RESOURCES FOR SCHOOLS CREATED BY CLPE Suggested …exploring Elmer’s Walk by David McKee. It is...
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RESOURCES FOR SCHOOLS CREATED BY CLPE Suggested age range for these activities: 3-11. (Teachers will need to read both the book and teaching notes before exploring with their class and use and adapt the suggested activities as necessary to meet the ages and development of the children they are working with.) The activities in the teaching notes support a whole school focus for celebrating Elmer Day by exploring Elmer’s Walk by David McKee. It is important for schools working with these materials to read both the book and notes prior to engaging with the activities, so they know the potential of what could be undertaken and explored. Prior to starting the activities, you will need to investigate and plan a trip to a nearby location where children can observe their local surroundings. The suggested sequence of activities is as follows: Part 1: Elmer Day Celebratory Assembly This assembly is designed to start the Elmer Day Celebrations and set the context for the independent writing work that follows. It is suitable for all children from Early Years to Year 6 and can be done as a whole school assembly or in phases as appropriate. • Show the children the front cover of the book, Elmer’s Walk. Do they recognise the character on the front cover? Have they read any books with this character in? What do they know about these stories? • Ask the children what they like or liked about Elmer, now or when they first encountered him if they are older children. What sorts of themes or emotions do they connect with this character and the stories they remember? What does the character of Elmer mean to them? • Read aloud the poem ‘Leisure’ by W.H Davies that prefaces the text. Display the text on a screen so that more fluent readers can follow the text as you read. Talk about the poem together; What were they thinking of as the poem was read? How did it make them feel? What do they think the poet was trying to express or was saying to us as readers? • Read aloud the new Elmer book Elmer’s Walk to the children, sharing the illustrations as you read. What similarities do they see that connect with the poem? Why do they think David McKee chose this poem to preface this story? What similar themes, experiences and emotions run across the poem and the book? What messages might the poet and the author both be expressing or aiming to share with their readers? Whole school assembly to launch Elmer Day Individual class walks in the local environment Time to respond in creaPve ways back in classes An event to showcase children's responses.
Transcript of RESOURCES FOR SCHOOLS CREATED BY CLPE Suggested …exploring Elmer’s Walk by David McKee. It is...
RESOURCESFORSCHOOLSCREATEDBYCLPE
Suggestedagerangefortheseactivities:3-11.(Teacherswillneedtoreadboththebookandteachingnotesbeforeexploringwiththeirclassanduseandadaptthesuggestedactivitiesasnecessarytomeettheagesanddevelopmentofthechildrentheyareworkingwith.)TheactivitiesintheteachingnotessupportawholeschoolfocusforcelebratingElmerDaybyexploringElmer’sWalkbyDavidMcKee.Itisimportantforschoolsworkingwiththesematerialstoreadboththebookandnotespriortoengagingwiththeactivities,sotheyknowthepotentialofwhatcouldbeundertakenandexplored.Priortostartingtheactivities,youwillneedtoinvestigateandplanatriptoanearbylocationwherechildrencanobservetheirlocalsurroundings.
Thesuggestedsequenceofactivitiesisasfollows:
Part1:ElmerDayCelebratoryAssembly
ThisassemblyisdesignedtostarttheElmerDayCelebrationsandsetthecontextfortheindependentwritingworkthatfollows.ItissuitableforallchildrenfromEarlyYearstoYear6andcanbedoneasawholeschoolassemblyorinphasesasappropriate.
• Showthechildrenthefrontcoverofthebook,Elmer’sWalk.Dotheyrecognisethecharacteronthefrontcover?Havetheyreadanybookswiththischaracterin?Whatdotheyknowaboutthesestories?
• AskthechildrenwhattheylikeorlikedaboutElmer,noworwhentheyfirstencounteredhimiftheyareolderchildren.Whatsortsofthemesoremotionsdotheyconnectwiththischaracterandthestoriestheyremember?WhatdoesthecharacterofElmermeantothem?
