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How many of these do you know?

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Channel One News may be used to select current issues for argument exploration.

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Channel One News may be used to select current issues for argument exploration.

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Extra-read---enjoy this story. Then complete padlet assignments of your choice.

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You should have selected a book to read independently or with a book club. Put together a plan for reading. You will be given at least two class days a week to focus on your reading. Try to read at least 40-60 pages a week. Each week, you will select one of the activities from this board to complete with your reading. Once you have selected an activity, do not repeat it until you begin a new book. Your completed work will be displayed on a padlet of your own. Your padlet will be shared with your class as well as others.

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Use this in conjunction with a text that has evidence for both sides. This is easiest if you assign sides of the argument to divide the class evenly. This also allows for the examination of perspectives we might otherwise not explore. Students will work independently, with a group of students on the same side of the issue (caucus group) and with an opponent who argues the other side. The final piece is a quick but elevated piece of writing.

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Examine a classmate's  argument.  If the technique is included in the argument, provide evidence on a sticky note. Then stick the note to the appropriate box.

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Examine a classmate's  argument.  If the technique is included in the argument, provide evidence on a sticky note. Then stick the note to the appropriate box.

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Argument writers

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At the completion of your independent reading, write an essay on your book using this as a guideline.

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At the completion of your independent reading, write an essay on your book using this as a guideline.

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On the top of The Things They Carried drawing, write the word that best describes your chosen character. If none of these fits, then use a word of your own.  Then give a rationale for your choice in complete sentences.
(Character's name) could best be characterized as _____ because_____.

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Mentor sentences from The 57 Bus, Night, and The Things They Carried.

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Mentor sentences from The 57 Bus, Night, and The Things They Carried.

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Use your independent reading to respond to the following: Which area in your pie chart has impacted your chosen character the most? Compose a paragraph in your best writing explaining why. Consider starting with

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Use your independent reading to respond to the following: Which area in your pie chart has impacted your chosen character the most? Compose a paragraph in your best writing explaining why. Consider starting with

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While (Character's name) identity has been influenced by many factors, the one that has been most impactful is _____. (Provide evidence to support.)

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Watch the two videos. Then select one to pair with theme analysis.

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The opening sequence of this film swoops across an old am and students studying World War II may recognise the names of the Normandy landing beaches.

It is to here that we are taken, first we see the eye of a scared soldier and then a group of soldiers huddled together on transport vessels ready for battle. Once discharged they race up the beach - it is at this point that we realise that something isn't quite right.

Two young boys are caught up in the battle surrounded by pale, paper-faced soldiers.

There are clues for the viewer to hint that the war is not actually being played out for real as there are artefacts which jar with the setting.

The paper soldiers,

Grammarphone,

Child's trike,

Toy truck,

Television

Playing cards,

Garden furniture

Suitcase.

However, the battle does seem very real to our two characters. They look around in desperation and one face stands out in the crowd of faceless soldiers and it seems that the boys know who this is.
They race towards him and take cover before witnessing the horrors of war at close hand.

Papers flutter to the ground around the fallen men, are these the letters to their loved ones? More death and destruction is witnessed before a figure swoops across the boys and the scene fades to black.

We soon realise that the boys are safe and in the attic with their grandfather. They had been alone reading letters.

There are some possibilities here about the significance of the letters:

They are the grandfather's letters showing what he witnessed during the war;

His chest says that he was the quartermaster. Perhaps these letters were left with him whilst their owners went off and were killed. All that is left of them is the letters. Is this why they are portrayed as paper men in the animation?

Teaching Ideas

Discuss how the men on the boat would have been feeling as they huddled on the boat on their way to their impending doom.

Think about how to develop a piece of writing that reveals that all is not what it seems; introducing the boys and giving clues about the soldiers.

Create setting descriptions of the battleground and also of a contrasting place and compare the use of specific vocabulary such as colour and mood.

Write a first person narrative through the eyes of one of the children, one of the unknown soldiers or 'young' Grandad.

Create a third person narrative retelling the story as we see it on the film.

Discuss the meaning of the paper men.

Write letters home from the front to their loved ones. (Doesn't need to be a sweetheart)

The film allows for discussion about the impact of war over time.

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The opening sequence of this film swoops across an old am and students studying World War II may recognise the names of the Normandy landing beaches. It is to here that we are taken, first we see the eye of a scared soldier and then a group of soldiers huddled together on transport vessels ready for battle.

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A beautiful dancer spends all of her life stuck at the top of the clock tower. She spins on her toes incessantly in order for the clock to work.

One day she becomes curious about the world outside, especially the balloons that float past her window.

As she steps into the outside world something has changed. All the colour has gone from the world and everything is frozen in time.

The only thing that can bring it to life is our beautiful dancer, powering the clock again.

Teaching Ideas

The opening shots and panorama of the village present an ideal opportunity to use rich description. This setting could be used for children to create their own stories in. Perhaps create characters to live in these homes. Children could create their own fairy tale village using junk and papier mache or modroc to populate with characters. .

Write a back story or prequel to describe how the girl became the perpetual dancer. Was she cursed by a witch? Tricked by an evil prince etc?
Children could create a story based on her rescue [link with Rapunzel] They will have to think about how they will get the clock to work without her. Maybe an inventor saves her. Perhaps it's the inventor from 'Red Miss Take' in The Inventor's Shed.

