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The Art of the Short Story with Charcoal Drawing In this 3 to 4 week study the students encounter some of the greatest short stories ever written and learning from these, practice the elements of story writing such as character development, setting and atmosphere, creating a plot, foreshadowing, etc. The goal is for the student to create a short story of his/her own. Included also in this study are sequential lessons in the art of charcoal drawing. The drawings created by the student are used as an imaginative springboard for writing exercises applied to the development of the short story. This book is appropriate for grades 8 through 10. Here is a scene, drawn entirely in black and white, of a frozen and desolate landscape that the student may draw to support a story such as Jack London’s To Build a Fire. A frozen stream is seen in the foreground. I created the drawing with white lead pencil (Prismacolor white) on black paper (inexpensive black construction paper). Notice how the brightest whites are in the foreground, and the dimmest whites are in the background. Also take note of how a lightly applied white in the mid-ground creates silhouettes of triangular shaped firs. These are simply sections of untouched black paper. Notice this same principle is applied to the boulders and rocks. There is one side in the shadows that is entirely black–that is, no white has been applied, the black paper background has been incorporated into the structure of the object. A few dots with a sharpened white pencil point creates the stars in the sky. An Example of Plot Development The story of Leningen Versus the Ants is a prime example of the confrontation plot. In this situation, a displaced European defends his Brazilian plantation against a formidable enemy of ants. This army of insects is so vast that they cover much of the encircling horizon: “Over the range of hills, as far as the eye could see, crept a darkening hem…” This enemy knows no adversary; all other creatures and inhabitants of the surrounding countryside flee for their lives, for nothing escapes these predators: “before you can spit three times, they’ll eat a full-grown buffalo to the bones”. The burgeoning jungle foliage resembles a lifeless moonscape after the voracious army has passed through. Leningen believes that his rational and technical prowess can find a way to ward off the omnivorous hordes. I. OPENING SETTING [Atmosphere of an approaching danger] This establishes the basic conflict or confrontation. There are several elements: A. The impending danger: “…they’ll reach your plantation in two days at the latest.” B. Character description, the unheeded warning and the folly of pride: “The human brain needs only to become fully aware of its powers to conquer even the elements.” “…he had the appearance of an aging and shabby eagle.” C. Description of the danger: “…before you can spit three times, they’ll eat a full grown buffalo to the bones.” D. Why the confrontation will happen II. THE CONFRONTATION Here is where the tension of the story is intensified by a series of conflicts. The sense of danger heightens as Leningen loses ground to the approaching ants. A. Minor Victory: The moat keeps the ants at bay B. Minor Defeat: The ants find a way to cross the moat; Leningen and his workers retreat behind the second moat C. Major Defeat and Imminent Death: the petrol that fuels the second moat is running out; soon the ants will overrun the plantation. All is lost (so it seems). III. HIGH POINT / CLIMAX The plot leads to this moment of highest tension of the conflict and then shows us the resolution to the conflict established at the beginning of the story. A. A “last ditch effort” by Leningen to save the plantation, his life, and the lives of his workers. Can he make it to the flood gate of the dam to flood the plantation before the ants eat him alive? B. The aftermath: final words following the climax of the story Using the plot outline of Leningen Versus the Ants as a model, begin writing an opening setting. Parallel the points established in A, B, C, D of Part I of the outline. Here is how one can use the outline to set up a similar story with an impending confrontation plot. Simply write four parallel sentences for A, B, C, D as in the example below. Here is the situation: Bitter cold is approaching as the sun sets on a frozen landscape. One must use one’s wits to stave off the cold and survive through the night. A. “He knew that in two short hours the sun would be extinguished beneath the frozen hills and the lengthening glacial shadows would begin to swallow everything into a dark night of bitter and deathly cold.” (This is a description of the impending danger and the images such as “extinguished”, “swallow” and “bitter and deathly” help to create a mood or atmosphere as well. ) B. “He was a seasoned outdoorsman, but suddenly, and without warning, panic seized hold of his heart. His breath grew labored, his limbs trembled. He could feel the frigid air invading the marrow of his bones.” (This sentence parallels Leningen’s confidence and pride with an opposite emotion.) C. “He remembered old Ben’s words from the prior evening, ‘a man can freeze into a solid block of ice before the midnight hour.’” (Do you see how this sentence parallels the sentence from Leningen: “…before you can spit three times, they’ll eat a full grown buffalo to the bones.”) D. “Though Bud had traversed this stretch of the mountains through a dozen winters, the unexpected blizzard had obscured all recognizable landmarks.” (This sentence tells us why the conflict or situation has arisen.) If you have completed this exercise correctly, such as in the example above, a story is already implied. Encourage the student toward careful crafting of the images in the sentences for this helps to create the story’s atmosphere. Don’t worry about originality: the same plots have been used over and over thousands of times throughout the history of literature. The example above where Bud must face a night in a frozen wasteland is very similar to Jack London’s story To Build a Fire. For a follow-up lesson, re-read a story that you have already studied, and draw up a plot outline broken into a similar three sections: 1. Opening Setting with its initial Conflict or Crisis, 2. the series of Crises, Oppositions or Confrontations that gear up the tension of the story, and 3. finally the High Point or Climax with its Resolve. Spell out the subcategories to each of these sections with examples from the story. For example, a character flaw (character description) might be revealed in the second section when a series of events cause the tension of the initial conflict to increase. Write two or three paragraph plot outlines for several of the plots described in the list of plot types. Describe how the plot is delayed in its fulfillment through Opposition and Tension in some of the stories. Describe the essential conflict that creates the plot in some of the stories from your readings. - Source Books - Charcoal Drawings - Choosing Stories - Main Lesson Activities/ A Typical Main Lesson - The Elements of the Short Story - Descriptive Setting - Descriptive Settings and Atmosphere - Character Description - Developing Character Voice - Plot Development - Some Common Plots - An Example of Plot Development - Literary Technique - Examples of Foreshadowing and Symbols in “Flight” - Beginnings and Endings - Guidelines for the Second Draft Included in the this book are lessons for teaching charcoal drawing

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Mountains have long captured our imagination. For early civilizations, mountains offered protection from enemy attacks; their inhospitable environments kept danger at bay and allowed for peaceful areas of respite in valleys for countless villagers. As looming fierce protectors, mountains became the mythical homes to gods and spirits. But much like fire, the power to safeguard was also the power to destroy. It’s not difficult to imagine ancient humans grasping with the terrible natural forces they encountered — avalanches, hurricane strength winds, and brutal cold — and creating mythology and lore to explain these beautiful but deadly environments. To the Ancient Greeks, the summit of Mount Olympus was the home of the twelve Olympians (the deities of the pantheon) including Zeus, the king of the gods. To the Romans, Mount Etna was where the god Vulcan kept his fiery blacksmith’s forge. Farther to the east, mountains were viewed as holy places. In Buddhism, Mount Meru (Sumeru in Sanskrit) is the center of the physical and spiritual universe. Now known as Mount Kailash, this 21,778 ft (6,638 m) peak in the Tibet Autonomous Region is sacred to four religions (Buddhism, Jainism, Hinduism, and Bon) and is the site for pilgrimages that have been occurring for several millennia. Climbing this mountain is forbidden. The Buddhist monk FaXian (~350 CE) travelled from China to northern India in search of Buddhist scriptures. He and his companions had to traverse the Hindu Kush, the Karakoram, and the Himalayas. His writings share that he believed these places contained terrible dragons capable of spewing snow, wind, and stones: “Of those that encounter these dangers, not one in ten thousand escapes.” In the 18th and 19th centuries, mountains became a scientific curiosity, something to be mapped, measured, and explored. K2 (28,250 ft / 8610 m) the second highest mountain on Earth, got its name from the British Great Trigonometrical Survey, which began in 1802. Surveying the mountains in the Karakoram, they simply labelled them K1, K2, K3, etc. Since no one else had named it and no religions claimed it, the name K2 stuck. Inquisitiveness, of course, led to climbing and mountains became a symbol of conquest. Mountains fueled imaginations, sparked ingenuity (crampons, ice screws, and high-altitude oxygen rigs, etc.) and provided a crucible for storytelling that continues unabashed today. In both fiction and non-fiction alike, the struggles of person vs nature, person vs supernatural, and even person vs person play out in survivalist dramas that stimulate our minds. Mountaineering triumphs and tragedies abound in prose, poem, and film. The British mountaineer George Mallory, who died climbing Mount Everest in 1924 along with Sandy Irvine, was once asked by a reporter, “Why climb Everest?” Mallory’s short reply was, “Because it’s there.” Many are familiar with this quote, but here’s his follow-up explanation: “Everest is the highest mountain in the world, and no man has reached its summit. Its existence is a challenge. The answer is instinctive, a part, I suppose, of man’s desire to conquer the universe.”

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In our last blog post, we explained what artificial intelligence (AI) is, now we’re going to look at how we’re using AI in our learning solutions. Natural Language Processing Natural language processing or ‘NLP’ is a form of AI that allows computers to understand conversation. Traditional computers are like a well-trained dog, they respond to specific commands like “fetch” and “sit”, but if you say something like “Fido, be a dear and pick up the ball for me,” you’ve got no chance. Now, using NLP, computers can understand that kind of conversational command in both text and speech form. When you’re a baby and people constantly point at your mum and say ‘mummy’ you eventually deduce that this word must refer to this woman, and most of our initial language is acquired like this. The pattern-spotting and learning abilities of AI mean that computers can acquire language and incrementally improve their understanding in the same way as a human. By examining many examples and spotting the pattern, AI can establish the meaning of a word based on its context and position in a sentence. For example, if you’re talking about fielders and bowlers, you probably mean the game ‘cricket’, rather than the noisy insect. Like a human, it can also learn from its mistakes. If it’s told that it incorrectly deduced that the word ‘cheese’ meant a foodstuff rather than a type of music, it will behave differently next time. Our chatbot, Flo, uses NLP to understand users’ requests. This makes accessing information and resources a lot simpler. Instead of sifting through layers of poorly designed menus in an LMS, users can just say “which courses are mandatory?” and instantly get the answer they need. Flo interacts with our LXP, Stream, to do this. We use another type of AI on Stream’s dashboard. In this day and age, we expect a personal experience from our entertainment services. Netflix and Spotify are the shining examples of this – Netflix is constantly suggesting new films and TV shows that you might like based on your previous behaviour. Netflix has 120 million users across 190 countries, and it’s the access to this vast amount of data which makes their recommendations so accurate – if 10 million people watched Die Hard and then also watched Taken, then it makes sense to recommend Taken to Die Hard viewers. Stream uses similar principles to recommend content to learners – if 500 contact centre operatives found our ‘Introduction to Metrics’ course useful, then we can recommend it to other people in the same position or industry. Of course, we’ve got slightly different algorithms and different ways of delivering our recommendations because Netflix is a platform for entertainment and relaxation and Stream is about self-improvement and productivity. We’re also still learning – our focus at the moment is on constantly improving the metrics that we base our recommendations on – whether that’s role, industry, age, type of content, length of content, or something else we haven’t thought of yet! Companies are full of knowledge! If you’ve got a question, the chances are that there’s a document or a course about it somewhere. But that’s the problem – it could be anywhere. It could be buried in an intranet, hidden in an LMS, or languishing in a chock-a-block cloud server. Flo uses NLP to give you immediate access to the content you’re looking for and Stream’s recommendation engine gives you the information you didn’t realise you needed. It’s the difference between having a textbook and having a teacher. AI also allows us to deliver meaningful learning which is grounded in learning theory. For example, with access to a database of content of varying lengths and mediums, we can promote spaced practice – pushing content to learners at specific intervals which combat the forgetting curve and increase recall. We’ll explain more about Stream’s focus on learning theory in our next blog post. About the author Learning Designer, Matt started out his career in marketing but soon realised his talents were better suited to writing content. He’s spent the best part of the year immersed in the world of chatbots and conversational UX, drawing on the dialogue writing skills he developed during his Drama and Creative Writing degree – to put things simply – he’s teaching a bot to speak.

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Introduction: What is AI, how does it write stories? In recent years, artificial intelligence has made significant advancements and is now changing the way we write stories. With the help of AI, writers can create more realistic and believable characters, plots, and settings. In addition, AI can help identify errors and improve the overall quality of a story. As AI continues to evolve, it will likely have even more impact on the field of writing. For example, AI could be used to create entire stories, rather than just individual components. It’s possible that in the future, AI stories generate at a much faster rate than humans and could even replace human writers entirely. Artificial intelligence is still in its early developmental stages, but it is already changing the way we write stories. Some believe that AI will eventually replace human writers altogether. However, others believe that AI will simply make writing easier and more efficient for humans. Either way, there is no doubt that AI is changing the face of writing as we know it. The history of AI and writing The history of AI is fascinating, and its impact on writing is even more so. Here’s a brief rundown of how AI has changed the way we write stories. In the early days of AI, writers were mostly concerned with creating believable characters. This was done by analyzing human behavior and emotions, and then using that data to create algorithms that could generate similar behavior in artificial intelligence programs. One of the first examples of this was Eliza, a program created in 1966 that simulated a therapist. It would analyze what a person said and then respond in a way that seemed human. While Eliza was primitive by today’s standards, it showed the potential for using AI to create believable characters. Since then, AI has only become more sophisticated. Today, there are programs that can generate entire stories on their own. How does artificial intelligence write stories? When it comes to writing stories, artificial intelligence (AI) is changing the game. With the ability to analyze data and identify patterns, AI is helping writers create better stories, faster. Here’s how it works: First, a writer inputs a set of parameters into the AI system. This could include things like the story’s genre, length, and characters. The AI then uses this information to generate a outline or treatment for the story. The writer can then use this outline as a starting point for their own story. Or, in some cases, the AI system may be able to write the entire story on its own. This is especially useful for things like news articles or other pieces that need to be written quickly and accurately. While AI-written stories are not perfect yet, they are getting better all the time. The challenges of AI writing stories The challenge of AI writing stories is that the technology is still in its early stages of development and has a long way to go before it can accurately mimic human writing. Another challenge is that, even when AI does become good at writing stories, there is the risk that humans will become too reliant on it and lose their own creative spark. One potential solution to this problem is to have AI write stories in collaboration with human writers. This way, the AI can help with the technical aspects of storytelling while the human can provide the creativity. Another solution is for humans to use AI as a tool to help them come up with ideas for stories, but not rely on it to write the entire story. Whatever solution is used, it’s important that humans don’t lose their ability to write stories on their own. The benefits of AI writing stories AI is quickly changing the landscape of writing, and there are many benefits to using AI to write stories. Perhaps the most obvious benefit is the speed at which AI can generate a story. This can be incredibly helpful when time is short and a writer needs to produce a large volume of work. In addition to speed, AI can also help improve the quality of writing by providing feedback and suggestions for improvements. This is because AI can analyze a story for elements such as plot, character development, and grammar, and then offer suggestions for how to improve these elements. Finally, AI can help writers become more creative by providing ideas and inspiration for stories. The way we write stories is changing, and AI is playing a big role. By using AI to help with things like grammar and spelling, we can free up our time to focus on the creative aspects of writing. And by using AI to generate ideas, we can get help when we’re feeling stuck. AI is also changing the way we publish and distribute stories. With platforms like Wattpad and Tapas, anyone can become a published author. And with AI-powered tools like Amazon’s Kindle Scout, it’s easier than ever to find an audience for your work. So what does the future of writing hold? It’s hard to say for sure. But one thing is certain: AI is going to change the way we write stories, for better or for worse. Be First to Comment

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Three Little Pigs Sequencing Worksheet – : Our kindergarten worksheets focus on building basic concepts of math, reading, and writing. In addition, topics covered include social studies, coloring activities, online games, and basic general knowledge. We expose these topics to students through fun activities such as sight words, short vowel sounds, consonant blending, and simple addition with the help of a number line. We are confident that our selection of themes, which include colorful animals, birds, plants, butterflies, coins and vehicles, will make learning not only fun but also educational. : With the daily materials introduced in kindergarten, preschoolers are now ready to thrive. What they need now is a solid curriculum to help them strengthen their roots. And that’s what our preschool worksheets are for. Topics covered in the preschool curriculum include advanced math, reading, writing, coloring, more engaging online games, science, and general education. Our worksheets are visual aids that will help teach your child number and letter recognition, basic science principles, and tracing to develop fine motor skills. We guarantee you will appreciate our preschool worksheets and find your child fun and motivating. Three Little Pigs Sequencing Worksheet The curriculum exposes children to professional skills in math, reading, writing, science, social studies, history, general education, art and some basic foreign languages. Yes! We understand that from here, there is no turning back and everything comes fast. That’s why we present our easy worksheets to keep your kids busy while learning these many new topics. Our worksheets help understand key concepts taught in class through interactive activities and fun designs. Story Sequencing Activities For Preschoolers : Below are some of the topics our worksheets suggest to teach your kids. Feel free to browse and find more such worksheets to keep your little ones inspired. : More things they do at level 1, which includes higher level math, reading, writing, science, social studies, history, art, foreign languages, etc. And the only way for the curriculum to continue to grow is to practice it regularly. us 2 : As kids reach third grade, the curriculum expands, and one way to balance the workload is to work. Our third grade worksheets help students develop study skills through daily, stress-free activities. Topics covered include general math, storyboards, science, social studies, languages, fine arts, history, and more. It is important to understand the concepts presented in third grade, as these set the stage for fourth grade. With the help of our free worksheets, created by expert teachers, learning will be like a walk in the park. Story Sequencing Cards Printable Activities For Preschoolers : If your kids are out of breath on their last day of third grade, they’re going to have a blast. Introducing new multiplication principles, learning about important historical figures, doing fun puzzles, and more, the fourth-grade curriculum has so much more to it than kids were taught in previous grades. While fourth grade subjects include math, science, geography, history, arts, and languages, the subjects taught are at the next level. Therefore, learning in class alone will not be enough. This is where our fun, free printable worksheets will help your kids prepare well in all areas. : When things get tough, the tough ones have to go! With the increased workload and curriculum challenges, most fifth graders are bound to hit a roadblock at one point or another. However, we offer a good solution with free worksheets and prompts to solve this problem. Don’t worry about advanced issues, all it takes is some extra work. What you will study includes biographical explanations, important historical characters, riddles, advanced grammar, reading, writing, science and social studies. English Worksheets: Three Little Pigs Sequencing Necessary cookies are essential for the website to function properly. This category only contains cookies that ensure basic functionality and security features of the website. These cookies do not store any personal information. Any cookies that may not be strictly necessary for the functioning of the website and are used primarily to collect user personal information through analytics, advertising, other related activities are called non-necessary cookies. It is necessary to obtain consent from users before running these cookies on your website. If you have children or guardians of children then you will know how much these little ones want to bring The Tale of the Three Little Pigs to life. If you’re looking for 3 little pig crafts or activities then this is sure to be fun! This Sequence of 3 Little Pigs Coloring Page brings art to this storytelling project. Kids can use watercolors, markers, or crayons to make their storyboards. The Three Little Pigs Extension Activity For Young Learners Prints Black and White Sequence Cards. You can decide which pages to print based on how old your child is and how long you want the story to be. Then set your favorite art. This can be food coloring mixed with water and some eraser, markers or even crayons. I chose to set our brown paint. Children need to know what color they want to paint each area with. Show the children a picture of a house made of bricks, straw, and sticks. You can go outside and have the kids collect their sticks so they can figure out what color to use. You can also show them story books so they can read Sequencing 3 Little Pigs Worksheet When the cards are dry, have students cut out the story cards and tell you the story using their cards. You will be surprised how happy they are because they have also made part of the story! Nadia is a mother of 4 children, passionate about making children’s education fun through play. She encourages parents to spend quality time with their children through fun children’s activities and to enjoy art, travel and doing things with their children. Get Smart Alphabet Collection VIP $61.50 This amazing VIP Alphabet Pack contains over 22 alphabet activity packs that will teach your child the alphabet hands-on. Activities include letter crafting, weekly letter activities, play dough, and lots of SO! The Three Little Pigs Smart Start Alphabet Starter Pack $40.00 The Alphabet Starter Pack contains 7 alphabet activities to help your child start their alphabet journey. Lettering Craft $9.50 Our Lettering Craft is a favourite. Each letter art has a letter of the alphabet with a corresponding picture that starts with that letter. Example: Letter B for Bee, Letter C for Cat, Letter T for Train. $5.00 Alphabet Worksheet This printable worksheet focuses on one letter of the alphabet per page and includes many ways to learn the alphabet. Kids will color letters, search for letters, trace letters, dot letters, and change pictures that start with letters. When your child makes the Three Pigs crown, they will sequence the events of the story as if they were making paper crowns they can wear. Free Printable Three Little Pigs Sequencing Crown Story order helps children identify the beginning, middle, and end of a story. It also helps them to retell events in the order in which they happened. The ability to sequence events in a story is an important comprehension skill for readers. Add this fun story sequence activity to the Little Pigs book-based activity to help young readers focus on the details in the story. Print one set of pages for each student. The crown model consists of numbers 1-6. The kids will cut the crown (in color if you printed the black and white version) and the extension cords. Read Build Write Mats + Three Little Pigs Vocabulary Cards Cut out six row cards. Also, have students color this in if you printed the black and white version. Find a fun story to read to your child (or students). As you read the story, have students color and cut out the sequence cards. Students must also trim the crown with two additional strips. This will follow the back of the child’s head to create a soft crown. Little Pigs Craft Sequencing Coloring Pages Ask students to follow your instructions and stick the letters on the crown in order (you can use a list of where the letters appear in the story or you can make a list). Example: Paste the pig with the grass clock at the start to first place. Stick the wolf with the haystack on second to second place. Glue the pig with the stick house Three little pigs story sequencing pictures, the three little pigs story sequencing, three little pigs sequencing activities, sequencing the three little pigs, three little pigs sequencing pictures, the three little pigs sequencing cards, three little pigs story sequencing, 3 little pigs sequencing worksheet, the three little pigs worksheet, three little pigs sequencing cards, three little pigs sequencing, three little pigs worksheet

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Juneteenth will be celebrated on June 19th in the United States, and this holiday has only recently received the recognition it deserves as a critical date to celebrate and understand in the history of the U.S. The increased awareness of Juneteenth follows the racial justice protests last June that were sparked by the horrific death of George Floyd and many other Black Americans due to policy brutality. Issuu provides a platform for content creators to share the history, stories and their perspectives on Juneteenth and the many challenges that Black Americans face today. We hope that with the increased awareness, participation in Juneteenth celebrations will grow. Juneteenth is a holiday celebrating the emancipation of those enslaved in the United States. The holiday originates from Galveston, Texas on the date that the Union Army general Gordon Grainger proclaimed freedom from slavery in Texas. This was actually over two years after President Abraham Lincoln’s Emancipation Proclamation had officially outlawed slavery, but until this point the state of Texas had remained largely isolated from the Union troops and the enforcement had been slow and uneven. Juneteenth has been celebrated by African-Americans since the late 1800’s, and finally the rest of the country is catching up to celebrating such an important date in our country’s history. Juneteenth: Celebrating Freedom In an effort to increase awareness and education for Juneteenth, the Issuu team compiled important facts and background on the holiday alongside historical and relevant images. This is a great introduction to Juneteenth for readers interested in learning more. Juneteenth: A Feast of Freedom Celebrate freedom with a menu you won’t soon forget. This interactive recipe book honors the vibrant and rich legacy of Black ancestral cooking and African American history. Enjoy delicious food while celebrating simplicity, praising tradition, honoring Black Americans and their strong roots. Don’t miss the Juneteenth Spotify playlist recommended to accompany your cooking and meal time too. Looking to expand your knowledge and explore even more Juneteenth storytelling? The Texas Freedom Colonies Project is an educational and social justice initiative dedicated to supporting the preservation of Black settlement landscapes, heritage, and grassroots preservation practices through research. They compiled this Juneteenth reading list for a deeper look at Juneteenth history and celebrations. Nothing Rhymes With Juneteenth by Idris Goodwin Mad Cow Theatre, in partnership with Black Theatre Girl Magic, presents digital readings of five short plays by award-winning playwright, poet and changemaker, Idris Goodwin, to spark conversation about race in America for multi-generational audiences. Peruse the program and enjoy these previously livestreamed events on the Mad Cow Theatre Facebook page. With the support of Theatre for Young Audiences (TYA/USA), Goodwin has offered these plays to serve as a catalyst for action. Each of these short works, written to be read across the multi-generational spectrum, offer different insights about disconnects in racial conversation and the Black experience in America. Ujima: Honoring our Ancestors and Our Freedom in a Time of Healing Ujima Magazine tells human interest stories about the “everyday heroes” with a focus on the Black community in Austin and the surrounding areas. The most recent issue shares stories of celebrating Juneteenth and the Emancipation Proclamation. At Issuu, we know that storytelling has the power to create awareness, encourage dialogue and contribute to driving change in our world. The history of Juneteenth is important to tell and Issuu’s mission is to connect content to people in ways that will highlight our humanity to one another. Do you have additional Juneteenth content we should be highlighting? Let us know by tagging @Issuu, plus you can start your own storytelling at Issuu.com today.

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Walter Crane is considered one of the pioneers of children's book illustration, known for his vibrant and imaginative illustrations that captivated young readers. He was a significant contributor to the development of the genre, and his work continues to inspire and influence illustrators to this day. Crane was born in Liverpool in 1845 into a family of artists and writers, and showed an early talent for drawing. He studied at the Manchester School of Art and later the Royal Academy in London, where he was exposed to the work of the Pre-Raphaelites and other influential artists of the time. In the 1860s, he began working as an illustrator for magazines and children's books, and soon gained a reputation for his skillful and imaginative drawings. Crane's most notable works include the illustrations for "The Baby's Own Aesop" (1887) and "The Frog Prince" (1874), among many others. Although Crane aspired to be a respected portrait painter, he enjoyed his greatest commercial and critical success as a book illustrator, and especially with his elaborate and sophisticated illustrations of children's books. Books illustrated by Crane sold well and he was often a bigger draw for the reading public than the author of the books themselves. Crane's illustrations were noticeably superior in composition, intricacy and technique to the typical children's book illustrations that were the norm at the start of his career. Crane's style stood out largely due to his use of techniques leaned at the art academy as well as though his study and interest in the Pre-Raphaelite art movement as well as Japanese prints. In other words, Crane brought high art to what had previously been a largely amateurish field, and as a result he elevated the genre and contributed to starting the Golden Age of children's book illustrations during the late Victorian era. One of Crane's most significant contributions to children's book illustration was his use of color. In an era when most illustrations were black and white or sepia-toned, Crane's vibrant and bold use of color was a revelation. He used a wide range of hues, often in unusual combinations, to create dynamic and engaging illustrations that brought stories to life. Another notable aspect of Crane's work was his attention to detail. He was a meticulous artist, carefully researching the clothing, architecture, and landscapes of the settings he illustrated to ensure historical accuracy. This commitment to detail helped to create a sense of realism in his illustrations, making them all the more immersive for young readers. Crane also had a keen sense of storytelling. He used his illustrations not only to depict scenes from the story but also to convey the emotions and personalities of the characters. His characters often had expressive faces and body language that helped to convey their thoughts and feelings, making the stories more engaging and relatable for young readers. Walter Crane was a pioneer of children's book illustration, whose contributions helped to shape the genre as we know it today. His use of color, attention to detail, and storytelling skills were all groundbreaking, and his influence can still be seen in the work of contemporary illustrators. Through his art, Crane brought joy and wonder to countless young readers, and his legacy continues to inspire generations of artists and readers alike. Sadly, Crane's true ambition as to be recognized as a serious painter. He created several paintings which he exhibited, but these never garnered the popularity of his book illustrations.

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Teaching history in the classroom is important for a number of reasons. First and foremost, it helps students understand the past, which in turn helps them make sense of the present and plan for the future. History teaches students about the world around them, including the people, places, and events that have shaped it. It also teaches them about different cultures, societies, and civilizations, which can help them become more empathetic and understanding of others. Furthermore, history teaches critical thinking skills. Students learn to evaluate primary sources, such as documents and artifacts, and secondary sources, such as books and articles, to come to their own conclusions about historical events. This helps them develop their ability to analyze and interpret information, which is a valuable skill in today’s world. In addition, history helps students develop their writing and research skills. They learn how to organize and present information in a clear and logical manner, and how to properly cite sources. These are skills that are important not just in school, but in the workplace as well. Finally, teaching history in the classroom helps students become informed and engaged citizens. By understanding the past, students can better understand the issues and challenges facing their communities and the world at large. They can also develop a sense of civic responsibility and an appreciation for the role of government in society. In conclusion, teaching history in the classroom is essential for students’ personal, academic and civic development. It helps them understand the past and make sense of the present, and develops their critical thinking and research skills, preparing them for the future. Furthermore, it also helps them become informed and engaged citizens. Teaching social studies in the primary grades can be challenging, as young students often have short attention spans and may find it difficult to grasp abstract concepts. However, there are several strategies that can help make social studies instruction more engaging and effective for young students. - Use hands-on activities: Young students learn best through hands-on activities, so incorporating them into social studies instruction can be very effective. For example, students can create a timeline of important events in history or make a model of a historical site or structure. - Incorporate technology: Using technology in the classroom can help make social studies instruction more engaging for young students. For example, students can use interactive maps and simulations to explore historical places and events. - Use storytelling and role-playing: Storytelling and role-playing can be a great way to introduce young students to social studies concepts. For example, students can act out a historical event or take on the roles of historical figures. - Use real-world connections: Young students are more likely to be engaged in learning when they can see how it relates to their own lives. Incorporating real-world connections into social studies instruction can help students understand the relevance and importance of what they are learning. - Use group work: Group work can be an effective way to promote social studies learning among primary students. For example, students can work in small groups to research a historical event or create a presentation on a historical figure. - Incorporate diverse perspective: Social studies instruction should be inclusive and diverse. Incorporating different perspectives, cultures, and traditions to social studies instruction can help young students understand the world and its complexity. By using these strategies, teachers can make social studies instruction more engaging and effective for young students. It is important to keep in mind that primary students have different learning needs than older students, so it is important to adapt instruction accordingly. Technology has had a significant impact on social studies instruction in recent years. One of the main ways it has impacted social studies instruction is by providing new and innovative ways for students to learn and engage with social studies content. Here are a few ways technology has impacted social studies instruction: - Online resources: Technology has made a wide variety of online resources available to social studies teachers and students. These resources include primary source documents, maps, videos, and simulations. These resources can help students learn about historical events and places in a more engaging way. - Virtual and Augmented Reality: Virtual and augmented reality (VR/AR) technology can help make social studies instruction more interactive and immersive. For example, students can use VR headsets to virtually explore historical sites or use AR apps to see historical events and people come to life in front of them. - Collaboration and communication tools: Technology has made it easier for students to collaborate and communicate with each other. For example, students can use online collaboration tools such as Google Docs or Zoom to work on group projects or communicate with classmates. - Online assessments: Technology has made it easier for teachers to assess students’ understanding of social studies content. Online assessments can be easily administered and automatically graded, which saves teachers time and allows them to quickly identify areas where students need additional support. - Access to diverse perspectives: Technology has made it easier for students to access information and perspectives from around the world. This can help promote a more inclusive and diverse understanding of social studies content and the world. However, it’s important to keep in mind that technology is not a panacea and should be used as a tool to support learning. It is essential to use technology in a thoughtful and strategic way, in conjunction with other effective teaching strategies and methods. Additionally, access to technology can be a digital divide issue, so it’s important to make sure that all students have access to the necessary technology and support. - Include multiple perspectives: A diverse and inclusive curriculum should include multiple perspectives and voices. This means including the perspectives of different races, ethnicities, genders, and sexual orientations, as well as people with disabilities, immigrants and other marginalized groups. - Use a variety of primary and secondary sources: In order to provide a more complete and accurate picture of history, it is important to use a variety of primary and secondary sources that reflect the perspectives of different groups. This includes incorporating primary sources like diaries, letters, photographs, and oral histories from marginalized groups. - Incorporate diverse and inclusive teaching strategies: When teaching social studies, it is important to use a variety of teaching strategies that are inclusive and respectful of different cultures, perspectives, and experiences. This can include using role-playing, storytelling, and other hands-on activities that allow students to explore different perspectives. - Provide opportunities for self-reflection and critical thinking: A diverse and inclusive curriculum should encourage students to think critically about the world around them, and to question the dominant narratives and perspectives. It is essential to provide opportunities for self-reflection and critical thinking, and to foster an environment where all students feel comfortable sharing their perspectives. - Collaborate with community organizations and experts: To create a truly diverse and inclusive curriculum, it is important to collaborate with community organizations and experts from different backgrounds. This can help to ensure that the curriculum is culturally responsive and represents the diverse perspectives of the community. - Review and revise curriculum regularly: Diversifying and inclusivity should not be a one-time event but rather a continuous process. It’s important to periodically review and revise the curriculum to ensure that it is inclusive and reflects the needs of diverse student population. In conclusion, creating a diverse and inclusive social studies curriculum is essential for promoting understanding and respect for different cultures, perspectives, and experiences. By incorporating multiple perspectives, using a variety of primary and secondary sources, and providing opportunities for self-reflection and critical thinking, teachers can create a social studies curriculum that is inclusive and responsive to the needs of all students.

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At this early age, some children may have a hard time knowing how to interact with others in a socially appropriate manner, and how to recognize another person’s feelings and needs. By making new friends, and interacting with others, your child is learning how to play with other children, share, and respect their needs and space. While these interactions help build your child’s social skills, you play the greatest role in their emotional development. You can help improve your child’s social awareness by being supportive and leading by example. Here's what to know. During the pre-kindergarten years, children are learning very quickly. While children at this age may have short attention spans, they often learn best by being read to, playing pretend, and observing others, especially you. By setting a strong example, you can show your child how to be socially and emotionally intelligent. Preschoolers are learning how to identify what others are feeling based on their facial expressions and body language. As your child interacts with their classmates and teachers, they are gaining a better sense of other people’s emotions, perspectives, and behaviors. During this phase, your child is learning that others have different points of view and that these differences may have consequences in their interactions. They are also gaining a better understanding of the social norms of behavior, like staying quiet during storytime or lining up with the other students during lunchtime. Young children need a lot of reminders on the road to becoming socially aware, so don’t expect to see your child displaying much of this skill on their own. Keep in mind that every child develops at his own pace. Maurice Elias, director of the Social-Emotional Learning Lab at Rutgers University, recommends being watchful without overly worrying, as preschoolers are extremely different in their rate of development, and your child may even excel in one area and lag in another. The concepts highlighted in this section are based on the five sets of competencies developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). If you have concerns about your child’s development, please contact your healthcare provider, his teacher, or his school counselor. Learn more about how to support your child with our pre-K social awareness tips page. Parent Toolkit resources were developed by NBC News Learn with the help of subject-matter experts, including Anne Morrison, Pre-Kindergarten Teacher, Lycée Français de New York; Maurice Elias, Director, Rutgers Social-Emotional and Character Development Lab; and Jennifer Miller, Author, Confident Parents, Confident Kids.

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Are you looking for ways to bring more diversity into your art room? Below you’ll find six contemporary black artists whose work you can weave into your lessons throughout the year as you study painting, sculpture, and collage, as well as line, shape, color, and symbolism. By shining a light on these artists’ work, you’ll expose students to new ways of thinking and creating and help them make connections to their lives and the broader world around them. Bisa Butler is an American textile artist who creates quilted portraits that explore black identity. Her vibrant colors, patterns, and subject choices create an homage to African American life. As you consider Butler’s work with students, discuss how she begins her process with black and white photos. Ask students about her color choices and the symbolism in her fabrics. Ask them to describe the personalities of the people in Butler’s work. How does she convey a story through her quilts? Then, have students create their own fiber art on a smaller scale or have them choose another unexpected medium to produce portraits. To extend your study of Butler, team up with core teachers to have students write stories based on the people depicted in Butler’s quilts. What are their lives like? How do they think and feel? What problems do they have? Have students who wrote about the same quilt compare stories. What was similar in their stories? What was different? Jean-Michel Basquiat’s artwork explores themes of racism and colonialism. Classified as a neo-expressionist, his work features unrestrained emotional linework, text, and symbolism. His trademark symbol of a three-pointed crown can be found in many of his artworks and symbolizes majesty, strength, and royalty. After examining Basquiat’s work, have grade-school students practice working with symbolism and mark-making with tempera sticks and oil pastels with this free “Abstract dinosaur paintings” lesson plan. Amy Sherald is probably best known for her portrait of Michelle Obama. In fact, along with Kehinde Wiley, she is the first African American commissioned by the National Portrait Gallery to paint a presidential portrait. Sherald’s work has a graphic quality and features striking backgrounds and bold full-body portraits of sitters who often gaze directly at the viewer. She uses grisaille, or shades of gray, to portray her skin tones, in stark contrast to the rest of the painting. Have students or teachers “commission” your students to paint a portrait imitating Sherald’s style. Remind them that the color choices are theirs; however, their paintings should be graphic and bold and their skin tones created using shades of gray. Make sure every student feels represented With the Nasco Multicultural Art Supply Pack, you’ll have everything you need to help students create diverse and inclusive art. Lina Iris Viktor Lina Viktor creates large-scale paintings and sculptures in a limited color palette that feature gilded sections crafted from 24 karat gold. Along with gold, she also integrates materials such as volcanic rock and black marble. As you examine Viktor’s paintings, sculptures, and installation pieces, ask students how they feel when they view them. What moods do the pieces evoke? Discuss color and contrast, as well as how limiting your palette can affect your artwork. How do the gold details change or add to Viktor’s art? Let students experiment with limiting their color palettes and adding their own “gold” or metallic details with the supplies in the Nasco Metallic Art Supply Enhancement Pack. Yinka Shonibare is an interdisciplinary artist whose works include painting, sculpture, installations, and photography that focus on the intricacies of cultural identity. As a young art student, Shonibare developed transverse myelitis, a disease that left him paralyzed on one side of his body. Shonibare’s disability did not stop him from creating a body of work that includes large public art installations. This includes his wind sculpture series, with works such as Wind Sculpture (SG) I and Wind Sculpture VII. Just like these sculptures, many of his artworks feature batik fabric, or fabric that has been coated in wax designs and then dyed. You can walk students through the batik process and using symbolism and positive and negative space with this easy classroom kit. After viewing Shonibare’s work, discuss public art installations with students. What purpose do they serve? How do they make people feel and think? Then, have students plan their own public art installations by researching where they could erect their art and then drawing plans for it on a small scale. If your school has the available space, plan a collaborative piece of public art, such as a tile mosaic, that your students can all contribute to. Wangechi Mutu, painter and collage artist, works by “piecing together magazine imagery with painted surfaces and found materials.” Mutu uses a variety of mediums to create her surrealist pieces. Share some of her work with students and ask them what they notice about her art (note that not all her artworks might be considered appropriate in your school setting). Students might notice the natural materials combined with magazine photographs. They might also notice that different body parts are used to make up parts of a face or other parts of a body. After discussing Mutu’s work, give students artistic license to work with a variety of media to create collages, including old books, maps, magazines, paint, paper, and found objects. Get started quickly with the free “I am an artist” lesson plan. Before students begin, talk about what they wish to express and what media would help them express it. Discuss color, rhythm, and symbolism, and then set them free to create! More black artists to discover Your art room offers an environment for students to feel safe and free to express themselves, and the work you are doing to diversify your lessons is so important. As you continue to integrate diversity into your lessons, check out a few more black artists who’ve made their mark in the world: - Julie Mehretu: A large-scale abstract and multimedia artist, Mehretu’s gestural works are reminiscent of cities and geographies. - Kerry James Marshall: Marshall’s work depicts themes that were typically excluded from Western art. - Kehinde Wiley: Wiley is an American portrait painter who is most well-known for painting President Barack Obama’s portrait. - Philemona Williamson: Williamson is a figurative painter who explores storytelling, narrative, and forms of surrealism with her intriguing work.

