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When searching for resources to use alongside Malala Yousafzai’s memoir I Am Malala next term, there seemed to be a gap in resources for the age group I will use the text with – Year 10s working at Level 4-6 of the NZC. Lots for younger readers and some very high brow analyses that would extend them but nothing that was a perfect fit in terms of learning objectives.

Using the resources available via the Global Women’s Institute as a starting point, I designed a unit of work encompassing memoir as a literary genre, the importance of education as well as a collaborative research and writing project culminating in a presentation on social justice using Microsoft Stream, one of the audio-visual presentation apps available via the Office 365 suite of products.

The overall objectives of this specific unit of work are to enable students to:

  • Discuss the importance of education and gender equity; appreciating educational opportunites
  • Form and express opinions and emotions around Malala’s journey; developing empathy
  • Explore the effectiveness of memoir as a literary genre; developing critical literacy skills

As I began mapping out lessons for the four week unit, there were obvious opportunities to link our analysis with other core skill areas in the Junior English programme by using the text as a springboard for other tasks.

  • Impromptu speaking – using issues encompassed in I Am Malala as debating topics for the impromptu speech unit; watching Malala’s speech to UN and identifying oral presentation features.
  • Personal reading – recommendations based around other memoirs students can use for AS 1.10 Personal Reading

And of course there were clear links to other curriculum areas such as Social Studies where students studied apartheid in Term One. This provides further opportunities to utilise prior learning when choosing a topic for their end of unit presentation (see below).

Overall the lessons tick all the key competencies:

  • Thinking – about the importance of education and the value we place on it; gender equity
  • Relating to Others – when interviewing a Syrian student at our school about what being a Muslim means to him
  • Using language symbols and texts – when completing reflective writing activities and an essay
  • Managing Self – when creating a Stream presentation in and out of class to meet a deadline
  • Participating and contributing – to class discussions and debates on education, gender diversity, fundamentalism and other issues raised in the novel

Via Class Notebook students can access glossaries, pre-reading tasks, extension reading  and viewing opportunities, language activities, a recommended reading list, debate topics and the Stream assignment. Flipping the learning is a bonus as we head into Term 2. when, alongside the usual interruptions to timetabled classes, our classroom is undergoing a refit meaning we will be homeless for several weeks and working from other rooms. Planning ahead in this way will take some pressure off during this disruptive time – as long as we have access to computers in our allocated temporary room!

If you’re still with me, here are the lessons as the students will see them on Class Notebook (minus the video and pictures to breakup text!):

What is a memoir? 

In choosing to narrate the brutal attempt on her life, Malala Yousafzai chose the literary form known as MEMOIR. A memoir is designed to capture a certain moment in time.

Memoirs are characterised by their ability to mesh private feelings with public issues and raw emotions. They are not the same as autobiographies which tend to cover a person’s entire life and where the story unfolds in linear fashion. Memoirs also differ from diaries as memoirs allow for more reflective narration of important social and historical events.

The three forms all use first person narration. This means we only get one person’s point of view. Memoirs might not seem to use as many language features as poems or novels but if you read carefully, there is plenty of emphasis on pace, tone and language choices in I Am Malala.

 

Pre-reading activity: 

What do you know about Malala already?

What would you like to know?

What are you unsure of?

Watch the trailer for the documentary about Malala’s Life, read the prologue and note five facts you learned about Pakistan and Malala:

He Named Me Malala Official Trailer #1 (2015) – Documentary HD

Glossary of words to learn: 

Social Justice – justice in terms of the distribution of wealth, opportunities, and privileges within a society.

Pashtun – a member of a Pashto-speaking people inhabiting southern Afghanistan and NW Pakistan.

Swati –from the Swat Valley region of Northern Pakistan (see map)

Fundamentalism – a form of a religion, especially Islam or Protestant Christianity, that upholds belief in the strict, literal interpretation of scripture.

Code of Purdha – the term used primarily in South Asia, to describe in the South Asian context, the global religious and social practice of female seclusion that is associated with Muslim communities.

