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For this activity, students will use creative license to turn their lives into an exciting film idea.

This should be fun, and either take the students where they want to go or embellish the aspects of their lives they think could be exciting within the world of cinema!

Reminder: All ideas, suggestions and links to other films must be school appropriate (if unsure, ask your teacher through private messaging if online).

Synopsis (What is your film about?  How can you translate your life to the big screen?)

Genre (What type of film will it be?  Comedy/Superhero/Romance/Action/Musical/Sci-Fi etc.)

What film stars are going to be in it?  (Which actor will play you?  What other stars would be good for other character roles?)

What song would be playing in the trailer? (provide a link)

“If you like ___ then you’ll love this!” - Try to find a link to a trailer for a film that would be a perfect recommendation for someone to get an idea of what your film might be like. (provide a link)

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I am thinking of asking the students to create an image based padlet of ideas of things which help them to learn online. Eg - asoftmurmur.com plays different relaxing sounds whilst completing work or prioritab (google extension) which tracks the years progress and lets you write lists (or anything)

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I plan to introduce a weekly activity where a student is nominated to bring / upload a funny video or memorable story. I am going to start by showing the Wiggles Poppadom song and explain if they can reach #1 on Triple J's Top 100 chart anything is possible!

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Bizarre song on papadum goes viral | # hashtaggs #viralvideo #trending

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When doing the roll - instead of getting students to reply with here - we also posed a question of the day, that they answer when their name is said, instead of just saying here. Allows you to also get to know the kids a little more everyday (e.g., what's your fav Taylor Swift song).

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To create a class identity you could have the class make a banner for the Google Classroom and have a vote on which banner is the best to suit the class. maybe more appropriate for the pastoral classes- but fun!

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What's the best thing on the Internet and why?

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Share a memory or an event using third-person perspective. Teachers will gain more insight into the student's experiences and also their writing style.

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FILM OF THE WEEK! (or TV Show)

I already use this with my Film class, but it can be used as an intro as well, where students recommend a film or TV show and provide a couple of quick points about why they like it, and then can open up more discussion of their interests and current viewing habits.

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Some games that students love which are great ways to group them up and get them working together/getting to know each other/having (English based) fun! Good way to get to know them too.

Have you been paying attention? (Put together a quiz with questions about issues/events from the summer break

Countdown https://incoherency.co.uk/countdown/practice/#

Holiday Headlines

Colour // Symbol // Image/Sound to represent something (holidays, themselves, opinion about something etc)

Speed Dating (pose a few questions to chat with each other about)

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Getting to Know the Individual:
I usually have the students write me a letter to me about themselves and I use this to find out about them, as well as a diagnostic tool for their writing. However, with levelling (diagnostic), I might have the students have the option of creating a short documentary about themselves instead.

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I love a show and tell opportunity where students can share something that they dedicate love, time, and/or care to. This can be an item linked to a hobby, a pet (slight disregard of Glenunga@Home guideline here), or the product of a creative process.

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As a class - we create an agreement of expectations of students and teachers, general ideas, such as deadlines, emails, behavior and expectations in and out of class (can be online and in person). We then create a 'contract' with all the agreements and students then sign it - putting this up in the classroom they are in or online as a reminder, and to refer back to. This helps me in maintaining accountability. It's also good to flesh out what their past experiences and expectations can be in the class/ provide you an opportunity to further explain how our school expectations differ.

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Liz Encourage creative discussion- Group thoughts

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Liz Encourage creative discussion- Group thoughts

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Paste a image of a scene on e.g  EDGI and hold a group discussion on set prompts. Students  comment and reply to each other. Teacher may have a theme in mind. Could work with song lyrics music/film as others have suggested.

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Have fun with virtual backgrounds to get to know each other. Have students choose a fictional background that represents their fave book/film/tv show and have others guess what it is. Great conversation starter and way for students to find likeminded peers quickly. Set up expectations around appropriate choices (e.g. age appropriate, nothing offensive, etc.)

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Sometimes in Humanities, we play The Urban Game, a listening and drawing type activity where students learn that things don't always go to plan and sometimes you have to work through and around mistakes.

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Provide students with a range of situations/problems that they could potentially encounter at school- or students can create these.
In groups, students share the 'situation' or 'problem' to the class and explore solutions to this.
This can help with setting classroom expectations from the get go.

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A visible Thinking Routine to introduce students to others could be the Headlines Activity. They need to write a headline that encapsulates who they are, ensuring they use at least three literary techniques. This then refreshes their memory about techniques and encourages creativity - as well as introducing themselves!

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Students create a short introduction of themselves and post on Flipgrid. Students could potentially then watch the rest of the class' videos and find peers with similar interests/backgrounds. 🎥

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I'm going to present a few cartoon strip jokes to students which point out small absurdities in society, and then in pairs give them others to work on expressing the essence of what is ridiculous. I'll also invite students to find their own visual jokes/memes and explain what's being laughed at/ridiculed.

