This document provides an overview of classroom activities used to analyze Barry Lopez's essay "Gone Back into the Earth." Students were asked to:
1. Embody passages from the essay through movement, choral reading, tableau, or sound collage.
2. Select words or phrases that resonated with them and discuss in a circle reading activity.
3. Write responses to their selected words or phrases.
4. Discuss in pairs their understanding of passages from the beginning of the essay.
5. Create found poems by selecting and arranging descriptive excerpts from assigned passages.
6. Analyze the found poems and discuss remaining ambiguities in the text.
7
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
There is no doubt that writing is one of the most difficult skills for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into an intelligible text. In this session I’m going to present an activity of reading/writing based on “The Shadow of the Wind”, and show that the teacher is responsible for translating all the writing principles into practice and should constantly record, ponder and analyze what they have done in the classroom, and use their reflective experience as a basis for improving their practices.
This is an engagement we have used with students. The work is based on Molly Bang's work, Picture This -- a text well worth your time to read. Bang asks, “How does the structure of a picture affect our emotional response?" Students engage in the process outlined in this slidedeck in order to grapple with that question.
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
There is no doubt that writing is one of the most difficult skills for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into an intelligible text. In this session I’m going to present an activity of reading/writing based on “The Shadow of the Wind”, and show that the teacher is responsible for translating all the writing principles into practice and should constantly record, ponder and analyze what they have done in the classroom, and use their reflective experience as a basis for improving their practices.
This is an engagement we have used with students. The work is based on Molly Bang's work, Picture This -- a text well worth your time to read. Bang asks, “How does the structure of a picture affect our emotional response?" Students engage in the process outlined in this slidedeck in order to grapple with that question.
In this informative slideshare, uses drawing to explore the Ballad of Birmingham. This is followed by an interpretation of the poem as created by a student for her AP class. At the conclusion of this slideshare are methods to create blackout newspaper poems and found poems using a newspaper account of the Birmingham Church Bombing from September 1963.
These are photographs I made as part of a portfolio comprised of black and white images. I have been thinking today as I posted a lot of tweets with images of students work (lots of visual texts) how influenced I am as a teacher by first being an artist.
This is a collection of advance organizers designed for use with the text, The Iroquois. This is used wit 4th graders who are reading the text. Directions for how to
This is a story I composed after spilling paint on different pieces of paper, folding and then unfolding each. The slideshare chronicles the process and the story.
I'll be using this slideshare when I introduce fourth graders and their teachers to this process.
This a brief collection of slides I use when introducing educators to close reading as both an annotation task and discussion task. The text is included in the sides (Loren Eiseley's "the Hidden Teacher."
This is a presentation a friend of mine, Jane Gangi, has put together for a summit she has been invited to focusing on African American boys and literacy. She graciously gave me permission to share.
An explanation of how to increase vocabulary through transmediation by creating a collage journal in response to reading a high quality newspaper on a daily basis.
Exploration of student engagement and flow based this research:
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
This is an visual and poetic representation of collaborative work done with a client, Teaching Matters, during a one-day workshop in New York City. Participants responded to a Barry Lopez essay, "Gone from the Earth," by creating found poems, tableux, sound collage, and paintings.
The paintings generated via Art Conversation and the found poems appear in this publication.
For Writing Project sites with invitational summer institutes participating in the E-Anthology, it is especially helpful if new teacher-consultants become familiar with the appearance and functionality of the forum before they post in it. Once familiar with the possibilities found in the forum, teacher-consultants can then select those aspects of the forum that interest them.
This is an engagement I have done with students based on this question: “How does the structure of a picture affect our emotional response?"
The work is based on Molly Bang's Picture This.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Close reading of barry lopez'z gone back
1. Close Reading of Barry Lopez’s
“Gone Back Into the Earth”
(Reading as an Aesthetic Act)
Mary Ann Reilly
Blueprints for Learning
04.29.13
2. Word/Phrase Can define it Heard of it Don’t know it Definition
box canyon A canyon with steep walls
on 3 sides allowing access
only though the mouth of
the canyon.
terminal wall End boundary wall
cleft Split or crack
precipitous Very steep
languid Lacking vigor, weak
trill of a phoebe A fluttering or tremulous
sound
immobile Fixed
In the extreme
remove
remoteness
wade Walk in
3. Read.
“I am up to my waist in a basin of cool, acid-clear water, at the
head of a box canyon some 600 feet above the Colorado River.
