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Hi guys

sorry to get all nerdy on you but i thought that because theres stuff that we need to write like the rationale as well as the individual lesson activities i thought a wiki might be a good way for us to talk and share ideas without having to meet up! this is our wiki now so knock yourself out and change anything you like. i just started with some stuff from the marking guide but im sure there is stuff ive missed!

Speak to you soon xx


 * Clair's input** - you girls are amazing!!!!!!!

CELIA 1/2/12

I LOVE this idea Michelle!

Okay so I'm just going to chuck some ideas out there to play with.... just so we can get the ball rolling and people can add to it when they have a spare moment have nothing to do (to align with the nerd style we have going here)

So I've actually only read part 1, and obviously will finish the rest soon, but was thinking that maybe we could just focus on part 1? Alyson was saying that we can't expect them to read it all, but part 1 should be ok to get through, there's some gold in there as well.

Just some ideas that I thought of when I was reading it (haven't researched anything or looked through my drama notes yet):


 * 1) How did Hugo feel when his notebook was taken from him? Kids stand in a drama circle. They must close their eyes and think about how Hugo would have felt, they come up with a word to describe. Teacher goes around and taps students on the shoulder, when they are tapped they must say the word.
 * 2) Role walk as people in the train station (one of the first pages). One person can be Hugo, pushing past (but have the rule of no touching each other, everyone has their "personal space" etc), what are their reactions? When a bell is rung, they must turn to the person next to them and speak in character about Hugo who just pushed past them (e.g. "Who is he? Where is he going?"), and then each time they stop to talk to someone new, they add some information about themselves (totally made up because we don't know who these people are). Perhaps introduce this activity with a little drama game, to get them thinking about the importance of personal space in this activity (pg. 25 of drama book - 'Beyond the Script')
 * 3) An activity to explore emotion - specifically, how Hugo felt when confronted by the old man in the toy booth. Students pair up. One student is the old man, and the other is Hugo. They play with power relations etc, and they must stand in two circles (an inner circle facing out, and an outer circle facing in - old man in the middle circle and hugo on the outside circle, so the students are facing each other in their pair if you get what I mean). They are just creating one freeze frame, at the exact point where the old man was yelling at Hugo (we choose a specific line that he yells at him). The play with poster, facial expressions etc. Use **sculpting** - students are sculptor, using directed language and active listening to 'sculpt' their partner. Then, all the students who were Hugo come out of the circle, they become people in an art gallery and walk around the old men, looking carefully at how each pair has created him in a different way (we did this activity in drama), each student gets to choose their favourite and say why. I probably could have explained this a lot better but I'm just trying to get my ideas out!
 * 4) There is a lot of opportunity to have concrete stimuli - e.g. toys, clocks, etc. Students must say something about the owner or something like that. Or they have to say who is going to come and buy the toys from the toy booth (what they will be like as a person).
 * 5) The end of Part 1 is perfect - even though it says that the automaton draws instead of writing, we could say that if it DID write something, what would it want to say? or something like that.
 * 6) They could do still images of what might happen next in the book (standard). Get them to do 3 scenes, show them pictures from the book and make them notice that some of them have been blown up to show the tiniest detail, encourage them to be creative. Tap in, etc. Take photos of these still images, print them, then in another lesson, students can either annotate them or write an accompanying paragraph, setting them out like the next chapter in the book.

On fire celia. these are fab ideas!!!

i have a few that arent as well thought out but i think have the potential


 * there is a quote that says "you can make up your own story when you look at a photo" p. 193. i thought that this could be a beginning activitiy or even one t hat explores poetic action, where we could show them an image, perhaps even the one that is drawn by the automaton or just one that is rich and they can make up some kind of story that embelishes it
 * another aspect of the story which i liked and thought we could use was the notion of having a secret. we could get the kids to imagine that they are hugo (at the beginning before they know who he is) and get them to pretend that they have a massive secret that they are hiding. they have to walk around the room mischeviously then they approach some one and whisper their secret to them. that person then has to tell some one else about their secret, like a little chain of gossip. then you hot seat some one and geet them to recall all the gossip they have heard about hugo and what his big secret it.
 * a reflective action task that looks at isabelle - something from her perspective (writing or hot seat activity) that ends with conscience alley - where isabelle has to walk down and listen to her peers tell her if she should/shouldnt be friends with hugo/give him the notebook (this might need to be done before the end of part 1)