• Readaloudthepoem‘Leisure’byW.HDaviesthatprefacesthetext.Displaythetextonascreensothatmorefluentreaderscanfollowthetextasyouread.Talkaboutthepoemtogether;Whatweretheythinkingofasthepoemwasread?Howdiditmakethemfeel?Whatdotheythinkthepoetwastryingtoexpressorwassayingtousasreaders?
• ReadaloudthenewElmerbookElmer’sWalktothechildren,sharingtheillustrationsasyouread.Whatsimilaritiesdotheyseethatconnectwiththepoem?WhydotheythinkDavidMcKeechosethispoemtoprefacethisstory?Whatsimilarthemes,experiencesandemotionsrunacrossthepoemandthebook?Whatmessagesmightthepoetandtheauthorbothbeexpressingoraimingtosharewiththeirreaders?
WholeschoolassemblytolaunchElmer
Day
Individualclasswalksinthe
localenvironment
Timetorespondin
creaPvewaysbackinclasses
Aneventtoshowcasechildren'sresponses.
• Discusswiththechildrenwhethertheyfeeltheyhavetimetostopandstareattheworldaroundthem.Whatthingsenablethis?Whatgetsinthewayofappreciatingtheworldaroundthem?
• ExplainthatthewholeschoolisgoingtohaveanopportunityaspartofElmerDaytogooutintotheenvironmentandenjoytheirsurroundings,thenrespondtothiscreativelybackintheirclassrooms.
• Tellthechildrenthatworkfromeachclasswillbechosentocontributetoawholeschoolcelebrationaboutthewonderoftheirlocalenvironmentandtheirinteractionswithit.
Part2:PlannedActivityforeachclass,yearorphasegroup:
• Aftertheassembly,re-readthestoryofElmer’sWalktoeachclassbackintheirclassrooms.Explaintothechildrenthattheyaregoingtotakeawalkinthelocalenvironmenttoallowthemtimetotakeintheirnaturalsurroundings,observingbuildings,localfeatures,creatures,plants,naturalobjectsandeventsthattakeplace.Youmaywishtoarrangeaspecificvisittoaplaceoflocalinterest,suchasapark,woodlandarea,river,seasideetc.iftheseareeasilyaccessible.
• Allowtimeforthechildrentomakeasimplenotebooktotakewiththemontheirtravels,wheretheycanmakesketchesortakenotesaboutthethingstheyhaveobservedontheirwalk.Takecamerasiftheseareavailableforchildrentousetorecordpointsofinterest.Modelthisbyrecordingyourownthoughtsasyouwalk.Aschildrennotetheirobservations,encouragethemtothinkaboutthefeelingsthesethingsinvokedinthem.
Part3:Encouragingchildrentorespondtoobservationscreatively:• Comebacktotheclassroomanddiscusswhatthechildrensaw,heardandexperienced.
Downloadandlookatphotographstaken,sharesketchesandobservationsintheirnotebooksandtalkaboutthingsthatwereofparticularinteresttoparticularchildren.
• Nowlookathowtheycouldsharethingsthatcaughttheirwiderinterestwithothersandprovidetime,space,materialsandopportunitiestosupportthechildrentocreatetheirworkindependentlyoringroups.Thetablebelowgivesawiderangeofideasandsupportiveresourcesthatmayinspirechildren:
PossibleCreativeOutcome
SupportingResources Materialsandopportunitiestofacilitate
Editandshareafavouritephotographandcomeupwithatitleforit
• Youngwildlifephotographeroftheyear:http://www.nhm.ac.uk/visit/wpy/gallery/2018/young.html
• RSPCAyoungphotographersaward:https://young.rspca.org.uk/ypa/galleries
• StreetSeencategoryoftheYoungDigitalCameraPhotographeroftheYearcompetition:https://www.photocrowd.com/photo-competitions/street-seen-young-dcpoty-street-photo-contest-2213/overview/
• Digitalcamera• Laptop/tablet• Editing
