Transcript: Student Session 1B | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 10 seconds and the title “TVO’s Virtual Classroom. Get connected.”
The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

The opening slate changes to “Series Title, Language Alive. Program Title, Session 1. Host, Alexa Usher-Jones. Date May 8-98. Time 9:00-10:00 AM. Help Line Toll Free: 1-888-371-1917.”

Missus UJ appears on screen. She’s in her forties, with shoulder-length curly blond hair. She’s wearing a dark blue blazer and a blue shirt with white collar.

Missus UJ says WELCOME TO LANGUAGE ALIVE.
I'M MISSUS USHER-JONES, AND I'M
GOING TO BE YOUR LANGUAGE
ALIVE INSTRUCTOR FOR
THE NEXT SIX SESSIONS.
MY KIDS AT SCHOOL CALL ME
MISSUS UJ, SO I'D LIKE YOU
TO CALL ME THAT, TOO.
IT'S JUST SO MUCH EASIER.
WE ARE GOING TO BE DOING A LOT
OF REALLY INTERESTING THINGS
WHEN I'M HERE WITH
YOU ON FRIDAY.
OTHER DAYS, WHAT I DO IS I
TEACH SCHOOL HERE IN TORONTO.
I TEACH GRADE SEVEN ENGLISH,
AND GRADE NINE DRAMA.
NOW, LANGUAGE ALIVE IS A
REALLY ACTIVE PROGRAM.
AND IT REALLY RELIES ON YOU
AND I CONNECTING AND BEING
ACTIVE TOGETHER.
SO YOU'LL HAVE TO STAY
FOCUSSED, STAY ON TASK, AND
WHEN YOU HAVE AN IDEA, I'D
REALLY LIKE YOU TO CALL IN.
REMEMBER, YOUR IDEAS
CAN'T BE WRONG.
SO I'LL ENCOURAGE YOU TO
CALL IN AS OFTEN AS YOU CAN.
WE RAN OUT OF TIME IN OUR
LAST SESSION THIS MORNING,
AND THERE WERE LOTS
OF KIDS STILL ONLINE.
IF YOUR TEACHERS WILL LET
YOU AND, TEACHERS, I'D BE VERY
HAPPY IF WE HAVE KIDS THAT
STILL HAVE QUESTIONS AFTER
THE SHOW, I'D BE VERY HAPPY
TO ANSWER THEM AND GET TO
KNOW THE KIDS.
NOW, REMEMBER, LANGUAGE ALIVE.
I'M GOING TO BE PROVIDING YOU
WITH SOME OF THE LANGUAGE TIPS,
BUT IT'S REALLY GOING
TO BE UP TO YOU TO KEEP
THIS PROGRAM ALIVE.
NOW, WHAT I'D LIKE YOU TO DO,
I HAVE SENT ALL OF YOU, AND
HOPEFULLY YOUR TEACHERS
HAVE RUN THEM OFF.
YOU SHOULD ALL HAVE
A COPY OF AN AGENDA.
AND THE AGENDA IS WHAT WE'RE
GOING TO BE USING TO RECORD
THE STEP BY STEP
FOR THE LESSON.
I'LL GO OVER THAT IN A MOMENT.
NOW, YOUR FOLDERS,
UNFORTUNATELY, HAVEN'T
ARRIVED YET.
BUT THEY WILL BE COMING
TO YOU THIS WEEK.
AND YOU CAN DECORATE THEM
AND PUT YOUR NAMES ON THEM
AND SO ON.
AND YOU CAN USE THESE FOLDERS
TO KEEP ALL OF YOUR AGENDAS
IN ONE POCKET.
AND YOU'LL PUT ONE
BEHIND THE OTHER.
SO YOU'LL HAVE EXAMPLES OF
ALL THE THINGS WE'VE DONE.
THEN YOU CAN USE THE OTHER
POCKET FOR BRINGING PAPER, AND
ALL THE THINGS YOU ARE GOING
TO NEED FOR EACH SESSION.
SO IT'S REALLY IMPORTANT TO
HAVE PAPER AND PENCILS HANDY
ALL THE TIME.
NOW, I'D LIKE TO SHOW YOU, IF
YOU HAVE YOUR AGENDA IN FRONT
OF YOU, I'LL GO OVER WITH YOU,
YOU CAN SEE SORT OF THE FORMAT
THAT EACH LESSON
IS GOING TO TAKE.

A blue sheet of paper pops up. It reads “Language Alive!” Then, Mistress UJ grabs another one that reads “Number 1. Date: May 8. Agenda. Writing prompt. Main Ideas. Virtual challenge.” She appears on a small window at the right bottom of the screen.

She continues SO FIRST OF ALL, IF YOU PUT A
NUMBER ONE ON TODAY'S AGENDA.
THIS IS GOING TO BE OUR
FIRST SESSION TOGETHER.
JUST TAKE A MOMENT
AND RECORD THE DATE.
THIS MORNING IS MAY 8.
AND OVER IN THE CORNER, IF YOU
WISH, YOU CAN PUT MY NAME,
Mrs. UJ, IN CASE YOU FORGET
AND YOU WANT TO CALL IN.
IT'S THERE FOR YOU
FOR A REFERENCE.
NOW, YOU CAN SEE ON THE AGENDA
SORT OF OUR LESSON EACH DAY IS
GOING TO BE DIVIDED
INTO THREE SECTIONS.
WE HAVE THE WRITING PROMPT,
AND THAT IS GOING TO BE A
WARMUP FOR WRITING.
WE'LL DO A LOT OF ORAL.
I'LL TALK ABOUT
THAT IN A SECOND.
THE MAIN IDEAS, I'LL COME BACK
TO YOU THROUGHOUT THE LESSON,
AND GET YOU TO RECORD SOME OF
THE SKILLS AND SOME OF THE
TECHNIQUES THAT
WE'VE TALKED ABOUT.
AND THIS WILL BE REALLY
IMPORTANT TO DO.
SO WHEN I GIVE YOU THAT 30
SECONDS TO DO SO MAKE SURE YOU
GET THEM DOWN.
BECAUSE WHEN THE SHOW IS
OVER AND YOU HAVE TO DO YOUR
HOMEWORK, THIS CAN BE A POINT
OF REFERENCE FOR YOU, AND YOU
CAN REFER BACK TO IT AND LOOK
AT THE THINGS THAT WE DID,
AND THAT MIGHT HELP
YOU WITH YOUR HOMEWORK.
THE THIRD SECTION IS
THE VIRTUAL CHALLENGE.
AND TOWARDS THE END OF EACH
SESSION, I WILL BE ASSIGNING
YOU A VIRTUAL CHALLENGE.
AND HERE YOU WILL BE
ABLE TO DO YOUR HOMEWORK.
I REALLY LIKE YOU TO SEND ME
ANYTHING THAT YOU'VE GOT SO
WE CAN KIND OF GET TO
KNOW EACH OTHER BETTER.
AND I PROMISE YOU IF YOU
SEND ME SOME THINGS,
I WILL SHOWCASE THEM FOR YOU,
AND YOUR WORK WILL BE ABLE
TO GO ON TV.
SO I'D LIKE TO INTRODUCE
JUST ONE OTHER THING TO YOU.
AND I CALL THIS...
'THE BUZZ'.

A hand-written document reads “The Buzz!”

She continues SEVERAL TIMES, I
WILL ASK YOU TO BUZZ.
AND BECAUSE SOME OF YOU ARE
SITTING IN TELEPHONE PARTNERS,
THAT WILL BE EASY FOR YOU TO
HAVE A CLOSE CONTACT WITH THE
PERSON BESIDE YOU.

Mistress UJ grabs a sheet of paper that reads “The Buzz. Quick talk. Partners.”

She continues IF NOT, THEN THE PERSON THAT'S
ON THE PHONE NEXT TO YOU,
YOU WILL BE ASKED TO -- I'LL
GIVE YOU A TASK, I'LL GIVE
YOU SOMETHING TO FOCUS
AND TALK ABOUT.
IT'LL BE A QUICK TALK IN
PARTNERS, AND YOU'LL FIND THAT
THE MORE WE'LL DO THIS,
THE EASIER IT WILL GET.
YOU'LL GET RIGHT
ON IT QUICKLY.
AND WHAT I FIND WITH KIDS
WHEN I TEACH IN MY LANGUAGE
CLASSES IS IF WE TALK ABOUT
OUR IDEA, WHEN IT COMES TIME
TO WRITING IT, THEN
THAT MAKES IT...
OOPS, WHEN WE TALK ABOUT
WRITING, IT'S THE EASY PART.
IT'S GETTING THE IDEAS OUT.
NOW, WE'RE GOING TO MOVE RIGHT
ON TO THE WRITING PROMPT.
NOW, THE WRITING PROMPT
IS A WARMUP TO WRITING.
YOU'LL GET A CHANCE
TO BUZZ IN A MOMENT.
I'LL START EACH ONE
WITH A VIDEO CLIP.
NOW, USING THE VIDEO CLIP,
YOU ARE GOING TO BE FOCUSSED.
IT'S NOT VERY LONG, SO YOU
DON'T GET TOO MUCH TIME.
I'LL GIVE YOU SOMETHING
TO FOCUS IN ON.
AND YOU'LL HAVE TO DO
THAT VERY, VERY QUICKLY.
I MAY STOP YOU THROUGH PART OF
IT, AND THEN AT THAT POINT,
YOU'LL BE ABLE TO TALK, AND
THEN WE'LL DO SOME WRITING.
SO WE'RE GOING TO TAKE A LOOK
AT THE VIDEO IN A MOMENT.
OH, GREAT, OKAY, COLLEGE
AVENUE, YOU'RE ON THE PHONE.
WHO'S THERE?

She speaks with a spectator via a telephone conversation.

Patrick says HI.

She says HI, LINDSAY, HOW ARE YOU?

Patrick says THIS IS PATRICK.

She says OKAY, HI PATRICK.

Patrick says HI.

She says DID YOU HAVE A QUESTION?

Patrick says YEAH.
I JUST WANT TO SAY
THAT THIS IS GREAT.

She says OH, THANK YOU.
THANK YOU.
TALK TO YOU SOON, OKAY?

Patrick says GOODBYE.

She says BYE.
OH, WELL THAT WAS REALLY NICE.
THAT'S A GOOD KICK START TO
LANGUAGE ALIVE, WHEN WE'VE
ALREADY GOT THE KIDS
ALIVE AND WAITING.
THAT'S GREAT.
NOW, WHAT I'M GOING TO DO IS
I'M GOING TO FOCUS ON WHAT
I CALL STORY GRAMMAR.
SO RIGHT AWAY, WHEN YOU LOOK
AT THE CLIP, I WANT YOU TO
THINK ABOUT THE THREE W's.
WHO IS INVOLVED, WHERE ARE
WE, AND WHAT'S HAPPENING?
SO KEEP THOSE THREE IN MIND,
AND SEE IF YOU CAN, BEFORE I
STOP YOU, SEE IF
YOU CAN FIGURE OUT
WHAT THOSE THREE W's ARE.
OKAY, LET'S ROLL IT.

A clip plays.

A little boy eats at an amusement park, a girl enjoys a ride on a carousel, women look at children having fun in the amusements and an aerial view shows a roller coaster that A reads “Flyer.”

As the video plays, she says THE THREE W's.
YOU MIGHT FIND SOME
VISUAL CLUES ALREADY.
ANY STRUCTURES YOU MIGHT
RECOGNIZE, ANY SIGNS, ANY
WORDS THAT YOU CAN USE.

The clip ends.

