This document describes an activity for developing characters in short stories. It discusses developing believable characters by getting to know them through techniques like character profiles and interviews. The activity involves students working in pairs to interview each other and create fictional Facebook profiles for the characters they develop. They then present their characters to the class. The goal is to empower student writing through enjoyable, relevant activities that incorporate performance and relate to students' interests like drama.
Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
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This is the first part of my Teaching and Professional Portfolio, complete with a how-to guide for accessing the other 4 parts.
Name: Paul "Spike" Wilson II, PhD (ABD)
Intercultural Approach To Taskbased Colloboration 11thDavid Brooks
Overcoming personal and cultural barriers to producing language for students in monolingual educational environments is a major challenge. This session introduces a broad outline for setting up an intercultural approach to task-based, performance-focused learning. Design of performance tasks and ways to enhance them through student collaboration is the main focus.
Thespian Art Ppt by J.K.G Sr. Sec School , Vijay Nagar,IndiaParminder Arora
Power Point Presentation by Students of JKG Sr. Sec School on "Thespian Art" reflecting the Socio milieu of Uk & India
Thespian art pertains to the enactment of a play- be it choreography, scene description, dialogue or anything that makes a play more entertaining. In other words it is dramatic art in general.
This is the first part of my Teaching and Professional Portfolio, complete with a how-to guide for accessing the other 4 parts.
Name: Paul "Spike" Wilson II, PhD (ABD)
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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.
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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.
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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.
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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.
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2. Demo: Introduction
University of Puerto Rico at Mayagüez
ENGL 3202, Reading and Writing Composition II
I have been teaching for a year.
My classroom is plain, simple, it does not have
technology.
Daily schedule: ECA, (Explore, Conceptualize and
Apply)
Community- College level students
Basic english, requisite for graduation
3. Approach, Strategy or Method:
Focus on process rather than on product. According to
Brown (2o07), the writing process:
Let students discover what they want to say as they write
Help them to build repertoires of strategies for prewriting,
drafting and rewriting.
Give students time to write.
Graham and Arthur (2007)tell us in their book “Best
Practices in Promoting Motivation for Writing” that we can
empower writing if we give our students writing
experiences that are:
enjoyable,
pertinent and
related to their emotions and interest.
4. My student’s interests:
Conduct a needs assessment
At the end of the semester I gave them an open ended
questionnaire. The majority said that they enjoyed
drama. One student said:
“I enjoyed essays, journals, oral presentations, etc
but I especially loved drama. It was funny”.
Therefore I decided to use performance based activities
where the students could relate their classroom
experiences with their real life situations.
6. My teaching philosophy
Pragmatism- (experimentalism)- the reality is the
interaction with the individual with environment or
experience; it is always changing
Theory of education:
Progressivism- (rooted in pragmatism)- To educate
the individual according to his or her interests and
needs.
One of it’s proponents is Dewey
7. Activity:
Developing a character
Teaching objective:
After listening to a power point presentation and completing two classroom activities
the students will develop a character.
Duration
The activity can be adapted for high school students and middle school students.
It might take 3 or 4 classes (if the students are college level students)
8. Activity:
Steps:
Show power point presentation (tips)
Show sample video of a character
Ask students to work in pairs interviewing each other using the handout
titled “Character Information”.
The students will imagine that they are creating a Facebook profile for their
characters and will fill out the Facebook handout .
The students will read what they wrote in front of the classroom.
(performance activity).
11. What do I need to know?
Characters are the most important element in fiction –
It is through their thoughts, speech, and actions in
which your story is told.
What is the secret to build believable characters?
‘unique traits’ to
‘a common emotional plane with the reader’
and providing him with a realistic context.
12. Developing a character
In simplest terms, to build a believable character you
must know your character.
He/she must become like a
real person/ real context
13. Example: Video
John Leguizamo
The year 1991,
show Mambo Mouth (1991) (TV),
he portrayed seven different Latino characters.
The witty and incisive show was a smash hit.
Controversial topics
You can adapt your video according to your
audience.
14. Techniques to get to know your
character
There are many techniques to get to know your
characters
– The main one being the character profile.
- Another technique is to interview the character
- Studying real people
15. Character profile:
Height, weight, hair & eye Habits
color and age Quirks or eccentricities
Temperament Likes/ dislikes
Moral/ ethical/ religious Fears or phobias
belief Short and long term goals
Political stance Hopes and dreams
Hobbies
Fill out handout
“Character Information”
16. Constructing a “real” profile
Imagine that you are going to open an account for your
character on Facebook.
What do you need to know about your character?
What information will you write on his profile?
Fill out the Facebook profile sheet that we will provide.
18. Conclusion
It is important to take into consideration our students
likes, dislikes, feelings etc. when developing our lesson
plans.
We can empower writing through creative writing
activities and performance based activities.
It is very useful to teach writing using performance
based activities because the students also practice
their oral skills.
