1 pb picture books for all ages eslinsight final€¦ · ministère de l’Éducation et de...

Participant’s Booklet

MEES Working Document 2016

Ministère de l’Éducation et de l’Enseignement supérieur Picture Books for All Ages: How Strange is That? SPEAQ Convention - MEES Working Document 2016

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THE WATERTOWER (Gary Crew, Author and Steven Woolman, Illustrator)

Constructing Meaning of Texts 1. Before reading the story: What is a water tower? What is it used for?

Have you ever noticed any water towers in your area? Discuss.

2. Listen to the information about the author and the illustrator. Write key words below.

3. Look at the title/book cover. Listen to the prologue. What are your predictions about the story?

4. Watch the book trailer. Who are the characters? What did you notice? Add predictions below.

Notes:

Notes:

Notes:

Notes:


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Response Process Questions

5. Explore: What did you observe in the story? What questions do you have about the story?

Notes:

a. Connect: Have you or has someone you know ever experienced a similar

situation? (e.g. going into a park or public swimming pool after closing hours, climbing on the roof of a building)

My ideas:

b. Generalize: In the story, The Watertower, the adults watch Bubba and Spike

climb up the water tower and go inside for a swim, but no one says anything to either of the boys. Do adults have a responsibility towards teenagers who engage in risky behaviour? Explain.

My ideas:


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Demonstrating Understanding of Texts

6. Compare the two main characters, Spike and Bubba. What did you learn about them?

Spike’s Perspective Bubba’s Perspective

Reinvesting Understanding of Texts

7. What do you imagine happens to the boys beyond the story?

Level Secondary Cycles One and Two (Core and Enriched)

Meaningful/ Authentic Task Write a sequel.

Purpose To entertain

Audience Peers

Evaluation Criteria

• Use of knowledge from texts in a reinvestment task

• Use/Management of strategies and resources*

*The teacher provides students with feedback, but this is not considered when determining students’ marks in the report card.

Reinvestment Task Requirements: select, organize

and adapt knowledge from text provided in light of purpose

and audience

• Select relevant knowledge (e.g. character description and personality, relationships, dialogue, information based on illustrations, narration)

• Organize knowledge from texts in a coherent manner using a story map (e.g. what was Bubba like at the start and at end of the story, use categories to organize ideas: feelings, descriptions, important words)

• While remaining true to the original story, adapt knowledge from text in view

of the task, by using information/ideas and language accurately and appropriately, and using own words (e.g. draw conclusions based on information found in text, recap of events up to the introduction, use events from original text to inspire, consider the target audience, tone or atmosphere of the story, apply text components) in order to deliver a personalized final product individually.


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Writing Process

8. Write an opinion text. Should the boys have climbed into the water tower? Why or why not?

My opinion:

Production Process

9. Create a book trailer for a sequel to The Watertower set ten years later. In a few sentences, write an outline of the story. What information would you include?

My ideas:

Reflecting

10. Which strategies did you use to understand the story?

My ideas:


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The Stranger SecondaryCycleOne

Elements from the ESL Program

BAL:Citizenship&CommunityLife(helpingothers,acceptingdifferences)Targeted Competencies:To interact orally in English(C1), To reinvest understanding of texts (C2), To write and produce texts (C3) Targeted Strategies:Activatepriorknowledge,Predict,Infer,Payselectiveattention,Takenotes,Scan,Compare,Takerisks(N.B. Encourage students to take risks throughout the activities),Self‐evaluateAuthentic text:TheStranger(ChrisVanAllsburg)Essential knowledge: Vocabularyandexpressionsfromthestory

Suggested Materials

Thepicturebook:TheStranger(ChrisVanAllsburg) Avideoofthestory:

o TheStranger:ATribute–By:RobinFarrell(2min30sec)https://www.youtube.com/watch?v=yc‐E50ZE8ds

o TheStranger–By:RobinFarrell(18min10sec)https://www.youtube.com/watch?v=Y7NSj‐‐t_UQ

Computer,Internet,speakers,screen Functionallanguage,strategies,andpromptsforprocessesposters(eslinsight.ca)

Suggested Activities

1. Activate prior knowledge byhavingstudents discussthefollowingquestionsorally:(C1,C2)

a. Haveyoueverhadahouseguestorbeenavisitorinsomeoneelse’shome?Whatwasitlike?Howcanyoumakeaguestfeelwelcome?

b. Thinkoftheseasons.Whichisyourfavourite?Howdoestheweatherchangeinthefall?Talkaboutwhathappensinnaturewhensummerturnstoautumn.

