The document is a story retelling of "The Three Little Pigs" where the pigs must complete a high school graduation project. In the story, the first pig attends a low-quality "straw" high school that fails to prepare him. The second pig's "stick" high school somewhat prepares him but he is still not fully ready. The third pig excels at a high-quality "brick" high school where every student completes a meaningful graduation project with support, preparing him for life after high school.
This document contains excerpts from student wiki logs describing their experiences in a community-based learning (CBL) program. Students describe assisting with various community organizations, businesses and schools, including a taxidermy shop, sugarhouse, farm, elementary school, and assisting with technology support at their high school. One student discusses comparing the CBL program to the WISE program, noting both programs allow students to be creative if they put in the work.
1) The article discusses an art workshop program for veterans held at the Helen Arts & Heritage Center. The program teaches veterans art skills like pottery, wood carving, and clock building.
2) Veteran William Reid has found the classes rewarding but challenging due to his medical conditions. They provide a social outlet and sense of purpose.
3) Instructors have found the classes help veterans feel less isolated and doubt their own creativity. The program has been well received, with the potential to help many more veterans.
This weekly update from a 5th grade teacher at CDNIS discusses the school's recent Festival of the Arts event and the students' ongoing work. It provides notes about completed and upcoming literacy and inquiry projects. It also relays logistical information about an upcoming camp, teacher absences, and student achievements.
Sue Kayser has had a long association with John Kelly Girls' Technology College and its successor The Crest Girls' Academy, taking on various roles such as head of modern languages department, assistant principal, and most recently chair of governors. She has worked tirelessly to ensure a smooth transition between the schools and will continue her weekly horse riding lessons at The Crest Girls' Academy. Several students from The Crest Girls' Academy had successes in the Brent art competition on the theme of 'Hate Crime' and attended an awards ceremony. Students also participated in entrepreneurship and science activities.
Kyle Keller is a junior student who enjoys various sports like football and soccer. He wants to improve his grades and be known for always being happy next year. Some of his projects this year included a zombie story, an essay about being in the wild, and a weird news project. His current personal project is challenging but exciting. He has met new friends this year and improved relationships with others like Caitlin and Max. Kyle plans to work on skills like working at Millers this summer to gain experience. Others see him as fun, talented at sports, and someone who knows how to have a good time. His goals are to have fun in his career as a diesel mechanic.
This document provides the results of Eggar's School's GCSE examinations for 2006. It reports that 76% of students achieved 5 or more GCSE passes at grade C or above, the third year achieving over 70%. 70% achieved 5 A*-C grades including English and Maths. Many individual students achieved outstanding results, with some gaining 7 or more A*/A grades. The art department and various classes produced impressive works. Year 7 students had a successful bonding day participating in team building activities. Updates are provided on staffing changes and upcoming trips and events for different year groups.
Stephen L. Squires was a gifted child who showed an early aptitude for engineering and science. He struggled in traditional elementary school classes and learned on his own, with support from his parents. He was admitted to Drexel University in 1965 based on a recommendation from his chemistry teacher, despite having no SAT scores. At Drexel, he thrived in advanced science and math courses. Through Drexel's co-op program, he landed an internship at the National Security Agency as a freshman, where he worked in advanced research labs. The co-op experience allowed him to gain real-world experience far beyond his years. Squires credits Drexel's co-op program and accommodating faculty for challenging
This document summarizes achievements and events at Eggar's School in December 2006. It highlights that Eggar's was identified as one of the top 50 schools in the country by the Specialist Schools and Academies Trust. It also provides updates on various sports, arts, charity fundraising and other activities involving different year groups at the school.
This document contains excerpts from student wiki logs describing their experiences in a community-based learning (CBL) program. Students describe assisting with various community organizations, businesses and schools, including a taxidermy shop, sugarhouse, farm, elementary school, and assisting with technology support at their high school. One student discusses comparing the CBL program to the WISE program, noting both programs allow students to be creative if they put in the work.
1) The article discusses an art workshop program for veterans held at the Helen Arts & Heritage Center. The program teaches veterans art skills like pottery, wood carving, and clock building.
