I spent some time talking to the children about the creators Rob and Jackie , the idea behind the spell book and the potential implications for future generations if these words are lost forever. It was imperative that the children got behind the cause, as I was sure this would be vital for successful spell-making. This first lesson was all about discussing the meaning of the spells and relishing in their beauty.
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I read more of the spells to the children and discussed some of the language used again, before making links to other books and the real world. This is about how a young person, living in a cruel and broken city, who is trusted with something that could change the world.
Simon Smith shared this book during his Primary Rocks workshop, so thank you Simon! During this week, there was heart-breaking news about Sudan, the last male northern white Rhino, who had died in Kenya.
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This sad event served as another rallying cry for the children. Using the iPads, the children worked in pairs to plan their own lost word spell. I gave them a choice of seven different lost words: These are not in The Lost Words spell book, but are examples of other words that have been removed. I created a simple plan , that allowed the children to get enough information to create their own spells. I wanted to write my own spell, partly so I could see what the children would have to be able to do allowing me to create the planning sheet , but also so I could get a piece of the action!
Using my spell, and Paper 53, we broke down the make-up of it, discussed the kennings and how I used the planning sheet effectively. I then gave the children the rest of the lesson to draft their own spell around 45 minutes. Spells conjured, it was now time to write them up and display them in such a way that represented their artistry.
The children would choose one of these to act as the border for their spell. I also asked the children to bring in any stencils they had at home. These were used, with a metallic Sharpie , to create the acrostic letters of the spells and the title. Now, I may be slightly biased as they are my class, but I was so impressed by what they produced. Here are a selection of them:. We then used Seesaw to share them with family members.
The children used the record voice function to read their spells aloud. This is by no means a definitive guide to teaching with The Lost Words, more just an example of what worked for me. These helped the children to start to play with words and become creative before the main part of the lesson.
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Many thanks to both Rob and Jackie, who very kindly provided lots of feedback for the children. This gave them more of an audience how amazing to have your spells read by the creators of the book! As always, if you have any questions, please get in touch with me, either on here or on Twitter. Reblogged this on Wats-Education — from the inside looking out.
What a fabulous week you and your class must have had. Thank you for sharing this. As a teacher of busines English to adults I sometimes lose sight of how beautiful our language is and how it can be made to come alive by those who are passionate about it.
I have this book. I love this book and I loved reading about how it can be shared. It is a beautiful language, with some beautiful words! Would you have read Sue Ellen's diary? Activities Character Traits Materials: Assign each of the groups one of the major characters from Arthur and the Lost Diary.
Teaching with ‘The Lost Words’ – Education With Espresso
The major characters are Sue Ellen, Ms. Turner, Francine, Muffy, Binky, and Arthur. Students will work together in their small groups to search through the book to find evidence about their character. Students will record 3 things the character says, 3 things the character thinks, and 3 things the character does, along with page numbers where the evidence may be found. On a sheet of paper, students will illustrate a portrait of their character on the top half and write a sentence analysis of their character on the bottom half using their recorded notes to make inferences about the character.
Each student will be reassigned to another group so that each student in a group has a different character. Students will share their analysis and provide one another with feedback before assembling the pages into a book of characters. Discuss various rules that are followed in the text including capitalizing the first word in a sentence, capitalizing names, using proper end punctuation. Ask students to turn and talk with a partner to see if they can figure out what is missing.
Ask pairs to share their ideas with the class. Briefly discuss quotation marks and why they are used. Model placing punctuation in the correct location for students. Students individually write about an imaginary conversation in which Arthur admits to Sue Ellen that he read her diary. Remind students to correctly use quotation marks in their writing. Students work with a partner to edit one another's work before turning in the final draft.
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