2. Introducethestorybyreadingthetitle,author’sname(sharebackgroundinformation)andshowingthefrontcover.Havestudentsjotdowntheirpredictionsaboutthestory.(C2)

3. Doapicturewalkandhavestudentsinferthestoryline.Apicture walk isexploringtheillustrationstodeterminetheeventsinastory,priortoreadingthetext.(C1,C2)

4. Firstreading:Givestudentsapurposeforlisteningtothestory(e.g.to understand the overall meaning and for enjoyment).Afterfirstreading:Havestudentsverifyanddiscusspredictions.Askstudents:Wereyourpredictionsaccurate?Whatsurprisedyou?(C1,C2)


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5. Preparealistofkeyvocabularywordsfromthestory.Pairsofstudentsareassignedafewwordsandcreatewordwebsusingthesentencefromthestory,adefinition,synonyms,phrasesanddrawings.Thewordwebsaredisplayedintheclassroomforreference(e.g.bump, leather, hermit, fellow, shivered, draft, shyly, tagged along, peculiar, drab, upset, crops). (C1,C2)

6. Pay selective attention:Duringthesecondreading,askstudentstofocusonthedetailsofthestory.Theycantake notesontheirobservationsinagraphicorganizer(informationaboutthemaincharacterandkeyeventsinthestory).(C2)

Response Process (C1, C2)

Havestudentsusethethreephasesoftheresponseprocess:

Phase 1: Explore

7. Infer:WhatshowsthattheBaileysandthestrangeraregoodpeople?Useexamplesfromthetext.

8. Infer:Whatshowsthatthestrangerisclosetonature?Useexamplesfromthetext.9. Scanthetextandidentifythemysteriouseventsthatcouldnothavehappenedorthat

seemimpossible.Useinformation,quotations,andillustrationsfromthestorytoexplainyourchoices.

10. Discussthemessageattheendofthestory“Seeyouinthefall”.Whowrotethis?Why?Whatdoesitmean?HowdoestheBailey’sfarmchangeafterthestrangerleaves?

11. Whatattractedyourattentioninthestory?Whatpiquedyourcuriosityinthestory?12. Comparethevideo(seesuggestedmaterials)andthepicturebook.Whatdidyou

notice?

Phase 2: Connect

13. Haveyoueverhelpedsomeonewhoneededassistance?Haveyoueverhelpedatotalstranger?Howdidyouhelpthisperson?Whatwastheperson’sreaction?Howdidyoufeelafterwards?

14. Dothecharactersinthestoryremindyouofpeopleinyourownlife?Who?Explain.15. Dothecharactersinthestoryremindyouofcharactersinanotherbookormovie?

Who?Explain.16. Whatisaquestionthatyouhaveaboutthetext?

Phase 3: Generalize

17. TheBaileyfamilytreatedthestrangerkindly,eventhoughthemanwasastranger.Howimportantisittoshowcompassiontowardspeople,especiallythosewhoaredifferentfromus?

18. Howcanweshowkindnesstowardsothers?Thinkofcurrenteventsornewsstories.19. Whatmessageistheauthortryingtoconveytohisreaders?


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Demonstrating Understanding (C2)

20. Havestudentscreateatimelineofthekeyeventsinthestory.21. AskstudentstomakeaT‐charttocomparewhatisordinaryaboutthestrangerto

whatismysterious.22. Infer:Askstudentstocreateacharactersketch:Whoisthestranger?Whatclues

indicatehisrealidentity?Whatcharactertraitswouldyouassociatewithhim?Usecluesfromthetexttosupportyourideas(illustrations,quotations,keyevents).Displaycharactersketchesintheclassroom.