2) Veteran William Reid has found the classes rewarding but challenging due to his medical conditions. They provide a social outlet and sense of purpose.
3) Instructors have found the classes help veterans feel less isolated and doubt their own creativity. The program has been well received, with the potential to help many more veterans.
This weekly update from a 5th grade teacher at CDNIS discusses the school's recent Festival of the Arts event and the students' ongoing work. It provides notes about completed and upcoming literacy and inquiry projects. It also relays logistical information about an upcoming camp, teacher absences, and student achievements.
Sue Kayser has had a long association with John Kelly Girls' Technology College and its successor The Crest Girls' Academy, taking on various roles such as head of modern languages department, assistant principal, and most recently chair of governors. She has worked tirelessly to ensure a smooth transition between the schools and will continue her weekly horse riding lessons at The Crest Girls' Academy. Several students from The Crest Girls' Academy had successes in the Brent art competition on the theme of 'Hate Crime' and attended an awards ceremony. Students also participated in entrepreneurship and science activities.
Kyle Keller is a junior student who enjoys various sports like football and soccer. He wants to improve his grades and be known for always being happy next year. Some of his projects this year included a zombie story, an essay about being in the wild, and a weird news project. His current personal project is challenging but exciting. He has met new friends this year and improved relationships with others like Caitlin and Max. Kyle plans to work on skills like working at Millers this summer to gain experience. Others see him as fun, talented at sports, and someone who knows how to have a good time. His goals are to have fun in his career as a diesel mechanic.
This document provides the results of Eggar's School's GCSE examinations for 2006. It reports that 76% of students achieved 5 or more GCSE passes at grade C or above, the third year achieving over 70%. 70% achieved 5 A*-C grades including English and Maths. Many individual students achieved outstanding results, with some gaining 7 or more A*/A grades. The art department and various classes produced impressive works. Year 7 students had a successful bonding day participating in team building activities. Updates are provided on staffing changes and upcoming trips and events for different year groups.
Stephen L. Squires was a gifted child who showed an early aptitude for engineering and science. He struggled in traditional elementary school classes and learned on his own, with support from his parents. He was admitted to Drexel University in 1965 based on a recommendation from his chemistry teacher, despite having no SAT scores. At Drexel, he thrived in advanced science and math courses. Through Drexel's co-op program, he landed an internship at the National Security Agency as a freshman, where he worked in advanced research labs. The co-op experience allowed him to gain real-world experience far beyond his years. Squires credits Drexel's co-op program and accommodating faculty for challenging
This document summarizes achievements and events at Eggar's School in December 2006. It highlights that Eggar's was identified as one of the top 50 schools in the country by the Specialist Schools and Academies Trust. It also provides updates on various sports, arts, charity fundraising and other activities involving different year groups at the school.
This document provides instructions and information for a learner's material for grade 4 English students in the Philippines. It includes a summary of the material's development process, copyright details, and publication information. The material was collaboratively developed by educators from schools, colleges and universities. Feedback on the material can be emailed to the Department of Education.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading and writing, according to the national curriculum for foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the cover and introductory pages of an English language textbook for 9th grade students in Ukraine. It provides information about the authors and experts who helped develop the textbook. It also includes a letter from the author welcoming students and outlining some of the key topics that will be covered, such as communication skills, friendship, nature, inventions, and career choices. Pictures are included to indicate what sections will focus on listening, reading, speaking, and writing skills. The textbook appears to be structured in 7 chapters following a theme-based approach.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
The document discusses potential future changes to classrooms and education systems with the integration of new technologies. It describes how some classrooms still resemble the past with textbooks and desks facing forward, while some schools are experimenting with flipped classrooms where students watch lectures at home and work is done in class. It also discusses new models of self-learning environments using internet access and mentoring via video chat. Classroom games are highlighted as a way to engage students and positively impact behavior and collaboration through a gameplay approach to classroom rules.
Here are the answers to the questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, it doesn't mention if Margie had seen a book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were:
- The pages were yellow and crinkly.
- The words didn't move like they did on a screen.
- When they turned back a page, it had the same words.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than printed pages.