Ramadan – the ninth month of the Muslim year, during which strict fasting is observed from dawn to sunset.

Muslim –  a follower of the religion of Islam.

Islam – an Abrahamic monotheistic religion teaching that there is only one God (Allah) and that Muhammad is the messenger of God.

Quran – The Quran is the central religious text of Islam, which Muslims believe to be a revelation from God (Allah). It is widely regarded as the finest work in classical Arabic literature

Taliban – a Sunni Islamic fundamentalist political movement in Afghanistan currently waging war (an insurgency, or jihad) within that country

Jihad – a struggle or fight against the enemies of Islam

United Nations – an intergovernmental organization tasked to promote international cooperation and to create and maintain international order.

If you enjoy this style of writing visit the personal reading page in your Class Notebook for suggested texts for your personal reading responses.

Background reading: extra reading for those wishing to delve deeper –  

The Daily Show – Malala Yousafzai Extended Interview

New York Times articles about Malala

Class Dismissed: story about the 2009 documentary

FULL Amanpour Malala Interview

Language features activity: 

Language features and structural devices used which you need to be able to identify and explain are listed below. Your homework for the first week is to copy and paste this list into your NOVELS folder, write a definition for the term and find an example from the text. You can do this in groups and share the answers:

Foreshadow (page 9)

Memoir

Prologue

Epilogue

Allusion

Epigraph

Imagery

Simile

Metaphor

Symbolism

Maxim

Group assignment:

 

In pairs (plus one group of three), you will create, save and share a Sway presentation about a person noteworthy for their contribution to SOCIAL JUSTICE. 

Step 1 – Watch the Sway tutorial. More help can be found on the WELCOME page in this Class Notebook or by asking!

Step 2 –  Pick a person from the list below

  • Malala Yousafzai
  • Nelson Mandela
  • Eleanor Roosevelt
  • Martin Luther King
  • Mahatma Ghandi
  • Sir Apirana Ngata
  • Dame Whinia Cooper

Step 3 – Set up your Stream (sign in using school account)

Step 4 – Share tasks. (Suggest one person is researching/sourcing images while other works on slide creation but make sure you share the roles).

Your Stream must contain the following content: 

  • A brief biography – who are they, why are they important?
  • A diary entry written in first person as if you WERE the person. Similar to Malana’s Life with the Taliban columns. Reword yours to suit your subject’s background and key events in their life e.g: Nelson Mandela – Life in Robben Island prison etc
  • A fully developed SEXY paragraph responding to the statement: The World is  better place because of X….
  • A slide with at least five key terms defined that are related to your subject/their issue e.g. apartheid, Nobel Prize, Treaty of Waitangi.
  • A slide with 6-8 questions you would ask your person in an interview for the school newsletter.
  • Final slide attributing your sources (hyperlinks)

To break up the text, embed visual images, relevant audio  and video throughout your presentation.

Due Date: TBA!

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If ever there was a digital tool designed to boost basic literacy that can be used across curriculum areas, is easy to use with multiple applications MS Learning Tools, featuring Immersive Reader and Read Aloud functions, is it!

To truly embed digital technology in our classrooms, we need to find generic tools that can used across curriculum areas that benefit core skills such as literacy and numeracy. Learning Tools offers assistive technology that meets both these goals. It is also a great option for time poor teachers keen to use more digital technology but lacking the time to investigate and trial options.

Learning Tools isn’t new but has recently been updated to make it more user friendly and available across a wider range of MS platforms. Learning Tools (which includes Immersive Reader and Read Aloud) can now be accessed via OneNote (desktop and online), Word (desktop and online), Outlook Office Lens and Windows 10 Creator.

The Immersive Reader function is potentially a game changer with the ability to vastly improve reading comprehension. Selecting Immersive Reader in the ribbon opens the text on a page in a new window and gives the student options to make visual changes for ease of readability as well as breaking down the text via three icons in the top right corner of the page.

