Margo Edgar Kate Story

Workshop Overview Background Educative Purpose of project Explicit teaching of critical and creative literacy through digital fiction What it looks like in plans and in action Assessment as, for and of learning

Walk away with… Links to wikis and sites Lesson structure and plan for Inanimate Alice Visual idea of what it looks like in class- photos, videos, student work List of strategies for good readers and writers Assessment rubric

Background School Teachers Students Professional Learning journey- Teacher Professional Leave Inanimate Alice

Givens Workshop model Explicit teaching Culture of literacy and thinking- valued, visible and actively promoted High expectations for academic rigour Accountable talk and conversations

Decisions before starting at PVPS Grade 6 only Timetable issues Technology access Prelude- Me as a reader and a writer Accountable talk and conversations Clear expectations for students

Blooms Taxonomy Planning for Strategic Readers and Writers of Digital Fiction Evaluation- How can they use their knowledge, understandings and connections of narratives, digital fiction and Inanimate Alice to evaluate theirs, and others, episodes? How can they back up and support their evaluations as writers? Synthesis- How can the students use their understandings and connections of narratives, digital fiction and Inanimate Alice to write and create their own episode? Analysis- How can the students further analyse and break down their understandings of printed and digital fiction to get even deeper comprehension and connections? How can they further analyse and break down Inanimate Alice to be able to establish authors style, intent and craft? Application- How can the students apply what they know and understand about reading and writing printed and digital fiction? How can they make connections and apply their understanding to themselves as readers and writers of digital fiction? Comprehension- What do you want the students to understand about reading and writing digital fiction? Knowledge- What do you want students to know about reading narratives – printed and digital? What do you want students to know about writing narratives – printed and digital?

Educative Purpose and Intent The intention of this unit of work: To apply critical and creative literacy skills to deconstruct digital fiction texts as readers To analyse and establish authors craft, purpose and formulas to write and create their own digital text. To reflect critically on their own role as readers and writers throughout this journey.

OUR GOALS: To model, identify and apply reading strategies (inferring, questioning, wondering) to make sense of both printed and digital texts To develop critical literacy skills to compare and contrast strategies used when reading and writing printed and digital text types To identify text structures and features comprehensively and transfer this into their own writing to create episode four. To identify authors craft, style and techniques and apply to own writing of digital fiction To explore the production of multimodal texts To critically analyse and reflect on themselves as readers and writers of multimodal texts

To achieve these, we are asking the students to: To read printed and digital text To reflect as readers and compare strategies applied when reading printed and digital texts To deconstruct digital and printed versions of text To analyse authors craft, style, techniques and intent To identify a formula to follow for creating own text for episode four To create own episode of digital fiction To evaluate and reflect on own production of a digital text To evaluate and reflect on others production of digital texts.

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text Identified structure and features of narrative texts Developed criteria/expectations for digital fiction Compared structure and features of printed and digital narrative texts Identified structure, features and authors style for Inanimate Alice- formula for writing Used formula to create episode 4: written and digital elements Accountability to articulate: their journey as writers of digital fiction the decisions made as writers in the process of creating how their episode aligns with previous episodes.

Read the text Analysed the text as readers Questions and wonderings as readers of the text

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text Identified structure and features of narrative texts Watched episode 2 Developed criteria/expectations for digital fiction Compared structure and features of printed and digital narrative texts

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text Identified structure and features of narrative texts Watched episode 2 Developed criteria/expectations for digital fiction in general. Watched episode 3 Compared structure and features of printed and digital narrative texts Identified structure, features and authors style for Inanimate Alice- formula for writing

Changes: What differences are there in the three texts? Can you identify patterns in these differences?

Storyline: What elements/themes can you identify that are common to all three episodes?

Authors Craft: What techniques and strategies has the author used to create this text?

Text Structure: What is similar about how the text is structured across all three episodes?

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text Identified structure and features of narrative texts Watched episode 2 Developed criteria/expectations for digital fiction in general. Watched episode 3 Compared structure and features of printed and digital narrative texts Identified structure, features and authors style for Inanimate Alice- formula for writing Used our analysis and thinking to create episode 4: written and digital elements

Read the text Analysed the text as readers Questions and wonderings as readers of the text Watched Episode 1 Compared their reading of print to digital text Analysed their reading of the digital text Identified structure and features of narrative texts Watched episode 2 Developed criteria/expectations for digital fiction in general. Watched episode 3 Compared structure and features of printed and digital narrative texts Identified structure, features and authors style for Inanimate Alice- formula for writing Used our analysis and thinking to create episode 4: written and digital elements Accountability to articulate: their journey as writers of digital fiction the decisions made as writers in the process of creating how their episode aligns with previous episodes.

Writing Conversations

Specific language skills that were developed : Awareness and use of correct tense Correct use of a range of punctuation Sentence structure (simple and complex) Use of dialogue conventions Figurative language Extended vocabulary – consideration of word choice / deliberate word choice Structure of texts – specifically narrative Importance of writing for an audience (reading your work as a reader) Creating images for the reader – through combination of words and visuals Writing descriptively Using author techniques Organisation of text Relevance vs irrelevance Revising your work through the lens of a reader not just as a writer

Planning and Assessment: Inanimate Alice Unit Planner

Margo Edgar: Pascoe Vale Primary School Kate Story: Northern Metropolitan Region (Melbourne) Teaching and Learning Coach + Consultant

My words arent so boring anymore. Michael