Well after a break from Myst, we have now returned at the start of a new term.
The children were so keen! They were able to recall all of the events that had happened up to the point we had reached - this is such a big achievement for these children.
We established that we needed to align the symbols, but I told them we would return to this at a later date.
We discussed our 'chapter 1', the writing they did last term, then explained that we would be writing 'chapter 2' this term. We would not be able to identify the ending to our story as we wont find out what happens until we 'play' through the game.
It was recognised that we could write a paragraph about the lift and the light posts - this is the task for thursday!
I am away from school tomorrow, so rather than asking the covering teacher to use Myst, I have asked him to go through explanations of the mechanisms under the lift and write in their own words.
I look forward to reading their explanations on thursday!
Tuesday, 1 March 2011
Sunday, 6 February 2011
Myst - First of the Month
Day 13
As part of our school's assessment we require the children to write in an 'assessment' book called First of the Month Book'. I was unsure what to ask the children to write, as I didn't want to continue with the planning, I wanted it to be additional to what they had already done.
So, I loaded Myst and went back to the Greenhouse. I wanted the children to write a paragraph about Saavedro's room. We entered the room, the children were really excited, they wanted to explore this area last week. We had a very good look around and discussed everything that was there - the desk, plants, hammock, diary, image on the wall and the lift.
Their writing
I opened the Greenhouse door. I walked in. I saw some really nice curtains then I saw a lever. I pulled the lever. Then the gate opened slowly. I saw some very nice plants and some fire balls, Next I saw a button. I pressed it and a gate opened. I was in a bedroom. In front of me was a desk and it had lots of things on it. I walked around and pulled another lever which opened the lift. I walked into the small lift, As I looked back I could see a hammock. On the hammock was a book, so I walked back and got it and read it. It was very interesting, very interesting.
I opened the arch door. I burst with excitement. The door opened with a squeak and I walked through. Soon I came to a lever. I decided to push it. In a flash the gate opened. I walked through. I saw some plants, some big ones and small ones. I opened the door. It opened in my left side. I saw a animal shelter. I pressed the button and out came a squee, but it went back in. I touched a flower and then the squee came out and went across the water to eat some berries. I went back into the house and into a bedroom. I think it is Saavedro's bedroom.
As part of our school's assessment we require the children to write in an 'assessment' book called First of the Month Book'. I was unsure what to ask the children to write, as I didn't want to continue with the planning, I wanted it to be additional to what they had already done.
So, I loaded Myst and went back to the Greenhouse. I wanted the children to write a paragraph about Saavedro's room. We entered the room, the children were really excited, they wanted to explore this area last week. We had a very good look around and discussed everything that was there - the desk, plants, hammock, diary, image on the wall and the lift.
Their writing
I opened the Greenhouse door. I walked in. I saw some really nice curtains then I saw a lever. I pulled the lever. Then the gate opened slowly. I saw some very nice plants and some fire balls, Next I saw a button. I pressed it and a gate opened. I was in a bedroom. In front of me was a desk and it had lots of things on it. I walked around and pulled another lever which opened the lift. I walked into the small lift, As I looked back I could see a hammock. On the hammock was a book, so I walked back and got it and read it. It was very interesting, very interesting.
I opened the arch door. I burst with excitement. The door opened with a squeak and I walked through. Soon I came to a lever. I decided to push it. In a flash the gate opened. I walked through. I saw some plants, some big ones and small ones. I opened the door. It opened in my left side. I saw a animal shelter. I pressed the button and out came a squee, but it went back in. I touched a flower and then the squee came out and went across the water to eat some berries. I went back into the house and into a bedroom. I think it is Saavedro's bedroom.
Myst - Our Letter
Day 12
The children's enthusiasm continues to grow each day. However, I wanted to know how they thought Myst was helping them. I asked our HT to write a letter to question the children using a computer game in Literacy.
Today the letter arrived.