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The Narrative Technique in Achebe's "Things Fall Apart" Set in Nigeria at the turn of the 19th century, Chinua Achebe's "Things Fall Apart" chronicles the rise and fall of Okonkwo, a powerful leader in the Igbo tribe, as he fights against the turning tide of British colonialism. As Okonkwo's tribe and even his own son fall away from tradition, Okonkwo clings more desperately to his heritage, a decision that will have tragic consequences. Achebe's narrative techniques, such as point of view and structure, are critical tools for exploring this theme of cultural change. The Parable of Okonkwo Achebe uses the third-person point of view, pronouns like "he" and "she," to showcase the narrative's cultural conflict through voice. The distance of this perspective choice, combined with the use of past tense narration, creates a narrative style that mirrors a folktale or parable. Because the Igbo heritage figures prominently in the story, this traditional tone helps reinforce the importance of culture to Okonkwo. The story of his rise and downfall sounds like something that could have been passed down across generations of Nigerians for the purposes of teaching a lesson. "Things Fall Apart" is largely about the disintegration of African tribal tradition at the hands of European colonists. Achebe's narration makes a subtle commentary on this theme through blending western and non-western language and allusions. The book intersperses the Igbo culture's language, proverbs, family histories and rituals throughout the story, but also references John Bunyan's Christian allegory "Pilgrim's Progress," the Book of Common Prayer and Biblical teachings. By combining the two cultural heritages, Achebe demonstrates the battle between tradition and change that drives Okonkwo's story. Achebe's three-part structure marks clear divisions in each section of Okonkwo's journey. Part One introduces Okonkwo's desire to redeem his family name by being a strong leader and warrior, and concludes when he is exiled from his village after accidentally killing a man. In Part Two, Okonkwo meets the British colonizers and witnesses their domination of local culture. Part Three marks Okonkwo's return, where he realizes his village has given in to the colonists and commits suicide. These divisions signal to readers that periods of change are approaching in Okonkwo's life; each is a step downward from his prideful goal of greatness. The Tragedy of "Things Fall Apart" In a tragedy, characters experience disastrous reversals of fortune brought about by their own flaws and wrongful choices. The narrative of "Things Fall Apart" makes use of this concept on two levels. Okonkwo himself is a tragic hero; although his greatest desire is to be greater than his father, his anger, bitterness and unwavering loyalty to the Igbo tribe all lead to his suicide. The story's other great tragedy, though, is the metaphorical death of the Igbo culture. In Okonkwo's absence, the village submits to British domination, erasing their society's tradition and heritage. Kori Morgan holds a Bachelor of Arts in professional writing and a Master of Fine Arts in creative writing and has been crafting online and print educational materials since 2006. She taught creative writing and composition at West Virginia University and the University of Akron and her fiction, poetry and essays have appeared in numerous literary journals.

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To a modern-day visitor, the site of Seneca Village resembles much of the surrounding Park, with rolling hills, rock outcrops, and playgrounds. But what many do not realize is that this area—near the Park’s perimeter from West 82nd to West 89th Street—has an exceptional history. During the first half of the 19th century, before the area became Central Park, it was home to Seneca Village, a community of predominantly African-Americans, many of whom owned property. In the 1990s, a group of scholars and archaeologists interested in the story of Seneca Village formed the Institute for the Exploration of Seneca Village. The goal of the group was to conduct further research on the Village and to consider ways to commemorate it in an educational context. They employed several different research approaches, including archaeological and archival. The installation of "Discover Seneca Village"—a collaboration between the Central Park Conservancy, the Institute, Hunter Research, and dedicated community groups—is the newest project focused on raising awareness about the Village’s history and honoring the people who lived there. By visiting the exhibit, located at the site of Seneca Village, people can learn about the features of the Village and gain insight into the lives of its residents. There is still much more research to be done about Seneca Village—but here is some of what we know to date about the community’s residents and landscape, as well as the artifacts that have been discovered. The settlement of Seneca Village began in 1825 when Andrew Williams, a 25-year-old African-American shoeshiner, bought three lots from John and Elizabeth Whitehead. The Whiteheads owned farmland in the west 80s and 90s but decided to divide up their land into individual lots for sale. Epiphany Davis, a store clerk, was the second person to purchase land—12 lots—and African Methodist Episcopal Zion Church (AME Zion) purchased several lots. From there, a community was born. From 1825 to 1832, the Whiteheads sold about half of their land parcels to other African-Americans. By the early 1830s, there were approximately 10 homes in the Village. According to Census records from 1855, the Village consisted of approximately 225 residents, made up of roughly two-thirds African-Americans, one-third Irish immigrants, and a small number of individuals of German descent. One of few African-American enclaves at the time, Seneca Village allowed residents to live away from the more built-up sections of downtown Manhattan and escape the unhealthy conditions and racial discrimination they faced there. About half of the African-Americans who lived in Seneca Village owned their homes, making the Village an exceptional community for 19th-century New York. For African-Americans, buying property was a path to suffrage and citizenship. That many residents owned their homes and lived in the Village for a long time indicates that they were more prosperous and stable than other African-Americans living in New York City at that time. The site of Seneca Village contains some of the area’s most impressive landforms, including a massive outcrop now known as Summit Rock, the highest point in the Park. This rock, virtually impossible for Park builders to remove, is a defining feature of the area and would have been quite prominent in the landscape of Seneca Village. Nearby is a natural spring, called Tanner’s Spring, believed to have been a principal water source for the Village. Sections of Seneca Village’s landscape were swampy and rocky, but its acreage also contained small gardens, woodlands, and hills. While we do not know of any photographs of Seneca Village, there are photographs from the 1850s that show dwellings in the area and depict the landscape before it was transformed into Central Park, some of which gives us a sense of what Seneca Village might have looked like. Seneca Village contained three churches, anchoring not only religious but also political and social life for African-Americans. African Union Church (built around 1840) and AME Zion Church (built in 1853) were both satellite locations for churches based downtown. All Angels’ Church (built in 1849) was established as a mission by St. Michael’s Episcopal Church, a congregation on the Upper West Side, and was attended by both European-Americans and African-Americans. In the 1840s, there were many debates in the public sphere on the effects of urban growth. Between 1845 and 1855, the City’s population doubled. Some advocates believed that a large open space would provide an escape from the City—a place for New Yorkers to congregate, breathe fresh air, and experience nature. They also hoped that a large public park would be a unique expression of American democracy while also becoming a cultural attraction that would rival those in European cities. The choice of location for this unprecedented public space was not without controversy. William Cullen Bryant, the poet and editor of The Evening Post, suggested a privately owned, largely undeveloped area along the East River known as Jones’ Woods. As plans for this location began to take shape, some park advocates argued that the 150-acre space was not big enough, nor central enough; others pointed out that those promoting this location were landowners in the area that would benefit financially from the presence of a park. The City began to consider a larger tract of land in the center of the island that encompassed the Croton Receiving Reservoir. This was a somewhat rugged landscape with several swamps and numerous rock outcrops, which made it difficult to develop as real estate. This area also encompassed many acres that were already owned by the City, making the endeavor less expensive. Debate continued for almost three years before the City decided on this central location. Through eminent domain (the power of the government to take private property for public use), the City bought the land for Central Park. Those who owned property were compensated for its value and residents were required to leave, a long process that ended in the fall of 1857. The construction of Central Park began in 1858 with the clearing of the land, including the demolition of buildings and removal of those interred in the burial grounds. Records show that some burials were relocated to a cemetery in Queens. By the time this section of the Park was completed in the early 1860s, no clear traces of Seneca Village remained. Although we have limited knowledge of what life was like in Seneca Village, there has been ongoing work to learn more about its residents and their lives. In 2011, archaeologists from Columbia University and the City University of New York conducted an excavation at the site. Over the course of two months, archaeologists and students collected several thousand artifacts, including household items of Seneca Village residents and the remains of their homes. They uncovered items such as an iron tea kettle, a roasting pan, a stoneware beer bottle, fragments of Chinese export porcelain, and a small shoe with a leather sole and fabric upper. We talked with two of the archaeologists, Nan Rothschild and Diana diZerega Wall, about what they have discovered about the community through these items, and how archaeology can provide a tangible link to the lives of Seneca Village residents. “I felt that an excavation at the site would provide a broader and richer view of the history of the African-American presence in the North and in New York City in particular,” said diZerega Wall, Professor Emerita at the City College and the CUNY Graduate Center. “It would also help bring the history of middle-class African-Americans into the modern narrative of the nation’s history.” With the installation of the "Discover Seneca Village" signage, it’s now possible to explore the history of this area like never before. This exhibit gives visitors a glimpse into pre-Park history and highlights decades of research about this extraordinary community. If you’re interested in a guided exploration of this area, a Conservancy-led Seneca Village tour covers the community’s history and lives of its residents, and reveals what recent archaeological discoveries show about this remarkable community and its place in 19th-century New York. For further information, visit our hub of Seneca Village content, linked here. Dr. Carolyn Finney on the Great Outdoors, Environmental Racism, and Finding Joy Through Storytelling As our country continues to reckon with the historical and modern-day implications of systemic racism, Dr. Finney asks her readers to consider how public spaces are affected, too. Parks like Central Park provide a sense of community and benefit our physical and mental health, but they aren’t experienced or accessed equally. Tags: Nature Lovers About the Conservancy The Park Needs Us to Stay Clean and Green: A Community Effort How does the Conservancy manage so much trash and recyclables? Tags: Conservancy Staff / Tips for Visiting / Park Experts / First-Time Visitors The History of Central Park’s North End Get to know this area’s rich past, which includes appearances from General George Washington and several military fortifications—one of which can still be visited today. Concerts of Note: Central Park’s Musical Highlights Central Park has a storied history as a concert venue, welcoming musicians of all genres to its iconic lawns. Large or small, under clear or cloudy skies, music-making has been an essential part of the Park from the beginning. Tags: History / Art Lovers

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Empowering students voice is key to meaningful and lasting learning experiences both within and outside the classroom. Pedagogical empowerment, as I like to refer to it, is a student-centered approach that seeks to highlight students agency and transform learners from passive consumers to active producers of knowledge. Empowering students voice starts with accountability, allowing them to take ownership of their learning. According to John Spencer, when students own their learning they fall in love with it, they start developing a maker mindset and they become critical thinkers and problem solvers. There are various ways to empower students voice. Below are some examples of educational activities where you can leverage the power of technology to amplify students voice: An effective way to empower students voice is through engaging them in writing projects where they are the main authors of their own learning experiences. There are a number of educational web tools and applications to use in this regard: Book Creator : Book Creator provides students with an arsenal of powerful tools to create and self-publish their books. Students can incorporate different multimedia materials into their books such as text, video, audio, shapes, visuals, drawings and many more. The app also embeds collaborative features making it easy for students to collaborate with their teachers or peers in real-time. Docs is an excellent free word editor students can use to channel their voice through engaging in creative writing projects. It also comes equipped with sophisticated collaborative features that include chat and audio feedback. Documents created through Docs can be shared live on the net using a unique generated link. Another practical way to empower students voice is through digital storytelling projects. For instance, students can use apps such as StoryboardThat, Boomwriter, Storybird, among others, to write, record, and share stories with others. Digital storytelling can also take place through comic strips using tools such as Toontastic, Make Beliefs Comix, and Pixton Comic. Students can work individually or in groups to design their stories and share them with the world. Students feel empowered when they know their voice is heard and their opinions are welcomed. One way this can happen is through enabling students to share their feedback. Students can use whiteboarding tools or annotating tools to share feedback within documents, PDFs, or even on web pages. Popular word editors such as Word, Google Docs include commenting features allowing students to share feedback and interact in engaging ways. There is also the possibility of sharing feedback using tools such as Mote and Kaizena. Showcase students learning Providing students with avenues to showcase their learning is another empowering strategy to enhance students sense of accountability, motivation and self-directed learning. There are several ways students can showcase their learning including through creating digital portfolios using tools such as Seesaw and Google Sites, creating personal blogs using tools such as Blogger or WordPress, through visual illustrations such as the creation of posters and infographics using tools like Canva, Google Drawing, and PiktoChart. Empowering students voice is a process and not an end. It is only through allowing students the space to freely engage in expressive forms of interaction and perspective sharing that we, teachers and educators, ensure the creation of inclusive learning environments where students are empowered and where their voice and agency are valued. Leave A Comment

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CC-MAIN-2023-14

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Looking for a fun way to teach your kids about the apple life cycle? Check out this free apple life cycle printable diagram! It’s a great visual aid that shows how apples grow and change from seed to fruit. Plus, it’s a fun activity to do together. Just print it out and your kids can color in the different stages of the life cycle. They’ll be learning about apples in no time! Just like people, apples go through a life cycle. This printable can help your little ones understand the different stages an apple goes through, from blossom to tree to fruit. Download and print it out, then color in the different illustrations as you talk about how an apple grows. You can also use it to teach your kids about the seasons, explaining how apples are usually harvested in the fall. Hang it up on the fridge or in your child’s bedroom as a fun and educational reference guide. The Life Cycle of an Apple Apple trees are a staple of many gardens and orchards, and they are relatively easy to grow. However, before you can enjoy a bountiful harvest of crisp apples, there is a lot of work to be done. Here is a quick overview of the apple life cycle, from planting to harvesting. When you first plant an apple tree, it will be a small sapling. With proper care, it will quickly grow into a medium-sized tree. Once it reaches maturity, it will begin to produce flowers. After the flowers are pollinated, they will develop into apples. The apples will ripen and fall off the tree in late summer or early autumn. Finally, it is time to harvest the apples and enjoy their sweet flavor! Apple Science Activities There’s something magical about apple science activities. They’re the perfect blend of kitchen science and fall fun. And they always seem to turn out beautifully, even when they’re not planned that way. The next time you’re looking for a fun activity to do with your kids, try one of these apple science activities. You might be surprised at how much they enjoy it. One of the simplest apple science activities is to slice an apple in half and observe the different parts. The seeds, the flesh, the skin, the stem – each part has its own unique function. And when you put them all back together again, you have a delicious snack. If you want to get a little more hands-on with your apple science, try making homemade applesauce. It’s a great way to use up any extra apples you might have lying around. And it’s a perfect opportunity to talk about the Science of Cooking. How does cooking change the structure of food? What happens to the nutrients in food when it’s cooked? Your kids will be fascinated by the answers to these questions – and they’ll love eating their homemade applesauce too. So don’t let the chilly weather keep you indoors this fall. Get out there and enjoy some apple science with your kids. They’ll love learning about the life cycle of apples – and you might even learn a thing or two yourself. BOOKS ABOUT APPLES Fill your book basket with a great collection of books about apples. Most of these books can be found at your local library or used bookstore. If you have a hard time finding them, you can order them through my Amazon affiliate links by clicking the images below. Apples, Apples, Apples – It’s a blue sky autumn day and Minna, Pop, Mom, and Dad have decided to go on an outing to Long Hill Orchard. As the bunnies fill their baskets, Farmer Miller teaches them all about apples. This charming story is filled with fun facts, activities, and an applesauce recipe. Pinkalicious: Apples, Apples, Apples – Pinkalicious and the Pinkertons are all excited when they return from their trip to the orchard with lots of Pink Lady apples to munch on! After realizing they have more apples than the family could possibly use, Pinkalicious finds ways to share the apples with others. How Do Apples Grow? – Young children love to eat apples and go to orchards. Here’s a Hello, World! board book that teaches toddlers all about how apples grow—from seed to sapling to tree to applesauce. APPLE RESOURCES I LOVE! Add an apple girl peg doll to your imaginative play area this fall. She’s great for storytelling and makes a wonderful addition to a doll house. With a printable pattern, you can make an apple counting basket set for your felt board. It includes an apple tree, apples, baskets, and numbers. Fall is the perfect time of year to study apples! This apple life cycle printable features 17 activities designed to teach the five stages of an apple’s life and the vocabulary that goes with it.

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All English courses include development of skills in reading, writing, speaking and listening. All courses include specific study of vocabulary, spelling, usage, punctuation and grammar, library research and assigned outside reading in addition to the literature studied in class. All courses include work in composition. ENGLISH 9 (1 UNIT) Throughout ninth grade English, students will use literary elements (irony, figurative language, symbolism) to understand reading selections. They will also be able to distinguish differences among various forms of poetry (sonnet, lyric, narrative, epic) and engage in a variety of shared-reading experiences. Students will also analyze poetry in order to recognize the differences between poetic and everyday language. During the course of the year, the students will study the development of characters and central themes. There will be a variety of pre-writing and writing tasks for students to perform in order to demonstrate their abilities as writers who understand their audiences and acceptable conventions of the English language versus e-mail. Knowledge and the ability to use a variety of research tools (newspapers, magazines, and internet – on-line data resources) in order to distinguish between provable statements and assumption will be taught. The ISafe Program will be presented during all English 9 classes. Students will understand the consequences of plagiarism. ENGLISH 10 (1 UNIT) Throughout tenth grade English, students will continue to work on the skills that were begun in English 9. In addition, they will be reading and evaluating short stories, novels, plays, poetry, and essays. They will be asked to read critically and write complete and insightful responses. They will need to become proficient in their grammar skills, especially punctuation, spelling, capitalization, correct pronoun use, and paragraphing. Students will also work on improving their listening, thinking, and writing skills in order to challenge the Regents in grade 11. ENGLISH 11 (1 UNIT) This course emphasizes the application of writing skills through the organization of composition and themes. An introduction to American Literature is used for interpretation and critical reading. Students will successfully complete writings in persuasion and various modes of exposition about a variety of topics. Students will develop research skills and gain confidence in completing a well-documented research based paper. Students will also continue to develop their command of the conventions of standard written English. These activities should ultimately produce improved critical thinking skills that will evidence themselves in written and oral communication. Finally, since writing is not only about clear and precise communication but also a tool for personal discovery, students should see this class as an opportunity to continue to develop their own individual "voice." This course focuses on imaginative literature – drama, poetry, and prose fiction. Students will be expected to consider how authors utilize the tools at their disposal (elements of fiction, figurative language, devices of sound and structure, etc.) in order to create their literary works. In the process students will be exposed to works from a variety of cultures and time periods. Students will be expected to improve their abilities to write critically and analytically about drama, poetry, and prose fiction. Students will also be expected to see literature as a commentary on human experience and view literary works from a variety of perspectives and interpretive approaches. ENGLISH 12 (1 UNIT) This course must prepare seniors for the variety of opportunities and responsibilities they will encounter after graduation. Ultimately, English 12 will help students apply their English language skills to the world beyond the classroom. English 12 will offer reading, writing, and speaking components with units in the novel, research writing, drama and film, persuasive writing, children’s literature, and the short story. Within these units poetry will be considered and creative writing and public speaking tasks will be assigned. In some cases these components will be mixed and merged under thematic units. For example, a thematic unit entitled "Power, Authority, and Civic Responsibility" will allow students to consider drama, novels, short stories, poems, as well as non-fiction articles and essays. From these sources students can then engage in a variety of writing tasks and speaking opportunities.

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Math and Reading Intervention Garners Amazing Results for India's School Children India, like other low-income countries, has had challenges in educating its poorest populations and children in rural areas. For the last three decades, India's largest education NGO, the Pratham Education Foundation, has been working to alleviate this situation. Pratham has been successfully implementing its Learning Camp teaching model in schools throughout India. Learning Camp is helping to turn challenging gaps and problems into opportunities and achievements. Learning Camp Program Coordinator Meera Tendolkar was the featured panelist for the Global Reading Network webinar on August 31, 2017, which focused on understanding how mathematics supports reading. Tendolkar noted that to understand the full nature of the recent turnaround in education outcomes for students that have come through the Learning Camp program, you must review the previous gaps and problems. Those included children entering school at younger ages than the curriculum was planned for with little to no early grade (pre-k and kindergarten) educational preparation. In addition, many rural students have little to no support from parents who may be semi-illiterate to illiterate themselves and unable to help with homework. The Indian government, recognizing the problems, in 2010 passed the Right To Education (RTE) Act, which stipulates that all Indian children, ages 6 to 14, should be given a free education. But the gaps in grade-level learning persisted. In 2016, assessments found that less than half the nation's schoolchildren in grade level 5 could read even grade level 2 material. Only about one in four grade level 3 students could do subtraction problems. Only 43.3% of grade-level 8 students could work division problems. A new approach was needed. And what the Indian government and Pratham came up with was amazing! The approach is called CAMaL, for Combined Activities for Maximized Learning. In Hindi, CAMaL means amazing! And once they got started learning with this new method, students and their teachers saw amazing results in a short three-year period from 2015 through May 2017. Tendolkar says Learning Camp, which she likens to really great after-school tutoring sessions, asks children to use all their senses to learn from their surroundings. They listen to what is said, say what is heard, write what they say or hear, and read what is written as they add and subtract or multiply and divide. A Learning Camp generally runs for a duration of 30 to 50 days, two to three hours a day, at six to ten-day intervals, with three to four breaks in between. First things first, though the students are tested, one-on-one, to assess their current level of knowledge of math and reading skills. Then they are grouped in clusters according to that level so as not to be intimidated by other, more accomplished learners. After they absorb the leveled material, students progress to the next, higher cluster level with slightly tougher material to master. Some Learning Camps are conducted during the course of the regular school day. Others are offered after school. Some schools have multiple camps going at the same time, depending on the student population and need. One observer noted that in a rural village outside of Calcutta students were so enthusiastic about their school's Learning Camp they volunteered to come on Sunday! Learning while at play, Campers engage in whole-class activities and small group or level wise activities. There are games to develop a child's basic arithmetic abilities, understanding of word problems, and numerical and alphabet recognition. Storytelling, guided questions for self-expression and comprehension development. Since its inception in 2015, the Camps have demonstrated that Learning can be amazing when students are having fun and aren't worried about what a classmate thinks about their abilities. The CAMaL method, Tendolkar reports, has shown significant improvement in learning outcomes in math and reading for both rural and urban school locations. In mathematics, at baseline in 2015, 47% of the Indian school children assessed could not recognize two-digit numbers. Following the intervention, now in 2017, 93% of the same children are able to do addition and 86% are able to work through subtraction problems. In reading, the outcomes are even more stunning. More than 80% of the children are able to read at least the standard level 1 material after the intervention—up from only 24% at baseline in 2015. And close to 60% of the children are reading at the standard level 2 after attending a Learning Camp. Through Global Reading Network's Senior Researcher, Deepa Srikantaiah, serving as Discussant for the webinar, attendees wanted to know how a Learning Camp compares with a typical school environment. Tendolkar explained that the Camp is more child-centered. When a word problem is presented in school, she says, it is not usually discussed. In Learning Camp students are encouraged to "puzzle it out" to find multiple potential solutions. And, she noted, many teachers report their once shy and non-participating students come back into the classroom after attending a Learning Camp have become among the first to raise their hand to answer a math question or volunteer to read. Another attendee asked about costs and teaching resources. Tendolkar explained that Learning Camps are staffed by Pratham paid personnel and volunteers from the villages where schools are located. Other resources come through government partnerships providing training, materials, and teaching models. Many a camp game has involved chalking up the classroom floor. And materials are often brought from home and nearby farms by the students themselves—sticks and pebbles for counting games, for instance. Tendolkar says the total financial cost of language and math materials for each camp is the equivalent of $40.00 US. The Pratham Education Foundation has also started a pre-school only Learning Camp in India for students under the age of 6 and another supplemental Kids Reading program for first and second graders. "At present," Tendolkar says, "there are 1,638 Learning Camps organized in India, serving some 56,000 students with another 3,000 children expected to attend by the end of the 2017-18 school year."

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This article explores the use of virtual and augmented reality in education, including the benefits and challenges of these technologies, as well as examples of how they are being used in classrooms and educational settings. Technology has revolutionized education in recent years, transforming the way we teach and learn. One of the most exciting developments in this field is the use of virtual and augmented reality (VR and AR) in education. These technologies have the potential to enhance student engagement, improve learning outcomes, and provide new opportunities for exploration and discovery. In this article, we will explore the use of VR and AR in education, including the benefits and challenges of these technologies, as well as examples of how they are being used in classrooms and educational settings. What are Virtual and Augmented Reality? Virtual reality (VR) is a computer-generated simulation of a 3D environment that can be explored and interacted with by a person wearing a VR headset. In contrast, augmented reality (AR) overlays digital information in the real world using a smartphone, tablet, or AR headset. Both technologies have the potential to create immersive and interactive learning experiences that can enhance student engagement and understanding. Benefits of VR and AR in Education: There are many potential benefits of using VR and AR in education, including: - Increased engagement: VR and AR can create a sense of presence and immersion that can help students become more engaged with their learning. - Improved learning outcomes: Studies have shown that using VR and AR can lead to better learning outcomes, including increased retention of information and improved critical thinking skills. - Enhanced creativity: VR and AR can provide students with new tools for exploring and creating in ways that are not possible in the real world. - Safe and controlled environments: VR and AR can provide students with safe and controlled environments for practicing skills that would be dangerous or impractical to do in the real world. Challenges of VR and AR in Education: While there are many potential benefits of using VR and AR in education, there are also some challenges that need to be considered, including: - Cost: Virtual reality (VR) and AR hardware and software can be expensive, making it difficult for some schools and students to access these technologies. - Technical difficulties: Virtual And Augmented Reality require specialized hardware and software, which can be difficult to set up and maintain. - Safety concerns: Virtual And Augmented Reality can create a sense of disorientation or motion sickness in some users, which can be a safety concern. - Limited content: While there is an increasing amount of educational content available for VR and AR, there is still a limited amount of high-quality content available. Examples of VR and AR in Education: There are many exciting examples of how Virtual And Augmented Reality are being used in education, including: - Virtual field trips: VR can provide students with immersive experiences of places they might not otherwise be able to visit, such as museums, historical sites, or even other countries. - Simulations: Virtual And Augmented Reality can provide students with safe and controlled environments for practicing skills such as surgery, piloting, or engineering. - Interactive storytelling: VR and AR can provide students with new ways of experiencing stories and narratives, allowing them to explore and interact with the world of the story in a more immersive way. - Science education: Virtual And Augmented Reality can provide students with new ways of exploring and understanding scientific concepts, such as exploring the human body or the structure of molecules. Virtual and augmented reality has the potential to transform education by providing students with new tools for exploration and discovery. While there are some challenges to using these technologies, the benefits are clear, and as the technology continues to improve, we can expect to see even more exciting applications in the future. As educators, it is important that we stay informed about these developments and explore ways to integrate VR and AR into our classrooms and educational settings. By doing so, we can provide our students with new and exciting learning experiences that can help them become more engaged, creative, and knowledgeable individuals. As we move forward, it will be important to address the challenges associated with VR and AR and find ways to make these technologies more accessible to all students. This may involve working with technology companies to develop more affordable hardware and software, as well as providing training and support for teachers who want to incorporate VR and AR into their curriculums. Ultimately, the use of VR and AR in education has the potential to revolutionize the way we teach and learn, providing students with new opportunities for exploration and discovery that were previously unimaginable. By embracing these technologies and working together to address the challenges they present, we can create a more engaging, dynamic, and effective educational system that prepares students for success in the 21st century.

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Go to the questions at the end of the chapter and read over them so you can look for those points as you read. Read the Final Summary of the Chapter first to give you an idea of what you will be learning and the main points it will cover. Read the large or bold headings and sub-headings carefully as they are structure of each topic you will read about. Read the introduction to the chapter. NOW start reading the chapter in your textbook looking for the things that were highlighted in steps 1-4. How to Read a Novel Read for comprehension. Pay attention to repetition that the author has specifically used in the text. Read with themes in mind. (almost every novel will have one or more themes throughout it) Highlight and know your literary elements in the Novel. (Plot, setting, characters, foreshadowing, imagery, etc.) Read for interpretation. How to Read an Article Begin by reading the introduction, not the abstract. Identify the big question. Summarize the background in five sentences or less. Identify the specific question(s). Identify the approach. Read the methods section. Read the results section. How to Read a Scholarly Work Know your research question or argument. You don't have to read the entire article in order. Read the reference section. (This could lead you to other sources that have valuable information that could help you) How to Improve Your Reading Efficiency READ DAILY - Get into the habit of reading each day. It doesn't have to be the same subject, but reading each day exercises your brain and keeps it ready to receive information. SMALL CHUNCKS - Don't ever try to read an entire chapter in one night. The material is too dense and needs to be broken up into smaller chunks. Read a little throughout the day like 30 minutes when you wake up, one hour during lunch, 30 minutes before dinner, and then the rest after dinner. RECALL - After you finish reading, take notes on what you've read or create a short summary. This will help you recall the information. REWARD - The reward of "good grades" is too far off, reward yourself at the end of each day for reading/doing homework. Simple rewards are streaming an episode of your favorite show, eating your favorite dessert, working out, etc. How to Actively Read Read the chapter summary first. Take notes, or better yet, make potential test questions over the chapter summary. Skim the subheadings throughout the chapter. Now, start reading BUT only subheading to subheading. When you finish reading an entire subheading section, take notes and make potential test questions. If your chapter has review questions at the end of certain sections or at the end of the chapter, write those down in your notes as potential test questions. Now, you have finished reading your chapter AND you have notes and study tools.

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language and Literacy In language and literacy, we focus on developing strong foundational skills, including phonemic awareness, letter recognition, and comprehension. We use a variety of strategies and resources to support children’s language development, including reading aloud, engaging in conversations, and providing opportunities for writing and drawing. In math and science, we provide young learners with opportunities to explore mathematical concepts and scientific principles through hands-on learning experiences. We focus on developing foundational skills such as counting, sorting, and categorizing, and we encourage children to ask questions and make observations about the world around them. Physical development program emphasizes the importance of movement and outdoor play for young children. We provide opportunities for gross motor activities such as running, jumping, and climbing, as well as fine motor activities such as drawing, cutting, and painting. Social Emotional Development Social-emotional development is a critical component of our curriculum, and we focus on helping children develop important skills such as self-regulation, empathy, and social skills. We use a variety of strategies, including storytelling, role-playing, and collaborative activities, to support children’s social-emotional development. Young Preschool Two’s Our Young Preschool Two’s program is designed to provide a nurturing and supportive environment where your child can learn and grow. Our experienced teachers use a play-based approach to help your child develop their social, emotional, cognitive, and physical skills. We focus on building their communication and language skills, enhancing their gross and fine motor abilities, and helping them develop their creativity through music, movement, and art activities. - Encourage socialization skills. - Develop fine and gross motor skills. - Introduce basic concepts such as colors, shapes, and numbers through games, songs, and activities. Young Preschool Three’s Our Young Preschool Three’s program builds on the skills developed in our Young Preschool Two’s program. We provide a stimulating and engaging curriculum that encourages exploration, problem-solving, and critical thinking. Our teachers foster a love of learning through hands-on experiences that promote cognitive, social, emotional, and physical development. We also focus on developing pre-literacy and pre-math skills to prepare your child for the Prekindergarten program. - Promote language development and communication skills. - Encourage creativity and self-expression. - Develop cognitive skills. Our Prekindergarten program prepares your child for their transition into kindergarten. We provide a challenging and comprehensive curriculum that focuses on developing the skills needed for academic success. Our experienced teachers provide opportunities for your child to learn through exploration, inquiry, and discovery. We emphasize the development of pre-reading, pre-writing, and pre-math skills, as well as social-emotional development, creativity, and critical thinking. We also provide a rich and diverse range of learning experiences that include science, technology, engineering, arts, and mathematics (STEAM) activities, music, movement, and art. - Build strong reading and writing skills. - Foster critical thinking and problem-solving skills. - Encourage social-emotional development and self-regulation. What is the age range for your programs? We offer programs for children aged 2-5 years old. What is your teaching philosophy? Our teaching philosophy is based on the belief that every child is unique and deserves to be treated with respect and kindness. We aim to provide a safe, nurturing environment where children can explore, learn and grow at their own pace. What is your curriculum based on? Our curriculum is based on the Preschool Learning Foundations, which provides guidelines for early childhood development and education in California. What are your teacher-to-child ratios? We maintain small class sizes and low teacher-to-child ratios to ensure that each child receives individual attention and support. Our ratios are as follows: 1:4 for 2-year-olds, 1:6 for 3-year-olds, and 1:8 for 4-5-year-olds. What are your hours of operation? We are open Monday through Friday, from 8:00 am to 6:00 pm. Do you provide meals for the children? Yes, we offer nutritious meals and snacks throughout the day. Our menu is designed to meet the dietary needs of young children and includes a variety of healthy options. What is your policy on potty training? We work with parents to develop a potty-training plan that is tailored to each child’s needs and readiness. Our goal is to create a positive, supportive environment that encourages children to develop independence and confidence in this area What is the enrollment process? The first step in our enrollment process is to schedule a tour of our facility. After the tour, parents can download and complete our enrollment form and return it to us in person or via email. A deposit is required to secure a spot for your child. What is your policy on discipline? We use positive discipline techniques that promote respectful communication, problem-solving and self-regulation. We aim to create a safe and supportive environment where children can learn and grow without fear of punishment or shame. What are your fees? Our fees vary depending on the program and schedule selected. Please contact us directly for more information on our current rates and fees What Our Families are Saying “Everything about this school is awesome! The teachers are amazing. My kids are going there for a few years now and we are happy with the school. Along with the academic curriculum, they also offer Spanish, Hindi, Clay art, and Chess classes. Jody and Dominic are kind, responsible, and prompt in responding to any queries. I highly recommend both their preschool and after-school programs.” “My kiddo had much fun at Yangfan Afterschool. Arts, languages lessons and activities in a big playground. The director Dominic is very passionate and enthusiastic to work with all the teachers, to ensure the kids learning and having fun. The schedule to drop off and pick up your child there is flexible. If you are looking for a place for your kids afterschool, I would recommend Yangfan.” “Wonderful experience with Yang Fan team. They are academic and fun at the same time. Special call out to Dominic ! He is very responsive ,responsible and approachable. Thank you yang Fan!”

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The Importance of Preschool Activities for Kids As parents, we want nothing but the best for our children. We want them to grow up healthy, happy, and well-educated. This is why many parents choose to enroll their children in preschool, which provides a strong foundation for learning and development. But why are preschool activities so important for kids? Let's explore. Preschool activities help children learn to socialize with other children and adults. Socialization is important because it helps children learn to communicate and develop positive relationships with others. In preschool, children learn how to share, take turns, and cooperate with others. They also learn how to express their feelings and resolve conflicts in a safe and supportive environment. 2. Cognitive Development Preschool activities also help to develop a child's cognitive skills. In preschool, children learn to think critically, solve problems, and develop their creativity. Activities such as puzzles, games, and art projects can help to develop a child's critical thinking and problem-solving skills. Preschool also introduces children to basic math and literacy skills, which will help them in their future academic pursuits. 3. Emotional Development Preschool activities can help to promote emotional development in children. When children engage in activities, they learn to regulate their emotions and express themselves in healthy ways. Activities such as art projects, music, and dance can help children learn to express their emotions in a safe and supportive environment. This can help children to build self-confidence, self-esteem, and a positive self-image. 4. Motor Development Preschool activities can help to promote motor development in children. When children engage in physical activities, they learn to use their bodies in different ways. Activities such as running, jumping, and climbing can help to develop a child's gross motor skills. Activities such as drawing, painting, and cutting can help to develop a child's fine motor skills. Motor development is important because it helps children to develop coordination and control over their bodies. 5. Language Development Preschool activities can also help to promote language development in children. In preschool, children are exposed to a rich language environment, which can help them to develop their vocabulary and language skills. Preschool activities such as storytelling, singing, and reading can help to develop a child's language skills. This is important because language skills are essential for communication and academic success. In conclusion, preschool activities are essential for a child's overall development. They provide children with opportunities to learn, play, and grow in a safe and supportive environment. By enrolling your child in preschool, you are giving them the opportunity to develop important skills that will serve them well in their future academic and personal pursuits. As parents, it is our responsibility to provide our children with the best possible start in life, and preschool activities are an important part of that journey.

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A Young Artist Ezra Jack Keats was born on March 11, 1916. He was the third child of Benjamin Katz and Augusta “Gussie” Podgainy, Polish Jews who lived in East New York, which was then the Jewish quarter of Brooklyn. It was evident early on that the boy known as Jacob “Jack” Ezra Katz was an artistically gifted child. The family was very poor. When 8-year-old Ezra was paid 25 cents to paint a sign for a local store, Benjamin began to hope that his son might be able to earn a living as a sign painter. But Ezra was in love with the fine arts. A good student who excelled in art, he was awarded a medal for drawing on graduating from Junior High School 149. The medal, though unimpressive-looking, meant a great deal to him, and Ezra kept it all his life. While at Thomas Jefferson High School, he won a national student contest run by the Scholastic Publishing Company for one of his oil paintings, depicting hobos warming themselves around a fire. That award also gave him much-needed encouragement. This was during the Great Depression of the 1930s, a time when many, including the Katz family, suffered extreme hardship. Although Ezra’s mother was supportive of his talent, his father wanted him to turn his hand to more practical skills. Working as a waiter at Pete’s Coffee Shop in Greenwich Village, Benjamin Katz knew how hard earning a living could be. He worried that his son could never support himself as an artist. Despite his desire to discourage Ezra, Benjamin brought home tubes of paint, pretending that he had traded them with penniless artists for food. Ezra remembered his father saying, “If you don’t think artists starve, well, let me tell you. One man came in and swapped me a tube of paint for a bowl of soup.” At his high school graduation, in January 1935, Ezra was to be awarded the senior class medal for excellence in art. Sadly, the day before, Benjamin died in the street of a heart attack. Ezra had to identify the body, and at this moment of loss he discovered his father’s true feelings. In an interview with his friend the poet Lee Bennett Hopkins, he described the experience: “I found myself staring deep into his [my father’s] secret feelings. There in his wallet were worn and tattered newspaper clippings of the notices of the awards I had won. My silent admirer and supplier, he had been torn between his dread of my leading a life of hardship and his real pride in my work.” Out in the World Unable to attend art school despite having received three scholarships, Ezra worked to help support his family and took art classes when he could. Among the jobs he held were mural painter with the Works Progress Administration (WPA) and comic book illustrator, most notably at Fawcett Publications, illustrating backgrounds for the Captain Marvel comic strip. Ezra went into the Army in 1943, and spent the remainder of World War II designing camouflage patterns. After the war, in 1947, he legally changed his name to Ezra Jack Keats, in reaction to the anti-Semitism of the time. It was his own experience of discrimination that deepened his sympathy and understanding for those who suffered similar hardships. Ezra was determined to study painting in Europe, and in 1949 he spent one very productive season in Paris. Many of his French paintings were later exhibited in this country, and he continued to paint and exhibit throughout his life. After returning to New York, he focused on earning a living as a commercial artist. His illustrations began to appear in publications such as Reader’s Digest, the New York Times Book Review, Collier’s and Playboy, and on the jackets of popular books. The Associated American Artists Gallery, in New York City, gave him two exhibitions, in 1950 and 1954. One of his cover illustrations for a novel was on display in a Fifth Avenue bookstore, where it was spotted by the editorial director of Crowell Publishing, Elizabeth Riley. She asked him to work on children’s books for her company, and published his first picture book in 1954. Jubilant for Sure, written by Elizabeth Hubbard Lansing, was set in the mountains of Kentucky, a long way from the Brooklyn streets or Paris ateliers. In an unpublished autobiography, Ezra marveled: “I didn’t even ask to get into children’s books.” In the years that followed, Keats was hired to illustrate many children’s books written by other authors, among them the Danny Dunn adventure series. My Dog is Lost!, published in 1960, was Ezra’s first attempt at writing his own children’s book, co-authored with Pat Cherr. The main character is a boy named Juanito, newly arrived in New York City from Puerto Rico, who has lost his dog. Speaking only Spanish, Juanito searches the city and meets children from Chinatown, Little Italy and Harlem. From the beginning, Ezra cast minority children as his central characters. Two years later, Ezra was invited to write and illustrate a book of his own. This was the first appearance of a little boy named Peter. Ezra’s inspiration was a group of photographs he had clipped from Life magazine in 1940 depicting a little boy about to get an injection. “Then began an experience that turned my life around,” he wrote, “working on a book with a black kid as hero. None of the manuscripts I’d been illustrating featured any black kids—except for token blacks in the background. My book would have him there simply because he should have been there all along. Years before I had cut from a magazine a strip of photos of a little black boy. I often put them on my studio walls before I’d begun to illustrate children’s books. I just loved looking at him. This was the child who would be the hero of my book.” The book featuring Peter, The Snowy Day, was awarded the Caldecott Medal in 1963, the most distinguished honor available for illustrated children’s literature at the time. (Ezra’s Caldecott Acceptance Speech). Peter appears in six more books, growing from a small boy in The Snowy Day to adolescence in Pet Show! The techniques that give The Snowy Day its unique look—collage with cutouts of patterned paper, fabric and oilcloth; homemade snowflake stamps; spatterings of India ink with a toothbrush—were methods Ezra had never used before. “I was like a child playing,” he wrote of the creation process. “I was in a world with no rules.” After years of illustrating books written by others, Peter had given Ezra a new voice of his own. In subsequent books, he blended collage with gouache, an opaque watercolor mixed with a gum that produced an oil-like glaze. Marbled paper, acrylics and watercolor, pen and ink and even photographs were among his tools. The simplicity and directness of The Snowy Day gave way to more complex and painterly compositions. In his evolution from fine artist to children’s book illustrator, Ezra applied influences and techniques that had inspired him as a painter, from cubism to abstraction, within a cohesive, and often highly dramatic, narrative structure. His artwork also demonstrates an enormous emotional range, swinging from exuberant whimsy to deep desolation and back again. After winning the Caldecott, Ezra found himself suddenly famous. During the 1960s and ’70s, in addition to writing and illustrating his picture books, he taught illustration and traveled extensively. He visited classrooms around the country and corresponded with many children, exhorting them to “Keep on reading!” The honors he received ran the gamut from prestigious to populist. On one end of the spectrum, in 1965 Ezra was the first artist invited to design a set of greeting cards for UNICEF, and in 1970 he was the first children’s book author to be invited to donate his papers to Harvard University. On the other end, in 1974 a roller rink in Japan was named in his honor, and in 1979 Portland, Oregon, held a parade for him; Ezra happily attended both events. By the time of Ezra’s death following a heart attack in 1983, he had illustrated over 85 books, and written and illustrated 22 children’s classics. He had just designed the sets for a musical version of The Trip, written by Stephen Schwartz and titled Captain Louie, which is still presented around the country and licensed for production by Musical Theatre International. He had designed a poster for The New Theatre of Brooklyn, and written and illustrated The Giant Turnip, a beloved folktale. Although Ezra never married or had a family of his own, he loved children, and was loved by them in return.

