# data[].attributes.body
This can be used with any visual text and is a great formative activity for students to unpack the multiple layers of meaning in a visual text.

Class Context: Year 10 EAL
Task Descriptor: Interactive Oral

To support students in this task, we would use this routine to model how to identify layers of meaning in their visual text.

This activity could be first done as a whole class then in smaller groups, followed by individually.

Our tweaked questions to suit our class/context:

1. What’s the new story? (5Ws - Describe where, when, who and what’s happening in the story?)

2. What is the purpose behind the story? (inform, persuade, explain, entertain, raise awareness)

3. Who is the story for and why? (target audience)

4. What are themes/messages you see in the story? (provide evidence/examples)

5. What are evidence/examples of culture? (customs, traditions, habits/ways of life)

# data[].attributes.body
Context: Year 7 class studing a novel.
Rountine: The Explanation Game
As an introduction, students are given an image of a random object from ancient times, such as a toothbrush, wash bowl, dimple maker etc
In small groups, they unpack the following:
Name it, Explain It, Give Reasons, Generate Alternatives. The purpose of the activity is a fun introduction to the routine to engage their interest and prompt 'thinking outside of the box'.

To follow, as part of a setting the context activity to introduce a text, groups are given images connecting to the themes in the novel, in this case New Kid & The Bone Sparrow. Students apply the same questioning.

The routine could potentially be used again mid way through reading the text, to dive deeper into a character and the reasons behind their actions, thoughts, feelings. Students could take on the role of the character and find evidence to support one of the elements of STEAL.

More to come .......

# data[].attributes.headline
Creative Comparisons VTR: The Zombie Zeitgeist - Rich & Kat

# data[].attributes.subject
Creative Comparisons VTR: The Zombie Zeitgeist - Rich & Kat

# data[].attributes.body
Example of Step 2 Image

# data[].attributes.headline
Creative Comparisons VTR: The Zombie Zeitgeist - Rich & Kat

# data[].attributes.subject
Creative Comparisons VTR: The Zombie Zeitgeist - Rich & Kat

# data[].attributes.body
Class Context: Year 9 Free Choice LR
Unit: The Zombie Zeitgeist
Focus: This will be the lead-in activity to support students thinking about how to approach their transformation task.

Step 1- Unpacking the Creative Metaphor:
Students are presented with the image above and are asked the following questions:
--> What do you see in the artwork?
--> What human/societal fear/s are represented in the image?
--> In what ways is the image acting as a metaphor for those fears?

Step 2 - Designing Your Own Creative Metaphor:
--> What do you see in the image?
--> What human/societal issues/flaws are being reflected in the image?
--> How would you change this image to create a metaphor to represent those issues/flaws as fears by applying zombies?

Step 3 - Peer to Peer Creative Comparisons
--> How does your transformation creatively compare and contrast with the ideas of your peer?

# data[].attributes.body
Class Context: General middle school - specific focus on use for Year 8 Genre Study (e.g. Gothic)

Link to Routine: Layers

Purpose: The routine provides learners with a structure for looking analytically at creative works through a variety of different frameworks

SEE LINKED GOOGLE DOC FOR ADAPTED LAYERS WITH SPECIFIC ENGLISH FOCUS!!!

Application #1: Comparative Connections
- End of unit summation / analysis
- Round Robin: stations for each Layer
- Groups assigned one text studied in the unit, and move around the stations and analyse using each layer
- Whichever layer they finish on, groups review the analysis of their peers for the other texts and collate the findings on Similarities and Differences

Application #2: Single Text Analysis
- Sequence of lessons to move students through each layer of focus, becoming increasingly more complex
- Different VTRs could be used for each layer (e.g. SeeThinkWonder for Narrative)
- Naturally sequences students towards more complex and analytical conclusions

Application #3: Self/peer Feedback
- Students can use as part of their own creative writing process
- Receive peer feedback (or self reflect) on each layer
- Ensure they have met the conventions of the genre/form. Has their work had the intended effect?

Application #4: Student construction of a Creative Task

Link to Google Doc with (slightly) more expansive explanation

# data[].attributes.attachment_link.title
Shrek - Ogres are like Onions  (Blu-Ray 1080p) English [scene]

# data[].attributes.headline
Feeling and Options - Luke, Jane and Lynne

# data[].attributes.subject
Feeling and Options - Luke, Jane and Lynne

# data[].attributes.body
Year 11 (IB, English & Essential English)
- This VTR would be useful in developing empathy, perspective taking, exploring the impact of setting, and the piecing together of the jigsaw puzzle of secondary characters.
- Providing students with the Emotions wheel would be useful to get students moving beyond the most obvious.
- This routine could be split so that Steps 1 & 2 are completed individually (as a great entry point especially in Essentials/ English), and then Step 3 & 4 is completed as a group so that thinking is consolidated/ challenged/ built upon and then presented to the class.
- As a deep dive, Steps 1 & 2 of the VTR (Identify/ Feel) could be combined with the VTR Circle of Viewpoints, where each group member takes on a persona.
- Adding in a 'What makes you say this?' so that students are able to explain the 'why' - what devices/ authorial choices are driving the character action/ feeling?
- The development empathetic problem solving and ethics spotting would be incredibly useful for the Individual Oral in IB.

