Previous by Date | Next by Date | Date Index
Previous by Thread | Next by Thread
| Thread Index
| LM_NET
Archive
| |
There were so many activities. I divided the responses into two messages. This is Part 1. Part 2 will follow later. Thank you all for sharing! Velda Hunter Jack Yates High School vhunter1@houstonisd.org Activities for Flotsam: PART I 1. Follow this link to an interview with David during the ALA conference in June. http://alfocus.ala.org/videos/david-wiesner-interview <http://alfocus.ala.org/videos/david-wiesner-interview> 2. I haven't done this yet, but was thinking how fun it would be to give a student a (digital) camera, have them take a picture of themselves, print it out (in the library) and pass the picture & camera on to the next student. As in the book, that student would then take a picture of themselves holding the picture of the previous student. I need to work out the logistics of giving the kids time to themselves to sneak off with an assistant so the pictures could be a surprise. I'm sure the kids would want to think of clever places they could take the pictures. I'm thinking of splitting the class into groups of 5 would make for the best images. Sorry for the unformed nature of the plan! There's also a nice book trailer here: http://www.houghtonmifflinbooks.com/authors/wiesner/books/books_flotsam.shtml <https://mail.houstonisd.org/exchweb/bin/redir.asp?URL=http://www.houghtonmifflinbooks.com/authors/wiesner/books/books_flotsam.shtml> 3. This is what I did when Flotsam was chosen for the Caldecott. I used this with 1st and 2nd grade, but could easily use it with any grade. I started with some props in my "book basket" to get the kids thinking. I had some plastic fish, magnifying glass and a camera. We talked about what the book might be about with these clues. Once I showed them the book (and of course built it up as the new "winner") we spent some time talking about the cover and what they thought they saw in the eye of the fish. I also explained what the word flotsam means. Then we had a significant discussion on what a "wordless" book is and how to "read" it. I explained that sometimes it's ok to have everyone tell their own story in their head. But, at some points in the story I would explain things are have discussion. At those points it is important for everyone to be thinking and understanding the same thing. Other than that, since the book is wordless, they have to be wordless (quiet) while we read the book. Also, to set the tone, I played ocean sounds music in the background. They especially like this! At the end, one first grade teacher said that it was an example of a "circle story" which they had been discussing in class. The story basically starts and ends the same or at the same point. I also explained that "Flotsam" is a good example of a book to check out and be able to read in your own lap. There are so many neat things in the details of the illustrations. With the 2nd graders we went on an author study of Weisner's other books. An idea I had but never did was to pass a disposable camera around the class to take home over night and take a picture of themselves at home. Then, after developing the film, have the kids write something to go with their photo to make a class book. 4. I scanned the entire book into my SmartBoard notebook. It could easily be scanned into a PowerPoint as well. I start the lesson by talking about David Wiesner and wordless books. I show some of his books to the students. A lot of students know and love many of them. I show an interview of him from www.teachingbooks.com <https://mail.houstonisd.org/exchweb/bin/redir.asp?URL=http://www.teachingbooks.com> . I then tell them that he has written another wordless book that has won the 2006 Caldecott. I show the first page before the title page with an embedded sound file of the ocean. Then I show props- magnifying glass, fish, shell, and an old 35mm camera. Ask if they can identify them and what do they think the story is about. I show a book "trailer" I downloaded from Houghton Mifflin website. Then we "read" the book page by page. Sometimes I ask questions. Like if they know what the film is. Most do not know, they only know digital technology. the kids are free to comment. I ask them why the pictures are black and white, point out how the style of dress is changing, try to find the camera floating in each picture, what do they think might be on the next page towards the very end, etc... They loved it! I tried it with fourth grade and Kindergarten (skipping the interview with them) not knowing which age it would be most successful. Well it was fabulous with both grade levels! I have to say I enjoyed it so much as well. Can't wait to do it again next year. 5. I didn't do lessons for Flotsam, per se. Instead, I grouped it with other wordless or nearly wordless picture books. We were focused on narrative skills. 