African Stories & Culture
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The document outlines the tasks for a lesson on Chimamanda Adichie's talk "The Danger of a Single Story". Students will determine the difference between surface and deep culture, take notes on four stories, and write a paragraph explaining one story and connecting it to their own culture. The goal is for students to understand how hearing only a single story about a person or culture can lead to misunderstanding.
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The Danger of a Single Story
1) The document discusses surface culture vs deep culture and has students watch and analyze the TED talk "The Danger of a Single Story" by Chimamanda Adichie.
2) In the talk, Adichie discusses the problem with stereotypes that come from only knowing a single story about a person or place.
3) She argues that single stories promote an incomplete view and can make other cultures seem like one, simple thing rather than recognizing diversity and complexity.
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Chimamanda Adichie gave a TED talk warning of the dangers of having a single story about other people and cultures. She discussed how easily stereotypes can form from only hearing one perspective, and emphasized the importance of seeking out and learning multiple stories from diverse voices to gain a more complete picture and avoid misrepresentation.
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1) The document discusses surface culture vs deep culture and has students watch and analyze the TED talk "The Danger of a Single Story" by Chimamanda Adichie.
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Chimamanda Adichie gave a TED talk warning of the dangers of having a single story about other people and cultures. She discussed how easily stereotypes can form from only hearing one perspective, and emphasized the importance of seeking out and learning multiple stories from diverse voices to gain a more complete picture and avoid misrepresentation.
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After attending Braztesol-Rio 2012 I was asked to present a workshop to my colleagues. I put some ideas together and here it is.
Fostering Creativity in the Sixth Grade at History Education through a Story-...
Students participated in a digital game called 4Scribes to collaboratively create stories set in historical contexts. The game aimed to develop students' historical imagination, creativity, and possibility thinking. Based on pre- and post-game assessments, most students saw history as non-creative before, but reported that collaborating to build fictional stories within historical eras was a novel and engaging experience compared to their normal history lessons. While the stories often strayed from the intended historical context, classroom reflection afterwards helped students critique each other's works and better understand the assignment. The study provides initial evidence that digital games can foster more creative, collaborative approaches to learning history.
DLL_ENGLISH 6_Q1_W9.docx
1. The document provides a daily lesson log for an English class in Grade 6 that covers various learning competencies over the course of a school week, including reading comprehension, grammar, oral reading fluency, and developing good attitudes.
2. The lessons involve evaluating narratives, analyzing characters and settings, composing sentences with correct grammar, reading aloud with proper speed and fluency, and demonstrating politeness and tactfulness.
3. Resources listed include textbooks, additional materials, and videos to support teaching concepts like subject-verb agreement, wildlife conservation, and treating others with respect.
EDU 512: Resource Binder
The document provides a variety of educational resources for teachers, including extra time exercises, small group projects, field trip sites, electronic and print media, fine arts activities, and multicultural concepts that can be used to supplement classroom lessons. It offers summaries and instructions for activities like a synectic box exercise, creative writing prompts, reading obituaries, creating comic strips, literature circles, and storytelling with prop bags. The resources aim to make lessons more engaging for students through games, group work, media sources, art projects, and visits outside the classroom.
Oplag3
1. An eTwinning project on culture and peace between schools became a larger school development project.
2. Key factors in the project's success were having a relevant topic, support from the school headmasters, documentation of activities, and meetings between partner schools.
3. The project involved students exploring human rights, peace, and history through interviews, pen pals, Skype calls, and visits between schools. It provided unexpected benefits like pride in the school and new learning approaches.
Transformative Unit plan presentation
This document outlines a unit plan for teaching students about the French colonization of black communities. The unit will have students analyze media, interpret information, and present a play. Key topics covered include the influence of French culture, perspectives of the black French population, and the role of women. Assessment includes a paper on whether colonization was positive or negative, and presenting a play to the community. The unit aligns with ACTFL standards and incorporates indigenous and feminist pedagogical approaches.
Transmedia toe dipping 2013
This document summarizes Jeni Mawter's transmedia storytelling project "Kiss Kill". It discusses how Mawter collected story fragments and experiences across multiple text types and platforms to tell the story of a teenage boy Mat's abusive relationship. Readers could engage with the story through blogs, music, videos and social media to personalize their experience. The project pushed boundaries and was initially rejected by traditional publishers but was later published digitally. It represents Mawter's pioneering work in digital storytelling and using stories for social issues like youth mental health.
