This document outlines a lesson plan for a 9th grade English class to learn about William Shakespeare over the course of a week. The class has 28 students from mostly middle-class backgrounds. Students will learn about Shakespeare's background, works, and the Elizabethan culture through articles, videos, and scenes from his plays. They will analyze how his writing still relates to modern audiences and compare his works to modern TV and films. Students will then break into groups to rewrite Shakespearean scenes in a modern context and perform them for the class.
Presented by Kelly Smith at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island.
Session #13: Pedagogical Studies in Visual Literacy
ORGANIZER/MODERATOR: Mark Pompelia, Rhode Island School of Design
PRESENTERS:
Diana Carns, University of Massachusetss Dartmouth
"Constructing Meaning: Integrating Text, Images, and Critical Questioning"
Ellen Petraits, Rhode Island School of Design
"Visual Literacy for Visual Learners: Relating Research Skills to Haptic Skills"
Kelly Smith, Lafayette College
"Image Seeking and Use by Graduate History Students: Avenues to Incorporating Visual Literacy"
Sarah Vornholt, University of Hawai'i at Manoa
"Visualizing the Article: An Exploratory Study of Undergraduates' Educational Reactions to Images in Scholarly Articles"
Following the popular Visual Literacy Case Studies session that premiered at the 2012 annual conference, this session follows that same purpose while expanding the definition of what it can mean while meeting in Providence, Rhode Island—the Creative Capital, a city that serves as a factory for and of non-traditional learners. As background: A term first coined in 1969, visual literacy, according to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
This presentation was given at the 2007 National Council for the Social Studies conference in San Diego - December 2007. Presentation created by Eric Langhorst - 8th grade American History teacher at South Valley Jr. High in Liberty, Missouri.
Presented by Kelly Smith at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island.
Session #13: Pedagogical Studies in Visual Literacy
ORGANIZER/MODERATOR: Mark Pompelia, Rhode Island School of Design
PRESENTERS:
Diana Carns, University of Massachusetss Dartmouth
"Constructing Meaning: Integrating Text, Images, and Critical Questioning"
Ellen Petraits, Rhode Island School of Design
"Visual Literacy for Visual Learners: Relating Research Skills to Haptic Skills"
Kelly Smith, Lafayette College
"Image Seeking and Use by Graduate History Students: Avenues to Incorporating Visual Literacy"
Sarah Vornholt, University of Hawai'i at Manoa
"Visualizing the Article: An Exploratory Study of Undergraduates' Educational Reactions to Images in Scholarly Articles"
Following the popular Visual Literacy Case Studies session that premiered at the 2012 annual conference, this session follows that same purpose while expanding the definition of what it can mean while meeting in Providence, Rhode Island—the Creative Capital, a city that serves as a factory for and of non-traditional learners. As background: A term first coined in 1969, visual literacy, according to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
This presentation was given at the 2007 National Council for the Social Studies conference in San Diego - December 2007. Presentation created by Eric Langhorst - 8th grade American History teacher at South Valley Jr. High in Liberty, Missouri.
Museums Work: Success Stories from Students and Faculty in the ArchivesRobin M. Katz
Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.
This presentation was originally prepared for the Global Education online conference November 2011.
It was also presented as a workshop at iMoot11 in May 2011
Museums Work: Success Stories from Students and Faculty in the ArchivesRobin M. Katz
Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.
This presentation was originally prepared for the Global Education online conference November 2011.
It was also presented as a workshop at iMoot11 in May 2011
Presentation for the Brooklyn College Center for Teaching about the Brooklyn College Library Zine Collection. For more information, see: http://brooklyncollegezines.commons.gc.cuny.edu/
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Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
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LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
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Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
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Shakespeare
1.
2. 9th grade class
Southern Ohio
28 students
• 26 Caucasian
• 2 African-American
• 16 girls
• 10 boys
• Mostly from middle class
• 3 students have ADHD
3. The students will learn about William
Shakespeare, some of his works, and the
culture he lived in.
The students will learn this within a weeks
period.
5. • See what the class already knows about
Shakespeare
• Discuss his background/read article
What year he lived/died?
What was going on when he was alive?
What was the culture/their response to
his works?
Elizabethan period
6. • The impact Shakespeare had on his
society
• How that affects our society today
• Can you still relate to a writing that
was written that long ago? Why or
why not?
• Read articles/look at works
7. • Look at the different works of
Shakespeare
• Read scenes from his comedies,
tragedies, and romantic dramas
• Compare and contrast to TV shows and
movies that are popular today
• YouTube clips will be shown of
adaptations of Shakespeare’s works
8. • Split the classroom into groups and give them
scenes from different plays of Shakespeare’s
• Have them practice to do their own adaptation of
the scene on Friday
• Students can modernize it, keep it the same, or do
anything as long as the content/message stays
the same
• Students will use laptops to rewrite scenes and
print out
10. (2003). In Folger Shakespeare Library. Retrieved
February 2, 2015, from
http://www.folger.edu/documents/Folger_Hamlet_
cg.pd
http://www.youtube.com/watch?v=cIcCE3s_rFc
William Shakespeare (2011). In History.com. Retrieved
February 2, 2015, from
http://www.history.com/topics/british-
history/william-shakespeare
The Elizabethan Age. (n.d.). In National Endowment for
the Arts. Retrieved February 2, 2015, from
http://www.shakespeareinamericancommunities.o
rg/education/elizabethan-age