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Tuesday, January 20

  1. page space.menu edited ... Related Links We are Team 17 My Blog Shaun Wood Twitter @mrwoodnz
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    Related Links
    We are Team 17
    My Blog
    Shaun Wood
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    10:49 am

Thursday, November 6

  1. page space.menu edited Home Author Interview Documents Student Examples
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  2. page Author Interview edited We also A few years later while doing the Inanimate Alice transliteracy unit with a Year 13 class…
    We alsoA few years later while doing the Inanimate Alice transliteracy unit with a Year 13 class, we managed to
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    my students.
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    8:38 pm
  3. page Author Interview edited We also managed to persuade one of the authors of Inanimate Alice, Kate Pullinger to do a Skype in…
    We also managed to persuade one of the authors of Inanimate Alice, Kate Pullinger to do a Skype interview with my students.
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    8:36 pm

Friday, September 12

  1. page space.menu edited ... Reflections Related Links Leave a Comment We are Team 17 Shaun Wood
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    Reflections
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    We are Team 17
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    12:06 am
  2. page We are Team 17 edited We are Team 17 The teacher: Mr. Shaun Wood (mrwood17@gmail.com) Twitter: mrwoodnz A Lea…

    We are Team 17
    The teacher: Mr.Shaun Wood (mrwood17@gmail.com)
    Twitter: mrwoodnz
    A Learning Odyssey Mr.
    @mrwoodnz
    Mindcraft Education Shaun
    Wood's Education Blog
    Facebook: https://www.facebook.com/mindcraftelearning

    Team 17 are Year 6 (age 10-11) students at Bailey Road Primary and Intermediate School in Auckland, New Zealand.
    Our class blog is http://baileyrdteam17.blogspot.com
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    12:06 am
  3. page home edited Inanimate Alice {2014-09-12_18-56-58.png} Inanimate Alice tells the ... journey of Mr. Sh…

