EDU 512: Resource Binder

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EDU 512: Resource Binder

  1. 1. resource binderkeith chrismanfall 2012dr. lauren rentfro image: “mandala of enlightenment” http://meathive.deviantart.com/art/Mandala-of-Enlightenment-199614681 1
  2. 2. tableofcontents‣ extra time exercises ‣ small group projects 3-7 28-32‣ content related games ‣ bulletin board themes or fun activities + decorations 8-12 33-37‣ field trip sites ‣ educational paraphernalia 13-17 38-42‣ electronic + print media ‣ real life examples 18-22 43-47‣ fine arts ‣ multicultural concepts 23-27 48-52 2
  3. 3. extratime:synecticbox• a box is drawn with four quadrants• students are asked to name four items within a specific category (animals, things found in the ocean, nouns, etc.)• students are asked to relate a topic from the day’s lesson to each of the items• students are invited to share their sentences after 3-5 minutes Thank you, Dr. Rentfro! 3
  4. 4. extratime:whatstuckwithyou?• students use scratch paper to write a piece of information that stood out during the lesson• responses are collected• instructor uses responses to gauge how effective the lesson was• responses may be used to form a display 4
  5. 5. extratime:finalcountdown• students draw the shape to the right• bottom row: three important things they learned• second row: two questions they have; questions they should expect to have answered• top box: connect this lesson to material previously covered 5
  6. 6. extratime:studentteaching• students volunteer to teach a mini-lesson summarizing one thing they learned during class• the student is referred to as “mr.” or “ms.” and acts as a teacher as he or she recaps the day’s work• if additional time remains, another student is invited to share any additional information that he or she found important 6
  7. 7. extratime:readingobituaries• one minute summations of life serve as short stories and (good ones) feature skillful phrasing, timing, and myriad other techniques.• pre-selected obituaries from several books (the economist book of obituaries, obit: inspiring stories of ordinary people who led extraordinary lives, the dead beat: lost souls, lucky stiffs and the perverse pleasures of obituaries) offer historical perspective resources: http://www.legacy.com/obituaries/sfgate/ http://www.nytimes.com/pages/obituaries/index.html 7
  8. 8. game/funactivity:swatchmelearn• students are given a paint swatch showing three or more colors• the lightest color has a simple word written on it• the student is asked to use a thesaurus or write a more “colorful” word in the remaining colors• this activity doubles as a bulletin board showcase adapted from: http://pinterest.com/pin/545217098608211143/ 8
  9. 9. game/funactivity:creativewritingprompts• as opposed to traditional journal prompts (a sure mainstay in my classroom), creative writing prompts require skills beyond grammar• creative writing prompts may blossom into class discussions and may be shared as peer review exercises resource: http://writingprompts.tumblr.com/ 9
  10. 10. game/funactivity:shakespeareinsultkit • students are given a three column list of words from shakespeare’s palette • students select a word from each category to form an insult • students are asked to describe or define their insult and share adapted from: http://pinterest.com/pin/545217098608074021/ 10
  11. 11. game/funactivity:blackoutpoems• students are given newspapers and are told to create a “found poem” by choosing words on the page• students circle the words they will use and blackout the words they would like to omit• students are invited to share their poems and this assignment doubles as a bulletin board decoration 11
  12. 12. game/funactivity:freerice.com • correct answers earn 10 grains of rice • freerice.com is a vocabulary quiz website dedicated donated to the united nations world food to feeding the hungry worldwide. program 12
  13. 13. fieldtripsite:rialtosquaretheatre• the rialto theatre offers a variety of educational programs at $6 per ticket• a 50% deposit is required in order to reserve seating• programming lasts one hour• a collection of short stories may be read in class before viewing at the rialto with a follow-up assignment noting differences and preferences 13
  14. 14. fieldtripsite:forestpreserve • project learning tree offers 96 interdisciplinary activities for forest preserve field trips • will county forest preserve offers several free educational programs • assignment: write a chapter similar to thoreau’s “sounds” in walden; what do you hear? how does it sound? have you heard it before? does anything sound out of place? try to mention as 501 East Romeo Road many sounds as possible Romeoville, IL 815.886.1467 http://www.reconnectwithnature.org/education/educator-resources 14
  15. 15. fieldtripsite:deyoungfineartsmuseum(virtual)• the san francisco based museum offers multimedia resources to compliment curriculum suggestions on their website• assignment: pick your favorite piece from the gallery. write an essay or poem relating to the artist’s perspective (consider concept, place, time) and influences (background, experiences, place of origin, type of art) and compare the artist’s approach to the last book you read and the photo: http://www.jderuosiphotography.com/bio.html author’s approach. resources: http://deyoung.famsf.org/education/resources-educators-0 http://deyoung.famsf.org/deyoung/collections/multimedia 15
