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The Crow's Tale, by Naomi Howarth + 8 Cultural Forces

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The Crow's Tale, by Naomi Howarth + 8 Cultural Forces

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Opportunities: This book provides Year 8 students, in particular females, who are struggling with body image issues with an opportunity to critically think about what is really important in life. What's outside or what is inside?

"Dear Crow," said the Sun, "you are selfless and brave. It's not how you look, but how you behave."
"Pretty or ugly, slim, thin or fatter, your beauty inside is the heart of the matter."

This book provides opportunity for deep thinking about why they are body image confused, etc.

Interactions and Relationships: This book helps students understand how to interact with others not based on appearances and social cliques, but rather on what is on the inside of a person. Their emotional bravery, selflessness, service to others and thoughtfulness.

Also teaches students to celebrate the struggle of finding oneself. Through this thinking we truly begin to understand just who we are and can have empathy for our peers who are going through the same thing.

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Continual checking and updating of our ATL Planning Chart, LAC Meetings to spend time each term collaborating on ways for improvement and visual displays around the College.

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How will I use the social force of 'time' in my Year 8 Language and Literature class.

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How will I use the social force of 'time' in my Year 8 Language and Literature class.

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Using the Online Stopwatch on the screen, students can have a clear guide of their expectations   with timed activities, both individually and collaboratively. Online Stopwatch: http://www.online-stopwatch.com/classroom-timers/

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Highlights the 'living' and 'carpe diem' nature of learning. Rather than removing children to a fabricated, uniform location - let them learn in their natural environment.

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During our Friday lesson that is often quite challenging as students are tired and ready for the weekend. Ensure my standards remain high and I seek to engage, regardless of how tired and sleepy students are.

A way in which I can do this is to use this lesson as a visible thinking routine time for reflection and micro-lessons.

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SOI Reflection 2

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On Tuesday we have double Language and Literature. As reflection learning experiences take the class out to the bushland surrounding the school and using string, glue, tape, etc. students to either collaboratively or independently build a novel house and explain each feature. In a creative way they need to show me by the end of our lesson their understanding of each brick in the novel house and how this creates meaning for the reader - drawing together audience imperatives and development students are to articulate how authors "construct meaning."

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SOI Reflection 1

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List any thinking routines you would use in your classroom. How would you use this routine? What purpose does it have?
- When teaching a novel study a large element of our inquiry is inference. Using the thinking routine of Circle of Viewpoints, students who are sharing a novel or a similar novel can conduct a Circle of Viewpoints where they think from different points of views in order to gain a wider understanding of the various inferences.

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How are you going to facilitate the construction of knowledge in your classroom?
- Developing conceptual understanding documented through SOI circular planner once students have arrived at a point of transition within our inquiry cycle. This can show students understanding of how they are developing conceptually as well as socially-emotionally, becoming learners and internationally-minded global citizens. (Show blog photograph).

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What ideas do I have for using inquiry as my pedagogy?
- Beginning my inquiry unit planner with simply the purpose for inquiry and then allowing the students to actually create our unit planner. Bringing in large A2 circular planners where students can have voice and create not only our learning experiences, but can also unpack our Language and Literature criteria so they can create their own tasks and task specific clarifications.

What curriculum areas will I target?
- Language and Literature (Year 8, MYP Year 3) .

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Inquiry cycle up on our classroom wall, the SOI of inquiry on the classroom wall with room for students to add their developing ideas and inspirations that explore our key and related concepts and global context. During a novel study, ensuring our environment is flexible so students can move back and forth from various stages of their learning.

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When moving from lesson to lesson, students are to enter the class and to become mindful and prepared to learn, plug themselves in and begin just a page of silent reading until the class has all arrived and is settled and ready to begin reflection from the previous lesson.

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Thinking needs to be articulated and made visible through dialogue and using our Language and Literature exercise book as a process journal where their thinking, questions, ah-ha moments and snapshots of insight are revealed. At the start of the term, students set challenging and realistic goals for themselves that they can refer to as they travel in their journey.

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Our Year 8 Language and Literature team want our students to understand that authors create their characters in such a way that they convey a particular message for an audience (message, communication, audience imperative and character). We also want students to know that characters help them, novels can change them and they can help others through their understanding of a new way to see the world and situations they encounter. Our language will consistently draw on these concepts and ensure that each lesson we are building upon students understanding through this language.

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SEQTA – Learn lessons are short and open-ended so that students can build upon this, change its direction and modify for their learning needs. Students can use their Language and Literature process journal as well as their device to document their learning in a way that is appropriate for their learning style.

How we differentiate and provide opportunites:
- Students set goals that are achievable and challenging.
- Using technology to document and show learning. Reinforcing the use of social media so we can use social media for good, not evil - a common problem within Middle and Senior School.

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Using the learner profile of principled and caring, as well as our GSLC value of respect, create protocols for our class to interact freely and positively by hand indications, respectful dialogue and positive language.

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Using Padlet on our TV, model the mapping of a Story Arc with the various features of a novel structure. Modelling how to map ideas, asking questions and then allowing students to fill in the framework that I have provided before they create their own based on their novel study.

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As we move from factual questions to conceptual questions to debatable questions and back again throughout our finding out, sorting out and making conclusions section of the inquiry cycle use the timer TV for time to Think – Pair – Share. Providing time for independent thought and reflection as well as collaboration. The learner profile of principled can help students honour the time allotments required.