Following a presentation by Robin Morrow on IBBY (2011 PBMW) and the organisations motivation for connection children with books from around the world I was motivated to use a broader range of texts to engage and connect students to reading. In particular Robin spoke of Elisa Bonilla’s metaphor of Mirrors and Windows to illustrate how texts show the familiar and diversity within the human experience.
The students in grades 3-6 have existing knowledge and practice in application of the ‘Making Connections’ strategy (Super 6) to identify their connection to themselves and the world. This situation was fundamental to the success of any future program as the lessons would reinforce classroom practice. However as connection is only one part of the process it was necessary for any lessons to include knowledge of author motivation for writing and identification of story theme. The development of the program was also an opportunity to expand student awareness of Australian authors and their writing styles.
The parameters of the program were now set: Australian authors, stories with window and mirror settings, feelings, events; and relate-able themes.
It was also necessary to build in experiences for students to familiarize themselves with other works by the author in order to ensure illustration mediums and text formats did not distract but added to the overall understanding of the story and contributed to the building of connections. The process of preparing the students, as per the guided inquiry approach (Todd,) and ISP (Kahlthau) has meant that students receive the books without lesson interruptions. They are prepared to listen to the story as well as focus on the texts and language. This was particularly evident with the study of Jeannie Bakers books.
The final program included works by Jeannie Baker, Colin Thompson and Margaret Wild. Each author was treated for one week with a book allocated per stage. As this approach to reading was new the students were supported to look for simple connections via obvious differences and similarities to their immediate settings and experiences.
The program was supported by the display of 2 large globes, one with a mirror and one with a window, displayed to provide a visual of the concept. A worksheet for each author was used to provide a written record of student understanding. The worksheet was designed to focus attention on the key elements of a story, whether they be visual or textual. The worksheet required students to note down their connections with characters and settings using both text and illustrations. The older students used this knowledge to identify theme. In addition a weekly display of author works was made available for students to see the scope of an author’s work and compare and contrast stories and themes.
Initially students applied the terms ‘mirror’ and ‘window’ to the setting of a story. Students responded to Where the Forest meets the Sea by Jeannie Baker by commenting ‘I think this book is a window because when I look through it I see other things from a long time ago’. Other students personally related to the activities of fishing and exploring at the beach, thus identifying the book as a mirror.
Colin Thompson's Book Big little book of Happy sadness lends itself beautifully to the metaphor of windows and mirrors. The text states that George sees himself reflected in the dog. This was a great connection for the students and led them to recognise that characters can be windows and mirrors as well as settings. The grandmother and the boy stood as windows because they didn't understand one another.
After a Year 5 class read ‘Rosy Dock’ and wrote a joint construction about the main character. By focusing on the main character the students were able to see how one person can make a change. Their responses were mainly windows as students identified the difference between an urban and desert environment. Character focus allowed students to connect to the theme of the story. Story of Rosy Dock- by focusing on the main character of the lady and her unique situation students were able to connect to the theme of one person can make a change.
In the story ‘Round and round and round’ students identified the cooperation the main character needed from the other characters to help complete the journey. They related this to how they are required to work together at school. This demonstrated that students were making the connection between the experiences in the book to those of themselves in their immediate environment.
As the program progressed other terms useful for introducing the term mirror and window were like and different. It did assist students in discussion time to pose questions: is this like where we live or is it different. Following the reading of the book students were randomly paired, as per the strategy of Turn and Tell, to discuss their responses to the characters and events of the story. These discussions were no long but valuable in allowing students time to share and clarify their ideas before sharing them with the class.
The program naturally lent itself to the incorporation of Visual Literacy to discuss and critique the characters and events of the stories presented. Students applied knowledge of visual literacy strategies to identify the importance characters and their relationship between other characters and their placement within a scene.
In addition the notion of windows and mirrors requires the teacher to select texts that are authentic of to human experience and emotion. Irrespective of the reliability of a text students are able to discuss and examine the qualities of the characters and consequences of their actions.