I explained to the children that the HT had written us a letter and that he didn't seem very happy that we were using Myst. I put on a very unhappy sounding voice as I read the letter to them. Their faces all dropped. they looked sad and worried. This was the exact reaction I wanted.
Our discussion - We talked about the letter. the children automatically became defensive. They knew they were achieving so much from Myst and didn't want to stop using it.
Our discussion lasted for about 15 minutes then I asked them would they like to say all these things to our HT. They welcomed the challenge! I sent some children to ask the HT to come to our class.
When he arrived, the children immediately became defensive and shared all their thoughts with him. It was great! The gave some great reasons and wanted to compare their work to him. Some children read their work to him too. The difference in their writing was so evident.
The display I had created was also a significant point they raised. 'Mr K, look at my work on our display outside the classroom, look how much I have written'.
The HT then made a deal with the children. If you can prove to me that Myst is helping you to improve your work, I will let you continue to use it'. As you can imagine, then children were so pleased.
When he left, I asked the children to record their thoughts and feelings about how Myst was helping their learning onto sugar paper.
What a great lesson!
(I will add images of the letter and their work on sugar paper later)
The children's enthusiasm continues to grow each day. However, I wanted to know how they thought Myst was helping them. I asked our HT to write a letter to question the children using a computer game in Literacy.
Today the letter arrived.
I explained to the children that the HT had written us a letter and that he didn't seem very happy that we were using Myst. I put on a very unhappy sounding voice as I read the letter to them. Their faces all dropped. they looked sad and worried. This was the exact reaction I wanted.
Our discussion - We talked about the letter. the children automatically became defensive. They knew they were achieving so much from Myst and didn't want to stop using it.
'Miss Myst is helping me to write'
'Compare my work before Myst and you can see that I am writing loads more'
'I have started to write loads of adjectives'
It's making us build a picture in our minds to help us write'
'It makes learning fun' (this was great to hear!)
Our discussion lasted for about 15 minutes then I asked them would they like to say all these things to our HT. They welcomed the challenge! I sent some children to ask the HT to come to our class.
When he arrived, the children immediately became defensive and shared all their thoughts with him. It was great! The gave some great reasons and wanted to compare their work to him. Some children read their work to him too. The difference in their writing was so evident.
The display I had created was also a significant point they raised. 'Mr K, look at my work on our display outside the classroom, look how much I have written'.
The HT then made a deal with the children. If you can prove to me that Myst is helping you to improve your work, I will let you continue to use it'. As you can imagine, then children were so pleased.
When he left, I asked the children to record their thoughts and feelings about how Myst was helping their learning onto sugar paper.
What a great lesson!
(I will add images of the letter and their work on sugar paper later)
Myst - The squee (2)
Day 11
The children were so excited to be writing about their favourite animal in Myst. I showed them the short video clip of the Squee. We discussed how the Squee runs out of his hut, but won't cross the water. The children gave some good reasons why the Squee wouldn't cross the water. They suggested that the Squee woulnt cross the water because it didnt like water.
The children then completed a fact file based on the Squee. Name of animal, habitat, food, some facts. They also drew a picture of the squee.
The children were so excited to be writing about their favourite animal in Myst. I showed them the short video clip of the Squee. We discussed how the Squee runs out of his hut, but won't cross the water. The children gave some good reasons why the Squee wouldn't cross the water. They suggested that the Squee woulnt cross the water because it didnt like water.
The children then completed a fact file based on the Squee. Name of animal, habitat, food, some facts. They also drew a picture of the squee.
Friday, 28 January 2011
Myst - Writing up and the Squeee
Day 9 & Day 10
Well after the success of writing their paragraphs, I decided that it would be a great idea for the children to write up their work 'in best'. I want to create a display in our school hall so that all the other children can see the wonderful work my children have done. I have examples of writing, drawings of scenes from J'nanin and poems of Tomanha so far. This display is going to look great!
I have created an extension activity for the children who complete their 'best' piece of work. The children are going to write a fact file about a Squee.