She says OKAY, I'M GOING TO
STOP YOU RIGHT THERE.
WHAT YOU WILL HAVE ALREADY
FIGURED OUT IS WHAT
THE THREE W's ARE, I'M SURE.
NOW, WHAT I WANT YOU TO DO
IS ADD ONE MORE THING ON
TO YOUR STORY GRAMMAR.
AND THAT IS, PRETEND YOU'RE
THE MAIN CHARACTER IN THIS
STORY AND GIVE
YOURSELF A PROBLEM.
NOW, A PROBLEM CAN BE AS
SIMPLE AS YOU ARE AT THIS
PLACE, WITH YOUR FRIEND, AND
THERE IS A FEAR THAT YOU
FORGOT TO TELL YOUR
FRIEND THAT YOU HAVE.
SO LET'S ROLL IT.
YOU'RE THE MAIN CHARACTER,
AND LET'S PLAY OUT THIS RIDE
ON THE ROLLER COASTER.

The clip continues.

People waive as the roller coaster goes up. Then, they raise their arms when the roller coaster does the spinning rides.

The clip ends.

Mistress UJ appears wearing a black wig.

She says OH, THAT WAS CERTAINLY A
HAIR-RAISING EXPERIENCE.
I THINK NOW THAT MY HAIR IS
GONE ALL DARK, YOU CAN SEE
HOW WHITE AND AFRAID
I ACTUALLY WAS.
NOW, HERE'S WHAT
I WANT YOU TO DO.
YOU'RE GOING TO BUZZ WITH
A PARTNER THIS MORNING.
LET'S TAKE A LOOK AT WHAT
THE BUZZ IS GOING TO ENTAIL.

A sheet of paper reads “The Buzz. With a partner. Talk about… How did that ride make you feel?”

She continues OKAY, WITH A PARTNER, YOU
ARE GOING TO TALK ABOUT
HOW DID THAT RIDE
MAKE YOU FEEL?
SO I'LL GIVE YOU A COUPLE OF
MINUTES AND TALK TO A PARTNER
ABOUT THAT.
OKAY, YOU'VE HAD SOME TIME, AND
WE HAVE SOME CALLERS ALREADY.
HI, FROM COLLEGE AVENUE.
HI, HOW ARE YOU?
HELLO?
PICK UP YOUR PHONE,
COLLEGE AVENUE.

Courtney says HELLO?

Mistress UJ says HI, HOW ARE YOU.
WHAT'S YOUR NAME?

Courtney says COURTNEY.

Mistress UJ says HI, COURTNEY.
DID YOU HAVE A QUESTION?

Courtney says NO.

Mistress UJ says DID YOU WANT TO TALK ABOUT
HOW THAT ROLLER COASTER
MADE YOU FEEL?
SURE, HOW DID IT
MAKE YOU FEEL?

Courtney says SCARED.

OH, GOOD, GOOD.
DO YOU THINK YOU'D LIKE
TO GO ON THAT AGAIN?

Courtney says YEAH.

Mistress UJ says OKAY.
IT'S FUNNY HOW THE THING
ABOUT ROLLER COASTERS,
EVEN THOUGH WE GET
REALLY SCARED, THEY CAN
BRING US BACK
EACH TIME, RIGHT?
THANKS FOR CALLING
IN, COURTNEY.
OKAY, WHAT WE'RE
GOING TO DO NOW IS...
HI, ARE YOU
THERE, JACK MINOR?
HELLO?
PICK UP YOUR
PHONE, JACK MINOR.
HELLO?
ARE YOU THERE?
OKAY, LET'S GO ON.
YOU MAY HAVE HAD
SOME GOOD IDEAS.
OBVIOUSLY, COURTNEY HAD SOME
GOOD IDEAS ABOUT HOW SHE FELT
ON THE ROLLER COASTER.
WHAT I'M GOING TO DO BEFORE WE
MOVE ON TO THE WRITING PROMPT
IS GIVE YOU AN OPPORTUNITY TO
SEE ANOTHER LITTLE CLIP OF
SOME PEOPLE THAT WERE ON THAT
ROLLER COASTER WITH YOU.
SO LET'S LOOK AT THE INTERVIEW
ABOUT HOW THOSE PEOPLE FELT
WHEN THEY WERE ON IT.

A clip plays.

A little boy says IT WAS SCARY.

A man with curly hair says NOT SCARED AT ALL.
AS A MATTER OF FACT, I
WAS LIFTING MY HAND UP.
I WASN'T REALLY SCARED.
I LIKE ADVENTURE ANYWAY.

A young woman says JUST BEFORE YOU GO OVER
THE FIRST HILL, AND YOU GO
STRAIGHT DOWN.
YOU FEEL LIKE
YOU'RE GONNA DIE.

A woman with bangs says WELL, IT WAS PRETTY FAST.
BUT THE WORST PART WAS
GOING ALL THE WAY DOWN.
ROUND AND ROUND WAS FINE.

A young man says A LOT OF EXCITEMENT.
THERE WAS A LOT OF
WEIGHTLESSNESS.
IT WAS A GOOD FEELING.

A blond woman says FANTASTIC.
IT WAS EXCITING.
A LOT OF FUN.

A woman wearing a headband says I DIDN'T LIKE IT TOO MUCH.
IT WAS TOO BUMPY.
YOU'RE JUST VIBRATING
ALL THE TIME.

The clip ends

Mistress UJ says WELL, THERE WE HAVE IT.
THERE ARE SOME IDEAS ABOUT
HOW SOME OTHER PEOPLE FELT.
NOW, WE'VE HAD OUR WARMUP.
WE'VE HAD A CHANCE TO THINK
ABOUT SOME STORY GRAMMAR.
AND WE'VE ALSO HAD A CHANCE
TO TALK A LITTLE BIT
ABOUT HOW WE FELT.
WHAT I'D LIKE YOU TO DO RIGHT
NOW IS TAKE OUT YOUR AGENDA,
AND WE ARE GOING TO
RECORD THE WRITING PROMPT.
YOU WON'T GET A CHANCE TO
WRITE IT NOW, BUT IT WILL
GIVE YOU SOMETHING TO
DO THIS AFTERNOON OR
AT SOME POINT TODAY.
SO LET'S TAKE OUT OUR AGENDA
AND LOOK AT THE WRITING PROMPT
AND RECORD WHAT YOU ARE
GOING TO HAVE TO WRITE
A LITTLE BIT LATER.

She grabs another sheet of paper that reads “Theme: writing prompt.”

She continues OKAY, UNDER THE SECTION
OF WRITING PROMPT,
WHAT YOU WANT TO WRITE IS:

She writes “How did that ride make you feel?” as she appears on a small window at the right bottom of the screen.

She continues NOW, YOU CAN DO THIS
IN THE FORM OF A LIST.
YOU MIGHT ALSO WANT TO MAKE
IT INTO A COMIC STRIP
OR A CARTOON.
AND I PROMISE YOU, IF YOU SEND
THINGS INTO ME, AND I'LL GIVE
YOU MY FAX NUMBER AT THE END,
THEN I WILL SHOWCASE YOUR
WRITING PROMPT NEXT WEEK, AND
YOU CAN SHARE IT AND GET YOUR
THINGS UP ON TELEVISION.
SO LET'S...
LET'S NOW TAKE A LOOK
AT THE MAIN LESSON.
AND I AM GOING TO TRY AND
CONNECT WITH YOU OUR STORY
GRAMMAR TO WHAT WE'RE GOING
TO BE DOING TODAY ON WHAT OUR
THEME FOR TODAY'S SESSION IS,
AND THAT'S ON READING AND
BOOK REPORTING.
NOW, LET'S TAKE A LOOK
AT THE STORY GRAMMAR.

A blue sheet of paper reads “Video: where, what, who. Book: setting, plot, character.” The two “oes” in “book” are two eyes.

She continues AND HERE WE HAVE WHAT
YOU HAD TO LOOK FOR,
FIRST OF ALL,
IN THE VIDEO.
SO WE HAD WHO'S INVOLVED, WHAT
HAPPENED, AND WHERE WERE WE?
SO WHEN YOU ARE WRITING A BOOK
REPORT, A TEACHER WILL QUITE
OFTEN ASK YOU TO
DESCRIBE THE SETTING.
MAKE A PLOT SUMMARY
OF THE STORY.
GIVE A CHARACTER SKETCH AND
DESCRIBE THE PHYSICAL AND SOME
OF THE CHARACTER QUALITIES
ABOUT A CHARACTER.
SO WHAT WE ARE GOING TO DO
TODAY IS WE ARE GOING TO HOOK
IN THOSE SIMPLE TERMS, AND I
AM GOING TO TRY AND GIVE YOU
SOME TECHNIQUES AND SOME WAYS
IN WHICH YOU CAN GET SOME
MORE DETAIL INTO YOUR NEXT
BOOK REPORT AND REALLY GET
THAT MARK FOR
BEING A SUPERSTAR.
NOW, LET'S TAKE A LOOK, FIRST
OF ALL, AT... THE QUESTION.

A caption appears on screen. It reads “What is setting?”

She continues AND THE QUESTION
IS WHAT IS SETTING?
NOW, WHEN WE WERE LOOKING AT
THE VIDEO, WE ZEROED IN
RIGHT AWAY ON WHERE WE WERE.
BUT IF YOU'RE DOING A BOOK
REPORT, YOU NEED TO HAVE WAY
MORE THAN JUST ONE WORD.
SO WHAT WE ARE GOING TO TRY TO
DO TODAY IS WE ARE GOING TO
THINK ABOUT SOME OF THE OTHER
FEATURES ABOUT SETTING.
NOW, WHEN I HAVE MY KIDS DO A
BOOK REPORT, AND I ASK THEM
TO DO A DESCRIPTION ON THE
SETTING, I ASK THEM TO TRY
TO INCLUDE AT LEAST
THREE FEATURES.
AND THOSE FEATURES ARE WHAT
WAS THE TIME, WHAT WAS THE
PLACE, AND WHAT WAS
AN IMPORTANT FEATURE?
NOW TIME, ACCORDING TO THE
BOOK YOU ARE READING, MAYBE
THE IMPORTANT PART IS THE TIME
OF THE DAY, IF IT IS A SCARY
STORY THAT STARTS AT NIGHT.
OR MAYBE IT'S THE TIME OF THE
YEAR IF IT'S A BOOK, AND
THERE'S A SNOWSTORM, AND ALL
TO DO WITH COLD WINTER NIGHTS.
SO YOU HAVE TO DECIDE
WHAT IS IMPORTANT?
PAST, PRESENT, FUTURE?
TRY TO INCLUDE SOME
OF THOSE THINGS.
THEN WE HAVE WHERE
DOES IT TAKE PLACE?
AND THE NEXT ONE IS
AN IMPORTANT FEATURE.
WHAT'S IMPORTANT ABOUT WHERE
THIS STORY TAKES PLACE IN
ORDER FOR THIS
STORY TO INVOLVE?
SO WE HAVE SOMEONE ONLINE.
HELLO, FROM COLLEGE AVENUE?

Brett says HELLO.

She says HI, WHAT'S YOUR NAME?

Brett says BRETT.

She says HI, BRETT, HOW ARE YOU?

Brett says GOOD.

She says DID YOU HAVE SOMETHING
YOU WANTED TO CONTRIBUTE?

Brett says I WAS JUST TRYING TO
DESCRIBE THE SETTING.

She says OKAY, GOOD, GOOD.
OKAY, WHAT WE'RE GOING TO DO,
I'M GOING TO KEEP YOU ON FOR
JUST A MOMENT BECAUSE THAT'S
THE NEXT QUESTION THAT I'M
GOING TO PUT OUT.
SO YOU JUST HOLD ON THERE, AND
I AM GOING TO PUT EVERYONE
OUT INTO A BUZZ.
NOW, WHAT WE ARE GOING TO DO
THIS MORNING IS I'M GOING TO
PUT YOU ALL ON TASK
LOOKING FOR A BUZZ.