Chapter 01 Book 1 IX_Subject-English.pptxShravan Sir
Here are the answers to your questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, Margie had never seen a real book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were that its pages were yellow and crinkly, it talked about a school with a teacher, and children learned together in a classroom.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than a printed page.
6. Margie's "school" was in a special study room
The newsletter provides an overview of the FEMMES organization and their recent activities. It discusses the first electronic newsletter, the successful Fall Capstone event that engaged nearly 160 girls in hands-on STEM activities led by female role models, and upcoming events. It also highlights the history and growth of the FEMMES program, recent after-school STEM nights, a famous FEMMES alumna, and how to get involved through sponsorships or participating in future events.
The document summarizes the activities and achievements of Saipan International School in the first semester. It discusses the school's success in various academic competitions and sports. It also notes that PSAT and SAT scores for students were above national averages. Students read over 6,700 books and took AR quizzes. The school upgraded various facilities, including new security cameras, computer labs, and energy efficient appliances. The headmaster thanks the community for their support and hopes they have noticed improvements to the school.
The document summarizes activities that Year 7 students participated in as part of a "Stop the Clock Day" event focused on designing ideas for improving their school. The students were split into groups and tasked with planning, designing, and building models of their ideas. They proposed practical solutions and explored possibilities for improving the school. The winning design was selected and featured ideas such as a glass tube connecting different school departments. Student feedback indicated they enjoyed having input into the potential design of a new school building.
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
This document provides instructions and information for a learner's material for grade 4 English students in the Philippines. It includes a summary of the material's development process, copyright details, and publication information. The material was collaboratively developed by educators from schools, colleges and universities. Feedback on the material can be emailed to the Department of Education.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
Kate finds a lost box of pasalubong and returns it to the owner, Mrs. Salas. Mrs. Salas learns that it is Kate's birthday and thanks her by gifting her a birthday cake, something Kate had never received before. Kate sells rice cakes after school to help her mother. Mrs. Salas asks Kate's teacher about her and is pleased to find that Kate is both helpful and honest.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading and writing, according to the national curriculum for foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the cover and introductory pages of an English language textbook for 9th grade students in Ukraine. It provides information about the authors and experts who helped develop the textbook. It also includes a letter from the author welcoming students and outlining some of the key topics that will be covered, such as communication skills, friendship, nature, inventions, and career choices. Pictures are included to indicate what sections will focus on listening, reading, speaking, and writing skills. The textbook appears to be structured in 7 chapters following a theme-based approach.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
The document discusses potential future changes to classrooms and education systems with the integration of new technologies. It describes how some classrooms still resemble the past with textbooks and desks facing forward, while some schools are experimenting with flipped classrooms where students watch lectures at home and work is done in class. It also discusses new models of self-learning environments using internet access and mentoring via video chat. Classroom games are highlighted as a way to engage students and positively impact behavior and collaboration through a gameplay approach to classroom rules.
Here are the answers to the questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, it doesn't mention if Margie had seen a book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were:
- The pages were yellow and crinkly.
- The words didn't move like they did on a screen.
- When they turned back a page, it had the same words.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than printed pages.
Chapter 01 Book 1 IX_Subject-English.pptxShravan Sir
Here are the answers to your questions:
1. Margie was 11 years old and Tommy was 13 years old.
2. Margie wrote in her diary about an old book that Tommy had found.
3. No, Margie had never seen a real book before finding the one Tommy discovered.
4. Three strange things Margie found about the book were that its pages were yellow and crinkly, it talked about a school with a teacher, and children learned together in a classroom.
5. A telebook is likely an e-book or electronic book that is read on a screen rather than a printed page.
6. Margie's "school" was in a special study room
The newsletter provides an overview of the FEMMES organization and their recent activities. It discusses the first electronic newsletter, the successful Fall Capstone event that engaged nearly 160 girls in hands-on STEM activities led by female role models, and upcoming events. It also highlights the history and growth of the FEMMES program, recent after-school STEM nights, a famous FEMMES alumna, and how to get involved through sponsorships or participating in future events.
