A new film of Romeo & Juliet

I'm researching Romeo & Juliet trailers and video bits for a lesson (will share 'em later - found some Amazing Stuff!) and tripped over mention of a new film.  I still think Baz Luhrmann's 1996 Romeo + Juliet is fabulous, but this one looks interesting too.  Cast includes True Grit's Hailee Steinfeld as Juliet

Image source

and Douglas Booth (who was in Pillars of the Earth) as Romeo - both young, but probably close to the given ages in Shakespeare's play. 

Image source

Benvolio is played by young Australian actor Kodi Smit-McPhee, from Romulus my Father, Let Me In, The Road. 

Image source

Release date is given as 2012, so don't hold your breath, and the script is by Julian Fellowes (Gosford Park, Downton Abbey).  Director is Carlo Carlei.

More at IMDB here: http://www.imdb.com/title/tt1645131/

Cheers

Ruth

PS. Luhrmann's film is 16 years old now?  Yikes!

Photos from their respective IMDB profile pages

Newspaper Map: find, translate, read

How cool is this?

Every balloon is a different newspaper, the languages indicated by colour.  You can use the hand icon to move around the map (so yes, it does have Australia).

Great, you say, but what if I only speak English?

No worries.

Let's try an example There's a little Spanish balloon in the middle of the sea of English in the US.  When you click on it, you can choose the language in which you wish to read that newspaper.  Sure, Google Translate ain't perfect, but it's not bad.

Lots of ways this could be handy!  Let your teachers know... http://newspapermap.com/

Found via Twitter: @newsfromtengrrl who posts lots of useful links.

Cheers

Ruth

Screenshot images from the site.

Blue eyes, brown eyes: Jane Elliott's exercise in prejudice

Photo used under Creative Commons license.  LINK

 Jane Elliott, a teacher, first tried her blue-eyed/brown-eyed exercise with her class in an Iowa school in the 1960s, in response to the assassination of Martin Luther King.  You may have come across mention of it in your teacher training, or after.  While Wikipedia isn't the be-all and end-all of research, it's not a bad source for an outline of what she did, and what happened next (and check the citation list for further links).

http://en.wikipedia.org/wiki/Jane_Elliott

Photo used under Creative Commons license.  LINK

This came up at school recently when one of the seniors, from a Society and Culture class studying belief systems and associated -isms was asking me to help her locate information*.  Blue-eyed/brown-eyed came up in the discussion, and while looking for information we came across this 29 page pdf which covers the blue-eyed/brown-eyed exercise and after in great useful detail (the Wikipedia article seems likely to have drawn on it, and it's not Stephen G. Bloom's only article on this topic).  Find it here:

Blue-Eyes, Brown-Eyes:

The Experiment that Shocked the Nation

And Turned a Town Against its Most Famous Daughter

By Stephen G. Bloom

http://www.uiowa.edu/~poroi/seminars/2004-5/bloom/poroi_paper.pdf

Here's an interesting fact from that document:

It was Jane, for instance, who complained to the Crayola Company about its single flesh-color crayon, and today there are ten flesh-color crayons — from ebony to sand. It was Jane who complained to pantyhose companies about nudecolored pantyhose, and today there are dozens of nude shades hosiery companies manufacture.

I have tried a version of this exercise with a senior class, some years ago: not as intensely/intensively as Jane; but it still had a distinct impact on the kids, got them talking and thinking. 

So, a link to share with your History/English/Society and Culture teachers, or any you think might find it useful.  Seemed a waste not to blog it.

The student also went away with a copy of The Wave, by Morton Rhue, a fictionalised version of a similar exercise.  Lots of different ways to approach and consider an idea.

Cheers

Ruth

* when we'd finished this discussion, the student remarked that the Pew Internet research site I'd referred her to for an earlier assignment had been just what she needed, so she had come back to me.  Nice to get repeat business from confident customers! - I hadn't remembered that occasion, as we have so many kids here and it's hard to recall every detail of every day's discussions and conversations.  I appreciated knowing.  The happy life of teacher librarians: repeat business from happy customers!



