Tag Archives: FLIGHT

The Facts of Memory Project

One of my favourite classroom projects comes from FLIGHT 10. The project began by asking students to discover the truth in memory. The concept of this inquiry unit is that by studying the non-fiction narratives and comparing the two versions of stories from the elders (plus the visual and oral versions), students would see how the line between fact and fiction can be a fine balance.

We worked as a team, myself the classroom teacher, and Bryan Hughes the teacher librarian/media specialist for the school to have students answer that question orally, visually and textually to see how the line between fact and fiction can be a fine balance.

The students began by reading non-fiction narrative books in literature circles. Some of the novels we used included:

The Bite of the Mango by Mariatu Kamara

Kabul Beauty School by Deborah Rodriguez

Leaving Microsoft to Change the World by John Wood

A Long Way Gone by Ishmael Beah

An Ordinary Man by Paul Rusesabagna

Persepolis by Marjane Satrapi

They Poured Fire on Us from the Sky by Benjamin Ajak

The Zookeeper’s Wife by Diane Ackerman

Next, students were paired with a classmate to interview a local elder. Most of the stories were based on conflict (since their novels from the novel study had a great deal of conflict in them), but some were just funny or unusual tales that the elder wished to tell.

After the interview, students individually wrote a biographical narrative in the first person about one of their elder’s stories. We did multiple drafts and critique processes on the stories, peer, self, and teacher, so that students could improve their work.

At the same time, students built shadow boxes for their stories. We supplied the pre-cut wood and used a woodworking room to nail and glue the pieces together. Painting them black took another couple of classes, but the students were extremely proud of having put their own display together! Students also created 5 to 7 artifacts to represent the story to place in the shadow box. The only requirement was that the artifacts needed to be their own construction. They also loved doing something tactile in an English Language Arts classroom (I have written on their engagement in this task in this previous post).

Finally, student used VoiceThread to tell the story orally using their own narration and recordings from the interviews they conducted with the elder. Here are two great examples of the final product from Declan and Ryan. Please feel free to add your own comments! This was displayed alongside the boxes with a QR code so the audience of the boxes could add comments on the VoiceThread.

After returning to the retirement home to share with the elders and after a presentation of learning to the community, students summarized their learning in a comprehensive blog post reflecting on the process of the project and the overall discoveries students made about the topic and themselves.

This project made an indelible mark on the class and us as their teachers. Together we were moved, frustrated, honoured, and overwhelmed – and we wouldn’t have given any of it up! We can’t wait for next time to improve upon what we have started! Check out this student’s personal reflection for more information!

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Links Referred to in this Post:

Petra’s Blog on Engagement during the project

Declan’s VoiceThread on Newt’s Story

Ryan’s VoiceThread on Irene’s Story

Sample drafts of stories and critiques

Photos of interviews and boxes

Student’s Reflection on the process

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Filed under English, FLIGHT, non-fiction, Project Based Learning

Student Engagement 13 years Later

I have a confession to make. I have been teaching for thirteen years, but I rarely see true student engagement in my classroom. Of course students do the work I assign (for the most part), but it is just a means to the end for most assignments – another hoop for them to jump through.

However, this year I’m teaching in a new problem based learning program at Seycove called FLIGHT.  So for the past few weeks, I have been working with the grade 10’s on a project involving interviewing seniors from the community to get a biographical story and creating written, visual and oral products based on the information.

As part of the project, students have built and painted their own ‘shadow’ boxes as a final presentation piece for the various components of the assignment. That meant going outside of my comfortable English classroom and heading down to the wood shop (with backup support from two colleagues with more practical knowledge than I!) to build the boxes and eventually painting them as well.

What shocked me was what happened to the class. My rambunctious, hard to manage, sixteen year olds became engrossed in the building. There was silence while they hammered and painted. Classroom management ceased to be a concern. I could wander around and actually discuss their work and give constructive criticism. They were really learning.

It reminded me what I need to be doing every day to engage my students. Not every day can be in the wood shop, but every class can have a practical application. If I can manage to build that into my lessons, then I know I will truly be educating my students.

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Filed under English