  16. 16. fieldtripsite:publiclibrary• book talks, meeting authors, recommendations from a librarian, encouraging students to learn outside of the classroom• most public libraries offer free educational programs for schools• students may not be familiar with all the resources their library offers• assignment: scavenger hunt requiring students to familiarize themselves with available image: http://www.flickr.com/photos/mishpo/4327612063/ periodicals, audiobooks, cds, software, video games, and reference sources 16
  17. 17. fieldtripsite:visitapublisher• publishers have insightful views on literature• students engage in writing exercises and practice critical reading skills• many publishers offer inexpensive tours + activities ($10 per person in attached resource)• students passionate for language arts see the realities of authorship• assignment: critically review two pieces of literature and choose which piece to publish. consider which piece interests more people and is written in a more engaging fashion resource: http://www.826seattle.org/_assets/uploads/Field-Trip-Guide-Mr.-Geoduck.pdf 17
  18. 18. electronic+printmedia:songify• songify is an app• songify records a monologue and converts a monotone input into a “song” by adjusting tone, tempo, and pitch• great device to aid in memorization as the “songs” can be emailed or posted online• adds a twist to vocabulary, spelling, or summarizing activities 18
  19. 19. electronic+printmedia:thisamericanlife• “this american life” is a radio show/podcast featuring a variety of topics and three-four short stories per episode• #464: “invisible made visible” features unspoken feelings, secret lives, and radio personalities.• well-written stories and twists to a common theme exemplify a variety of literary techniques and storytelling prowess. 19
  20. 20. electronic+printmedia:weaponsofmassinstruction• john taylor gatto’s book is a teaching resource because, as my mother says, “everyone needs a good bad example”• even if all historical aspects of the book are false, an examination of educational practices and questioning a lack of innovation is fruitful for an instructor• the book motivates instructors to shape pedagogy around “producing” rather than “consuming” 20
  21. 21. electronic+printmedia:teded• ed.ted.com is a website offering collaborations between educators and animators• filters allow browsing by subject and tags allow browsing by specific topic• videos range from 2-10 minutes• resource may be used for research or student learning 21
  22. 22. electronic+printmedia:creatingcomicstrips• may be an alternative form of assessment for creative students• may be used as alternatives to summaries or introductory activities resource: http://teachbytes.com/2012/02/29/5-online-comic-creators/ examples: pixton, stripgenerator, toondoo, wittycomics 22
  23. 23. finearts:fleetwoodmac’s“ohwell”• relevant to a unit on naturalism in literature, the song uses objective phrasing and mirrors the view that nature is indifferent to human struggle• naturalists like ralph waldo emerson and henry david thoreau viewed nature as a direct representation of god• the closing stanza of the song sums up both naturalism and naturalist ideology 23
  24. 24. finearts:graphicnovels• graphic novels accompany narrative with sequential artwork• the medium encapsulates “language arts” and may excite recalcitrant students 24
  25. 25. finearts:rock+rollhalloffame• relevant to a unit on naturalism in literature, the song uses objective phrasing and mirrors the view that nature is indifferent to human struggle• naturalists like ralph waldo emerson and henry david thoreau viewed nature as a direct representation of god• the closing stanza of the song sums up both naturalism and naturalist ideology resource: http://rockhall.com/education/resources/lesson-plans/ 25
  26. 26. finearts:haiku• haiku may be used as a tool to distinguish objective/subjective voice, teach brevity, and I eat green apples integrate multiculturalism facing to peonies.• zazen, sumo wrestling, and I will die japanese language easily tie in -masaoka shiki to a haiku lesson collection of haiku resources: http://jguide.stanford.edu/site/haiku_3130.html 26
  27. 27. finearts:alternativesto“catcherintherye”• despite my affinity for j.d. salinger, “catcher in the rye” is beloved by children’s parents and, therefore, “uncool” and unable to strongly impact young readers to the degree instructors would like• “drown” is a collection of short stories focused on a poor dominican-american’s teenage experiences• “black swan green” is narrated by a stuttering 13-year-old finding his way 27
  28. 28. smallgroupproject:gallerywalk• questions are posted • How is Holden’s red around the classroom hunting cap a• the number of groups symbol? What does it corresponds with the represent? How does number of questions it inform or reinforce his character?• each group of students answers • What is symbolic one question at a about The Museum time of Natural History? What does Holden• when each question like about it? has been answered, responses are • Why is Holden’s discussed as a class curiosity about where the ducks go in the winter unexpected? What does it say about him? resource: http://serc.carleton.edu/sp/library/jigsaws/index.html adapted from: http://serc.carleton.edu/sp/library/jigsaws/index.html 28
  29. 29. smallgroupproject:jigsaws• class is divided into • different passages several groups from the same poem• each group works on • passages on the separate, related same topic from assignments different poems• at the completion of • pieces of text with the assignment, different voices groups are divvied up so each member • examples of essays of the new group has (good and bad at least one member examples) of the former groups • vocabulary exercises• the new group is (students teaching given an assignment each other that pulls from each definitions) student’s previous work in order to grasp the entirety of the topic adapted from: http://serc.carleton.edu/sp/library/jigsaws/index.html resource: http://serc.carleton.edu/sp/library/jigsaws/index.html 29