Digitalstorytelling and education: an introduction
This introduces educators to digital storytelling. The first third is class DS, including its history. The second looks into DS through new forms, such as social media and gaming. Part 3 outlines key features of DS for education.
Annualreport slideshow 2015_v12_reducedsize
The MY HERO Project's 2015 Annual Report summarizes their mission, global participation, digital tools and resources, learning circles, gallery, and salon series events from the past year. Millions of teachers and students from around the world take part annually in celebrating local and global heroes through story sharing, art, and community action projects coordinated through online and in-person activities.
Other worlds lessons: ASLA Conference 2011
This powerpoint is a web tour describing the 5 PDF resources written by Lizzie Chase at http://otherworlds.yolasite.com
The lessons integrate Web 2.0 tools into a series of lessons for upper primary and lower secondary English students
Multiculturalism & Cosmopolitanism
This is a powerpoint presentation that I have made for multicultural education. Mechanics of the activities and specific instructions will be shared upon request (joarchival@gmail.com)
Brian kayser classroom spaces, writing, and udl
Rebecca
Email: rkayser@k12albemarle.org
Please feel free to contact us with any
questions!
ENGLISH 2 Lesson 18 swimmy
This document contains a summary of lessons about the children's story "Swimmy" by Leo Lionni. It includes:
1) An overview of the story where the main character Swimmy, a little black fish, escapes from a tuna but feels scared and lonely until he finds other sea creatures.
2) Questions about the characters, plot points, and lessons that could be learned from the story.
3) Details about classroom activities where students will sequence events from the story, act out parts of the story in groups, and discuss the elements and use of words that indicate order of events.
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Blogging to learn june 2014 - and learning to webinar.
Blogging to learn june 2014 - and learning to webinar.
Fostering Creativity in the Sixth Grade at History Education through a Story-...
Fostering Creativity in the Sixth Grade at History Education through a Story-...
Digitalstorytelling and education: an introduction
Digitalstorytelling and education: an introduction
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This document outlines the requirements for a unit assessment project on human-environment interactions. Students must choose one of four topics: deforestation, pollution, fossil fuels vs. renewable energy, or global warming/climate change. The presentation must include a description of the topic, how it relates to human dependence on the environment, three examples of the topic with impacts and sources cited. Optionally, students can take on a challenge by additionally covering a natural disaster linked to human environmental impact, such as hurricanes, floods or wildfires. They must describe the disaster and how it has increased due to human activity.
Climate Change
This document provides an interactive notebook activity on climate change that has students label and take notes on a climate change map. For different regions, they are to summarize one effect of climate change and write it as a note on the map. Regions include Antarctica, Africa, Switzerland, Russia, India, Bangladesh, Tibet, Fiji, and Canada. Example effects included melting ice and glaciers, increased flooding, wildfires, rising temperatures, and sea level rise threatening island nations. Students will then watch videos about the impacts facing Kiribati and discuss related issues.
Effects of climate change
This document outlines an entry task and learning activity for students to research and present on various ways that global warming affects the environment. It divides students into groups that will each focus on one of nine effects of climate change: droughts & wildfires, hurricanes, rainstorms, deadly heat waves, allergies & asthma, infectious diseases, ecosystem shift/species die-off, melting glaciers/early ice thaw, and rising sea levels. The groups will read about their assigned effect, then create and present a newscast answering questions about signs, causes, concerns, and potential related problems and impacted areas.
Global Warming
This document provides information about how to navigate a PowerPoint presentation on global warming. It explains that clicking on underlined words will take the user to different pages or sections within the presentation. It also notes that the "Back" and "Home" buttons can be used to navigate between pages, and images may also be clickable links.
The Greenhouse Effect & Global Warming
The burning of fossil fuels negatively impacts the environment by contributing to the enhanced greenhouse effect and global warming. The document discusses how the greenhouse effect traps heat from the Earth's surface, which would otherwise be around -18 degrees Celsius without this effect. However, increased greenhouse gases from human activities like burning fossil fuels are enhancing this effect and causing average global temperatures to rise. This phenomenon is called global warming. The document instructs students to learn more about these topics by watching videos, completing an activity comparing past and present temperatures, and making posters explaining the process of global warming.