Students can change the column width, page colour and text space.  This is great for dyslexic students who find it easier to read with sepia background and comic sans font and great for the teacher who doesn’t have to spend time preparing separate handouts.  The library icon gives students an option to break the text into parts of speech as well as showing the text broken down into syllables – so great for ESOL students.

Writing fluency and accuracy is also catered for via the Read Aloud function. Students could literally have text read aloud – their own writing or text scanned and saved electronically.  Updates mean that students now have a voice selection option through the setting gear icon so thaey can change the speed of the voice narrating the text as well as the gender. This could enable students to “hear” mistakes in their own writing and then correct syntactical and grammatical errors.

Here’s a link that includes a great introductory video of how to use Learning Tools in OneNote (note it makes reference to the dictate function which I have been unable to locate since updating to Office 2016).

And here’s a link to an explanation of updates that occurred late last year which might supersede some of the above but gives another good overview of what’s available.

And some FAQS. Scroll 2/3 down the page to find links showing how to access the different components of Learning Tools in various platforms. It’s a shame that the interface isn’t consistent across platforms but if you delve into View or Review in your task bar, you’ll find these tools!

 

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Quite often in the teaching and learning process, we become focussed on the end result. I’m not a hug fan of assessment that simply “tests” a student’s ability to retain knowledge and thankfully, we are moving away from that towards providing students with more authentic opportunities to apply what they know. Surely, that is the real purpose of C21 learning?

Year 9 and 10 provide great opportunities to step away from “end of unit tests” and review students’ learning in a range of contexts.

While English students still need to know who to write a visual text essay, I’ve added a group based assignment that allows junior students to apply their knowledge of a visual text (film!) at the end of the unit of work. The finished product then becomes a revision resource containing engaging, multi-media material they can apply to essay writing.

It is fascinating to observe how the group dynamics unfold. With some classes, I’m needed more for communication support than technical help! It’s also a great task for developing resilience – one of me, many of you I’m fond of saying! Who else can you ask for help? Have you tried trouble shooting via the online prompts????!!!!

We used PowerPoint online and the Office Mix add in. I allowed the students to work in groups of 3-4 and provided a range of activities to include in their Power Point. These were designed to cater for a range of learning styles. There was an extension activity as well for those requring extra challenges. In 2016, a class of higher ability learners completed this task for Ang Lee’s Life of Pi and last year, a mixed ability class worked together to complete presentations for Shane Acker’s fantastic film, 9.

Students can collaborate on their presentation and work on their slide at home. The steps to creating a collaborative PowerPoint are as follows:

  1. Choose the PowerPoint icon in the Microsoft splash (to access online version)
  2. Get one member to set up a basic presentation adding title pages and a presentation title so everyone is clear who is doing what
  3. Share with other groups members using the share function (make sure to assign edit rights)
  4. To open students either click the link sent to them in an email OR select share with me in their class notebook
  5. They can use the desktop version of PPT if they wish and changes made will still save into the online version

I allowed three class lessons and homework time to complete. Some of the slides required audio recordings so they had to leave the classroom and find a quiet space. Their instructions were to create a presentation that included:

  • Character trait analysis – matching characters to proverbs and explaining why a proverb applied to a character (more able students)
  • Setting analysis – sketch the setting and label key locations (great for visual learners)
  • Film techniques  – label and explain techniques used via a still shot/screen grab (analytical)
  • SEXY para – write a SEXY Para persuading me WHY Year 9 students should watch the film (writers)
  • *extension – explain why the film would fit the requirements of a coming of age film. Draw a Venn Diagram connecting 9 to other coming of age text(s) you have read or watched. Include links to those other texts on the page and an audio recording of your explanation.
  • Include a bibliography acknowledging third party sources

OfficeMix will soon be included as a feature in PowerPoint so it won’t need to be downloaded as an add on. As such the online repository for office mixes is migrating to Office Stream by May 1 this year. If you have a gallery of several mixes online, it would pay to ensure you migrate them over to Stream.