  30. 30. smallgroupproject:literaturecircles • students within the class are reading three different books • each book has two groups of students with roles like: discussion leader passage master referencer/researcher • instructor will have selected texts with similar talking points or themes • excellent activity for a classroom with a wide range in student ability • roles rotate within groups and after small group discussion, whole group discussion begins to identify common themes and twists adapted from experiences in dr. huvaere’s class 30
  31. 31. smallgroupproject:peerediting• groups of three students are formed by instructor• students should be divided so no two students within a group are struggling with the same aspect of their writing (hoping this will allow students to help each other with his/her weaknesses and not compound a problem)• first, the student reads his/her paper aloud to the other two members of the group (this step may be a bit brutal for some students but is easily the most beneficial)• the instructor has provided a list of items to examine within their peer’s papers and must write a response to certain elements of the paper; this response is submitted with the final draft of the essay image: http://drkblog.wordpress.com/2010/10/19/peer-review-of-rough-drafts/ resource: http://www.readwritethink.org/classroom-resources/lesson- plans/peer-edit-with-perfection-786.html 31
  32. 32. smallgroupproject:storybags• groups receive a bag • tasking within the group may include: full of miscellaneous recorder: person responsible for writing items the group’s thoughts creative specialist: person responsible for• students are to create making their group’s story is original, a short story interesting and imaginative incorporating all of the realism specialist: group member is items responsible for making sure the story is realistic (story may take place on another planet but this group member makes sure• the groups share their there is, at least, consistency) story as one person peacekeeper: group member is reads and another responsible for facilitating compromise displays the item(s) between all members of the group and inspiring the scene. keeping the group on track• this is a collaborative approach to creative writing adapted from: http://www.apartmenttherapy.com/rainy-day-boredom-buster-diy-s-160311 32
  33. 33. bulletinboard:curiosityboard• student curiosities and questions asked in class requiring a departure from the lesson are submitted to the “seed box” or envelope under the tree• instructor should allow time at least once a week to address topics from the curiosity board• students may submit inquiries anonymously• instructor may use this board to select guest speakers based on student entries 33
  34. 34. bulletinboard:colorfulwordwall• (see slide 8)• student responses are collected to form a bulletin board display• adding a frame from a resale/ thrift store may make the display/bulletin board a mainstay of the classroom adapted from: http://pinterest.com/pin/545217098608211143/ 34
  35. 35. bulletinboard:shortstoryrental• printed copies of several short stories will be tacked to cork board• a sign-out sheet will be placed nearby and students will have the opportunity to “check out” a short story without asking permission• bulletin board doubles as an extra time resource or replacement activity for students without books• making materials available allows the instructor to engage in a dialogue with students regarding reading outside of the curriculum 35
  36. 36. bulletinboard:famousfiction will smith denzel washington• displaying famous people and their favorite literature may barack inspire students to read outside obama of class• copies of the books/novels or information on how to retrieve the literature should be included on the display resource: http://www.onlinedegreeprograms.com/blog/2010/famous-fiction-50-celebrities-and-their-favorite-books/ 36
  37. 37. bulletinboard:wisewords• a bulletin board illustrating the power of words to inspire and provoke thought “the best way to• the quotes, if rotated weekly, find out if you can may represent an endpoint for logical progression of the unit trust somebody is to trust them.”• students may be asked to pick a couple of the “wise words” -ernest hemingway selections of their choice and submit a short, narrative essay resource: http://tinybuddha.com/wisdom-quotes/ 37
  38. 38. educationalparaphernalia:messageinabottle• instructor brings a message in a bottle to start the day’s lesson• the message should touch on the day’s topic and will be a question written by someone in need of help• students will journal a response to the message in the bottle• this should not be overused in an effort to keep students excited about the activity 38
  39. 39. educationalparaphernalia:redhuntingcap• holden’s cap in “catcher in the rye” is a symbol representing holden’s desire for comfort or acceptance and his desire to stand out from a crowd• a red hunting cap may be a prop for an instructor looking to provoke student examination of symbolism image: http://eleloy.tumblr.com/post/33195139170/phony-doodle 39
  40. 40. educationalparaphernalia:paddywaxdiffusers• the company paddywax offers a “library collection” of scents revolving around classic authors• diffusers may offer a light perfume to the room as students study edgar allen poe or emily dickinson or several others• issues with sensitivity to scent and allergies may make this idea impractical 40