The Periodic Table of Storytelling

You don't believe me that there is a Periodic Table of Storytelling?  Behold!

I know, it's hard to read detail.  But it's worth it.  Toddle over to this link:
http://computersherpa.deviantart.com/art/Periodic-Table-of-Storytelling-203548951
and click on the link on the right there that says, "Download this image" to view it on your screen.

If you love it, you can buy a copy here:

http://www.deviantart.com/print/19205959/?
(the photo print is cheaper than the fine art one).



Here's the Artist's Statement:
Get a poster-size print of the Periodic Table of Storytelling! Writers, hang it up on your wall in a location where you can stare at it for inspiration and/or throw darts, if necessary. Fans and bibliophiles, keep a copy handy for easy reference so you can keep track of hairy plot twists. English Lit teachers, get one for your classroom and watch student interest soar!


These prints have a white, sciencey background (lab coat sold separately) and the box of examples at the bottom has been removed. 16-inch prints look good; 20-inch prints and larger appear truly impressive. I recommend clicking Photo Prints on the right--that'll get you a good 20-inch print at a lower price than the Fine Art prints offer.


This poster emits high quantities of Sciencium rays. These do not interact with matter in any detectable way, with the sole exception of making the person standing in front of this poster feel smarter. Bask in the tropey, sciencey, awesome-y rays!

This is but one example of the burgeoning field known as infographics.  As with any other sort of information, they can be used for good or evil; but the many good ones out there attest to their usefulness in providing a pictorial representation of information that kids can enjoy, relate to and learn from.

Share this one with your English teachers!

Cheers

Ruth

What does a writer do? (great sources on Twitter)

Photo:This work is licensed under a Creative Commons Attribution-No Derivative Works 3.0 License LINK

I have been a storyteller since the beginning of my life, rearranging facts in order to make them more significant.

JOHN CHEEVER

Found this excellent quote via @AdviceToWriters on Twitter.  For the teacher librarian, as having a place full of written stuff (in print and digital form) and English teachers (who teach creative writing), there are some useful people to follow on Twitter for information/ideas/inspiration about writing.  Microblogging (such as Twitter) = short snapshots of information, quick to read and investigate and use or skip over, depending on what interests you.

Some other folk who tweet about writing:

@elizabethscraig: check her stream of tweets for all sorts of useful links about writing eg.:
Elizabeth S Craig @elizabethscraig
5 ways to avoid an info dump: http://bit.ly/kvLUMo #amwriting


SydneyWritersCentre @SydneyWriters
26/05/11 4:43 PM
10 ways to completely screw up your novel: http://bit.ly/lm5fi7  #amwriting

This is not the only writers' centre (in Australia or overseas) with a Twitter presence.  Some post more about their centre's events, but others include writing advice tweets to, that you can use in teaching English.  Hunt for them on Twitter, or by googling their sites and checking to see if they are on Twitter.

OZ SF+F Writers Assc @awritingjourney
26/05/11 4:19 PM
The ASFFWA Daily is out! http://bit.ly/fzVIKj  ▸ Top stories today via @bloomsburysyd @harpernz @bothersomewords @shearersbooks

The Australian Science Fiction and Fantasy Writers' Assoc regularly tweets useful stuff.  This tweet is one about their "Daily".  Some folk on Twitter use a site such as paper.li to collate tweets from their twitter stream (ie. tweets from people they follow and are interested in) into a digital newspaper.  So if you follow the ASFFWA Daily link in this tweet, you are getting pre-sifted/curated content focused on topics that tweeter is interested in; so if you're interested in what they are, you're getting the benefit of their twitter stream.

And of course many authors are on Twitter: their Twitter streams can be extremely various: as varied indeed as the writers themselves.  Best idea is to follow ones that might interest you, and if you're not finding their tweets useful/engaging, then unfollow them.  Some writers will tweet everything from what they had for breakfast (that Twitter stereotype) to stuff about their writing process.  Some will be more focused on writing.  Stephen Fry's tweets (he's one of the most followed people on Twitter and tweets often) cover an extensive range of topics, daily life, thoughts, ideas.  You can't make a writer write what they want, in books or anywhere else; on Twitter, if you follow them, you have to accept that they write what they do.  Neil Gaiman @neilhimself has a lot of followers and tweets on a range of topics: he was one writer tweeting about the interrogation of teacher librarians in LA.

