The Relationship Between Readers and Writers读者与作者的关系

The Relationship Between Readers and Writers读者与作者的关系

One of the crucial aspects of the MYP is the importance of engaging students in learning experiences that allow them to connect with others, and that allow them to learn more about themselves in the process. Language is a perfect avenue to explore our relationships as we use language as a tool in multiple ways to begin or enrich our relationships with others.

Using Personal and Cultural expression as a global context,  for their third unit in grade 6, MYP 1 English students explored the relationships between readers and writers. In the unit we wanted to explore how readers understand and empathise with information when they establish connections with meanings, values, themselves, and humanity. Moreover, we also wanted to reflect on how, we could develop writing skills that would allow our readers to engage with us in that manner.

Needless to say, genuine communication was crucial in order for our unit to work effectively. Therefore, as students read the English version of ‘Oscar and the Lady in Pink” by French author Éric-Emmanuel Schmitt, we decided to emulate the experience of the main character and write letters. However, these letters were not written to ‘people’, but to intangible beings that affect the way people live their lives. For this reason, in order to make this happen, PYP, MYP and DP teachers were invited to serve as those ‘intangible beings’ and be the readers students needed for their letters. Likewise, because teachers would be replying to students, students would have the opportunity to experience being both a reader and a writer.

Since the authors of the letters were anonymous, students were curious about the people who were responding to their letters. This, in big part, was one of the biggest motivations for the unit. Students were told that, at the end of the unit they would get to know who was responding to their letters in person. The pictures below demonstrate our leaning journey in this unit.

We began our unit by unpacking the global context, and by brainstorming about the relationships between readers and writers. This experience allowed us to come up with several student-focused understandings to explore throughout the unit.

让学生参与学习的过程,建立与他人的联系,在学习过程中更多地了解自己,是MYP的一个重要教育目标。语言是探索我们之间关系的最好途径,因为我们用语言作为工具,以多种方式建立或完善我们与他人的关系。

以个人和文化的表达为全球语境,在6年级的第三个单元中,学生在英语课上探索了读者和作家之间的关系。在这个单元中,我们想探究,当读者把每个词句的意义、作者的价值观、他们自己本身和全人类建立联系的时候,是如何理解和感受书中内容的。此外,我们还想思考如何能锻炼好写作技巧,让读者得以与我们用这种方式互动。

显而易见,为了让本单元学习有效地进行,敞开心扉的交流是至关重要的。因此,当学生们读到法国作家,艾力克·埃玛纽埃尔·施密特英语版本的“奥斯卡和罗斯夫人”时,决定也像主人公那样写信。然而,这些信件并不是写给某个收件人的,而是写给那些悄悄影响人们生活的匿名人。出于这个原因,PYP、MYP和DP的老师被邀请作为这些“匿名人”,与学生书信来往。同样地,因为老师们会给学生回信,学生们就有机会体验既是读者也是作者的感受。

由于这些回复的信件是匿名的,学生们对这些写信件的人十分好奇。这是本单元学习的关键部分,也是学生们最喜欢的一部分。学生们知道,只有在单元学习结束后才能揭晓,是谁回复了他们的信。以下图片展示了我们本单元的学习过程。

本单元的开始,我们先解读了全球语境,然后对读者和作者之间的关系进行了集思广益的讨论。这一经历让我们又想到几个以学生为中心的思路,用来探索整个单元。

 

 

As we continued reading the book, we kept a reading journal ONENOTE in order to exchange points of view about the ideas we came across in each chapter in the book, which were written in the form of letters.

当我们继续阅读这本书的时候,我们坚持写读书日志ONENOTE,以便一起讨论我们在阅读时的产生观点,这些观点都是用书信的形式写成的。

As students read Oscar and the Lady in Pink, they also wrote letters to the intangible beings that had been selected. Moreover, every time they got a response, we engaged in discussing why readers/writers had responded as they did, which gave us the opportunity to address concepts such as word choice, and mood.

当学生们读《奥斯卡和罗斯女士》时,他们也会选一个匿名人并给他们写信。此外,每当他们收到回复时,就会讨论为什么读者或作者会做出回应,这就给了我们一个机会来诠释诸如“选择”和“情绪”之类的概念。

Finally, the time came when students had the chance to meet the people that were responding their letters. While the responses students had received before were types, and forwarded by email, this time student received an actual letter. Not only did they experience a language practice that is not quite common in their generation, but also appreciated the beauty of penmanship.

最后,学生将会有机会与那些给他们匿名写信人见面。以前学生收到的回复是电子版的,而且是通过电子邮件转发的,但这一次学生收到了一封真正的信。他们不仅经历了一种在他们这一代人中并不常见的语言练习,而且还领略了纸笔书写的不一样的体验。

Finally, in order to bring this experience to a closure, as students met the teachers who were writing to them, they participated in a round table in which the relationship between readers and writers was discussed.

最后,为了完美的结束这次体验,学生们与和他们互通信件的老师见了面,他们举行了一次圆桌会议,讨论了读者和作家之间的关系。

This multiprogram collaboration allowed students to put the following skills into practice:

  • Active listening
  • Listening and responding to different perspectives
  • Interact with different age-groups and audiences
  • Listen to and offer feedback
  • Communicate ideas effectively

but most importantly: to own their learning journey.

I am very appreciative of my PYP, MYP and DP colleagues who gave some of their time to support this learning experience, which I am sure will stay with students for a long time.

这个跨学科合作使得学生将下列技能付诸实践:

积极的倾听

倾听接纳不同观点并做出回应

与不同的年龄群体和听众互动

倾听并提供反馈

有效的沟通个人意见

但最重要的是:有了一次不凡的学习之旅。

我非常感激我的PYP、MYP和DP的同事们,他们百忙之中抽出时间来帮助我们进行这次学习体验,我相信这次体验将会给学生留下深刻的印象。

 

MYP, Teaching & Learning, and Language Acquisition Coordinator| IB DP English B Teacher | Grade 10 Advisor.

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