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Our Preschool program promotes a hands-on, interactive learning approach. The program consists of Pathways for Preschool, a flexible program for three year olds and Footsteps for Fours and Focus on Fives which are interspersed with music, science, language, history, and handwriting. Songs, charts, and activities are just a few of the elements used for your preschool students' future academic success. Because knowing the Bible is essential to having a biblical worldview, Bible study tools, maps, timelines, and charts are presented in Grades 1–6 Bible Truths to help elementary-age students develop a Bible-reading habit and learn to study the Bible on their own. The Bible lessons span from Creation to the new heaven and new earth. Secondary Bible Truths covers all of Scripture. Students are taught events, doctrines, and principles and are given a selection of verses to memorize. Bible study tools, including maps and timelines, are still used to help students learn to study the Bible on their own. Every lesson endeavors to apply Scripture to daily life and in turn deepens students knowledge of and love for the Word of God. The Bible Modulars, additional secondary Bible materials, can be used to supplement your Bible program. Our Heritage Studies textbooks use a chronological narrative approach to acquaint elementary-level students with historical people, places, and events. Activities—discussion questions, timelines, maps, and online searches—that build on the previous grade are also employed to aid your students' comprehension and retention of the materials. Upper-level Heritage Studies builds on the foundation laid in elementary and expands students’ understanding of world and U.S. history, geography, government, and economics. This information is presented using a narrative approach instead of teaching by memorization to ensure students academic success. In elementary English, phonics, reading, writing, and spelling are consistent and connected—woven together to provide students with a solid language-arts foundation. Students cover one part of speech at a time with systematic review and ample practice, helping them develop writing skills and guiding them through the writing process as they write reports, stories, descriptions, poems, letters, and essays. Spelling uses a word-search approach as students learn about spelling patterns and rules. In Handwriting, students use the PreCursive and cursive methods to master good penmanship. Middle & High Writing & Grammar builds on the foundation formed in elementary grades by applying those skills to higher-level writing. New grammar skills are added and ample writing opportunities are provided so that students can apply new skills to real-life writing—letters, essays, reports, speeches, and digital content. Vocabulary, also for Grades 7–12, partners with Writing & Grammar to include exercises in which students must use new words in context—cementing the meaning, spelling, and correct use of words. Elementary Math ensures success by systematically reviewing previously learned concepts as well as building new skills. Manipulatives are used in Grades 1–6 by both teacher and student. Using manipulatives promotes interactive learning that engages all students in the learning process. Lessons are designed to help students learn how to apply their math skills to real-life needs, such as cooking, carpentry, finance, and medicine. The Middle & High Math program helps students develop reasoning and problem-solving skills as they use graphing calculators, spreadsheets, programming projects, and online keyword searches to explore math. The key to success in math is comprehension of the material, and our math courses aid students in connecting each new lesson to previously learned concepts. Because phonics forms the groundwork for reading, our Reading program builds on the phonics foundation from K5 Beginnings and Phonics & English 1 in Reading 1. Students study letter-sound associations and syllable patterns with an emphasis on word families. To ensure comprehension and to develop higher-order thinking skills, reading selections incorporate questions on four levels—literal, interpretive, critical, and appreciative. Literature goes beyond learning facts and literary terms to studying literary elements and interpretation. Included literary selections are from different cultures, genres, and time periods, the primary goal being to help students understand their fellow man. Students evaluate each selection with questions, analysis, and activities; questions engage four levels of thinking skills: literal, interpretative, critical, and appreciative. Elementary Science encourages hands-on, interactive learning. Enriching lessons incorporate demonstrations, activities, and group discussions and introduce science-process skills through hands-on activities and projects. Each science textbook points to the wisdom of God and His designing hand. The focus of Middle & High Science is science as a powerful tool for living out God’s first commandment to man: have dominion over the earth. Students are taught to evaluate the findings of modern science, to interpret them through God’s Word, and to think critically about modern scientific issues, such as cancer and pollution. Throughout our science curriculum, students will see the interdisciplinary relation to history, math, and literature. Spanish is available for elementary and middle and high school students. Pasaporte al español Kit A is designed for Grades 1–3 and Kit B, Grades 4–6. Spanish 1, 2, and 3 are for Grades 9–12. Our other language electives, French and Latin, are for Grades 9–12. Additional electives are available for Family Life Skills and Speech & Drama.

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Juneteenth, a portmanteau of June and nineteenth, is a holiday which celebrates the emancipation of all those who were enslaved in the United States. Surprised that such a significant date isn’t a federally recognized holiday? Us too. Why Celebrating Juneteenth Matters We here at ThoughtLab are proud to recognize and celebrate Juneteenth. Juneteenth, a portmanteau of June and nineteenth, is a holiday which celebrates the emancipation of all those who were enslaved in the United States. Surprised that such a significant date isn’t a federally recognized holiday? Us too. It was June 19th, 1865 when Union army General Goron Granger read the federal orders in the city of Galveston, Texas which proclaimed that all enslaved people in the state of Texas were now free. But, wait, you're probably thinking. I vaguely remember history class. Wasn’t Abraham Lincoln’s Emancipation Proclamation signed two years prior? A+ for you. It was, but since Texas was the most remote of all Confederate states with a very low population of Union soldiers, enforcing the proclamation was slow and for a long time, very inconsistent. So while Juneteenth represents freedom, it also represents how delayed emancipation was for so many enslaved people. This day marks the true end of slavery in the United States, a brutal and bittier time in our nation’s history. One that should never be ignored but one that we must continue to learn from and use to better ourselves. It is a day that we rightfully celebrate together. Why Isn’t Juneteenth a National Holiday? In a word, racism. Even after emancipation, newly freed people were not, in any sense of the word, free. The rise of lynching and murders combined with strict segregation laws serve as two very few brief examples. In fact, when freedpeople tried to acknowledge Juneteenth a year after the proclamation, they were unable to gather in public spaces to celebrate with their community. By the first world war people of various backgrounds argued that celebrating Juneteenth was un-American and unpatriotic. It has also long been overshadowed by July 4, aka America’s Independence Day, which marks the day the Declaration of Independence was signed in 1776, despite the fact that this “land of the free” celebration omits the reality that millions of peoples were enslaved and not in fact free. While there is definitely a resurgence of Juneteenth awareness and celebrations, this wasn’t always the case. It’s not because people didn’t want to celebrate freedom, but because there was little freedom to celebrate. This is particularly true during the era of Jim Crow laws. It took until Martin Luther King Jr’s Poor People's March in 1968 was scheduled to coincide with the date. This helped spark renewed interest and importance of celebrating Juneteenth. It’s important to note that 156 years later, Juneteenth and its history is still not taught in most schools, nor is it a federal holiday. With activists working hard to remedy this, we’re hopeful things will soon change. How To Celebrate Juneteenth There are numerous traditions associated with Juneteenth, plus regional adaptations and events. The most popular celebrations include hosting lively barbecues, drinking strawberry soda (or red soda water), and eating Marcus Garvey salad. Juneteenth is also focused on education so it’s not unusual, especially in the southern US, for events to include guest speakers and oral storytelling. Activities, especially rodeos, have become a large part of the celebrations while other events like concerts, parades, and baseball are other ways to celebrate. The significance and purpose of recognizing Juneteenth is something that all citizens should acknowledge because, if there is not a retelling or remembrance of the true history in this nation, we're doomed to repeat it.Quote: But as we celebrate, it’s important we keep in mind that, although the physical chains of slavery are now gone, the mental and emotional chains of racism that so many of our brothers and sisters are harnessed with, hampered by, day in and day out, continue to wound and tear us apart. As president of the NAACP, Derrick Johnson argued, “the significance and purpose of recognizing Juneteenth is something that all citizens should acknowledge because, if there is not a retelling or remembrance of the true history in this nation, we're doomed to repeat it." ThoughtLab believes in equality, harmony, and dignity between all races. We celebrate Juneteenth and look to a time when the hearts and minds of our country are united in peace and the last remnant of the sickness that is racism is healed and washed away forever.

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Written by a former Greek slave, in the late to mid-6th century BCE, Aesop's Fables are the world's best known collection of morality tales. The fables, numbering 725, were originally told from person-to-person as much for entertainment purposes but largely as a means for relaying or teaching a moral or lesson. These early stories are essentially allegorical myths often portraying animals or insects e.g. foxes, grasshoppers, frogs, cats, dogs, ants, crabs, stags, and monkeys representing humans engaged in human-like situations (a belief known as animism). Ultimately the fables represent one of the oldest characteristics of human life: storytelling. The origins of the fables pre-date the Greeks. Sumerian proverbs, written some 1,500 years before Christ, share similar characteristics and structure as the later Greek fables. The Sumerian proverbs included an animal character and often contained some practical piece of advice for living (“You should not boast; then your words will be trusted”). The writing style of both the earlier proverbs and the later fables were simple and direct. Neither contains many words. The situations re-counted in the stories begin with some type of incident and conclude with a punch line which would transform into the oft-recognized moral of the tale. It is much later that writers would begin to include the moral either at the beginning of the story (designed to tell the reader the purpose of the tale upfront) or was added to the end (to instruct the reader what the story was supposed to teach). Ultimately, the fables are designed to highlight both desired and undesirable human behaviors: what to do or what not to do. The fables, written down in Greek between the 10th-16th centuries CE, may not be recorded in the exact words as when they were first told. Over time, and largely due to the numerous times the stories were re-told, words may have been changed or eliminated in order to fit the storyteller's purpose. Despite these changes, one characteristic that most of the fables share is the role of animals in the stories. The animals display human-like qualities, especially the characteristics of speech and behavior. In effect, the stories are designed to mimic human life. Most of the stories/fables are meant to highlight bad or poor human decisions and behaviors. In order to allow the animals to appear in multiple tales and roles, Aesop did not restrict the animals to behaving in a manner generally associated with that particular animal e.g. the cunning fox, the slow turtle. These looser characterizations allow for the animals to appear in other settings acting in different manners. Often the focus of Greek learning, especially regarding instruction for children in reading and writing, Aesop's Fables served a multitude of additional purposes. Politically, the fables emerged in a time period of Greek history when authoritarian rule often made free & open speech dangerous for the speaker. The fables served as a means by which criticisms against the government could be expressed without fear of punishment. In effect, the stories served as a code by which the weak and powerless could speak out against the strong and powerful. Additionally, the stories served to remind the weak that being clever could provide a means by which they could succeed against the powerful. The subversive nature of the tales allowed the lower classes in Greek society a means of escape from a society which was often oriented around the idea that “might makes right.” The fables were also considered as a valuable tool in speeches especially as a means to persuade others about a specific point. Aristotle, in his Rhetoric, argued that in the absence of any concrete evidence for proving one's point that a fable could just as well support one's argument. The fables served as a form of children's' entertainment beyond being a simple teaching tool. The fables transmitted important life lessons while also describing the “world of childhood.” The primary characters often acted in a child-like manner. The stories described the challenges of adulthood thus allowing young readers to engage with the characters and morals of adulthood at an early age. The stories also provided an opportunity for a measure of self-reflection. At those moments when Greeks suspected their culture or civilization was not living up to expectations, the fables provided an opportunity for a degree of self-reflection. Although humans and animals share similar traits, humans are different due to their power of reason which allows humans to make different choices about life and living. Examples of Aesop's Fables The Serpent & the Eagle An Eagle swooped down upon a Serpent and seized it in his talons with the intention of carrying it off and devouring it. But the Serpent was too quick for him and had its coils round him in a moment; and then there ensued a life-and-death struggle between the two. A countryman, who was a witness of the encounter, came to the assistance of the eagle, and succeeded in freeing him from the Serpent and enabling him to escape. In revenge, the Serpent spat some of his poison into the man's drinking-horn. Heated with his exertions, the man was about to slake his thirst with a draught from the horn, when the Eagle knocked it out of his hand, and spilled its contents upon the ground. Moral: One good turn deserves another. The Horse & Groom A groom used to spend whole days in currycombing and rubbing down his Horse, but at the same time stole his oats and sold them for his own profit. "Alas!" said the Horse, "if you really wish me to be in good condition, you should groom me less, and feed me more." Moral: A man may smile yet be a villain The Ant & the Grasshopper In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." "Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew. Moral: It is best to prepare for the days of necessity.

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Are you planning for the NEW Grade 5 Ontario Math Curriculum? This editable Google Slide resource from My Call to Teach is what you need! This resource is for the SPATIAL SENSE strand and covers ALL specific expectations for “E2. Measurement". In this resource, students will experience math through engaging real-life questions, storytelling through math, and interactive slides. - 6 Google Slide presentations - 122 UNIQUE and EDITABLE Google Slides in total - Slides are editable for you to increase student engagement (e.g. you can add your Bitmoji, change the name in the word problem example, add pictures, etc.) - Interactive student slides – value-added questions to assess student understanding. Students can hand in Google Classroom when completed. - Each file starts off with an Opening Engagement Question touching on real-life, practical situations told in a storytelling format. - Specific expectations that are covered - Google Form Assessment Titles of sections included: 1. Measuring Length 2. Measuring Mass and Capacity 3. Angles (NEW expectations) 4. Measuring Angles 5. Area (NEW expectations) 6. Area and Perimeter 7. Google Form Assessment Specific Expectations covered: E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units E2.3 compare angles and determine their relative size by matching them and by measuring them using appropriate non-standard units E2.4 explain how protractors work, use them to measure and construct angles up to 180°, and use benchmark angles to estimate the size of other angles E2.5 use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems E2.6 show that two-dimensional shapes with the same area can have different perimeters, and solve related problems Are you looking for a COMPLETE SOLUTION to implement the entire curriculum? This includes Digital Slides, Worksheets, and Assessments that covers all curriculum expectations. Check out this COMPLETE SOLUTION BUNDLE. Do you want to see how I use all these resources in my own class? Click HERE. See MY STORE for all the other units! Follow my store to get all the updates as I am carefully creating each unit to ensure quality resources. Please note that I take great time in creating these resources. If you have any concerns I would greatly appreciate if you reach out to me through email as I strive to provide value-added resources for all my customers. You can email me at: email@example.com Finally, follow me on Instagram, as this is where I post what I'm working on and what I launch - and I always launch with a flash sale or freebie! Remember to leave a review! I truly value your feedback! Follow me to receive updates on new products. Instagram * Facebook * My TpT Store * Tik Tok * My website

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Writing genres (more commonly known as literary genres) are categories that distinguish literature (including works of prose, poetry, drama, hybrid forms, etc.) based on some set of stylistic criteria. Sharing literary conventions, they typically consist of similarities in theme/topic, style, tropes, and storytelling devices; common settings and character types; and/or formulaic patterns of character interactions and events, and an overall predictable form. A literary genre may fall under either one of two categories: (a) a work of fiction, involving non-factual descriptions and events invented by the author; or (b) a work of nonfiction, in which descriptions and events are understood to be factual. In literature, a work of fiction can refer to a short story, novella, and novel, the latter being the longest form of literary prose. Every work of fiction falls into a literary subgenre, each with its own style, tone, and storytelling devices. Moreover, these genres are formed by shared literary conventions that change over time as new genres emerge while others fade. Accordingly, they are often defined by the cultural expectations and needs of a particular historical and, cultural moment or place. According to Alastair Fowler, the following elements can be used to define genres: organizational features (chapters, acts, scenes, stanzas); length; mood; style; the reader's role (e.g., in mystery works, readers are expected to interpret evidence); and the author's reason for writing (an epithalamion is a poem composed for marriage). Genres are formed shared literary conventions that change over time as new genres emerge while others fade. As such, genres are not wholly fixed categories of writing; rather, their content evolves according to social and cultural contexts and contemporary questions of morals and norms. The most enduring genres are those literary forms that were defined and performed by the Ancient Greeks; definitions sharpened by the proscriptions of modern civilization's earliest literary critics and rhetorical scholars, such as Plato, Aristotle, Socrates, Aeschylus, Aspasia, Euripides, and others. The prevailing genres of literary composition in Ancient Greece were all written and constructed to explore cultural, moral, or ethical questions; they were ultimately defined as the genres of epic, tragedy, and comedy. Aristotle's proscriptive analysis of tragedy, for example, as expressed in his Rhetoric and Poetics, saw it as having 6 parts (music, diction, plot, character, thought, and spectacle) working together in particular ways. Thus, Aristotle established one of the earliest delineations of the elements that define genre. Action fiction and adventure fiction. The hero's journey is the most popular narrative structure of an adventure novel. Comedy (including comic novel, light poetry, and comedic journalism): usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres. Crime fiction (including crime comics) centers on a crime(s), how the criminal gets caught and serves time, and the repercussions of the crime Fantasy (including comics and magazines) is a speculative fiction that use imaginary characters set in fictional universes inspired by mythology and folklore, often including magical elements, magical creatures, or the supernatural. Examples: Alice’s Adventures in Wonderland (1885) and the Harry Potter books. Horror (including comics and magazines) involves fiction in which plot and characters are tools used to elicit a feeling of dread and terror, as well as events that often evoke fear in both the characters and the reader. Horrors generally focus on themes of death, demons, evil spirits, and the afterlife. Science fiction (including comics, magazines, novels, and short stories) is speculative fiction with imagined elements that are inspired by natural sciences (physics, chemistry, astronomy, etc.) or social sciences (psychology, anthropology, sociology, etc.). Common elements of this genre include time travel, space exploration, and futuristic societies. (Sci-fi was originally regarded as scientific romance.) Romantic fiction is those which give primary focus around a love story between two people, usually having an "emotionally satisfying and optimistic ending." Also Romance (literary fiction) – works that frequently, but not exclusively, takes the form of the historical romance. Literary fiction is a term used to distinguish certain fictional works that possess commonly held qualities to readers outside genre fiction. Literary fiction has been defined as any fiction that attempts to engage with one or more truths or questions, hence relevant to a broad scope of humanity as a form of expression. Genre fiction is a term used to distinguish fictional works written with the intent of fitting into a specific literary genre, in order to appeal to readers and fans already familiar with that genre. There are many sources that help readers find and define literary fiction and genre fiction. These are genres belonging to the realm of nonfiction. Some genres listed may reappear throughout the list, indicating cross-genre status.

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Profession Freinet school teacher Freinet school teachers educate students using approaches that reflect the Freinet philosophy and principles. They focus on enquiry-based, democracy-implementing and cooperative learning methods. They adhere to a specific curriculum that incorporates these learning methods through which students use trial and error practices in order to develop their own interests in a democratic, self-government context. Freinet school teachers also encourage students to practically create products and provide services in and outside of class, usually handcrafted or personally initiated, implementing the 'pedagogy of work' theory. They manage and evaluate all the students separately according to the Freinet school philosophy. Freinet school teacher Jobs: Open positions Find the job of your dreams on Talent.com, one of the largest job sites worldwide.Job postings: talent.com - Teamwork principles The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc. - Learning difficulties The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders. - Curriculum objectives The goals identified in curricula and defined learning outcomes. - Assessment processes Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. - Freinet teaching principles The teaching and developmental methods and philosophy of Célestin Freinet, a French pedagogue. These principles involve learning concepts by trail and error, by invoking children's learning interests and curiosity, and learning through making products and providing services such as the learning printing technique. - Children's physical development Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection. - Provide lesson materials Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space. - Teach kindergarten class content Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles. - Implement care programmes for children Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities. - Manage children's problems Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders. - Maintain students' discipline Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour. - Guarantee students' safety Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation. - Prepare lesson content Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc. - Apply teaching strategies Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities. - Assist students with equipment Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary. - Assess the development of youth Evaluate the different aspects of development needs of children and young people. - Observe student's progress Follow up on students’ learning progress and assess their achievements and needs. - Apply Freinet teaching strategies Employ the Freinet teaching approaches to instruct students, such as the use of Enquiry-Based Learning, Centres of Interest, Co-operative Learning, Pedagogy of Work, and The Natural Method. - Encourage students to acknowledge their achievements Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth. - Support children's wellbeing Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others. - Manage student relationships Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability. - Adapt teaching to student's capabilities Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals. - Assist in children's development of basic personal skills Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games. - Assist students in their learning Support and coach students in their work, give learners practical support and encouragement. - Give constructive feedback Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work. - Support the positiveness of youths Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance. - Prepare youths for adulthood Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence. - Facilitate teamwork between students Encourage students to cooperate with others in their learning by working in teams, for example through group activities. - Demonstrate when teaching Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning. - Assess students Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved. - Apply intercultural teaching strategies Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies. - Perform classroom management Maintain discipline and engage students during instruction. Optional knowledge and skillsdevelopmental psychology keep records of attendance provide after school care manage resources for educational purposes perform playground surveillance attend to children's basic physical needs employ pedagogic strategies to facilitate creative engagement maintain relations with children's parents workplace sanitation promote the safeguarding of young people organise creative performance write work-related reports common children's diseases pedagogy liaise with educational support staff first aid work with virtual learning environments disability types Source: Sisyphus ODB

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Persuade Parents, Principals, and More through Data Storytelling with IntelliBoard Part 2: Present Data Clean water is necessary for biological life to survive. We need it to live and stay healthy…but what if it’s evil? - Water can be extracted from rocket fuel. - Water is the main ingredient in pesticides. - Water is the #1 cause of drowning. - 100% of people exposed to water will die. Sure, all of the above are true, but that doesn’t mean you should avoid water — that would be impossible, anyway! These are instances of presenting data unethically. So how can you present data ethically? First, consider your message. The facts may not be distorted, but the way the information is presented may be altered to intentionally or unintentionally exaggerate or understate the facts. Here are a few unethical strategies to avoid when you present data in graphs and charts. In this case, the Y-axis does not start at zero, so the data is exaggerated. In the charts below, the differences between the interest rates are negligible — they’re 0.002% different from one another. But the chart on the left is much different than the chart on the right because the Y-axis begins at 3.140% on the left. Takeaway: Start your Y-axis at zero like the chart on the right. Area as Quantity With area as quantity, the data is distorted because the area of the bars or pieces within the chart that represent the data don’t match their values. In the chart below, the people on welfare and the people with a full-time job are not significantly different — only 6.9 million — but the chart, whose X and Y axes are not labeled, makes it seem like a much more significant difference. Takeaway: Make the area of bars, circles, or whatever you use to represent the data proportional to the values of the data. Correlation as Causation Sometimes when we see a chart whose data almost matches, it can be easy to think that one thing caused the other. In this example, the data might lead you to think that the increase in murders caused more people to buy ice cream, or that murders increased because more people bought ice cream. It’s more likely they aren’t causally related at all. One didn’t cause the other; it’s simply a coincidence that they seem related. We call this “correlation.” In actuality, the rates of murder and ice cream purchases are dependent on the weather: the hotter it is, the more ice cream is sold and the more murders are committed. That means the two are correlated, not causal. Takeaway: In similar data, one thing might not have caused another; they could be simply correlated (coincidental). For more funny examples, visit Spurious Correlations. When it comes to pie charts, it can be difficult for the brain to interpret results. In this example below, the pieces of the pies look strikingly similar from one pie chart to the other. Comparison data is better presented in bar charts or line graphs, where your audience can easily see the differences in data. Takeaway: For comparison analyses, use bar charts or line graphs instead of pie charts. Now that you know how to ethically present your data, where does IntelliBoard fit in? Our next post will show you how to use IntelliBoard data to effectively tell your story and convince your audience.

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Near Portland, Oregon, archaeologists and Indians have built an authentic Chinookan plankhouse like those Lewis and Clark saw It's still early sunday morning, but the air is filled with the whine of chain saws. At the Ridgefield National Wildlife Refuge, in southwestern Washington State, men wearing jeans, T-shirts and flannel work shirts are cutting cedar logs into planks, hand-carving figures into others, and using cranes to move the giant logs around. The volunteers are building a traditional Chinookan plankhouse about two miles from a village that Lewis and Clark visited on their epic journey 200 years ago. The seven-acre village, called Cathlapotle by early fur traders, is gone now, but thanks to its protected location, it is one of the most well-preserved American Indian village sites in the Northwest. But when Lewis and Clark first saw it, in November 1805, it was one of the largest of about 50 Chinookan villages that stood along a 160-mile stretch of the Columbia River, from the gorge to the river's mouth. "I counted 14 houses," Clark wrote in his notoriously casually spelled diary. "Seven canoes of Indians came out from this large village to view and trade with us, they appeared orderly and well disposed, they accompanied us a few miles and returned back." Lewis and Clark estimated that as many as 900 people lived in Cathlapotle and 19,000 more in the surrounding Columbia River Valley. The two men weren't the first non-Natives to visit the area: Spanish explorers and then British and American fur traders sailed up the coast in the late 1700s, bringing epidemics of smallpox that took a toll on the Native population. But the Lewis and Clark expedition was the first to reach the village from the East, and it opened up a flood of migration that brought yet more disease (including a major malaria epidemic in the late 1820s and early 1830s). Lewis and Clark returned to the village in March 1806, spending an afternoon there. From their visits, they recorded detailed descriptions of the people and terrain, and maps of the river valley. In 1991, archaeologists in search of the site followed the maps to this refuge, about 25 miles from Portland, Oregon. When the U.S. Fish and Wildlife Service and Portland State University researchers started digging on the river's cottonwood-covered banks, they hit an archaeological jackpot. "The site was so rich that we would not have had the resources to store all the material," says the project's lead archaeologist, Kenneth Ames, of Portland State University. "We would have just drowned in stuff." Though digging stopped in 1996, scientists and students at Portland State are still counting, sorting and trying to make sense of the hundreds of thousands of artifacts they found, including iron daggers, copper pendants and beads, stone tools, acorns and animal bones. Most exciting, the researchers say, is what the excavation has revealed about plankhouses, which formed the center of social, spiritual and economic life for the Chinookan Indians. Subtle bumps in a cottonwood grove near the river still outline at least six of the houses. To understand what the houses looked like, scientists dug a series of trenches that sliced through the remains of two houses; although the walls and posts had disappeared long ago, the dark stains left in the ground by their rotting showed where they once stood. Some buildings were as big as 200 feet long, 40 feet wide, and 22 feet tall; according to Lewis and Clark's notes, 100 people or more lived in a single house. The presence of multiple hearths in the building was revealed by sheets of ash containing fire-hardened clay bowls. The wealth of seeds and elk and fish bones shows that food was abundant. "We have as many smelt bones as stars in the sky," Ames says. Storage cellars—indicated by dense caches of objects in the dirt below some of the buildings—held the village's surplus. When, nearly 15 years ago, archaeologists first had the idea to construct a Chinookan cedar plankhouse based on the excavation data, they envisioned a building as historically accurate as possible, down to the construction methods. But whereas putting up a plankhouse once involved the sweat and muscle of 500-plus people using bone, antler, stone, shell and iron implements, this time around more than 100 men and women supplemented traditional tools with chain saws, cranes and pickup trucks to get the job done. Nearby national forests and landowners donated cedar logs, but to get planks that were big enough for the walls and roof, the organizers had to buy and ship cedar logs from Canada. (Project members say they hope to plant trees locally to replace what they used.) Like most construction projects, this one had unexpected turns. The project was stalled for a couple of months last year by claims from the neighboring Cowlitz tribe that Cathlapotle belonged to it. The work resumed after Fish and Wildlife Service officials determined through review of historical and archaeological records that the village was indeed Chinookan. And there were other departures from the traditional: ramps, emergency exit lighting and swinging doors, to comply with the Americans with Disabilities Act and building codes; and a mechanized ventilation system (in addition to the traditional movable planks in the roof), to clear the building of smoke. "I didn't think the plankhouse would have the spiritual feel we originally hoped it would," says tribal council member Sam Robinson, "but when we opened it up and blessed it, there was great pride in it." Today, the Chinook are a band of about 2,500 people that have spent decades fighting for federal recognition as a tribe, to no avail. To them, the structure is a monument to their history that connects modern Chinook with their past. They're planning to gather there for drumming, storytelling and demonstrations of traditional crafts like basket-making and carving. "I think it's going to bring more awareness that we're still out there," Robinson says. It opened to the public this past March. Some of the volunteers drove two hours each day to get to the site. "It's dumbfounding to me, all the people busting their chops out here," says tribal member Tony Johnson, 34, who teaches children the Chinook language, Chinuk-wawa, and spent many weekends carving the central house posts for the project. Adam McIsaac, a non-Native, makes his living carving Northwest Indian-style art. "This project is the greatest thing that ever happened to me," says McIsaac, 32. "It's great to give something back to the culture and to carry on the traditions that once proliferated right here where we're standing." In the midst of three years of national celebration of Lewis and Clark's journey, the plankhouse is yet another reminder of the rich, established culture that the explorers encountered on their way.

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This is the fourth post in a series discussing literary features of the Gospel of Mark. You might first look at the Introduction, Part 2, and Part 3. In this series thus far, we have examined Mark’s larger narrative structure. Now we will investigate a technique he uses in a number of smaller stories featured in the Gospel. In Mark 11, Jesus tries to find a fig on a tree that had leaves. However, he found no fruit, thus Jesus cursed the tree. Then, Jesus moves on to the temple and cleanses it of the moneychangers and vendors. After the temple cleansing, the narrative returns to the fig tree and finds it withered. Why would Mark place the temple cleansing in the middle of this story about the fig tree? These stories within stories give the reader an interpretive context. Mark is telling the reader how to interpret the stories by placing them together. This kind of storytelling has a few different names. Some call it intercalation. If you want to sound pretentious, you could use the Latin inclusio. At least one scholar has called them “Markan Sandwiches.” These feature two stories in three parts. Story A begins. Story B is told before Story A is finished. After Story B is finished, then Story A is finished. Mark uses the technique to signal to the reader how to interpret a story. In the above example, the fig tree story gives the temple cleansing context. The temple is like the fig tree. It shows leaves, but no actual fruit. Mark is arguing that the physical temple and the practices surrounding it no longer bear fruit. This interpretation is bolstered when investigating how Matthew changes the structure of the account. In Matthew 21, the two stories are told in succession, but the intercalation is taken apart. Arguably, Matthew is a more “Jewish” Gospel. He could be uncomfortable making such a strong statement on the fruitless nature of the temple and its associated practices. In the fig tree/temple story, the framing Story A gives the interpretive framework to Story B. Sometimes the contrast between the two stories highlights a central point. In Mark 5, a synagogue leader, Jairus, comes to Jesus asking him to heal his daughter. Jesus consents and leaves to see the daughter. Then, Mark interrupts the story and shifts the focus off of Jairus and his daughter. In this “interruption” a woman with a bleeding disorder simply touches the hem of Jesus’s garment and is healed. After this episode, the focus shifts back to Jairus’s daughter and Jesus raising her from apparent death with a touch and a word. In the Jairus story, the is a great deal of intentional effort. Jairus seeks out Jesus. Jesus goes to Jairus’s house. He touches the daughter. He speaks to the daughter. One could mistakenly believe that all of that intentional effort is what saved the young girl. The interrupting story of the woman with the bleeding disorder corrects that potential misunderstanding. The only person with intention in this story is the woman. She does not seek Jesus’s attention. She only wants a glancing touch of his clothing, believing that will heal her. It happens as she believed it would. Jesus notices and encourages her faith. It was her faith that made her whole. It is faith that heals and not the physical effort. Faith healed the woman and faith healed Jairus’s daughter. Mark’s literary technique and structure (which is kept in Matthew and Luke) keeps the reader from misunderstanding. Another example of contrast in an intercalation happens at the Last Supper in Mark 14. This intercalation is more about emphasis than instruction. Jesus begins the supper with the prediction of his betrayal. After this depressing discussion, Jesus institutes the Lord’s Supper by breaking the bread and offering the wine. This offering represents his willingness to die on behalf of the rest of humanity. He will be faithful to his task even as it leads him to death. After the supper, Jesus tells Peter that even he will betray him (3 times!). The disciples’ betrayal contrasts sharply with Jesus’s faithfulness. By sandwiching this faithfulness with betrayal, Mark emphasizes the faithfulness by giving it a sharp contrast. These intercalations peppered throughout Mark are another indicator of the author’s literary skill. They are examples of how Mark artfully guides his readers in interpreting the Gospel. Matthew and Luke keep many of these intercalations intact. If you are reading a Gospel and notice a story is left unfinished, pay close attention to what happens next. The author is telegraphing to you how to interpret the passage. 2 Comments Add yours Good catch. Thank you. In the past I have used “interpolation” erroneously to describe these features, which was repeating a mistake of my first NT professor. Intercalation is a new term for me.