Reinvestment Task (C2)

Havestudentsrefertotheoriginalstoryto:

23. Imagineadifferentendingtothestory.Drawanillustrationorfindaphotographtoaccompanyyourtext.

24. Tellthestoryfromthepointofviewofanothercharacter.25. Writeanepiloguetoexplainwhothestrangerreallyis.Usedetailsfromthebookto

supportyourexplanation.

Writing Process (C3)

Havestudentsusethewritingprocessto:26. WriteathankyoucardorletterfromthestrangertotheBaileyfamilytoexpress

appreciationfortheirkindnessandhospitality.27. WriteatexttodescribetheBailey’sfarmasifyouwereareal‐estateagentsellingthe

property.Drawapicturetoaccompanyyourtext.

N.B.Studentscanbeaskedtosharetheirreinvestmenttasks/writtentextswithclassmatesorwithstudentsfromotherclasses.Textscanbedisplayedinclassorpostedonaclassblog.

Production Process (C3)

Havestudentsusetheproductionprocessto:28. Createapostertoadvertisethestoryincludingthekeytextcomponents(e.g.

mention:title, author, illustratordescribe:storyline, characters; include: main title, caption, slogan, visuals).

29. CreatenewfrontandbackbookcoversforThe Strangerincludingthekeytextcomponents(e.g.title, subtitle, information about the author/illustrator, a story summary, illustrations/visuals).

Reflecting on Learning (C1, C2, C3)

30. Askstudentstoreflect(selfevaluate)byaskingquestionssuchas:a. DidyouspeakEnglish?b. Didyouuseresources?c. Didyouparticipate?(e.g.collaborate with partner/team,

share ideas, answer the questions, complete the tasks)


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d. Whichstrategieshelpedyou?e. Whatcanyoudonexttimetoimprove?Setalearninggoalforyourself.

Useful Resources (eslinsight.qc.ca)

TipsonusingtheResponseProcess:

Path:Secondary•Resources•Handbooks

FAQAboutVocabularyandFunctionalLanguage:


Competency2FAQ:Path:Secondary•Resources•Handbooks

FunctionalLanguagePosters:Path:Secondary•Resources•Posters

PromptsforProcesses:Path:Secondary•Resources•Posters

Many more LES, posters and pedagogical tips available online!


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The Watertower

SecondaryCyclesOneandTwo


BAL:Health&Well‐Being(adoptingsafebehaviours)Targeted Competencies:To interact orally in English(C1), To reinvest understanding of texts (C2), To write and produce texts (C3) Targeted Strategies:Activatepriorknowledge,Predict,Payselectiveattention,Takenotes,Scan,Infer,Compare,Takerisks(N.B. Encourage students to take risks throughout the activities),Self‐evaluateAuthentic text:TheWatertower(GaryCrew)Essential knowledge: Vocabularyandexpressionsfromthestory

Suggested Materials

Thepicturebook:TheWatertower(GaryCrew) Abooktrailerforthestory:https://www.youtube.com/watch?v=nYQOWJ_Zz‐o Computer,Internet,speakers,screen Functionallanguage,strategiesandpromptsforprocessesposters(eslinsight.ca)


1. Activate prior knowledge byhavingstudentsdiscussthefollowingquestionsorally(C1,C2):

a. Beforereadingthestory:Whatisawatertower?Whatisitusedfor?Haveyouevernoticedanywatertowersinyourarea?Haveyoueverexperienceda“power”or“waterfailure”?Discuss.

b. Whydosometeenagerstakerisks?Doallteensgiveintopeerpressure?2. Introducethestorybyshowingthefront/backcoversofthebookandreadingthe

title,theauthor’sandillustrator’snames(sharebackgroundinformationfromthechartbelow).Readtheprologue.Havestudentsjotdowntheirpredictionsaboutthestory.(C2)

Gary Crew, Author Steven Woolman, Illustrator (19692004) − HeisacreativewritingProfessoratUSCinAustralia.

− HeisoneofAustralia’smostawardedauthorsforchildrenandyoungadults(over80illustratedbooks,shortstoryanthologies,novellasandnovels).

− Hewritescreepy,oftenunsolved,mysteries,whichheleavesuptothereader’simagination.

− HewasalwaysfascinatedwithbizarrefantasyandoldB‐grade,blackandwhitesciencefiction,whichinspiredtheuniquedesignandillustrationsforThe Watertower.