The document summarizes the activities and achievements of Saipan International School in the first semester. It discusses the school's success in various academic competitions and sports. It also notes that PSAT and SAT scores for students were above national averages. Students read over 6,700 books and took AR quizzes. The school upgraded various facilities, including new security cameras, computer labs, and energy efficient appliances. The headmaster thanks the community for their support and hopes they have noticed improvements to the school.
The document summarizes activities that Year 7 students participated in as part of a "Stop the Clock Day" event focused on designing ideas for improving their school. The students were split into groups and tasked with planning, designing, and building models of their ideas. They proposed practical solutions and explored possibilities for improving the school. The winning design was selected and featured ideas such as a glass tube connecting different school departments. Student feedback indicated they enjoyed having input into the potential design of a new school building.
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
1. The Three Little Pigs
and the Graduation Project
By: June St. Clair Atkinson
The Three Little Pigs and the Graduation
Project
By: June St. Clair Atkinson
September 7, 2007
(Copyrighted)
D ip
lo m
a
2. Preface:
Beginning with the ninth grade class of 2006, all
North Carolina students must complete a graduation
project. This project must include (a research
paper, product, portfolio, and an oral presentation).
Recently, the Department of Public Instruction
coordinated a workshop about implementing the
graduation project where I made this presentation.
AUTHOR:
June St. Clair Atkinson
State Superintendent of Public Instruction
September 07, 2007
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Interim Associate State Superintendent :: Office of Innovation and School Transformation
6301 Mail Service Center :: Raleigh, NC 27699-6301 :: Telephone 919-807-3200 :: Fax 919-807-4065
Visit us on the Web :: www.ncpublicschools.org
3. Introduction:
am sure that all of you have
I read the book, The Three Little Pigs.
But did you know that the story
you have heard over the years is not
the real story about the three little
pigs? Today I want to tell you the
real story starting with what the
title should have been in the first
place. The real title should have been
The Three Little Pigs and the Graduation Project.
To my knowledge you are the first
group to hear the way the story should
have been written. So here goes.
4.
5. CHAPTER 1
The Little Pigs Go To High School
nce upon a time there were three little pigs who
O were ready to go to high school. As the three
little pigs left their warm, comfortable home,
their mother said to them, “Little teenage pigs, I want you
to graduate from high school prepared for work, further
education, and life in the 21st century. I want you to be
able to compete and collaborate in this global economy
with people in all parts of the world. I want you to attend
a high school that will prepare you with options. Beware
of the big, bad 21st century wolf!”
6. CHAPTER 2
The Straw High School
o the three little, independent teenaged pigs left
S home excited about attending high school. The first
little pig went to the first high school that he saw,
the one that was built with straw. This was a school where
all the desks were in rows. The teachers lectured every day
for about 45 minutes and students took notes. The little
pigs were not allowed to use any technology in doing their
work. The little pigs were assessed on how many facts and
figures they could memorize. All of their tests were bubble
in the answer. The little pigs were not allowed to work in
teams, nor were they ever asked to use creativity or to solve
problems. They never had to think about any situation
or circumstance where there may be more than one right
answer. The little pig’s teachers never worked together
to review student work and to discuss how they could plan
collaboratively to help the little pigs.
9. And one day, the principal announced that all the students
would have to complete a graduation project because the
State Board of Education said they had to do so. The
teachers moaned and said, “Oh, this requirement will go
away soon so let’s just ignore it.” And the principal said,
"Oh no, we have to do it and he told the newest English
teacher that it was her responsibility to make sure that all
little pigs completed graduation projects."
It was time to graduate and as Mrs. Mother Pig's little pig
walked across the stage to get his diploma, the big, bad
21st century wolf jumped out in front of the little pig who
attended the school of straw and said, “I’ll huff and puff
and blow your straw diploma away.” The little pig said,
“Not by the hair of my chinny chin chin.” The big, bad
wolf huffed and puffed and blew the straw diploma away.
And this little pig was not prepared for work and further
education and life in the 21st century. He had nothing
to show for his experience at the straw high school.
Di
pl
ma
o
10. Chapter 3
The Stick High School
he second little pig chose a school built of sticks.
T Some of the classes had rows of desks and periodically,
teachers would allow the little pigs to write their
reports by longhand and when the reports were just right,
the little pigs could use a computer to key/type the final copy.
