Visual Literacy Project Debbie Philpott Hercules – from Zero to Hero Apollo 13 – Houston, we have a problem. The Setting ❑ ❑ ❑ ❑ ❑ Gilbertstone Primary School – Yardley Two form entry Issues with achievement Year 5 class with the whole range of ability from just level 2 through to level 5 Some behaviour issues – a challenging class! The Cast ❑ Morad – been on the SEN register, English not spoken at home, very talkative and lacking in focus, before the project was a 2c writer. The Cast ❑ Jake – a 3c writer, social life (girls) has the priority over work, has the basics in position but having problems making progress beyond this. The Cast ❑ George – has been on the SEN register, having difficulties making the transition from level 2 to 3, doesn't enjoy writing and doesn't think he's any good at it. The Cast ❑ Alex – bright boy but this is the first year for a while that he's actually worked (according to mum), very slow writer, is a sound level 3 but has potential to be a level 4 this year. The Cast ❑ Tom – the drama lover! Has behaviour issues which have a negative impact on work, finds it very difficult to work with others, lazy, started as a 3b but could easily be a 4. The Cast ❑ Danny – accident prone, quiet boy, bright but lacks confidence in self, 3b writer but could be a level 4. The first unit – Hercules – From Zero to Hero ❑ ❑ ❑ Disney film very loosely based on the Labours of Hercules (they get a brief mention). Very few children had seen the film but it includes all the features typical of a Disney film. Linked with Unit of Work on Myths and Legends. Activities ❑ ❑ ❑ ❑ ❑ ❑ ❑ Watched the entire film to begin with. Created a story map. Developed an understanding of film metalanguage. Looked at how the film portrayed heroes and villains. Described characters and explored antonyms to look at heroes and villains. Looked at oral story telling by playing a pass-it-on game. Compared the film with the original myth. Activities continued ❑ ❑ ❑ ❑ Role played Hercules describing how he killed the Hydra. Wrote a description of Hercules killing the Hydra. Used 'show not tell' techniques to describe characters and develop the use of figurative language. Watched an episode from a Channel 4 series about Odysseus to compare different forms of cartooning and look at stories within stories. Activities Continued ❑ ❑ ❑ ❑ Brainstormed solutions to how Hercules could succeed in the Labours that he was given. Acted out Hercules performing his Labours. Interviewed one another (with one role playing Hercules) about the tasks (interviewer recorded good examples of vocabulary used by interviewee). Wrote, edited, improved and published the Labours to make a class book. Evaluation ❑ ❑ ❑ ❑ The book of The Labours of Hercules is great – contains really high quality of work. In the middle of one of the lessons my most SEN boy asked when we were going to start work because this was just fun. The use of descriptive and figurative language continued into other written work. We spent almost an entire FRIDAY afternoon in silence as children completed their Labours – blind down, aquarium on the screen, quiet classical music, lit candles, orange squash and biscuits helped too! Some examples ❑ ❑ ❑ Alex: It all started when Meg explained to me that 2 small children got trapped under a massive boalder. Suddenly a Hydra came out. It was Ginormous. Every step it took caused a earthquak. It snapped at me with its teeth of daggar's. Then with it's tongue of slime it snached me. Jake: His eyes went blue, his breath stunk like sea food – yuk. Danny: Then I ran to get my sword I got it but its tongue stretched like elastic and got me. It swallowed me it was gooey inside I had to cut through its neck it was tough but I done it. The second unit – Apollo 13 – Houston, we have a problem or 'a successful failure' ❑ ❑ ❑ ❑ Apollo 13 is based on the real events of April 1970 when a mission to the moon nearly ended in disaster. It's an action adventure film – not an animation. The unit of work was Note-making and Explanation – previous experience showed that children find explanation writing difficult so I wanted a 'true-life' film in which things were explained. Another reason for choosing this film was because our science topic for the term is Earth and Space so I wanted a space based film that wasn't Science Fiction. Activities ❑ ❑ ❑ ❑ Before watching the film we familiarised ourselves with a rocket. We didn't complete watching the film until the end of the second week so activities were done without the children knowing the outcome of the mission. Listened to a dream sequence without pictures so children could really gain information from sounds and music plus practice note-taking. Read related texts. Activities continued ❑ ❑ ❑ ❑ ❑ ❑ Brainstormed words to go with stills from a scene. Wrote scenes from a character's point of view. Prepared questions to ask the astronauts at a press conference and took notes. Used thought, feeling and speech bubbles to explore conflicting emotions during a scene. Created a visual map to explain what went wrong on the mission. Looked at related websites. Activities continued ❑ ❑ ❑ ❑ ❑ Read explanation texts. Watched an explanation of day and night from a Revisewise video and compared with a Blue Peter report that included an explanation of diving safety. In pairs created visual maps of processes that they wanted to explain. These were used as a basis for writing notes to support an oral explanation. Connectives activities. Activities continued ❑ ❑ ❑ Children were videoed doing their oral explanations – some used more drama than others, most included visual props. The rest of the class evaluated performances. The oral presentations were turned into written explanations. Evaluation ❑ ❑ ❑ ❑ The unit of work was rather disrupted due to arts week, trip, illness and a teacher day. The film was a little too long. We used the first two weeks to work on descriptive writing – with positive results. The final pieces of explanation writing are disappointing, the text type has not been fully understood and the children felt they had finished the work with the oral presentation. Evaluation ❑ ❑ The children did enjoy the film – one boy thanked me for showing it and said that it was the best film he had ever seen. The classes' (and my) understanding of rockets, space, the moon etc. has grown enormously. Film Reviews ❑ ❑ ❑ ❑ Sophie's review: Apollo 13 will have you glued from beginning to end! It is a truly amazing movie. Chloe's review: The tension caused by the events kept me really interested. Jasmine's review: Overall, it was one of my best movies I've ever seen. Alex's review: Will they get back? Will they ever go back to their families? Watch the worrying, adventure, tense, exciting and wonderous Apollo 13 to find out. Impact ❑ ❑ ❑ ❑ All 6 boys have produced pieces of writing at levels higher than their pre-project assessments. Greatest improvement seen in Morad who went from a 2c pre-project to 3c in our mid term assessment. Long term impact will be clearer during next term. I haven't yet re-assessed reading but am confident that there will be progress here too. Impact ❑ ❑ ❑ ❑ ❑ ❑ Danny – now believes he is good at writing and attendance has improved. Alex – now enjoys reading and is beginning to believe that he is a good writer. Jake – still doesn't believe he is a good reader and no longer enjoys writing. George – now enjoys writing and now believes he is good at it and reading. Tom – no longer enjoys writing and doesn't think he's any good at it. Morad – now enjoys writing and believes that he is good at it. Impact ❑ ❑ ❑ ❑ ❑ Katie: 'I think its [literacy] been better because we watched films to help us.' Lilley: 'I would like to watch more films because you learn about different settings and comparing different films.' Jacob: 'I think I've got better writing skills by watching films.' Sophie: 'I would like to use more films in my writing because you can explore different languages when writing about something you have seen.' Jasmine: 'I especially like writing all the descriptive pieces. I liked watching the films and writing about them. I think the films are a good idea for creative writing. We should do more of it because it will give us more to write about everyday.'