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Annotations - Fearless

This version was saved 13 years, 3 months ago View current version     Page history
Saved by Mr McLean
on December 15, 2010 at 12:01:39 am
 
What we did: We had already viewed two book trailers created by Stage 2 students during last term's book rap about Fearless, and we had read the picture book and seen illustrator Sarah Davis's book trailer about "Fearless". After opening the box containing the stuffed Fearless toy dog, took his photograph, and then the students brainstormed possible ways "to share Fearless" during his time at Penrith Public School.
 
The rain prevented us from taking Fearless outside for a photo shoot, so each tudent chose a locale in the new school library. I took two versions of each photo, one including the student. The next day, these photos were available online, as part of a rotating Flickr display, which we viewed on the IWB. The pens were used to scribe students' suggestions for each photo's captions, over two sessions. The captions that received the best reactions (funny, witty, clever, insightful, etc) were indicated, and the photos were put into the Photo Peach website and edited. The SCLB students (guest artists) drew their reactions to the selected photographs and captions. Following the positive reaction to the first Photo Peach slideshow, a second was created, using leftover photos, SCLB's drawings, and a few new images. The slideshows were edited onscreen, and reread often. 
 
Ross J Todd suggests:
 
  • Exhibitions, displays of products plus student self assessments of learning

 

  • Put up “the story” of learning, as well as the products of new learning

 

  • Let the “voices” of students tell the story. 
("Knowing and showing how school library programs help students learn", 2004)
 
So here goes:
 
 
Here's what Kindergarten (Early Stage 1, 2010) said about starting our Travelling Fearless project:
 
Do you have the Internet at home?
 
Answer
Tally
Additional comments (scribed from oral).
Yes
| | | | |
| | | | |
|
Nil
 
No
 
|
Nil
 
Don’t know
 
| | |
 
 
Nil
 
 
(The students were quite definite in their answers, unlike previous years:)
 
What can we do to share Fearless?
 
*     “Put Fearless in a circle.”
*      “Take turns.”
*      “Let people pat him.”
*      “Show him to some other toy dogs."
*      “Give him hugs.”
*     "Take him on a walk around the whole school.”
*     “Put him on one of the shelves so people can look at him every day.”
*      “Give him to other people and let them take their time.”
*     “Take him up a ladder.”
*      “Take him home for one day [ each ].”
*    "Make him a kennel.”  
*    “Put him on the IWB.”  
*    “Show him some books.”
*    “Take him to a park [ across the road ].”  
*    “Take him for a ride in a car.”
 
  
What will we have learned when we have finished?
 
*     “How to stop being Fearful.”
*      “How to share Fearless.”
*      “How to be friendly.”
*      “How to look after a toy dog.”
*      “We will have learned about [ real ] dogs.”
*     “We will have learned about what dogs do at the park.”
*      “How to teach Fearless new tricks.” (x 3)
*      “How to teach Fearless how to climb.” (x 2)
*      “How to tell the difference between real dogs and stuffed toy dogs.”
*      “We will have learned how to work together.”
*     “Pass.” (x 1)
 
Here's what Kindergarten (Early Stage 1, 2010) said about completing our Travelling Fearless project:
 
Do you have the Internet at home?
 
Answer
Tally
Additional comments (scribed from oral).
Yes
| | | | |
 
| | | | |
| | |
“I looked at pictures of Fearless on it."
"I saw our slideshows at home.”
"I showed the slideshow to Mum and she left a message on it.”
“I watched Mr McLean's snowball fight video [ on Flickr ] three times."
“But I don't use it."
“Mum and Dad use it."
“I showed Mum how to find our wiki." 
“We can play 'Cartoon Network' on it.”
 
Don't Know
 
|

 
Absent
 
| 
 
 
 
 
 
What can we do to share Fearless?
 
*     “We use it to write stories.”
*      “We can show them to Mr Jackson [the Principal] and he can read them in his office on his computer.”
*      “It's easy to show more people our fables.”
*      “It's quicker. We can say what we want to happen and put it on there for everyone to read.
*      “If you make a mistake it's easy to get it off. Paper can't do that. You'd have to rub it out.”
*     “You don't have to write much [in joint construction writing activities] and your arms don't get tired.”
*     “We can share them at home.”
*     “It's quicker. Easier. And I'm famous! It's on the computer and it only takes one day.”
*      “Pencils run out of lead.”
**      “It grows. On the weekend the teachers can read it at their house. Mr McLean can make things ready to see on Monday. He puts the links in.”
*      “We don't have to stay in our classroom.”
 
  
What will we have learned when we have finished?
 
*     “It gets faster and easier. You still have to learn how to make words.”
*      “Tanaka's zebra picture helped us to write the fable.”
*      “We can show Mr Jackson how to see our fables on the wiki.”
**      “We need passwords for Kindergarten so we can use the Internet. We have shown Mr Jackson how good we are.”
**      “It's quicker to write and easier to fix mistakes. Like pressing 'Rewind' on the video recorder.”
*     “It's quicker and you can use the computer at your house to read the wiki.”
*      “Wikis can be at everyone's house.”
*      “It's easier to be famous. Easy to fix problems. Easy to change your words.”
*      “I liked Daniel's idea of the cat and the ladder to write a fable.”
 

 

What will we do next?

 

*     “Write more stories. Make more drawings.”
*      “Whatever we want!!! Make a book!”
**      “More drawings! Make lots more fables. Make a book with page numbers.”
*      “Write lots more stories on the computer.”
**     “I'm going to another school next year but I'll tell Mum to bring me back every Monday and Thursday so we can do more work on the wiki."
*     “More fables and more wikis.”
*      “Put coloured pictures in the wiki for all the other countries to see.” 

 

In addition to the previously-stated Outcomes (English K-6 NSW syllabus - Early Stage 1), the following outcomes were also addressed by the project:

 

V4   shows confidence in using language in a variety of contexts

 

RES1.5   Demonstrates developing reading skills to short, predictable written texts on familiar topics (Moving towards... RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts).

 

WES1.12   Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. (Moving towards... WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology.)

 

 

 

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Penrith Public School Library Wiki © 2007 Penrith Public School, High Street, Penrith 2750, New South Wales, Australia. Telephone 02 4721 2158. Fax 02 4721 3466. No text or graphics may be reproduced without permission. All text and graphics © the original authors/artists of Penrith Public School. HTML by Ian McLean.

Library wiki first uploaded November 2007; internal pages updated regularly.

URL: http://penrithpslibrary.pbworks.com/

Main home page first uploaded September 2004; revised 2008, 2009.

URL: http://www.penrith-p.schools.nsw.edu.au/

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