The Lost Thing- Teri and Emily team teach:
Aim: to explore the book and short film whilst contrasting the differences and similarities of the ‘Everyday World’ vs Sean Tan’s the ‘Lost thing World’.
- Shaun Tan The Lost Thing – book and short film
- IWB notebook file
- Pen/markers and paper or computer design program
- Digital camera to upload pictures once drawn
- Computer access to upload profile
1. Having read the book and watched the short film, as a class sort and categorize the words in the list into which fits into the Everyday world and what fits into the Lost thing’s world. Have students come up to the IWB and drag words into the right side of the venn diagram, using justification for their choice. Words that overlap the two worlds can be placed in the hexagon – focus on students justifications and promoting collaborative discussion that unpacks the settings of the two literacies.
2. Working in pairs, use knowledge of the text and short film to create their own character, character profile and justification for which world this character would live in.
Setting the scene:
- You are to create your own character, pick its world, explore the characters in the book and film and ensure you creatively imagine something new.
- Working with a partner work together to write up a character profile: name, feelings etc. as per the table (above)
- Once you have profiled your character draw them in the picture frame (bring them to life visually).
- Take a digital photo of your character and create a page with the table completed and image of your created character.
- All images to be collated and presented to the class (whole class discussion)
The IWB task we have created we believe will promote student engagement and utilise technology as “another pedagogical means to achieve teaching and learning goals”(Higgins, Beachamp & Miller, 2007, p. 217) by providing an interactive scaffold for the next activity. Using the IWB raises “the potential of developing pupils’ IWB abilities and allowing them more involvement in classroom decisions” (Higgins et al, 2007, p. 217) and this provides autonomy and promotes more engaged learning.
Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology, 32(3), 213-225.