And the episode is told Fox simple past time stories … that allows this little boy to give a little boost to the reality to present his dad in all its glory. Is not pure Pagnol? In a different vein, it seems to me, here is the text of Cathy: Mother and father clumsy Family.

There once was a family that was awkward. One day, they left together in a forest and there was a mud floor and Mary, the little girl walked in. And one day, 101 children disappeared. The mother looked in the garbage everywhere.

I’ll give you the names: Marie Claude. They were called the 101 Dalmatians. The villagers were afraid. Cathy (7 years) What to do with this incoherent text, yet for the newspaper?

This little girl walking in the mud … Is what it is “no chance”? Do the contrary, it is a way to force his destiny, as is the popular interpretation of it not awkward? And why “awkward family”? We talked about it at the time of development, and Cathy did not know.

Perhaps she thought that “awkward” means something like “unlucky” … It is certainly the explanation that we have proposed and we have accepted. On the draft, we can see that the first title was “Mother and father.” Interestingly, this change of title! At first glance, “awkward family” followed by “once upon a time” seems more neutral, more impersonal as “Mother and Father” and therefore less risky for the author. Can not exactly know what made him change his mind.

And why the mother she seeks her first child in a garbage word is crossed out and replaced by “everywhere”? Why would they have gone in the trash, where we usually throw the waste? Does “child” would mean “waste” for Cathy? Does not she would consider, too, as a kind of waste?

For another child, this question probably not come to mind. If I pose for Cathy, perhaps it is because of his behavior quite difficult to bear by the class and especially by his team, and Thomas, 9, and summarized at a meeting of heads of team: “she wants all the time that we love, but it is just the opposite!” But if I go through with my questions, I am obliged to ask me if I do not like, too, send it to the trash so it annoys me!

At the time of development, the “101 Dalmatians” were replaced by the only Mary who will disappear and be found by her mother who “was happy”. All changes have been proposals of the group of children or Cathy itself, which, anyway, the last word. And here is the text that David presented in January. New student CM1, redoubling is his fifth day of class with us.

The story of a monster PAPA There is a gentleman dad who fixes cars. One day he repairs the car of Mr. Dupont. Mr. Smith put his car in the garage. This gentleman dad called Nicolas. He repairs the car. A crane breaking the car to go to the pound but the crane dropped the car she fell on Nicolas. When we lifted the car, he had torn the head and arm and a lot of blood. They left the body. The next morning it was gone. They looked everywhere, the police.

They found a gun and a prick and blood and a black muffler. Where Nicolas is dead, nothing left. They think the monster (the thief) will devour it a little further. It has a black house.

There are many free and on the way home, it drips with blood. The police entered the house, it smells eat. They only see the shadow of the monster is eating. The policeman said good appetite. The monster turned: there is blood on your teeth, it’s a vampire, he is eating the head of Nicolas.

David (10 1/2 years) should have been able to film the multiple reactions of the group during the reading of this text, reactions that led to a kind of enormous laughter mingled with cries of horror. “This is the most beautiful text of this school!” exclaims Vincent (now in its fifth year in this class, single class yet there are few). Comments are many. All the boys love the text, girls are more reserved.

But the text is elected (words scratched by the author are obviously not known to listeners). The work on the texts Beyond words, the reception of the group may be located also in the ritual work, too, following the choice of texts: the text being read on the monster, he was put in point per class, typed on the computer, stencil illustrated by a small team with the participation of David that particularly ensured that all the drops of blood are well colored red.

I chose a phrase that was used, as always, to a grammatical work of observation and research on the language the following week. And the same with every elected text. At the option of following texts, David presents “Funny Mother” unelected text: a mother gets up at night, stepping on a nail, tumbles the stairs, and after a few mishaps in the same style, eventually devoured his garden by a lion who was passing by. The ritual of choosing texts that we can talk about a few minutes.

Kyra remark: “Well, you, you have something with the blood and eat with!” What more can be said ? The development of the texts is often difficult: it is an aerobatic exercise which attempts to reconcile the language code with the thought of the author. Beyond the work of writing, other items I consider essential: – the echo of the group: Cathy, Peter and David were able to read their text to the class, who listened to them and referred them that she heard and the questions it raises: – “? why is it awkward family – It’s not polite to write the mud”, where diving in dictionaries and substituting “dung”: some there were anxious! “You want it to be true – not Understandably the beginning.” – cooperative work: The group responsible for the development (we do this work by half a class with children who have almost the same level of writing), did his best to help the author to make his text more accurate or more consistent.

This is a “with” the author. Each idea submitted to him, he accepts or refuses. We really look together. – a ritual that protects: In these moments of collective work, the author is necessarily valued. Each child can experience college homework help sites
this from time to time (if written). The ritual, this approach, regular and identical for all, protects the author and his word.

Because it is not easy to explain, even in a class where there are laws. And the class can never know if, by his text, the author tells us something important or not. Does he know only himself? – the emergence of the unconscious in the class: Maybe there he has an unconscious communication unconscious at the time of presentation of texts.

Teachers, we have not been trained to consider the unconscious. It exists and is present in the classroom. The attitude of adults We are in as teachers, we listen and we hear what the group refers to the author. We are also there as a person: what we hear will thrill any particular personal chord, move us, maybe even wake up old pain. It’s not just students who transfer.

All this belongs to us. However, as an adult, we have, in the classroom, a special place because we know more, we have more experience than the children, but also because we have access to their drafts. Now we can see in these raw texts how the draft is something intimate.

Of course, I do not “see” what ever is barred: usually, I’m also a rather superficial reading of the texts of drafts: 27 Writers in Cycle III, it fortunately does not encourage voyeurism … because it could be that. I think we need to be extremely delicate in this business. The Freinet and its institutional dimension effectively allow the free expression of children and promote the living speech of the subject in the classroom.