The inquiry journey so far ...
This term, I have been able to explore and establish some good stepping stones in my inquiry. From the reading groups (specific level reading groups), to the differentiated reading responses to the effective reading strategies - I have really enjoyed journeying through my inquiry with my focus class and teacher aide. I have particularly enjoyed documenting and blogging about some of the highlights throughout the term as it has helped me to reflect, review, appreciate the journey and evaluate what next steps that I want to take. Please see the blog posts that I have covered for my inquiry 2023 so far.The students have spent this term reading for learning in their reading groups and writing through specific frameworks tailored to their writing strengths. For the end of Term 2, my inquiry has taken myself and my akonga to CREATE - in particular creating and crafting a creative text. From Week 5 - Week 8, the students spent the time reading through the final short text (Witi Ihimaera's Big Brother Little Sister). From Week 8 - Week 10, the students are now crafting their own short text using the ideas and messages from Big Brother Little Sister.
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| 9TKl - Crafting their creative text |
Creative Writing (Crafting the text)
The Creative Writing assessment is part of the Common Assessment Tasks that they have to complete throughout the year. So far the students have completed the Formal Writing Assessment (Term 1) and this Term they will be completing Creative Writing and Create a Visual Text. The Creative Writing Assessment that I have offered to the students is inspired from the Creative Writing assessment that we offer our NCEA Level 1 students. A creative writing unit designed by one of the English Department members - Mr Spruyt - has become the springboard for my Year 9 inquiry creative writing task.
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| Creative Writing Assessment Inquiry 2023 |
The creative writing task is broken up into 5 main areas, there are three main areas that they need to work through to help them craft their text. These areas are:
- Prompt - The students will go through different prompts for the creative writing to help students design an idea on what they can write on.
- My Chosen Image - The students are asked to go through a slideshow of images that are inspired from the text that they have read. The images reflect the different themes, symbols and messages.
- Planning Space - The students will start planning their creative text. The planning place is scaffolded so that the students can organize each phase of their text.
Prompt + My Chosen Image:
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| Prompt/My Chosen Image presentation |
The students were asked to go through the slideshow (on the assessment document) and choose ONE image that they will base their creative writing on. The images on the slide deck are linked to the imagery, themes, symbols and messages from the text Big Brother Little Sister. Prior to this, the students discussed the imagery, themes, symbols and messages through the effective reading strategies that we went through during the reading. Once they have chosen their image, they will move onto the planning space section.
My inquiry class enjoyed this part of the assessment and they spent time discussing each image and how it is connected to the text. We did this as a whole class discussion and also in their reading groups. Students also have the option to choose their own image (if they find one that they like outside of the presentation). I had one student who chose their own image and checked it off with me.
Planning Space:
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| Creative Writing Planning Space Inquiry 2023 |
This step is crucial to the crafting of the text. In this section the students planned out who their characters are (based on the person/people in their chosen image), the setting (where the story takes place, the time in which the story takes place). Finally, the students were able to plan how each paragraph (3 in total) would look like. The three paragraphs are broken up into three sections:
- Paragraph 1: What is happening before the photo? - Here the student is asked to establish the setting, introduction of the character. Here the students can create a background story on who the character is, where they are placed and what has happened to them.
- Paragraph 2: What is happening in the photo? - The student is asked to describe what is happening the photo, describing the colour, mood, tone, character and explore the story.
- Paragraph 3: What is happening after the photo? - The student will create the last part of the text where they write about what has happened to the character after the photo.
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| 9TKl - crafting of the creative text (phase 1) |
9TKl: My student's response
The students responded really well to the assessment. We are in the final stages of the writing, there are four students who have already completed the writing. The students who have been really engaged with the creative writing and who have completed it are from the Level 2-3 Reading group. I believe that the scaffolding of the planning space and prior reading strategies that they went through in Week 5, helped them to understand what they need to do to craft a short text. The response has been positive and I am look forward to sharing about this in my Term 3 blog posts.
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| 9TKl - Crafting of the online book (phase 3) |
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| 9TKl - Crafting of the online book (phase 3) |
The next phase of the assessment focuses on the students taking their writing and creating an online book. They will use the app - www.bookcreator.com - here they will create an online using the templates the app provides. They can create character images for the characters in their story. They full creative control on how their book is presented. I look forward to blogging about this once they students complete this final phase.
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