Here are links to three of 9TD’s presentations from last year…

9 An Overview

9 Character, Theme, Technique Analysis

9 An Overview

The film trailer for 9. It works on so many levels – environmental and historical links, philosophical questions re use of technology, rife with symbolism. Can’t recommend it enough for Year 9:

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Who doesn’t love a good infographic? They’re a great way to summarise data in a form that appeals to a range of learners.

While watching a series of tutorials on helping students get more out of Office 2016, I discovered the People Graphs add in. As an English teacher, what stood out was the presenter’s description of the add in as enabling “story telling with data.” Now that, I get!

Firstly, make sure you’re working with data that can be logically transferred to visual representation. Think data that would work as a bar graph. You’ll also need to have that data saved in an Excel Spreadsheet. In Excel, go to the Insert button then select Store then choose Recommended. From there, find the People Graph add in.

Once installed, you’ll find People Graph option under the Insert button. The add in will instantly create chart in the spreadsheet which you can edit using two icons in the top right of the chart created. The icon on the left allows you to create the chart with your data so you can select the columns you want used, change the title etc while the gear icon allows you to change the layout – colour schemes, icons used etc. Just keep in mind the audience and the type of presentation you’ll be using the infographic in before getting too carried away!

The completed chart is a jpeg so simply save it to your clipboard by right clicking and saving the image generated wherever you want to use it -Word, Sway, Powerpoint or OneNote.

I’ve been surveyed several times by our Economics students and imagine People Charts would be great for them when analysing data collected. The visual nature of the add in would also be ideal for young learners to help them grasp how raw data can be transformed and applied.

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Surveying students about their learning preferences and progress used to be a cumbersome process involving screes of paper and (from me at least), a calculator. But there are tools and apps that make the process much easier – for teachers and students who need to conduct surveys as part of their learning/for course planning/professional development.

  1. Excel Survey Tool – Firstly, log in to your OneDrive account then select the New Excel Survey option. Excel will prompt you through the steps which involve giving your survey a title/subtitle, selecting the response type (you need to tick required to make the question compulsory) and adding new questions. There’s a text box option if you want longer form answers, and if you’re like me and create surveys organically, you can re-order questions by dragging and dropping individual questions. Save in View to preview the survey and edit before sharing. Like other MS tools, there’s a Share option in the top task bar to the right. This creates a URL linking to the survey. You choose where to send the link – it could be in an email or in a class notebook , in a word document or on a website. Just type in the names of the recipients and voila! You can open the results in the Excel spreadsheet and from there create charts.
  2. Microsoft Forms – This app is part of Office 365. My Media Studies students have used it successfully for the past two years as part of planning to create film trailers and short films. Again, you need to log into 365 then select the Office Forms app to get started. We brainstormed questions together on the board based around the requirements of the Achievement Standard we were working from and, to ensure individual students could share their results when they got together in groups of three later. The surveys can be shared like Excel Survey via the Share button. Once you have reached the respond by date (it pays to have a cut off), Forms will collate the data and create charts highlighting key findings. Here’s a link to one of my students blog posts based around their survey results.

Whichever option you choose, both Excel Survey Tools and Microsoft Forms are ideal for helping learners to gather and analyse data. Just remember you can only share with people within your organisation. This worked for us as at Level 2  our brief was to make a film/trailer for our peers. Slightly trickier for level 3 when the brief was to make a short film for the wider Taieri community. Students included staff in that survey.

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This year my school purchased Adobe licenses enabling our Media Studies students to use Premiere Pro. While I had previously worked for a TV production company (in Comms!) so understood the production process, the murky depths of editing suites were not places I spent lots of time. Not surprisingly, coming up to speed with industry standard editing software on my own proved to be a steep learning curve.

It’s good to be reminded of how our learners feel when faced with new material and skills which needs to be developed to a measurable standard within a required time frame. So when in doubt, start at the beginning.

