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Discussion Question: Is Jack's version original?

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1. Read the extracts from Dear Mr Henshaw in this document.

2. [CREATE A POST IN THIS COLUMN WITH YOUR GROUP NAME AS THE TITLE]

Respond to any ONE of the questions below. In your response, explain what makes you think so by referring to a specific part of Dear Mr Henshaw:

I) How do the 'gaps' in the story affect your reading experience?

II) What did you pay closer attention to in reading this kind of story, as opposed to 'usual' stories?

III) What might you have to do as a reader in order to make sense of this kind of story?

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Please type your name as the title of your post

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Please type your name as the title of your post

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1) What was your first impression of the book?
2) Did you enjoy the book? Why, or why not?
3) What did you find challenging in reading this book?
4) How is it different from other books you have read so far?

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As a group, compare and contrast the two poems assigned to you in the file above.

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Groups 1 - 3: Jack's Responses to Poems (What changes do you notice in Jack's responses to poetry?)

Groups 4 - 6: Jack's Attitudes towards Writing Poetry (What kinds of attitudes did Jack have at the start, and did you notice any changes to his attitudes?)

Groups 7 - 8: Jack's Experimentation with Poetry for Self Expression (What changes do you notice in the way Jack expresses himself?)

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1. What do you notice about the responses?

2. How would you respond as a facilitator, if you were to get these responses?

(Allocation:

Groups 1 & 2 - Samples 1A and 1C

Groups 3 & 5 - Samples 2A and 2B

Groups 6 & 8 - Sample 3A

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Please take a moment to leave us your feedback on the workshop. Upon completing the feedback form, you will receive the link to download the Love That Dog resource Padlet.

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1) 1A - student is making sense of the poem. Child's response is very literal and simplistic (just talking about the red wheelbarrow in physical aspect)

1C - child is describing his reading experience, and trying to understand the deeper meaning but unable to communicate clearly what is the hidden/deeper meaning or what the red wheelbarrow symbolises

2) 1A - direct child's attention to the what he thinks the red wheelbarrow represent.

1C - asks him to share what he struggles with and what he thinks the hidden message/meaning is in his own words.

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[Individual Work] Add a Comment to this post to respond to the question below.  Make sure you identify yourself by adding your initial in your comment.  

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[Individual Work] Add a Comment to this post to respond to the question below.  Make sure you identify yourself by adding your initial in your comment.  

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Name one person whose work you consider Original.

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[Individual Work} Add a Comment to this post to respond to the question below. Make sure you identify yoursely by adding your initial in your comment.  

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[Individual Work} Add a Comment to this post to respond to the question below. Make sure you identify yoursely by adding your initial in your comment.  

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Complete this sentence, for something to be considered original, it MUST be/have...

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[Group Response] Create a post with your group name in this column 

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[Group Response] Create a post with your group name in this column 

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Then, respond to the following prompts:

1. In one sentence, define what you think poetry is.

2. What are some essential traits of poetry?

3. What are some non-essential traits of poetry?

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Access this activity sub-Padlet to complete your group task

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Access this activity sub-Padlet to complete your group task

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1) My first impression of the book was that it seemed simple and childish.

2) I did enjoy the book because it is in fact deep and thought-provoking.

3) Some parts of the free-verse were challenging to read and also information was revealed in bits and pieces throughout the book.

4) It is in epistolary-style and the poems are short and sharp.

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1) Initially, I wondered the purpose of the dates.

2) I enjoyed reading the book. It's like trying to understand what he is telling and why so.

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1) Light-hearted story written in prose poem

2) Yes, I did. I love the way it was written in Jack's perspective. Something my own students may react when asked to write a poem.

3) Many things to 'unpack' in order for students to truly understand the story

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1) Poetry? How do we discuss it?

2) Yes, I enjoyed reading the book. I could feel the development of Jack's emotions, from his reluctance to poetry to enjoy reading and writing them.

3) The writing style, the way the content is being presented.

4) Fairly interesting, not exactly a story book but yet a story book. Its interesting to try and interpret the story, the character's thoughts and feelings through his posts.