A blue sheet of paper pops up. It reads “The Buzz. Partner talk. 3 features of setting: time, place, one important feature.”

She continues AND YOU ARE GOING TO THINK
ABOUT THE CLIP, AND YOU ARE
GOING TO THINK ABOUT THE
SETTING OF WHAT WE JUST SAW.
NOW, WHEN YOU CALL IN, AND
I'VE GOT BRETT ON LINE ALREADY,
WE'RE LOOKING FOR THREE
FEATURES OF THE SETTING.
THAT'S THE TIME, THE PLACE,
AND THE IMPORTANT FEATURE.
SO ZERO IN ON SOME
OF THOSE CLUES.
MAYBE STRUCTURES, SIGNS, WHAT
PEOPLE WERE WEARING, AND THIS
WILL HELP YOU WITH SOME OF
THE FEATURES OF SETTING.
SO I'LL GIVE YOU JUST A
MINUTE TO BUZZ ON THAT.

She remains silent.

She continues AND I ALREADY HAVE
AN ANSWER ON LINE.
IF YOU HAVE THE ANSWER, TOO,
DON'T FORGET TO CALL IN.
HI, BRETT, ARE YOU THERE?

Brett says YUP.

She says OKAY, BRETT, YOU'VE ALREADY
GOT THE ANSWER FOR ME.
AND I'D LIKE YOU TO DESCRIBE
THE SETTING FOR ME.

Brett says OKAY, THE TIME WOULD
PROBABLY BE IN ABOUT SUMMER.

She says OKAY.
ANY CLUES FOR THAT?
WHY DID YOU THINK SUMMER?

She writes his answer on the paper.

Brett says KIDS ARE IN THEIR SHORTS
AND T-SHIRTS, AND THEY ARE
PROBABLY OUT ON HOLIDAYS.

She says GOOD, GOOD.
THAT'S A NICE TIME TO
BE LOOKING FORWARD TO.
WE'RE ALMOST THERE
OURSELVES, AREN'T WE?

Brett says YEAH.

She says OKAY.
ANY OTHER CLUES
ABOUT THE TIME?
WAS IT LONG AGO?
WAS IT THE PRESENT
TIME, THE FUTURE?
WHAT DO YOU THINK?

Brett says I THINK IT WAS
PROBABLY A WHILE AGO.

She says OKAY, WHAT MAKES
YOU THINK THAT?

Brett says BECAUSE THE RIDES ARE
NOT AS NEWER AS THE ONES
THAT ARE COMING OUT NOW.

She says GOOD FOR YOU.
THAT WAS VERY GOOD.
WHEN I LOOKED AT THE CLIP
THE FIRST TIME, I SAW THE
WORD 'FLYER'.
AND WHEN I WAS YOUR AGE, I
USED TO GO ON THE FLYER AT
THIS PARTICULAR MIDWAY.
NOW, LET'S GET
ON TO THE PLACE.
WHERE DO YOU THINK
IT TAKES PLACE?
ANY IDEAS?

Brett says PROBABLY EITHER LIKE IN
A BIG FIELD OR THEME PARK.

She says CAN YOU THINK OF WHERE
THAT THEME PARK MIGHT BE?

Brett says PROBABLY CNE.

She says GOOD FOR YOU.
YOU'RE BANG ON.
WHY DO YOU THINK IT
WAS THE CNE, BRETT?
ANY OTHER CLUES?
WERE THERE ANY OTHER
STRUCTURES, OR SOMETHING
FAMILIAR THAT MADE
YOU THINK OF TORONTO?

Brett says THERE WAS A LOT
OF GAMES AND RIDES.

She says YES, OKAY.
DID YOU SEE THE ONTARIO
PLACE STRUCTURE?

Brett says YEAH.

She says GOOD.
THAT MAY EVEN HAVE
GIVEN YOU ANOTHER CLUE.
NOW, WHAT ABOUT AN
IMPORTANT FEATURE?

Brett says THAT WOULD EITHER BE THE HIGH
RIDES THAT MOST PEOPLE CAN
SEE FROM FAR AWAY,
OR ALL THE GAMES.

Brett says OKAY, OKAY.
BUT AN IMPORTANT FEATURE, ONE
OF THE THINGS WE WANT TO LOOK
AT IS WHAT WAS SPECIAL ABOUT
THAT THEME PARK THAT MADE YOUR
STORY COME ALIVE WHEN YOU WERE
THE PERSON THAT MAY HAVE BEEN
AFRAID OF THE ROLLER COASTER?
IS THERE SOMETHING
REALLY SPECIAL ABOUT THIS?

Brett says OH, I'D PROBABLY HAVE
TO SAY EITHER THE LOOP
OR THE STEEP DROPS.

She says OKAY.
SO THE IMPORTANT FEATURE
THEN IS THE SIZE OF THE
ROLLER COASTERS, RIGHT?
SIZE OF THE RIDES.
THANKS FOR CALLING IN.
CALL BACK LATER, OKAY?

Brett says YUP.

She says SO THERE WE HAVE IT.
WE HAVE SOME PRETTY GOOD
IDEAS NOW ABOUT DEVELOPING
A DESCRIPTIVE PARAGRAPH
ON WHAT IS SETTING.
NOW, WHAT WE ARE GOING TO LOOK
AT IS WE ARE GOING TO LOOK AT
THE NEXT PART, AND WE ARE
GOING TO LOOK AT THE WHAT.

The caption changes to “What is plot?”

She continues NOW, LET'S THINK ABOUT THE
QUESTION, AND THAT IS,
WHAT IS PLOT?
NOW, IF YOUR TEACHER ASKS
YOU TO MAKE A PLOT SUMMARY,
YOU HAVE A LOT OF THINGS
YOU HAVE TO CONSIDER.
IT'S NOT GOING TO BE ENOUGH
FOR YOU JUST TO SAY WHAT
HAPPENED, BUT THE TEACHER
WANTS YOU TO SUMMARIZE, IN A
SEQUENCE, WHAT THE EXACT
DETAILS OF THE STORY WERE.
SO LET'S TAKE A LOOK AT
SOMETHING THAT I FIND
SUCCESSFUL WHEN I
USE WITH MY KIDS.
AND THAT'S CALLED A PLOT LINE.

A drawing shows a diagonal line with asterisks that goes up and then down a bit. Captions read “Where? Who? Problem.”

She continues NOW, THE PLOT LINE FOR YOUR
BOOK THAT YOU'LL BE REPORTING
ON LATER MAY NOT HAVE THIS
EXACT GRAPHING, BUT IT DOES
POINT OUT TO US SOME OF THE
THINGS SUCH AS WHAT THE
BEGINNING OF THE STORY IS,
WHAT THE MIDDLE AND WHAT THE
ENDING IS.
SO IN A PLOT SUMMARY,
YOU HAVE TO INCLUDE
ALL OF THOSE THINGS.
SO IN THE INTRODUCTION, WE
HAVE WHERE WE ARE, WHO'S
INVOLVED, BUT THE KEY THING IN
MAKING A PLOT SUMMARY, IS YOU
HAVE TO REALLY ZERO IN
ON WHAT THE PROBLEM IS.
WHAT IS THE PROBLEM THAT
THE MAIN CHARACTER IS
GOING TO ENCOUNTER?
AND THEN YOU CAN NARROW IT
DOWN, JUST DOWN TO THE BARE
BONES, THE MEAT OF THE STORY,
IS THE MAIN EVENTS THAT HELP
YOUR CHARACTER
SOLVE THE PROBLEM.

She points to the asterisks.

She continues THE CHARACTER IS SOLVED
IN THE CLIMAX AT THE TOP,
AND THE STORY TURNS
AROUND IN THE DENOUEMENT
AND IT BECOMES RESOLVED.
OKAY, WE HAVE A CALLER.
HI, ARE YOU THERE?

Will says YEAH.

She says WHAT IS YOUR NAME?

Will says WILL.

She says OH, HI WILL, HOW ARE YOU?

Will says FINE.

She says OKAY.
DID YOU HAVE SOMETHING YOU
WANTED TO ADD ON OR CONTRIBUTE?

Will says PLOT IS WHAT
HAPPENS IN THE STORY.

She says YES, IT IS,
YES, IT IS.
AND WHAT WE ARE LOOKING AT
RIGHT NOW IS WHAT THE MAIN
CHARACTER'S PROBLEM IS.
HOW DO YOU LOOK FOR A PROBLEM
IN A STORY, DO YOU KNOW?

Will says WELL, IF YOU SEE WHAT THEY
ARE SAYING, LIKE IF THEY ARE
FEELING SCARED OR
ANYTHING LIKE THAT.

She says OKAY, OKAY.
NOW, DO YOU KNOW WHAT ANOTHER
NAME IS FOR A PROBLEM?
I'LL HELP YOU WITH THAT ONE.
SOMETIMES -- WHAT
GRADE ARE YOU?

Will says SEVEN.

She says OH, YOU'RE IN SEVEN.
OKAY, USUALLY WITH MY GRADE
SEVENS, I TAKE THAT WORD
PROBLEM AND SOMETIMES I ADD ON
AND MAKE IT INTO A LITTLE BIT
MORE OF A LITERARY TERM.
AND I CALL IT THE
CONFLICT IN THE STORY.
SO YOU WERE BANG ON.
THANKS FOR CALLING IN.

Will says BYE.

She continues OKAY, NOW WHAT WE ARE GOING
TO DO, I'M GOING TO SET YOU
TO TASK.
AND SINCE YOU'VE READ ALL
DIFFERENT BOOKS, WE HAVE TO
FIND SOMETHING WE CAN DO THIS
TASK WITH THAT WE ARE ALL
FAMILIAR WITH.
SO I'VE BROUGHT
IN SOME REALIA.
AND REALIA IS ANOTHER WORD
THAT MEANS REAL STUFF.

She grabs a witch broom and continues
AND WHEN YOU USE REAL STUFF,
IT REALLY HELPS PEOPLE ZERO IN
ON YOUR STORY.
SO I'VE BROUGHT SOME REALIA
FROM A VERY FAMOUS, THE GENRE
WE ARE LOOKING AT
IS A FAIRY TALE.
AND IF THIS IS THE REAL STUFF
FROM THE BEGINNING OF THE
STORY, THEN MAYBE YOU ARE
ALREADY CLUEING IN TO WHAT THE
STORY IS YOU ARE GOING TO BE
MAKING A PLOT SUMMARY, OR GET
THE MAIN EVENTS OUT OF.
SO THE BEGINNING OF THE
STORY WE HAVE THE BROOM
AS THE REAL STUFF.
IN THE MIDDLE OF THE STORY,
YOU ARE GOING TO HAVE
TO USE THIS WAND.
AND IN THE DENOUEMENT, THE
FALLING ACTION, YOU ARE GOING
TO BE USING IN THE
CONCLUSION, THIS CROWN.

She puts on the paper crown and continues NOW, IT'S PROBABLY
NOT A PRINCESS CROWN.
IT LOOKS TO ME LIKE IT COULD
BE MORE OF A PRINCE'S CROWN.
SO I'M SURE YOU'VE ALL GUESSED
IT, THAT THE STORY WE ARE
GOING TO BE WORKING ON THIS
MORNING IS
CINDERELLA.
NOW HERE IS WHAT YOU
ARE GOING TO HAVE TO DO.

A blue sheet of paper reads “The Buzz. With a partner. Quick list of events of story Cinderella. You have 2 minutes! Go!”