There are writers whose books I adore and whose blogs I find unreadable; and writers whose output, in whatever form, I generally find interesting.  Nowt as varied as folk.

But am I finding good information about writing via my education/professional/teaching Twitter stream that I can use with students and share with English teaching colleagues?  Yup.  You can, too.

(OK, I'll admit it: this blog entry about useful info on writing is in fact a sneak evangelical moment for the educational possibilities of Twitter).

Cheers

Ruth

@ruth_skerricks on Twitter
I'm also on Yammer, but will only be found there if you work for the same employer as I do, because that is how Yammer works.

Whose life is it anyway? - a transplant story

I subscribe to several free weekly newsletters from the New York Times - health, books, movies.  The health one this week included an article about one family's willingness to allow their loved one's death to become the opportunity for transplants for others.  And on Monday this week I'd had a senior English class in looking for material on medical ethics/issues in relation to their study of the play Whose life is it anyway?.  Serendipity?  Dunno, but I've joined the dots and the teacher is very happy to have an additional resource.

The article includes a video of the (unusual) meeting between the donor's widow and the people who received transplanted organs, as well as an illustration/graphic about transplantation.

Permalink to the article: http://www.nytimes.com/2011/05/17/health/17organ.html

One to pass on to your English and PDHPE teachers?

Cheers

Ruth

100 years' footage in 100 seconds

From Getty Images:



Here's the YouTube link.
http://www.youtube.com/watch?v=XxqG2etM63Y

Short, sharp, and one to share - English teachers, History teachers....

Cheers

Ruth

President Obama's speech on the death of Osama Bin Laden

It's likely to become a Famous Speech; it's a carefully-structured piece of rhetoric worth considering in the English classroom (I'm thinking of how Earl Spencer's speech at his sister Diana's funeral was part of an English HSC paper a few years ago).  News reports say that Obama wrote it himself.



The above YouTube link from the whitehouse channel:
http://www.youtube.com/watch?v=ZNYmK19-d0U

A transcript of the speech can be found here.

Another one to share with your English teachers.

Added later: I had been talking with our English teachers about this, and one came back to me today (4 May) with this article by Pamela Gerloff of the Huffington Post: The Psychology of Revenge: Why We Should Stop Celebrating Osama Bin Laden's Death.  Said it generated excellent discussion in her classroom.

Further information/opinion is from respected human rights lawyer Geoffrey Robertson QC, on the ABC website: Bin Laden's killing 'a perversion of justice'.

Cheers

Ruth

12 life lessons you can learn from Jane Austen

How much fun is this???!!!

Find the whole slideshow here.  It's from Bill Deresiewicz at the Huffington Post.  Share it with your English teachers!

Cheers

Ruth

A beginner's guide to steampunk (+ a tentacle)

Abebooks.com, a large online second-hand bookselling site, has a useful beginner's guide to steampunk literature.

I recognised some of the titles highlighted on the page, and found others to follow up, for the school library and for me. (The image above is a screenshot - click on this link to go to the page and see it in readable detail).

The Wikipedia article on Steampunk is another place to start - not only the content, but also the links.  One of the footnotes, for example, takes you to this article from How Stuff Works, canvassing the genre and steampunk art/craft works/creations.

Searching the handmade craft site (beautiful beautiful things!) Etsy.com with the keyword 'steampunk' yields over 70,000 pieces of jewellery, clothing and more reflecting the steampunk aesthetic (as this screenshot demonstrates - what you see will vary constantly as items are sold and new items listed).

Cheers

Ruth

PS. If you narrow your Etsy search on steampunk to the most expensive items in the 'geekery - weird' category, you get some corkers.

I think the wall tentacle is my favourite.  Wouldn't that be a talking point in a school library??? (hmmm, would need to be on a high wall so it didn't put a student's eye out...!!)

Writing activities aplenty!

