Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Strategies for engaging all students in writing. Grades 4-6. Focus on pre-writing, co-creating criteria, developing goals, enabling all to write and write as thinkers. Delivered in Toronto, Feb., 2010.
21st Century Literacy Curriculum by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Presentation about the reader in residence project based at HMP YOI Cornton Vale, HMP Perth Prison and HMP Polmont YOI.
Delivered at the Innovation and Development Fund conference.
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Strategies for engaging all students in writing. Grades 4-6. Focus on pre-writing, co-creating criteria, developing goals, enabling all to write and write as thinkers. Delivered in Toronto, Feb., 2010.
21st Century Literacy Curriculum by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Presentation about the reader in residence project based at HMP YOI Cornton Vale, HMP Perth Prison and HMP Polmont YOI.
Delivered at the Innovation and Development Fund conference.
Slides which will go with my free upcoming webinar.
You can find out more here: http://globinars.blogspot.fr/2016/08/webinar-lets-study-literature-with-it.html
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.
For more information, visit-www.vavaclasses.com
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.
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.
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.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Flipped lit
1. Flipped lit project.
Engaging literature students!
September 10, 2015. LPM webinar
Presenter: Marie-Hélène Fasquel
Guest Writers: Eric Price
Katie Carroll
And Kai Strand
Host: Amélie Silvert
Organiser: Jurgen Wagner
2. Partnership between an American
author, Eric Price, and a 10th-grade
American International Section,
Discussion about
the Creative Process with three writers
(Eric Price, Katie Carroll and Kai Strand.)
Editing (with Katie Caroll)
Two-part webinar
2
3. American International Section students
Language and literature (over 50% of syllabus =
American works)
Lycée International Nelson Mandela, Nantes
13 works (to be studied in the 11th and 12th grade)
New school/New section/
New teacher
New partnerships, projects…
Birth & context of the project
4. 2017 OIB Exam
Oral Exam (30 minutes, coef. 4) Commentary
on a passage from 1 of the in-depth works
In-depth works:
1. Hamlet
2. The Great
Gatsby
3. Core
poetry
Candidate
leads (15
minutes)
Introduction:
-Situation +
Thesis (2
min)
-Commentary
(8 min)
-Links (5 min)
Examiner
leads (15
minutes)
Questions
on the
theme and
style on 4
to 6 works.
Written Exam (4 hours, coef. 5 ES & S, 6 L)
(One among the 3 following)
-2 essays (each
essay contrasts at
least 2 different
works)
--> You need to
know 6 works in
great detail (aim
of the author,
major topics,
ideas, structure,
recurring motifs,
stylistic devices,
quotes...).
-1 essay +
-1 commentary
(Mention at least
2 works in the
essay)
-1 essay (Mention
at least 2 works) +
-creative writing
task
5. Hamlet* (CORE)
The Scarlet Letter by Nathaniel Hawthorne (CORE)
The Great Gatsby by Francis Scott Fitzgerald (in depth)
The Picture of Dorian Gray by Oscar Wilde
Death of a Salesman by Arthur Miller (CORE)
Pygmalion by Bernard Shaw
Core Poetry: A selection of 8 poems by Langston Hughes,
Rita Dove, Nikki Giovanni and Martin Espada (CORE) (in
depth)
A selection of 8 poems
……………………(CORE) (selection in October 2015)
The Metamorphosis by Franz Kafka
Disgrace by Coetzee
Stranger in the Village by James Baldwin (CORE)
Letter from Birmingham Jail by Martin Luther King.
2017 Syllabus
6. In the 10th grade:
Learning how to write essays, how to
comment upon texts,
Learning about close reading,
Learning about literature, literary
movements, genres,
Studying varied texts (novels, plays, poems)
Birth & context of the project
7. Varied ways of teaching literature
Flipped learning (resources to be studied at
home/tasks in class)
e.g.: http://padlet.com/mhfasquel/earnest
http://padlet.com/mhfasquel/much
http://padlet.com/mhfasquel/hamlet
Collaboration and sharing (working as a team:
for instance when the students summed up
their textbook)
Taking part in competitions and projects
(creative writing, press, …)
Birth & context of the project
8. Paper Planes Creative Writing Competition
(Animal Circus d’Alix DUPAS et Mathieu
GASOWSKI)
Vocable competition
EF Challenge for High Schools
And Last but not least: Partnership with
Eric Price, American award-winning
author.