She continues YOU ARE GOING TO WORK WITH A
PARTNER, AND YOU ARE GOING
TO BUZZ.
WHAT I WANT YOU TO DO WITH
YOUR PARTNER IS I WANT YOU TO
MAKE A QUICK LIST OF THE
EVENTS OF
CINDERELLA.
NOW, YOU WON'T HAVE A LOT OF
TIME, SO DON'T DO SENTENCES.
JUST KEY WORDS OR JOT
NOTES OF IMPORTANT PHRASES.
WHAT YOU ARE ZEROING IN ON
WITH YOUR PARTNER IS, FIRST
OF ALL, ARE THEY FAMILIAR
WITH THE STORY?
AND IF THEY AREN'T, THAT'S
REALLY BETTER FOR YOU BECAUSE
THEN YOU CAN TELL THEM THE
STORY AND GET IT DOWN
TO THE BARE BONES.
SO I'LL GIVE YOU A
COUPLE OF MINUTES.
AS SOON AS YOU HAVE THE
POINTS THAT WOULD MAKE UP
THIS PLOT, CALL IN.
GO.

After a while, she continues HI, WE HAVE JACK
MINOR ON THE LINE.
HI, JACK MINOR.
WHO AM I TALKING TO?
PICK UP YOUR PHONE, PLEASE.
JACK MINOR?
OKAY, I'M GOING TO
TAKE ANOTHER CALL,
THIS TIME FROM ELGIN AVENUE.
ELGIN AVENUE, ARE YOU THERE?

A boy says HELLO?

She says HELLO?

The boy says I KNOW WHAT THE
THREE W's ARE.

She says WHAT ARE THE THREE W's?

The boy says ONE OF THE THREE
W's IS WHERE, RIGHT?

She says YEAH.
ARE WE THINKING
ABOUT
CINDERELLA?

The boy says YEAH.

She says OKAY, GREAT.
SO WE'RE LOOKING
AT
CINDERELLA.
TELL ME WHAT YOU
THINK THEY ARE.

The boy says THE FIRST ONE
WAS WHERE, RIGHT?
SO SHE WAS AT HER
STEPPARENT'S HOUSE.

She says RIGHT.
AT THE STEPMOTHER'S HOUSE,
RIGHT, OR WICKED STEPMOTHER.
HAVE YOU IDENTIFIED A PROBLEM?

As they speak, she grabs a new piece of paper showing a diagonal line and writes the word “where.”

The boy says YEAH.

She says WHAT WAS THE PROBLEM
THAT CINDERELLA HAD?

The boy says SHE DIDN'T LIKE
DOING THE DIRTY WORK.

She says SHE SURE DIDN'T.
AND BECAUSE SHE HAD TO STAY
AND DO THE DIRTY WORK,
A WHOLE BIGGER
PROBLEM HAPPENED.
WHERE WAS EVERYBODY GOING,
AND SHE WASN'T GETTING TO GO?

The boy says SHE WASN'T GETTING
TO GO TO THE BALL.

She says EXACTLY.
SO THERE'S THE PROBLEM, YOU'VE
NARROWED IT RIGHT DOWN.
WHAT WERE SOME OF THE THINGS
THAT HAPPENED TO CINDERELLA
IN ORDER FOR HER TO
GET TO GO TO THE BALL?

The boy says SHE MET A FAIRY GODMOTHER.

She says RIGHT.
GOOD FOR YOU.
YOU'RE DOING WELL.
KEEP GOING.
WHAT HAPPENED THEN?

The boy says SHE GAVE HER ALL THIS STUFF.

She says YUP, GOOD FOR YOU.
SHE CERTAINLY GAVE HER A
BEAUTIFUL COACH, AND SHE GAVE
HER A BEAUTIFUL GOWN.
THEN WHAT HAPPENED?

The boy says SHE TURNED HER
MICE INTO HORSES.

She says RIGHT, RIGHT.

The boy says AND SHE WENT TO THE
BALL AND MET THE PRINCE.

She says EXACTLY.

The boy says SHE LOST HER SLIPPER.

Now, she draws asterisks in the line and joins them though curves lines.

She says OKAY.
STOP, STOP, JUST
FOR A SECOND.
SHE MET THE PRINCE, AND
THEN SHE DROPPED HER SLIPPER.
SO THEN YOU'VE KIND OF SOLVED
THE PROBLEM, HAVEN'T YOU?
SHE MADE IT TO THE BALL.
WHAT HAPPENED IN THE
ENDING OF THAT STORY?

The boy says THE PRINCE FOUND HER
BY FITTING THE SLIPPER.

She says RIGHT.

The boy says AND THEN THEY MARRIED AND
LIVED HAPPILY EVER AFTER.

She says EXACTLY.
I'M SO GLAD YOU SAID HAPPILY
EVER AFTER BECAUSE THAT IS
ALWAYS THE LAST LINE IN
THIS GENRE, ISN'T IT?
IN A FAIRY TALE, 'THEY
LIVED HAPPILY EVER AFTER'.
BEFORE YOU GO, WHAT IS
ALWAYS THE OPENING LINE?
CAN YOU THINK OF WHAT
THE OPENING LINE IS
IN EVERY FAIRY TALE?

The boy says ONCE UPON A TIME.

She says OH, GOOD FOR
YOU, GOOD FOR YOU.
THANKS FOR CALLING IN.
WE'LL TALK TO YOU SOON, OKAY?
OKAY, NOW WHAT WE'RE GOING TO
DO IS WE ARE GOING TO THINK A
LITTLE BIT ABOUT THE NEXT PART
OF WRITING A BOOK REPORT,
AND THAT'S ZEROING
IN ON CHARACTER.
HI, COLLEGE AVENUE,
ARE YOU THERE?
HELLO?
PICK UP YOUR PHONE,
COLLEGE AVENUE.
ARE YOU THERE?

Brett says HELLO.

She says HI, ARE YOU THERE?

Brett says YEAH.

She says GREAT.
WHAT'S YOUR NAME?

Brett says BRETT.

She says HI, BRETT.
DID YOU HAVE SOMETHING YOU
WANTED TO ADD TO THE PLOT LINE?

Brett says WELL, I WAS GOING TO START
GOING ON THE OTHER W.

She says OKAY.
WHAT WAS THE OTHER ONE?

Brett says WHO.

She says WHO.
YOU KNOW WHAT, I'M GLAD YOU
BROUGHT THAT UP BECAUSE YOU
KNOW WHAT, BRETT, WE ARE GOING
TO GO RIGHT IN TO TALK A
LITTLE BIT ABOUT HOW
TO DEVELOP ON THE WHO.
AND THAT IS ALL
ABOUT CHARACTER.
DO YOU KNOW WHAT A
CHARACTER QUALITY IS?

Brett says UM...
LIKE WHAT THEIR ATTITUDE
IS, WHAT THEY FEEL?

She says EXACTLY.
GOOD FOR YOU.
THAT'S EXACTLY WHAT IT IS.
NOW, WE ARE GOING TO
TALK A LITTLE BIT
ABOUT CHARACTER TODAY.
MAYBE I'LL TAKE A LOOK AT
SOME OF THE MINOR CHARACTERS
IN
CINDERELLA.
SO THANKS FOR CALLING IN.
YOU REALLY GOT US GOING
ON THAT NEXT PART OF THE
MAINFRAME OF OUR LESSON.
WE'LL TALK TO YOU SOON, OKAY?

Brett says YEAH, BYE.

She says BYE.
IF JACK MINOR IS HAVING A
PROBLEM, WOULD YOU PLEASE CALL
THE HELP DESK?
THANKS SO MUCH.
OKAY, LET'S TAKE A LOOK NOW.
BRETT GOT US GOING ON
WHAT A CHARACTER WAS.

A blue piece of paper pops up. It reads “Character qualities. Step mother? Prince? Step-sisters? Fairy godmother?”

She continues AND HE SAID IT WAS ATTITUDE
AND HOW THEY ARE FEELING.
AND IT CAN ALSO BE AN OPINION
ABOUT WHAT YOU THINK A
CHARACTER IS LIKE.
NOW, IF WE THINK BACK TO THAT
STORY THAT YOU WERE WORKING
ON,
CINDERELLA,
WE CAN LOOK AT
SOME OF THE MINOR CHARACTERS
THAT ARE HERE.
NOW, IT MAY HAVE BEEN YEARS
AGO SINCE YOU'VE READ THAT
STORY, BUT YOU STILL HAVE A
REALLY GOOD IDEA ON ONE
NOTABLE CHARACTERISTIC
FOR EACH ONE OF THEM.
SO YOU MIGHT HAVE BEEN
THINKING, YEAH, AFTER I READ
THAT STORY, I CREATED AN
OPINION OF MY OWN ON
WHAT I THOUGHT THAT
STEPMOTHER WAS LIKE.
SHE MAY BE CRUEL OR NASTY.
MAYBE THAT PRINCE WAS
PERSISTENT, AND HE WAS
CONSTANTLY LOOKING, AND HE
WASN'T GOING UNTIL THE SHOE
FIT THE RIGHT LADY, HE
WASN'T GOING TO GIVE UP.
AND THE STEPSISTERS AND
THE FAIRY GODMOTHER.
MAYBE YOU THINK THE FAIRY
GODMOTHER WAS VERY
KIND AND CARING.
THESE ARE ALL
CHARACTER QUALITIES.
NOW, THOSE ARE SOME OF
THE MINOR CHARACTERS IN
CINDERELLA, AND WE ARE GOING
TO TAKE A LOOK RIGHT NOW AT
THE BIG CHEESE.
AND THE BIG CHEESE
BEING CINDERELLA.

A drawing appears. It features the hands of the clock at 12.

She continues NOW, WE ARE GOING TO LOOK AT,
IN ORDER TO CREATE THE DETAIL
THAT YOU NEED IN A CHARACTER
SKETCH, WE HAVE AN IDEA OF
AFTER THE FAIRY GODMOTHER
DRESSED HER UP, WHAT SHE
LOOKED LIKE ON THE OUTSIDE.
WHAT WE'RE REALLY ZEROING IN
ON IS WHAT CINDERELLA WAS
LIKE ON THE INSIDE.
SO YOU ARE GOING TO WORK WITH
YOUR PARTNERS THIS MORNING
AND COME UP WITH AN IDEA.
NOW, THIS IDEA IS
GOING TO BE YOUR OWN.
IT DIDN'T SAY IT IN THE STORY,
BUT YOU FORMED AN OPINION
ABOUT CINDERELLA AT
CERTAIN POINTS IN THE STORY.
SO WHEN YOU ARE ASKED TO DO A
CHARACTER SKETCH, YOU CREATE
YOUR OWN OPINION, THEN YOU
BACK IT UP WITH SOME FACTS.
NOW, WHEN WE USE THESE
EXAMPLES, THE AUTHOR TELLS US
WHAT THEY DID, AND WHAT THEY
SAID, AND THAT REALLY PROVES IT.
NOW, LET'S TAKE A LOOK AT...
THIS MAGIC MOMENT IN
THE STORY
CINDERELLA.
AT 12 O'CLOCK WAS HER CURFEW.
NOW, THINKING ABOUT WHAT
HER BEHAVIOUR WAS,
AND WHAT SHE DID, AND
WHAT SHE SAID...
WHAT KIND OF A CHARACTER
WAS CINDERELLA?

She writes the words “did” and “said” on the left and right side of the clock.

She continues SO WITH YOUR BUZZ GROUPS, WHAT
I WANT YOU TO DO IS I WANT
YOU TO THINK ABOUT WHAT
WAS THE CHARACTERISTIC,
AND GIVE ME SOME PROOF FOR IT.
WHAT DID SHE DO, AND WHAT DID
SHE SAY THAT PROVES WHAT YOU
THINK AT 12 O'CLOCK?
SO I'LL GIVE YOU A COUPLE
OF MINUTES TO BUZZ.
AND AS SOON AS YOU HAVE
AN ANSWER, CALL IN.
GO.