software/app
• TheGreatOutdoorscategoryoftheYoungDigitalCameraPhotographeroftheYearcompetition:https://www.photocrowd.com/photo-competitions/the-great-outdoors-young-dcpoty-landscape-photo-contest-2212/overview/
Paintordrawsomethingthatcaughttheirattentioninmoredetail
• TheGallerypageontheNationalOpenArtChildren’sAwardpages,scrolldowntoviewthegallerytogivechildrenideasofwhattheymightcreate:http://www.nationalopenart.org/gallery.php?filter=children
• ThegallerypagesontheWorcesterBoschArtcompetitioncouldalsogivefurtherinspiration:https://www.worcester-bosch.co.uk/environment-2020/childrens-art-competition/winners
• Variousartmaterials;softpastels,oilpastels,brushpens,watercolours,starteracrylicpaints
• Cardorpaperappropriatetothechosenmedium
Writetheirownpoemaboutsomethingtheysaworexperienced
• PoemsthatrevolvearoundthethemeofthenaturalworldonCLPE’sPoetrylinewebsite:https://clpe.org.uk/poetryline/themes/natural-world
• PoemsthatrevolvearoundthethemeoftheurbanenvironmentonCLPE’sPoetrylinewebsite:https://clpe.org.uk/poetryline/themes/urban-environment
• PoemsthatrevolvearoundthethemeofplacesonCLPE’sPoetrylinewebsite:https://clpe.org.uk/poetryline/themes/places
• Arangeofwritingmaterialsfordraftingandpublishingwriting
Writetheirownstoryabouttheirwalkoraboutsomethingtheysaworexperienced,e.g.astorythatcentresaroundabee,astorysetinaforest,thecity,bytheseaetc.
• FictionbooksonCLPE’sCorebookswebsitethatrevolvearoundthethemeofnature,suchas:
o Tadpole’sPromisebyJeanneWillis,illustratedbyTonyRoss(AndersenPress)
o TheTreebyNealLayton(Walker)o OnaMagicalDo-NothingDaybyBeatrice
Alemagna(ThamesandHudson)o TheSecretofBlackRockbyJoeTodd-
Stanton(FlyingEye)o TheBeeWhoSpokebyAlMcCuish,
illustratedbyRebeccaGibbon(ThamesandHudson)
o TheFoxandtheStarbyCoralieBickford-Smith(ParticularBooks)
o BelongingandWindowbyJeannieBaker(Walker)
• Arangeofwritingmaterialsfordraftingandpublishingwriting,artmaterialsforillustration
o ThePromisebyNicolaDavies,illustratedbyLauraCarlin(Walker)
o HildaandtheBirdParadebyLukePearson(FlyingEye)
o TownisbytheSeabyJoanneSchwartz,illustratedbySydneySmith(Walker)
o VarmintsbyHelenWard,illustratedbyMarkCraste(Templar)
• AuthorsreadingstoriesonCLPE’sPowerofPictureswebsitesetinnaturalenvironmentsorwithcharactersthatcouldbefoundinnaturalenvironments,suchas:
o Shh!WeHaveaPlanbyChrisHaughton(Walker):https://clpe.org.uk/powerofpictures/haughton-chris
o CrocandBirdbyAlexisDeacon(RedFox):https://clpe.org.uk/powerofpictures/deacon-alexis
o WildbyEmilyHughes(FlyingEye):https://clpe.org.uk/powerofpictures/hughes-emily
o Grandad’sIslandbyBenjiDavies(SimonandSchuster):https://clpe.org.uk/powerofpictures/davies-benji
Writesonglyrics,composemusicoradancethatreflectssomethingtheysaworexperienced
• Exploremusicthatreflectseverydayexperiencesofbeingoutdoors,suchas:
o ‘Dandelions’byEnnoAareo ‘WaterRipples’byEnnoAareo ‘Seaside’byDevendraBanharto ‘Herecomesthesun’byTheBeatleso ‘TheWater’byJohnnyFlynnandLaura
Marlingo ‘TheWhiteHare’bySethLakemano ‘TheStreetsofLondon’byRalphMcTello SelectedsongsfromHaushka’sA
DifferentForestalbum
• Accesstotablets,laptopsorMP3playerswithappsthatallowthechildrentolistentoormaketheirownmusic.