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1) My first impression - that it's a book recording a child's joyful experiences especially with his dog (What I mean is that when I first saw the title and the cover)

2) Yes, I enjoyed reading it. It's short and easy to follow (for an adult) but one that probes one's reflection about certain things

3) it didn't follow a typical story structure

4) same as 3)

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1) Unusual yet interesting way of presenting the character's thoughts

2) Yes, I did enjoy it. Simply written yet conveys deep meanings.

3) Initially, did not quite understand what the writer was trying to convey.

4) Other books that I have read are written in lengthy paragraphs with vivid descriptions and dialogues. This book, however, was written in such a way that it started off with short writings and gradually increased in length. The style of writing is also different.

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1) Not too thick, looked like an easy read. Did not quite see the connection to a dog after the first two or three pages.

2) I enjoyed the book. I felt like it could be a journey some of our students might also take during the course of the year. Hesitant at first --> ultimately growing to enjoy something.

3 & 4) The book contains only Jack's thoughts and responses. We have to guess what might have transpired in class to evoke such a response from him. While its not too difficult to make these guesses as an adult learning, I wonder how children will take to this text.

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First Impression: "Love That Dog" was a refreshing change. The poetic format was intriguing.

Enjoyment: Yes, the book was enjoyable. The simple yet powerful poems effectively conveyed emotions, making it a heartwarming and relatable story.

Challenges: The book wasn't particularly challenging. However, some readers might find the poetic format less familiar.

Differences: Unlike other books, "Love That Dog" uses poetry to tell a story. This unique format makes it more concise and expressive.

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1) First impression was that it is a difficult read and might not be that interesting.

2) Yes & No. When I could not get understand certain parts on the first read. But when things linked up, I find it enjoyable.

3) written in free verse, some details are not explicit. So need to work the brain to link and tie up the details to make sense.

4) written as diary entries. Jack is writing and addressing the teacher as 'you'. very personal

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1) Quite surprised that it about a young child's poetry journey.

2) I enjoyed it but did not realise that it got me emotional towards the end of the book.

3) Trying to imagine what was happening in class.

4) I had a lot of questions in my head as I was reading and was trying to answer (without looking at Mrsstretchberry's poems).

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1) Seems an easy read. I like the short entries and how it is written from the perspective of a rebel in poetry writing.

2) Enjoyed the book because how the story unfolds to provide readers with the background of Jack and his struggles

3) Challenging to keep track of dates and how events because of the multiple entries

4) Format of the chapters

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1) First impression was this is going to be a fun book to explore with the kids.

2) Yes, it is something unique.

3) Not much information given to interpret the poems- room for multiple perspectives

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1) Book seemed quite short and simple to read

2) It was pretty ok.. very easy to get through as the style of writing was simple and easy to digest

3) I didn't find it that challenging. In fact it seemed very realistic how the feelings of Jack was shared

4) For some books, there may be some parts where i have to read and re-read as i get lost at times but this was simple and easy to read.

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1) I thought it was an interesting way tell a story.

2) Yes, I enjoyed the book. I liked how he conveyed his emotions through the posts.

3) Some entries were confusing / challenging to understand as there was lack of background information / context.

4) The way that the story was written and progressed.

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My first impression was that it would be a story about a dog.

Yes, I enjoyed it. It was easy reading and I like how the story unfolds - how it linked up to the blue car that was mentioned at the start.

The short short entries, the monologue from Jack which the reader got to piece together the story about his dog...

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1) Short and simple

2) Yes. Probes deeper thinking.

3) Story was from Jack's perspective and some information was revealed in small bits.

4) It's not a typical story structure, and yet, there's a story.

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1) I thought it was such an interesting book with dated journal entries.

2) I enjoyed reading how Jack progressed to be a more confident poetry writer.

3) No.

4) It is not a regular narrative story style.

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1) Format of the book is unusual, easy to read yet impactful.

2) Enjoyed the book because the characters; emotions are all packed in the short texts & able to see how the character developed.