After some moments, she continues HI, MY GOODNESS, WE HAVE A LOT
OF PEOPLE HERE TODAY THAT ARE
CALLING IN WITH THIS ANSWER.
I GUESS
CINDERELLA
WAS
CERTAINLY A POPULAR STORY FOR
ALL OF US, AND WE NEVER FORGOT
WHAT HAPPENED AT 12 O'CLOCK.
OKAY, SO WE HAVE A CALLER.
AND THIS IS FROM
OSBORNE SCHOOL.
HI, ARE YOU THERE?

Holly says YEAH.

She says HI, WHAT'S YOUR NAME?

Holly says HOLLY.

She says HI, HOLLY.
HOLLY, AT 12 O'CLOCK, WHAT DID
THAT PROVE ABOUT CINDERELLA?
DO YOU GOT A WORD THAT
WOULD DESCRIBE HER CHARACTER?

Holly says YEAH, SHE WAS SORT OF WORRIED
THAT THE PRINCE WOULD FIND
OUT HER TRUE IDENTITY.

She says OH, GOOD FOR
YOU, GOOD FOR YOU.
HOW CAN YOU PROVE
THAT TO ME?
WAS THERE SOMETHING SHE DID
THAT PROVED SHE WAS WORRIED?

Holly says SHE WAS RUNNING REALLY
FAST WHEN SHE FOUND OUT
IT WAS 12 O'CLOCK?

She says GOOD FOR YOU,
GOOD FOR YOU.
WHAT DO YOU THINK HE WOULD
HAVE DONE IF HE HAD SEEN HER
WITHOUT THAT
BEAUTIFUL GOWN ON?

Holly says HE'D PROBABLY FEEL SHOCKED.

She says I WOULD THINK SO.
NOW, WAS THERE SOMETHING YOU
THINK CINDERELLA MAY HAVE SAID
AT THAT TIME TO THE PRINCE
THAT WOULD REALLY PROVE THAT?

Holly says UM...

She says JUST INVENT SOMETHING.
IT'S BEEN A LONG TIME,
PROBABLY, SINCE YOU'VE HAD
THAT STORY READ TO YOU.
WHAT DO YOU THINK SHE MAY HAVE
SAID WHEN SHE RAN AWAY THAT
PROVED SHE WAS WORRIED?

Holly says SHE SAID, I HAVE
TO GO RIGHT NOW.

She says GOOD.
I HAVE TO GO,
I HAVE TO GO.
GOOD FOR YOU.
OKAY, THANKS FOR
CALLING IN, HOLLY.
SO WE'RE JUST GOING
TO GET THIS DOWN.
I HAVE TO GO.
SHE WAS VERY WORRIED.
THAT WAS AN EXCELLENT ANSWER.

As they speak, Missus UJ writes the word “worried” inside the clock, “ran” on the left side and “I have to…” on the right side of the paper.

She says OKAY, WE HAVE COLLEGE
AVENUE ON THE PHONE.
HELLO, COLLEGE AVENUE.

Sandy says HELLO.

Missus UJ says HI, WHAT'S YOUR NAME?

Sandy says SANDY.

Missus UJ says HI, SANDY.
SANDY, HAVE YOU GOT AN IDEA
THAT BEST DESCRIBES CINDERELLA
AT THAT MOMENT AT 12 O'CLOCK?
WHAT WAS HER CHARACTER LIKE?

Sandy says SHE WAS SHOCKED
AND FRUSTRATED.

Missus UJ says OH, THERE'S A GOOD
WORD, FRUSTRATED.

She adds Sandy’s answer to the paper and continues NOW, LET'S SEE IF
YOU CAN PROVE THAT.
WHAT PROVED TO YOU THAT
SHE WAS FRUSTRATED?
WHAT DID SHE DO?

Sandy says SHE WAS LIKE RUNNING AROUND.
SHE DIDN'T KNOW WHAT TO DO.

Missus UJ says OKAY, OKAY.
WHAT MIGHT SHE HAVE SAID
TO PROVE TO YOU SHE WAS
FRUSTRATED AT THAT MOMENT?

Sandy says THAT SHE HAD TO GO.

Missus UJ says I KNOW, I KNOW.
CAN YOU IMAGINE IT BEING THE
BIGGEST NIGHT OF YOUR LIFE,
AND YOU HAVE A CURFEW LIKE
THAT AND A SCARY THING IF YOU
DON'T GET HOME ON TIME?
THAT'S PRETTY SCARY, RIGHT?

Sandy says YEAH.

Missus UJ says YEAH.
OKAY, THANKS FOR CALLING IN.
OKAY, BYE FOR NOW.
NOW, WHAT WE'RE GOING TO DO
THIS MORNING, WE'RE GOING TO
MOVE ON, NOW WE HAVE AN
UNDERSTANDING OF SETTING, PLOT
AND CHARACTER, AND HOW TO PUT
SOME OF THE DETAIL IN THERE,
I THINK THE FIRST THING I'D
LIKE TO DO IS GET YOU TO GET
THOSE AGENDAS OUT AGAIN.
AND WE ARE JUST GOING TO MAKE
A QUICK RECORD ON SOME OF THE
THINGS THAT WE'VE TALKED ABOUT.
SO TAKE OUT YOUR AGENDA, AND
YOUR PENCIL OR YOUR PEN,
AND LET'S LOOK AT THE MAIN
IDEAS ON YOUR AGENDA.
NOW, YOU CAN USE THIS AS A
REFERENCE TO GO BACK TO
TO PULL DETAILS INTO YOUR
BOOK REPORT THAT YOU'RE GOING
TO BE DOING LATER.
SO WE TALKED ABOUT SETTING.
AND WHEN WE WANT TO PULL
SOME DETAIL OUT OF SETTING,
WHICH IS THE WHERE, WE WANT
TO TALK ABOUT THREE FEATURES.
WE WANT TO INCLUDE THE TIME,
WE WANT TO INCLUDE THE PLACE,
AND AN IMPORTANT FEATURE.
NOW, THAT IMPORTANT FEATURE,
YOU CAN DECIDE WHAT IT IS.
WHAT IS IT THAT'S IMPORTANT
ABOUT WHERE IT TAKES PLACE
IN ORDER FOR THIS
STORY TO EVOLVE?
THEN WE TALKED ABOUT PLOT.
AND PLOT IS THE MAIN IDEA.
AND WE'LL JUST GET THAT DOWN.
ONLY THE MAIN IDEAS.
DON'T INCLUDE ANY DESCRIPTION.
DON'T INCLUDE ANYTHING
THAT THE PEOPLE SAY.
IT'S JUST THE BARE BONES,
MAIN EVENTS OF THE STORY.
I'LL PUT THE WORD
DOWN HERE, PROBLEM.
AND IT'S REALLY IMPORTANT
THAT YOU INCLUDE THE PROBLEM
BECAUSE IF YOU CAN IDENTIFY
IT, AND YOUR SUMMARY CAN BE
HOW DOES THE CHARACTER
OVERCOME THIS PROBLEM
AND SOLVE IT?
AND THAT WILL NARROW
IT DOWN NICELY FOR YOU.
THEN WE HAVE CHARACTER IS THE
OTHER ELEMENT OF THE STORY.
REMEMBER, THESE ARE THE
IMPORTANT ELEMENTS OF ANY
STORY OR NOVEL.
OKAY, WHEN WE TALK ABOUT
CHARACTER, WE WANT TO PROVE IT.
YOU HAVE TO COME UP WITH
THINGS THAT YOUR CHARACTER
ACTUALLY DID AND CITE SPECIFIC
EXAMPLES, WHAT THEY ACTUALLY
SAID, AND SOMETIMES THE
AUTHOR WILL TELL YOU STUFF.
YOU WANT TO FIND LITTLE CLUES,
AND FIND DIRECT DETAIL THAT
THE AUTHOR HAS TOLD YOU.

As she names them, she writes the lessons in a sheet of paper that reads “Main ideas.”

She continues OKAY, THERE WE HAVE IT.
NOW, WE'RE GOING TO MOVE ON
TO THE VIRTUAL CHALLENGE.
AND I THINK YOU ARE REALLY
GOING TO ENJOY THIS ONE.
NOW, WHAT I LIKE TO DO, AND
THIS IS USUALLY MY FAVOURITE
BOOK REPORT, SO I'M SHARING IT
WITH YOU, AND HOPEFULLY IT
WILL BECOME YOUR
FAVOURITE, TOO.
WHAT WE'RE GOING TO DO IS TURN
ALL THAT INFORMATION INTO A
BOOK REPORT THAT IS
GOING TO LOOK LIKE THIS.
IT'S ACTUALLY -- HOW CAN
YOU TURN A HAMBURGER
INTO A BOOK REPORT?

She grabs a large hamburger toy and places it on her desk.

She continues WELL, THAT'S GOING
TO BE PRETTY AMAZING.
LET'S TAKE A LOOK AT THE BOOK
BURGER THAT I'VE BROUGHT IN.
WHEN WE HOLD IT SIDEWAYS, WE
SEE IT LOOKS LIKE ONE OF THOSE
BEAUTIFUL POSTERS I SEE OUT
AT ALL THE FAST FOOD PLACES.
YOU CAN SEE IT HAS ALL THE
THINGS A HAMBURGER WOULD HAVE.
BUT WHAT'S NEAT ABOUT THE BOOK
BURGER IS ON ALL THESE PIECES
THAT ARE INSIDE THE BURGER ARE
ALL THE VARIOUS ELEMENTS AND
SOME OF THE SETTING PLOT,
CHARACTER THINGS WE TALKED
ABOUT THIS MORNING.
SO LET ME TAKE THIS ONE APART
SO YOU CAN SEE HOW IT WORKS.
THIS IS WHAT I CALL A 3-D,
AND THIS PERSON HAS USED
STYROFOAM, AND THEY'VE EVEN
COVERED IT WITH SESAME SEEDS
TO MAKE IT EVEN
MORE AUTHENTIC.
AND ON TOP THERE IS THE TITLE
OF THE BOOK, THE AUTHOR OF
THE BOOK, AND THIS IS ARIEL
IN ONE OF MY GRADE SEVEN
CLASSES, AND YOU SEE SHE'S
STUCK IT IN WITH A TOOTHPICK
INTO HER STYROFOAM.
NOW, WE TALKED ABOUT THE MINOR
CHARACTERS THIS MORNING, AND
HERE ON THE TOMATO ARE
THE MINOR CHARACTERS.
AND ALONG WITH EACH MINOR
CHARACTER, YOU NEED TO COME UP
WITH ONE NOTABLE
CHARACTERISTIC.
YOU DON'T NEED TO PROVE IT,
BUT JUST COME UP WITH ONE
CHARACTERISTIC FOR EACH ONE.
THEN WE HAVE THE SETTING.
THE SETTING IS, AS YOU KNOW,
WHERE WE DESCRIBE AND INCLUDE
ALL THREE ELEMENTS, AND
THAT'S ON THE MUSTARD.
ANOTHER IMPORTANT PART TO
INCLUDE IN A BOOK REPORT IS
YOUR FAVOURITE PART.
AND HERE YOU ZERO IN ON
DETAIL, WHAT YOUR FAVOURITE
PART OF THE STORY IS AND
PUT IN A GOOD PARAGRAPH
WHERE YOU DESCRIBE IT
REALLY, REALLY WELL.
SO THAT'S THE LETTUCE.
THEN WE'VE GOT THE BIG CHEESE.
AND WE DID SOME WORK THIS
MORNING ON CINDERELLA,
AND SHE WAS DEFINITELY THE BIG
CHEESE OF OUR FAIRY TALE.