− Heusedacombinationofacrylicpaint,chalkandpencilonblackpapertoillustratethetexts.


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3. Invitestudentstowatchthebooktrailerforthestory(seesuggestedmaterials)andjotdownnewpredictions.(C2)

4. Firstreading:Askstudentstolistentothestorytounderstandtheoverallmeaningandforenjoyment.Afterthefirstreading:Havestudentsverifyanddiscusspredictions.Askthem:Wereyourpredictionsaccurate?Whatsurprisedyou?(C1,C2)

5. Secondreading:Studentslistenagain,focusingonthedetailsofthestory(pay selective attention).Theytake notesontheirobservations(text,illustrations)andwritedowntheirquestions.(C2)

6. Preparealistofkeyvocabularyfromthestory(e.g.warped, casting, sweltering, trespassers, scorching, clambered, reckon, wailing, murky, eddied, swirled, wallop).Havestudentsworktogethertounderstandthewords,usingresources,andaddthesewordstotheirpersonaldictionaries. (C1,C2)

Response Process (C1, C2)

Havestudentsusethethreephasesoftheresponseprocess:

Phase 1: Explore

7. Scanthetextandmakealistofmysteriouselementsinthestory.Discuss.8. Lookthroughthebook.Discusshowtheillustrations,colours,andbookdesign

createanatmosphereofmysteryinthestory.9. Infer:Lookattheclose‐upofBubba’sface.Whatthoughtbubblewouldyouwriteto

accompanythisillustration?(ThinkofwhatBubbasees,hears,feels...)10. Infer: Usecluesfromthestorysuchasillustrations,narration,anddialoguetodraw

conclusionsaboutthecharactersorevents.a. BackgroundKnowledge(BK)+TextClue(TC)=Infer(I)b. BK(Informationaboutauthorandillustrator)+TC(Theclose‐upofBubba’s

face) = Inference. WecaninferthatBubbalooksscared.Hisopenmouth,expression,andthereflectioninhiseyeshowthatsomethingscaryhappened.

11. Youhavetoturnthebook180degreestoreaditfrombeginningtoend.Whatdoesthissymbolizeinthestory?

Phase 2: Connect

12. Doyouthinkthattheboysengagedinriskyordangerousbehaviourbyclimbingintothewatertower?Whyorwhynot?Whatwouldyouhavetoldthem?

13. Haveyouorhassomeoneyouknoweverexperiencedasimilarsituation(e.g.going into a park or public swimming pool after closing hours, climbing on the roof of a building)?

14. Discusswhathappenedatthewatertower.Howdidthestorymakeyoufeel?15. Whichbookormoviedoesthestoryremindyouof?Considerthecharacters,

setting,storyline,etc.16. Whatisyourreactiontothestory?Explain.


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Phase 3: Generalize

17. InthestoryThe Watertower,theadultswatchBubbaandSpikeclimbupthewatertowerandgoinsideforaswim,butnoonesaysanythingtoeitheroftheboys.Doadultshavearesponsibilitytowardsteenagerswhoengageinriskybehaviour?Explain.

18. Watertowermysteriesdon’tjustexistinfiction‐basedstories.Researchamysteryrelatedtoawatertowerandsharetheinformationwiththeclass(e.g. Harbin Park Water Tower, Mystery of Elisa Lam, and Oakhurst Water Tower).

19. Discussapopularurbanlegendaboutaplace,buildingormonument.

Demonstrating Understanding (C2)

Askstudentsto:20. MakeaT‐charttocompareBubba’spersonalityandbodylanguageatthebeginning

andattheendofthebook.21. Describethestorythroughthesenses:Whatdothecharacterssee,hear,feel...22. Comparethetwomaincharacters,SpikeandBubba.Howaretheirexperiences

similaranddifferent?23. Createaparalleltimelineofthekeyeventsinthestory,oneforSpikeandonefor

Bubba.

Reinvestment Task (C2)

Havestudentsrefertotheoriginalstoryto:

24. Addanewpagetothestory:WhatdoyouthinkreallyhappenedtoBubbawhenhewasaloneatthewatertower?

25. Writeanewspaperarticleornewsreporttoinformthetownspeopleabouttheevents.Considerthefollowing:problems,time,place,people,dialogue,feelings,etc.