Digging around for some material on behalf of one of our English teachers, I came across Linley Stace's blog - in particular, her excellent collection of blog entries on writing activities.  She lives in Australia and this is how she describes her blog:

This is a blog about writing and reading, with an emphasis on New Zealand and Australian fiction. I am especially interested in short fiction, approaching stories from a writing point of view rather than a strictly literary one. Also a place for my random opinions on movies, books and stuff.


One worth sharing with your English teacher colleagues (the one I was helping was very excited!).

I've also been following @AdviceToWriters on Twitter; check out the website with often concise, pointed and from-real-writers advice here: http://www.advicetowriters.com/.

Cheers

Ruth

A free sci-fi e-story (still!): Boojum

So this morning I had a conversation with an English teacher who wanted to plug his senior English class into the many science fiction options in our fiction section...

And I remembered as well this blog entry from two years ago:

A while ago I read the anthology of pirate stories, Fast Ships, Black Sails, edited by Ann and Jeff VanderMeer: they've edited a number of anthologies in the fantasy/steampunk genres, generally pitched at an adult audience (which isn't to say the stories aren't good for kids, but is to say that the anthologies aren't constructed to eliminate that which might not be considered by some suitable for an adolescent audience).


My favourite story in this anthology, without a doubt, was Boojum by Sarah Monette and Elizabeth Bear. Black Alice is a space pirate, not a wet pirate, on a ship that is a creature (a boojum); it's a clever clever tale with a twist. It was one I lent to senior Extension English students to look at as an idea of how a longer short piece of writing might be constructed (since a number of them were writing prose fiction for their major works).

And tootling around on Google in the hols, I discovered that of all the pirate stories in all the world, this one is available online (as described in this blog entry) as an e-story pdf, Hurrah! Click here to read BOOJUM!


It has a couple of bits of contextual coarse language in it, so if that's a concern for you read it first before sharing with kids (read it anyway, just because it's good). It's high school level in its ideas, rather than primary school. But if you're looking for an e-example of a story to share, try this.

Knowing I'd blogged about it here on Skerricks, I went back to the entry and you know what?  The link still works!  So if you didn't read/use it then, or had forgotten about it, here's a reminder of a spiffing story.  You can save a copy of the pdf, too...

Cheers

Ruth

Image source: the story's pdf.

Elizabeth Bennet's email inbox

You didn't know she had email?

Think again!

Apart from the fact that it's highly amusing, it's also got fabulous potential as an English exercise.

Find it here, and the site has more famous inboxes from literature (Dickens, Harry Potter, etc) and elsewhere.

Found via Twitter.

Cheers

Ruth

GIFSL* 57: Display banned books

Another infographic from Good.is, this time on the most controversial books in the US.

Interactive mage link.  Article/info link.

If you want a longer list, try the ALA site section about banned/challenged books.

One creative Australian teacher librarian of my acquaintance set up a display of banned books in her school library - To Kill a Mockingbird etc - items readily available in her library but which had been subject to censorship/challenge historically/currently.  They were borrowed with great alacrity, and all sorts of interesting discussions ensued, in her student reading circle and beyond.  I haven't tried this one yet, but it's on my list... Maybe a co-operative venture with the English staff?

Cheers

Ruth

Glimpsing possibilities

Sydney is hilly.  The CBD, too.  Sure, some bits are flat, but the edges slope down to the harbour.  I love it when you get off at Wynyard or Martin Place stations - or you're just walking down towards Circular Quay - and you get, through the office blocks and Victorian sandstone, a glimpse of the Sydney Harbour Bridge.

Yes, it's there.  Right in the middle of the picture, below the overhanging balcony on the right, past the curved building on the left.  (I'm besotted with the Hipstamatic camera app on my iPhone at present, which accounts for the look of this photo).  The Sydney Opera House is nice, but I love the bridge. 

This photo is kinda like some of these holidays.  I'm working on a study skills program for Year 11 in Term 1, to be delivered weekly.  It's a reshaping of content I've already developed, and a reworking of other content, and a complete reprogramming of timetable/delivery.  It's been a long process of thinking, seeing things gradually coming into focus, getting glimpses of the bridges it can build and the habits/mindsets it can help establish with our new senior students.