3) Had to connect what Jack had written with his feelings

4) Not much plot but more of focusing on character development.

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II) I paid extra attention to the dates and names mentioned in the letters, since characters/people in the story are pretty vague and not explicitly introduced. E.g. "Joe", "Joe's dog", "Joe's Dad", "Grown-ups".

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1) I will probably have to imagine what went on before and after each entry, to make more sense of the content. A lot of imagination will be needed by the reader, to make sense and piece together the story, vs a typical storybook, with much more details.

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1) Gaps in the story motivate me to read on and try and uncover and fill up the gaps.

2) I pay close attention to establishing the relationships in the text. Also wanted to find out more about the character writing the letter.

3) Going back and forth to check if any details was missed out when reading

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I) Gaps - have to go back to reread to draw links

II) Look for the intent of words used and the key message(s)

III) Rereading

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1) As insufficient information is given in the extracts, it makes me think/imagine what actually happened for the boy to write the way he did.

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II) Moments in the story that I could resonate with so as to make sense of what the character is going through.

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(II) I had to pay closer attention to the dates to find the chronology of the events happening the character's life.

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(I) The gaps in the story make it necessary for me to make assumptions (e.g. about the relationship of the characters and the subject matter written about) and fill in the gaps with what I think is reasonable in order for me to understand the story.

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To fully comprehend "Dear Mr. Henshaw," readers must actively engage with the text. Paying attention to the letter dates helps track Leigh's growth. Understanding the context of writing to a real author and completing a school assignment adds depth. Analyzing Leigh's emotions and considering the author's purpose offer insights into the story's meaning. Relating to Leigh's experiences as a young writer fosters empathy, while critical thinking about themes like friendship and perseverance enriches the reading experience

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(I) In this story, a boy (Leigh Botts) seems to be writing to an author. However, it seems like the letters are sent out annually. So, there is a 'gap' in the story as we don't know what exactly is going on in school during lessons and we also don't know what was in the reply from the author. So, there is a lot of imagination / assumption required of the reader.

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III) I might need to step into the shoes of a second grader as well as a fourth grader to understand what was written.

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1) I had to read the disjointed information and provide my own contexts of the writer's circumstances e.g. his mention of living in a mobile home park

2) the sudden change in the information in the letter

3) link it to my lived experience or prior knowledge

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There is a need to infer more from the content available due to the lack of response from Mr Henshaw and the lack of context.

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1) I had to keep scrolling up and down to find out how far apart each entry was, to make sense of what could have happened in between, and I paid closer attention to what was not said:

Eg, My favourite character in the book was Joe's Dad because he didn't get mad when Joe amused his dog by playing a tape of a lady singing, and his dog sat and howled like he was singing, too

The writer's dad probably got mad with him when he did the same thing.

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1) At first glance, I saw that they are all letters to Mr Henshaw by a boy named Leigh Botts. As he did not write regularly, there were many things to catch up, ie. he was in different grade, his living conditions

2) Details about the characters and if his demands were met in the previous letter.

3) Definitely builds up our anticipation as to why this boy was writing a lot to the author. Info were given in small details in subsequent letter.

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1) The gaps in the information leave space for imagination. The reader has to imagine Leigh’s daily life and fill in the blanks with his/ her own interpretations. It also creates a sense of curiosity in the reader, making the reader wonder what might have happened during the missing periods, encouraging them to piece information together to get a clearer picture.

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I) The lack of contextual information made me think deeper behind the meaning and purpose of the person writing the letter.

II) I also paid more attention to who was writing the letters and taking note that it was written by the same person.

III) I might have to compare the posts, read the posts again and try to understand the underlying meaning / purpose of why the letters were written.

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I) I have to imagine what had happened in the 'gaps' - what Leigh wrote to the teacher, and what the teacher had written to the boy, how the teacher motivated him, etc.

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I) The 'gaps' in the story makes me think from the perspective of Leigh/How a child at that age thinks

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It seems that Jack's version is a response to the original poem as compared to the one he wrote earlier where he tried to mirror the style of writing.