2014-2015 Projects
9. Starting point of the project: Twitter
Eric accepted to do Skype interviews with my
students straight away
Eric is a fantasy writer
All the better as our syllabus does not include any
fantasy
Allowing American section students
to work with an American writer,
To learn about the creative process,
To learn about the real day-to-day life of a writer,
Eric Price
10. To experience creative writing with a
published and award-winning author,
To read a book and be able to discuss it with
its author.
To develop a taste for close reading,
analysis, literature in the making (as they
discovered the sequel to Unveiling the
Wizard’s Shroud.)
Eric Price
11. Reading the first 2 chapters of Unveiling the
Wizard’s Shroud
Re-writing chapter 3 in groups (mostly in
pairs)
Preparing questions to ask Eric during the
Skype interviews
2 Skype interviews (with half
the class each time.)
The various steps
12. Analyzing Eric’s style in order to be able to write
the next chapter,
Analyzing the characters’ psychology, personalities,
Reading the various documents shared on Padlet,
Re-writing chapter 3 (paying attention to the
genre, the style, the characters’ personalities…),
Reading their friends’ chapters
Publishing the new chapters on Eric’s author’s
website in order to start a competition
Discussion with Eric about the new versions
(upcoming)
The various steps
13. Last but not least, writing with Eric Price:
rewriting one of his unpublished short
stories (on a volunteer basis).
Eric Price
14. Top 3 Inspirations
• Stephen King—Characters
• J. K. Rowling—Plot
• Chuck Palahniuk—Style
Eric Price
15. Learning to Write
• Stephen King’s On Writing
• Institute of Children’s Literature
oWriting for Children and Teenagers
oWriting and Selling Books
oRevising to Publish
• Editors
• Last but not Least: Reading
Eric Price
16. My Writing Process
• Characters First
• First Draft = General Story
oHighly Detailed Outline?
oPlot when needed
• Second Draft =Detailed Story
oResearch
• Rewrite
• Editors
Eric Price
17. Katie Carroll
Author and Editor of Books for Teens and Kids
www.KatieLCarroll.com
KatieLCarroll@yahoo.com
18. Katie Carroll
Author and Editor of Books for Teens and Kids
www.KatieLCarroll.com
KatieLCarroll@yahoo.com
My Writing Process
• Give story idea time to develop in my head
• Begin drafting
• Stay on (self-imposed) deadline with my critique
group
• Keep lots of notes while drafting
• Reread and revise
• Send to beta readers for feedback
• Reread and revise
19. Katie Carroll
Author and Editor of Books for Teens and Kids
www.KatieLCarroll.com
KatieLCarroll@yahoo.com
My Editing Process
• Read through manuscript
• Pre-edits
o Include editorial letter for author to make changes on
entire manuscript
o Mark first few chapters with specific notes for author to
get a sense of my editorial style and process
• Edits
o Review author’s changes from pre-edits
o Mark up entire manuscript with suggested changes
o Return to author to continue editing
o Repeat these steps as many times as necessary until
manuscript is ready for line edits
20. Award winning and best selling author of fiction for
kids and teens.
Also publishes for new adults & adults under the
name LA Dragoni
Organizer of Lightning Quick Reads – multi author,
short story blog
Along with author websites, social media accounts, &
blogs, manages or contributes to publishers’ social
media presence.
Classroom and writers group presentations
Kai Strand
21. Creative Process
First Draft
Revision
Critique
Revision
Read aloud
Revision
Submission
Kai Strand
25. Feel free to contact me!
mhfasquel@gmail.com
On Twitter: @mariehel2
Slideshare
My files on Slideshare.
blog
On Facebook, LinkedIn &
Google+, eTwinning: Marie-Hélène Fasquel
25
Contact – References
Marie-Hélène