There is another audio book from Ihsan Dogramaci Bilkent Erbil College. We hope you enjoy listening.
|Scooped by Alicia Rankine|
This online reading of David Shannon’s “David Goes to School” provides an accessible and engaging piece of literature that can act as a catalyst for questions such as ‘why do we have school rules?’ It could also providing a starting point for considering the roles and responsibilities of both the student and the teacher. Scholastic provides a rich array of supplementary resources and teaching ideas (http://www.scholastic.com/teachers/book/david-goes-school), but the most relevant way to use this resource when teaching SS1.8.11 would be a deconstruction of what is implied in the text.
The story depicts David’s perspective of the school rules, wherein he is constantly in trouble without justification, and as the book progresses, he feels he is constantly facing the word “no”, until he is given a seemingly random piece of praise on the last double page spread. One lesson idea for this would be to have students discover which rule he was breaking on each page, requiring them to engage their visual literacy skills, as this is often only implied. For example, one double page spread reads “Again?” and is illustrated by an image of David raising his hand and looking uncomfortable, implying he needs to use the bathroom but has already gone, breaking the rule of going to the toilet during class time. In small groups, students could use these discoveries to construct a list of school rules for David’s school. They could then create suggestions for behaviours David could have performed to avoid getting into trouble, or they could compare David’s school’s rules to their own school’s rules.
Further, students could engage critical literacy skills to consider what the text is trying to make them think about rules – does the text see rules and useful or restrictive? Using rich literature in the HSIE classroom heightens students’ engagement, especially in Stage 1, and using this text allows for students to work towards HSIE and literacy outcomes simultaneously. They are understanding the role of the student, the purpose of rules, and how students and teachers interact. They are also developing their literacy skills, taking on multiple ‘roles of the reader’ to fulfil this activity – acting as a text participant when they are working together to make meaning from the text, working as a text user when they use the text to extrapolate information about school rules generally, and working as a text analyst when they consider how the text positions them to think about rules (Winch 2011, pp 26-27). Though these activities could be performed using a hard copy of the text, projecting this reading onto a big screen with loud volume makes it more accessible to students with sensory impairments.