• Arangeofmusicalinstruments
• Spacetopracticeandperform
Writeapersonalrecountoftheirexperience;this
• Copiesoftheschoolnewsletter.• Examplesofrecountarticlesfrompublications
suchasTheWeekJuniorandFirstNews.
• Arangeofwritingmaterialsfordraftingand
couldtaketheformofadiaryentry,awrittenoraudioblogpostfortheschoolwebsite,anarticlefortheschoolnewsletter
publishingwriting,artmaterialsforillustration
• Accesstotablets,laptopsorMP3playerswithappsthatallowthechildrentopublishtheirwritinginauthenticways
Somefactualwritingaboutsomethingtheysaworexperienced;thiscouldtaketheformofanon-chronologicalreport,avideooraudiopresentation,amagazineornewspaperarticle
• InformationtextsonCLPE’sCorebooksWebsiteaboutnaturalelements,suchas:
o AFirstBookofNaturebyNicolaDavies,illustratedbyMarkHearld(Walker)
o JustDucksbyNicolaDavies,illustratedbySalvatoreRubbino(Walker)
o BecauseofanAcornbyLolaMandAdamSchaefer,illustratedbyFranPreston-Gannon(Chronicle)
o TheAcornandLittleBeebyEdwardGibbs(BF&F)
o GrowingFrogsbyVivianFrench,illustratedbyAlisonBartlett(Walker)
o Moth:AnEvolutionStorybyIsabelThomas,illustratedbyDanielEgnèus(Bloomsbury)
o ALittleGuidetoTreesandALittleGuidetoWildFlowersbyCharlotteVoake(EdenProject)
o AWalkinLondonbySalvatoreRubbinho(Walker)
o ABeetleisShybyDianaHuttsAston,illustratedbySylviaLong(Chronicle)
• Filmanddigitaltextsthatfocusonthenaturalworld:
o BBCEarthwebsite:https://www.bbc.com/earth/uk
o BBCSpringwatchwebpages:https://www.bbc.co.uk/programmes/b007qgm3
o CBeebiesOurPlanetclips:
• Arangeofwritingmaterialsfordraftingandpublishingwriting,artmaterialsforillustration
• Accesstotablets,laptopsorMP3playerswithappsthatallowthechildrentopublishtheirwritinginauthenticways
https://www.bbc.co.uk/programmes/b006m9ny/clips
o NationalGeographicKidswebsite:https://www.natgeokids.com/uk/
o RSPBForKidswebpages:https://www.rspb.org.uk/fun-and-learning/for-kids/
• ExamplesofarticlesfrompublicationssuchasTheWeekJuniorandFirstNews.
Part4:SharingandPublishingchildren’sresponsesWhenthechildrenhavehadchancetocreatetheirwork,exploredifferentwaysthatthiscouldbesharedwithawideraudience:
• Ifyourschoolhasasocialmediaaccount,youmaywishtoshareexamplesofthechildren’swork,viaTwitter,InstagramorFacebook.Using#StopAndStare#ElmersWalkandtagging@AndersenPressand@clpe1willallowyoutoseetheworkdonebyotherschoolsandbepartofthewiderElmerDayCommunity.
• Organiseawholeschoolevent,suchasanassemblyorexhibition,wherechildrenhaveanopportunitytopresenttheirworktoawideraudience.Therecouldbedifferentzonestoshowcasedifferenttypesofresponses;aphotographygallery,apoetrypresentationorperformancespace,displaysofwritingorartwork,tabletsorlaptopswithchildren’svideoresponses.Inviteparents,carersandthewiderschoolcommunitytoviewtheexhibition.
• Setupspaceintheschoolnewsletteroronaschoolorclassblogforchildrentopresenttheirworktothewidercommunity.
• Createacommunaldisplayofexamplesofworkfromeachyeargroup,classorphase.
TheseresourceswerecreatedinpartnershipwithCLPE.CLPEisacharityworkingtoimproveliteracyinprimaryschools.Findoutmoreabout
ourtrainingcourses,freeresourcesandhigh-qualityteachingsequences.Visit:www.clpe.org.uk
Elmer’sWalkbyDavidMcKeeispublishedbyAndersenPressISBN:9781783447541