Overall in having students apply the terms ‘window’ and ‘mirror’ as they interact with text they are better placed to not only able to connect with stories but are better able to reflect on themselves and their place in the world.
The students in grades 3-6 have existing knowledge and practice in application of the ‘Making Connections’ strategy (Super 6) to identify their connection to themselves and the world. This situation was fundamental to the success of any future program as the lessons would reinforce classroom practice. However as connection is only one part of the process it was necessary for any lessons to include knowledge of author motivation for writing and identification of story theme. The development of the program was also an opportunity to expand student awareness of Australian authors and their writing styles.
The parameters of the program were now set: Australian authors, stories with window and mirror settings, feelings, events; and relate-able themes.
It was also necessary to build in experiences for students to familiarize themselves with other works by the author in order to ensure illustration mediums and text formats did not distract but added to the overall understanding of the story and contributed to the building of connections. The process of preparing the students, as per the guided inquiry approach (Todd,) and ISP (Kahlthau) has meant that students receive the books without lesson interruptions. They are prepared to listen to the story as well as focus on the texts and language. This was particularly evident with the study of Jeannie Bakers books.
The final program included works by Jeannie Baker, Colin Thompson and Margaret Wild. Each author was treated for one week with a book allocated per stage. As this approach to reading was new the students were supported to look for simple connections via obvious differences and similarities to their immediate settings and experiences.
The program was supported by the display of 2 large globes, one with a mirror and one with a window, displayed to provide a visual of the concept. A worksheet for each author was used to provide a written record of student understanding. The worksheet was designed to focus attention on the key elements of a story, whether they be visual or textual. The worksheet required students to note down their connections with characters and settings using both text and illustrations. The older students used this knowledge to identify theme. In addition a weekly display of author works was made available for students to see the scope of an author’s work and compare and contrast stories and themes.
Initially students applied the terms ‘mirror’ and ‘window’ to the setting of a story. Students responded to Where the Forest meets the Sea by Jeannie Baker by commenting ‘I think this book is a window because when I look through it I see other things from a long time ago’. Other students personally related to the activities of fishing and exploring at the beach, thus identifying the book as a mirror.
Colin Thompson's Book Big little book of Happy sadness lends itself beautifully to the metaphor of windows and mirrors. The text states that George sees himself reflected in the dog. This was a great connection for the students and led them to recognise that characters can be windows and mirrors as well as settings. The grandmother and the boy stood as windows because they didn't understand one another.
After a Year 5 class read ‘Rosy Dock’ and wrote a joint construction about the main character. By focusing on the main character the students were able to see how one person can make a change. Their responses were mainly windows as students identified the difference between an urban and desert environment. Character focus allowed students to connect to the theme of the story. Story of Rosy Dock- by focusing on the main character of the lady and her unique situation students were able to connect to the theme of one person can make a change.
In the story ‘Round and round and round’ students identified the cooperation the main character needed from the other characters to help complete the journey. They related this to how they are required to work together at school. This demonstrated that students were making the connection between the experiences in the book to those of themselves in their immediate environment.
As the program progressed other terms useful for introducing the term mirror and window were like and different. It did assist students in discussion time to pose questions: is this like where we live or is it different. Following the reading of the book students were randomly paired, as per the strategy of Turn and Tell, to discuss their responses to the characters and events of the story. These discussions were no long but valuable in allowing students time to share and clarify their ideas before sharing them with the class.
The program naturally lent itself to the incorporation of Visual Literacy to discuss and critique the characters and events of the stories presented. Students applied knowledge of visual literacy strategies to identify the importance characters and their relationship between other characters and their placement within a scene.
In addition the notion of windows and mirrors requires the teacher to select texts that are authentic of to human experience and emotion. Irrespective of the reliability of a text students are able to discuss and examine the qualities of the characters and consequences of their actions.
Overall in having students apply the terms ‘window’ and ‘mirror’ as they interact with text they are better placed to not only able to connect with stories but are better able to reflect on themselves and their place in the world.
mw_worksheet.docx |