USE IN CLASSES:
- In Essential English this might used for the Text Analysis (Personal Response) using a short story - how has the author presented the themes.
- In English this might used for Text Response (The Joker) to explore the clash between external and internal conflict that impact characters.
- In IB English this routine might be used by students in the Learner Portfolio to flesh out their ideas about texts for the IO. It could also be used in our area of exploration in Ethics & Morality - with the Plague (around the closure of the city), in Laramie (about the guilt of Aaron and Russell/ response to Matthew's murder).

# data[].attributes.body
Class Context:
Year 7 English
'Book Club' Unit
Various Novels

Link to Routine: http://www.pz.harvard.edu/sites/default/files/%2B1%20Routine.pdf

Introduction to Task:
At the beginning of the lesson, students will work together in small groups to respond to a prompt (i.e. an excerpt from the novel they are studying, one of the text’s themes, or a statement/guiding question relating to the text). In 2-3 minutes, they will each write down their perspectives in response to the prompt. Then, they will pass their paper onto the next person who will add to their response to it. By the end of the activity, a student will not only have developed their own critical understanding but have been exposed to 3-5 other people's perspectives. This not only introduces students to the task’s design and procedure but further develops their understanding of the text being studied.

Expansion and Adaptation on the Thinking Routine:
Once students have familiarised themselves with this routine, they will complete it on a larger scale. This could be used after viewing a scene from a film or an excerpt/chapter of a novel.

To fit within the ‘Book Club’ unit, students will form pairs or groups of 3 within their larger novel group. Students will then complete the routine as practiced at the beginning of the lesson, having 10 minutes to write down ideas/quotes/thinking that relates to the themes/ideas of the novel. This will then be expanded with the students comparing to the other pair or group of 3 within their larger novel groups, having 15 minutes to read and expand/add to the other groups notes.

This lesson will be rounded out with students sharing the larger novel groups collective and extensive ideas to the class in a short 2-3 minute presentation. They will have 10-15 minutes to decide what will go in their 2-3 minute presentation. This will allow for students to not only expand on their own ideas within their initial groups, but see how the other members of their novel groups developed their thinking and unpacked some of the themes/ideas within the excerpt/chapter they have just read. The presentation aspect will allow for class-wide sharing, with the students now seeing the thinking and ideas of each group and comparing how they unpacked their text similarly or differently. This turns the routine into a +1, +2, +3 Routine.

# data[].attributes.body
Shannon and Ruby
CURRICULUM CONNECTIONS:
Year 10 English, text study, 'The Semplica-Girl Diaries' By George Saunders (The New Yorker)
[PDF version accessible here on Shared Drive]

ADAPTED FROM PZ SITE

Choose a digital dilemma to analyze.

(If you are choosing a non-PZ developed digital dilemma, consider the important criteria for dilemmas to work well with this routine.)

Take a Stand -- Individually, read or listen to the dilemma and consider your thoughts about it. What’s your view on the dilemma? Make notes that help explain your perspective.

Stand Back -- In small groups or as a class, share your individual perspective(s) about the dilemma and listen to the perspectives or your fellow students.

Look Again -- Individually, look again at your original response. What had you not considered that other people brought up? Have you changed your perspective, and if so, what changed? How has your thinking shifted after hearing your classmates’ perspectives— even if you haven’t changed your mind?

Look Beyond -- Finally, look beyond this specific dilemma or case (in this case, performative charity, or performative activism, or performative acts of social status)

Consider: How does the dilemma remind you of other situations explored in class or that you’ve seen, heard about, or experienced?

Optional: Complicate -- If using a dilemma in our compilation, consider the provided prompts that ‘complicate’ the scenario. Or, if you used your own dilemma, consider how your response might change if certain details in the dilemma shifted (e.g., who was involved, the relationships between the people involved, when /where it happened, etc.) Discuss these questions in your group and share responses.

DILEMMA

An influencer approaches a man who appears to be experiencing homelessness and asks him for two dollars. “Sorry to bother you,” he says, explaining that he needs the money to catch a train home. The homeless man, bearded, pushing his possessions down the street, reaches into his sock and pulls out a ten dollar note. Then: His mouth falls open in shock. The influencer has revealed that, actually, he doesn’t need the money at all. Instead, he wants to give the man $500. He hands over a bundle of $50 notes. The men hug.