26. Writeashortdiaryentryfromtheperspectiveofoneofthetownspeople.27. Writeasequeltothestory.

Writing Process (C3)

Havestudentsusethewritingprocessto:

28. Writeanopiniontext.Shouldtheboyshaveclimbedintothewatertower?Whyorwhynot?

29. Writealettertotheauthortoshareyourappreciation,questionsandideasforasequel.N.B.Studentscanbeaskedtosharetheirreinvestmenttasks/writtentextswithclassmatesorwithstudentsfromotherclasses.Textscanbedisplayedinclassorpostedonclassblog.


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Production Process (C3)

Havestudentsrefertotextmodelsandusetheproductionprocessto:30. CreateabooktrailerforasequeltoThe Watertower.Whatinformationwouldyou

include?(e.g.title, author, setting, characters, a bit about the storyline without giving too much away, quote from the story, caption to attract viewers, credits/sources)

31. Prepareabookcritique(e.g.mention:title, author, illustratordescribe:storyline, characters, favourite/least favourite part, overall rating).Createapodcastormultimediapresentationtopresentyourcritique.

32. Produceabriefnewsreportaboutthestoryincludingthekeytextfeatures(e.g.title, subtitle, author, author biography, book summary, key words). Refertothetextmodels.


33. Askstudentstoreflect(selfevaluate)byaskingquestionssuchas:a. DidyouspeakEnglishwithyourpeers?b. Whathelpedyoutobetterunderstandthestory?c. Whatwasmostchallengingordifficultaboutthetasks?d. Whichstrategiesdidyouuse?f. Whatcouldyoudodifferentlythenexttimeyouexploreatext?Seta

learninggoalforyourself.

Useful Resources (eslinsight.qc.ca) TipsonusingtheResponseProcess:




Competency2FAQ+:Path:Secondary•Resources•Handbooks

FunctionalLanguagePosters:

Path:Secondary•Resources•Posters

PromptsforProcesses:

Path:Secondary•Resources•Posters



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The Mysteries of Harris Burdick SecondaryCyclesOneandTwo


BAL:CitizenshipandCommunityLifeCCC:ToUseCreativityTargeted Competencies:To interact orally in English(C1), To reinvest understanding of texts (C2), To write and produce texts (C3) Targeted Strategies:Activatepriorknowledge,Payselectiveattention,Takenotes,Infer,Compare,Takerisks,Cooperate,Self‐evaluateAuthentic text:The Mysteries of Harris Burdick(ChrisVanAllsburg)Essential knowledge: Vocabulary,expressionsfromthestory,descriptivelanguage,elementsofamystery

Suggested Materials

Thepicturebookortheportfolioposters:The Mysteries of Harris Burdick(ChrisVanAllsburg)

Thebookofshortstories:The Chronicles of Harris Burdick(ChrisVanAllsburgand14otheramazingauthors!)

Functionallanguage,strategies,andpromptsforprocessesposters(eslinsight.ca)


1. Activate prior knowledge and predict: a. Before“readingthestory”,readaloudtheintroduction.Havethestudents

discusstheinspirationandthemysterysurroundingthisstory.WhatdoyouthinkmighthavehappenedtoHarrisBurdick?(C1,C2)

b. Introducethepicturebookbyreadingthetitle,theauthor’sname(sharebackgroundinformation),andbyshowingthefrontcoverofthebook.Askstudents:Whatdoyouthinkaboutthetitle?(C1,C2)

Chris Van Allsburg, Author & Illustrator

− ChrisVanAllsburgisanAmericanillustratorandwriterofchildren'sbooks.− HehaswontwoCaldecottMedalsforU.S.picturebookillustration,forJumanji andThe Polar Express,bothofwhichweremadeintofilms.

− HecreatedhisfirststoryandpicturesinThe Garden of Abdul Gasazi,publishedin1979.Sincethen,hehaswrittenandillustrated19books.

− HewasaprofessorattheRhodeIslandSchoolofDesign.− AboutTheMysteries of Harris Burdick,theSchoolLibraryJournalwrites,“Layered in mystery, this extraordinary book will stun imaginative readers of all ages."