I took this photo on a fabulous day in town going to photographic exhibitions.  Annie Leibovitz at the MCA,  Wildlife Photographer of the Year at the Australian Museum and Beach, Bush & Battlers: photographs by Jeff Carter at the State Library of NSW. 

This image (source) is The Drover's Wife by Jeff Carter (it was my favourite).  Here's what the SLNSW says about this exhibition:

The Jeff Carter photographs in Beach, Bush + Battlers have been selected from his remarkable, historically significant archive of over 50,000 works celebrating the lives of everyday Australians in rural, outback, urban and coastal communities dating from the late 1940s through to today.
Curator Sandra Byron, the leading expert on Carter's work, says about the exhibition: 'Carter's iconic images are a testament to his respect for ordinary people and his commitment to the Australian landscape and environment.'

It was a wonderful exhibition.  Worth seeing - it closes 20 Feb.  The other two close in March.  If you can get to Sydney on Australia Day, there are a bunch of other things on in the city too (program here) and one of my favourites is the vintage bus service - a chance to ride through the city on a vintage double-decker bus (for only a gold coin donation).  Just slip slop slap; the weather forecast for Wednesday is for a very hot one.

Why not pass on info about these exhibitions to your Visual Arts/Photography teachers?  And I'm going to be pointing my History and English teachers at the Jeff Carter photos too.  If the Vis Arts people are doing an excursion to Art Express, they could add in one or more of these too.

Cheers

Ruth

Trailers for English: the Batman lesson

I've been working all year with the English teacher who has a low-ability Year 9 English class.  All but one boys.  It's an interesting challenge to find material for them, that is within their scope, not patronising, not childish but accessible and attention-grabbing.  We've done a 'film trailer' lesson with them already, using 2012 (which a number had seen, and all thought RUBBISH) and The A-Team.  It worked out well, and they had lots to comment on and discuss in class.

Wanting to cover tone, colour and suchlike with them, we hit on using Batman as our example.  Contrast/compare can really help these kids see the differences and therefore be able to comment on them, and most have some idea of Batman based on the most recent films, so it gives them some secure ground under their feet/confidence to contribute.

Compare the 1960s Adam West/tv series Batman, not afraid of the daylight:

image source

with more recent versions, usually shown at night, and in FAR cooler gear:

image source

In showing trailers/clips from each, there's plenty to talk about - use of colour, tone/feeling, the way the stories are being presented, the characters are being presented, how music and voiceover are used.  Lots of obvious details that the kids could pick up on - the suit, the badge, two versions of the Joker etc etc - that could be used for discussion/elaboration.

Here's the list of trailers/clips I compiled for the lesson in the library - some we showed twice.  In their next classroom lesson the teacher has a worksheet prepared for them to work through as a class group, to make notes and discuss what they've seen.

Batman: Trailers and Clips

1960s Batman introduction (TV series)

http://www.youtube.com/watch?v=1jgE-lrfZ3k  

1960s Batman shark scene (TV series)

http://www.youtube.com/watch?v=X0UJaprpxrk  

1989 Batman film trailer (Tim Burton)

http://www.imdb.com/video/screenplay/vi850985241/

2005 Batman Begins film trailer (Christopher Nolan)

http://www.imdb.com/video/screenplay/vi2743468569/

2008 The Dark Knight film trailer (Christopher Nolan)

http://www.trailerspy.com/trailer/170/The-Dark-Knight-Trailer

2008 teaser

http://www.imdb.com/video/screenplay/vi324468761/

The boys said they'd MUCH rather wear the latest Batman's suit, not the stretchy purple number from the 1960s; but they found Heath Ledger's Joker much scarier than Jack Nicholson's (esp. since some of them recognised Jack from one of his more recent films, a comedy).

They also found the 1960s Batman corny (well it was...); and the two teachers' reaction to the shark clip (labelled Bat Ladder!  Helicopter that requires careful piloting until this inconveniences the plot! the shark! - we had tears of laughter!!) rather funny too.