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Preschool teachers educate and care for children younger than age 5 who have not yet entered kindergarten. What they do Preschool teachers teach language, motor, and social skills to young children. They typically do the following: - Teach children basic skills such as identifying colors, shapes, numbers, and letters - Work with children in groups or one on one, depending on the needs of children and on the subject matter - Plan and carry out a curriculum that focuses on different areas of child development - Organize activities so children can learn about the world, explore interests, and develop skills - Develop schedules and routines to ensure children have enough physical activity and rest - Watch for signs of emotional or developmental problems in each child and bring them to the attention of the child’s parents - Keep records of the children’s progress, routines, and interests, and inform parents about their child’s development Young children learn from playing, problem solving, and experimenting. Preschool teachers use play and other instructional techniques to teach children. For example, they use storytelling and rhyming games to teach language and vocabulary. They may help improve children’s social skills by having them work together to build a neighborhood in a sandbox or teach math by having children count when building with blocks. Preschool teachers work with children from different ethnic, racial, and religious backgrounds. Teachers include topics in their lessons that teach children how to respect people of different backgrounds and cultures. Preschool teachers in public schools generally work during school hours. Many work the traditional 10-month school year and have a 2-month break during the summer. Some preschool teachers may teach in summer programs. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session. Those working in daycare settings may work year-round with longer hours. How to become a Preschool Teacher Education and training requirements vary based on settings and state regulations. Preschool teachers typically need at least an associate degree. Preschool teachers typically need at least an associate degree. Preschool teachers in center-based Head Start programs are required to have at least an associate degree. However, at least 50 percent of all preschool teachers in Head Start programs nationwide must have a bachelor’s degree in early childhood education or a related field. Those with a degree in a related field must have experience teaching preschool-age children. In public schools, preschool teachers are generally required to have at least a bachelor’s degree in early childhood education or a related field. Bachelor’s degree programs include instruction on children’s development, teaching young children, and observing and documenting children’s progress. Some states require preschool teachers to obtain the Child Development Associate (CDA) credential offered by the Council for Professional Recognition. Obtaining the CDA credential requires coursework, experience in the field, a written exam, and observation of the candidate working with children. The CDA credential must be renewed every 3 years. In public schools, preschool teachers must be licensed to teach early childhood education, which covers preschool through third grade. Requirements vary by state, but they generally require a bachelor’s degree and passing an exam to demonstrate competency. Most states require teachers to complete continuing education credits in order to maintain their license. The median annual wage for preschool teachers was $30,520 in May 2019. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $21,140, and the highest 10 percent earned more than $55,050. Employment of preschool teachers is projected to grow 2 percent from 2019 to 2029, slower than the average for all occupations. Early childhood education is important for a child’s intellectual and social development. Preschool teachers should be needed to meet the slowly increasing demand for early childhood education. Similar Job Titles Child Development Teacher, Early Childhood Teacher, Group Teacher, Infant Teacher, Montessori Preschool Teacher, Nursery Teacher, Pre-Kindergarten Teacher (Pre-K Teacher), Preschool Teacher, Teacher, Toddler Teacher Social and Human Service Assistant, Kindergarten Teacher (except Special Education), Self-Enrichment Education Teacher, Teacher Assistant, Nannies The trade associations listed below represent organizations made up of people (members) who work and promote advancement in the field. Members are very interested in telling others about their work and about careers in those areas. As well, trade associations provide opportunities for organizational networking and learning more about the field’s trends and directions. - American Montessori Society - Association for Childhood Education International - Association Montessori Internationale - Kappa Delta Pi, International Honor Society in Education - National Association for the Education of Young Children - National Association of Early Childhood Teacher Educators - National Association of Independent Schools - National Education Association - National Head Start Association - North American Montessori Teachers' Association Magazines and Publications - Teaching Young Children (NAEYC publication) - My Big World (Scholastic) - Let’s Find Out (Scholastic) Preschoolers may do a lot of singing and finger painting, but teaching them takes more than fun and games. For most children, preschool is their vital first experience of structured learning and play… preschool teachers plan the lessons and create the environment that makes it all possible. Preschool teachers educate and care for children ages 2-4. They present reading, writing, science, and other subjects in ways their young students can understand. Preschool teachers organize activities and routines to balance playtime, rest, and physical activity throughout the day. They teach the basics of language, numbers, shapes and colors, as well as social skills. They also monitor children’s progress to share with parents, and flag any concerns for early intervention. Preschool teachers work in childcare centers, non-profit centers, and public and private schools. In public schools, preschool teachers generally work during school hours, and may have summers off or teach summer programs. In day care settings, hours may be longer and schedules are typically year-round. Education and training requirements range from a high school diploma and certification to a college degree. Childcare centers generally require a high school diploma and a certification. Head Start and other government programs may require a 2- or 4-year degree. Public school preschool teachers need a bachelor’s degree in early childhood education or a related field, and an early childhood education license. Content retrieved from: US Bureau of Labor Statistics-OOH www.bls.gov/ooh, CareerOneStop www.careeronestop.org, O*Net Online www.onetonline.org

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Can You Repeat That? Designing Courses for Peak Memory Retention Studies show that up to 70% of the material covered in your corporate training will be long forgotten—just 24 hours after the end of the course. This statistic is enough to increase the blood pressure of any instructor, whose entire task is to ensure that new information is retained by learners. But it’s not entirely the instructor’s fault. Memory retention can be influenced heavily by course design, including the types of instructional strategies are employed. Pepperdine University offers a four-part process to improving memory and retention: GULP, which stands for Get it, Use it, Link it, Picture it. Let’s see how each of these steps might look in an online course. There’s a lot more to “getting it” than simply hearing or reading new information. Learners need to be in an optimal environment for absorbing new information, which means they need to be relaxed, motivated, and engaged. Designing the best instructional strategies are crucial here. For example, an interactive module is more likely to capture interest and hold attention than a 25-page PDF of text. Setting the stage so learners can “get” the information—and get it the first time, if possible—is the goal. If a new piece of information isn’t used, the brain is going to decide that it’s not relevant and filter it out. And using it doesn’t have to mean sending learners out in the world to practice their new skills after the first lesson (think of the potentially disastrous consequences of sending new pilots out to fly on their own after their first class!). Using a new piece of information simply means incorporating it into the learner’s experience, though repeating it, writing it down, or reviewing it right away. Student pilots use flight simulators, for example, to use their new information in a different context. Assessments, reflective questions, and group discussions work well, too. While this four-part model might be new for you, you’re not likely to forget it. That’s because the word “gulp” is something you’re already familiar with. Acronyms are an example of linking new material to something that already has real estate in your brain. You can also map information to songs, familiar locations, or categories to help learners bolster memory of new concepts. This is a technique used widely in elementary schools, where students are expected to learn a vast amount of new information in a relatively short period of time—and retain it for the rest of their lives. (You might recall singing the names of the continents or prepositions when you were young.) Incorporating the senses into the learning process is a great way to foster a deep connection between the learner and the new material. Pictures, movies, animations, hands-on demonstrations and practice, and humor are all potent memory-makers. Storytelling is another good example because of its tendency to create an emotional response, which is also linked to memory retention. Online learning is a particularly rich environment for incorporating the senses—videos in particular can capture learners’ visual, aural, and emotional interest. Pepperdine’s model is an effective summary of the ways that content can be presented in order to increase memory retention in learning. What strategies do you use to ensure that your learners aren’t walking away from training and leaving their learning in the classroom? For more tips on building engaging courses, check out these blog posts:

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- Start with a theme or idea: Choose a theme or idea that you want to explore in your poem. This can help to give your poem a focus and direction. - Experiment with different forms and structures: Try writing in different forms, such as free verse, sonnets, or haikus, to see what works best for your poem. - Use imagery and figurative language: Use vivid and descriptive language to paint a picture in the reader's mind. Figurative language, such as similes and metaphors, can also help to add depth and meaning to your poem. - Use sound devices: Experiment with different sound devices, such as rhyme, alliteration, and assonance, to add musicality to your poem. - Vary your line length and stanza structure: Varying the line length and stanza structure can add interest and rhythm to your poem. - Show, don't tell: Use descriptive language to show the reader what is happening in your poem, rather than simply telling them. - Edit and revise: Don't be afraid to edit and revise your poem until it feels right. Poetry often requires multiple drafts to get it just right. - Read your poem out loud: Reading your poem out loud can help you to hear the rhythm and flow of your words and identify any awkward phrasing. - Use concrete details: Use specific, concrete details to help the reader visualize and connect with your poem. - Experiment with different perspectives: Try writing from different perspectives, such as first person, second person, or third person, to see how it changes the tone and meaning of your poem. - Use sensory language: Use language that engages the senses, such as sight, sound, touch, taste, and smell, to help the reader experience your poem more fully. - Don't be afraid to be vulnerable: Poetry can be a powerful way to express emotions and experiences. Don't be afraid to be vulnerable and share your deepest thoughts and feelings in your poem. - Use strong verbs: Strong verbs can add energy and power to your poem. Avoid using weak or passive verbs whenever possible. - Use figurative language: Figurative language, such as similes and metaphors, can help to add depth and meaning to your poem. - Use white space: Use white space intentionally to create pauses and breaks in your poem, which can help to add emphasis and rhythm. - Experiment with different lengths: Try writing both long and short poems to see what works best for your theme and style. - Use repetition: Repetition can be a powerful tool in poetry to create emphasis and add musicality. - Use onomatopoeia: Onomatopoeia is the use of words that sound like the thing they represent. Using onomatopoeia can help to add sensory and musical elements to your poem. - Read other poets: Reading the work of other poets can help to inspire and inform your own poetry writing. - Write regularly: Practice makes perfect! The more you write, the better you will become at composing poetry. Mastering the Art of Poetry: Tips and Techniques for Composing Poems Please wait 0 seconds... Scroll Down and click on Go to Link for destination Congrats! Link is Generated Enhance your creative writing skills with these tips on composing poetry. From choosing the right words and structure to finding inspiration, our expert guidance will help you craft beautiful and impactful poetry. Whether you're a seasoned poet or just starting out, these tips will help you take your poetry to the next level and captivate your readers with your unique voice and style. Post a Comment

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Top Tips For Teaching Young Adults Creative Writing J. K. Rowling once said: "All a writer needs is talent and ink." I agree. But she might have forgotten a crucial factor that made Harry Potter forever etched in our mind ---imagination. It is always said that writing is natural, so a good writer is someone who can write without conscious effort. This post was written by our TEFL certification graduate Anthony R. Please note that this blog post might not necessarily represent the beliefs or opinions of ITTT. A real writer, however, will tell you things are just the other way around. There can be no doubt that a good writer endlessly seeks perfection in words. Not until they mirror the thoughts in their brain does the process stop. From a pedagogical perspective, teaching creative writing has been vexing a great majority of English teachers for decades. Things can be even harder for non-native English teachers. In the following, I will share my point of view as well as my hands-on experience. The summative task is two-fold, starting with a brief discussion on a pivotal factor for an impressive creative writing---imagination, followed by my hands-on experience in teaching creating writing to young adult learners. Also Read: 4 Activities for Teaching Future Simple in the ESL Classroom The Power of Imagination Advanced writers of English are of greatest necessity to be equipped with the ability to manipulate their imagination. It can reflect one’s flow of thinking as well as reasoning, analyzing, and critical thinking. What a writer says in writing shapes the package of the color and size of ideas (Winkler & McCuen, 1974). To achieve this, one doesn’t need to be an artist, a poet, or a genius. The nitty-gritty here is to exercise your imagination. Your imagination will deliver the image you think about. I’ve always employed the following three steps to be a warm-up activity before moving on to ask students to create their writing. In a typical ESA lesson plan, I would include only one or two parts of the activities in the Engage phase. Imagine you and your family are lying on the grass, looking at the sky at night. Ask Yourself Questions - Where are you? - Who are you with? - Why is the night so bright? - What can I see in the sky? - What happened after that? Also Read: How Traveling The World Inspired Me To Teach English Let Your Imagination Flow Bring your story further and alive by asking more questions. Say, if you see no stars at night, try reminiscing the old days when you and your friends enjoyed sitting in the dark, waiting for the shooting star to appear out of nowhere, closing your eyes while wishing. Where are the stars, then? Decide What You Wish to Talk About Now, the story map is built. If you intend to air your concern over our deteriorating environment, then your first draft would very likely look like this. “At my family ‘s cabin on a Minnesota lake, I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars. But now, when 8 out of 10 children born in the United States will never know a sky dark enough for the Milky Way, I worry we are rapidly losing night’s natural darkness before realizing its worth. This winter solstice, as we cheer the days’ gradual movement back toward light, let us alone remember the irreplaceable value of darkness."(Adapted from Paul Bogard, “Let There Be Dark.”) Also Read: Do TEFL teachers need a second language? My Teaching Experience As a TOEFL/IELTS teacher, having unexpected students come to me occasionally asking for help with their statement is anything but a rare phenomenon. Many college applicants, if not all, got dinged by their dream schools for no reason, albeit with an impressive GPA record, and some of them are even varsity cheerleaders. Having harked back to these old stories countless times, I’m starting to realize that their statement was the reason. Since 2015, I’ve started to help my students edit their documents. The very first thing I ask them to do is “Think of your statement as a very short but intriguing story.” It has begun, and end, and a character we care about”. One of the pitfalls my students usually make is that they are always trying to wear off the admission members’ patience by ‘keeping a diary’. The first sentence of your statement is the most important. Through a series of training sessions in an attempt to exercise their imagination, most of them started to pick up the know-how. For example, instead of saying “As I and my dad drove on the freeway, we saw something strange…”, but try making a splash with your story by saying ”Staring at the speedometer without blinking, I was mesmerized by how I felt that night. Things escalated too quickly, with the readings on the panel, after dropping to 0 mph, jumping back around in merely 3 seconds….”. Also Read: The 3 Most Important Chinese Policies to Know For Teaching Expats in China Or if you wish to deploy the art of storytelling to answer an essay question titled “Thanks to technological advances, the world is getting smaller and better every day”, then you could further extend your imagination and the end product would probably look like this. Staring at the speedometer without blinking, I was mesmerized by how I felt that night. Things escalated too quickly, with the readings on the panel, after dropping to 0 mph, jumping back around in merely 3 seconds. To my surprise, as I enjoyed the adrenalin rush down, it soon came as bit of a shock to me that even the slightest trembler could give me a goosebump. Little did I realize I was riding shotgun in my dad’s newly bought sedan car till we finally arrived at my aunt’s house. Technology has never ceased to amaze us. The world where we live is now without boundaries…. Another example is the story of Andy Patriquin, who got into the University of Redlands in 2018. We have discussed this more than dozens of times before having his application sent. With his consent, I showed my students his statement, asking them to create their version to impress the reader. It was the peak of the day’s heat on July 5, 2017, in the small vacation town of Chatham, Mass. My partner Benjamin and I emerged from the vast backyards of neighboring shoreline homes with big green barrels of garbage held over backs and dumped them into the back of a garbage truck. As I hop on the back step to ride to our next stop, I thought about how despite being sweaty, sore, covered in bug bites, garbage juice, I couldn’t have been happier to have this job. --- by Andy Patriquin Do you want to teach English abroad? Take a TEFL course! Teaching writing is not an easy job, a fact that can be seen in the classroom where little time is devoted to this most frequently neglected skill. There are few if any clear criteria that define good creative writing. How to succeed in eventually allowing students to create their own story in the ACTIVATE phase requires endless effort with perseverance. Teaching is a profession. Writing is an art. Apply now & get certified to teach english abroad! Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll-free at 1-800-490-0531 to speak with an ITTT advisor today. - The Top 5 Places to Teach English in Brazil - Top 10 Places to Take Your TEFL Course in Winter - Why Taking a TEFL Course Is Highly Beneficial - 5 Great Destinations for Surfers to Teach English Abroad - How Teaching English In Brazil Inspired Me To Take My TEFL and Pursue A Teaching Career - What I've Learned From My TEFL Course in Business English

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Poetry, you know about it. You've probably read quite a bit of it. Here is a quick run-down of the basics of poetry. - Poetry can convey and express anything: the self, one’s political reality, universal themes of humankind, or a combination of these (as is usual). - Poetry is a form of creative writing in verse. That is, poetry is composed in a certain rhythm. This is why sound is an essential part of poetry. - Rhyme and rhyme scheme, however, are not essential to poetry: both rhymed and unrhymed verses exist. John Milton's Paradise Lost, considered one of the greatest pieces of poetry in the Western world, is unrhymed! - Another aspect of poetry is meter. Meter involves proper combinations of stressed and unstressed syllables. Again, poetry can be metrical or non-metrical (popularly called “free verse”). While Shakespeare's sonnets are famous examples of the former, much of the popular poetry on Instagram today embodies the power of the latter. - The length of the poem does not matter either: poetry can be as long as a book or could only take up a single page. - In recent times, poetry has been reclaimed and recast as a genre of the people. It has been made to shed its elitist connotations and has been democratized. Think of the Beat poets of the US or the popular performance/slam poetry of today. - Poetry has a large number of sub-divisions and types, such as odes, sonnets, limericks (a variety of short humorous poetry), haikus, ghazals, and many more. Find your strength in any of these types, or create your own! - So, even though poetry has a basic requirement of rhythm, there is quite a bit of space for experimentation. If you are someone who is naturally inclined to rhythm, verse, and powerful imagery, poetry might be the style of writing meant for you! - You can check out one of Aranya Johar’s performance poetry pieces here: Here’s a little something extra for you. If you’re interested in learning more about performance poetry, you can follow her exclusive poetry-writing and performance-based course on FrontRow! 2. One of the most famous modernist poets, T.S. Eliot, wrote in a way that changed the landscape of poetry in the 20th century. Read any poem of his (personal recommendation is "The Love Song of J. Alfred Prufrock”). 3. Akhil Katyal is a critically acclaimed poet writing in current times. His poetry speaks to the times. Read some of his poetry on his Instagram page. 4. Kamala Das’ poetry embodies free verse and confessional poetry. Read her “An Introduction” here. 5. Amrita Pritam’s poetry, written during the Partition of India, shows how poetry becomes a part of people’s cultural reality by speaking the truth of its times. Read her famous poem “Today I Call Unto Waris Shah”. As a type of writing, poetry has an endless scope. At first, it can seem like an intimidating form of writing. But as you learn more about poetry and read different types of it, you might realize that you too have poems within you, left unwritten. So pick the pen up. All the best! Up next is an article on short fiction!

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Activity 5: Story - The Wise Teacher's Test Activity time: 5 minutes Materials for Activity - A copy of story,"The Wise Teacher's Test" - A chime, a rain stick, or another calming sound instrument - Moral Compass poster Preparation for Activity - Read the story a few times. - Consider telling the story rather than reading it. Practice telling it aloud. You may find it helpful to close your eyes and to picture the place where the story happens, and to observe the action and characters in the story as if you were watching a movie. - This story does not lend itself to audience participation during the telling. However, you may make it more interactive by choosing several places to stop the telling to ask questions of the children. Examples might be, "I wonder what those students were talking about, outside the gate?" or, "I wonder how each of you would feel if your school principal told you that you had to steal to keep the school going?" If you use this "stop and go" method of storytelling and inquiry, you will need more time to tell the story, but you probably will not need to do Activity 6, Dramatic Exercise - What Happened Next? which follows the story. Description of Activity In the story, "The Wise Teacher's Test," a Buddhist teacher offers his students a lesson by testing them. He pretends that their school needs money, and tries to convince them that they must steal money in order to keep the monastery going. Students at this age are concrete thinkers and will probably want to discuss the idea that a teacher would condone stealing. You may like to introduce the story by telling your students that Buddhist stories and teachers often use tricks, tests and riddles to help their students to learn something for themselves. Tell the group they are going to hear a story from the Buddhist tradition that will help to show them what conscience is. Indicate the Moral Compass poster. Show them how the arrow says "goodness and justice" and that it now is pointing to "Inner voice". You may also wish to tell the children that there are five Buddhist simple rules of conduct (the Precepts) that lead to happy and peaceful lives for all who practice them. The second Precept states "Respect others' property; take nothing that is not freely given to you." You may wish to compare this precept with the eighth Commandment from Hebrew scripture, "Thou shalt not steal." Take time to make eye contact with each person in the room before beginning the story. Take a deep, calming breath and then begin. When you have finished telling the story, sound the chime or other instrument to signify that the story is ended.

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Harry Potter is a cultural phenomenon that has captured the hearts and imaginations of millions of fans worldwide. While many see it as a mere work of fiction, Harry Potter can also be used as a valuable educational tool. Here are some ways that Harry Potter can be used for educational purposes: Literature and Language Arts Harry Potter is a seven-book series that explores complex themes, intricate plotlines, and a vast universe of characters. Reading the series can help students develop critical reading, analytical thinking, and creative writing skills. They can also learn literary elements such as foreshadowing, symbolism, and character development. Ethics and Philosophy The Harry Potter series addresses moral and ethical issues such as friendship, courage, loyalty, and the value of human life. The books can be used to teach students about ethical decision-making, philosophy, and the importance of values and morals in everyday life. History and Culture The Wizarding World of Harry Potter is filled with references to real-world history and culture. The books draw on British folklore, myths, and legends, as well as historical events such as World War II. Students can learn about history and culture by exploring these references and analyzing how they are used in the books. Science and Technology The Wizarding World of Harry Potter is a world of magic, potions, and mythical creatures. The series can be used to teach students about science and technology, such as the chemistry of potions and the biology of magical creatures. It can also spark students’ interest in fields such as genetics, robotics, and computer science. Social and Emotional Learning Harry Potter is a story about growing up, facing challenges, and learning to overcome them. The books can be used to teach students about social and emotional learning (SEL) by addressing themes such as bullying, discrimination, and mental health. The characters in the books can serve as role models for students, teaching them important life skills such as empathy, resilience, and problem-solving. Creative Writing and Art The Harry Potter series can inspire students to create their own stories and artwork. Students can write fanfiction, draw fan art, or even create their own Wizarding World. By doing so, they can develop their creativity, imagination, and storytelling skills. In conclusion, Harry Potter is more than just a work of fiction. It can be used as a valuable educational tool to teach literature, language arts, ethics, philosophy, history, culture, science, technology, social and emotional learning, creative writing, and art. By using the series in the classroom, home educators can engage students in a fun and interactive way, promoting learning and creativity. Better to be a warrior in a garden than a gardener in a war,

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The term “Mode” in documentary filmmaking referred to the method in which the story or information is told in a documentary film. Think of this as a “genre” in Hollywood films. Much like the way genres overlap in narrative feature films, many documentaries often feature more than one mode. There are 6 common modes of documentary that have been defined over the years. These are: REFLECTIVE DOCUMENTARY STYLE - In many reflective films the filmmaker is a part of the film itself and can often be the main character. - There is an obvious relationship between the filmmaker and the audience - It is ‘reflective’ in the sense that the documentary mirrors the art of documentary-making itself EXPOSITORY DOCUMENTARY STYLE - These types of documentary usually express a clear point of view that leaves little room for individual interpretation and the filmmaker typically presents their message as truth. - Many have a voice-of-God style narration that puts forward a structured argument - Many expository documentary films can be described as propaganda OBSERVATIONAL DOCUMENTARY STYLE - These types of documentary use a fly-on-the-wall filming approach. What is going on in the film is REALLY going on - Observational films try to convey regular everyday life without interviewing the subjects. - Presence of the filmmaker is kept to a minimum and the filming process is less intrusive on the subject. Think of watching the documentary through a security camera. INTERACTIVE or PARTICIPATORY DOCUMENTARY STYLE The filmmaker interacts with subjects, asks them questions and shares experiences These films often use archival footage rather than reenactments to portray a sense of history POETIC DOCUMENTARY STYLE - These films do not use continuity editing, nor give a good sense of location or time. - These films tend to explores associations and patterns that involve temporal rhythms and spatial juxtapositions - They are more fragmented and abstract. Think of them as visual poetry and not a storytelling device. PERFORMATIVE DOCUMENTARY STYLE - Performative documentaries stress subjective experience and emotional response to the world. - This style is somewhat similar to the reflexive documentary style, but often involves a mix of many styles - Performative documentaries try to demonstrate how understanding such personal knowledge can help us understand more general processes of society As a documentarian though, you are much more free within the documentary structure to vary from what is typically considered the “norm” in narrative story telling. Where as a romantic comedy or horror film have to follow the rules of their genre, a modern documentary can be much more flexible in the format it takes to convey its message.

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Teaching Descriptive Writing Essentially a good writer makes his or her writing come alive by using descriptive writing. This can be done by describing a place, an object, a person, an emotion. Descriptive writing works when the subject is brought to life. Once way that this is done is by using concrete nouns, decorated by colourful adjectives. The nouns can also be described by sensory details - touch, sight, smell, taste and sound. Descriptive writing should also contain varied and interesting verbs. On this page you will be given instructions on how to teach descriptive writing and some free graphic organizers to help you teach this writing skill. So, how do you teach descriptive writing? In order to teach descriptive writing, the first thing you will need to do it to place excellent models of excellent writers into their lap! How? It's easy to do. First, you select an excellent piece of literature - Take note of the descriptive writing techniques the author used and put it into practice in your own writing. Another way to teach descriptive writing is to work through stylistic elements of writing. I will explain this process below. If you like, you can print these instructions and free graphic organizers for your child. My E-Book - Modeling the Classics : Teaching Descriptive Writing does exactly that! In it you will find excellent models of descriptive writing, followed by questions which help the reader identify the author's techniques. Then, using graphic organizers, the student creates his/her own descriptive writing based on the model. Read more about Modeling the Classics - Teaching Descriptive Writing! Or view the sample below: Teaching Descriptive Writing using Word Variety - Choose a Topic (person/ animal/ place/ object) If you're not sure how to choose - list all sorts of things which you know something about . Write you ideas down on this Ideas Wheel. How much do you know about your subject? If you don't know a great deal.... start to research. Get out some books. When writing descriptively, you want your audience to have a mind picture of your topic. Use the Describing Wheel page. Write your topic in the center and describe your subject by using your senses. What does your subject look like? Put in as much detail as you can. Write it in such a way that a blind person can picture it in their head. What does it smell like? Is it pleasant? How does it feel to be touched? Is it smooth, rough, hard, soft? What sounds does it make or what sounds does it remind you of? Use phrases to describe your topic. You can begin with, "...like a...." or " it reminds me of ...." Now write your descriptions down into a paragraph. Underline the nouns you have used or colour them in green. Do you the nouns you used? If not, add the nouns you'd like to change to the Choosing Better Nouns and Adjectives page. Look for different nouns. Use a Thesaurus to do this - or even try the online Visual Thesaurus. It's a lot of fun! Once you've chosen your better sounding nouns - try to describe the nouns. Ask these questions to the nouns you have. - What kind "noun"? - Which "noun"? - How many "noun"? - Whose "noun"? The words you now have are adjectives. They describe your nouns. Add these adjectives to the Choosing Better Nouns and Adjectives page. Make your adjectives interesting by thinking of adjectives which are colourful and full of meaning. Choose ones which create a word picture - like 'slimy' or 'verdant'. - You might now like to re-write your paragraph. It will contain your descriptions using your senses and your nouns will be interesting and will be described by colourful adjectives. However, be careful not to overdo it. Not every noun needs to have an adjective. Let's now move onto verbs and adverbs. Verbs are all the action words. Colour them in red. Do you like your verbs? If not, move on to the Better Verbs page. Use a thesaurus again or even try the online Visual Thesaurus to choose verbs which are cramped with meaning and description such as "glided" or "swooped" rather than "flew" or "went". On that page you can also add adverbs. Ask these questions to your verbs: - How "verb"? - When "verb"? - Where "verb"? - Why "verb"? - To what extent "verb"? The words you now have are adverbs. Use them to add interest to your writing. Add them carefully and thoughtfully. Don't overdo it! - Now re-write your paragraph of descriptive writing. You should have nouns, adjectives, verbs and adverbs which are packed with meaning, colour and thought. - You may wish to add phrases and clauses to your descriptive writing. Use this phrases and clauses worksheet. - If you want to make your writing longer you would need to define your paragraphs and choose a sub-topic for each paragraph. For example, if you are describing a person, you may wish to describe their appearance in the first paragraph, their hobbies in the second paragraph and their character in the third. It would be similar for descriptive writing of any topic. - Show your final copy. Read it aloud to your family. Publish it. Why not add it to the Homeschool Gallery on my site? We'd love to see your work. Print these instructions. Print these instructions and all the graphic organizers. Do you want to know more about - How to write Language Arts Lesson Plans based on Literature? See my 10 Day Outline. I have used this Ten Day model when writing my 200+ page e-book, Modeling the Classics: Language Arts Lessons from the Hobbit. Where to from here?

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Chinese Australian Families... racism... are estimated to have occurred before 1900. Despite repeated waves of racism and official discrimination from the 1840s to the 1970s, a sizeable number of families of Chinese background have put down roots in this country. By the 1940s, there were several... occurred before 1900. Despite repeated waves of racism and official discrimination from the 1840s to the 1970s, a sizeable number of families of Chinese background have put down roots in this country. In 1973 the Whitlam government abolished racist ... Dreams of Jade and Gold: Chinese families in Australia's history From the 1840s onwards, Chinese people have come to Australia inspired by dreams of happiness, longevity and prosperity - of 'jade and gold' in a new and strange land. For most of that time, Chinese people in Australia have been predominantly male. Most of them were temporary sojourners who came to earn money for their families back in the village - most did not intend to settle in Australia. Despite the predominance of male sojourning, a small proportion of Chinese men in nineteenth-century Australia brought their wives and children to live with them, or married here. As Australian-born children of these families grew to adulthood, their parents would seek brides and grooms on their behalf amongst other Chinese families in Australia. The majority of post-1905 Chinese brides of Chinese-Australian sons were never able to settle here. Some children were born in China or Hong Kong. Some were born in Australia. Families like this were split for decades, until immigration laws were relaxed. In the nineteenth century, many of the Chinese men who wanted wives in Australia married or lived de facto with non-Chinese women. At least 500 European-Chinese partnerships are estimated to have occurred before 1900. Despite repeated waves of racism and official discrimination from the 1840s to the 1970s, a sizeable number of families of Chinese background have put down roots in this country. In 1973 the Whitlam government abolished racist provisions in immigration laws. Since then, the number of ethnic Chinese migrants has increased dramatically. They have come primarily as family groups - not as sojourners, but as permanent immigrants. They come not only from China and Hong Kong, but also from Malaysia, Singapore, Vietnam, Cambodia and Indonesia, as well as from further afield. The Chinese are now a highly visible and generally accepted part of the Australian community of cultures. The text above has been abstracted from an essay 'Dreams of Jade and Gold: Chinese families in Australia's history' written by Paul Macgregor for the publication The Australian Family: Images and Essays. The full text of the essay is available as part of this story. This story is part of The Australian Family project, which involved 20 Victorian museums and galleries. The full series of essays and images are available in The Australian Family: Images and Essays published by Scribe Publications, Melbourne 1998, edited by Anna Epstein. The book comprises specially commissioned and carefully researched essays with accompanying artworks and illustrations from each participating institution. Wind & Sky Productions Many Roads: Stories of the Chinese on the goldfields... racism ... In the 1850s tens of thousands of Chinese people flocked to Victoria, joining people from nations around the world who came here chasing the lure of gold. Fleeing violence, famine and poverty in their homeland Chinese goldseekers sought fortune for their families in the place they called ‘New Gold Mountain’. Chinese gold miners were discriminated against and often shunned by Europeans. Despite this they carved out lives in this strange new land. The Chinese took many roads to the goldfields. They left markers, gardens, wells and place names, some which still remain in the landscape today. After a punitive tax was laid on ships to Victoria carrying Chinese passengers, ship captains dropped their passengers off in far away ports, leaving Chinese voyagers to walk the long way hundreds of kilometres overland to the goldfields. After 1857 the sea port of Robe in South Australia became the most popular landing point. It’s estimated 17,000 Chinese, mostly men, predominantly from Southern China, walked to Victoria from Robe following over 400kms of tracks. At the peak migration point of the late 1850s the Chinese made up one in five of the male population in fabled gold mining towns of Victoria such as Ballarat, Bendigo, Castlemaine, Beechworth and Ararat. It was not just miners who took the perilous journey. Doctors, gardeners, artisans and business people voyaged here and contributed to Victoria’s economy, health and cultural life. As the nineteenth century wore on and successful miners and entrepreneurs returned home, the Chinese Victorian population dwindled. However some chose to settle here and Chinese culture, family life, ceremony and work ethic became a distinctive feature of many regional Victorian towns well into the twentieth century. By the later twentieth century many of the Chinese relics, landscapes and legacy of the goldrush era were hidden or forgotten. Today we are beginning to unearth and celebrate the extent of the Chinese influence in the making of Victoria, which reaches farther back than many have realised. Digital Stories of Immigration... racism ... Migration is a strong theme of exploration for many who take part in the Australian Centre for the Moving Image (ACMI), Digital Storytelling workshops. These stories recount extraordinary journeys of courage for many have had to flee their homeland to start a new life in Australia enduring sinking boats, pirates and transit camps. New language, new culture, new landscapes and new climates are all part of the challenges of resettlement. Produced as part of the ACMI digital storytelling program these stories explore the waves of migration from Post war to stories from emerging communities and new arrivals. Immigration has been significant in identifying Australia’s history and culture and the ACMI stories of migration celebrate the multitude of diverse communities in Victoria. Digital Stories of the Land... racism ... Stories of the Land is a collection produced as part of the Australian Centre for the Moving Image (ACMI) digital storytelling program. These stories explore the land as a thread that connects people to their surroundings. The personal narratives provide a way for understanding place on its own terms and often those terms can be challenging; drought bushfires and isolation for those who live on the land. People across Victoria have shared stories as part of this ACMI collection capturing the essence of the land as a setting to their lives inextricably linked to the experiences and events that have shaped them. Against the Odds: The victory over conscription in World War One... only support conscription of men after the wealth of the capitalists had been conscripted. Not all of Anstey’s arguments were egalitarian - much of his work contained strong elements of racism, and in particular anti-semitism. He was strongly criticised ... In October 1916 and December 1917 two contentious referendums were held in Australia, asking whether the Commonwealth government should be given the power to conscript young men into military service and send them to war overseas. These campaigns were momentous and their legacy long-lasting. This is the only time in history that citizens of a country have been asked their opinion about such a question, and the decisive 'No' vote that was returned remains the greatest success of the peace movement in Australia to date. Yet the campaigns split families, workplaces and organisations, and left an imprint on Australian politics that lasted for decades. Many of the actors and events that were central to these campaigns were based in the northern Melbourne suburbs of Brunswick and Coburg. In many ways, these localities were a microcosm of the entire campaign. Against the Odds: The Victory Over Conscription in World War One tells the story of the anti-conscription movement in Australia during World War 1 through this lens.

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Learning Matters #16 Rehearsal and Retrieval Practice What is Retrieval Practice? Learning is a change in your long term memory. Every time you retrieve a memory, it becomes deeper, stronger and easier to access in future. Retrieval practice helps you remember and apply knowledge to new situations. Regularly recalling your knowledge helps your long term retention of knowledge. The more you recall your prior knowledge, the more likely it is to shift into your long term memory. Below are some strategies you can use to help you retrieve knowledge and crucially, remember it! Strategies for Retrieval You blurt out all the information you know about a topic from memory on to the page. It’s also known as mental mind mapping and tests your knowledge this way. Once you have done this, compare your blurt with your notes and identify what you have missed. Then repeat and repeat until you can blurt it all out accurately. Think about how easy it is to remember songs from primary school, or lyrics from songs on the radio. If you can create a rhyme or song about what you need to know, you can rehearse the song. This can really help make knowledge stick. Mnemonics are memory devices to help you recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, etc. Each key term is represented by a letter. The letters together form another word which you can use as a hook to remember all the key terms. Mnemonics Revision Skills - YouTube 4.Recite or chant it out Repeat key words, phrases or formulas over and over again. The more you say it, the fluent and familiar it becomes, and the more likely you are to recall it. 5.Condense it down At the end revising a topic, streamline your learning into only a handful of points (5 things you know about X using only a small number of words). Keep reviewing your five things and identify how much you can recall about each one with only the single word 6.Tell the story Lots of knowledge forms a narrative structure – a series of events, a process, cause and effect. So, the retrieval practice can be formed as ‘telling the story’ to someone else who can play the role of verifier. Any explanation can then be improved and rehearsed. You can get better at telling a story in more detail. Learning matters. It’s why we are here. Talk to any member of staff about your learning.

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The art of storytelling is one of the oldest and most universal cultural phenomena in the world. From ancient times to modern-day, storytelling has been used to share knowledge, entertain, educate, and inspire people across cultures and generations. The ability to tell stories is an innate human trait that has been honed over thousands of years, and it continues to be an essential part of our culture and society. In this article, we will explore the art of storytelling as a universal cultural phenomenon. The Origins of Storytelling Storytelling has been around for as long as humans have been able to communicate with each other. The earliest evidence of storytelling can be found in cave paintings and other ancient artifacts, dating back to the earliest human civilizations. These stories were often told through pictures and symbols, and they were used to convey important information about the world around them, including their beliefs, customs, and traditions. As human language evolved, so did the art of storytelling. Oral traditions emerged, and stories were passed down from generation to generation through spoken word. These stories were often used to teach moral lessons, to explain the mysteries of the world, or to entertain and inspire people. The Role of Storytelling in Different Cultures Storytelling has played an essential role in different cultures around the world. In many indigenous cultures, storytelling is used as a way to preserve and pass down the history, traditions, and beliefs of their ancestors. For example, the oral traditions of the Native American tribes have been used to preserve their cultural identity and heritage. In African cultures, storytelling is often used as a way to connect with one’s community and to educate people about their history and traditions. The griots of West Africa are a well-known example of storytellers who use their art to preserve and pass down the history and culture of their people. In Asian cultures, storytelling has often been used to teach moral lessons and to impart wisdom. Many of the ancient Chinese and Japanese stories are filled with moral teachings, and they have been used to teach children about the importance of virtues such as honesty, humility, and respect. The art of storytelling has also played a crucial role in Western cultures. In ancient Greece, storytelling was used to teach moral lessons and to entertain people. Many of the great works of literature, such as Homer’s Iliad and Odyssey, were originally told orally before they were written down. The Importance of Storytelling Today Despite the advances in technology and the proliferation of new forms of media, the art of storytelling remains as important today as it has ever been. In fact, in a world where people are increasingly isolated and disconnected from each other, storytelling can play a crucial role in bringing people together and creating a sense of community. Storytelling can be used to teach important lessons, to share experiences, and to inspire people. It can also be used to create empathy and understanding, allowing people to see the world through the eyes of others. This is particularly important in a world where people are often divided by race, culture, or ideology. The art of storytelling can also be used as a tool for healing. Stories can help people to process their experiences and to find meaning in their lives. This is particularly important for people who have experienced trauma or who are struggling with mental health issues. Finally, storytelling can be used to bring joy and entertainment into people’s lives. In a world that can often be dark and challenging, stories can provide a much-needed escape and a source of hope and inspiration. The art of storytelling is a universal cultural phenomenon that has been around for thousands of years. It has played a crucial role in different cultures around the world, serving as a way to preserve and pass down history, teach important lessons, and inspire people. In a world that is increasingly disconnected and isolated. The Importance of Cultural Diversity in the Workplace Cultural diversity is becoming increasingly important in the workplace. As companies expand globally, they are interacting with individuals from a range of cultural backgrounds. The benefits of cultural diversity in the workplace are numerous, including improved creativity and problem-solving abilities, enhanced employee engagement and retention, and increased market share. In this article, we will explore the importance of cultural diversity in the workplace and how it can benefit businesses. Improved Creativity and Problem-Solving Abilities Cultural diversity in the workplace can lead to improved creativity and problem-solving abilities. This is because individuals from different cultural backgrounds bring unique perspectives and experiences to the table. When employees from diverse backgrounds collaborate, they are more likely to come up with creative solutions to complex problems. In addition, individuals from different cultural backgrounds may approach problems differently, which can lead to a broader range of possible solutions. This can be particularly valuable in industries that require innovation and creativity, such as technology and design. Enhanced Employee Engagement and Retention Cultural diversity in the workplace can also enhance employee engagement and retention. When employees feel valued and respected for their cultural backgrounds, they are more likely to be engaged and committed to their work. This can lead to increased productivity and better job performance. In addition, a diverse workplace can help to create a sense of community and belonging for employees. When individuals from diverse backgrounds work together, they are more likely to feel included and accepted. This can help to foster a positive work environment and improve overall employee morale. Increased Market Share Cultural diversity in the workplace can also lead to increased market share. This is because businesses that embrace cultural diversity are better equipped to understand and connect with diverse consumer markets. When employees from different cultural backgrounds work together, they are more likely to understand the needs and preferences of diverse consumer groups. This can be particularly valuable in industries that target diverse consumer markets, such as food, fashion, and entertainment. Businesses that understand and connect with diverse consumer markets are more likely to succeed and grow in a global economy. Challenges of Cultural Diversity in the Workplace While cultural diversity in the workplace can bring numerous benefits, it can also pose challenges. One of the main challenges is communication. Individuals from different cultural backgrounds may speak different languages or have different communication styles. This can lead to misunderstandings and miscommunication. In addition, cultural diversity can lead to different attitudes and beliefs about work. Individuals from different cultural backgrounds may have different expectations about work-life balance, work hours, and productivity. This can lead to conflicts and tensions in the workplace. Finally, cultural diversity can also lead to different attitudes and beliefs about hierarchy and authority. In some cultures, there is a strong emphasis on hierarchy and respect for authority. In other cultures, there may be a more egalitarian approach to work. These differences can lead to conflicts and tensions in the workplace. How to Embrace Cultural Diversity in the Workplace To embrace cultural diversity in the workplace, businesses can take several steps. First, they can focus on recruiting and hiring individuals from diverse cultural backgrounds. This can help to ensure that the workplace is representative of the community and consumer base. Second, businesses can provide cultural diversity training for employees. This can help to promote understanding and acceptance of different cultural backgrounds. Cultural diversity training can also help to reduce misunderstandings and miscommunication in the workplace. Third, businesses can create a culture of inclusion and respect. This means valuing and respecting individuals from different cultural backgrounds and creating an environment where everyone feels included and accepted. Finally, businesses can encourage cross-cultural collaboration and communication. This can help to foster creativity and problem-solving abilities, while also promoting understanding and respect for different cultural backgrounds. Cultural diversity is becoming increasingly important in the workplace. The benefits of cultural diversity are numerous, including improved creativity and problem-solving abilities, enhanced employee engagement and retention, and increased market. Leave a Reply

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How to Help Kindergarteners Learn Short & Long Vowel Sounds When children are in kindergarten, they begin to learn how to read and associate sounds with letters, and so they need help differentiating between long and short vowel sounds. When teaching vowel sounds to young students, make sure to identify the common letter patterns for each sound type: vowel-consonant-vowel for long vowel sounds and vowel-consonant-consonant for short vowel sounds. Once students understand the phonics behind vowels, you can incorporate different kinds of activities and exercises to reinforce their understandings. Giving a child an object -- or the image of an object -- to associate with a particular vowel sound will hep that child internalize the nature of the sound. For example, you can supplement a lesson on the short Aa sound by giving a student an apple, and then writing the word "apple" on the board. You can then have the student hold up the apple and say its name while you point at the word on the board. The child will now have more than just the construction of the word itself to associate with the short Aa sound; he or she will have the image of the apple, too. Reading alone will provide kindergarteners with opportunities to practice their reading and phonics skills. However, you can organize specific activities that require them to respond to passages they've read, which will encourage them to pay close attention. For example, you can give them short passages to read, and then have them circle all the words with long vowel sounds. Afterward, you can go over the passage with the entire group. You can also incorporate listening into these activities. Instead of having students read their passages silently, you -- or a student -- could read the passage aloud, and the other students could circle the appropriate words as they read along. Online activities are effective for teaching vowel sounds because they offer an alternative to traditional lessons that can be used either in the classroom, or as supplemental lessons at home. Furthermore, online games are often fun and engaging. For example, learninggamesforkids.com offers memory matching games, word searches and puzzle games for teaching short vowel sounds. SMART Exchange offers a game for long vowels that asks students to fill in the blank spaces in sentences from a word bank that includes words with both long and short vowel sounds. Poems and Songs Poems, rhymes and songs are an effective tool for helping kindergarteners learn and retain information, and once students have learned them they can repeat them anywhere. You can either use specific songs and poems that teach vowel sounds, or you can use any song or poem as a tool for identifying sounds. For example, you could lead the class in singing "Mary Had a Little Lamb," and ask students to listen for either short or long vowel sounds. Then, you could lead them through the song again, and ask them to clap along with each appropriate vowel sound. Christopher Cascio is a memoirist and holds a Master of Fine Arts in creative writing and literature from Southampton Arts at Stony Brook Southampton, and a Bachelor of Arts in English with an emphasis in the rhetoric of fiction from Pennsylvania State University. His literary work has appeared in "The Southampton Review," "Feathertale," "Kalliope" and "The Rose and Thorn Journal."