Well after the success of writing their paragraphs, I decided that it would be a great idea for the children to write up their work 'in best'. I want to create a display in our school hall so that all the other children can see the wonderful work my children have done. I have examples of writing, drawings of scenes from J'nanin and poems of Tomanha so far. This display is going to look great!
I have created an extension activity for the children who complete their 'best' piece of work. The children are going to write a fact file about a Squee.
This is a video of the squee running from his hut to eat the berries.
Thursday, 27 January 2011
Writing about Myst
Day 7 & Day 8
The time had come. We had done so much talking about Myst and written lots of key vocabulary, had a go at writing paragraphs, it was now time to write about the story so far.
I explained to the children that today they were going to be using the skills they had learned yesterday about paragraphing to write about Myst. We talked about what the paragraphs would be. The task a few days earlier helped them to identify the four events - arriving at J'nanin, the chase, the steps and the house.
I showed the children the clip starting at Atrus' study from the point that Saavedro stole the Releeshahn book. We discussed the journey.
They came up with some amazing vocabulary to describe what it felt like, such as they were on a roller coaster, how the book sucked them in. I talked through the scene using lots of rich vocabulary then modelled the paragraph on the white board. The children then wrote their paragraph. I repeated the same process for the following three paragraphs.
Marking their work I was extremely amazed, not only at the quantity but the quality of vocabulary they had used. It had been such a struggle to get these children to write and here they were with 3 - 4 pages in their A4 books! Wow!!!
Ash's work ....
Just when Saavedro had stolen Releeshahn I swayed through the strange looking rocks. It was very scary. I thought I might crash into the warm ocean. I could hear the whistling rocks as I flew past.
I went as fast as the speed of light up the steep ladder and ran across the bridge, very carefully as well. It was too late. Saavedro had rushed in the house. The door slammed and then locked. I tried to open the door, but it was stuck. I looked everywhere for a door, but there were no more doors.
I decided to look around for a secret door so I went to see if I was right. I walked down the steep ladder that was like coat hangers. When I got to the bottom of the ladder, I got to another ladder. I climbed down the ladder to the path of golden sand. Suddenly I spotted out of the corner of my eye a stone pair of stairs. As I got closer, the whistling got louder and louder until I got to the house.
I shivered across the bridge because I was scared I might fall on the fire marbles. The house was connected to the building Saavedro ran into and locked. I was very excited I might get Releeshahn, the very important book. I opened the colourful door. It made a loud noise and I just stood there having a good look around.
The time had come. We had done so much talking about Myst and written lots of key vocabulary, had a go at writing paragraphs, it was now time to write about the story so far.
I explained to the children that today they were going to be using the skills they had learned yesterday about paragraphing to write about Myst. We talked about what the paragraphs would be. The task a few days earlier helped them to identify the four events - arriving at J'nanin, the chase, the steps and the house.
I showed the children the clip starting at Atrus' study from the point that Saavedro stole the Releeshahn book. We discussed the journey.
They came up with some amazing vocabulary to describe what it felt like, such as they were on a roller coaster, how the book sucked them in. I talked through the scene using lots of rich vocabulary then modelled the paragraph on the white board. The children then wrote their paragraph. I repeated the same process for the following three paragraphs.
Marking their work I was extremely amazed, not only at the quantity but the quality of vocabulary they had used. It had been such a struggle to get these children to write and here they were with 3 - 4 pages in their A4 books! Wow!!!
Ash's work ....
Just when Saavedro had stolen Releeshahn I swayed through the strange looking rocks. It was very scary. I thought I might crash into the warm ocean. I could hear the whistling rocks as I flew past.
I went as fast as the speed of light up the steep ladder and ran across the bridge, very carefully as well. It was too late. Saavedro had rushed in the house. The door slammed and then locked. I tried to open the door, but it was stuck. I looked everywhere for a door, but there were no more doors.
