poems before sharing them in the library.
The “Poetry Garden” installation is almost complete. It is already getting a lot of attention from teachers, students and parents. Hopefully it will provoke our community to read, write and share poetry.
Generating excitement about literature and encouraging students to become life long lovers of reading is at the heart of what teachers do. Finding different ways to promote books to the school community can be challenging. In our middle and senior school we have only a small number of regular borrowers. We are trying to change the schools reading culture and attitude towards the library. We have decided to explore using QR codes that link to book trailers as a way to promote different books (take a look at the sample below).
Initially we are using commercially created book trailers and hope to work with different groups of children to develop a variety of student made book trailers. We believe that creating these trailers will provide the students with opportunity to develop both traditional literacy and 21st century literacy skills. The aim is to develop students skills so that they can be creators of content not just consumers.