As Mistress UJ separates the ingredients, a close-up shot shows notes stuck to them that display words lists and text fragments.

She continues AND WHEN YOU DO A BOOK REPORT
USING THE MAIN CHARACTER IN
YOUR BOOK, YOU WILL BE FIRST
OF ALL DESCRIBING PHYSICAL
CHARACTERISTICS, BUT THEN
REALLY ZEROING IN ON THE
CHARACTER QUALITY.
SO YOU WANT TO COME UP WITH
THE MOST NOTABLE CHARACTER
QUALITY THEY HAVE, AND
BE ABLE TO PROVE IT.
THIS IS THE BEGINNING
OF ESSAY WRITING.
WHAT DID THE PERSON DO AND
SAY, AND BACK IT UP WITH
SPECIFIC EXAMPLES.
AND IF YOU CAN JUSTIFY
IT, YOU CAN'T BE WRONG.
JUST REMEMBER THAT.
NOW, THE MEAT OF
THE BUN IS THE PLOT.
WE WERE TALKING THIS MORNING
ABOUT PLOT BEING WHAT HAPPENS,
AND HOW TO ZERO IT IN,
HOW TO NARROW IT DOWN INTO
IDENTIFYING THE
PROBLEM AND SOLVING IT.
NOW, THE BOTTOM PART OF THE
BUN IS WHERE YOU GET TO RATE
AND MAKE A RECOMMENDATION.
SO YOU CAN SEE HERE YOU'LL BE
ABLE TO RATE IT OUT OF TEN,
AND RECOMMEND WHO YOU THINK
MIGHT ENJOY READING THAT BOOK.
NOW, ALSO, WE HAVE, YOU DON'T
HAVE TO DO YOUR BOOK BURGER,
IT DOESN'T HAVE TO BE 3-D.
I HAVE SOME SUPERSTAR ONES,
AND I HAVE ONE IN PARTICULAR
THAT I BROUGHT WITH ME
THIS MORNING TO SHOW YOU,
AND IT CAN BE DONE ON PAPER.

She grabs a hand-made book and continues SO LET'S TAKE A
LOOK AT THIS ONE.
YOU CAN SEE I'VE TAKEN THIS
RIGHT OUT OF MY CLASSROOM,
BUT I DID PROMISE CHRIS
I'D BRING IT BACK TO HIM.
AND HE'S ACTUALLY MADE HIS BOOK
REPORT AND DONE IT INTO THE
FORM OF A MENU, TOO.
SO HE'S GOT HIS LUSCIOUS
BURGER ON THE FRONT, AND HE'S
CALLED HIS MENU THE
USHER-JONES CAFE.
WE'RE REALLY BIG ON
DECORATING THINGS IN MY ROOM
AND DISPLAYING THEM
FOR KIDS TO READ.
NOW, INSIDE, HE HAS A
MENU OF ALL THE THINGS
THAT ARE BEING SERVED.
AND YOU SEE HE'S
GOT THE UJ BURGER.
SO IF YOUR TEACHER HAPPENS TO
BE MISS KELLY, YOU CAN CALL
IT THE KELLY BURGER, OR YOU
CAN CALL IT WHATEVER YOU WANT.
BUT IN MY CLASS, WE
CALL IT THE UJ BURGER.
NOW, INSIDE THE MENU, CHRIS HAS
A FABULOUS ONE DONE ON PAPER.
YOU CAN SEE HE'S PUT IT
TOGETHER WITH A LITTLE SPINNER.
YOU CAN SEE IT'S THE GOLD
THING, AND YOU PUSH IT THROUGH
ALL THE PIECES, SO YOU CAN
GATHER THEM ALL TOGETHER.
AND THIS IS A REALLY
EASY WAY TO READ THEM.
WE HAVE THE TITLE, THE AUTHOR,
AND SO ON, ON THE COVER.
AND HE'S DECORATED IT WITH
SESAME SEEDS TO MAKE IT
LOOK AUTHENTIC.
HERE'S WHAT YOU CAN
DO WITH YOUR TOMATO.
HERE'S ANOTHER IDEA.
DIVIDE IT INTO WEDGES, AND
EACH WEDGE CAN BE A MINOR
CHARACTER, AND GIVING A
NOTABLE CHARACTERISTIC
FOR EACH ONE.
YOU CAN SEE THIS WAS ALL DONE,
CHRIS DID THIS ON HIS COMPUTER,
AND EVEN THOUGH IT'S ON PAPER,
HE'S TRIED TO MAKE IT LOOK
VERY AUTHENTIC.
AND HE'S GOT THIS ONE WHERE
IT'S ACTUALLY GOT HIS
CHARACTER HERE,
THE BIG CHEESE.
YOU CAN SEE IT LOOKS
LIKE A PIECE OF CHEESE.
HE MUST LIKE MUSTARD BECAUSE
HE'S GOT HIS SETTING VERY LARGE.
LOOK AT ALL THE DESCRIPTION
HE HAS IN THERE.
IT'S FABULOUS.
HERE WE HAVE THE LETTUCE,
WHICH IS THE MAIN PART.
AND HE'S CERTAINLY CITED AND
TALKED IN A GREAT DEAL OF
DETAIL THE PART HE THOUGHT
WAS THE MOST EXCITING.
AND HERE WE HAVE THE
PLOT ON THE MEAT.
AND HE'S GOT A COUPLE OF
PARAGRAPHS, ACTUALLY.
HE'S GOT QUITE
A LOT OF DETAIL.
IF YOU'RE NOT A MEAT EATER,
YOU CAN ALWAYS MAKE YOURS INTO
AN EGGPLANT BURGER, OR PERHAPS
YOU MIGHT WANT TO DO A
FISH BURGER OR
A CHICKEN BURGER.
IT DOESN'T HAVE TO BE A RED
MEAT BURGER, JUST REMEMBER THAT.
AND, LASTLY, WE HAVE THE
RECOMMENDATION, AND THE RATING
OF THE BOOK ON THE BOTTOM.
SO THERE WE HAVE IT.
JACK MINOR, ARE YOU THERE?

Jason says YEAH.

She says DO YOU HAVE A QUESTION?
WHAT'S YOUR NAME?

Jason says JASON BODEY.

She says HI, JASON, HOW ARE YOU?

Jason says GOOD.

She says GREAT.
WHAT WAS YOUR QUESTION, JASON?

Jason laughs and says I DON'T KNOW.

She says OH, YOU FORGOT?
WERE YOU A LONG
TIME WAITING?

Jason says I DIDN'T PRESS NOTHING.
IT JUST RANG.

She says OH, WELL I'M
GLAD YOU'RE HERE.
ARE YOU EXCITED ABOUT
DOING A BOOK BURGER?

Jason says YUP.

She says I THINK YOU'LL
HAVE A LOT OF FUN.
WELL, LISTEN, I HOPE YOU SEND
IT IN TO ME, OR YOUR PLANS.
I'D LIKE TO SEE SOME THINGS
THAT YOU DO IN YOUR CLASS
WITH IT.

Jason says OKAY.

She says THANKS FOR CALLING IN.

Jason says OKAY, BYE.

She says BYE.
OKAY, YOUR TEACHERS WILL
HAVE RECEIVED...
THIS GRAPHIC THAT
I HAVE MADE.
AND THIS WILL BE HELPFUL
FOR YOU IF YOU HAVE IT
IN FRONT OF YOU WHEN YOU
ARE WORKING ON THIS.

She shows a drawing of the hamburger.

She continues ON THE LEFT SIDE, WE HAVE ALL
THE DIFFERENT PARTS OF THE
BURGER, AND ON THE RIGHT SIDE,
YOU CAN SEE WHERE THE DOTS
GO, IT MATCHES UP, AND IT
TELLS YOU EXACTLY WHAT YOU
SHOULD HAVE ON EACH
SECTION OF YOUR BURGER.
SO I KNOW YOU ARE GOING TO
REALLY ENJOY DOING THAT.
AND WHAT I'D LIKE YOU TO DO
RIGHT NOW, SO YOU DON'T FORGET,
LET'S PULL OUT THAT AGENDA,
AND WE'RE GOING TO WRITE DOWN
OUR VIRTUAL CHALLENGE AND I'LL
PUT IT UP ON THE SCREEN FOR YOU.
GET YOUR PAPER HANDY, GET
YOUR AGENDA OUT, AND LET'S
COPY DOWN OUR HOMEWORK.
THEN I'M GOING TO TELL YOU
A LITTLE BIT ABOUT HOW
IT'S GOING TO BE MARKED.

The caption changes to “How does the author establish character? Virtual Challenge. Create a book burger. 3D or on paper.”

She continues SO THERE IT IS, THE
VIRTUAL CHALLENGE.
NOW, IF YOU DIDN'T GET THAT
COPIED DOWN, I'M SORRY, WE'RE
ALMOST OUT OF TIME, BUT WHAT
YOU CAN DO IS YOU CAN PERHAPS
GET THAT FROM A FRIEND
A LITTLE BIT LATER.

She shows a piece of paper with a line that reads “R, 1, 2, 3, 4.”

She continues NOW, WE ARE JUST GOING TO
QUICKLY LOOK AT OUR RUBRIC
SCALE FOR ASSESSMENT.
AND WE ARE LOOKING AT
HOPEFULLY WANTING TO ALWAYS
GET INTO THE FOUR
CATEGORY, LEVEL FOUR.
THREE MEANS YOU'VE
DONE A FABULOUS JOB.
IT'S VERY, VERY GOOD, AND
YOU'VE DONE ALL THE THINGS
THAT WERE ASKED ON THE
ASSIGNMENT AND YOU
HAVE DONE IT WELL.
BUT IF YOU WANT TO GATHER UP
A FOUR, THEN YOU ARE REALLY
LOOKING AT THE
SUPERSTAR RANGE.
NOW, I'LL JUST SHOW YOU A RUBRIC
SCALE FOR THE BOOK BURGER.
IF YOUR TEACHER DECIDED TO
ACTUALLY GIVE YOU A LEVEL FOR
EACH ONE OF THE PARTS OF YOUR
BURGER, YOU WOULD BE AIMING
FOR TRYING TO GET A
SUPERSTAR IN ALL OF THEM.
SO THAT WOULD MEAN FOUR TIMES
SEVEN PIECES IN THE BURGER
WOULD GIVE YOU A
TOTAL OF 28 POINTS.
AND IF YOU DID SOMETHING
REALLY, REALLY SPECIAL,
THEN YOU WOULD BE ABLE TO
GATHER UP A BONUS, TOO.
NOW, I'M JUST GOING TO
QUICKLY PUT UP MY FAX NUMBER.
AND LOOKING AT SOME OF THE
THINGS I'LL BE ANXIOUS TO GET
BACK FROM YOU.

A blue paper reads “Fax: 416-484-2609 c/o Missus Usher-Jones. Book burger! Writing prompt?”

She continues FIRST OF ALL, ONCE YOU HAVE A
BOOK BURGER, PLEASE SEND IT
IN, OR EVEN A PICTURE OF IT OR
A DISPLAY FROM YOUR CLASSROOM
WOULD BE GREAT.
AND IF YOU DO SOMETHING WITH
THE WRITING PROMPT, AND JUST
EVEN YOU WANT TO SHOW IN THE
LIST AND FAX IT INTO ME,
THERE'S MY FAX NUMBER:
MAKE SURE WE GET THOSE.
NOW, JUST BEFORE I SIGN OFF, I
THINK, IF I HAVE ANY STUDENTS
THAT HAD ANY OTHER QUESTIONS,
I KNOW WE DIDN'T GET
EVERYONE'S ANSWERED, I WILL BE
HERE IN THE STUDIO, AND I'LL
BE VERY HAPPY BEFORE YOU LOG
OFF TO ANSWER ANY OF YOUR
QUESTIONS, WE
CAN TAKE THEM IN.
OKAY?
OKAY, GREAT, WE HAVE A
CALLER HERE FROM OSBORNE.
HI.