This school, built of sticks, allowed some of the pigs to take
classes that were engaging and filled with activity requiring
creativity and problem-solving skills. Only a few little pigs,
however, were required to do a graduation project where they
could do in-depth research, a project, a presentation about
something that really interested them. There were some little
pigs, however, that struggled with learning because they didn’t
see the relevancy of what they were learning. And when these
little pigs wanted to do a graduation project, some of the
teachers said, “Oh no, you don’t know enough. You don’t
have the skills so you will have to do some more worksheets
before you can do a senior project.” But the brightest
little pigs benefited from having a mentor in
the community, an opportunity to learn
about something that interested them.
13. And the second little pig, whose mother wanted him to be
prepared for the 21st century, wasn’t one of the “chosen” pigs
to receive the benefits of a graduation project. The time came
for the second little pig to graduate from the stick school.
After he walked across the stage to receive his diploma, the
big, bad 21st century wolf jumped out in front of him and said,
“I’ll huff and puff and I’ll blow your diploma away.” And the
second little pig said, “Not by the hair of my chinny chin chin.”
And the big, bad 21st century wolf huffed and he puffed and
blew half the second little pig’s diploma away.
When the second little pig went to college, the college people
said, “Oh, you will have to enroll in remediation courses.
You are not prepared to do reports, or speak in front of
groups. You need remediation courses so you will be prepared.”
And the second little pig went to work, only to find out that
he was not prepared to work in teams, do reports, make
presentations, and solve problems.
Mrs. Mother Pig became very distraught because two of her
little pigs did not meet her expectations. They were not
prepared for work and future education.
14. Chapter 4
The Brick High School
he third little pig went to a brick school. This school
T was quite a place. All faculty members took responsi-
bility for helping every little pig with a graduation
project. They made sure that every little pig had a community
mentor. In some cases, the little pigs had virtual mentors.
These little pigs used engaging technology to create their work.
They were always challenged in every class to use creativity,
problem-solving, and decision-making skills. It was just a way
of life in the brick school for students to use project-based
learning. Ongoing formative assessment was the routine and
on any given day, the little pigs knew exactly what they needed
to improve. The teachers in the brick school were models
for students in showing how to work as a member of a team.
Regardless of what teachers taught, they found ways to
incorporate the skills needed for completing a graduation
project with their little pigs.
15. SCHOOL
FIRST DA
Y OF SCHO
OL!
START Y
OU R
GRADUA
TION
PR O J E
CT TOD
AY!
17. All the little pigs in the brick school had electronic portfolios.
As they started their graduation project work in the 9th grade,
the electronic portfolio was used extensively as a repository
for work. It was just so normal for the little pigs in the brick
school to make presentations, do research, and solve problems.
All little pigs were expected to perform well and when they
had trouble, the teachers and mentors were there to help.
Finally, graduation day came for the third little pig from
the brick school. As the third little pig walked across the
stage, the big, bad 21st century wolf jumped out in front
of the third little pig and said, “I’ll huff and I’ll puff and
blow your diploma away.” The third little pig said, “Not
by the hair of my chinny chin chin.” The big, bad 21st
century wolf huffed and puffed and the third pig’s diploma
withstood the huffing and the puffing.
Finally, there was no air left in the 21st century wolf, and
he fell to the ground exhausted. The third little pig just
stepped over the big, bad 21st century wolf and went on
his merry way with a diploma that gave him options –
WOLFPICKIN ’
options for work and further education in the TIME!
21st century. And Mrs. Mother Pig was so
very happy with the brick high school, she
invited all the teachers to a pig pickin.
Oops! I mean a wolfpickin!
19. T he tale of the Three Little Pigs
and the Big Bad Wolf was included
in Nursery Rhymes and Nursery Tales
by James Orchard Halliwell-Phillipps,
first published around 1843. It seems
to have become popular during the
late 19th century.
20. June St. Clair Atkinson, Ed.D., State Superintendent
6301 Mail Service Center | Raleigh, NC 27699-6301
Phone 919.807.3432 | Fax 919.807.3445
www.ncpublicschools.org/statesuperintendent