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The Boy in the Striped Pajamas-John Boyne

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Prudence Gardnerfry

on 17 October 2013

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Transcript of The Boy in the Striped Pajamas-John Boyne

The Boy in the Striped Pajamas-John Boyne
Learning Intention
The strategy that will be used to achieve the learning intention is summarizing. Summarizing is taking sections of identifying the main points from that section. Readers need to understand the most important information about what they are reading and need to be able to discard information that is not important. When this is successfully done students will be able to state the main ideas from the book in their own words therefore improving comprehension skills and gaining a better understanding of what they are reading.
Links to Literacy Model
The activity links in with the literacy model by Luke and Freebody – The four roles of the reader model (1999) which states that when readers occupy the role of text decoder, text participant, text user and text analyst they become powerful readers. The activity focuses on the role of text analyst which refers to the skill of being able to critique and interpret the text by asking questions such as; what message is the author trying to get across? How is he using characterization and plot development to illustrate this position? How does the author use language to heighten the message?
- This ‘Make a Video Summary’ activity using the app Educreations will benefit each of the 4/5F Lathner students studying The Boy in the Striped Pajamas, as majority of these students learn best through visual learning. Anna Jones (classroom teacher) has expressed concern regarding the comprehension skills of these 5 students (Fiona, Zuban, Grace, Koichi and Roberts) and therefore this reading strategy will encompass both the students’ visual processing abilities (strengths) as well as their comprehension literacy needs.

- The following are summary notes from Anna Jones’ reports, regarding the 5 students progress, strengths and aspects that need improvement:
Digital Teaching Tool
The digital teaching tool we have chosen to use is called Educreations which is a free app for the iPad. The app allows you to paint pictures or add photos from the iPad library. Users can also add text or record audio to enhance the visuals within their presentations.
Teacher Directed Learning
The teacher reads out a chapter of the book to students. Whilst reading the book the teacher discusses and prompts students about what information is important and what information is not very important.

The teacher explains to students that they will be using the iPad App Educreations and plays the instructional video of how to use the App.
Good readers are able to use higher order thinking to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives by creating a short film that summarizes the main points of each chapter in the novel The Boy in the Striped Pajamas.
Reference List
Boushey, G. & Moser, J. (2009). The CAFÉ Book, Engaging All Students in Daily Literacy Assessment and Instruction. Portland, Maine: Stenhouse Publishers & Markham, Ontario: Pembroke Publishers (Page: 159)

Boyne, J. (2004). The Boy in the Striped Pajamas. Ireland: Random House.

RMIT University. (2013). Lathner Primary School. Retrieved August 10, 2013, from http://emedia.rmit.edu.au/lathnervirtualschool/node/58 (Anna Jones’ 4/5F Class)

RMIT University. (2013). Week 4 Lecture PowerPoint- Literacy Frameworks . Retrieved August 10, 2013

Victorian Curriculum and Assessment Authority. (2013). AusVELS, Level 5 English. Retrieved September 23, 2013, from http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=E&d=hpe&d=H&d=ec&d=ge&d=ict&d=id&d=lo&d=M&d=pl&d=S&d=tp
How Does this Activity Relate to our Group of Students from 4/5 F:
Fiona- This activity will give Fiona a chance to practice public speaking (sharing voice clips). Creating the video will allow her the opportunity to practice facial expressions which has been noted as one of her weaknesses.
Zuban- Doesn't enjoy public speaking or reading aloud therefore this activity gives him the opportunity to pre-record his voice and get him use to his peers hearing him read aloud.
Grace- Is good at everything but has not used the app Educreations before therefore this activity will help extend her learning experiences .
Koichi- This activity allows him to practice his spoken english skills which have been identified as a weakness.
Robert- He lacks focus in literacy therefore this activity will appeal to Robert as he has a high interest in visuals texts .
Student Directed Learning
Students then work individually to create a video summary of the chapter using images, drawings, photos, voice recording and text.

At the end of the lesson students share their videos within the same groups and discuss what information they used and didn't use and why.
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