(adapted from https://www.wired.co.uk/article/charity-tiktok-videos)

Do you agree with the practice of influencers filming acts of charity and sharing them via social media? Why, or why not?

COMPLICATE

What might the influencer's motivation for recording the fight? Does it matter?

What if they just wanted the video to go viral so she would get famous?

How does your thinking – about whether it is appropriate or not – change if the influencer got the homeless person’s consent to post the video?

What if the influencer was male and the person experiencing homelessness appeared to be a woman? And what if that woman was a teenager?

How could other elements of the person’s identity impact this scenario. If they were part of a social minority group (ie. had a disability or were Indigenous) would this be significant?

# data[].attributes.body
Class Context: Year 11 English Essentials
Text Production Task (Persuasive, Creative, Transformative, Recount etc)

This is designed to support students in moving from the ideation phase of writing into the action of writing.

Ideation for Text Production
1. Setting Up Prompts (could be characters, setting, techniques, themes, social issues - dependent on the text type). Setting up Student Groups (base this on student interest and ability and allocate a group strategically) Using a pre-survey to determine student areas of development and areas are strength- use this to create groups (based on topics, elements of text)
2.  Inviting Students to Silently Record their  initial responses (encourage rapid ideation, the time for questioning and critiquing will come with the next rounds.  First round ideation, second round is responding to the ideas of others silently (perhaps through ticks, emojis etc),
3. Third Round: Positive, Even Better if and Wondering Round. Students are provided with the guides of Positive, Even Better if, and Wonderings document to support students in building on the ideas of others.  Students to silently revisit the initial ideas and pose questions and feedback. Example 5Ws 1H. Students to move in round robin format.
4. Sharing the Thinking: Students to return to the original sheet, and looking at the emerging themes and trends with the feedback. Making connections between the original idea and the suggestions from others. Students to informally report back on the feedback that surprised them the most.
5. Debrief and move into the action phase of writing, taking the ideas and using it to create short pieces of writing for teachers to provide drafting conference feedback on.

# data[].attributes.headline
Beginning, Middle, End: Ebony, Nathan & Steph

# data[].attributes.subject
Beginning, Middle, End: Ebony, Nathan & Steph

# data[].attributes.body
Basics of routine:
Present students with an artwork and have them choose one of the following questions to respond to:
- If this artwork is the beginning of the story, what might happen next?
- If this artwork is the middle of a story, what might happen before? What might be about to happen?
- If this artwork is the end of a story, what might the story be?

Potential Applications:

CONTEXT BUILDING:
Provide students with a range of photographs and artworks that reflect the historical period of the text being studied. Students begin by imagining potential realities based on the works, in order to generate wonderings and spark curiosity that can later be fact checked. For example, could work well for 1950's for The Outsiders.
Could be more structured (e.g. one group look at education, one group look at work, etc.) Have follow up of students sharing fact sheets or mini lessons on context.

THEMATIC UNPACKING
Provide students with a range of photographs and artworks that reflect the themes of the text being studied. Students begin by imagining potential realities based on the works, in order to generate wonderings and spark curiosity that can lead to further discussion and exploration of ideas. For example, artworks representing societal responses to science when teaching Flowers for Algernon, More Happy than Not, or Frankenstein.

EMPATHY FOR CHARACTER:
Provide students with a range of photographs and artworks that represent specific characters in texts (e.g. artwork created by children in detention centres when studying The Bone Sparrow). Works could include art created by and depicting specific groups in society (Race/culture/sexuality/gender, etc.) Focus is for students to consider the personal stories of these individuals in order to develop empathy. Can be followed up with perspective taking routines also, before students return to their BME responses to reflect on changes they might make (I used to think, now I know).

CREATIVE WRITING PROMPTS:
Provide students with a wide range of artworks or have students select their own to bring in. Could also work well as with an excursion to an art exhibition or gallery. Students use this routine to generate ideas for creative writing (poetry, narrative, vignettes, monologues, etc.) Can be adapted to suit a variety of diverse needs, such as more abstract works for students needing stretch (e.g. Pollack, Kahlo, Dali), or more 'slice of life' for younger years (e.g. Hopper, Holbein, Monet, Pissaro, Van Gogh, etc.)

Good pairings:
- SEE THINK WONDER (lead in to prepare, apply to artwork before routine)
- TRUE FOR WHO, various PERSPECTIVE TAKING options could work well with empathy building applications.
- TUG OF WAR (follow up with debates on core issues that stem from routine)

# data[].attributes.body
Cat, Louise and Julianne

Year 8 English: The Outsiders