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A few activities to get to know students and have them start to become familiar with each other:

IPOD Shuffle - using a padlet or similar, students share 1 song that shows who they are/what they like...This can be formed into a playlist (spotify/youtube) which students could use while quietly working, or at the beginning of each webex lesson...

Sport highlights:
Have a student share a brief youtube clip of a favourite, or recent, sporting highlight.
Students can interact with each other and chat about whether they agree or disagree with it being a 'great' highlight (without putdowns, only banter)
This can extend beyond sport...e.g. dance or other hobbies of interest.

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JEOPARDY!

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Charades:
Students use movement, facial expressions (mask removed when socially distant) to express which topics in English they are passionate about. The class writes down/guesses what this might be.
Create a list of passions to intrigue the creative explorative nature of adolescents.

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Using a program such as Padlet or Jamboard, students brainstorm what a positive learning environment looks like. How does an engaged, motivated learner act, speak, feel? What does a professional teacher look like?

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1. Having a series of statements on a ppt that students can respond to on Webex via the emojis/thumbs up/thumbs down etc. to help get to know students and create connections between them. E.g. I went to the cinemas in the holidays - invites discussion about new films/interests and they can practice communicating online.

2. Basic but having students write me a letter to have an opportunity to share info about themselves/learning preferences. This also gives me an opportunity to assess their writing abilities in a low-stakes task and help establish expectations around completing work on time :)

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As a class create a list of class protocols that you all agree on and are happy to follow. You can discuss how these will assist in creating a positive learning environment.

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With senior classes I usually spend a lot of time unpack a little about the students. I normally write an informal letter and then invite students to either a) submit a piece of writing that reflects them, b) answer my questionnaire, or c) both!
Senior students are usually quite forthcoming, and are willing to share if you do

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To keep the 9ELP class engaged, Steph and I have the idea of doing a scavenger hunt around the house. The students will cooperate with their breakout group to collect their list. Perhaps their lists will be set on objects that begin with the letter...?.. or can be related to a specific topic that they have agreed upon.

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While discussing and establishing expectations for the class, ask students to start suggesting possible standards for supporting each other when they are sharing ideas, or work, or speaking. This can help establish understanding and active engagement that not only encourages class discussion, but also helps the creative approach we want to foster that allows for experimentation.

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A quick get to know different people in the class and working as a group - Treasure/Scavenger Hunt.
--> In breakout groups, you provide students with a list of household products and they have to find as many as they in the timeframe given. The group needs to hold up what they have found, so it can be seen in their camera, and screenshot the whole group. Then we have a look as a class and determine who is the winner.

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To induct senior students in to Drafting expectations, we could have them first brainstorm the types of feedback they may expect to receive on drafts (e.g. spelling/grammar corrections, suggestions for deeper analysis, formatting changes). Next, provide them with examples of drafts and similar to Abby's email activity, they can identify through traffic lights what would constitute a good draft, and consider the types of feedback POSSIBLE (e.g. if it's a rushed incomplete draft with dot points, they're not going to be eligible for many types of feedback).

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Louise   What's your favourite piece of music? Students upload a link and the class then use this as a prompt for a micro story (max. 50 words).

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Louise   What's your favourite piece of music? Students upload a link and the class then use this as a prompt for a micro story (max. 50 words).

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Take the time to discuss with the students their use of mobile phones - this might be the first time that many of the year 7/8's have had one at school as their own responsibility. Teachers can demonstrate / model their own use of phones in the classroom - switch them to silent etc ...

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To explore their learning styles, you could ask them to describe a time they felt proud of something they learned. Specifically, they could:
- State the info/skill they learned
- Describe how they went about learning that info/skill
- Explain why this example stands out most to them for why they feel proud about it.

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Year 10 in 2022: The Guardians of Culture™
Building relationships?
S ome thoughts...

Starting persuasion unit with skill building tasks related to the individual, opinions, bias and interests [Induction based]. Intending to flesh out more information from students. General tasks that bring both teacher and student to a 'level playing field' - you might say - 'You and I, uh... we aren't all that different'. Start to really understand where each student is coming from and the set of challenges each must overcome to be the 'best version of themselves'.

WEBEX - BREAKOUT SESSIONS -
Creating groups of 3-4 - with requests to be moved with friends - lets do some tasks in those groups and get to know them, their friendships and partnerships. With this information at least we can assess the following- how can we fit into this? Who shouldn't work together? Keep those groups the same for consistency [feedback].

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I am thinking of doing an artefact study, asking students to submit an artefact that best represents them as a learner, and asking breakout groups to try and match the artefact to their group members. This could be done in conjunction with a abstract writing task - perhaps how are the artefact and writing related :)

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To induct into communication we could use the 'good, bad and ugly' of emails!!! Present the students with 3 emails (good, bad, ugly) and have them do a traffic light routine to explore the things that work and don't work when communicating with teachers and peers!!!