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Traditional storytelling has been the educational tool for the Navajo people from the beginning. Every time a story is told characters are introduced in a unique perspective. The characters in these stories can include individuals like Spider Woman, Navajo medicine men and women, and one’s own family members, each aiding the main character in times of need. There are cultural lessons to be taught and learned in every Navajo traditional story through beautiful artwork and wonderfully crafted storytelling, especially when told in the Navajo Language. The Stone Cutter & The Navajo Maiden Written by Vee F. Browne. Illustrated by Johnson Yazzie. The story, written in Navajo and English, follows the journey of Cinnibah, a young Navajo maiden who lives in the deep Dinétah. She looks after her widowed father, and every day she grinds corn into flour to make their bread. To do so, she uses a metatean ancient grinding stone that has been passed down in her family for generations. When Cinnibah accidentally shatters the metate, she sets out on a journey to find someone who can help her mend the stone. Her quest brings her to a Moccasin Maker, a Potter, and, finally, the mysterious Stone Cutter. Will he be willing to help her? A story about loss and recovery, with strong ties to family and community, The Stone Cutter and the Navajo Maiden is an excellent early reader for both Navajo children and school children in need of learning more about Navajo culture. Written by Patricia Hruby Powell. Illustrated by Kendrick Benally. Navajo by Peter A. Thomas. As fire creeps toward the village of the First People, First Man and First Woman must find a way to quench the flames. First Woman asks the Bird People, the River People, and the Water People for assistance, but everyone she speaks to has an excuse. “Not me,” said Mockingbird. “The smoke would hurt my voice and I would never sing again.” “Not me,” said Snail. “I carry my house with me and I am slow.” “No,” said Beaver. “We’d like to help, but our river home would become a desert if we changed the flow of water.” At last, First Woman asks the mysterious Frog for help. Will he be able to stop the flames before they reach the village? Author Patricia Hruby Powell’s retelling of this Navajo folktale is as graceful as it is compelling, and as magical as the mythical time it describes. Enter the village of the First People … and become a part of the time when the world was new. Bilingual: Navajo and English Finalist in the storyteller category for the 2007 Western Writers of America Awards Competition Zinnia: How the Corn Was Saved Written By Patricia Hruby Powell. Illustrated by Kendrick Benally. Navajo by Peter A. Thomas. When the Navajos crops fail yet again, the boy Red Bird is sent to ask Spider Woman for her help. His journey leads him to a flock of sun-yellow birds, a lizard, a Gila monster, and a snake. To each of the animals, Red Bird asks the same question: Could you tell me where Spider Woman lives? At last, after traveling in each of the four directions, Red Bird finds Spider Woman sitting in her web. Will she help him? Red Bird’s quest to save his people will serve as an inspiration to all readers with responsibilities that sometimes seem impossible to fulfill. Excerpt of a review from School Library Journal, June 2004: “The quiet tone and spare plot are true to the style of many Native American tales, and this version is not cluttered with modern additions. Written in both Navajo and English, the text is gorgeously illustrated. The stylized artwork features rich colors and bold shapes with soft outlines. Both the palette and the lines evoke the Southwest. Using varying and unusual point of view, Benally effectively shows the many shapes of the terrain. The author details her sources well, describing how the Navajo hold their stories sacred. A stunning work.” Bilingual: Navajo and English Zinnia: How the Corn Was Saved was awarded the Land of Enchantment Children’s Book for 2006-2007.

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Developing a Social Justice Unit in English Language Arts This rigorous, standards-aligned narrative unit combines classic literature and contemporary social issues. “I feel fortunate that I had a teacher who let us talk about racism and other social justice issues in his class. He taught us all the terms and helped develop the language to talk about and address racial inequity.” Those words from Josh, one of my former students, describe a defining experience in his school life and speak to the power of a social justice education, which the book Teaching for Diversity and Social Justice describes as a pedagogical approach that teaches skills for exploring how systems of oppression operate at the individual, institutional, and structural levels. As a social justice educator, I work to help students develop awareness, knowledge, and processes to identify, respond to, and redress inequity in their communities. Discussing Social Justice Issues Takes Prep Work In 2015 I developed a unit that was based largely on the project-based learning framework to meet my county’s English Language 9 curriculum expectation that students write a fictional narrative essay. I had my students engage in counter-storytelling, a concept grounded in critical race theory, to use the power of narrative to counter and disrupt stereotypes and bias against marginalized groups. Many teachers shy away from a social justice approach because they worry about their students’ ability to handle such topics, but I’ve found that students are eager to engage in this approach. However, teachers cannot simply dive into these lessons without preparing students. Before starting the Counter Story Unit, my students and I engaged in a series of community builders to establish a level of trust. I introduced them to the discussion protocol created by Glenn Singleton, which he describes in Courageous Conversations About Race. I adapted the protocol to establish ground rules for productive discussions about difficult, sensitive social justice topics. We used Singleton’s Four Agreements (stay engaged, experience discomfort, speak your truth, and expect and accept non-closure) and the Courageous Conversations Compass, a mindset tool that helps students evaluate their emotional state and find their emotional center. I worked to create a classroom culture of relational trust, and provided students with the basic tools they would need to engage in lessons about inequity and injustice. I noted that several of the curricular anchor texts (To Kill a Mockingbird, Of Mice and Men, and The House on Mango Street) centered on the experiences of BIPOC (Black, Indigenous, and people of color), people living in poverty, and differently abled people. This literature offered students a chance to read about the experiences of marginalized people and explore systems of oppression. To prepare my students, I built background knowledge and exposed them to the concepts of diversity, prejudice, bias, discrimination, privilege, and systems of oppression. Students explored the intersecting factors of their own diversity using the Social Identity Wheel activity. Students learned about the concept of privilege and explored their own relationship to privilege in journal writing and reflections using the Circle of Oppression, a tool that helps students think and talk about how our factors of diversity determine the level of oppression we might face. Finally, students discussed the effects of stereotypes by watching and discussing the video “The Lie,” which depicts students in an elementary school class explaining the lies or stereotypes society tells about them and the truth about how they see themselves. I gave students a chance to identify the lies they had heard about themselves and proclaim the truth of who they are. Our classroom became a space where students thought about, wrestled with, and developed knowledge about inequity and social justice. The Final Product After building their background knowledge, students engaged with anchor texts. To focus their reading, I instructed them to think of themselves as social justice authors. Like all great writers, they would have to become great readers and study the works of those who came before them. I guided them through various narrative genres, which they read through the lens of a counter-story teller, looking for ways in which the authors of the anchor text challenged stereotypical narratives about various marginalized groups. They analyzed how authors crafted their narratives, discussed the effectiveness of each text’s counter-narrative power, and made decisions about how they would structure their own narratives. Students broadened their understanding of narrative techniques as they addressed social justice issues. Throughout the unit, students experimented with various genres and topics in preparation for their summative assessment, which was to write a narrative aligned with Common Core State Standard ELA-Literacy.W.9-10.3: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.” Exposure to standards-aligned, rigorous instruction helps ensure that every student is college-ready, and I have found that a rich social justice education provides a framework for infusing the rigor students need. However, you may experience pushback from students, parents, colleagues, and administrators, and be asked to justify your decisions. Some complain that social justice topics are not appropriate, but I would say that I grounded my social justice teaching in the course content. Some argue that social justice teaching is not rigorous. I would answer that a social justice education requires students to explore complex topics and abstract ideas. When I first shifted to social justice teaching, my supervisor informed me of a parent’s concern about the level of rigor in my class; I was wasting time establishing trust, implementing discussion protocols, and teaching social justice vocabulary. By the end of the semester, the same parent expressed gratitude, saying that her daughter was challenged, engaged, and invested in her own learning.

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About Understanding Catholicism In this course, students will gain an understanding of the basic tenets of the Catholic faith. Accessible and engaging, Understanding Catholicism enables students, no matter their faith of origin, to understand the beauty and divine mystery of what it means to be Catholic. Weaving in the Trinity, God’s relationship to us, the call of the Catholic Christian in the world, the Sacraments, as well as Christian Morality, every student in this course will come away with an in-depth understanding of what it is to be a Catholic and how to view the world through a faith-based lens. Made for the way Generation Z learns: In an increasingly connected world, Saint Mary’s Press’ eLearning platform is designed for the way your students learn best: - Discovery: The course structure and content allows students to get into topics and discover answers for themselves. - Conversation: Theological content is woven into student questions, comments, and discussions. Understanding Catholicism is a responsive curriculum, mediated by the wisdom and knowledge of the instructor. |Grade Level:||9th – 10th| |Online Activity Teacher Tips:||✓| |Summative Assessment Projects & Grading Rubrics:||✓| |Summative Tests & Answer Keys:||✓| |Scope & Sequence:||✓| Rich Content with Solid Theology Understanding Catholicism engages students by teaching as Jesus taught: with storytelling, conversation, and relevant application. Imagine students encountering core faith topics such as the Paschal Mystery and the Sacraments in a way that connects with their lived experience. With varied storytelling types used in Understanding Catholicism, one powerful real-life scenario that students will explore is Father Greg Boyle’s inspiring ministry journey with Homeboy Industries. Through Fr. Greg Boyle’s story and others, students will learn from real situations and the beauty of the Catholic faith expressed in Scripture, Tradition, the Catechism, and Church documents. - Case Studies - Real-life Scenarios - Educational Video Clips - Encounters with Biblical Characters Students get to know their classmates in activities like “Family Saying.” Students discuss a family term or saying, explaining the history, and converting the phrase into scripture. This personal and humorous, pairing & sharing, lets students engage with each other safely while understanding more about themselves within the Catholic community. Activities consist of: - Online Polls & Opportunities for Individual Responses - Dynamic Classroom Discussions - Student-Centered Projects In Understanding Catholicism, projects abound that allow students to apply knowledge gained from the course. Above is one project–a “Coat of Arms Oral Presentation Checklist,” where students are asked to create coats of arms for the Father, the Son, and the Holy Spirit, then present to the class. Applied learning categories: - Summative Assessment Projects & Tests - Reflections on Students’ Role in a Global Community - Observations of Role Models for Language & Action Request a Free Demo – Understanding Catholicism Interested in a Mini-Version About Catholicism? Our course Catholicism 101 is a shorten overview based on Understanding Catholicism. To learn more about this course, please go to Catholicism 101 course page. Learning Styles & Personality Types A combination of individual and group sharing has been designed within the Understanding Catholicism course because our experienced instructional designer understand what helps students of all different learning styles and personality types to engage more comfortably. Our digital platform welcomes a deeper and more honest sharing, by removing the sense of social pressure and judgment. To learn more, go to the experience page. Understanding Catholicism Course Platform We have designed our eLearning platform to place all the tools you will need right at your fingertips. The simplicity of the program makes room for higher-quality interactions with the curriculum and your classroom. To discover more about platform features and tools, go to the classroom page.

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Animation covers a large area, and comprises numerous specialities and facets. Here, we’ll take a look at some of the steps involved in the animation process. Firstly, imagine an animation studio as a machine composed of numerous moving parts. These parts are projects, people, and departments, all working together to build stories. This machine assembly line can be broken down into three groups, as described below. Pre-production: The first stage of an animated movie involves storyboarding, script writing, visual development, and more. Many of the story’s building blocks are created at the pre-production stage. Production: The second stage includes such pieces of the puzzle as animation, rigging, and character modeling. Here’s where a large part of the building process takes place, using the initial blocks in order to give the story some shape. Post-production: The last stage includes colour correction, VFX, and compositing. This is about polishing the story, details, and preparing it for the audience. The studio encompasses a great deal of collaboration. So while departments and individuals are assigned specific areas, a decision in just one area has the potential to affect the others at some later point in the process. Here, of course, we’re looking at animation, in particular. What Do Animators Do? Animators are artists. Rather than using such tools as paint brushes, however, they tell a story through characters. They’re tasked with the job of taking a director’s vision and a script before breathing life into the characters. If they do a good job here, the audience may forget that what they’re watching is essentially a digital puppet, as opposed to an actual person. Animators can be actors, comedians, and acrobats, and at times, all in a single scene. They’re tasked with creating interesting and dynamic performances for TV shows, movies, advertising, and games. Animators typically work within one of two categories: 2D animators use either today’s digital tools or old school, hand-drawn techniques in their storytelling. They also apply core principles like spacing and timing to give their characters life. 3D animators use 3D software to achieve largely what 2D animators achieve. Along with the basics of animation, these 3D animators are employing the benefits that modern software provides in order to take their art to new heights. These artists are responsible for animating lead characters, along with everything from dragons to spaceships. Essentially, these two types of animators employ the very same principles. The key difference is the tools they use. As you can see, animation is a highly-skilled profession that encompasses art, imagination, and technical ability that can take years to develop. While you may be more familiar with animation when it comes to the silver screen, it’s also a skill that’s being applied right now in promoting businesses and their products and services. An animated explainer video company, for example, can use their in-house talent to create some great content for your site that helps to explain to your market exactly what it is you do. These videos are popular for a reason, as animation remains one of the most impinging forms of communication, both in art and in business. The Editorial Team at Healthcare Business Today is made up of skilled healthcare writers and experts, led by our managing editor, Daniel Casciato, who has over 25 years of experience in healthcare writing. Since 1998, we have produced compelling and informative content for numerous publications, establishing ourselves as a trusted resource for health and wellness information. We offer readers access to fresh health, medicine, science, and technology developments and the latest in patient news, emphasizing how these developments affect our lives.

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Writing Can Be Difficult for Students of All Ages and Abilities Students of differing ability and needs levels often approach writing with the same amount of anxiety and trepidation. The act of putting your thoughts and experiences on paper or creating a story for others to view can be intimidating. There’s an uncertainty attached to the final outcome that can affect all learners. As a friend recently explained, “Writing is the act of creating a work of art. As with all art, the creator cannot control how others will react to or interpret it. That can be scary, even for accomplished writers.” Most teachers and parents alike recognize the value of reading and being read to every day. Elementary schools often require minimum nightly reading times for this reason. The same should be true for writing. Encouraging children to write, see you write, and share work daily is incredibly valuable. Writing for pleasure while exploring the different purposes of writing, on a regular basis, can help remove some the apprehension and improve quality. Even better yet, it may help inspire a future author or lead to a life-long love of the subject. Getting started is often the most difficult part of the writing process. The solution, though simple, is very effective: just write. Lead by Example As with reading, modeling is a powerful tool. Write with your child and share your stories from time to time. We’ve already acknowledged that writing can be very personal, criticism can quickly lead to resistance. Fortunately, children enjoy catching our mistakes. If you find your child often leaves out key details in a story, excitedly share something you’ve written that has important events left out and ask for feedback. Odds are very little prompting will be needed before suggestions are made. Your child is likely to remember the experience and include more information in his or her own work in the future as well. Make a List Most of us have uttered or heard the words “I don’t know what to write” numerous times. Instead of focusing on the uncertainty, provide your child with a starting point. Ask him or her to make a detailed list of everything they’ve done since waking up or that they did the day before. You can even provide a sheet with hourly times or specify morning, noon and night, verbally or with pictures, for younger students to fill in. Lists should include basic things, like woke up, brushed my teeth, or let the dogs out, ate breakfast, and walked to school. Once the list is complete, ask your child to circle 3 or 4 items on the list they think they could say more about. For example, what did they eat for breakfast? Who made it? Did they enjoy it? Who did they walk to school with? Was it a long walk? What was the weather like? What did they talk about and see or hear on the way? This can be followed up by turning the details into complete sentences, then add descriptive language. Remind them to share what things look, sound, feel or taste like to help paint a more vivid picture with their words. These steps can be completed the same day or broken up over several, depending on how long each takes. Make it Personal One of the reasons a list works as a starting point when writing is that students are sharing about what they know. Start with personal experiences. Creative writing may seem more interesting, at first, but an engaging, believable work of fiction takes time. Students often begin with a wonderful idea, but are unsure where to go from there. The more practice a child can have at developing thorough accounts of events, the more prepared that individual will be to craft a compelling imaginary one later. Writing about things that have happened recently, emotional memories, or future plans also solves the I don’t know what to write problem. Most of us have a number of things on our mind constantly. Describing how much a child wants pizza for dinner, why a recent trip to the movies was disappointing, or how nervous and/or excited one felt at a social event are some potential topics. But it’s also alright to let your child choose the topic and limit instructions to write and the subject should be nonfiction. The best part about expository writing is that your child won’t have to spend too much time wondering what comes next. It’s also a life skill, needed for assessments, applications, and evaluations as they get older. Let It Out It may sound like a cliché, but writing can heal. It’s a way to get things out and express feelings we may be uncomfortable or unable to say aloud. Creating a list of things you miss or enjoyed about a lost loved one, writing a letter to that same person about life now, explaining reasons you’re frustrated, or problems you’re hoping to solve, can go a long way in relieving the weight that can accompany these subjects. Sometimes having an opportunity to let things out is all that’s needed to diffuse a situation, see things differently, or move on. Make it Fun There are so many interesting opportunities to write. Try having your child write a paragraph or more convincing you why the family should go see the latest Star Wars movie, visit a specific place on the next family vacation, try a new sport or even attend a concert. Ask your child to explain why he or she likes a specific athlete, writer, or entertainer. It can be an opportunity to look at things differently or help others understand and share in their enthusiasm. Ernest Hemingway said, “We are all apprentices in a craft where no one becomes a master.” As I mentioned in the beginning, writing is personal. First, second, and third drafts don’t need to be perfect. Teach your child to draw a simple line through a word or phrase when catching an error or making a change, then move on. The most important thing is to keep the writing process fluid. Focus on the positive, and limit the number of constructive comments for each piece. Targeted writing practice can have the same positive impact as targeted reading practice. In writing, practice doesn’t make us perfect, but it can make us more comfortable with a skill that will be necessary for future success. One day your child may thank you, perhaps in a well constructed letter!

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There has always been storytelling. However, storytelling environments today have altered. More technologically enhanced stories are available on gadgets like smartphones, laptops, and televisions. Children interact with their environment through stories. Stories offer a live human interaction and an enjoyable experience, in contrast to the numerous apps, video games, television shows, and movies. The child begins reacting emotionally and develops accustomed to the storyteller's narrative techniques. The short duration of bedtime stories makes them a fantastic approach to teaching your youngster to focus. Short stories encourage discussion and help your child visualise real-world situations. A long time ago, some sailors launched their ships into the water. They used to take long journeys. For a long trip, one of the sailors brought his pet monkey. When they were out at sea, a strong storm caused the ship to sink into the ocean. The crew members, including the monkey and sailors, had to swim for their life. Their ship flipped over in a violent storm. The monkey was certain that he would drown when everyone else fell into the water. They were all in grave trouble. The monkey made an effort to protect himself. A dolphin witnessed the monkey battling the waters. It emerged out of the sea and grabbed him. Monkey And The Dolphin They arrived at the island quickly. Then the monkey came down from the dolphin’s back. “Do you know this place?” the dolphin enquired of the monkey. The monkey responded, "I do, indeed! The island's king is my closest friend.” “Do you realise that I am a royal in reality?" said the monkey. Knowing that no one lived on the island, the dolphin said, "Well! Well! You are a Prince, then! You can now reign as King!". "How can I be the King?" the monkey inquired. The dolphin replied, "That is easy as you are the only species on this island so that you will be the King,". The dolphin began to swim away. The dolphin left the monkey on the island after becoming furious at this deception. Monkey on The Island The moral of the story is that those who brag unnecessarily may get into trouble. As seen in this story, the monkey was left alone on the island by a dolphin as he was just bragging about him being the king’s friend on this island. Bragging and lying about things that can get you in trouble were perfectly depicted in the given story ‘Monkey and the Dolphin’. Bedtime stories with a moral can uplift the child’s brain. Excessive fakeness and arrogance may lead to downfall. Unnecessary bragging around may only lead one to trouble and problems. In the given story, the monkey bragged about knowing the king, but on the contrary, his allegations and false statements came to an end as the dolphin already knew that there was no one living on that island. This behaviour of the monkey led to his downfall as he was left alone on the island by the dolphin. 1. What resulted in the sinking of the ship? One of the sailors took his pet monkey on a long journey. A severe storm developed while they were at sea, causing a shipwreck. The sailors and the monkey on board had to swim for their lives. The storm was so fierce that their ship flipped over. All of the crew drowned as a result of the ship's sinking. 2. How was the monkey able to reach the shore of the sea, and was he the king’s friend as he mentioned to the dolphin? The ship sank due to a strong storm. All of the crew drowned as a result of the ship's sinking. When everyone else fell into the river, the monkey was confident he would also perish. They were all in very bad shape. The monkey attempted to defend himself. A dolphin saw the monkey struggling in the water. Unexpectedly, a dolphin appeared, grabbed him, and assisted him in making it to the water's edge. The monkey was only bragging when he said, in front of the dolphin, that the monkey was his friend. 3. Why was the dolphin surprised by listening to the monkey? Dolphin, as he saw the drowning monkey emerge from the sea, grabbed him, and helped him to reach the shore of the sea. Dolphin just wanted to enquire from the monkey that he knew that place, and instead of telling the truth, he just bragged in front of the dolphin about being the king's friend. This statement of him left the dolphin in shock as he knew that no one lived on the island and the monkey was just lying.

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3.1 Challenges in educational settings Now find out more about the challenges explored in the previous activity. Physical and sensory environment Classrooms in the western world are typically busy, colourful and information-rich, all of which may overload the senses of an autistic child. Bright colours, patterns, bright lighting, movement and the chatter of other pupils may distract or confuse them, as can examples of work displayed around the room. Relating this also to the psychological theories encountered in Week 4 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] , a child’s excessive attention to detail may mean that they are not clear what needs their focus and attention. Cognition and the curriculum An autistic child may have an especially uneven profile of academic strengths and weaknesses, coupled with a strong preference for particular areas of interest. Getting any child to engage with areas of the curriculum that they don’t like can be difficult, but in the case of an autistic child, it may be necessary to adapt the curriculum. Executive function issues may affect many areas of school life: getting ready for school, organising the materials needed for a lesson, knowing how to start a task and determining when it is finished, and navigating around the school from one classroom to another. A planner detailing the order of activities during the day may be helpful. Theory of mind difficulties may make more abstract areas of the curriculum, such as reading or creative writing, a particular challenge to the autistic student. For instance, a child may have difficulty imagining the emotions or actions of the characters. The empathising-systemising model (Week 4) suggests that autistic children are likely to be drawn to systematic subjects like science and mathematics, although this is undoubtedly an oversimplification. Some autistic children particularly enjoy creative subjects such as drama and music, where emotional understanding and expression is called for. Theory of mind difficulties may also mean that the autistic pupil may not understand instructions or takes them literally, leading to accusations of being cheeky or disobedient. For instance, an instruction phrased as ‘Would you like to turn to page 20’ may not be followed, because the pupil doesn’t realise this is a command rather than a question with optional answers (‘Yes, I would like to’, or ‘No, I would not like to’). Parts of instructions or group discussions may be missed due to slower processing of verbal information. Even more able autistic students benefit from verbal communication being supplemented by written or pictorial information. Finally, the 21st century curriculum also includes areas such as physical, emotional and sexual health, and understanding relationships. These may need to be presented in a more concrete and explicit way so that the implications and consequences are clear to the autistic young person. The social environment Unstructured periods such as breaks and mealtimes may be dreaded by the autistic student, because their lack of social awareness and social motivation distances them from the games and conversations of the other pupils. They find it difficult to join in because of all the ‘unspoken’ rules and the (seemingly to them) invisible processes by which others communicate. It is also common for autistic students to be teased by other children, either due to their ‘weird’ behaviour, the way they speak or because social naivety causes them to misunderstand something. This teasing can very easily escalate into overt and covert bullying, involving name-calling, physical violence or social isolation. Another way that bullying can manifest is by manipulation, when an autistic pupil is coerced by another pupil into breaking a rule or hurting someone. Surveys suggest that at least 40 per cent of autistic children have experienced bullying, and studies have shown that significantly more are bullied than are children with other special educational needs or neurotypical children (Humphrey and Symes, 2010). As David Hawker notes: They called me the ‘sixth form punch bag’ as I was probably about the only kid who got bullied in sixth form (A-levels). Bullying can result in low self-esteem, mental health problems and poor academic performance. Melanie said that her son Louis left mainstream school at 16 because of the bullying and could not face further education. However, some young people find the resilience to cope with bullying and emerge stronger as a result. Alex talked about his experiences of bullying in Week 2. Here he maintains that his experience of mainstream school was positive, despite what happened to him.

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Welcome to the exciting world of Paper Animatronics where we create characters and stories and bring them to life through papercraft with sound and motion! Like making posters or dioramas, paper animatronics is a project-based activity that can be used to reinforce learning in almost any subject. Our paper animatronics programs for elementary schools have three levels of activities targeted for early, middle and late elementary school students, allowing them to build their skills over time. Voice Puppetry (Early Elementary) This is a first introduction to animatronics that works well even for very young children. In this activity, the child creates a simple paper character with a moving mouth, and attaches a motor. The motor is then connected to a board that moves the mouth up and down in real-time as the child speaks. Much like using a puppet, this allows the child to speak in the voice of their character. For example, the character might be a famous scientist talking about her world changing invention! The also learn a bit about simple robotic mechanisms, executed in papercraft. This activity typically take 1-3 hours for K-3 children. Two-Character, Scripted Shows (Middle Elementary) In this second activity, story and script take center stage as kids create a show with two characters talking to each other! Similar to the first activity, kids create two paper characters with moveable mouths connected to motors. They write a script for the two characters, and then use audio editing tools like Audacity to record and process (pitch shifting and other effects) their own voices. The resulting stereo audio file is then used to drive the two motors, allowing the show to be played back as often as desired. A scripted two character show allows kids to thoughtfully dig into a topic and create a compelling narrative. In creating the audio tracks, the kids get instant feedback on their own voice performances, rerecording as often as they like to improve their presentation. They also learn what an audio track looks like and how that corresponds to what they hear. This activity, including researching/developing their characters, writing the scripts, crafting the paper mechanisms and creating the audio typically spreads over several days for 4-6th grade children. Synchronized Shows (Late Elementary) In the third activity, we augment our paper shows using a microcontroller (e.g. Arduino), allowing a wide range of synchronized motions, lights and outputs. This provides a purposeful, gentle introduction to programming using a simple state machine. The ability to synchronize events to a talking character’s performance greatly expands the possibilities for what kids can create. For example, one project might involve creating a physical family tree where a narrator tell s the story of each member of the family with each paper character physically popping up on the tree as they are described. In a music project, a bushy haired conductor explains how chords work, with the keys actually pressing on a paper piano. Or maybe a project on World War II has a map where the countries light up showing how their participation in the conflict evolved. This activity builds on the previous ones, introducing programming as a tool for storytelling. Kids also learn some basic electronics, controlling motors and LEDs. This activity might be appropriate for a multi-week project for 7-8th grade children.

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How to Label the Rhyme Scheme of a Multi-Stanza Poem Rhyme, the most used sound repetition in poetry, has a musical effect within a poem and contributes to its structure. While a lot of poetry does not adhere to a formal rhyme scheme, rhyming lines have powerful result when used in poems. You can add to your understanding of the mechanics of a multi-stanza poem, which is defined as a poem comprised of more than one unit, by labeling its rhyme scheme. A rhyme scheme is the repetition of rhyme throughout the poem that form a pattern, and it is usually shown with letters that represent these patterns. Read a multi-stanza poem and note which words rhyme. Identify rhyme by the way the words sound instead of by the way they are spelled. Note perfect rhyme, such as “Feather” and “Weather”; slant rhyme, such as “”game” and “grime”; masculine rhyme, such as “hat” and “cat”; and feminine rhyme, such as “turtle” and “myrtle." Identify rhyming words in the poem. End rhymes occur at the ends of lines and internal rhymes occur within a line. Circle these words in the poem if it will help you remember exactly where they are. Label each group of rhyming words. You can write this down on a separate piece of paper or next to each line of the poem. Use letters to show which lines rhyme with one another, going in alphabetical order. For example, words such as “dog,” “frog,” “bog” would be labeled with “A.” The next group of rhyming words, such as “dark,” “park,” or “mark,” would be labeled with “B,” and so on. Continue labeling each stanza of the poem until each line has been labeled with a letter. Leave a space between each stanza. An excerpt from Robert Frost’s multi-stanza poem, “The Aim Was Song” would be labeled as ABAB CDCD. For example: Before man came to blow it right A The wind once blew itself untaught B And did its loudest day and night A In any rough place where it caught B Man came to tell it what was wrong C It hadn’t found the place to blow D IT blew too hard- the aim was song C And listen- how it ought to go! D - Developing poetry skills: Reading 11-14; Geoff Barton - Perrine’s Sound and Sense: An Introduction to Poetry; Thomas R. Arp - Purdue University Online Writing Lab: Rhyme - Winthrop University: Technical Tips for Reading Sonnets and Early American Poetry - An excerpt from Robert Frost’s multi-stanza poem, “The Aim Was Song” would be labeled as ABAB CDCD. For example: - Before man came to blow it right A - The wind once blew itself untaught B - And did its loudest day and night A - In any rough place where it caught B - Man came to tell it what was wrong C - It hadn’t found the place to blow D - IT blew too hard- the aim was song C - And listen- how it ought to go! D Jessica Lawrence holds a Bachelor of Arts in English literature. She taught English and creative writing for three years, and has also worked in editing.

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Children have a very fragile attention span. Even when they want to pay attention it can still be really hard for them. They fidget, drink water, sharpen pencils, look out the window… basically, anything can be a distraction to them. Managing students with low attention spans is a deliberate and well thought out process. Research shows that children should be able to focus on tasks for 2-5 minutes multiplied by their age. That means that a 5-year-old child is able to focus for 25 or 10 minutes. The difference though varies from child to child and depends on the task. Attention is an important part of the learning process and so it needs to be managed. Here are 7 tips for managing students with low attention spans. 7 Tips for Managing Students With Low Attention Span Break Down the Task– Seeing as attention spans vary, it is important to break down tasks in such a way that a 25 minutes class is not spent just listening to you. Break the class tasks into small bits and have students focus on one at a time. Let them take short breaks at the end of each task. Spice Up Mundane Tasks– The use of teaching aids like legos, play-dough, craft paper, stones and the likes make your lessons more interesting. You can also use practical examples, role-play or storytelling techniques that get your students involved in the lesson. The more activity and entertainment a lesson comes with, the more it is likely to hold your student’s attention. Avoid Routine– Shake things up in your classroom every now and then because students with low attention span get bored with routine. Consider having class in new locations like the lab, on the playground, in the kitchen, sitting on mats, etc. Be as creative with your lessons as possible. Note this, the more hands-on and involving a lesson is, the more the students pay attention. Eliminate Distractions– Knowing that students can get distracted easily by a lot of things is good insight for you as their teacher. You can remove every possible source of distractions around them like water bottles or colourful/fancy pencil cases. Also, separate friends seating together and switch the window view of an easily distracted student. These are not sureties that there will be no distractions but it reduces the chances. Practise Paying Attention– There are activities that can help improve your student’s attention span. Such activities include focused games like – board games or spot the difference, movement breaks or concentration activities like walking or balancing exercises. These activities, practised at non-crucial times of the day and without pressure, will help a lot. Find more useful activities here. Praise Efforts– We are used to giving praise for the outcomes of efforts but when dealing with students with low attention span the opposite is the trick. Say, “Wow, well done, you wrote your name within the line”. Or “Thank you for paying attention” after they are able to correctly answer a question you ask them. You must be deliberate about praising them as that can be an encouragement to them to do better. Get Help!- Observing your students behaviours will help you determine if their low attention spans can be managed with these tips. Otherwise, they may need more complex and medical help to pay attention to. Some students with low attention spans may have Attention deficit hyperactivity disorder (ADHD) and may need to be treated by a doctor. Have conversations with your student’s parents about their child’s attention span. You can help them realize that there are medical options available to help their kids if they are not aware.

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Even if you are a beginner in writing, you already know that any text is usually divided into smaller parts called paragraphs. As many components of writing (especially creative writing), paragraphing is not dictated by rules. There are some recommendations on how to insert logical pauses into a text but there are no strict principles of segmentation in informal writing. In this post, we will give you some tips on how to make your writing more coherent and fascinating using paragraphing. After all, it is not a sophisticated figure of speech that makes text hit the target. What is paragraphing? An ability to organize your ideas, paragraphing is hardly about pedantism. But we would not call it an art as well. It would be most fair if we define paragraphing as a way to arrange your thoughts so the reader can understand your message better. Even a beginning writer can make his or her text more comprehensible by dividing material into small and logically-connected sections. But there is always room for improvement, and you can learn how to make your writing better by breaking text into paragraphs smartly. Why do we need to insert pauses into our text? The most primitive but essential function of a paragraph is to make your writing readable. When looking through a huge fragment of text without ending, you do not want even to start reading. Paragraphs improve comprehension and increase the chances that someone will read your piece of writing until the end. A clear and simple structure is the key to success for every writer. Another important thing about paragraphing is that it helps to make your point clear. Using a proper writing structure, you send the message straight to the reader, who has less chances to get lost in the author’s thoughts. The target of any text is to influence the audience in a certain way, i.e. to inform, impress, or call to action. Once you break your writing into parts, the intention of the text becomes much clearer. In fiction writing, you can use paragraphs to mark your style. There are no strict rules about how to arrange text in fiction. You can improvise with the length of passages depending on your aim. Making super short sections is a great paragraphing tool to highlight the most important things. This is your story, and no one but its author will decide how it unwinds. What are the types of paragraphing? Depending on the target of writing, we generally distinguish between the 4 types of paragraphs: They are not defined by length but by the type of information they provide. Narrative paragraphs tell readers a story. Every section looks like a mini-narrative—it has its own beginning, middle, and end. The sequence of actions is clear so the reader can perfectly understand what happens in the story. We use narrative paragraphs in different types of informal writing, especially in fiction. Descriptive paragraphing helps writers characterize the subject of a story. This is usually a part of fiction writing as well. The author can make the sections any size as he or she seems fit. Expository paragraphs give explanations about something familiar to the author. It can be a part of a research study or instruction. We usually apply this type of paragraphing to any writing that gives information on a certain subject. Persuasive paragraphing provides argumentation on why the reader should accept the writer’s point of view. It is important for a persuasive section to contain a logical explanation of why the author’s point is important. In general, you can use all these for essay paragraphing as well as for other types of writing. The choice depends on what your subject is and in what way you need to influence your reader. Main paragraphing rules you should consider The whole point of dividing a text into sections is to unify sentences around the main idea of a paragraph. The topic sentence expresses the key point of the whole section. When trying to structure your thoughts, place the topic sentence at the beginning of the paragraph. Then explain the main idea or support it with arguments. To expand the paragraph, you can do the following: - Illustrate your point with a story - Describe, compare, or contrast your topic - Give examples of what you are trying to explain - Define terms - Discuss an issue with the reader If you want to move on to a new topic or describe the event that follows, it will be a good idea to start a new paragraph. Never try to squeeze all the information you can into one section—it will be too hard for readers to comprehend. If you are writing a short text, it also would be wise to plan paragraphs beforehand. Decide on how many sections you need to structure your text coherently. It will help to organize your thoughts to send a clear message to the reader. Paragraphing exercises to improve your writing skills As all authors know, a solid way to become a better writer is to start writing. Do not search for a paragraphing worksheet if you feel that your text is not structured well enough. Even if your writing is ready, there is always a way to revise it and make your message clearer to your audience and to yourself. Here is what you can do: If the paragraphing of your text is not good enough: take another look at your writing. What was your main idea? Try to pick several key points out of your text and turn them into topic sentences. Then, rewrite each paragraph explaining these points. If you are about to start writing: go ahead without any fear! Remember that the first draft of your paper can always be improved and that you will write better with every new attempt. Note down some key concepts of your future writing. Turn them into topic sentences. Explain, describe, or provide arguments for the ideas that are important for your readers. Paragraphing is not the only tool that will help you become a better writer, editor, or teacher. But, expressing your thoughts in a structured manner is a fundamental skill every author needs to master. We hope our tips have helped you to create clear paragraphs and hit the target of your writing.