    Inanimate Alice{2014-09-12_18-56-58.png} Inanimate Alice tells the
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    journey of Mr.Shaun Wood and
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    1: Monday - July 2010
    WALT: question texts as a reader.
    We discussed the meaning of 'inanimate' which we thought the 'in' might mean an opposite or even part of something else. We thought 'animate' could be related to cartoons and animation.
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    Last term we learnt to question during reading and we are showing that we are becoming good asking them.
    {http://farm5.static.flickr.com/4101/4807235309_8843efbe0e.jpg}
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    2: Tuesday - July 2010
    WALT: compare and contrast different literacy media as readers.
    We discussed the meaning of the words of our WALT and thought of examples to describe them.
    We then watched Episode One: China as a class then again in our a groups along with the text version. In our groups we used T charts to compare and contrast the print and digital versions of Inanimate Alice. All students shared their ideas for our class comparison chart shown below. We all agreed that although we preferred the digital version, the print was still as we could visualise.
    {http://farm5.static.flickr.com/4098/4811583402_560eb41a87.jpg}
    Wednesday - July 2010
    WALT: recognise emotions and moods through text, images and music.
    Today during reading we watched "Inanimate Alice, Episode One: China" again in our groups. While we watched we created a feelings chart to try track how Alice was feeling on each page. Below is the Feeling Chart created by Kakariki literacy group.
    {Feelings_E1.JPG}
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    3: Monday - July 2010
    WALT: identify the structures and features of narratives.
    We begun by reviewing what an 'Accountable Discussion' looked like and how we could use it to focus our group discussions. Once again all groups did excellent well thought recording in their group books and shared their ideas on our class review of what we expect from narratives and digital narratives. We tried to think of our own experiences as writers and discussed these questions: What is a narrative text? What is digital fiction? How is a digital text different from a print text? What do they have in common?
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    {http://farm5.static.flickr.com/4134/4829917930_b684bed9fe.jpg}
    {http://farm5.static.flickr.com/4120/4829307313_0073c526b4.jpg}
    Thursday - July 2010
    WALT: to identify features interesting website may have.
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    SCHOOLS MULTIMEDIA CHALLENGE 2010.CHALLENGE. We explored
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    4: Tuesday - July 2010
    WALT: use inference to help gather information.
    We started with students sharing what we had explored in yesterdays lesson for the students who were away. We recognised inference because we have been learning about that strategy in reading. In our groups we watched episodes 1 and 2 again and our purpose was to gather information to answer the questions below. Once again everyone shared their ideas which we collected onto the sheet below. We had some great discussions about whether Alice was living in Italy or on holiday their and had to explain what clues made us feel that way.
    We thought that we had succeeded in using inference to help gather information.
    {What_we_know_about_Alice.JPG} Character Inference sheet by Saylor
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    5a: Monday - August 2010
    WALT: predict common narrative features in the next episode.
    We used AnswerGarden to brainstorm and share our prediction.
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    {Screen_shot_2010-08-03_at_7.37.56_PM.png}
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    5b: Tuesday 27- July 2010
    WALT: identify author's craft and intent.
    We tried to think as authors and identify the techniques, styles and strategies that the author uses to create the theme of Alice.
    Friday 05- August 2010
    After brainstorming what we knew and could infer about Alice, we drew a picture of what we though Alice looks like. We then each created a character description brainstorm. We studied character descriptions last term.
    Monday - August 2010
    WALT: to plot the main events of a story on a timeline.
    In our groups we watched Episode 3 again. We wanted to plot the main events of the story and see how this matched the *'tension' of the story. We also practiced spotting the parts of a narrative on our timeline worksheets.
    * tension: we imagined tension like an elastic band. When the story gets exciting or scary we feel the tension as readers, like an elastic band ready to snap. There were some scary moments!
    Monday 09- August 2010
    Our class discussed some of the narrative styles and techniques that we had earlier identified as unique to 'Inanimate Alice.' We thought we would show our understanding of this style by writing an orientation for the next episode. We used a Voki to create an Alice avatar to read our text as the text is told from her point of view. (Orientation with thanks to Henrica.)
    {http://farm5.static.flickr.com/4118/4874859156_849cc35820.jpg}
    Get a Voki now!
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    5b: Tuesday - August 2010
    {SDC12786.JPG} Today we had discussions about the groups we would be working in to create our own episode of Inanimate Alice. We brainstormed all the different things we would need to do to get to the end result of a new digital story about Alice.
    Students separated into four jigsaw groups to identify and analyse elements of Inanimate Alice. Each group discussed a specific literacy element and took notes. They then presented responses back to their home group.
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    - Storyline: What elements/themes can you identify that are common to all three episodes?
    - Author’s craft: What techniques and strategies has the author used to create this text?
    Wednesday - August 2010
    Before watching episode 4 we did some prediction about what may happen. Each student added to our AnswerGarden brainstorm below. Then we watched Episode 4: Hometown.
    {Screen_shot_2010-08-11_at_1.09.23_PM.png}
    Thursday - August 2010
    We watched Episode 4: Hometown in our groups again. This time we plotted the main events, structure, navigation and tension. We will use our knowledge to help us write our our episode.
    Tuesday - August 2010
    Today was exciting because we are finally beginning to plan and write our own Inanimate Alice episode 5. It will be in Samoa, where many of our students and whanau are from.
    We brainstormed ideas in groups and used our previous timelines to help us plan ideas for Episode 5 on a blank timeline/structure/plot sheet.
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    Finally some of us started writing our stories using past scripts, brainstorms and planning to guide us. This will be our first draft.
    {http://farm5.static.flickr.com/4073/4900187107_02f7835833.jpg} {http://farm5.static.flickr.com/4139/4900781536_fe41d2273a.jpg} {http://farm5.static.flickr.com/4117/4900187647_3cf8e998a6.jpg}
    Wednesday - August 2010
    Today during topic we did a jigsaw exploration of the Samoan culture. In pairs we found the information for some questions Mr Wood asked, then we each shared our learning with the class.We are learning to understand and appreciate all cultures, but this will also help us write our own Inanimate Alice: Samoa episodes.
    {http://farm5.static.flickr.com/4119/4900782722_9b0656b228.jpg}
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    We are nearing the end of term and we decided to list all the things our groups needed to complete before the deadline. Each group created a time management plan and assigned each member duties.
    {SDC13413.JPG} {SDC13412.JPG}
    Rubric self-assessmentSelf-assessment
    While the stories were being finished off, the group leaders got together with Mr. Wood and did a self-assessment of their own group project. We used the rubric from the Alice and Friends wiki.
    {SDC13427.JPG} {SDC13428.JPG}
    Presentation with peer and teacher assessment
    All groups finished their digital stories and then presented their stories to the class using our data-projector. Each group had to peer assess another group using the peer assessment form during the shows. The class brainstormed the criteria for the peer-assessment. See the slide show below for the photos.
    Final digital storiesDigital Stories
    All the student stories can be downloaded here. The story below is by Steven, Nicholas and Isaia. It has been converted to a Slideshare file to embed here, however it lost most of the music, sound effects and animation.
    Inanimate Steven
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    12:02 am

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