I decided to look around for a secret door so I went to see if I was right. I walked down the steep ladder that was like coat hangers. When I got to the bottom of the ladder, I got to another ladder. I climbed down the ladder to the path of golden sand. Suddenly I spotted out of the corner of my eye a stone pair of stairs. As I got closer, the whistling got louder and louder until I got to the house.
I shivered across the bridge because I was scared I might fall on the fire marbles. The house was connected to the building Saavedro ran into and locked. I was very excited I might get Releeshahn, the very important book. I opened the colourful door. It made a loud noise and I just stood there having a good look around.
Wednesday, 26 January 2011
Myst - Paragraphing
Day 6 - Paragraphing
I explained to the children that over the next week they were going to be using MYST start writing a story. We discussed the need to use paragraphs.
Using Grammar For Writing,I explained to the children that they were going to learn all about paragraphs through a nursery rhyme they all knew - Humpty Dumpty.
I played a video clip of the nursery rhyme and encouraged the children to join in. They loved this! We then discussed the rhyme and identified the 3 main areas - Humpty sitting on the wall, Humpty falling off and Humpty couldn't be repaired. We talked about the possibility of making the nursery rhyme into a story. I read them the example ....
All these may seem like very short stories, they are in fact a huge achievement for the children. They always find it so difficult to write anything containing adjectives and structure. It was a very proud moment for me and the teaching assistants.
I explained to the children that over the next week they were going to be using MYST start writing a story. We discussed the need to use paragraphs.
Using Grammar For Writing,I explained to the children that they were going to learn all about paragraphs through a nursery rhyme they all knew - Humpty Dumpty.
I played a video clip of the nursery rhyme and encouraged the children to join in. They loved this! We then discussed the rhyme and identified the 3 main areas - Humpty sitting on the wall, Humpty falling off and Humpty couldn't be repaired. We talked about the possibility of making the nursery rhyme into a story. I read them the example ....
BOX 1
The sun was hot, very hot. Humpty Dumpty sat on the wall. For hours he gazed proudly at his
uniformed troops as they stood in rigid ranks before him. He felt on top of the world. Life was great. He was great. He was top egg. Sheer power welled up inside him. He leant forward and punched the air with his clenched fist. “Yes!”
BOX 2
Suddenly his rounded body began to rock. He felt giddy and his world began to spin. He wobbled.
He toppled. He fell. Splat! His shell shattered and its contents oozed onto the hot concrete, a yellow yolk glistening in the middle.
BOX 3
Cautiously the exhausted soldiers broke rank and approached the wall. They huddled around the
rapidly frying egg. They looked at each other in shocked silence. Then they laughed. There was no way now that they could put their leader back together again. What is more, they would not have done so, even if they could.
I explained to the children that they were now going to write Humpty Dumpty in their own words. I encvouraged the children to use phrases I had read out and use adjectives to describe what was happening in the story.
here are some examples.
Jack - One sunny day all of the other eggs were singingin like mad, so Humpty decided to sit on a giant wall. he looked with a suspicious look at the soldiers.
He slipped on a bit of egg shell. With a crash and a bang, he shattered into 100 pieces. You could hear his egg shell sizzling under the hot sun.
All of his soldiers and their horses came in a flash, but they were to slow! The sun was cracking the egg shell. he tried to fix him, but there were too many pieces.
Ash - One freezing day, Humpty sat on the wall. The wall had loose bricks. he was shivering, saying to himself 'it's very cold'.
Suddenly the bricks became unstable and the wall fell down with Humpty too. he landed with a splat on the really cold grass.
The soldiers rushed over and tried to put him back together, but the shell pieces were like ice cubes.
Ollie - One sunny day, Humpty sat on the wall. Humpty was the king of Happy. Nothing could spoil his moment.
Humpty wibbled and wobbled but fell. the breeze was in his face. he was scared.
When he hit the ground, he was splatted.The kings horse and kings men couldn't put Humpty together.
All these may seem like very short stories, they are in fact a huge achievement for the children. They always find it so difficult to write anything containing adjectives and structure. It was a very proud moment for me and the teaching assistants.
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