I place my outstretched hands flat against a terminal wall of
dark limestone which rises more than a hundred feet above
me, and down which a sheet of water falls—the thin creek
whose pooled waters I now stand. The water splits at my
fingertips into wild threads; higher up a warm canyon wind
lifts water off the limestone in a fine spray; these droplets
intercept and shatter sunlight. Down, down another four
waterfalls and fern shrouded pools below, the water splits into
an eddy of the Colorado River, in the shadow of a huge
boulder. Our boat is tied there.”
From Lopez, Barry. (1989). “Gone Back into the Earth.” (pp. 41-53). Crossing Open Ground. New York: Vintage Books.
4. Embody the Text (Groups of 5) Through…
1. Narrative pantomime: Create movements/dance that
illustrate the text and as one or more in your group reads key
sections of the text aloud, the rest will move with purpose.
2. Choral Reading: Reset the paragraph to be performed chorally.
Think about how 5 voices would perform this and do so.
3. Use your bodies to create a tableaux that represents this
opening paragraph. You may move into it, freeze, and move
out of it.
4. Create a sound collage that represents what one might hear if
standing where Lopez was standing. Sound collages are
different sounds created with voice to make a dramatic effect
and represent a feeling tone of a work.
5. Entering the Essay…
1. Read pages 41 - 43 (stop at “After lunch…”).
1. As you read, select one word, phrase or
sentence that resonates and practice reading
it.
2. When finished, copy the word, phrase of
sentence into your notebook at the top of a
page.
6. Entering the Essay…
1. Join the class circle and have with you your notebook,
opened to the word, phrase, or sentence on a piece of
paper.
2. One person will begin by stepping slightly into the
circle and then reading aloud what s/he selected.
When finished, s/he will step back into place.
3. Listen to what is read and if your selection connects
to it, step into the circle and say your word, phrase, or
sentence aloud. Do not raise your hand . Look around
and take turns.
4. We will read aloud like this for 5 minutes.
7. Writing Off the Page…
1. Create a written response to the
word, phrase, or sentence you copied.
2. Beginning with the quoted text, write a
response that is one full page.
3. Date your entry.
8. Entering the Essay
1. (5 minutes) Talk with a partner and determine:
• Where is Lopez?
• Who is he with?
• What is his purpose?
• Reread the closing two sentences. What does he mean
here?
2. (5 minutes) Join with another set of partners
and discuss your understanding of the closing
two lines. What does he mean literally?
Figuratively?
9. Sketching the Essay: Found Poems
1. Compose a found poem based on passages you have been
assigned.
2. Read/reread the assigned text.
3. Select descriptive words, phrases and lines from the text
and then arrange and format the excerpts to compose
your own poem.
4. Place the poem you found/made on chart paper and place
the page #s on the chart paper
5. Try to use no more than 50 to 75 words to capture the gist
or feeling of the selection you read.
6. You may add up to three of your own words.
7. Title the work and then post it on the wall in the order it
appears in the essay.
10. Dwelling: Making Found Poems
1. pp. 43-44: After Lunch…the landscape opens.
2. pp. 44-45: There are forty-one…intent on private thoughts.
3. pp. 45-46 : On the second day…there is exploration.
4. pp. 46-47 Each day we see of hear…seem so eerie.
5. pp. 47-48 Two kinds of time...for each other have washed
out.
6. pp.48-49:There are threats…The canyon seems like a
grandfather.
7. pp. 49-50: One evening, Winter…what we had not imagined.
8. pp. 50 -51: That last evening it rained…the translation of
what we had touched, began.
11. Dwelling: Gallery Walk of Found
Poems
1. Beginning with the first poem, read each of the found
poems.
2. What insights and understandings do you now have as a
result of reading the found poetry. Consider how these
poems, collectively, help you to understand the tenor of the
essay.
3. What ambiguities remain?
12. Reading the End of the Essay
• Let’s return to the essay and read the
ending, beginning on page 52, “I sat in the
airport in San Francisco…”
13. Art Conversation
1. After you finish reading, engage in 20-minute art
conversations discussing the sense you are making of
the essay.
1. Art conversations are nonverbal dialogues that happen
between two or more people. Seated with a piece of
finger paint paper between the partners use finger
paint as the medium through which they converse.
1. Consider color, line, movement as you and your
partner create this visual conversation.
14.
15.
16. Follow Up Work
1. Now students are ready to reread the
essay, mining for meaning through double
entry notebooks.
1. HW: Ready 2 questions based on your
readings of the text that will be used to guide
our small group and whole class discussions.