Adobe’s website offers a range of short tutorials that explain the process from a basic starting point (importing footage) to more advanced Premiere Pro features (using After Effects).

After watching the beginner tutorials, I devised a series of worksheets and then played the tutorials over the TV screen as we worked through the answers together. This meant I could pause and re-watch parts that the students

found confusing while a couple of students who knew the basics watched some more specialized tutorials.

The beginner page enables you to download footage of a hoover boarder and then play around with that. I downloaded the footage on all 8 of our class laptops and once we finished the beginner tutorials, we used this footage as out first play around. Students worked in pairs and then presented their short clip to class.

Overall the standard of their trailers and short films produced this year were vastly improved on last year when we didn’t have Premiere Pro. Most of the class just scratched the surface with what the software can do but a few really pushed themselves using Green Screen, experimenting with colour saturation and frame rates.

 

Here’s a few basic tips based on our seven week foray:

  • make sure students import their footage onto a local network drive – working with clips off a USB means although you think you have started saving a rough cut on your timeline, next time you log in, the computer won’t be able to locate the footage.
  • become familiar with the interface – there are four panels to work with and each has its own purpose
  • the tilda key is a quick way to view in full screen. There are other short cut keys, plus drop down options for various editing features. Students soon work out their own preferences.
  • in the timeline, the coloured lines above the video and audio tracks show you what has been rendered. When scenes are glitching, you probably need to render them. Select the in and out points, then render in to out (in the Select drop down). The red line above the offending footage will change from red to green. I encouraged students to render individual scenes before adding into the timeline.
  • time – how I wish we had more. Ideally, I’d get students to have a week practising filming in Term 1 then use that footage to put together a practice clip in Term 2 before even starting to film and edit their own project. Sadly, this wasn’t possible in the time available.
  • there is pretty much nothing you can’t solve by watching a tutorial – except poor camera work and sound recording although even then, you can sometimes make a silk purse with a sow’s ear although this is time consuming and not the recommend approach!

 

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As our school heads down the path of being a 365 learning environment, I’m starting to expand the range of learning tools I’m integrating into lessons. It also helps that my department has improved access to computers this year so suddenly, digital learning becomes more achievable!

Sway is a Microsoft app that enables teachers to create audio visual presentations for students, parents and colleagues. The best place to start is with a Microsoft in Education tutorial. The Teachers Academy site provides dozens of online tutorials which talk you through the various features of a range of Microsoft apps as well as providing some great professional learning opportunities  and subject-specific resources.

Having used Office Mix, Sway is quite similar but, from my way of thinking, more aesthetically exciting. It’s a fantastic way to flip or tilt learning by providing students with key concepts while catering for a variety for learning styles and then providing opportunities for students to consolidate their learning through quizzes or other activities. You can embed tweets, stack pictures, embed video and podcasts.

My first attempt is pretty basic and is based on the novel The Outsiders by SE Hinton for a Year 10 class. I’ll use it at the end of the year as a revision tool.

I used a template and then customized it through the design tab by selecting a colour scheme and font I thought would work best for my class. The next step is insering title slides followed by text slides to break the presentation up into sections. You can then insert pictures selecting from Sway’s recommendations or uploading your own. In the same way other media such as YouTube videos can be inserted. The navigation bar sits at the left of the screen with the work space in the middle. You can easily flick between the two or expand various sections and hide others.

Progress can be previewed at any stage to check and tweak the layout. You can also select remix from the top tool bar and let Sway work its magic on your presentation by applying it’s own design and layout.

My first Sway features a mix of content, set activities and extension activities. Like Office Mix, there are examples on the Sway website of other presentations. I recommend browsing in case there is one that could work for your class – or perhaps for a relief lesson if you need one at short notice.

Your finished presentation is saved on the Sway website and stored on the cloud. From there, it’s just a matter of projecting and playing or sharing the link in a Class Notebook (you can embed directly there) and letting students work through at their own speed – just make sure they have headphones first!

 

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