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Response Process (C1, C2) Havestudentsusethethreephasesoftheresponseprocess:

Phase 1: Explore

2. Pay selective attention: Postthe14illustrationsaroundtheroom(labelthem1to14).Invitethestudentstocirculateandviewtheillustrations.Regroupanddiscusstheillustrations.Inwhatwaysdotheyalreadytellastory?

3. Infer: Readthetitlesandcaptionswiththestudentswithouttheillustrations.Havethestudentsidentifyunknownwords/expressionsandfindtheirmeaning(e.g.all his might, ocean liner, desert vs. dessert, schooner)Discussthemeaningofafewofthetitlesandcaptionsinsmallgroupsandmakepredictionsaboutwhichcaptionmightbelongtowhichillustration.

4. WhydidMr.VanAllsburgincludetwopostersfor“MissinginVenice”intheportfolio?Comparethetwoposters.Whichoneisabetterchoice?Explain.

Phase 2: Connect

5. Take notes and Cooperate: Invite the students to complete the handout (see Appendix)whilewalkingaroundtheclassroomobservingtheillustrationsalongwiththepostedtitlesandcaptions.

a. THINK: Askstudentstowritekeywordstodescribetheillustrationsandanswerthequestionforeachillustrationindividually(What do I think?).

b. PAIR:Have studentsaskapeer thequestion (What do you think?) inorder tocomparetheirresponses:Writetheirpartner’sanswersinthehandoutandaskthe classmate to initial their answer.Number1 in thehandout (Appendix) isprovidedasamodel.

c. SHARE:Havesomestudentssharetheirresponseswiththeentiregroup.6. Askstudentsiftheyhaveeverreadanotherbookormovielikethisstory.Whatwasthe

title?Whowastheauthor?Whatdotheyrememberaboutthestory?7. How were they able to connect with this book despite it having 14 untold stories

wrappedupinamysteryaboutamissingauthor?Studentswillwritetheiranswerasajournalentry.

8. Compare: Consider either one of the captions and titles or one of the illustrations.Which illustrationmade themwish therewasa story thatwentalongwith it?Whichillustrationwastheleastinterestingtothem?Explain.

9. Askthestudentstoconnecttotheirfeelings.Howdidtheyreacttothisillustratedpicturebook?

10. Shouldthisbookreceiveanaward?Whyorwhynot?Whatawardwoulditreceive?IsChrisVanAllsburgageniusforhavinginventedthismystery?Explain.

Phase 3: Generalize

11. ResearchotherChrisVanAllsburgpicturebooks.Havethestudentsdescribehowtheyaresimultaneouslysimilaranddissimilar.Whathavetheylearnedaboutthisauthor/illustrator?

12. Analyseandcompareillustrationsusedinmysterybooks.Whataregeneralcharacteristicsofthese?

13. Paycloseattentiontotheillustrations.Whatdotheillustrationstellusabouttheillustrator?Lookatthesettingandcharacters.Identifytheplacesseeninthepictures


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onaworldmap.Wouldthisbookconnectmoreorlesswithstudentsinotherpartsoftheworld?Whatdoesitsayabouttheillustrator’sbackgroundknowledge?

14. Whatsocialstereotypesmightbefoundintheseillustrations(e.g.rich/poor, educated/uneducated, youth/oldage, religious/atheist)?Wouldyouconsiderthisbooktobeinclusive?Whataboutgenderstereotypes(e.g.girl/boy, man/woman, blonde/brunette, wears glasses/does not wear glasses)?Inyouropinion,howwellorhowpoorlyhasMr.VanAllsburgaddressedthisissueinhisillustrations?Whataboutthesetting?Supportallyouranswersintheformofabookcritique.

Demonstrating Understanding (C2) Askstudentsto:

15. Writeapersuasivelettertoschoolsexplainingwhyteachersshouldusethisbookwiththeirstudents.

16. Develop a character found in one of the illustrations by creating a character map.Provideasmanydetailsaspossibleinspiredbythedrawing.

17. Create an outline of a possible problem for one of the illustrations. Use a graphicorganizertoprepareyouroutlineoftheplot.