6. From the NoveList article, "Book Performance Art: Using Reader's Theater and Creative Drama with Young Readers" by Judy Freeman. Reprinted with permission, NoveList/EBSCO, copyright 2007. (The original version appeared in NoveList in February, 2007.) Wiesner, David. Flotsam. Illus. by the author. Clarion, 2006. (Gr. PreK-3) Caldecott Medal Winner On a summer's day down the shore, a blonde-haired boy investigates the unusual old-fashioned box camera that washes up at his feet. "Melville underwater camera" it says on the case. Taking the roll of film he finds to the one-hour photo, the boy is dumbfounded at the resulting color prints of vibrant underwater life. There's a red mechanical fish, a blue octopus reading aloud a book to his young'uns, and a spaceship with little green-faced aliens taking their own photos of seahorses. Most unusual is the last print of a girl holding a photo of a boy holding a photo. The boy examines the picture with his magnifying glass and then uses his microscope to find that the photos date back several generations to the turn of the last century. GERM: Wiesner's latest wordless fantasy is filled with marine life frolicking in a most un-fish-like way. Ask your viewers to provide a voice-over narration as you turn each page. Before revealing the final page, ask them what they think the boy should do with his extraordinary camera. Children can then write captions or dialogue for each of the photos of underwater life. For instance, what book might the octopus be reading aloud, and what is the story he is reading? (It would be so helpful if the publisher would make a set of mini-posters of those underwater pictures; in the meantime, an extra copy of the book will do.) On the final page, we see a girl on a faraway beach retrieving the camera from the water. What kinds of photos will she find when she develops the film? Children can draw those fantastical underwater scenes, photo-style, based both on what they know to be under the waves and their imaginations. Note that this is Wiesner's fifth Caldecott Medal! He won silver honors for Free Fall and Sector 7, and gold medals for The Three Pigs and Tuesday. He's a one-man Caldecott lesson for introducing the medal. Find out more about the Caldecott at:http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecottmedal.htm Here is a good interactive swimming song to sing after reading with Flotsam. The Swimming Pool Song (To the tune of "Sailing, Sailing, Over the Bounding Main") Swimming, Swimming (arms do crawl stroke) In my swimming pool (make rectangle with index fingers) When days are hot (fan face with hands) When days are cold (Hug arms) In my swimming pool (make rectangle with index fingers) Side stroke (do side stroke with arms) Breast stroke (do breast stroke with arms) Fancy diving too (with hands together, dive up and down) Don't you wish that you had (wag index finger) Nothing else to do (hold palms open) But . . . The first time, sing the whole song as you do each motion. The second time, leave off the first line ("Swimming, swimming") and just do the pantomime. Each time you repeat the verse, leave off one more line, and just pantomime the actions instead of singing them. By the time you sing it ten times, you will be pantomiming the entire song silently (except for all the giggles), and end with only one word spoken: "BUT." Related Titles about the Ocean Cowan, Catherine. My Life with the Wave. Lothrop, 1997. Karas, G. Brian. Atlantic. Putnam, 2002. Rose, Deborah Lee. Into the A, B, Sea: An Ocean Alphabet. Scholastic, 2000. Other Wordless or Near-Wordless Adventures Banyai, Istvan. Zoom. Viking, 1995. Faller, Regis. The Adventures of Polo. Roaring Brook, 2006. Lehman, Barbara. The Red Book. Houghton Mifflin, 2004. Rohmann, Eric. Time Flies. Crown, 1994. Van Allsburg, Chris. The Mysteries of Harris Burdick. Houghton Mifflin, 1984. Other Weird Adventures Clement, Rod. Just Another Ordinary Day. HarperCollins, 1997. Joyce, William. A Day with Wilbur Robinson. HarperCollins, 1993. Van Allsburg, Chris. Jumanji. Houghton Mifflin, 1981. Van Allsburg, Chris. Zathura: A Space Adventure. Houghton Mifflin, 2002. Other Books by David Wiesner: Wiesner, David. Free Fall. Lothrop, 1988. Wiesner, David. June 29, 1999. Clarion, 1992. Wiesner, David. Sector 7. Clarion, 1999. Wiesner, David. The Three Pigs. Clarion, 2001. Wiesner, David. Tuesday. Clarion, 2001. -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------