From his response, it seems that he has a superficial understanding of the original poem as he was still adverse to poems at this point in the story.

He seems to be trying to make some sense out of the poem.

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The first four lines of Jack's poem were similar in terms of the structure to the Tiger poem. The rest of the lines in Jack's poem are considered as original as the lines are short. This could be due to his initial attempt at writing a poem. Moreover, he may not be comfortable describing the blue car as it has caused Sky's death. This is in contrast to the Tiger's poem as the Tiger poem is more detailed and contains many questions that reflect the writer's deep thoughts.

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Jack's version is original.

Though the style is largely similar to Myer's, Jack's poems made reference to his own experience with his beloved dog. E.g. in 14 March's entry where his father would call out to him, "Hey there, son!" and how he would call out to his dog, "Hey there, Sky!"

Using birds loving to fly as symbolic of his interaction with his dog.

So, it's not just pure mimicking of Myer's poem.

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For his first poem, Jack mimicked the form of the original poem but personalised its contents. We understand that beginning writers usually copies whatever the teacher writes/they see. So the contents of this poem is original for a beginning writer. However, he made changes to some of the words (colour, vehicle) to suit his personal experience.

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Jack's poem seems to be a comparison between the original poem and what he experiences in real life.

He seems to want to be a little more creative in his writing- tries to mimic the style in the original poem but personalises it in his own way. It also seems like he wants to emphasize the 3 words LOUD, THIN and BIG.

Original poem- seems like general descriptions of noise (loud and chaotic- words/font all over the place)

Jack's poem- describes his own life (quiet and calm- shown in his writing)

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We think that the content of Jack's poem is original. However, he has drawn inspiration from poems 4 and 5.

Poem 4 is about a dog and its manner. How it rests, its body language etc.

Poem 5 is about going along with someone as they go about their day (running errands etc.)

Jack as drawn inspiration from both 4 and 5. However, he has written about his own experiences.

Taking inspiration from poem 5, he wrote about how he went to the animal shelter. Taking inspiration from poem 4, he write about the body language / manner in which the dog travelled back home with him.

He also added his own interpretation by adding details like what the dog was trying to say to him (choose me! / thank you for choosing me!).

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Post-Lunch wrap cum Dimensions of Originality to ponder

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Post-Lunch wrap cum Dimensions of Originality to ponder

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Wrap on morning segment cum Clarification on Originality (18Nov24)

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Definition:

Use of words to convey a message in a focused manner.

Essential Traits:

-Conveyance of emotions

-Have a relationship with the subject

Non-essential Traits:

-No standard format

-No prescribed length

-Don't have to rhyme

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1. Definition: A writing with a theme, some form and structure, with the use of imagery and figurative language.

2. Essential traits: deliberate choice of words to set the tone, express personal thoughts / self-reflection

3. Non-essential traits: rhymes, stanzas, repetition, length

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1) The student acknowledges the struggles he faces in interpreting the poem by quoting specific lines from the poem and asking questions. Towards the end, the student concludes by accepting the idea that it is open to different interpretation.

2) As a facilitator, we would accept the response as long as the students is able to draw references to the poem in penning down his response. Perhaps, we will post some guiding questions to enable the student to seek clarity on his questions.

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1) The first response --> the student seems frustrated because he/she is unable to understand the poem. As a result, he asks many questions instead.

The second response --> The student questions but also tries to answer his own questions.

2) It is important to be open to the possibilities and not be fixated on the 'right' answer.

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Response Sample 3A

It's nice how you have structured your response in a similar way that Jack has expressed.

If you did not go through RC, do you think you would have been able to respond in a similar way?

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Q1:

1A: Seems to have a superficial understanding of the poem. Student was wondering why the wheelbarrow was left out in the rain.

1C: Seems to understand the poem but does not provide specific details about the what he/she understood.

Q2:

1A: Could you elaborate more about what you mean by "...it can mean a lot" and "the experience was fun"

1C: Could you elaborate more about what the 'hidden information' could be?