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Edgar allan poe the raven setting. The Raven: That Reveal Setting 2022-11-16 Edgar allan poe the raven setting Rating: Edgar Allan Poe's "The Raven" is a narrative poem that tells the story of a man who is visited by a raven, a large, black bird. The poem is set in a gloomy, atmospheric setting that reflects the dark and melancholic mood of the narrator. The poem begins with the narrator sitting alone in his study, "On a midnight dreary, while I pondered, weak and weary" (line 1). The setting is described as "bleak December" (line 2) and "darkness there, and nothing more" (line 3), adding to the sense of isolation and despair. The narrator is grieving the loss of his beloved Lenore, and the bleak setting mirrors his emotional state. As the poem progresses, the raven enters the scene and begins speaking to the narrator. The raven's presence only serves to heighten the narrator's distress, as the bird repeats the word "nevermore" in response to the narrator's questions. The raven's repeated use of this word serves as a symbol of the narrator's inability to move on from his grief and find closure. The setting of "The Raven" plays a crucial role in establishing the mood and tone of the poem. The gloomy, isolated study, combined with the bleak December weather, sets the stage for the narrator's encounter with the raven. The setting reflects the narrator's emotional state and serves as a backdrop for the events of the poem. The darkness and despair of the setting help to convey the sense of hopelessness and melancholy that pervades the poem. In conclusion, the setting of "The Raven" plays a key role in establishing the mood and tone of the poem. The bleak, gloomy atmosphere reflects the narrator's emotional state and serves as a fitting backdrop for the events of the poem. The setting helps to convey the sense of despair and hopelessness that pervades the poem, adding to its overall sense of melancholy and gloom. Edgar Allan Poe Raven Halloween Table Setting The client can upload extra material and include additional instructions from the lecturer. Poe was known as a harsh and combative critic at the "Southern Literary Messenger" and his stint there didn't last long. The presence of objects, such as Pallas the god of wisdom, indicates that the setting is in an ancient time in Roman empire where the god was found. They have access to all kinds of software to get your assignment done. The supernatural, memory, and loss are the themes that go along with these topics. Leave my loneliness unbroken! This description begins Stanza 2, continuing the gothic and eerie mood set in Stanza 1. Raven by Edgar Allan Poe: An Interpretation, Poems Summary and Analysis Overarching themes of the poem include: death, mortality, love, grief, loss and madness. Business We take pride in having some of the best business writers in the industry. Does it end the way you expected? What if the paper is plagiarized? Jillian, you sound like me! Our academic writing service got you covered! Tablecloth is available here: The heavy, painted candelabra was a find many years ago in A Classy Flea. What are some literary elements in "The Raven"? The chamber implies the box in which individuals mourning the loss of their loved ones lock themselves in and the powerlessness they feel in such instances. The minimum requirement to be an academic writer with our assignment help service is to have a college bachelors degree. Abraham Lincoln: his speeches and writings. The Raven Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. From the setting its clear that the main character is grieving over his lost love. He refers to them as "quaint and curious volumes of forgotten lore" so perhaps he is reading The Iliad or The Odessey I'm extrapolating here. The line, 'and the silken sad uncertain rustling of each purple curtain,' repeats the 's' sound, likely to relay to the reader that something sinister is to come. The raven, of course, answers, "Nevermore". Given the dramatic ending of the poem where the man falls into a deep depression, this final option seems most likely. We check all papers for plagiarism before we submit them. Perhaps this is why the speaker believes that it has come with a message from Lenore. What are some examples of symbolism in "The Raven"? Students can benefit from hearing the different opinions and takeaways of their peers. Take thy beak from out my heart, and take thy form from off my door! From the first stanza, the reader realizes that the narrator is in a chamber that can be construed as his library based on the described presence of books and the bust of Pallas. Poe had a difficult relationship with his strict foster father. The presence of shadows in the room cast by the embers of the dying fireplace reflect the haunting nature of death and the loneliness or gloominess the narrator feels following Lenors demise. I had to order the raven salad plates! After a revision of the work in 2012, it was premiered at the very same island with the composer at the piano, sung by soprano Andriana Lykouresi. New York City: Checkmark Books, 2001. Consequently, this setting is an important factor in helping the audience to comprehend the society within which the characters live. Athena, born from the forehead of Zeus, represents wisdom, among other things. What happened to her? Download the paper The paper is uploaded to your personal account and sent to your email. When I spotted this whimsical raven dinnerware, I knew I needed a set! Edgar Allen Poe is a favorite theme of mine. Poe was also slandered by a lesser talented rival who somehow became his literary executor. Perfect tablescape for Halloween in my humble opinion! I should take my camera with the zoom lens down and leave in the kitchen to capture some of the beautiful birds that come to the feeders…and the sneaky squirrels that love drinking from the birdbath. These are time a phenomenon takes place. In conclusion, the setting in any work of literature has a crucial role. Meanwhile, the mention of napping again raises the possibility, without giving an answer one way or another, that the narrator is actually dreaming all this. What is the setting of "The Raven" (month/weather)? In fact, we recommend using our assignment help services for consistent results. With his meter and rhyme system, he also keeps a fairly repeated cadence throughout the piece. Poe was known to have abused alcohol and was said to have looked pale and sickly in the days leading up to his death. Subscribe for free post updates via email here: Tablescape Thursday If you are participating in Tablescape Thursday, please be sure to add your permalink below, and not your general blog address. Eagerly I wished the morrow;—vainly I had sought to borrow From my books surcease of sorrow—sorrow for the lost Lenore— For the rare and radiant maiden whom the angels name Lenore— Nameless here for evermore. Poe's final words were, "Lord, help my poor soul. Poe was the first well-known American writer to try to earn a living through writing alone, which resulted in a financially difficult life and career. When the man tries to expel the raven, he shouts, "Get thee back into the tempest! All our academic writers have a minimum of two years of academic writing. Love, Love, Love — wow — I have really fallen down this season. Are you scared that your paper will not make the grade? Edgar Allan Poe has had a huge influence on American literature. One such writer spent a portion of his life writing these kind of stories. Instead of Lenore, he hears a bird tap on the window and opens it. Here the poem also introduces the fact that the narrator is grief-stricken over his dead love Lenore, and is trying to escape that grief by reading. Engage students with the dynamic and interactive activities above that focus on creating a summary, theme, visual vocabulary, literary elements and more! When the guy raises the window shutter, he is astonished to see the raven since at first; he believed that the noise is being made by a late-night visitor trying to wake him up. A hopeless alcoholic, Poe died at age 40, drunk in a gutter in Baltimore, a victim of his debauched lifestyle. Two, a storm has come up during the time the raven has been in the man's chamber; this is unlikely considering how quiet and still the night had been earlier. No Halloween table with ravens would be complete without some Edgar Allan Poe to spice things up. He then goes on to engage the raven in a prolonged speech to which the raven responds with the same statement. The lyrics of the closing track Oh, I'm Happy Now are an extract of the poem Bridal Ballad. Poe chose a raven as the central symbol in the story because he wanted a "non-reasoning" creature capable of speech. Frequently Asked Questions about "The Raven" by Edgar Allan Poe What are some important themes in "The Raven"? Our products include academic papers of varying complexity and other personalized services, along with research materials for assistance purposes only. Leave my loneliness unbroken! Symbolism A symbol is something that stands in for something else. What does the raven symbolize in other mythology and literature? New York: Broadway Publishing Company, 1907.

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As teachers, we know that when students are engaged in a lesson, they are more willing to persist in learning difficult concepts and complex processes. One way to keep students engaged is through building games into the lesson, giving them the opportunity to have fun and possibly compete (in a friendly way) as they develop their language proficiency. In my blog post 2 years ago, I interviewed my former graduate student Lin Zhou about a topic of her expertise, online role-playing games for teaching writing. Over the past few months, I’ve been thinking about other ways that we can bring games into the writing classroom, ideally making learning to write a bit more fun for our students while still giving them ample opportunities to hone the many skills that build into a successful writing practice. This game strengthens students’ vocabulary knowledge, a valuable asset for writing. Give pairs or teams of students a category word (fruit, animals, sports, etc.) and set a timer. Each team should brainstorm and write down as many words as they can think of that fit in that category. The winner is the team with the longest list. In a virtual context, teams could work on separate Google Docs in breakout rooms so the other teams can’t see what their competitors are writing. In the classroom, this game could be played as a relay race with the lists on the board: Teams line up on the opposite side of the classroom, with individual students running up to the board to add a word. Each member of a team can only write one word and then has to run back to the team and tag the next team member. In this activity, students must apply lexico-grammatical rules, such as adjective order, while choosing words that fit conceptually with the meaning of the original sentence. To play as a whole class game, write a basic sentence (subject, verb, and object) on the board or in a Google Doc. Students take turns adding a single modifier (adjective or adverb) to one of the nouns or the verb. As a class, you can decide whether the modifiers need to make sense or can be silly. Students could also do this activity in small groups, either in the classroom or virtually. To make it a competition, see how many words each group can add within a set time period while maintaining a (somewhat) logical sentence. This game is adapted from the site Journal Buddies, which also offers many more creative ideas for teachers. 3. Guess Who? This activity challenges students to choose ways to write descriptions that are specific enough to capture a particular person without being too obvious. Students write a description of a well-known person (e.g., a famous person, someone at their school, someone in their class), providing key details but not giving the person’s name. They pass their description to another student or read it aloud to the class and then evaluate whether anyone was able to guess the person. 4. What’s in My Pocket? Like the previous game, this activity also involves writing a description, but the description is focused on objects rather than people. Writers describe an object in their pocket (or bag or desk) in short sentences, starting with the most vague adjectives and moving to more specific. For example, a description of a tube of lip balm might start “It is long and round” (which could apply to many things people keep in their bags or pockets) and then move through gradually more specific descriptions toward a final descriptor, such as “You put it on your lips when they are dry.” The writer reads their description aloud to a partner or the class, one sentence at a time, giving the audience a chance to guess after each sentence. The first person to guess (using the most vague clue) earns a point. 5. Roll the Dice This is an activity to foster students’ creative writing in narrative genres. Write the numbers 1–6 on the board in three or four columns. At the top of each column, provide a category label relevant to your class’s interests (e.g., animals, occupations, cities, sports). Have the class brainstorm six words that fit in each category. Give each student a single die and have them write the categories on a piece of paper. Students then roll the die once for each category and note the word that corresponds to the number they rolled. They should then write a story that incorporates all the words as characters, settings, or other elements of the narrative. In an online context, you could also use the Flippity Randomizer instead of rolling dice. (Here’s an already-made randomizer that could work well for this purpose.) For other creative writing ideas, see Hetal Ascher’s TESOL Blog post, “4 Low-Prep Creative Writing Ideas.” These are just a few ways to incorporate games into the writing classroom. Check out Jeff Kuhn’s blog post on developing board games for some more ideas. What writing games have you used in your teaching? Share your thoughts in the comments section! Article is very informative about kids learning. All tips are awesome. I must apply these activities for my students learning grip. Gamification is what matters with generation z

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In recent years 70% said that anxiety and depression are a major problem among their peers.(1) Post pandemic statistics now show that figure closer to 80%. This has placed the social emotional health of students in the spotlight, and forced schools to be deliberate about how they are addressing it. Quality SEL involves ensuring that the programs are equitable and inclusive of the diverse needs of all students. So how can digital storytelling contribute to a solution? Digital storytelling represents a path to happier, healthier students and a more equitable classroom while teaching the necessary skills to succeed in the modern workplace. That may sound boastful and hyperbolic, but current research bears it out. Consider these ways that digital storytelling can help. - It captures the individual stories of students in your classroom, celebrates their uniqueness, develops their individual voice and helps them learn that their story has value. - It gives students a choice about how to best tell the story they have inside them. - Digital storytelling requires us to listen to others, building empathy and understanding for a point of view. - Digital Storytelling means that the true lived experience of each individual can be shared with the class, making for a more equitable environment. (2) - It allows students to become teachers on a regular basis. - It gives a broader understanding of communication skills beyond the written word, allowing students to communicate in the spoken word, pictures, music and art. - Digital storytelling is closer to the kind of communication that is a part of modern social media and allows us to help kids to understand it, while teaching them prosocial norms and norms and prosocial behaviors for using them. - Digital storytelling has shown to improve the social and emotional intelligence of students. (3) - Digital Storytelling teaches important 21st century skills such as digital literacy, global literacy, technological literacy and Information literacy. (4) - Digital storytelling is fun. The kids are excited to share their stories, their classmates are excited to watch them and teachers are excited to grade them. There are countless tools and strategies that can be used to further develop your storytelling capabilities but if you are interested in developing digital storytelling in your curriculum here are a few good places to start. - Adobe Express: this free online tool from Adobe (formerly called Adobe Spark, offers high quality, low difficulty tools to start building media for storytelling. Whether that be images, videos or web pages, Adobe Express can help students of all ages create high quality, well designed media to support the story they have to tell. - Draw and Tell: For younger students this simple free tool allows kids to create and narrate stories. It is forgiving of mistakes but still produces quality stories that can be downloaded and shared. Thoughtful Digital Storytelling, can have a positive effect on social emotional health, can build a more equitable classroom, has been shown to develop emotional intelligence and develop important 21st century literacies. Shawn McCusker will be leading the “Expressing Student Learning through Digital Storytelling” course as part of the EdTechTeacher “Summer Learning Pass.” Get access to all of our summer courses with one single membership. It’s like enrolling in one course and getting all 12 of them! - “The Epidemic of Anxiety Among Today’s Students | NEA.” https://www.nea.org/advocating-for-change/new-from-nea/epidemic-anxiety-among-todays-students. Accessed 13 Jan. 2023. - “Teach Using the Lived Experiences of Your Students – Edutopia.” 30 Jun. 2015, https://www.edutopia.org/blog/teach-using-lived-experiences-your-students-rebecca-alber. Accessed 13 Jan. 2023. - “The effects of digital storytelling with group discussion on social and ….” 21 Feb. 2022, https://www.tandfonline.com/doi/full/10.1080/23311908.2021.2004872. Accessed 13 Jan. 2023. - “Digital Storytelling: Benefits, Examples, Tools & Tips | Research.com.” 5 Oct. 2022, https://research.com/education/digital-storytelling. Accessed 13 Jan. 2023.

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What’s Your Story? Written by Rose Giannone Illustrated by Bern Emmerichs Berby Publishing, 2013, 40 pp. This picture book from Australia is set against the backdrop of the first British settlement of Australia in 1788 and describes the friendship of an orphan boy from England and an Aboriginal girl. Leonard and Milba are mesmerized by the peculiarities of each other’s worlds and delight in sharing these worlds with each other. Leonard is a quiet child who stutters but loves books and drawing. As he wanders around his new world, confused and lonely, he encounters Milba from the Eora tribe who has wandered off to catch a glimpse of the “ghost people”. The two strike up a friendship, without words, by drawing stories in the sand, and introduce each other to the animals from each their worlds. Understanding how much Leonard enjoys drawing, Milba shows him cave drawings of her people, establishing another link between them. One day, Milba’s tribe decides to move on and she only has time to leave a quick drawing in the sand. The book ends by noting that Leonard grew up to become a teacher, often thinking of Milba, while Milba grew up to be a wise elder in her tribe, wondering if Leonard looks at the same sunsets with his family as she does with hers. The book opens and closes with an invitation for readers to tell their stories. The author carefully sets the context for history as a collection of stories—not just one story but many stories by many different people. Giannone notes that many of the people who came to Australia were forced to do so because they were convicts but that some had only committed the crime of stealing food because they were hungry and others, like Leonard, were not convicts but sent for other reasons. The ships that came were full of people with many different stories. She also points out that the Aboriginal people had already been in this land for 60,000 years, long before anyone from Europe knew of Australia. With a minimum of words, the author provides a careful historical context that respectfully acknowledges multiple perspectives and stories, but does not tell or hint at the story of the racism and displacement of Aboriginal peoples by European settlers. Emmerichs’ illustrations are stunning in their details of Australian animals and landforms and people. They were created on large hand-painted ceramic tiles and each color included on each tile was individually fired and then photographed and overladen with the author’s text. That text often weaves and turns like a gentle wave of water around the illustrations on a page. Rose Giannone is an Australian author who lives in Melbourne. This is her first children’s book and grows out of her love of storytelling, both in traditional oral forms and in modern film. Bern Emmerichs is a highly celebrated artist in Australia with many works in galleries and collections. She is known for her work which explores historical narratives related to the first European settlements of Australia. Both the author and illustrator have a strong interest in this historical time period and engaged in extensive research. Both are from European backgrounds and so foreground Leonard’s perspective throughout the book. Even though they are careful to include Milba’s perspective, Leonard’s perspective is given the most weight and always comes first. This book should be balanced with other picture books that highlight Aboriginal voices and perspectives, such as When We Go Walkabout by Rhoda and Alfred Lalara (Allen & Unwin, 2014), in both English and Anindilyakwa, When I Was Little Like You by Mary Malbunka (Allen & Unwin, 2005), You and Me: Our Place by Leonie Norrington (Working Title, 2007). The Aboriginal tradition of telling stories through art, such as cave paintings, is another connection that could be explored through books, such as What is Aboriginal Art? By Margo Birnberg (J. B. Publishing, 2012) and Australian Aboriginal Paintings by Jennifer Isaacs (New Holland Australia, 2002). Other possible pairings include stories of immigration, such as The Arrival by Shaun Tan (Scholastic, 2007), which is based on stories of Malaysian immigrants to Australia and Ziba Came on a Boat by Liz Lofthouse (Kane/Miller, 2007), the story of an Afghan child and her family fleeing across the ocean on a small boat to Australia. These stories can be told alongside newspaper articles about the current treatment of refugees in Australia through detainment in prison camps in Indonesia or on islands off the coast of Australia. Home and Away by John Marsden and Matt Ottley (Lothian, 2008) is a powerful indictment of the destruction of families in these detainment centers. The book ends with an invitation for children to tell their stories and so can be used to invite children to research their own family histories, both distant and close, in order to explore how those histories have shaped their identities and that of the places in which they live. Each classroom contains many stories and histories and sharing those stories can be one step to understanding the complexity and diversity of stories that make up families, communities, and nations. Note: Australian books not available in the U.S. can be ordered through Austral Ed. Kathy G. Short, University of Arizona, Tucson, AZ WOW Review, Volume VII, Issue 1 by Worlds of Words is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on work at https://wowlit.org/on-line-publications/review/vii-1/

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Teaching students to use functional text is one of my favorite units! Why? Because kids are engaging with texts that they actually read in their daily lives! They get to see that the reading skills we teach are immediately useful outside school, and that’s always a win! What is Functional Text? Functional text, or authentic text, is any text that we read on a daily basis. It’s real world reading. It’s called functional because it is useful; it includes information that helps us make decisions and complete tasks. Some examples that students easily recognize are recipes, directions, menus, fliers, and signs. The purpose of functional text can vary. Typically, it provides information, explains directions for how to do something, or allows us to share information with the author (like filling out a library card application). Learning how to read and engage with real-world text is an important skill for developing readers! Read on for some tips to tackle this genre in your reading workshop! Introducing Functional Text Before kicking off this unit, I like to collect as many types of functional text as I can. The good news? It’s super easy! Bring home an extra copy of a paper menu the next time you eat out. Go through your junk mail. Ask your students’ families to bring in some examples! I like to have a variety of formats and topics, with some that come right from our community. Kids get such a kick out of that! I also try to find examples that will work at different reading levels (fewer words on the page, more pictures, specialized vocabulary, etc.). A super easy and engaging way to introduce this type of text is to just immerse your students in it! Give them 15-20 minutes to look through different samples. Then have them share their observations. If you like, you can have them record their thoughts on sticky notes or chart their thinking. Or you can provide graphic organizers! Some things I want my students to notice about functional formats include: - they are often organized into small chunks of information - they usually include nonfiction text features, like headings, bold print, and captions, that help draw our eye to certain information - their main purpose is generally to present information to the reader so that we can complete a task, make a decision, or solve a problem (some formats, like brochures and other advertisements, may be meant to persuade the reader to buy or do something) - we read them differently than other nonfiction or fiction texts – we might skim them or only read certain parts at a time, rather than always reading them top to bottom in one go - they might include specific vocabulary about their topic One thing to watch out for is students who read the main content of the text but not the “extras”, like fact boxes and graphics. Important information can often hide right in plain sight, especially if the page is busy with lots of graphics or sections of text. Sometimes I ask students to look at all those extras first before the main text. Analyzing Functional Text It’s good for students to practice finding “right there” answers when they read authentic text, since that’s what they would need to do in real life. In the upper grades, though, we know that we go way beyond basic comprehension questions. As students look through examples of procedural text, here are some guiding questions for them to consider: - What is the purpose of the text? - Who wrote the text? Is this person biased? - Who would likely read it? Why? - How would this text be useful? - What is the main idea that I should take away as the reader? - What information can we get from it? Depending on the format, they can also use reading strategies like questioning, drawing conclusions, sequencing, and identifying cause and effect relationships. The key is making sure they’re using examples that have enough “meat” to analyze. If you want to save some time, click here to find functional texts with questions. Chances are that you’ve had students complete some functional writing in your language arts block, such as an expert or how-to book, or letter writing. Including a functional text unit in your writing plans can be a nice break for students who struggle with creative writing or report writing. In addition to the words, they can work on incorporating lots of nonfiction text features as well. Functional text is also a nice tie-in to media messages, if you teach those. Comparing and contrasting different formats and purposes can help students take a deeper look at the media we consume each day! Click here or on the image below to see the Functional Formats Anchor Charts & Printables resource in my store. Knowing how to read and understand functional text is an important life skill! I find this unit to be really engaging and authentic, and I hope you and your students enjoy it! Let me know in the comments what resources and activities you like to use when you teach functional formats! Pin for later: Thank you Alyssa, for refreshing the mind of a retired teacher. Your presentation is concise and easy to read. I will use your chart and ideas as I tutor a fifth grade student. Thanks for your valuable site.

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Brainstorming Tools and Apps "An idea, like a ghost, must be spoken to a little before it will explain itself." - Charles Dickens Get your copy of Hacking Digital Learning, The 30 Goals Challenge, or take one of my certified and accredited online courses. Ask me about training your teachers, email@example.com! Brainstorming is an important process that students should do frequently so it becomes a ritual they continue throughout their lives. Students need to get into the habit of spending time with their thoughts, fleshing them out, and discovering the best way way to feed their inspiration. Brainstorming helps improve writing, organizes ideas, inspires discussion, and provides a roadmap for projects. When brainstorming is combined with sketching, drawing, and thinking on graphic organizers, it helps learners to organize their thoughts for better flow and cohesion. Moreover, learners can make connections to previous knowledge and expand on what they already know. This means the brain will process the new information into long-term memory. I integrate brainstorming as a pre-task to lay the foundation for nearly every task and project. You don't have to waste tons of paper brainstorming, because we have access to many free apps and web tools that allow students to brainstorm more effectively and also keep a digital record of their brainstorming process. Below is a list of resources along with tips! Storyboards are useful when integrating multimedia projects such as making movies and various digital storytelling projects. These are some of my favorite storyboarding templates and resources: - Google Templates- Teachers post their ready made templates for you to adapt for your needs. My students copy my Google template and fill it out. I've adapted quite a few and have also used their rubrics. Saves me tons of time. - My storyboard template for creating a movie and a Choose Your Own Adventure movie storyboard template. - Bernajean Porter has great templates to download. - Kevin Hodgson has some storyboards I've used with 4 to 6 year-olds and are suitable for many ages. - Here's a free storyboarding web tool with a library of characters. - Try using Buncee, Comics Head, or another comic creation tool to create a storyboard. Students fill in the frames and have access to a library of free characters, scenes, backgrounds, and captions. - Read Write Think's Interactive Cube for writing mysteries, biographies, and other stories - Lucid Chart is a fantastic tool for web and mobile graphic organizers! Students can collaborate and they have many options. - Teachnology has many kid friendly graphic organizers. You can use free apps like Educreations to have students fill them out on their mobile devices - Creat.ly provides various templates and types of graphic organizers for different kinds of projects. - Grafio Lite- iOS app for creating flow charts and visually organizing ideas. - Canva- iPad app and web tool for creating visually beautiful posters and infographics. - Ease.ly- iPad app and web tool for creating - Idea Sketch IOS/Android Mindmapping App- Draw a diagram, mind map, concept map, or flow chart and convert it to a text outline and vice versa. Print with a PDF or download to Dropbox. - Popplet web/IOS App- The browser base app provides collaborative mindmapping. Students can support text with images from Flickr or Youtube videos. They can upload their own. Embeddable. - Inkflow IOS app- Sketch & write ideas then move them around and organize them. - PenUltimate- Draw & write on notebook paper on your iPad. The writing becomes searchable, stored, and categorized with Evernote that is compatible with all devices. - EduCreations iPad app- Interactive whiteboard and screen recording app. Ability to include images taken and from the web and narrate with audio. Creates a video that can be embedded. Students can record their brainstorming while creating their mindmaps. - ShowMe iPad app- Interactive whiteboard and screen recording app. Ability to include images and narrate with audio. Creates a video that can be embedded. Students can record their brainstorming while creating their mindmaps. - Screen Chomp iPad app- Interactive whiteboard and screen recording app. Ability to include images and narrate with audio. Creates a video to download. Students can record their brainstorming while creating their mindmaps. Find the tools listed above and many more resources in the bookmarks below.

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Sep 3 The Heliand - Old Norse Epic Poem about the life of Christ Today in 1830 the first complete edition of the Heliand was published by Johann Andreas Schmeller. This was a ninth century epic poem about 6000 lines long which recounts the life of Jesus in Old Saxon. The text is based, not directly on the New Testament, but on a harmony of the Gospels, and was probably written at the request of emperor Louis the Pious around AD 830 to combat Saxon ambivalence toward Christianity. The word Heliand meant saviour in Old Saxon. The preface begins by stating that the emperor Ludwig the Pious, desirous that his subjects should possess the word of God in their own tongue, commanded a certain Saxon, who was esteemed among his countrymen as an eminent poet, to translate poetically into the German language the Old and New Testaments. The poet willingly obeyed, all the more because he had previously received a divine command to undertake the task. He rendered into verse all the most important parts of the Bible with admirable skill, with the creation, it relates the history of the five ages of the world down to the coming of Christ. The Saxons had become Christian after defeat by the Franks under Charlemagne. Around the time that the Heliand was written, there had been a revolt of the Saxon and it is thought that the Heliand had a significant influence over the fate of European society. Germanic cultural values such as their strong warrior ethos did not mesh well with Christian values or approaches to teaching. This made educating Saxons about the Gospel more difficult. This poem may have been written to remedy that so that they could be integrated into the growing civilization that was Christendom. The author therefore created a unique cultural synthesis between Christianity and Germanic warrior society – a synthesis that would plant the seed that would one day blossom in the full-blown culture of knighthood and become the foundation of medieval Europe (see pod of Apr 23). There is some evidence that the epic poem was known by Martin Luther as he referenced it as an example to encourage translation of Gospels into the vernacular. Luther seemed to favour some of the wording presented in the Heliand for example the angel's greeting to Mary– "you are dear to your Lord" – because he disliked the notion of referring to a human as "full of grace. The epic poem also shows acquaintance with the commentaries of Alcuin of York (see pod of May 19) and with the fragments of a poem based on the Book of Genesis, it is all that remains of the poetical literature of the old Saxons. It may be connected to the Gospel of Thomas. Which was found in 1956 that has been attributed the apostle Thomas. The Heliand shares a poetic style with the Gospel of Thomas It ends in the middle of the story of the journey to Emmaus as told in St. Luke's Gospel. The poem gives evidence of the trained skill and a certain genius of the author, though the poet was no doubt restricted by not deviating too widely from the sacred originals. The storytelling represents attitudes and social structure found in warrior epics. John the Baptist is characterised as Christ’s ‘warrior companion’ (gesið), while the disciples become ‘earls’ (erlos). This poem may originally have been sung or recited out loud: the text is divided into fitts, or songs. Like modern day TV episodes, these would have provided reasonably sized chunks of a longer saga. The Saviour and His Apostles are conceived as a king and his faithful warriors . To give a flavour of what would have been listened to – here is an excerpt from the account of the Eucharist Then he spoke and said there would come a wise king, magnificent and mighty, to this middle realm; he would be of the best birth; he said that he would be the Son of God, he said that he would rule this world, earth and sky, always and forevermore. he said that on the same day on which the mother gave birth to the Blessed One in this middle realm, in the East, he said, there would shine forth a brilliant light in the sky, one such as we never had before between heaven and earth nor anywhere else, never such a baby and never such a beacon Within the limits imposed by the nature of his task, his treatment of his sources is remarkably free, the details unsuited for poetic handling being passed over, or, in some instances, boldly altered. In many passages his work gives the impression of being not so much an imitation of the ancient Germanic epic, as a genuine example of it, though concerned with the deeds of other heroes than those of Germanic tradition. It is preserved, with in two manuscripts (one at the British Library, one in Munich The manuscript in Munich at the Bavarian State Library is produced on calf skin of high quality, has been preserved in good condition. A fragment discovered at Prague in 1881 contains lines 958–1006, and another, in the Vatican Library, discovered by K. Zangemeister in 1894, contains lines 1279–1358. Two additional fragments exist that were discovered most recently. The first was discovered in 1979 at a Jesuit High School in Straubing by B. Bischoff contains 157 poetic lines. The final fragment was found in Leipzig in 2006 and contains 47 lines of poetry’

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Intermediate Reading Course. Section 1: The Basics Stated and Implied Main Ideas as Patterns of Information cottonbro studio | Pexels Stated Main Idea When the writer writes the main idea sentence in the paragraph, it is called a stated main idea. This makes the paragraph very clear to the reader. Implied Main Idea Something is “implied” when you can gather contextual information to figure out what it is. Some things does not need to be stated, or said. By giving you enough information or a good clue, you can infer the meaning. The meaning is implied. If I ask you if you want to go out to eat and you answer, “I had a long, difficult day at work today,” you are implying that you are too tired to go out to eat. Look at the photo below. Just by looking at the details in the photo, what does it say about the weather? Pixabay | Pexels The photo shows a lot of water on the ground. Drops of water are falling on it. That creates small splashes on the surface of the water on the ground. The “main idea” in the photo is “It’s raining,” right? But you could figure it out just by looking at the details—or by hearing a description of it. A paragraph can sometimes be just like this photograph. It does not have a main idea sentence in it, but all you need to do is look at the details to understand the main idea the writer is to communicating. Even though there is no main idea sentence in it, the main idea is implied. How to Figure Out the Implied Main Idea Read the paragraph, focusing on understanding the content. See patterns of information in the details and ask yourself: What is the topic of the paragraph? What does the writer have to say about the topic? How do the details come together to elaborate on the main idea? If you find a sentence that answers and summarizes these questions, that’s the main idea sentence. If there is no such sentence in the paragrpaph, the main idea is implied, so you must come up with it yourself. Watch Implied main idea and take good study notes. You can study the page and watch the video in any order. Examples of Paragraphs with Implied Main Ideas What is the implied main idea in the following paragraph, which you saw in Anatomy of a Paragraph? 1Professor Ecks assigns homework every week. 2You will also take a quiz weekly in his courses. 3You’d better turn in your assignments on time because he accepts no late work. 4However, you will learn a lot because he explains everything very well and keeps you engaged in interesting discussions every class. 6He also takes a genuine interest in his students. 7He always makes time for you and, if needed, he will help you individually. The details elaborate on two characteristics of Professor Ecks’s. He is a demanding instructor (Sentences 1–3) and he is a very good instructor (Sentences 4–7). Summarizing these, you get the implied main idea. ”Professor Ecks is a demanding but excellent instructor.” ”Professor Ecks is a demanding instructor, but he is very good.” What is the implied main idea in the following paragraph? 1Weekly quizzes is one way students will be tested in this course. 2Weekly quizzes will test your understanding of the material taught during the week. 3Quizzes are completed online and are typically due on Saturday. 4Exams is the other way students will be tested. 5Each of three exams will test your understanding of all materials covered up to the date of the exam. how students are tested in this course The pattern here is one way students will be tested… and the other way students will be tested. This means there are two ways. The point of the paragraph is to explain how students will be tested in the course. The details elaborate on these two ways students are tested in the course: quizzes and exams. ”Students are tested in two ways in this course.” “In this course, students will be tested in two ways.” “Lead” in the paragraph below refers to a dangerous metal. What is the implied main idea in the paragraph? 1Depending on the level of exposure, lead can adversely affect the nervous system, kidney function, immune system, and the cardiovascular system. 2It also affects the oxygen carrying capacity of the blood. 3Lead causes behavioral and learning problems in young children. 4It also delays children’s development, contributing to learning deficits and lowered intelligence. lead or, more specifically, lead exposure Based on the pattern of information, you can see that the writer is listing the many health problems that exposure to lead can cause in both adults and children. The point the writer is making (that is, the implied main idea of the paragraph) is that “Lead exposure causes many health problems in adults and children.” ”Lead exposure causes many health problems in adults and children.” ”Exposure to lead causes many serious health problems to adults and children.” Up Next: Main Ideas in Storytelling Go to the next lesson to learn about main ideas in stories.

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It is said that everyone has a novel in them. Sadly, most people don’t ever get to write that novel. Sometimes it is down to a lack of motivation. Other times it may be due to a lack of confidence, uncertainty about what to write, or doubts about how to get started. All of these things can be dispelled when you have a clearer idea about what writing a novel involves. This book takes all the important considerations in writing a novel and presents them in a way which will stimulate the reader into taking the plunge. Use it as a guide to help you work out your characters, plot and audience. Make informed decisions about style and point of view. Learn some of the tricks of the trade which other writers use, and find out how to market your completed work. Chapter 1 WHAT IS A NOVEL? The Origins of Storytelling Presentation of Novels Today What Constitutes a Novel? Genre of Novels Audience and the Novel Chapter 2 STRUCTURE AND STYLE Narrative or Story Structure Other Devices Used in Story Writing Style in Writing Basic Rules of Style Chapter 3 DEVELOPING A POINT OF VIEW Chapter 4 DEVELOPING THE MAIN PLOT What is a Plot-Driven Novel? Developing the Plot Chapter 5 WRITING A SYNOPSIS A Matter of Words Writing a Synopsis Chapter 6 DEVELOPING SUBPLOTS Deciding on Subplots Chapter 7 CHARACTERS: HOW TO DEVELOP CHARACTERS The Importance of Characters Chapter 8 DIALOGUE AND CHARACTERS Chapter 9 MAINTAINING THE READER’S INTEREST – DEVELOPING PACE Use of Pace Creating the Pace Chapter 10 REVISING YOUR NOVEL – THE IMPORTANCE OF EDITING AND REVISION How to Revise and Edit Chapter 11 DEALING WITH WRITER’S BLOCK/MAINTAINING YOUR CREATIVITY Not Writing a Novel - Tips to Get Started AND Finish that Novel Chapter 12 MANUSCRIPT FORMAT AND LAYOUT Chapter 13 MARKETING YOUR NOVEL Marketing Your Book Projecting for the Future Distance learning and online courses E-books by John Mason and ACS Staff Printed books by John Mason ACS global partners

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Literacy is more than just learning to read and write. For young children, literacy is about developing their vocabulary, understanding that words on a page represent the words you are saying, learning that letters are connected to sound and so much more. You can encourage your child’s literacy development in many ways. Below are a few ideas to get you started. 1. Read everyday. The number one way to promote literacy at an early age is simply reading to your child every day. Read street signs, the mail or labels at the grocery store. Make a routine of reading, like reading before bedtime. Creating a nightly book reading ritual not only allows your child to wind down from a busy day of play, but also strengthens their bond with you and promotes a positive association with reading. 2. Talk, sing and rhyme. It may seem silly especially when your child is a baby and can’t talk back, but talking or singing to them as often as possible makes a big impact. Singing is fun for your child, increases their vocabulary and helps them learn about sounds. - Name and point to body parts while getting your child dressed. - Describe the smell, texture and taste of the food you’re eating. - Use words that are new to your child when you talk to them. - Sing a special song before bedtime. - Teach them nursery rhymes from your childhood. - Make up silly songs to sing during your daily routine, like while brushing teeth. 3. Create stories. Creating stories helps your child learn how stories work. Specifically, your made-up tales help them learn that stories have characters, beginnings, middles and endings. - Make up silly stories about Bob the brave banana — or any other silly character you make up — as you walk through the grocery store. - Retell a favorite story while you’re traveling to and from school. - Act out a story with stuffed animals. - Older children can join in the fun by making up what comes next. 4. Tell family stories. Storytelling is an important part of promoting literacy for little learners. - Tell them a memorable story from your childhood as you’re looking through a photo album. - Recount the story of when they joined your family, via birth, adoption or fostering — children usually love a story about themselves best of all! - Invite family members to share stories about their life experiences. 5. Give them opportunities to write. Encourage your little learner to “write” by providing a variety of writing and drawing supplies. - Babies can start with spoons, fingers and yogurt on their high chair. - Older children can use crayons, markers, stamps and paint brushes along with a variety of paper. - Let your child watch you write notes, cards and grocery lists. Then, encourage them to write their own. 6. Change where you read. Make reading a fun adventure! - Take some books outside to read in the shade. - Pack an exploring or nature book with you on your next family walk. - Read a monster book under a blanket in the dark with a flashlight. 7. Attend a story time. Many librarys and books stores host story times. At these family-friendly events, children benefit from hearing another adult read to them. They also learn a lot from watching other children get engaged in a story and from being exposed to a wide variety of authors and writing styles. Check your local library for times or check out some online story time options like the Emmy-nominated Storyline Online. 8. Go beyond the words on the page. You’ll likely reread your child’s favorite books until you’re blue in the face, but change up how you read it to make it more enjoyable for yourself and more enriching for your child. For example: - Pause to let them finish the sentence or say the wrong word on purpose and see if they correct you. - Ask your child questions while reading the story, like who was their favorite character in the story and why? - You could even skip the story and just explore the pictures and describe what you see. - As your child reaches preschool age, you can help them understand the link between the words on the page and the words you’re saying by sliding your finger under words as you read them. 9. Try a wordless book. Wordless books are more powerful than you might think for developing your child’s literacy skills. You can start with simply describing what you see and exploring the photos. Then go beyond the pictures and have your little reader make up the story. Here are some questions you can ask to help get their creativity flowing: - What is that girl (or animal or silly shape, depending on the book) feeling? - How do you think that goat (or boy or tree, depending on the book) get out of this situation? - When is this story happening? How can we tell? - What just happened? What will happen next? 10. Surround them with books and letters. - Keep books where your child can reach them — a cozy corner of their bedroom, a low shelf in their play area and even a few next to their car seat. Ask your older child to read books to you while you drive or fix dinner. - Add books to their related play areas. For example, add some cookbooks to a play kitchen or construction books next to their toy trucks. - Expose them to and surround them with all different kinds of books to flip through — picture books, non-fiction, magazines etc. - Label toy bins with the picture and name of their associated contents. - Provide them with letter puzzles, magnetic letters or bath tub letters. - Teach them the letters in their name and have them search for those letters in books. - Talk about how you use reading in your life. From magazines and books to social media and shopping lists, we all use words daily. Your examples shows them that literacy keeps our lives moving and meaningful.

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“When we reject the single story, when we realize there is never a single story about any place, we regain a kind of paradise.”Chimamanda Ngozi Adichie Storytelling has been an essential part of human communication for thousands of years. We have all probably experienced hearing stories that have been passed down from generation to generation. Storytelling is a powerful means for people to connect and empathize with one another and fully express themselves. World Storytelling Day is an annual event on March 20th and is an opportunity to celebrate the rich history of storytelling. While the art of storytelling has traditionally been thought of as an analog tradition, technology can be used to elevate the way we tell stories. In this blog post, I’ll share some ideas for how you can integrate technology into your celebration of World Storytelling Day. - Community Storytelling Project – One way to celebrate World Storytelling Day is to hear the stories of those in your classroom community. You can invite guardians and other classroom community members outside the classroom to share their personal stories virtually. For example, you can set up a Flip (reviewed here) that can be shared with your classroom community members and include a prompt they can respond to. I’d suggest launching this a week or two before you plan to celebrate World Storytelling Day to give community members time to contribute. If you have some community members that would not be able to access Flip or whatever tool you choose to gather their stories, consider designating some “office hours” for them to come in and record their stories. Once you’ve gathered these stories, let students go into Flip to listen to the stories of their peers’ families and friends and reflect on what they learn. - Creating Metaphors – This protocol, adapted from The Courage to Teach by Parker Palmer, is a simple way to incorporate storytelling through figurative language. Initially designed for adults, it can easily be adapted to use with your students. The point of this exercise is to allow students to be as silly or creative as possible and tap into their imagination. It can be used as a community-building activity or to synthesize their learning. Students respond to this sentence stem, “When I am at my best as a student, I am ____.” You can create a Padlet (reviewed here) where students can post their metaphors and comment on each other’s creations (example). - Life Map – A Life Map is a visual timeline. They are generally used to describe your life over a period of time. You can use this life map activity as a prewriting exercise for student autobiographies or as a standalone activity. A Jamboard (reviewed here) would be a great tool to create a simple life map using digital post-its and images that students can share. - Augmented Reality Storytelling – With AR tools like Metaverse (reviewed here), students can create stories that come to life uniquely and interactively. This article lists some creative examples of how students can create AR stories in their classroom, like creating an AR scavenger hunt where users must find and scan objects in the real world to reveal parts of the story! - Collaborative Storytelling Projects – This can be done through tools like Google Docs or Google Slides (reviewed here), where students can collaboratively write and share parts of their stories. Once the story is complete, it can be shared on World Storytelling Day. Consider hosting an official event inviting other classes to come in and listen. However you decide to celebrate World Storytelling Day, I hope you provide a space for students to share their personal stories and those they care about. Do you have a favorite storytelling lesson or tool? We would love to hear how you elevate storytelling in your classroom in the comments below!