  41. 41. educationalparaphernalia:madrasshirt• students may want to know what a madras shirt is if reading “the outsiders”• the term is mentioned several times and the difference in clothing between greasers and socs is an important aspect of the story image: http://www2.maxwell.syr.edu/plegal/ltgyonk1/morleywq1_files/image003.jpg 41
  42. 42. educationalparaphernalia:popcorn• instructor uses a row of popcorn “I look at it like popcorn. In the first draft, kernels to represent the first draft you lay out the kernels. Theyʼre small of a sentence written on the board and hard. Thatʼs the general direction you want to take. And then you put heat• a hot plate warms up as students to it. Can this sentence be better? Can think of better ways to phrase the this word be better? Can we take an sentence eighty-year-word that has a certain weight and use it in a slightly new way? This part of the sentence is not doing• as the sentence improves, the enough. Instead of one word, weʼll have instructor adjusts the level of the three, or twenty. It becomes an hot plate improvisational thing. Thatʼs when you put the style to it, the• when the sentence has been intellectual heat to it. Thatʼs when it improved to the instructor’s becomes popcorn. Each part of the standards, a serving of popcorn sentence explodes.” may be distributed to students -Touré 42
  43. 43. reallifeexample:film+songlyrics• a large portion of movies are inspired by literature• selecting elements from a passage (like pacing) and allowing students to view a film adaptation may help coursework remain relevant• song lyrics are great resources for illustrating metaphors, similes, and many other literary devices• if possible, use songs popular at the moment 43
  44. 44. reallifeexample:importanceofpunctuation• improper punctuation has consequences• “eats, shoots + leaves” has dramatic selections to share with students• examples: “a woman, without her man, is nothing” “a woman: without her, man is nothing” 44
  45. 45. reallifeexample:storytelling• storytelling is the oral tradition predating literature• using resources such as “snap judgement” (npr podcast) to diagram storytelling and the connection between oral and written language shows literature as a form of entertainment• storytelling works well with narratives and poetry and may provide opportunites for publication in addition to public speaking 45
  46. 46. reallifeexample:fivesenses+sensorylanguage• exposing students to several types of stimulus and asking them to use their vocabulary to describe it to the best of their abilities• a second group of students are asked to draw or define the items described by the first group of students• examples of ideal descriptors are shared 46
  47. 47. reallifeexample:psychology+sociologyconnections• a psych/lit course was my favorite high school course because it connected understanding literature to understanding people• adolescents are very interested in learning about themselves and learning about others is an extension of that interest• psychology and sociology are easily connected to literature and help an instructor connect a novel to an observable reality for students image: www.theispot.com 47
  48. 48. multiculturalconcept:shermanalexie• author of “the absolutely true diary of a part-time indian” illuminates readers to the realities of students growing up on a reservation• this is a population group often ignored by the majority• the book touches on alcoholism, racism, loyalty, education as a choice for self- betterment, and is written from a witty fourteen-year-old’s perspective link: http://en.wikipedia.org/wiki/The_Absolutely_True_Diary_of_a_Part-Time_Indian 48
  49. 49. multiculturalconcept:zoranealehurston• zora neale hurston was a black writer and proponent of segregation• hurston grew up in an incorporated black township (eatonville, florida) and attributes easy access to successful black people all around her to her success and confidence• besides the owner of a controversial view, zora neale hurston’s “their eyes were watching god” is a masterpiece• her short story work is charming, engaging and transitions well into dialogue and storytelling lessons 49
  50. 50. multiculturalconcept:haiku• haiku as a multicultural concept will include a focus on zazen, sumo wrestling, pictorial in the moonlight a worm (katakana and hiragana) silently language drills through a chestnut• in literary terms, the unit will -matsu basho distinguish objective/subjective voice, teach brevity, poetic form and nuance matsu basho database: http://thegreenleaf.co.uk/hp/basho/00bashohaiku.htm 50
  51. 51. multiculturalconcept:aclassdivided• we are all prejudice• prejudice is nothing more than making assessments and assumptions based on appearance• “a class divided” is best learned by viewing the pbs video; recreating the activity has potential for disaster• in a primarily white classroom, the video is a catalyst for reexamination of prejudice and discrimination resource: http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html 51
  52. 52. multiculturalconcept:themandalaproject• a mandala is a circular image representing wholeness (see slide one)• the mandala is linked to hinduism, christianity, tibetan buddhism, and native american art• the creation of a mandala may be applied to a variety of topics within the language arts classroom http://www.mandalaproject.org/What/Index.html• the idea of the mandala project, as described on the web site above, is to make individualized representations of wholeness and combine the individual efforts to create a collective piece of art “whole parts becoming part of a larger whole” 52

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