I've created several lessons for English classes based on film trailers and clips - with YouTube, TeacherTube, direct projectors and computers, it's much easier to do than it once might have been (at the start of my teaching career one of my jobs was setting up the reel to reel film projector for colleagues, films out of big round tins...) and it's engaging for the kids, visual literacy...and fun.  Fun's good for learning.

Cheers

Ruth

PS if you reproduce this blog entry or list anywhere, can you please acknowledge the source?  Thank you.

It's a busy life!

Sorry for the hiatus in posts - so much else keeping me busy! 

Had great fun yesterday working with Year 11 extension English students in a double period.  The teacher and I wanted them to think about how novels begin, so I put together a document with the beginnings of about twenty-two novels, from Ludlum to Atwood to Novik to Shan to a variety of teenlit authors.  The students could look at the book covers only (not blurbs, not open them) and had to work out which beginning went with which book, just using clues from the text and the covers.  They started off thinking it was an IMPOSSIBLE task.  Love setting impossible tasks and watching students find they're do-able...  I told them that if they got it out, I would shout them a hot chocolate (I'd stocked up with a pot of Choc-o-latte that morning).

About six were guessed fast because one or other student had read them.  They had to think, and consult each other (it was an all or nothing competition, they had to collectively arrive at their choices).  Discussion went on about what covers were signifying, and what the words of various beginnings implied - chicklit, thriller, fantasy and so forth.  Students would say, I think this cover is for this beginning, and would then have to justify their choice and see if others agreed.  If they got it right, and all agreed, and had justified their answer, I took the book from the long table at which they were all sitting, so they could see what was left to match up.

And they got it out.  And were not only very pleased with themselves for solving the 'impossible task', but pleased with the hot chocolate (I like random/intermittent rewards like this - but not the every-lesson lollipop, which seems unduly expensive and seems also to lead to whining kids).  We're part way through going around the group and asking them which three beginnings they like best - the next stage of this is looking in greater detail at writing techniques, comparing, contrasting, considering what they can find to add to and improve their own writing.  Interestingly enough, as we tally favourites, the Atwood (The Handmaid's Tale, one of my favourite book beginnings - everything is there in that first chapter about the gymnasium) is proving to be popular with the students, too.

They're coming back in a fortnight for their next double.  More fun to be had!

I've been working with some Year 7 English classes on a biography assignment too (which is called, "Who are they and why should we care?") in which they have to think of ways to present their information in an interesting way - eg. in a model.  They've been enjoying that.  At the end, they get 10 votes each to give to other students in their class - only one vote per colleague - and this is taken into account as part of the marking.  A certain amount of friend-voting goes on, but the outstanding ones draw votes from friends and colleagues.

With Year 11 Visual Design, on a longer term assessment task on picture books, we're at the beginnings - illustration techniques, writing techniques and so forth - they have to produce their own picture book.  The Vis Arts teacher and I selected a bunch of picture books to show them - it was fascinating to see our overlapping but not identical focus, me a tad more on words, she a tad more on images/techniques/artwork.

And so it goes, and so it goes.  That's just some of the iceberg keeping my workdays happy and occupied.  I'm sure yours are the same!

Cheers

Ruth

Naming fantasy book characters

Imogen Russell Williams in the Guardian's book blog has an enjoyable rant/discussion about the names of characters in fantasy novels.  As I've been working my way through the audio books of Naomi Novik's Temeraire series (so I'll be absolutely ready for the next volume later this year), this conclusion about Novik being a superb namer rang true with me:

Naomi Novik, whose dragon breeds range from the sturdily English (Regal Copper, Winchester) to the sneakily French (the dark Fleur-de-Nuit, used for night attacks, and the Flamme-de-Gloire, a dangerous fire-breather).

Could be a good piece to share with your English teachers.  I'm sure kids would have sturdy opinions on character names. (Gratuitous insertion of one of the book covers - love those black and white UK edition covers!).

The Guardian's online Books site has so many wonderful resources.  Worth checking regularly.
 
