This document provides a teaching unit plan for analyzing Samuel Beckett's play "Act Without Words" with 5th grade students. The unit aims to encourage students to think about the importance of non-verbal communication through examining a play that focuses on the degradation of language. The plan includes warm-up activities on Beckett's life and the play, working through analyzing a performance of the play, follow-up creative writing, and assessing students formatively and summatively.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Detailed Lesson Plan (Creative Nonfiction) Dramatic WritingAnjenette Columnas
This is my lesson plan #3 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Detailed Lesson Plan (Creative Nonfiction) Dramatic WritingAnjenette Columnas
This is my lesson plan #3 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Abstract
During this Teaching Unit students will be
encouraged to think about the importance of
non-verbal communication in our lives starting
from the analysis of a play written by one of the
most influential representatives of The Theatre
of the Absurd, a literary trend of the second half
of the 20th century focusing on degradation and
destruction of language deprived of its
communicative function.
3. Target and Timing
• Target: 5th grade students of an upper
secondary school specialising in foreign
languages (Liceo linguistico)
• Cefr Level: B2 and above
• Expected Timing: 3 or 4 class periods
4. Specific Learning Objectives
Students will be able to:
• use strategies before, during, and after reading
to aid in the construction and enhancement of
meaning
• respond in discussions and writing about works
of fiction and/or non fiction using personal and
interpretative stances
• identify the key concepts in extended speech
and interpret written texts on a wide range of
topics
• illustrate topics related to different areas of
interest explaining their point of view backing up
their argument describing pros and cons
5. Cross-curricular Objectives
• enhance personal communicative skills
also by means of computers and all
available technologies
• improve cultural awareness and
expression
• increase self-awareness and the ability to
be actively involved in the learning
process (learning to learn)
6. Instructional Objectives
• identify the writing conventions of drama
as a genre, with particular reference to the
Theatre of the Absurd
• evaluate the relevance of the title to the
situation in the play
• explain how the play represents the
absurdity of human existence and the lack
of communication between individuals in
Modern society
• describe how non-verbal communication
can affect our everyday life
7. Procedure
Steps in developing the lessons
WARM UP ACTIVITIES:
1. Internet Scavenger Hunt:
- Ss are asked to research on the net to find
out more information about the author
(Group-work). By the end of the inquiry
Ss are supposed to create a Power Point
presentation or a Digital Mind
Map/Organization Chart to illustrate their
findings to the whole class.
- After the research stage T may propose to
Ss gathered in 2 or 3 teams to play a quiz
like Trivial Pursuit dividing the questions
by topics/categories assigning a reward for
each right answer.
9. Warm up / Pre-reading activities
2. Anticipating the play:
Ss are asked to make predictions about the play
starting from its title:
T write on the board discussion points and divide
students into small groups to discuss these
points for a few minutes
e.g. What do you think is the focus of this play? Do
you think the title is connected with the content
of the play? Can you guess who is the
protagonist? What is the setting?
Ss are asked to discuss these points at first in
groups and then with the whole class with a
spokesman for each group
10. Main Focus
Working on Drama:
• Ss are asked to watch a YouTube video reproducing a performance of Act Without Words
http://www.youtube.com/watch?v=gWGZMFAHu-Q
• Whole Class Discussion:
• After having watched the video and having read some passages taken from the play Ss are asked to talk about
their personal response to the play and to discuss how the author represents time, place and characters.
Suggested questions: Where does the action take place? Describle the main and only character of the play / Make
a list of the objects lowered on the stage / What does whistles signal?
• T might ask Ss to fill in the blanks of a short cloze text about the main features of the play
This play is about ______________________ (a person) who tries to ________________ and/but after
___________________ ends up ________________ because_______________ _______________
_________________.
Suggested solution: This play is about a lonely man who tries to find some comfort but after failing repeatedly
ends up completely alone because life is cruel.
11. Follow-up Activity
• Creative Writing:
• Since Act Without Words is a mime Ss
divided into small groups are asked to
write a script for this play including
dialogue and adding characters to the
cast. In order to accomplish this task Ss
should also produce a storyboard of some
scenes including cartoon bubbles and
headings. By the completion of the project
each group is supposed to illustrate it to
the whole class.
12. Further Activities
• Ss are asked to consider the importance
of non-verbal communication relating it to
their everyday behaviour, evaluating how
cultural differences in appropriate body
language can cause discomfort or
misunderstandings and linking it to the
learning of a foreign language.