The children can practice using descriptive language to change the mood, the setting stays the same but goes from colourful to black and white. Can the children use subtle description to highlight the change in mood?

I received an email from a Literacy Shed Fan called Molly, She is 11 and has wrote this story based on The Clocktower. I thought I would share it here.

Round and round I go in this hugely tall clocktower, me in my pretty brown silk dress with a clockwork piece on the rim. Everyday I see beautiful, colourful balloons floating past my window. I do my special ballet dance day in and day out, with my pure original brown leather ballet shoes.
I look out my window and I see a colourful land the ones you get in story fantasies but this was 100% real. I can feel the joy of everyone living in this little town when they skip around joyfully. The houses are tan with a brown roof, with clockwork pieces sticking out.
I love this town but one day I decide to see what it is like outside this clocktower because I have never been outside. I go down the marble and wooden steps and open the brown main doors... what had happened? The town is silent and everything has turned grey. Over the little clockwork piece bridge, I dance but nothing happens. I touch the grey, dull and still balloon it turns green and floats for one second then stops. My heart sinks and I become dejected. But wait... am I the secret of this town?
I turn around sadly walking slowly back to the clocktower. I stand in place and do my special dance again, clicking into the clockwork pieces. Everything suddenly turns back to its usual self. My window is open and a lovely pale green balloon floats in through gracefully.
I do love being the secret of this amazing town.

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A beautiful dancer spends all of her life stuck at the top of the clock tower. She spins on her toes incessantly in order for the clock to work. One day she becomes curious about the world outside, especially the balloons that float past her window.

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Select a character from your reading to complete.

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Thematic Word

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Select one of the texts to work with. Then select two activities (from the Padlet Wall) to complete with the selected text. 

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Select one of the texts to work with. Then select two activities (from the Padlet Wall) to complete with the selected text. 

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Excerpt from The Librarian of Auschwitz by Antonio Iturbe

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Excerpt from The Librarian of Auschwitz by Antonio Iturbe

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Excerpt from The Memory of Things by Gae Polisner

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Excerpt from The Memory of Things by Gae Polisner

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Read the two historical fiction excerpts. Annotate each for understanding as needed. Note the point of view of each somewhere on the page.  After reading, research the time period of each. On the top of each text, list three additional events that occurred during the same time period as the text.

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Research images from the Vietnam War era. Select one to use for this. Your text is the photograph.

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Research images from the Vietnam War era. Select one to use for this. Your text is the photograph.

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Mood/Tone

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Excerpt from Tim O'Brien's The Things They Carried

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Excerpt from Tim O'Brien's The Things They Carried

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Read the excerpt closely.

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Select a character from your independent reading.

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Example 2 from Abbi Jacobson's Carry This for The Things They Carried

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Example 2 from Abbi Jacobson's Carry This for The Things They Carried

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Example 1 from Abbi Jacobson's Carry This Book for The Things They Carried 

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Example 1 from Abbi Jacobson's Carry This Book for The Things They Carried 

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Use examples 1 & 2 as a reference to complete The Things They Carried

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Select one of the three non-fiction texts to use.

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Select one of the three non-fiction texts to use.

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Remember poetry is about carefully selected language.

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Read the three non-fiction excerpts. Annotate each as needed for understanding. Note the point of view of each somewhere on the page. In a group of 3, assign one text to each member. Research the the time period of your assigned text. Report back to your group and on the top of each text, list three additional events that occurred during the same time period as the text.

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Select one of the three non-fiction texts to use. After completion, share your responses with a partner.

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Select one of the three non-fiction texts to use. After completion, share your responses with a partner.

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Two Tensions/Conflicts

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Select one of the three non-fiction texts to use.

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Select one of the three non-fiction texts to use.

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Poetry Pairing--You may use this board of poetry as a reference if needed. https://padlet.com/patricia_evans/7yupy17t4glb

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Use the excerpt from The 57 Bus to complete.

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Use the excerpt from The 57 Bus to complete.

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Scene's Possible Impact on Identity

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Select one of the three non-fiction texts to use.

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Select one of the three non-fiction texts to use.

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Powerful Image

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Select one of the videos as your text and complete the following.

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Select one of the videos as your text and complete the following.

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Scene's Possible Impact on Identity

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Complete using the excerpt from The 57 Bus.

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Complete using the excerpt from The 57 Bus.

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SETTING MAPS

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The 57 Bus by Dashka Slater-SETTING excerpt 

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The 57 Bus by Dashka Slater-SETTING excerpt 

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Write down your answer to this question - Does place impact identity?
Share your response with a partner.
Rewrite your initial response making it better.
Then, read the excerpt closely. Feel free to annotate the text.

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After completing, read your responses to #1 and #2 on Flipgrid. Read clearly and professionally.

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Myanmar Photo- Taken by Kevin Frayer for October 17, 2017 Time Magazine

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Myanmar Photo- Taken by Kevin Frayer for October 17, 2017 Time Magazine

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Ильдар Фаттахов

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Treasure by Chelsea Bartlett (версия И. Фаттахова)

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Watch the two videos and examine the picture. Select one to use with the Scene's Possible Impact on Identity task.