Cory says HELLO.

She says HI, WHAT'S YOUR NAME?

Cory says CORY.

She says HI, CORY.
CORY, DID YOU HAVE A QUESTION?
SOMETHING YOU WANT TO ASK ME?

Cory says FOR THE BOOK BURGER, WE
READ ANY BOOK WE WANT,
AND THEN WE DO IT?

She says SURE.
HAVE YOU READ A LOT
OF BOOKS THIS YEAR?
WHAT KIND OF BOOKS
HAVE YOU READ?
HOW MANY?

Cory says QUITE A FEW.

She says MAYBE YOUR TEACHER WANTS
EVERYONE TO DO THE LAST BOOK
THAT YOU READ.
MAYBE IF YOU READ A BOOK IN
THE MONTH OF APRIL, OR MAYBE
IT CAN BE ANY BOOK THIS YEAR.
BUT THE BOOK BURGER IS A
VERY FOCUSSED BOOK REPORT.
IT HAS TO BE ON A NOVEL.
IT CAN BE A FICTION OR
NONFICTION, BUT IT HAS TO
BE ONE THAT HAS A STORY.
YOU COULD ALWAYS DO A
BIOGRAPHY BECAUSE THAT IS
STILL A STORY OF A PERSON,
BUT IT WOULDN'T BE
AN INFORMATION BOOK.
THAT WOULD BE THE ONLY THING
YOU'D HAVE TO BE CAREFUL OF.

Cory says OKAY.

She says OKAY, SO HAVE FUN WITH IT.
GOOD, OKAY, GREAT.
ANOTHER CALL FROM
OSBORNE CENTRE.

Holly says HELLO?

She says HI.
WHAT'S YOUR NAME?

Holly says HOLLY.

She says OH, HI HOLLY.
DID YOU HAVE A QUESTION?

Holly says YEAH.
WHEN YOU DO YOUR BOOK BURGER,
DO YOU HAVE TO HAVE ALL THE
FILLINGS IN THE RIGHT ORDER?

She says NO, IT WOULDN'T MATTER.
IT JUST DEPENDS WHEN YOU PUT
YOUR BURGER TOGETHER, USUALLY
I PUT MY MEAT JUST ON THE
BOTTOM BUN, BUT IT WOULDN'T
MATTER WHAT ORDER THEY
WERE IN, FOR SURE.
MAYBE YOU DON'T WANT TO
PUT YOUR MUSTARD ON TOP
OF YOUR LETTUCE.
THAT'S REALLY A PERSONAL
DECISION ON YOUR PART.
OKAY, ARE YOU EXCITED
ABOUT THE PROJECT?

Holly says YEAH.

She says OH, GREAT.
HOPE I CAN SEE ONE
YOU'VE DONE, HOLLY.
THANKS FOR CALLING.
OKAY, WE HAVE ELGIN AVENUE.

Crystal says HELLO?

She says HI, WHO IS THIS?

Crystal says CRYSTAL.

She says OH, HI, CRYSTAL.
YOU HAD A QUESTION?

Crystal says YEAH.
DOES IT HAVE TO
BE A FAIRY TALE?

She says NO.
GOOD QUESTION.
THE REASON I WAS DOING THE
FAIRY TALE WAS I WANTED TO
TEACH YOU A LITTLE BIT ABOUT
PLOT WITH A STORY WE ALL KNEW
SOMETHING ABOUT.
BUT THE BOOK BURGER CAN BE
ON ANY BOOK YOU'VE READ
THIS YEAR.
WHAT GRADE ARE YOU IN?

Crystal says SEVEN.

She says SEVEN.
SO YOU'VE PROBABLY READ
SOME PRETTY GOOD NOVELS.
HAVE YOU?

Crystal says NO.

She says YOU HAVEN'T?
HAVE YOU READ ONE NOVEL?

Crystal says YEAH.

She says WHAT WAS THAT?

Crystal says 1812.

She says OKAY, OKAY, DOES IT
HAVE A GOOD STORY?

Crystal says YEAH.

She says GOOD.
THAT WOULD BE PERFECT TO DO.
OKAY, HAVE FUN WITH IT.
BYE.
OKAY, OSBORNE, WHO IS THERE?

Adam says HELLO?

She says HI, WHO IS THERE?

Adam says THIS IS ADAM.

She says OH, HI, ADAM, HOW ARE YOU?
DO YOU HAVE A QUESTION?

Adam says YEAH.
I WAS WONDERING IF WE ALL
HAVE TO READ THE SAME BOOK?

She says NO, NO.
THAT'S A GOOD
QUESTION, ACTUALLY.
MAYBE YOUR TEACHER WOULD LIKE
YOU TO ALL DO IT ON A BOOK.
MAYBE YOU'VE ALL RECENTLY
STUDIED A NOVEL.
WHAT GRADE ARE YOU?

Adam says SIX.

She says OH, YOU'RE IN GRADE SIX.
IT'S REALLY UP TO YOUR TEACHER
BECAUSE IT IS REALLY HER
PROJECT IN THE CLASSROOM.
USUALLY, WHEN I DO IT, I DO
IT ON A BOOK THAT THE KIDS,
THEIR OWN CHOICE OF BOOK
THEY'VE READ FOR THEIR SILENT
READING IN CLASS.
BUT IT WOULD ALSO BE GOOD, OR
THE TEACHER, IF SHE WANTED TO
GO STEP BY STEP, IF YOU'VE
ALL READ THE SAME BOOK.
THAT WOULD BE A REALLY GOOD
TEACHING LESSON FOR THE TEACHER.
SO YOU'LL HAVE TO SPEAK TO
YOUR TEACHER, AND ASK HIM OR
HER WHAT THEY WANT
YOU TO DO WITH IT.
OKAY?

Adam says OKAY.

She says GREAT.
THANKS FOR CALLING.
BYE.
OKAY.
WE HAVE A CALLER
FROM COLLEGE AVENUE.

Lindsay says HELLO.

She says HI.
WHO IS THIS?

Lindsay says LINDSAY.

She says HI, HOW ARE YOU LINDSAY?

Lindsay says GOOD.

She says YOU HAVE A QUESTION?

Lindsay says YEAH.
HOW MANY THINGS HAVE TO
BE INSIDE THE BURGER?

She says WELL, THERE ARE SEVEN
THINGS INSIDE THE BURGER.
AND I'LL JUST GO BACK AND
LET YOU TAKE A LOOK AT IT.
HERE WE HAVE:

She grabs the rubric scale sheet of paper and reads out loud “Top bun, tomato, big cheese, mustard, lettuce, meat, bottom bun.”

She continues BUT I'LL SHOW YOU SOMETHING
REALLY INTERESTING.
I'M GLAD YOU ASKED
THIS QUESTION.
ONE OF MY STUDENTS, JUST COVER
THIS SO I DON'T SPOIL IT.
THIS IS ONE DONE BY MEGAN.
AND SHE INCLUDED WAY MORE.
THAT'S WHY SHE'D BE SORT OF
IN THE SUPERSTAR CATEGORY.
DO YOU KNOW WHAT WE CALL THIS?
WHAT HAS SHE MADE?

Lindsay says SHE MADE LIKE AN
ENTREE TO GO INSIDE IT.

She says SURE.
SO IF YOU OPEN IT UP,
SHE'S GOT LOTS OF THINGS
THAT ARE IN THERE.
SO SHE INCLUDED
THINGS I HADN'T.
SHE INCLUDED THE ONIONS
BECAUSE SHE DIDN'T LIKE
MUSTARD, THIS IS A GOOD ONE.
SHE DIDN'T LIKE MUSTARD AT
ALL, BUT SHE KNEW SHE HAD TO
INCLUDE THE SETTING, SO WHAT
SHE DID IS SHE PUT THE MUSTARD
ON THE SIDE, AND SHE ALSO
MADE SOME PICKLES AND THINGS.
HERS IS A LITTLE DIFFERENT.
I THINK SHE ACTUALLY
MADE THIS OUT OF PLASTER
OF PARIS OR SOMETHING.
SO IF YOU WANT TO DO A
REALLY FUN 3-D ONE, LINDSAY,
THERE'S LOTS OF THINGS
YOU CAN DO WITH IT.
SEVEN IS THE MINIMUM, TO
ANSWER YOUR QUESTION,
BUT YOU CAN DO WAY MORE.

Lindsay says OKAY.

She says OKAY?
THANKS FOR CALLING.

Lindsay says OKAY, BYE.

She says BYE.
OKAY, WE HAVE ANOTHER CALLER.
Smiling, she continues MY GOODNESS, OH, THIS
IS SO FUN FOR ME.
OKAY, OSBORNE.

Justin says HELLO.

She says HI, WHO DO I
HAVE ON THE LINE?

Justin says JUSTIN.

She says OH, HI, JUSTIN.
DO YOU HAVE A QUESTION?

Justin says YEAH, I GOT TWO QUESTIONS.

She says OKAY.
NUMBER ONE?

Justin says DO YOU HAVE TO USE THOSE
THINGS, CONDIMENTS
ON THE BURGER?

She says WHAT DO YOU MEAN?
DO YOU HAVE TO PUT
A MUSTARD ON IT?

Justin says YEAH, INSTEAD OF MUSTARD, CAN
YOU PUT KETCHUP OR SOMETHING?

She says OH, SURE.
THAT'S A GREAT IDEA.
I JUST USED MUSTARD BECAUSE
THESE ARE THINGS I LIKE
ON MY HAMBURGER.
BUT YOU COULD EASILY CHANGE
THAT FOR KETCHUP OR RELISH OR
SOMETHING THAT YOU'D PREFER.
OR MAYBE YOU LIKE RED ONIONS,
AND YOU WANT THE RED ONIONS
TO BE THE SETTING.
IT DOESN'T REALLY MATTER.
SO YOU CAN JUST
HAVE FUN WITH IT.
BUT YOU HAVE TO HAVE ALL
THE ELEMENTS OF THE STORY
THAT WE TALKED ABOUT.

Justin says OKAY, MY SECOND QUESTION IS
CAN IT BE LIKE A HORROR STORY?

She says SURE.
HAS IT GOES A GOOD STORY?

Justin says OKAY.

She says YEAH, SURE.
AS LONG AS IT HAS A
STORY, THEN IT WILL
BE A GREAT BOOK BURGER.
OKAY, BYE, THANKS
FOR CALLING.
BOY, THIS IS BUSY.
OH, EXCELLENT.
HI, ARE YOU THERE?

Patrick says YEAH, I'M HERE.

She says OKAY, WHO ARE YOU?

Patrick says THIS IS PATRICK.

She says OH, HI, PATRICK.
WHAT WAS YOUR QUESTION?

Patrick says I WAS JUST WONDERING IF YOU
KNEW ANY GOOD BOOKS THAT WOULD
BE AVAILABLE FOR KIDS OUR
AGE WHO ARE IN GRADE SEVEN?

She says SURE, SURE.
FOR A BOOK BURGER, OR JUST
GOOD BOOKS THAT WE HAVE DONE?

Patrick says JUST A GOOD BOOK
FOR A BOOK REPORT.

She says OKAY.
THESE ARE GRADE
SEVENS THAT ARE HERE.
THE ONE MEGAN DID ON THE
SCREEN THIS MORNING WAS
CALLED
THE FREAK.
AND THAT WAS A
FABULOUS BOOK SHE DID.
SHE REALLY ENJOYED IT, AND DID
A WONDERFUL BOOK BURGER ON IT.
ARIELA DID ONE,
HERS WAS CALLED
THE FACE
ON THE MILK CARTON.
HAVE YOU HEARD OF
THAT STORY BEFORE?