Renewable Energy
The document discusses the difference between renewable and non-renewable energy. It defines renewable energy as energy sources that are constantly replenished, such as biomass, geothermal, hydropower, wind, and solar energy. It provides details on each of the five main renewable energy sources, describing how they work to generate electricity or heat. For solar energy, it explains how solar panels capture energy from the sun to convert it into electricity or heat. For wind energy, it discusses how wind turbines harness the wind's kinetic energy. For water power, it describes how dams store and release water to spin turbines. For geothermal, it explains tapping heat from the Earth's core. For biomass, it covers energy
Non-renewable energy
Energy is the ability to produce change or do work. There are two main types of energy sources: non-renewable and renewable. Non-renewable sources exist in finite quantities and include fossil fuels like coal, oil, and natural gas. Fossil fuels were formed from the remains of ancient plants and animals. While they provide a large amount of energy, their use also causes pollution and greenhouse gas emissions.
Non Renewable Energy
The document discusses different types of energy resources. It defines energy as the ability to produce change or do work. Energy resources are divided into nonrenewable and renewable categories. Nonrenewable resources include fossil fuels like coal, oil, and natural gas. These are formed from the remains of ancient plants and animals. While nonrenewable resources allow for large-scale electricity production cheaply and ease of transport, their main disadvantage is pollution through carbon dioxide and sulfur dioxide emissions, contributing to issues like global warming and acid rain.
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Human pollution, especially plastic waste, is endangering many animal species. The 'Great Pacific Garbage Patch' has accumulated plastic trapped in ocean currents in an area twice the size of France. Plastic is affecting species by being ingested and accumulating in stomachs. Green sea turtles have plastic interfering with nesting and threatening their endangered status. Scientists measure impacts on populations and plastic quantities to study problems and encourage solutions.
Deforestation
This document discusses a lesson plan on deforestation that asks students whether a city or forest is more valuable, and has them explore the causes and effects of deforestation. It involves students graphing their opinions, reviewing key terms, sorting fact cards on whether deforestation is an issue for kids, and writing an essay using facts to argue their stance on the issue.
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The document provides instructions for an assignment asking students to create a poster about deforestation. It lists requirements for the poster including explaining at least 3 causes and 3 effects of deforestation, including 5 facts about why it is important to learn about, and 3 possible solutions to reduce deforestation. Students are also asked to post their completed posters on Google Classroom.
Rainforests - The Amazon Rainforest
This document provides information about rainforests and discusses the threats facing the Amazon Rainforest. It begins with definitions of a rainforest and descriptions of its layers. It notes that rainforests contain over 50% of the world's plant and animal species while taking up less than 7% of the Earth's land. The document then discusses reasons for deforestation of the Amazon Rainforest and states that over the past few decades trees have been cut down for various reasons, putting this important environment in danger.
Natural Resources
Natural resources are materials from the natural environment that are valuable to humans. These include things like water, land, forests, and minerals. Failing to protect natural resources would negatively impact humanity by limiting resources for survival like food, water, shelter and reducing quality of life. Students are tasked with learning about natural resources by reading an article, taking notes, and answering questions to demonstrate their understanding.
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The three key concepts of Human-Environment Interaction (HEI) are:
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The document discusses an introduction to the geography theme of HEI, which stands for Human Environment Interaction. It provides links to rubrics, feedback, and seating arrangements. Students are asked to provide questions and topics they want to learn about regarding HEI. A YouTube video about HEI and a reflection on the 3rd quarter are also mentioned.
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African Stories & Culture
- 1. Entry Task: Explain the “danger of a single story.”
- 2. Objective: •The students will be able to determine the difference between surface culture and deep culture.
- 3. Interactive Notebook: •Date = •Title = The Danger of a Single Story •Page # =
- 5. Writing Task: • Students will respond to the prompt: • Our lives, our culture, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding. Explain what you think this means. Use evidence from the video. How you can apply these ideas to your own life?
- 6. The Danger of a Single Story: •Read the 4 stories posted on the Google Classroom: 1. A String of Dreams 2. A Hopeful Song 3. Shaimaa’s Neighborhood 4. Milly’s Story
- 7. Learning Task: •Read the 4 stories posted on Google Classroom. •Take notes about each story. •Listen to Milly’s story! •https://drive.google.com/file/d/0B4uO4Q-6Kax- X0dGOE40OHFXZzA/view
- 8. Writing Task: •Select one of the stories to focus on. •Write a well- developed paragraph explaining this particular story. Make connections to your own personal story and culture.