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What is blood pressure? Blood pressure can be described as the pressure of the blood circulating on the walls of the blood vessels. It is measured in mmHg (millimeters of mercury). The blood pressure is normally represented in terms of systolic pressure and diastolic pressure. The systolic pressure can be explained as the amount of the pressure in the arteries of a patient during the heart muscle contraction. The diastolic pressure is the pressure within the arteries at the time or resting of the heart in between the beats. Systolic blood pressure and diastolic blood pressure When your doctor monitors your blood pressure, it’s denoted with two numbers, with one number on top (systolic) and one on the bottom (diastolic). This can be denoted like a fraction – 120/80 mm Hg. The top number in the reading indicates the amount of pressure in your arteries during the contraction of your heart muscle. This is called systolic blood pressure or simply systolic pressure. The bottom number refers to the blood pressure when your heart muscle is between beats. This is called diastolic pressure or diastolic blood pressure. More: Blood Pressure (BP) during a heart attack and blood pressure before a heart attack More: Hypotension (Low Blood Pressure): Causes, Symptoms, Diagnosis, Treatment What is the normal blood pressure reading and elevated blood pressure? What is your blood pressure supposed to be? The normal or optimal range of the blood pressure consists of systolic as well as diastolic pressure. The systolic pressure of 90-120 mmHg and the diastolic pressure of 60- 80 mmHg are considered to fall into the category of the normal blood pressure range. Blood pressure values above this are considered as elevated blood pressure readings. The blood pressure can be measured by a blood pressure monitor, also known as a sphygmomanometer. Blood pressure should be monitored after a constant interval. The monitoring of the blood pressure helps in keeping a check on the level of the blood pressure. Read about blood pressure measurement. Blood pressure chart (Blood pressure table) The chart of the readings of the blood pressure will help in checking the level of the blood pressure and taking the necessary preventive steps. The following chart will help in figuring out whether the blood pressure is at an optimal level or not. |Category||Systolic pressure in mmHg||Diastolic pressure in mmHg| |Hypertension stage 1||140-160||90-199| |Hypertension stage 2||160-180||100-109| |Isolated systolic hypertension||>or = 160||<90| |Hypertensive urgency||>Or = 180||>or =110| The above-given chart can be used to classify the blood pressure readings into different categories for men as well as women. The perfect blood pressure range for men and women is 90-120 mmHg of systolic pressure and 60-80 mmHg of diastolic pressure. The blood pressure is supposed to be 120/80 mmHg for a healthy adult. The blood pressure higher or lower than this is not considered as perfect. Why a change in the blood pressure should not be neglected? The ideal blood pressure should be below 120/80 mmHg. This is considered as the optimal blood pressure and the person is considered to be healthy. The blood pressure reading below 90/60 is considered to be the case of a low blood pressure (Hypotension). The readings of the blood pressure ranging above than average are considered to be the case of high blood pressure (Hypertension). This elevation in the blood pressure can lead to cardiovascular diseases. The increase or decrease in the level of the blood pressure should not be neglected. The constant fluctuation in the average blood pressure for a longer period of time can lead to a number of heart-related diseases like stroke, formation of the blood clot in the arteries going to the brain, and dementia. Common blood pressure problems - Damage to your arteries - Damage to your heart - Coronary artery disease - Enlarged heart - Heart failure - Mild cognitive impairment - Kidney failure - Kidney artery aneurysm - Optic neuropathy - Sexual dysfunction - Sleep apnea - Preeclampsia or eclampsia - Chest pain - Heart attack - Pulmonary edema I must thank you for the efforts you have put in penning this blog. I am hoping to view the same high-grade content by you in the future as well. In fact, your creative writing abilities has motivated me to get my own, personal blog now 😉

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Three Important Skills for Kids – Coding, Chess, Creativity Your child’s education must go beyond what she or he learns in school. In order to learn, a child must be taught certain skills that are not part of their regular academic curriculum. Among many other such skills, three important ones are 3Cs – Coding, Creativity, and Chess. Coding For Kids Coding is all about communication. It is a way of communicating with a machine. It can be considered as a creative process executed by programmers wherein they tell a computer or machine how to perform a specific task. It involves writing scripts using computer programming languages. Coding for kids refers to the opportunities available for children to get involved in coding. Coding can be introduced to kids in a fun and gamified way to keep kids’ young minds engaged. Coding is no longer an option; it has become an essential life skill for young people as it develops many other life skills that help them throughout their lives. Coding is about much more than teaching technology. It incorporates logic, problem-solving, creativity, learning from the failures, communication, and collaboration in an engaging way for children of all ages. Chess For Kids As parents, we all want the very best for our kids. We make every effort to get them involved in sports and other activities that will be enriching to their childhood while developing life skills that transcend into adulthood! A board game of Chess played between two players made of 64 smaller squares is the most played game across the globe. In chess, every move has a purpose and effect on the outcome of the game. Since making decisions while playing chess is so similar to the process we go through throughout our own lives, it’s become reasonable to help kids learn the game of chess. Chess is just not a game, but a means to teach a kid valuable life skills that will set them up for future success. There are several reasons why your kids should play chess. By playing chess, kids can improve and develop cognitive skills, including memory, logical thinking, critical thinking, concentration, problem-solving, and visual processing. It also helps them develop life skills such as creativity, verbal communication, reading comprehension, self-discipline, self-confidence, and sportsmanship. Creativity Among Kids Creativity is the ability to transcend traditional ways of thinking or acting and to develop new and original ideas, methods, or objects. With the advancement in technology, creativity is taking a new form called digital creativity. Digital creativity is about using digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research, or work. In order to move from passive consumption to active innovation, we need to cultivate creativity in kids. As parents and teachers, it is important to emphasize the joy of creativity and instill in our children the sense that there is something important they can personally share with the world We can help our kids to sharpen their creative skills by learning different forms of creativity like design, drawing and animation, creative writing, etc. Getting kids to share their individual messages allows them to feel more connected with themselves and those around them. This promotes feelings of self-confidence and self-worth that are the key to emotional well-being and healthy social development. Conclusion: Teaching our children life skills is essential so that they can have a rough idea of what they want to accomplish with their lives and, more crucially, recall the type of person they want to be. Focus your efforts on educating children in a fun and engaging way so that they may be confident in their values and talents!

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Henry Bibb (1815-1854) was an abolitionist, author, lecturer, and journalist. Born into slavery in Kentucky, Henry Bibb eventually escaped and joined the Anti-Slavery movement, travelling across the States to lecture. In 1850 the Fugitive Slave Act was passed, which increased the danger to Henry and his wife, Mary Bibb. The Bibbs migrated to Canada and settled in Sandwich (present day Windsor, Ontario), where Henry and Mary began publishing the first Black newspaper in Canada, the Voice of the Fugitive. Henry Bibb was a member of the Anti-Slavery Society of Canada and was the President of the North American Convention of Colored Freemen. Mary Elizabeth Bibb (1820–1877) was an American-born educator and abolitionist leader. She is considered by some to be the first woman Black journalist in Canada. Mary Bibb was born free in Rhode Island, and attended Massachusetts State Normal School to train to be a teacher. She was active in the abolitionist movement and met Henry Bibb at an abolitionist event in 1847. Together, they moved to Sandwich and started the Voice of the Fugitive newspaper and ran the Refugee Home Society. Mary Bibb continued to be an active educator in Canada West and later operated a retail store. Mary Bibb was not officially recorded to be at the North American Convention of Colored Freemen; however, it is highly likely she was in attendance and was involved in the Convention’s planning. Frederick Douglass (1818-1895) was an American abolitionist, social reformer, orator, writer, and statesman. Frederick Douglass was born into slavery in Maryland, U.S. After escaping slavery he moved to New York and became involved in the abolition movement. Frederick Douglass became known as an orator and writer who shared his experiences with slavery. He was involved in the women’s rights movement and the Underground Railroad. Following the Civil War, Frederick Douglass moved to Washington and held multiple positions in office. He was the most photographed American man of the 19th century. Frederick Douglass did not attend the North American Convention of Colored Freemen. He spoke at St. Lawrence Hall in April of the same year, one of the multiple lectures leading up to the Convention organized by the Anti-Slavery Society of Canada. Mary Ann Shadd Cary Mary Ann Shadd Cary (1823-1983) was an educator, abolitionist, author, publisher, and journalist. Born free in Delaware, Mary Ann Shadd Cary continued the activism of her parents who lived in a safe house along the Underground Railroad. Mary Ann Shadd Cary was the first woman in Canada known to have published a newspaper, The Provincial Freeman. She also established a racially integrated school for Black refugees in Sandwich. During the Civil War, Mary Ann Shadd Cary was a recruitment agent for the union army. Mary Ann Shadd Cary was recognized as a Person of National Historic Significance by the Government of Canada in 1994. It was at the North American Convention of Colored Freemen that Mary Ann Shadd Cary was convinced to move to Canada West. Dr. Naila Keleta-Mae Keynote Speaker and Q&A Dr. Naila Keleta-Mae is an Associate Professor Arts with expertise in race, gender and performance and an artist who works in theatre, literature and music. Her scholarship has been published in journals including Theatre Research in Canada; Atlantis: Critical Studies in Gender, Culture & Social Justice; and Girlhood Studies: An Interdisciplinary Journal and books including bestseller Until We Are Free: Reflections on Black Lives Matter in Canada (2020); and award-winning Performance Studies in Canada (2017). Her music albums are: Fire Woman (2020); Bloom (2009) and Free Dome: South Africa (2001); and her plays are What We Deserve (2020), No Knowledge College (2005); and Stuck (2001). Dr. Keleta-Mae has commentated for outlets including the BBC, CBC, BBN, CTV, The Canadian Press, The National Post and The Fader. One of her articles was one of the most read stories for a week across Vice Network’s Noisey websites in 15 countries (2016) and another one broke The Globe and Mail’s opinion section record for most shares (2015). Her research on blackness and freedom is funded by the Ontario Ministry of Colleges and Universities, the Social Sciences and Humanities Research Council of Canada and the University of Waterloo. She is Subject Editor of Black Theatre and Performance for the Routledge Performance Archive and Co-Editor of Theatre Research In Canada/Recherches théâtrales au Canada. Natasha Henry is a historian and educator. She is a PhD candidate in the Department of History at York University. The 2018 Vanier Scholar is researching the enslavement of African people in early Ontario. Natasha is the president of the Ontario Black History Society. Her publications include Emancipation Day: Celebrating Freedom in Canada (June 2010), Talking about Freedom: Celebrating Freedom in Canada (2012), a number of youth-focused titles, and several entries for the Canadian Encyclopedia on African Canadian history. Through her various professional, academic, and community roles, Natasha’s work is grounded in her commitment to research, collect, preserve, and disseminate the histories Black Canadians. Luke Reece is an award-winning spoken word poet, theatre producer and playwright, recently appointed as Soulpepper’s Associate Artistic Director. Through his work as an educator and artistic leader within the national arts community, he advocates for engaging and nuanced storytelling that challenges Canadian audiences. He is one of Toronto’s most decorated slam poets, and has represented the country internationally. In 2021 Luke was included in York University’s inaugural Top 30 Changemakers Under 30 list. Josh is a seasoned marketing professional who started his marketing/communications career as a student working on electoral campaigns for Antonio Villarigosa in 2005 followed by Barack Obama in 2008. After completing his studies, Josh served in a variety of communications roles with the Canadian federal government, where he developed national campaigns as well as digital and social media strategies for the likes of Elections Canada, Citizenship & Immigration Canada, before joining Myseum of Toronto as Director of Marketing in 2016. Josh is currently the Director of Content & Strategy Delivery at Richmond Hill Public Library and serves on the Board of Directors at Black Artists Networks in Dialogue.

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E-learning technology is transforming how students learn, and these new opportunities bring plenty of benefits to the traditional classroom. Unfortunately, online learning also brings some security risks with it, and schools and teachers who embrace online learning will need to consider how they’ll keep their students safe while using this technology. As an educator, you will play a direct role in helping to keep your students safe while using this technology. Start with education and awareness Implementing cybersecurity in the classroom starts with teaching cybersecurity to your students. Begin by discussing the types of cyber criminals who may try to find their way into your e-learning classroom. Highlight cyberthieves, underage predators and hackers, and discuss some of the ways that these criminals may try to gain access, whether it’s by finding their way into chat rooms or social media, or by trying to hack passwords to get into students’ accounts. There are many different ways to teach students about cybersecurity. Start by talking about what malware and viruses are, as well as how they’re transmitted. Help students to identify suspicious sites and teach them to listen to the “untrusted site” alerts that their anti-virus software sends out while they’re browsing. Consider providing a lesson in online security when it comes to social media. During this lesson, talk about how criminals use social media to gain information about and communicate with underage students, discuss profile privacy settings to help protect students, and talk about the types of information that students shouldn’t share online, such as their home address, other locations, and details about their schedules. One of the most important lessons you can teach to your students is to discuss creating good passwords for online accounts and then keeping those passwords safe. Start by talking about why hackers want to access passwords and how they hack those passwords. Then, help students to identify what makes a strong password, including factors like length, the use of upper- and lowercase letters, and the inclusion of numbers and symbols. Remembering long, complex passwords isn’t easy, so discuss how students can use password managers to simplify the many different passwords that they’ll accumulate. Again, stress how important it is for students to come up with unique, strong passwords as their master password for the manager. Finish the lesson by talking about security breaches and the importance of resetting a password that has been jeopardized. Take steps to protect student data Data breaches can also jeopardize the safety of student data, so implement student data protection efforts within both your classroom and the school. Make sure that all of your classroom’s computers are equipped with up-to-date antivirus and malware protection programs. Schools need to take an active role in protecting student data. An annual cybersecurity evaluation can help schools to identify common vulnerabilities like: - Email accounts that aren’t set up to filter phishing attempts - Unknown devices accessing the school’s network - Out of date technology and programs that are vulnerable to new hacking techniques and viruses - Unrestricted user access that means staff (who may not have training in handling sensitive materials) can access data files and sensitive materials on the school’s network - Lack of a backup system Once those vulnerabilities are identified, the school can take steps to fix those weaknesses. You as a teacher can bring this matter up at school board meetings to be sure that the school is taking the steps necessary to protect its students. Read more: Ensuring online safety in schools is everyone’s business Implement a digital contract with students Create a digital contract that outlines acceptable internet usage for students, and have all of your students sign the contract at the beginning of each school year. This contract helps to set clear guidelines and expectations so that students understand what they can and cannot use e-learning technology for while at school. For example, a digital contract might: - Explain that students are not allowed to access certain sites, like social media, while on the school’s computer. - Specify that the computer is to be used only for assignment-related work, and may outline any additional guidelines for usage that are specific to your classroom. - Identify the consequences that a student will face if they do not follow the contract’s rules, such as not being allowed to use the school’s technology for a designated period of time. Using a digital contract holds students accountable and ensures that they understand their responsibility in the agreement. Plan to address cyberbullying Even with the best cybersecurity plan, issues may still arise in e-learning environments. When designing your school’s cybersecurity measures, plan out how you will manage issues that occur, like cyberbullying. Cyberbullying is fueled by social media use, and instigators often lack empathy for their victims. You can implement anti-bullying messaging in your classroom by including classroom rules that forbid bullying and by incorporating this messaging into your lessons. Use activities like classroom meetings to talk about the effects of bullying, presentations or role-playing to help students identify bullying, and even creative writing assignments where students explore how bullying can make victims feel. Focus on empathetic behavior in students by rewarding it and talking about how they can seek help if they ever experience cyberbullying. Read more: The benefits of an empathic mindset approach to classroom management Your school’s counselor is another important ally in combating cyberbullying. As younger and younger students become active on social media, school counselors have had to stay abreast of the changing issues and forms of bullying students face. Including your school counselor as you plan out your e-learning use can ensure that you have a multi-step plan ready to address any bullying issues. Consider having your school counselor come into your classroom as a guest speaker to discuss cyberbullying and to prepare students with how to get help and cope with that situation. E-learning has many benefits, but incorporating this technology also means that your school needs to have a strong cybersecurity plan in place. With thorough planning, you can help to keep your students safe while enhancing the quality of their education through technology.

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Coal fired power has been a cheap source of power and electricity since the beginning of the industrial revolution. Cheap and plentiful, coal's problems were often overlooked because of its very low price. However, as a fuel, solar energy is free and clean. As a result, many people believe that solar power will eventually overtake coal as our main source of electricity. Solar is a newer technology, with problems that likely will be solved over time. Carbon Dioxide Emmissions Coal, as with any combustible fuel, emits carbon dioxide (CO2) when it is burned. The amount of CO2 emitted per million British Thermal Units (BTU) produced varies between 205 pounds and 227 pounds, depending on the type of coal being burned in the power plant. In contrast, solar power produces no CO2, a major contributor to global warming. Sulfur Dioxide Emissions Sulfur dioxide is the main component of acid rain. Sulfur dioxide rises high in the atmosphere where it combines with water. It then falls back to earth as rain with a sulfuric acid component. The U.S. Environmental Protection Agency (EPA) estimates that 65 percent of annual sulfur dioxide emissions in the United States are from coal fired power plants. Solar power, on the other hand, does not emit sulfur dioxide. Particulate emissions include soot, smoke and other small particles left over after coal is burned. These particles can become lodged in the lungs and can accumulate on surfaces, making them appear black and sooty. Although modern environmental laws have reduced particulate emissions from coal power plants, these plants still emit some particulate pollution. As a noncombustion power source, solar power emits no particulates as part of the power generation process. Cost Per Generated Watt Coal and solar electricity are expected to be roughly the same cost per watt generated by the year 2010. According to Electronics Design Strategy News, the leading solar power provider in Spain will be able to produce power at $0.10 per kilowatt-hour, on a par with the cost of power from a coal fired power plant. One problem with solar power is that solar generation systems can not generate power at night. Some ideas include utility scale power storage systems which are basically very large batteries. Although this works in theory, in practice there are no utility scale power storage facilities yet. Coal power can produce electricity 24 hours a day and its efficiency is not affected by cloud cover. About the Author Although he grew up in Latin America, Mr. Ma is a writer based in Denver. He has been writing since 1987 and has written for NPR, AP, Boeing, Ford New Holland, Microsoft, RAHCO International, Umax Data Systems and other manufacturers in Taiwan. He studied creative writing at Mankato State University in Minnesota. He speaks fluent Mandarin Chinese, English and reads Spanish. Photo: Patrick Moore, stock.xchng

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New guide gives educators a place to start figuring it out The Metaverse. No, it’s not the latest comic book movie plotline. Yes, it is the thing you’ve probably heard Mark Zuckerberg talking about. But what is it exactly? At its simplest, the Metaverse describes a not-so-distant future version of the Internet, where human beings will use immersive technology to go beyond their physical environment. Imagine swimming through a coral reef from your living room or taking students on a field trip to walk on the moonwithout them ever leaving their desks. Harvard Graduate School of Education researcher and Ph.D. candidate Eileen McGivney, who taught a course on digital literacy last spring, is part of a team that wants to help educators understand the challenges and possibilities of bringing the Metaverse into the classroom with their new manual, An Introduction to Learning in the Metaverse. “In recent months the buzz around the Metaverse has exploded, and this guide can help educators and educational technology designers understand what its promise is for learning versus what’s just a gimmick,” says McGivney. Produced by award-winning education experience company Meridian Treehouse with support from Meta Education and Immersive Learning, the independent team of researchers, including McGivney, marine biologist and National Geographic Explorer Erika Woolsey, and historian and digital storyteller Kai Frazier, created the guide to offer practical strategies for educators to integrate the different tools that fall under the term “extended reality,” or XR, into learning experiences. These immersive technologies include: - Augmented Reality (AR): Using a smartphone or tablet to superimpose digital content onto the physical world. Think Snapchat filters or games like Pokémon Go. - Mixed Reality (MR): Users interact with physical and virtual objects with a head-mounted, see-through display. Students might scan a physical space and embed an undersea environment where fish can swim around them. - Virtual Reality (VR): The physical environment is completely replaced with audio and visual stimuli in a virtual world. A headset like Oculus can allow a student to shrink down and explore the human body from the inside. For anyone who thinks this all sounds a bit overwhelming, there’s reassuring news. “The Metaverse isn’t here yet and even those who consider themselves expert don’t really know what it will look like,” McGivney says. “There’s still time to question and think about what we want it to be.” For educators in particular, that means figuring out when and how XR is most appropriate for learning. For example, current technology is not suited for especially long periods of usage, so teachers wouldn’t want to create a 45-minute virtual lesson. But XR learning can be a great gateway into a new topic to spur interest and motivate students to learn more. In fact, a recent study found that using VR to take students on a virtual field trip to Greenland to learn about climate change produced higher interest, enjoyment, and retention than peers who simply watched a 2-D video. “Half the battle is getting kids to care about what you’re trying to teach, so VR, because of the way it situates someone in the environment and the power it can provide for storytelling, it gives someone an emotional experience, which really connects to student excitement and investment,” McGivney says. So when is XR a good option for learning? A rule of thumb for teachers to follow is to use XR for experiences that otherwise would be too dangerous, impossible, counterproductive (for example, cutting down trees to learn about the effects of deforestation), or prohibitively expensive — what the guide refers to by the acronym DICE. Here are some other things for educators to consider when inclusively designing for XR learning. - What are your learning goals? Consider how XR can enhance a learning experience rather than just reproduce it. Say you’re a science teacher and your class is about to learn about the tidal zone. If you’re in a landlocked area, XR can be a great way to give your students the experience of being on the beach, but if you live close to the shore, a real-life field trip is still the better option. - What will you need? Think about what technologies your students will need and what they will realistically have access to. You might want to design your own new XR content, which is challenging, but as the guide points out, there’s no need to reinvent the wheel. There are lots of resources already out there to explore. This Educational VR Applications Database from Stanford University is a good place to start. - What are your expectations? Teachers know how to measure learning outcomes for a traditional lesson, but you should reconsider what success looks like for a virtual curriculum. “We should think about the tech, not to teach a particular topic, but to give students an experience to see the value in what they are going to learn later,” McGivney says.

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As the early Bolshevik regime came to power after the Russian Civil War, the party and public underwent severe political, cultural, governmental, and economic reforms. As the rapid changes occurred the Communist Party noticed increasing resistance and rising new problems. Demand for grain, mineral, ore, and material production, political assassinations and censorship, and lack of international credibility were some of the issues that led workers and politicians to strike, withhold resources, and otherwise sabotage government efforts. These issues include incidences such as the trial of 58 mining workers in the Shakhty district for sabotage and was representative of countless other incidences like this around the country (Freeze, 355.) One way the government sought to preserve its union was through a public-relations campaign (Geldern). This included idealizing and romanticizing socialism and production as worthy causes by projecting common workers as folk heroes in films. One film, Chapaev, remains an extremely famous example of a film produced by the soviets staring a communist hero. The story follows a real-life hero of the Great War and the Russian Civil War, Visilii Ivanovich Chapaev. The film begins with Chapaev’s Division on a series of victories before his death during an ambush at Lbishchensk on Sep 5, 1919. (Chapaev). Throughout the film Visilii Ivanovich, despite being politically untrained, faces adversity and difficulty with charisma and the wisdom of life-experience over education. He becomes unlikely friends with a commissar Bolshevik named Dmitrii Furmanov sent from Moscow who teaches Chapaev the true values of communism—which he proudly fights for. The two bond after Furmanov gives Chapaev advice when he learns his men are stealing grain from the peasants housing his division (Chapaev). The film was a massive success of the film industries redirection; first in airing in 1934 it was viewed by over 30 million people across the Soviet Union. Boris Shumiatskii was the new chairman of the industry and wanted to create simple and accessible to the public while maintain political fealty to the regime (Geldern). This served Stalin as an alternate solution to the purges of the 1930’s because it was impossible to purge everyone. This served as a softer method to ensure control and loyalty from citizens in addition to methods of terror like the Show Trials of 1936-1938. Chapaev displays the benefits of being a loyalist as well as glorifying the Bolshevik’s political revolution in 1917. The figure, already larger than life, became a model for citizens to become which not only pacified the government but also the people. Chapaev. Film. Directed by Georgi and Sergei Vasilyev. St. Petersburg: Lenfilm, 1934. Freeze, Gregory L. Russia: A History. 3rd ed. Oxford: Oxford University Press, 2009. Geldern, James Von. “Popular Film Industry.” Seventeen Moments in Soviet History. August 30, 2015. 5 thoughts on “Staging Staged On-Stage Heroes” Hi Jordan, great job exploring the link between art and the government’s political goals in the Soviet Union! Chapaev is such a fun and fascinating movie, and I think you’ve examined some of its really important themes. And thank you for providing a hyperlink to the film! Hey I really liked your post! Do you think when people viewed this movie, they knew it was propaganda? Hi, Carolyn, great question and I would say “no.” People watch movies to enjoy a good story, and the movie has plenty of strong characters, sarcastic remarks, romance, and epic battles that covers the government’s intent to glorify its revolution. Comparatively in America, look at “The Patriot” with Mel Gibson. It is a fun movie and story to watch, but it also glorifies the current government’s origins. So, true confession – I actually really like Chapaev – the film and the character. And so did millions of people who watched it in the thirties. And not because they were brainwashed or “under Stalin’s control” but because it’s good entertainment — there’s drama (will they win?), character development (Chapaev’s innate genius as a commander needs some refining so he can be more effective )– the Furmanov (commissar) guy annoys me, but that’s not relevant here, romance, and then the tragedy of the hero’s death but the victory that insures the cause will live on. You can’t make 30 million people sit through (and pay for) a movie they don’t like. I liked how you explored the relationship between politics and the arts. Film is a fantastic way of expressing cultural values, and often shapes how people view themselves within the context of their societies. For every film like Chapaev, there are blockbuster American films attempt to capture what it means to be “American”, and its intriguing to see how people interpret different forms of art.

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The economic causes of the American Civil War (1861-1865) were rooted in the differences between the Northern and Southern states. The North, with its industrial and urban centers, had a diversified economy that was driven by manufacturing, trade, and finance. The South, on the other hand, was primarily an agricultural region that relied on slave labor to produce cash crops such as cotton, tobacco, and sugar. One of the main economic differences between the North and South was the system of labor. The North had a more diverse workforce, with a mix of wage laborers, small farmers, and industrial workers. The South, on the other hand, relied heavily on slave labor to work the fields and plantations. Slaves were considered property, and their value was often measured in terms of how much work they could do. Another significant economic difference between the North and South was the level of investment in infrastructure. The North had a well-developed system of roads, canals, and railroads, which facilitated trade and commerce. The South, however, had a much less developed infrastructure, which made it difficult to transport goods to market. The economic differences between the North and South were not just a result of different economic systems, but also reflected deeper cultural and political differences. The North was more industrialized and urbanized, and was generally more supportive of federal government intervention in the economy. The South, on the other hand, was more agrarian and rural, and was generally more skeptical of federal intervention. The economic differences between the North and South were one of the key factors that led to the Civil War. The North wanted to preserve the Union and end slavery, while the South wanted to maintain its way of life and protect its economic interests. The war ultimately ended with the defeat of the Confederacy and the abolition of slavery, but the economic tensions between the North and South continue to shape American politics and society to this day. Developing a Strong, Clear Thesis Statement Ex: Weak thesis statement: My paper will explain why imagination is more important than knowledge. By asking questions, the writer can devise a more precise and appropriate explanation for joke. Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. Topic 5: Adult children as parental caregivers Topic 6: Professional football players suffer more than broken bones and strained muscles; they are putting their lives and brains at risk of CTE. This is not a good statement. Analytical thesis Analytical theses are used to analyze a text and communicate a specific interpretation of the text. Once observed, crafting an exemplary thesis statement that effectively accomplishes its objective becomes straightforward and achievable. A thesis statement is subject-specific. How well the statement thus impacts how effectively it serves its purpose. Thesis Statement for an Argumentative Essay A thesis statement for an argumentative essay should show your position — the claim you make regarding the controversial topic. But first, let us get you familiar with what a thesis statement exactly is and why is it written. The thesis statement for a before you actually begin the heavy research. 15 Thesis Statement Examples for Research Papers to Inspire You Here, a thesis statement is a last but one sentence so that an introduction finishes with an emphatic direct quotation: Though there are theories of the future, where the humans benefit from the merge with robots, the prospects of humans to be the governing force in this new form of life are rather doom. In addition, the audience influences the tone and other techniques of writing, such as jargon. Entail the extent of support and negative effect on supporting evidence that point and reasons why you write one in several examples statements reduce any delay vaccination because the paragraph. Faculty graduates ought to have job expertise of a yr earlier than getting into college to enhance their communication expertise and improve international consciousness and market data. The claim is such as it is A, B, C. Therefore, an analytical thesis statement should outline the conclusion, aspect of a topic, or key points used to arrive at a conclusion and indicate the paper or text being analyzed as discussed in the example phrase below. The process of writing a thesis statement is similar for all formatting styles. You should try to summarize the whole paper in a few sentences. Alternatively, think of the thesis as a formula or pattern for your claim, perception, or idea. This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus. When you are being given a topic ask yourself, what do you have to say about this? Example of a debatable thesis statement: At least 25 percent of the federal budget should be spent on limiting pollution. Place and Length of a Thesis Statement A thesis statement usually appears at the end of an introductionand is usually one sentence. Types of claims Claims typically fall into one of four categories. A powerful thesis statement will make the reader excited about reading it further. By Feb 10, 2022 A thesis statement is an important part of academic and professional content writer. Do not confuse a thesis statement with a roadmap! Edit the thesis statement accordingly such that it fulfills its intended purpose. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. Topic 10: Governments have long used propaganda to shape opinions by convincing people to fear and hate enemies and to strengthen nationalism. The effects of gun violence are the criminalization of the community, fear among the masses and an ineffective justice system. Does the author make any distinction between the effects on children and adults? It does not have to capture every critical point of the essay; however, it can concisely outline one or two points relevant to the argument or idea. The invention of the printing press within the fifteenth century allowed for a lot much less restricted circulation of knowledge in Europe, paving the way in which for the Reformation. A thesis statement for the problem and solution essayhas to state what solution is best to the problem you consider: Investing in the healthcare of developing nations is the most humane and effective way to tackle overpopulation. An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds. Further Examples: Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families. The thesis should reflect just what you will touch upon in the essay itself. Ex: Weak thesis statement: The life of Abraham Lincoln was long and challenging. At that point, you should revise your working thesis into a final thesis that accurately expresses your argument. Topic 12: Many people mistakenly believe that tattoos are a relatively recent phenomenon; however, body modification has been popular for thousands of years. It shows the purpose and problem of the content with a critical analysis approach. International education: One of the most diverse experiences you can have in college is studying abroad. Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents. Working thesis: The welfare system is a joke. Personal thesis Personal essays are more prevalent in creative writing. In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. . The United States spends more money on its military budget than all the industrialized nations combined.

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According to legend, King Arthur, the legendary ruler of Camelot, has connections to Arthur’s Stone, a roughly 5,000-year-old tomb in the West Midlands of England. According to one myth, when King Arthur was on his way to fight and flung a pebble aside because he was “proud [that] it had been touched by [him],” the pebble grew in size. According to another legend, Arthur fought a giant whose fallen elbows left enormous traces on the ground. Aside from myths, the Neolithic tomb has long perplexed specialists and the general public. According to James Thomas of the Hereford Times, the site’s first-ever excavation is set to shed light on its cryptic origins. Researchers from the University of Manchester and English Heritage, the foundation that looks after the monument, believe it is improbable that the famous king’s remains will be discovered. They do, however, hope to unearth remains of the Neolithic Britons who built and used the chambered tomb. Archaeologists originally thought Arthur’s Stone was part of a wedge-shaped stone cairn like those seen in South Wales and the Cotswolds, but new digs show otherwise. Archaeologist Julian Thomas of the University of Manchester tells Jack Blackburn of the London Times, “I think it has a lot of potential.” The monument is completely different from what we had envisioned. Only the interior chamber of the tomb, which is constructed up of nine upright stones and is capped by a huge capstone weighing more than 25 tons, is still in existence, according to a statement. A prior excavation outside the monument revealed that Arthur’s Stone was built in two different phases and reached into a field to the south. According to Current Archaeology’s article from August 2021, the tomb’s initial design was a long, southwest-facing mound encircled by wooden poles. Neolithic settlers in the area reconstructed the site after this mound was destroyed, adding a bigger avenue of posts, two rock chambers, and an upright stone. The posts turned to the southeast this time. “The initial emphasis is on the internal relationships between the monuments that make up the complex but … later, the focus shifts outward,” Thomas told Tom Metcalfe last August. The archaeologist posited that Arthur’s Stone, along with two “halls of the dead” that once stood nearby, may have been part of a complex “that people came to for gatherings, meetings [and] feasting, … a place that retained its significance for centuries.” According to the statement, excavations at similar sites in the area have turned up partial human remains, flint flakes, arrowheads, and pottery. The public will be able to observe the researchers at work at Arthur’s Stone because archaeologists will be giving tours of the location all through the dig. It is widely debated if the legendary Arthur ever existed. According to Hetta Elizabeth Howes of the British Library, historical documents suggest that a man named King Arthur led resistance against the Saxons and Jutes in the fifth and sixth century C.E. ; certain Welsh tales mention a similarly gifted warlord. The monarch of modern myth, on the other hand, first appeared in Geoffrey of Monmouth’s History of the Kings of Britain (1138). Throughout the 12th and 13th centuries, Arthurian legends were widely disseminated through books for the affluent and oral storytelling for the general populace. The stories subsequently became a part of the medieval romance tradition, longingly longing for a time of morality, chivalry, and righteousness, despite earlier tellings emphasizing Arthur’s bravery in combat and nation-building abilities. Arthur’s Stone was first linked to the mythical king prior to the 13th century, according to English Heritage. Its fame continued in the centuries that followed: Charles I camped in the area with his troops during the 17th-century English Civil Wars, and writer C. S. Lewis, who frequently walked by the site, based the Stone Table in The Lion, the Witch and the Wardrobe on it. According to Thomas in the statement, “Arthur’s Stone is one of this country’s outstanding prehistoric monuments, placed in a stunning location—yet it remains poorly known.” Our effort aims to give it back its proper place in the narrative of Neolithic Britain.

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7 filtered resultsClear all filters 7 filtered results Our Reading Fiction Quizzes for Kids are perfect for children in Kindergarten, Grade 1. These interactive Assessment Quizzes will test their knowledge and provide feedback. Students learn the fundamentals of reading fiction through multiple choice questions, allowing them to track their progress as they progress through the quiz. Perfect for reinforcing learning or as an introduction to reading fiction, these quizzes make learning fun and engaging. With customized quizzes, assessment feedback, and personalized guidance, these Reading Fiction Quizzes for Kids provides a great way to help better understand the fundamentals of reading fiction. Try Kids Academy for FREE! Reading Fiction Quizzes for Kids are an inventive and exciting way for children to master their reading comprehension and comprehension of literature. While these assessment quizzes are tailored to the specific reading abilities needed in Kindergarten and Grade 1, they can also be used as an effective supplement to any child's reading instruction. One of the most beneficial aspects of Reading Fiction Quizzes for Kids is that they provide children with a comprehensive and engaging method to strengthen their understanding of literature and its themes. The assessment quizzes help to ensure that students comprehend the text they are reading and can make informed decisions regarding its application. Additionally, the quizzes often make use of images, sound effects, and animations to engage students and increase their comprehension. The assessment quizzes created by Reading Fiction Quizzes for kids also allow children to interact with the material they are reading in a meaningful way. This interaction encourages student participation, as well as allows students to analyze the text effectively. Additionally, children are exposed to a variety of genres and themes, which can help them understand different types of literature. Another advantage of Reading Fiction Quizzes for Kids is that they are a fun and effective way for students to test their comprehension of literature. By using these quizzes, children can gain an understanding of the material they are reading and then review what they have learned in a fun, engaging manner. Furthermore, by utilizing the quizzes, students can identify areas in which they need to improve. Finally, Reading Fiction Quizzes for Kids are also beneficial when it comes to improving children’s writing abilities. By using the assessments, children can master the basics of sentence formation and storytelling. They can also learn to identify main points, develop arguments, and expand the range of topics they can cover in their writing. In summary, Reading Fiction Quizzes for Kids are an effective way for children to strengthen their reading skills, comprehend literature, and learn the basics of writing. The assessment quizzes make use of visuals, audio, and animations, which promote active engagement. Additionally, students can interact with the material through the quizzes, which encourages participation and comprehension. Furthermore, the quizzes also help to identify areas that can be improved, expanding the range of topics they can cover in their writing. All of these aspects make Reading Fiction Quizzes for Kids a great supplement to any child’s reading instruction. Note: You will not be billed until your free trial has ended and can cancel at any time. No strings attached. You are almost done! Follow these three easy steps below Choose a payment method Create an account Download the App

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By Taylor Kilpatrick, Student-Attorney at the International Human Rights Clinic of the George Washington University Law School What is Restorative Justice? Restorative Justice has been employed on different scales and in different contexts throughout the world, as a form of conflict resolution that steps outside of the often-inflexible courtroom system. It is essentially, “an approach in which the victim/survivor and offender, and in some cases other persons affected by a crime, ‘participate actively together in the resolution of matters arising from the crime, generally with the help of a facilitator.’” It emphasizes repairing harm and “restoring harmony as much as possible between offender, victim, survivor and society.” Restorative Justice is also sometimes referred to as “communitarian justice,” “positive justice,” “relational justice,” “reparative justice,” or “community justice.” It is an umbrella term for a range of specific approaches. These include, but are not limited to, victim-offender mediation, community and family conferencing, circle sentencing, specialized juvenile programs, and indigenous forums. Regardless of the specific approach, this alternative justice system is based on the foundational principles that criminal justice should focus on healing the harm caused, and “the people most affected by the crime should be able to participate in its resolution.” These two basic principles underscore and guide all Restorative Justice programs. Additionally, there are several core elements that are consistent across all Restorative Justice systems. I provide an overview and examples of each below. Core Elements of Restorative Justice The core elements of Restorative Justice are (1) inclusion of all parties to the dispute, (2) community-centeredness, (3) engaging and facing the person(s) on the other side of the conflict, and (4), genuinely repairing the harm generated. These elements intersect throughout the process, and may be emphasized to varying degrees depending on the specific program. - Inclusive of All Parties First, Restorative Justice programs must be inclusive of all parties. Most directly, this means the victim, the perpetrator, and a facilitator. (A “facilitator” is “a person whose role is to facilitate, in a fair and impartial manner, the participation of the parties in a restorative process.”) These are the essential parties, without whom, the program cannot work. The goal of inclusion, however, is to open the door to all people affected by the crime and encourage their voluntary participation in the resolution. For example, in southern India, a non-profit called the Enfold Proactive Health Trust (Enfold India) has created a Restorative Justice model that continuously and safely engages all affected parties. First, the parties have a preparatory meeting to explain the process and address initial concerns. Next, the facilitator confirms informed consent from all participants. Facilitators then work with individual parties to identify their needs, in multiple subsequent preparatory meetings. Next, the facilitator does a “safety and risk assessment” to ensure security in advance of the official dialogue. All parties then engage in the official guided restorative dialogue. It concludes when the parties agree on a ‘Restorative Agreement’ that repairs the harm based on their discussion. Finally, the facilitator conducts follow-ups to ensure continued support and compliance. This is a fairly standard model for non-profit Restorative Justice programs. The second element, community-centeredness, is directly related to the first. By creating an inclusive space, Restorative Justice aims to bring “society” in as an additional party. Rather than the “two-way relationship” between the perpetrator and the state in a court setting, Restorative Justice employs a “three-way relationship” between victim, perpetrator, and society. It may incorporate family, peers, co-workers, schools, or anyone else who serves a role in the harm or its resolution. The goal is to repair the harmony of the community. An example of a Restorative program with strong community ties is the Rwandan Gacaca court. The government created the program in the wake of the Rwandan Genocide, to tackle the volume of cases and heal the country. But the model has deep roots in local tribal culture. The courts are more akin to talking circles, with participation of the parties involved, as well as community representatives. Though not a perfect system, many credit Gacaca courts with helping rebuild society after such violent division. - Engage and Face the Other Side Third, and also deeply intertwined, is engaging and facing the other side. Restorative Justice largely hinges on the idea that confronting your perpetrator or your victim serves an essential role in repairing the harm created. It opens lines of communication that do not exist in the traditional justice system. For this tenant to be effective, however, it is vital that the facilitator create a safe space. For the victim, facing the other side facilitates healing through storytelling and confrontation in a safe space. (In some models this takes the form of “truth telling” or “victim impact statements.”) Forgiving the perpetrator(s) is often a goal for victims, so they can feel a sense of closure. Victims also have the opportunity to ask questions of “why” directly to their perpetrators, and actually get a response. One survivor who participated in a Restorative Justice program for sexual violence cases in the United Kingdom said, “[I] hadn’t had the opportunity to tell [my attacker] how he’d made me feel.” And after she subsequently participated in a restorative meeting, she said, “He heard it from me that day, what he’d done to me, not from someone else saying how I might feel… I got complete closure from that meeting.” For the perpetrator, facing the other side forces them to confront and take responsibility for the harms caused by their offense, but it also gives them the chance to prove their “positive capacity and qualities” and “tackle guilt feelings in a positive way.” This process helps them see, hear, and better understand the implications of their actions - Genuinely Repair Harm Finally, Restorative Justice centrally focuses on genuinely repairing the harm to the victim and the community. Harm can take the form of “material, emotional, social, relational, [or] physical” damage caused by, or surrounding, the event. The options for potential resolutions are “broader and more flexible” than the rigid remedies available in a court room setting. The victim has a central voice in defining what their “harm” is and what a genuine remedy looks like for them. This allows the parties to tailor outcomes to the situation and take a more holistic approach to evaluating what will actually repair the harms. The most common outcomes include a formal apology, specialized community service, rehabilitation, financial reparations, and sometimes punishment. Restorative Justice intentionally steers away from traditional “retributive justice,” which focuses on punishing perpetrators and hinges on state enforcement. The key distinction is that Restorative Justice focuses on forward-looking, reparative outcomes. In addition to innovating the remedies, the victim and the community also set the terms of monitoring compliance and reintegration of the perpetrator. This process gives the victim a sense of ownership over their situation and regained autonomy in their life. Ultimately, Restorative Justice offers an alternative path to conflict resolution in situations where the traditional judicial system falls short. There are innumerable specific approaches within the Restorative Justice space, but these core elements underscore them all. - Center for Justice and Reconciliation, What is Restorative Justice?, http://restorativejustice.org/restorative-justice/about-restorative-justice/tutorial-intro-to-restorative-justice/lesson-1-what-is-restorative-justice/#sthash.L68O2C7h.r18BPsmM.dpbs. - Enfold Proactive Health Trust, http://enfoldindia.org/. - Gerd Hankel, Gacaca Courts, Max Planck Encyclopedia of Public International Law, p. 1. - Interview with Laurie Kohn, Zoom, Nov. 5, 2020. - Laurie S. Kohn, #MeToo, Wrongs Against Women, and Restorative Justice, Kansas Journal of Law & Public Policy, pg. 577 (2019). - Clare McGlynn et. al., `I Just Wanted Him to Hear Me’: Sexual Violence and the Possibilities of Restorative Justice, 39 L. & Soc. 213, 218 (2012). - UNICEF: Tool Kit of Diversion and Alternatives to Detention, https://www.unicef.org/tdad/index_56040.html. - United Nations ECOSOC Resolution 2002/12, Basic Principles on the Use of Restorative Justice Programmes in Criminal Matters, https://www.un.org/en/ecosoc/docs/2002/resolution%202002-12.pdf. - United Nations Office on Drugs and Crime, Handbook on Restorative Justice Programmes, 2006, https://www.unodc.org/pdf/criminal_justice/Handbook_on_Restorative_Justice_Programmes.pdf. - What Would a World Without Prisons Look Like?, New York Times, https://www.nytimes.com/2020/03/06/arts/design/prison-architecture.html.