Patrick says YEAH.

She says OKAY, SO THAT
WAS A GOOD ONE.
THE ONE CHRIS DID, THIS
IS A GOOD ONE, TOO.
HIS WAS CALLED
EYEBALLS
FOR A MIDNIGHT SNACK.
DO YOU KNOW THAT ONE?

Patrick says NO.

She says THAT MIGHT BE
A GOOD ONE, TOO.
THESE ARE ONES THAT
THE KIDS SELECTED.
NOW, THERE ARE LOTS OF BOOKS
THAT I DO IN MY GRADE SEVEN
ENGLISH CLASS THAT WOULD
BE A GOOD ONE, TOO.
FOR EXAMPLE, WE READ A
BOOK TOGETHER CALLED
CALL IT COURAGE.
AND EVERYONE REALLY
LIKED THAT ONE.
OR ANY OF THE MONICA HUGHES
BOOKS WOULD BE GREAT.

Patrick says I HAVE ANOTHER QUESTION.

She says SURE.

Patrick says DO YOU HAVE ANY MORE
OF THE BOOK REPORTS
THAT YOU CAN SHOW US?

She says YOU KNOW, GOOD
FOR YOU, YES I DO.
I HAVE ONE MORE.
THEY ARE PRETTY GOOD, EH?

Patrick says YEAH.

She says OKAY.
HERE'S ONE, AND THIS ONE IS
DONE -- THIS WAS SHERRY.
SHE'D BE SO HAPPY THAT
SOMEONE WANTED ME TO CALL
HERS UP ON THE SCREEN.
I PROMISED THEM I'D
TAKE THEM BACK, THOUGH.
SHE DID ALL OF HERS IN FELT.
SHE STUFFED IT AND HAS
SEWN AROUND IT AND SO ON.
AND YOU CAN SEE SHE'S
GOT, HERE'S HER TOMATO.
AND THIS ONE SHE DIDN'T STUFF
AND SEW LIKE ARIELA DID,
BUT SHE ACTUALLY TOOK THE
TOMATO, AND SHE ACTUALLY
PUT IT IN WEDGES.
SO THIS MAKES IT EASY TO DO
THE ASSIGNMENT WHERE YOU JUST
PUT THE NAME OF THE
CHARACTER'S NAME AND THE ONE
NOTABLE CHARACTERISTIC.
SO FOR EXAMPLE, SHE'S GOT
MACK, SNEAKY, INTELLIGENT.
OKAY?
HERE WE HAVE THE SETTING.
IT JUST LOOKS LIKE
A SPLOT OF MUSTARD.
AND SHE'S GOT A PIECE OF
PAPER, AND THEN SHE'S GOT
ACTUALLY HER
DESCRIPTIONS ABOVE THAT.
AND SHE'S JUST GLUED
THOSE ONTO THE FELT.
HERE'S THE LETTUCE,
AND THE BIG CHEESE.
AND SHE'S GOT A VERY PUFFY
MEAT, WHICH IS HER PLOT
SUMMARY, AND THEN SHE'S GOT
THE MATCHING BUN TO GO WITH.
THAT'S THE ONLY
OTHER ONE I BROUGHT.
ANYWAY, THEY'RE GREAT.
I'M SURE YOU'LL DO
A GOOD JOB, TOO.

Patrick says MY TEACHER WANTED TO SAY
THAT THEY'RE REALLY GOOD.

She says AW, THANK YOU.
THANK YOU.
THANKS FOR
CALLING, BYE.
HI, DO WE HAVE
ANOTHER CALLER?
OKAY, GREAT.
WHO IS THERE?

Julie says JULIE.

She says HI, JULIE.
WHAT GRADE ARE YOU IN?

Julie says SIX.

She says OKAY.
SO WHAT WAS YOUR
QUESTION, JULIE?

Julie says HOW DID YOU LEARN
TO DO BOOK BURGERS?

She says A FEW YEARS AGO, MAYBE FIVE
YEARS AGO, SOMEONE SORT OF
PASSED ON AN IDEA TO ME, AND
I JUST SORT OF DEVELOPED IT.
AND EVERY YEAR, WE DO
THE UJ BURGER IN MY
GRADE SEVEN CLASSES.
AND MAYBE I'LL JUST SHOW
YOU, SINCE YOU SEEM TO BE
SO INTERESTED IN THEM.
I'LL SHOW YOU A LITTLE PICTURE
OF WHAT THE KIDS DID WITH THE
BURGERS THIS YEAR.
THIS IS BEFORE THEY
FINISHED THE DISPLAY.
WHY DON'T I JUST SHOW YOU WHAT
THEY DID TO DISPLAY THEM, OKAY?
AND THIS MIGHT GIVE YOU AND
YOUR TEACHERS SOME IDEAS ABOUT
WHAT YOU CAN DO
IN YOUR CLASSROOM.
SO I'LL JUST PUT THIS DOWN.
NOW, THE KIDS MADE
SORT OF A DRIVE-THRU.

She shows a picture of a table with the kids ‘creations on it and a sign on the wall that reads “Books reporting!”

She continues AND WHAT THEY DID IS, YOU
CAN SEE ON THIS PART OF THE
PICTURE, THEY JUST THREW SOME
TABLES TOGETHER, AND THEY
MADE THIS THE COOKING AREA.
SO THEY HAD ALL THEIR UJ
BURGERS, AND YOU CAN SEE
THE BLACK STRIPS HERE.
WHAT THEY DID IS THEY PUT
THEIR BURGERS ON THE GRILL.
THEN, AT THE FRONT HERE,
YOU CAN'T SEE IT VERY WELL,
HERE'S ANOTHER PICTURE MAYBE
YOU CAN SEE IT MORE CLEARLY.
THEY JUST TOOK CORRUGATED
CARDBOARD, AND THEY PUT UJ,
AND WHAT THEY DID WAS
MADE A DRIVE-THRU.
SO KIDS WOULD COME IN AND
BORROW BURGERS, TAKE THEM BACK
TO THE WINDOW AFTER
SILENT READING.
AND THE KIDS, WHAT THEY WOULD
DO IS READ EACH OTHER'S
DURING SILENT READING TIME,
TAKE SOMEBODY'S BURGER OFF THE
SHELF, SIT DOWN WITH IT,
READ IT, TAKE IT APART,
AND THEY REALLY ENJOYED IT.
SO AS WELL AS FUN TO MAKE IT,
IT'S REALLY FUN TO READ
OTHER BURGERS.
SO MAYBE YOU IN YOUR CLASS,
YOU CAN THINK OF SOME NEAT
THINGS TO DO WITH ALL THE
BURGERS THAT YOU HAD.
OKAY?
THANKS FOR CALLING, BYE.
OKAY, HELLO, JACK MINOR.
OKAY, GOODNESS,
THIS IS GREAT.
SO MANY PEOPLE WITH
SO MANY QUESTIONS.
DURING THE LESSON, I COULD
HARDLY GET TO ALL OF YOU.
BUT I'M SO GLAD YOU'VE
ALL STAYED WITH ME,
AND WE CAN ANSWER THEM.
OKAY, JACK MINOR?

Jessica says HELLO.

She says WHO'S THERE?

Jessica says JESSICA.

She says HI, JESSICA.
WHAT WAS YOUR QUESTION?

Jessica says CAN YOU MAKE IT INTO A
PIZZA INSTEAD OF A BURGER?

She says THERE'S A REALLY GOOD IDEA.
MAYBE YOU DON'T LIKE BURGERS.
HOW WOULD YOU DO THAT?
WHATEVER YOU DO, I JUST LOVE
KIDS THAT HAVE THEIR OWN IDEA.
SO AS LONG AS YOU CAN TAKE
WHAT'S ON MY ASSIGNMENT WHAT
THE ELEMENTS OF THE STORY ARE,
SO YOU MIGHT TURN A PEPPERONI
INTO THE SETTING, OR YOU
MIGHT HAVE MUSHROOMS
AS SOMETHING ELSE.
MAYBE YOU COULD
PLAY WITH THAT IDEA.

Jessica says OKAY.

She says MAKE A PLAN, AND JUST MAKE
SURE YOU CAN USE ALL THE
ELEMENTS OF THE NOVEL THAT YOU
NEED TO HAVE ON THE ASSIGNMENT.

Jessica says OKAY.

She says HAVE FUN WITH THAT.
BYE.
OKAY, OKAY, JACK
MINOR, ARE YOU THERE?

Jason says YEAH.

She says HI, WHO IS THIS?

Jason says JASON.

She says HI, JASON.
WHAT WAS YOUR QUESTION?

Jason says HOW DID YOU GET THE
IDEA OF THE BURGER?

Jason says SOMEONE ELSE JUST ASKED THAT.
IT'S AN INTERESTING ONE.
I DON'T KNOW, A TEACHER AND I
WERE JUST TALKING ABOUT IT
ONE DAY, AND WE JUST SORT OF
PLAYED WITH IT, AND CAME UP
WITH IT, AND I'VE BEEN
USING IT EVER SINCE.
YOU CAN DO OTHER
THINGS WITH IT.
THERE WAS SOMEONE ON THE PHONE
JUST NOW THAT TALKED ABOUT
MAKING IT INTO A PIZZA OR,
YOU KNOW, WHO KNOWS, YOU COULD
MAKE IT INTO A HOT DOG OR
SUBMARINE SANDWICH, I GUESS.

Jason says I WAS JUST IN THE WASHROOM.

She says OH, WERE YOU?
OH, OKAY.
WELL, THANKS FOR CALLING IN.

Jason says BYE.

She says OKAY.
I'LL TAKE ONE MORE CALL, THEN
I'LL SET YOU OFF ON YOUR WAY
TO GET PLANNING YOUR PROJECT
ON THE MOST RECENT BOOK,
OR A BOOK THAT YOU'VE
READ THIS YEAR.
OKAY, HELLO, ARE YOU THERE?

Jackie says HELLO.

She says HI, ARE YOU THERE?

Jackie says YEAH.

She says GREAT.
WHO'S THERE?

Jackie says JACKIE MARSHALL.

She says HI, JACKIE.
DID YOU HAVE A QUESTION?

Jackie says YEAH, WHEN IS THIS DUE FOR?

She says WELL, YOUR TEACHER
CAN SET THE DUE DATE.
AS SOON AS YOU HAVE SOMETHING
THAT YOU CAN SEND IN TO ME,
I'D BE VERY HAPPY
TO SEE YOURS.
YOU'LL HAVE TO DECIDE THAT
WITH YOUR TEACHER WHEN SHE
WOULD LIKE TO HAVE IT DONE.
I'D GIVE YOURSELF MAYBE A WEEK
IN CASE YOU HAVE TO BUY SOME
SUPPLIES TO MAKE IT 3-D.
DOES THAT SEEM LIKE YOU'D BE
ABLE TO DO THAT IN A WEEK?

Jackie says YEAH, PROBABLY.

She says MAYBE YOU COULD GET GOING
ON IT OVER THE WEEKEND.
THAT WOULD BE GREAT.
OKAY, THANKS FOR CALLING IN.

Jackie says YEAH, BYE.

She says BYE.
SORRY, THAT'S ALL
THE TIME WE HAVE.
I JUST LOVE TALKING TO SO MANY
OF YOU, AND YOU CERTAINLY ARE
A VERY ALIVE GROUP.
YOU HAD LOTS OF QUESTIONS,
AND LOTS OF GREAT IDEAS.
AND WE'LL LOOK FORWARD TO
SEEING YOU NEXT FRIDAY.
SO BYE FOR NOW.

The caption changes to “Please remember to log off! Pick up handset. Press pound 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Student Session 1B