Teaching Notes: Oink by David ElliotLesson Plan # Purpose Learning Sequence & Activity 1 Tuning in...
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Curriculum Links English Purposes and audiences - Show some understanding of how texts are shaped for different purposes and audiences. Language features - Show some understanding of how language features are used for effect within and across texts. Visual Arts - Investigate visual ideas in response to a variety of motivations, observation, and imagination. - Share the ideas, feelings, and stories communicated by their own and others’ objects and images. Drama Understanding drama in context - Identify and describe how drama serves a variety of purposes in their lives and in their communities. Developing practical knowledge - Explore and use elements of drama for different purposes. Developing ideas - Develop and sustain ideas in drama, based on personal experience and imagination. Communicating and interpreting - Share drama through informal presentation and respond to elements of drama in their own and others’ work. Teaching Notes: Oink by David Elliot Oink Author and Illustrator: David Elliot Published: 2018 ISBN 978-1-776572-14-4
Transcript of Teaching Notes: Oink by David ElliotLesson Plan # Purpose Learning Sequence & Activity 1 Tuning in...
Curriculum Links
EnglishPurposes and audiences- Showsomeunderstandingofhowtextsareshapedfordifferentpurposesandaudiences.Language features- Showsomeunderstandingofhowlanguagefeaturesareusedforeffectwithinandacrosstexts.
Visual Arts- Investigatevisualideasinresponsetoavarietyofmotivations,observation,andimagination.- Sharetheideas,feelings,andstoriescommunicatedbytheirownandothers’objectsandimages.
DramaUnderstanding drama in context- Identifyanddescribehowdramaservesavarietyofpurposesintheirlivesandintheircommunities.Developing practical knowledge- Exploreanduseelementsofdramafordifferentpurposes.Developing ideas- Developandsustainideasindrama,basedonpersonalexperienceandimagination.Communicating and interpreting- Sharedramathroughinformalpresentationandrespondtoelementsofdramaintheirownandothers’work.
TeachingNotes:Oink by David Elliot
Oink AuthorandIllustrator:DavidElliotPublished:2018ISBN978-1-776572-14-4
Lesson Plan# Purpose Learning Sequence & Activity1 Tuning in Tosetthescene,giveacopyofOink to small groups of students to read through together or show images of Oinkonalargescreen
andhavechildrendiscusseachpageasyouflickthrough.
Understand how voiceandbodylanguagecanbeusedtoenhancestory-telling
Wholeclassactivity:gothrougheachpage,studentssharewitheachotherwhatcharactersmightbethinkingandfeeling.
DavidElliottalksabouthowthesamewords(orinOink’scase,animalnoises)canmeandifferentthingsdependingonhowtheyaresaid.Discussandclarifythemeaningsofthetermsbelowinblue.Liststudents’ideasonsheetsofpaper.
Intonation:patternsofrisingandfallingofpitchinsound.Arisingintonationcansignalaquestion.Afallingintonationcansignalapersonhasfinishedspeaking.Inflection:theriseandfallinpitchofthevoice.Body language:communicationthatusesgestures,postureandfacialexpressioninsteadoforaswellaswords.Mood:theemotionalfeelingofaplay,sceneormomentintheaction.
Learning Intentions and Success Criteria Wearelearning:- Touseexpression,intonation,inflectionandfacialexpressiontoconveymeaningandfeeling- To explore messages and intentions of the author and illustrator- Toinvestigatewaysthatwecouldaddtoorenhanceourunderstandingofthestory
We will know we have achieved this when we can:- Useexpression,intonationandfacialexpressionstoretellthestoryOink - Usesoundeffectstoenhancethestory-telling- Posequestionsfortheauthor/illustratorandthecharacters- Shareideasaboutwhatthecharactersmightbethinkingandfeelingandgivereasonsforthis- Createourownresponsestothebookthroughthemediumsofmusic/artworks/technology/drama
Resources:- Copies of Oinkforsmallgroupsofstudentsorcontentprojectedontoascreenfortheclass- Musicalinstruments- Largesheetofpaperandpens- Watercontainers,strawsorotheritemsformakingbubblessounds
# Purpose Learning Sequence & ActivityACTIVITY: BREAD AND BUTTERUsingonlythewords‘bread’and‘butter’,havethestudentsworkwithapartnertoconveythattheyare:• Askingaquestion• Confused• Answeringaquestion• Inahurry• Happy• Angry• Surprised• Sad• Hurt• Emotional
Asksomegroupstomodeltotheclassandhavestudentsguesswhatfeelingormoodisbeingportrayed.Givefeedback(whatwentwell)andfeedforward(tipsforenhancingtheirwork)tothosewhopresent.
Studentsdiscusshowthesethingsenhancestory-telling.Havethemgothroughthebookagainandrespondaseachcharacter,usingbodylanguage,intonationandinflectiontocreatethedesiredmood.
Understand the roles of characters
Studentssharewhattheyknowabouttheseterms.Protagonist:thefirst,theprincipalcharacter;originallytheonlycharacterwhostoodoutfromthechorusinancientGreekdrama.
Antagonist:thecharacterwhoprovidesanobstacleoropposingforcetotheprotagonistwhichtheprotagonistmustworkout.
Whoaretheprotagonistandantagonistcharactersinthisstory?Howdoyouknow?Whatactions,imagesorwordstellyouthis?Howoldarethecharactersinthisstory?Whatmakesyouthinkthat?Whatthemesongwouldeachcharacterhaveandwhy?