18. Withapartner,create10‐20questionsyouwouldhavelikedtoaskHarrisBurdick.

Reinvestment Task (C2) Havestudentsrefertotheoriginalstoryto:

19. InventataleaboutwhyHarrisBurdickneverreturnedwiththestories.20. CreateacomicstripaboutthemysteryofHarrisBurdickwiththeinformationfoundin

theintroduction.

Writing Process (C3) Havestudentsusethewritingprocessto:

21. Writealettertotheauthortoexpressappreciationforthisinspiringanduniquepicturebook.

22. Writeashortstoryforoneofthefourteenillustrations.Yourshortstorymustmakeclearconnectionsbetweentheillustration,thetitle,andthecaption.

23. Readoneoftheshortstoriesfromthecomplementarybook,The Chronicles of Harris Burdick.Createanewtitle,anewcaption,andanewillustrationforit.

N.B.Studentscanbeaskedtosharetheirreinvestmenttasks/writtentextswithclassmatesorwithstudentsfromotherclasses.Textscanbedisplayedinclassorpostedonclassblog.

Production Process (C3) Havestudentsusetheproductionprocessto:

24. Createapodcast.Youraudienceisteachers.Youwantthemtobuythepicturebook. 25. Designawebpageormultimediatopresentyourthreefavouritepostersfromthe

book.Explainthereasonsforyourchoices.


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26. Writeanewsbulletin.ThepolicehavefoundHarrisBurdick’sbody.Useyourimaginationtocreatethenewsbulletinwhilefocusingonansweringthefive“W”questions.

27. Createastoryfromthepointofviewoftwocharactersusingoneoftheillustrationsasinspiration.WriteascriptandperformitasaReader’sTheatrefortherestoftheclass.


28. Askstudentstoreflect(selfevaluate)byaskingquestionssuchas:a. DidyouspeakEnglishwithyourpeers?b. Didyouaskquestionsandseekassistance?c. Whatwasmostchallengingordifficultaboutthevarioustasks?d. Whatcouldyoudodifferentlythenexttimeyouexploreatext?e. Whatgoalwillyousetfornexttime?f. Whichstrategiesdidyouuse?

Useful Resources (eslinsight.qc.ca)

TipsonusingtheResponseProcess:




Competency2FAQ+:


FunctionalLanguagePosters:Path:Secondary•Resources•Posters

PromptsforProcesses:Path:Secondary•Resources•Posters



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Name: ______________________________________ Group: _____________

The Mysteries of Harris Burdick

Title Caption Illustration Archie Smith, Boy Wonder

A tiny voice asked, “Is he the one?”

‐ boy is sleeping in bed with a sailboat, a yoyo, a baseball bat

‐ window is open What do I think? Are those alien lights? Are aliens planning to kidnap this boy?

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What do you think? Maybe this kid has some kind of special powers? -SB Under the Rug Two weeks passed and it

happened again.

What do I think?

2

What do you think? A Strange Day in July He threw with all his might,

but the third stone came skipping back.

What do I think?

3

What do you think? Missing in Venice Even with her mighty

engines in reverse, the ocean liner was pulled further and further into the canal.

What do I think?

4

What do you think? Another Place, Another Time

If there was an answer, he’d find it there.

What do I think?

5

What do you think? Uninvited Guests His heart was pounding. He

was sure he had seen the doorknob turn.

What do I think?

6

What do you think?

Appendix


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Title Caption Illustration The Harp So it’s true, he thought, it’s

really true.

What do I think?

7

What do you think? Mr. Linden’s Library He had warned her about

the book. Now it was too late.

What do I think?

8

What do you think? The Seven Chairs The fifth one ended up in

France.

What do I think?

9

What do you think? The Third-floor Bedroom It all began when someone

left the window open.

What do I think?

10

What do you think? Just Desert She lowered the knife and it

grew even brighter.

What do I think?

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What do you think? Captain Tory He swung his lantern three

times and slowly the schooner appeared.

What do I think?

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What do you think? Oscar and Alphonse She knew it was time to

send them back. The caterpillars softly wiggled in her hand, spelling out “goodbye.”

What do I think?

13

What do you think? The House on Maple Street

It was a perfect lift-off.

What do I think?

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What do you think?

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