Cheers

Ruth

Ten Rules for Writing Fiction

Some time ago, Elmore Leonard wrote his ten rules for writing fiction (eg. you can have two or three exclamation marks per 100,000 words of prose, and no more).  Successful author without a doubt, worth reading ditto.  The Guardian (UK) recently invited a number of other writers to contribute their rules, and published them in two parts.

Part one (which starts with Elmore Leonard's list)
Part two

One of the points made by Wolf Hall's author, Hilary Mantel:

Description must work for its place. It can't be simply ornamental. It ­usually works best if it has a human element; it is more effective if it comes from an implied viewpoint, rather than from the eye of God. If description is coloured by the viewpoint of the character who is doing the noticing, it becomes, in effect, part of character definition and part of the action.

Michael Moorcock mentions the Lester Dent Pulp Paper Master Fiction Plot.  Which is at the very least worth discussing with kids writing creative pieces; I've pointed it out to some kids doing Extension 2 English major works as well (where plots can sag under the weight of Beeeyooootiful Writting (sic).  Also, it's fun.

FOURTH 1500 WORDS

1--Shovel the difficulties more thickly upon the hero.
2--Get the hero almost buried in his troubles. (Figuratively, the villain has him prisoner and has him framed for a murder rap; the girl is presumably dead, everything is lost, and the DIFFERENT murder method is about to dispose of the suffering protagonist.)
3--The hero extricates himself using HIS OWN SKILL, training or brawn.

Cheers
 
Ruth
 
PS.  Heads-up: In the second part, Will Self contributes in his point 10 a suggestion you might like to review before blithely handing this out to your class.  Sigh.  He could have made the same point differently, but I guess the temptation to be an enfant terrible (although he's perhaps a tad old to be an enfant terrible) was too great (and nor does the paper have any requirement censor to school-level).
 
PPS. I'm too old to be an enfant terrible too.  I'm just sayin'.
 

The library is for all the kids

Among the classes coming to the library for wide reading in the last while have been 10E8 and 9E8 - classes composed mostly of boys.  The classes are streamed, so these are classes where I want to put out books that will catch their attention.  Graphic works can be a great way to go.  Some of these kids struggle to learn, others are focused on other things - I've had some great conversations with them about all sorts of topics.  They don't like being patronised, and they don't like books that patronise them either, 'stupid-simple', childish covers, or such.

I put books out for them as I do for all the other visiting wider reading classes, all around the table to give them plenty of choices.  A couple of successes recently:

The Osprey Graphic History series is one (that's the publisher website).  They're thin (never mind the quality, feel the width) and high interest - battles include Iwo Jima, Guadalcanal and several US Civil War ones.  9E8, to whom I showed them first, had some kids who were pleased (and surprised) that when I realised how much they liked  them, I offered to add the remaining titles to the library's collection (we had five of the twelve, as I wanted to see if they would find friends).  10E8 liked them just as much, and were very pleased to know more were coming (collection development and library PR, there).  Several boys who had never borrowed from the library EVER borrowed from this series.  (My excellent local independent bookshop is able to supply these in Australia with no hassles, so check with your local independent bookshop if you're after some).  We had conversations about the planes illustrated (luckily the male teacher of 10E8 knew more than me about planes) and looked to see exactly where Iwo Jima and Guadalcanal were in the atlas (I could do that better than plane identification), but most of all we wanted the classes to engage with books, and most of them did (you can't win them all, but you can keep trying).

One of the charming smart-alecks in 9E8 thought he'd catch me out (or end up with Where's Wally) when he asked for a book 'with no words'.  Ha, buster, I've got YOU sorted...

In this book, about five pages of detailed drawings in, it goes surreal - the man, having packed, arrives in a place where there is a dragon-like tail shadowed on a building... the kid got interested in spite of himself, and spent  a goodly slab of the lesson reading this book.  His mate got kinda interested too, so I gave him this Shaun Tan book:

which he liked; and you can still access, online a pdf of my favourite story from this book, Eric.

The teachers of these (sometimes challenging) classes have been positive about these visits, and the classes will be returning.  Which is great.  The library isn't just for good kids or top classes, it's for all the kids.

Cheers

Ruth