1. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
246
2. Teacher ’s Guide, Transparencies 5A and 5B
Six Eastern haiku and A Western free-verse poem
(to be read individually): (to be read downwards):
These pictures can do These diagrams? they can be
what bee does for cherry tree: a visual aid to help me
start a seed growing. speak with a colleague,
a board, a principal.
Letterbrush and hand They can also keep me mindful
bend to inner discipline, of the mental discipline
mind now free to soar. I’ve chosen willfully
to practice in this class,
Small mushroom can kill; but they’re likely to be
look closely, pick when ready, poison in the class room,
cook just long enough. unless we’d “done geography”
for at least half a year
On a foggy day, We need to build a stock
shared bouquet of plum blossom of shared experience
helps teach what bees mean for these transparencies
to tie together.
Young bluebirds can watch Better yet, start sketching it,
an eagle soar, but must move ad lib, one cheerful day,
their own wings to fly. and ask the students,
to make it better,
Point a finger; when using themes to help teach them
all can name the trees they see, how to observe, and only then
then talk about them[es]. naming the themes that we use
to see more clearly.
There are no suggested Activities based on these two Transparencies, because I really do
not think they have much place in a typical class. See the text for reasons.
Now, what do we do with the rest of this space? (It is bad stewardship not to use it all,
according to nearly every teacher’s grandmother!) How about writing an anecdote, example, or
a joke you think might be useful to introduce a theme or review one that has been absent from
a class discussion for a long time?
Location:
Conditions:
Connections:
Region:
(OK, if you insist) Human-Environment Interaction:
247
![Teacher ’s Guide, Transparencies 5A and 5B
Six Eastern haiku and A Western free-verse poem
(to be read individually): (to be read downwards):
These pictures can do These diagrams? they can be
what bee does for cherry tree: a visual aid to help me
start a seed growing. speak with a colleague,
a board, a principal.
Letterbrush and hand They can also keep me mindful
bend to inner discipline, of the mental discipline
mind now free to soar. I’ve chosen willfully
to practice in this class,
Small mushroom can kill; but they’re likely to be
look closely, pick when ready, poison in the class room,
cook just long enough. unless we’d “done geography”
for at least half a year
On a foggy day, We need to build a stock
shared bouquet of plum blossom of shared experience
helps teach what bees mean for these transparencies
to tie together.
Young bluebirds can watch Better yet, start sketching it,
an eagle soar, but must move ad lib, one cheerful day,
their own wings to fly. and ask the students,
to make it better,
Point a finger; when using themes to help teach them
all can name the trees they see, how to observe, and only then
then talk about them[es]. naming the themes that we use
to see more clearly.
There are no suggested Activities based on these two Transparencies, because I really do
not think they have much place in a typical class. See the text for reasons.
Now, what do we do with the rest of this space? (It is bad stewardship not to use it all,
according to nearly every teacher’s grandmother!) How about writing an anecdote, example, or
a joke you think might be useful to introduce a theme or review one that has been absent from
a class discussion for a long time?
Location:
Conditions:
Connections:
Region:
(OK, if you insist) Human-Environment Interaction:
247](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)