• To accomplish this task Ss working with a
partner are asked to read an article about
this topic and answer to a reading
comprehension questionnaire including
also multiple choice questions.
13. Reading Comprehension
Excerpt from the article Ss are supposed to read:
BODY LANGUAGE
When we communicate with others, we express our thoughts and
feelings not only through the words we choose, but also through our
tone of voice, facial expression and body language. In fact, many
communications experts believe that far more information is
communicated non-verbally (without words) than verbally (with
words). "Body language" is an important part of non-verbal
communication.
...To learn another language is more than just learning words and
grammar, it involves learning about another culture, too. We learn
much of our own culture's body language before we learn to speak,
from the time we are children, usually without even being aware of
it. And that body language varies from culture to culture, so it's
something to which second language learners should pay attention.
...Sometimes, cultural differences in appropriate body language can
cause discomfort or misunderstandings too...
14. Questionnaire
ANSWER THE FOLLOWING QUESTIONS:
1. How do we express our feelings and thoughts when we communicate with others?
2. Why should we pay attention to body language?
3. What aspects of our everyday physical behaviour does body language include?
4. Most people will understand cultural mistakes with body language, so:
a. We don't need to pay much attention to a new culture's body language.
b. We should be extremely careful about our use of body language in a new culture.
c. We should learn about a new culture's body language but not worry too much about making mistakes.
5. How can television or video help us understand more about body language?
6. Explain why cultural differences in appropriate body language can cause discomfort giving examples.
7. Do speakers of the same language use the same body language?
8. Is it worth learning cultural or regional attitudes?
9. All native English speakers use the same body language :
a. Yes
b. Doesn't say
c. No
10. Which one of the following is not an example of body language?
a. The way we stand
b. The words we use
c. The way we use our hands
15. Homework
• Students are asked to write a short report, based
on a layout, about what emerged from the class
discussion and their personal opinions about the
themes proposed.
• Guidelines:
- clarify the terms of reference
- plan the work
- collect information
- organise and structure information
- write the first draft
- check and write the final copy
16. Expansions
• Writing a play review:
Ss working in small groups are asked to take the
role of critics and review Beckett's play, if
possible using a multimedia file.
• Interdisciplinary project:
Since the play was originally written in French
being translated into English by Beckett himself,
collaborating with the French teacher, I might
propose Ss a comparative literature project
working on Beckett's works but also on plays of
the French Absurdist playwright Eugène Ionesco
aimed at producing a digital file containing
hyperlinks.
17. Methods
• Inductive and Deductive methods (meaningful and mechanical
practice)
• Communicative approach (exposing learners to the target language
as much as possible through the use of 'realia')
• Student-centered approach (active and cooperative learning
activities):
- learning together
- student team learning
- group investigation
- project work
- active reading and writing
- whole class discussion
- educational games
18. ADAPTATIONS AND MODIFICATIONS FOR STUDENTS
WITH SPECIAL EDUCATIONAL NEEDS (SEN)
Teaching strategies used with students with Specific Learning Disabilities
(SLD) or students with Attention-Deficit/Hyperactivity Disorder (ADHD):
- Combine communicative and learner-centered approaches
- Make activities concise and short and modify assignments if necessary
(considering the student learning style)
- Plan to repeat instructions or add information in both written and verbal
formats
- Adjust work time (taking into account that frequent breaks are required)
- Provide disabled students with frequent progress checks
- Encourage cooperative learning activities getting the student involved in
activities with other students
- Limit the amount of homework
- Provide opportunities for the student to self-select some activities to be
pursued independently
19. Materials and Resources
Printed resources:
Textbooks
Literary anthologies
Commentaries and articles
Worksheets
Concept/mind maps (either printed or in digital format)
Realia
Multimedia-laboratory resources:
Educational software (cd-roms, Virtual Learning Environments,etc)
Interactive Multimedia Whiteboard (IWB)
Computer with Internet Access
Language lab
Audio/visual resources
Lessons in Power Point
20. Assessment
• Formative assessment (assessing the mastery
of skills through oral and written language
production tests)
• Summative assessment evaluating the
development of learners (proficiency using
specified procedures and/or conducting
investigation, mastery of content knowledge,
reasoning proficiency, ability to create adequate
products)
• Self-assessment activities (content-based and
language-based feedback on classroom
activities)