2 Use drama techniquestorespond to the contentofOink
Discussandclarifywhatthetermsoundscapemeans.
soundscape:asequenceofsoundsshapedtoenhanceactionandmoodinadrama.Groupsworkstogethertodecidehowtocreatethemosteffectivesoundeffectstoaccompanythestory.
# Purpose Learning Sequence & ActivityWatchDIYSoundEffectshttps://www.google.com/search?q=creating+sound+effects&oq=creating+sound+&aqs=chrome.1.69i57j0l5.7362j1j7&sourceid=chrome&ie=UTF-8#kpvalbx=1
Studentscouldusemusicalinstruments,classroomobjects,theirbodies,water,straworanyotherobjectavailabletocreatethebestsounds.• Splashing• Knocking• Slamming• Fartinbath• Anyothers?
Createsoundeffectsforeachimage.
# Purpose Learning Sequence & Activity3 Use expression,
intonation and facialexpressions to retell the story Oink
Formgroupsof5studentsandassigncharacters/roles:- Pig- Sheep- Cow- Donkey- Asoundeffectsperson
Studentsworkingroupstovoicethecharactersandsoundeffectsinthestorywiththeuseofappropriateexpression,intonationandfacialexpressionstomatchwhatishappeninginthestory.
Oncegroupshaveprepared,gothroughthebookasaclass,pagebypage,andhavestudentsdocharactersandsoundeffectssimultaneously.Thiswillbedoneasachorus.Studentsthentaketurnspresentingtotheclass.Otherstudentsprovidefeedback(whatworkedwell)andfeedforward(suggestionsforimprovements).Iftherearealotofgroups,havethempresenttoeachother—thiswillgivetheteacherachancetogoaroundandfeedintoo.
Onceeveryonehaspresented,studentsworkintheirgroupstoadjustormodifytheirpresentation.
4 Share ideas about what the charactersmightbethinkingandfeeling and give reasons for this
Speaking thoughts aloud:Theactionfreezesandacharacterspeakstheirthoughtsaloudinordertoaddtension,provideinformation,orforsomeotherpurpose;thesecanalsobecalledspoken thoughts.
Askthestudentstobecomethecharactersinthebathandfreeze.Talkabouttheimportanceoffocussingandstayingincharacter.Havethesoundeffectpersonmakethenoisetoshowwhatishappeninginthebath.Astheteachernamesacharacterinthestory,studentssharetheirspokenthoughttoshowwhatthecharacteristhinkingorfeeling.Theteachercouldalsomovearoundtheroomandtapsomecharactersindividually.Studentsfeedbackaboutthespokenthoughts.
# Purpose Learning Sequence & Activity5 Other drama
techniquesthatcouldbeused
Hot seating:aprocessconventioninwhichclassmembersquestionorinterviewsomeonewhoisinrole(forexample,asacharacterfromaplay,apersonfromhistory)tobringoutadditionalinformation,ideas,andattitudesabouttherole.Theclassmembersmayormaynotbeinrole.
Role on the wall:aprocessconventioninwhichanimportantroleisrepresentedinpictureform“onthewall”(usuallyonalargesheetofpaper)sothatinformationcanbecollectivelyreadoraddedtoasadramaprogresses.
6 Other Ideas
Artworks for the wallsChooseapagefromthebook.Imagineyouwereaskedtocreateapieceofartworktogoonthewallinthispicture.Whatwouldyoucreateandwhy?Woulditbeinthestyleofanartistandifso,why?Whatwouldyouincludeintheimage?Whatcolourswouldyouuse?
Design a bathCreateaplanforabaththatwouldsuitallthecharactersinthestory.Sharetheseanddiscussthebenefitsandpitfallsofthedesigns.
# Purpose Learning Sequence & ActivityCreate a radio showPresentthestoryasaradioshowbyrecordingandplayingitbackorwiththeaudiencelookingawaywhilegroupspresent.
Live news item or Talk back interviewHaveacameracrewarriveatthescenetointerviewcharactersandassessthesituationwhiletheyareallinthebath.Alternatively,createalivetalkbackstudioandcharactersareinterviewedtogether.
Paper bag publishingCreateabookreviewusingapaperbag.Designacover-imageonthefront.Placeyourreviewontheback.Createitemstogointhebagthatinformthereaderaboutthebook.
Comparisons with other textsLookatthebookWindowbyJeannieBaker.LikeOink,thisisalsosetinoneconstantframe.Arethereanyfeaturesordecisionsmadebytheauthorthatmakethesebookssimilarinanyway?Whatarethedifferences?
WindowbyJeannieBakerPublishedApril26,1991,byGreenwillowBooksISBN0688089186(ISBN13:9780688089184)
# Purpose Learning Sequence & ActivityShadowsLookattheshadowscreatedbytheillustratorthroughoutthestory.Talkaboutwhereyouthinkthelightiscomingfromtocreatetheseshadows.Uselightstorecreatesimilarshadows.Workouthowtolengthenandshortentheshadows.
Postcards Usethepostcardtemplate(attached)towriteapostcardtotheauthorortooneofthecharactersfromthebook.Thiscouldbetoshareopinions,askquestionsormakesuggestions.Postcardtemplateandstampsbelow.
Pleasenotedefinitionsofarttermsanddramaideasinblueandboldthroughoutthelessonplanhavebeensourcedfromhttp://artsonline.tki.org.nz/Teaching-and-Learning/Pedagogy/Drama/Glossary
For more teaching activities, visit www.geckopress.com or contact us [email protected]
Teaching notes prepared by Pauline Smith—Pauline K Productions Ltd 2018
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