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Six-Word Memoirs is Proven to Help Students Find Their Own Way to Write At Lord Dorchester Secondary School in Ontario, Canada, Six-Word Memoirs teaching writing activities help secondary school students open up to writing, and offers an easy and engaging extension of their classroom. English teacher Jamie Bechard adorns her classroom walls with this six-word tenet: “Give your voice value with writing.” Jamie discovered Six-Word Memoirs via her learning coordinator and introduced the concept to her ninth and tenth grade English classrooms in the spring semester: “I always try to do something fun with them on Fridays. End the week on a positive note,” says Jamie. She first introduced Six-Word Memoirs in a creative writing activity on free writing: “No topics, no marks assigned to it, no evaluations, just giving them activities for writing skills because all too often they get too consumed with, ‘How much is this worth? Am I getting graded on it?’…it takes away the fun from writing.” As a pre writing activity example, Jamie put chart paper around the classroom and had each student write a Six-Word Memoir. “They started responding to each other anonymously, and it became conversations in a sense,” she explains. They felt like home to me. But home never turns me away. Jamie finds that teachers often compete against technology and other distractions, but with this Six-Word Memoir writing activity example, her students were hooked. “The concept is easy and therefore students grasp it and participate,” says Jamie. “As a writing activity for students, Six-Word Memoirs offers students permission and freedom to open up and write. We’re really trying to focus on getting our kids to write more and when you introduce them to ‘just write me anything about a topic in six words’ it’s not daunting for them.” Jamie is also rewarded: “It was beautiful to watch kids give themselves permission to open up because it was a community-building exercise…and they just gave it their all. They didn’t hold back.” As a creative writing activity for high school, and since the class has been reading To Kill a Mockingbird, students were also asked to write Six-Word Memoirs from the perspective of the book’s three main characters: Atticus Finch, Scout, and Jem. “They get into the minds of characters and write from their narratives. Teaching this book during Black History Month, we’re trying to tie everything in together, and this activity fit perfectly,” she says. 5 minute creative writing exercises help keep her students’ attention: “It’s hard as a teacher because you can’t always reinvent the wheel, but when you’re exposed to these awesome ideas, you have to try them to be innovative in education.” Encouraging students to think outside the box is key: “We want to be innovative educators for the twenty-first century. We have the permission to try new things because that’s how learning happens.” Six-Word Memoirs also added value to a staff meeting when Lord Dorchester’s English Department used it during a presentation on the upcoming Ontario Secondary School Literary Tests. “It’s a universal application to all subject areas,” Jamie explains, adding that she believes English and literacy should be cross-curriculum. They also had staff members write Six-Word Memoirs to connect them with the student experience: “We wanted to remind the educators that writing can be scary for kids.” When students learned they would be featured on sixwordmemoirs.com, they asked if they were going to be famous. Jamie’s response? “You never know where the power of the words will take you.”

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To celebrate International Literacy Day this year, we are recognizing the incredible efforts of our partner Pangea Educational Development. They continue to amaze us with their hard work and dedication in bringing education and access to books to Uganda. Read more about what they are up to and updates on their Pangea Publishing Project. What is literacy and why is it important? The simple definition of the word ‘literacy’ is described as one’s ability to read and write, but the word can also be used when referring to a specialized field, like computer literacy, financial literacy, emotional literacy, etc. Though it might come as a surprise to some, not everyone is literate, since many do not learn how to write and read around the world. Lacking these vital literacy skills is often what holds an individual behind in various stages of their life. There is only so much information the brain can retain without being constantly exercised through reading. This is why it is important for children to be taught these basic skills at an early age so that their personal growth can happen one page at a time. Reading and learning about other cultures is indeed fascinating and important, but knowing and understanding one’s own culture is just as important. It is empowering because it helps build identity and pride within one’s culture and experience. It is culturally relevant literature that shapes us as humans, that teaches us about our ancestors, that reminds us where our values and beliefs come from, why we think the way we think, and it helps us in our decision making the future. Imagine never reading a story, or seeing an illustration, of someone that lived or looked like you. Why is cultural literature relevant? Each and every culture in the world has its own history with stories that have been handed down from generation to generation, either through word of mouth or written down into collections of books. Being exposed to culturally relevant literature, as well as multicultural literature, gives people the chance to learn how to relate to others within their own culture and within other cultures, and to become more open minded to different behaviors, lifestyles, challenges, customs, and values of people. This helps in empowering both communities and celebrating diversity in cultures and experiences instead of creating an ‘other’ and isolating people’s experiences. Most countries have gathered their own folklore stories which are often the stories that children grow up with. Everyone knows about the ancient Greek mythology and the Olympus Gods, about Cleopatra and the Gods of Egypt, Cesar and the great Roman Empire, samurais and geishas, Buddha, flying carpets, and so on. Some stories are fabulous, some are a true life lessons, and some express a dark past—but they all tell the tale of each culture’s life. Not all of us are able to access the free books and the endless information on any topic that can be found on the internet. Not everyone knows who Red Riding Hood is, or even Winnie the Pooh. There are parts of this world where books and education are a luxury. Our partner Pangea Educational Development works to improve access to educational opportunities for people in Uganda—and they are now developing culturally relevant literature for their students, too. Pangea Publishing – Spreading culturally relevant literature about Uganda As with many other cultures, Ugandans have spread their stories and legends through the word of mouth over generations. In order to avoid losing these stories over generations moving forward, Pangea is taking action by developing a special project to document culturally relevant reading material and share them amongst the children of Uganda. The Pangea Publishing project—winner of GoAbroad’s 2018 Innovation in Philanthropy award—aims to preserve and create tangible, long-lasting stories through gathering Ugandan folklore stories and immortalizing them in illustrated books that will be produced in the local languages, as well as in English. Families are able to ‘subscribe’ to Pangea’s mobile library which will bring them new reading materials once every two weeks. Pangea publishing was backed by 191 supporters through their Kickstarter campaign which recently ended. They raised enough money to give 300 families in Uganda a year-long subscription to these new reading materials that will be created. Other ways Pangea spreads cultural literacy Literature comes in different shapes and forms from fiction and graphic novels, to history books, psychology books, school books, children’s books, and even maternity books. Almost anything a person wants to learn more about can be found through literature. And now Pangea Publishing is expanding this access with meaningful literacy programs such as The Mothers Literacy Program, which provides literacy training to both mothers and children in Uganda. As beautiful as literature is, storytelling has its own form of magic. Pangea Education encourages storytelling and keeping the folklore alive, and so they created a recurring community-wide event, Sodas and Stories, aimed at creating intergenerational interactions between the elder and the young, with content of stories that can range from folklore fairy tales, to personal real life stories. Other projects have taken a different kind of approach to promote cultural literacy, and they do it through music. Because where words fail, music speaks. Pangea’s community center in Fort Portal, Kabarole uses music, radio production, and even dance to promote literacy in a meaningful and fresh way. Literacy is like Mystique, the Marvel character, it can take any form but it has one goal—to teach! We all know the power words can have, especially when they speak directly to our hearts. Literacy and culturally relevant literature are the stepping stones in personal development based on their relatable and empowering nature. If you believe that everyone should have access to reading materials and educational opportunities, check out all of the incredible work Pangea is doing to support literacy in Uganda. This blog post was contributed by: Lucy is an entrepreneur, world traveler and writer by day, and a reader by night. Born and raised in Romania, Lucy lived in 3 different countries and together with her husband traveled to over 20. She strongly believes in personal development, speaks 5 languages (6th is in progress) and is passionate about everything and anything that puts a smile on people’s faces. Through her unique traveling stories, she aims to inspire others to get out of their comfort zone and explore the world.

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How to Write Effective World Language Lesson Plans- 4 How do you teach world languages effectively? In the previous posts, we discussed the important elements of effective World Language lesson plans: identifying the learning goal, building good tension into the lesson, and hooking the students into the lesson. The next vital component is direct instruction – How am I going to explain, model, demonstrate? This is the, “I do; they watch” part. The exhausting song-and-dance part. How to Choose Resources and Strategies After identifying what I want students to be able to do at the end of the lesson or unit, I must choose the strategies and resources I’m going to use to get them there and organize the material for optimal acquisition of the language. So, how do I choose the resources and strategies? Simple: the ones that will best lead my students to mastery of the learning objective while allowing me to conduct the class in the target language. For example, if the learning objective is, “Students will be able to talk about their families and friends,” I ask myself, “What resources and strategies would work best to accomplish this goal?” In order to prepare students to hold conversations about their family and friends, without the use of English, or L1, students need to see visuals of the vocabulary, and hear and see it in context, with the use of authentic language when possible. If I don’t adequately prepare in advance, I won’t have the necessary visuals and will be forced to use L1. In my opinion, my main job as a teacher is to provide comprehensible input. In order to do that I must prepare ahead of time to have an adequate supply of visuals and props. Yes, this is extremely time-consuming but necessary. However, there are many ready-made PowerPoints on TPT that eliminate the need to create the resources yourself. I’ve used quite a few myself. Check out these resources for Spanish One on my website. Visuals and Teacher-Talk PowerPoints are the perfect tool to display visuals and teacher talk (talking about my own family) is an effective strategy for providing the necessary language in context. Before students can talk about their families, they need to hear ME talking about MY family so they hear the family vocabulary in context, repeated many times. So, I model the language, grammar, and pronunciation I want them to use, slowing my speech, repeating often, and using cognates when I can. The students have the handout with the English translation but while I am talking, they are looking at my visuals. I show them photos of my family in a PowerPoint and talk about them, providing as many details as they can understand. For example; Aquí están mis hermanas. Se llaman Henrietta, Gail y Anne. Henrietta tiene 64 años. Ella tiene cuatro hijos. Gail tiene 61 años y Anne tiene 50 años, etcétera. Aquí está mi esposo. Quiero mucho a mi esposo. Se llama Terry. Aquí están mis padres. Sometimes I model the input before I pre-teach the vocabulary and other times I do the reverse. Often, I talk about my family, teach the vocabulary, and talk about my family again to provide the necessary repetition. I also intersperse stories before, during, and after lessons on GRAMMAR so students can assimilate the concept. The mind may “learn” the grammar rule but be unable to acquire and produce it without much repetition in context and meaningful messages. Here is a sample of my Spanish Family PowerPoint. This clip of my PowerPoint on Ser is an example of how I interjected a story into a grammar lesson. (Only the beginning of the story is shown here. To see the complete story, click on the link above.) PowerPoints are my Go-to resource for most of my direct instruction because they display visuals so well. Videos are another of my faves because they provide authentic language in context with subtitles in Spanish – even better than teacher-talk because you can actually read what the speakers are saying as they speak. And instead of exhausting myself during presentation I can observe the students. Here is a FREE VIDEO with comprehensible input for the progressive tense and the subjunctive. Here is an example of a video I use for input on La ropa: Other World Language Instructional Strategies For other learning goals I can choose from a repertoire of many strategies: Total Physical Response (gestures and dramatization), use of realia (objects from daily life), lecture, dialogues with puppets, sock puppets, storytelling with repetition, questions, and circling. (¿Saca la foto Juan, sí o no? ¿Saca una foto o saca una F? ¿Quién saca la foto? ¿De quién saca la foto? ¿Dónde saca la foto? ¿Cuándo saca la foto? ¿Por qué saca la foto?) For a great blog on circling, see Martina Bex’s blog. It is also essential to ORGANIZE the presentation for maximum understanding and retention. In order to to so, I must present it in small chunks, and immediately, check for understanding, then have students DO something with it. Research is mixed, but you will be safe to introduce 8-12 words at a time. Fred Jones calls this, “Input/Output.” No practice – No remember This PowerPoint on Spanish Clothing and Colors vocabulary demonstrates how to present a short chunk and then have students immediately interact with the information: This Saber Conocer PowerPoint is another example of a small chunk of input with immediate practice. Students will acquire the words better if they are associated with other words, so chunking the words into phrases or complete sentences will improve acquisition. Vocabulary cannot be learned in isolation. That’s why teaching with lists alone is ineffective. Students use the list as a reference only. Start at the Bottom It’s also essential to organize the material into understandable parts starting at the bottom layer. Many years ago when teaching a grammar concept and talking about adjectives I realized students didn’t know what an adjective was. So, I taught them to recognize adjectives and we practiced. Then I went on to talk about syllables, and… guess what? I had to teach them what a syllable was. I try not to make assumptions about what students already know, starting at the lowest common denominator and working my way up the ladder. Second-language learning is unique in that you cannot teach yourself a language alone. You must hear someone speak it in meaningful messages (not the best subject for flipped classroom learning for this reason.) Therefore, the teaching component is extremely important in the world language classroom. This is not the learner-centered part of the lesson. In fact, in order for students to move from recognition to production, there must be a HUGE AMOUNT of input first, especially in level one. (Be ready to explain that to your observing administrator.) TO RECAP– For effective world language lesson plans: Choose resources and strategies that best lead your students to mastery of the objective; make sure you have all your visuals, realia, props, before you teach the lesson to minimize the use of L1; and organize your material so it sticks. 🙂 Writing effective World Language lesson plans is less anxiety-producing if you have a check list to follow. At the end of this series of blog posts, I will give you a check list to ensure you don’t leave out any essentials. Here is the link to the next post in the series: How to Check for Understanding Of course, if you decide you’d rather be at the gym or home with your family instead of creating lesson plans, use these instead: Spanish One Lesson Plans and Curriculum Spanish Two Lesson Plans and Curriculum Spanish Three Lesson Plans and Curriculum AP Spanish Lesson Plans and Curriculum Did you know many schools are buying lesson plans for their teachers? Ask your department or principal to purchase these for you! In the next post, we will be talking about how and when to check for understanding. Stay tuned! If you would like to see these blog posts in your email, make sure to subscribe to our mailing list!

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The era of static online courses that treat their learners as passive information absorbers is long gone! No more are people bound by the traditional digital methodologies that rely on text, images, audio, videos, and other similar multimedia formats. With the emergence of artificial intelligence, augmented reality, and a multitude of highly advanced technologies, learners’ expectations have grown beyond measure. Students are now looking for professional, customized tools that can help them streamline their competencies, sharpen their cognitive skills, and polish their problem-solving abilities. The best way to facilitate critical thinking, strengthen decision-making, and enable participative learning is an interactive lesson. What Are Interactive Lessons? In simple words, interactive lessons are educational lessons based on learners’ active involvement, collaboration, and participation. These lessons utilize the power of diverse interactive elements like animations, live images, digital stories, simulations, gamification, and real-life scenarios, by carefully embedding them within the structure of the course content. Such elements are used to deliver an immersive and engaging experience that caters to different levels of learning complexity. At present, interactive lessons are used by educational institutions across the world to connect with learners in a meaningful way. How to Develop Interactive Lessons for Students? Embed Interactive Elements Interactive lessons are primarily defined by the use of synergetic elements that work towards eliciting a response from the learner. They ensure that a student does not merely sit through a lesson with no participation whatsoever. Instead, students are encouraged to take actions such as answering a quiz, participating in polls, watching learning videos, etc. Include 360 Degree Media Imagine that you are trying to explain the geographical location of a particular place to your students. Wouldn’t it be easier if you could virtually transport them to the said place? This is precisely the kind of immersive experience that 360-degree media provides. With its interactive, virtual videos, it helps students take complete control of their learning environment. Devise Real-Life Scenarios The best way to keep learners hooked onto a specific module is by giving them the choice to change its course. As bizarre as it sounds, doing so can help you retain the absolute attention of your learners! Real-life scenarios that branch out into choices can lend your students the ability to strengthen their analytical skills while learning what they need. Create Simulated Environments One of the greatest benefits of providing interactive lessons is that these lessons allow the creation of simulated environments. Simulation enables learners to make as many mistakes as they want until they grasp their new skills. It also permits them to be observed in a controlled manner by educators, who can intervene when required. Add Digital Stories Using digital stories as a medium to connect with learners will work wonders in evoking the right kind of emotions in them. Digital storytelling, due to the power of its sheer creativity, harbors the innate potential to engage learners meaningfully. How to Deliver Interactive Lessons to Students? Warm Up to the Lesson Quite like you would do with a regular course, start by warming up to both the class and the lesson. Ask your students some basic questions related to the topic and check whether they know enough about the course they are going to study. Gauge their level of understanding and awareness. Introduce New Topics Once this is done, start introducing new topics in a simple way. Embed images or videos into your lesson and engage your learners with what they see. You can also experiment with a guided simulation at this stage. However, make sure that your learners are constantly engaged. Gather Learner Response Next up, start gathering the first responses to your lesson so that you can make the course even more interactive than it currently is. Use your slides to ask a variety of questions and record the answers you obtain in a response sheet. Utilize these sheets to make instant course corrections. Track, Assess & Review With interactive lessons, the best way to track, assess, and review is to prepare a live dashboard. Standardize each facet you want to measure and begin monitoring the progress of every student separately. Doing so will help you ascertain that you’ve covered all possible learning grounds. To Sum Up With changing times, the need, importance, and relevance of interactive lessons – especially in higher education – have increased manifold. Access to technology has made it rather easy for colleges and universities to develop, disseminate, and deliver online lessons that are immersive, valuable, and wholesome in their own right. So much so that the eLearning market is projected to grow to almost $325 billion by 2025! In such a transformative scenario, the only way for educational institutions to survive is by creating a set of technically proficient and creatively sound interactive lessons that harbor the ability to enrich content, enhance retention, save costs and thus make the learning process much more fun. So, what are you waiting for? Follow the aforementioned tips, tactics, and techniques to successfully develop and deliver interactive e-lessons now! Need to know more about our Products & Services ? Drop us a Note.

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Playful Learning Ideas for Toddlers Researchers are uncovering more and more evidence that play plays a vital role in your child’s development. An estimated 80% of development occurs before your child is three, with 90% of brain development occurring before the age of five. Playtime with your toddler is ripe with opportunities to help them learn. Educational toys for toddlers can be a powerful aid to your child’s development. If you’re looking for ideas to help your toddler grow, we’re here to help. The following are seven fun educational activities for kids to help you make the most of this important time in your child’s development. 1.Sink or Float This fun little experiment allows your toddler to begin learning about science, even if they aren’t ready to grasp more advanced scientific concepts. Fill a small container (or the bathtub) with water. Set aside several items and have your toddler guess whether the item will sink or float. Some household items that work well for this activity include things like plastic toy bricks, a sponge, silverware or dishes from the kitchen, a cotton ball, a piece of cardboard, a crayon, or any other small items found around your home. Whether you have a garden or not, planting seeds is a great way for your child to begin learning about how plants grow. Even if you’re just planting a couple of seeds in a pot for your kitchen counter, your child can benefit from this activity. Children can learn a lot about how nature works by getting their hands dirty. Our Garden Tools Toys 4pcs set allows your toddler to have their own set of tools for working in the garden. Whether you’re planting seeds or pulling weeds, your child can learn about nature while developing fine motor skills they’ll need in school. 3.Make Up a Story about a Picture Creative storytelling is one of the most effective creative ideas for play-based learning. Pull out a wooden puzzle or other activity that has a picture. For example, you might pull out our Noah’s Ark Wooden Jigsaw Puzzle. As you and your child build the puzzle together, ask your child to tell a story about what’s happening in the picture. If your puzzle has multiple people or animals (like our Chunky Puzzle 3-set), you can ask your child what their names are and what they’re doing. This encourages your child to think creatively about the activity they’re doing. Creative play is also a powerful tool to help your child’s language skills. This is another great learning activity you can do at any time during play. If your child is playing with blocks, work together to count the blocks. If they are putting together a wooden knob puzzle, count the pieces as you put them into place. This activity works with almost any toy or activity. Practice counting up to ten on a regular basis. Once your child can count to ten on their own, start counting to twenty. You can also use our Wooden Knob Puzzles with Numbers, Letters and Shapes to teach your child how to count from zero to nine. Educational puzzles for kids are a great way to teach those foundational skills. 5.Learn the Colors Use playtime to help your child learn their colors. You can do this as the play with any toys. For example, you can point to a toy and ask your toddler what color it is. When they answer correctly, give them verbal praise and point to another object. Repeating this activity, especially when your child is still learning their colors, is a great learning opportunity. Once your child knows their colors, you can have them bring you objects that all have the same color. For example, have your children bring all the red toys in the room. If you’re still working on teaching your child to count, count those red items together. Draw several different shapes on a piece of paper and walk around the house looking for things that fit those shapes. For example, you might draw a rectangle, circle, triangle, and square. Walk around the house with your child and have them point out places where they see those shapes. This learning activity will help your child identify shapes in real life (instead of only learning how to identify them on the page). If your child is still learning their shapes, it’s a great way to reinforce that learning. 7.Invest in Educational Toys While there are plenty of educational activities to do without buying new toys, educational toys are a fun and simple way to invest in your toddler’s learning. Our toys for preschools are high-quality wooden toys that help your child learn about the world around them. We believe in better toys for better growth. You can choose from our selection of wooden games, toddler puzzles, and more. You can use our toys for a number of fun educational activities. Click here to check out our full selection of products.

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AI can be used in many different ways to solve problems. There are many different kinds of AI, each with its own strengths and weaknesses. Generative Artificial Intelligence is a type of artificial intelligence that works by creating things instead of analyzing data. It uses algorithms to create new things like images, text, or audio. These programs often have input parameters that let the user control how much variation to expect from the final results. Typically, generative AI uses some sort of reward system to help it learn which outputs are desirable and which are not. This type of AI is different from other types because it focuses on creating something rather than solving a specific problem. Let’s take a look at some examples of generative AI used in real-world applications. What is Generative AI Used for? One of the most common applications of generative AI is in the creation of art. Artists have experimented with different ways to use machine learning and AI to generate new art for decades. This type of AI is increasingly used in collaborative art projects between artists and AI programs. A creative experiment using a generative AI program might look like this: The artist and the AI both create an input. The artist creates a painting, and the AI creates a piece of music. The AI analyzes the paintings and the music to create new variations of the inputs. The artist and AI then select the output that they like best from each set of variations and use those to create a new painting and new music. This type of collaborative art project can be easily explored with a program like AIVA or OpenAI’s Music Creation tool. Games and Virtual Reality Applications of Generative AI With advances in GPU development, AI developers are beginning to see real potential in generative AI for creating new virtual worlds and game environments. One of the most promising applications is machine learning applied to the creation of art in virtual reality (VR). This type of art is called real-time generative art, or R-GArt™. By using generative AI to create new and unique virtual worlds, VR developers can create an endless library of unique and immersive game environments. This can also be applied to create virtual human characters that are entirely unique and different each time. This could be helpful in both VR games and in VR training simulations. Text and Language Application of Generative AI Text and language applications of generative AI are likely to be more useful in business and industry than in creative applications. However, creative writing applications that use AI may be on the horizon. In fact, many major companies like Google, Microsoft, IBM, and Amazon have been investing in language and text applications of AI for years. There are many applications of generative AI in the field of natural language processing (NLP). One example is the training of a program to be able to read and understand financial markets and financial news. Finite-state machines and Markov chains are two types of AI used in financial news AI systems. When we look at the current state of the generative AI industry, we see that it is still a long way from reaching its potential. While there are many exciting applications of this technology, each type of software tends to have its own unique limitations and weaknesses. It is likely that it will take a number of years for developers to create AI programs that are as diverse, creative, and artistic as human designers.

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When I started my current job at a 1: 1 school two years ago, I accepted that jobs would change the way my students learn and how they learn themselves. It turned out that it was not the heart. At the beginning of the year, we intervened and asked them to use their computers to create websites and market ideas for an outside crowd. We will take the material in English that we discuss in class and apply it in a correct and stimulating way for my students! My students looked at their blank screens and did not know immediately what to do. I suspected the supposed technological era: you probably knew everything about computers. I expected Facebook, Instagram, Snapchat, and iPhone to prepare them for a professional world oriented towards innovation. Unfortunately, this could not be more than a rule. Much of his time at school is simply devoted to word processing, sending messages, or transporting backpacks. We have to prepare students to step by step for technically superior jobs. We need to allow students to use different computers and devices to develop their skills. Here are two different ways that schoolwork can have a strong impact on student learning, as long as they are used effectively. Use School Computers to Make Movies No, students not only have to watch movies, but they can also do it! The presence of workplaces in the study allows students to bring course materials with them. In an English lesson, for example, students can visually represent a novel they have read and placed their role in the story. Or why not take photos of your science class tests to show the magic of learning to everyone? Ask students to produce popular scenes of the story they are looking for. Regardless of whether you use iMovie, Windows Movie Maker, or free online programming, students can demonstrate their education using a movie. It will also guide them in Assignment Help. Make Presentations Come Alive Once students approach computers in the classroom, they can take their presentations to the next level. Right now, my students are approaching iMovie, iBooks Author, Adobe Suite, Sketch-Up, GarageBand, and much more. It is a lot of programming dollars that are used slowly. It would be a waste not to let them use it! I recently asked my students to be part of the parody determined by the narrative we are studying. A musically qualified student who has to create a parody of melody. She composed the verses and asked them to take them to the next level: sing and produce a melody. With GarageBand, you set everything up incredibly and even uploaded your music to YouTube. Another student has to create a sonnet. When he finished writing, he recorded the last part of his poems and used the extra tape on Apple’s pages to create an electronic book. These students created clean and professional-looking objects. In addition, they have adopted the essence and skills of the 21st century. Caitlin Fisher is a renowned and one of the unique writer. She has been writing from a relatively young age. The focal point of his articles in technology and education. She got his Ph.D. Degree in Creative writing from the University of North Carolina. Shee is also a regular contributor to Finance Dissertation Writing UK.

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Recitatif themes. Themes In Recitatif 2022-10-03 Recitatif is a short story by Toni Morrison that explores themes of race, identity, and racism through the use of the unique narrative structure of the story. The story is told from the perspective of two young girls, Roberta and Twyla, who are recounting their experiences at a racially-segregated shelter for homeless young people. Throughout the story, Morrison uses the ambiguity of the girls' racial identities to challenge readers' assumptions about race and racism. One of the central themes of Recitatif is the fluidity of racial identity. The girls' racial identities are not explicitly stated in the story, and Morrison intentionally leaves it up to the reader to determine their race. This ambiguity allows Morrison to explore the ways in which society constructs and understands race, as well as the ways in which individuals internalize and navigate these societal constructions. Another important theme in Recitatif is the impact of racism on individuals and communities. Throughout the story, both Roberta and Twyla experience racism in various forms, including discrimination, prejudice, and microaggressions. These experiences have a profound impact on the girls, shaping their understanding of themselves and their place in the world. In addition, the segregation of the shelter serves as a metaphor for the ways in which racism divides and oppresses people, and the harm it causes to both the victims of racism and society as a whole. A third theme in Recitatif is the power of storytelling and memory. The story is told through the girls' recollections of their experiences at the shelter, which are shaped by their own perceptions and biases. This highlights the role that individual perspectives and experiences play in shaping our understanding of the world and our place in it. Morrison also uses the girls' changing memories of their racial identities to explore the ways in which our understanding of the past is shaped by the present. In conclusion, Recitatif is a powerful and thought-provoking story that explores themes of race, identity, and racism through its unique narrative structure and the experiences of its two young narrators. Through its exploration of these themes, the story challenges readers to think critically about their own assumptions and biases, and encourages them to consider the ways in which racism affects individuals and communities. Theme Of Recitatif Twyla accidentally drives past the protest and sees Roberta holding the placards. However, she is also embarrassed at the same time because of the weird and crazy behavior of her mother. Unusually, however, the races of the three main characters are deliberately kept mysterious. Twyla was deeply offended that her former best friend would treat her so badly. Without their mothers around, Twyla and Roberta are forced to behave like adults, but despite the ambivalent feelings that Twyla in particular holds toward her mother, when preparing to see her again she slips into the role of a young daughter. Toni Morrison's Recitatif Themes Pons y Cia, 2010. Twyla gets embarrassed when her mother does not bring food. Furthermore, Twyla and Roberta are of different races, but the cultural differences never become the decisive factor in their communication. However, her illness is not mentioned. The decade of the 1970s appears to have more improved race relationships. Twyla is working as a waitress at a restaurant when she sees Roberta with two strange men. "Recitatif" by Toni Morrison Analysis Twyla and Roberta were defined by their thought, actions, and views instead of the external roles expected from them. She threw in a couple stereotypes about races to give the reader an idea, but that enforces the issue. Suddenly Twyla hears Roberta call out her name. Based on these it is truly hard to determine what race each girl is. While the story never reveals the race of the characters, we do know for sure that part of the story did involve racial discrimination. There are lots of parallels between the two girls, which creates a sense that they are twins. Toni Morrison Recitatif Themes It is that that Morrison never intended to tell the reader the races of the girl. Board of Education also saw an increase in the usage of busing as a means to force the racial integration of schools. Their mothers could not provide for their children, and the girls were sent to the federal institution Morrison 5. Although, Maggie was only in bits and pieces of the story, we can still see that Morrison was trying to prove a point of some kind. During the picnic Robertas mother had brought chicken legs and ham sandwiches and oranges and a whole box of chocolate-covered grahams. Recitatif challenges the reader to not be judgmental toward of the either girls and accept their color. On the other hand, the town is also changing; wealthy executives are moving in, and people are buying run-down houses and renovating them. Considering the sentence out of context, it can be taken as a gesture of racial reconciliation. The conversation between Roberta and Twyla corresponds to the ambiguity of the race of Maggie as well. Bonny before Twyla; however, she returns back to it twice, and for the second time, she runs away. However, these girls would threaten Twyla and Roberta. Roberta and Twyla are afraid of them and think of them as touchy and mean. Twyla has no recollection of Maggie being pushed, but Roberta insists that this is what happened and that she and Twyla had been frightened. Recitatif Summary & Analysis Throughout the story, Twyla uses this simple phrase to explain why Mary is unable to take care of her. I just remember her as old, so old. It demonstrates race and segregation. Accordingly, they acted like human beings with their own fears, hopes, and aspirations. Of course, she could have been a heavy white woman with a large butt. All of these time periods saw shifts in culture and racial tensions in the United States. Themes In Toni Morrison's 'Recitatif' It deals with the five sections of the story that are different from the ordinary lives of the two main characters Twyla and Roberta. Through this, the readers illuminate their own prejudices and assumptions about race. The older girls often hang out and listen to the radio and dance in the orchard. The main and significant point about the short story is Toni Morison never mentions which gild belongs to which race. I agree with you that stereotyping effects so many peoples lives in so many different ways. It is clearly observed that one cannot precisely be certain about the racial identity of Maggie by considering the conversation between Twyla and Roberta. She describes the girls briefly and mixes up some stereotypes between them. Toni Morrison’s “Recitatif” and Racial Stereotyping Finally, it is also conceivable that she is simply apathetic. However, Twyla notices that they are scared runaways who have fought off their uncles. A friendly goodbye and the women go their own separate ways again. The story mainly deals with the theme of social exclusion. All of the girls just laughed at her. The name of Mary is ironic. Theme Of The Recitatif . Roberta lives in a place where executives and doctors are her neighbors while Twyla lives in a poor neighborhood in Newburgh. The story continues until both girls are much older women with kids of their own. There was no reliable character in this work. It is important to recognize them and to work towards moving past them. They also recall their time at St.

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Last Updated on February 15, 2023 by ClassMonitor 6 Exciting Number Activities for Preschoolers & Kindergarteners Introducing numbers to preschoolers and kindergarteners doesn’t have to be a boring task. In fact, there are plenty of exciting and engaging activities that can help your little ones learn identifying & counting numbers. These 7 number recognition activities for preschool will help your kindergartener get a head start in their numeracy skills. 1. Counting Songs and Rhymes Counting songs and rhymes are a great way to introduce numbers to young children. Even before they can count, preschoolers can recognize and enjoy familiar counting songs. Counting songs help to make the concepts of numbers more concrete and memorable for children. Start with simple counting songs like “One, Two, Buckle My Shoe” and “Ten in the Bed.” As your child becomes more comfortable with counting, you can move on to more complex songs that involve addition or multiplication. You could also make up your own songs or rhymes to emphasize a specific concept like odd numbers or even numbers. 2. Number Recognition Games When it comes to teaching young kids about numbers, fun games can go a long way. Playing number recognition games is an engaging way for preschoolers and kindergartners to learn and practice recognizing numbers. Here are a few ideas: i. Number Puzzles Puzzles with numbers can provide a fun challenge for preschoolers and kindergarteners. Choose puzzles with big pieces, so they’re easy to handle. ii. Number Memory Make a memory game using pairs of cards with different numbers written on them. This game encourages your child to recognize the written numerals and remember where each card is located. These number recognition games provide lots of fun for kids while helping them learn to identify numerals and associate them with different quantities. 3. One-to-one Correspondence Activities One-to-one correspondence activities help young children develop number sense and counting skills. They involve connecting a number with an object or group of objects that represent the same quantity. This type of number activity is important because it helps children understand the concept of numerals and the fact that each number represents an amount. Here are some great one-to-one correspondence activities for preschoolers and kindergarteners: A. Number Matching Game Cut out numbers from cardboard or paper and have your child match the numeral to the corresponding number of objects. For example, provide 5 cars for them to match the numeral “5”. B. Matching Sock Pairs Count how many pairs of socks are in a pile. Then have your child find the corresponding number of socks in the pile and match them into pairs. 4. Connecting Numbers to Quantities This is a crucial concept that preschoolers and kindergarteners need to understand in order to build their math skills. One way to help children understand this concept is to provide activities that help them explore the relationship between numbers and objects. Play a memory game. Place sets of objects (at least five) on a table, and have your child count them aloud. Then cover the objects with an opaque container or a cloth, and ask your child to remember how many there were and write down the corresponding numeral. 5. Numeral Formation Games Introducing preschoolers and kindergartners to the written representation of numbers is an important math concept for them to learn. Numeral formation games can be a fun and engaging way to help children become more familiar with written numerals. One popular numeral formation game is called “What Number Am I?” Draw numerals 0-9 on flashcards, one numeral per card. Show the cards in random order and ask your child, “What number am I?” If they get stuck, give them clues such as counting up from the last number, or saying the sound of the numeral (e.g., “buh” for 2). 6. Storytelling with Numbers Storytelling with numbers is a great way to help preschoolers and kindergarteners learn to identify and understand numbers. This activity can be done in many different ways. Here are a few ideas: - Ask the child to choose their favorite number, then create a story together around that number. For example, if they choose the number 5, you could tell them the story of a family of five who lives in a magical kingdom. - Give the child a set of number cards and ask them to arrange them in order from smallest to largest. Then, create a story where each number plays an important role. For instance, in the story, five cats jump over a fence one by one, and ten sheep escape from the farm into the wild. - Create stories based on counting. Ask the child to count up from 1 to 10 (or higher), then tell a story about what happens at each number. For example, when the child counts to three, a magical door opens and when they count to five, five flying horses appear. Number recognition activities for preschool and kindergarten can be great tools for helping young children learn essential mathematical concepts. By providing these opportunities for students to practice and explore numbers, educators can help foster a strong foundation for later math success. So why not try out some of these exciting number-based activities with your students today?

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What is Speech Language Therapy? Speech-language therapy is a profession that specializes in the evaluation and treatment of disorders and delays that limit a child’s ability to communicate with others and/or participate in safe and age appropriate feeding. Speech-language therapy might be needed when a child’s communication or feeding skills limit his/her ability to function in daily activities. The team of speech-language therapists at Pediatrics Plus specialize in remediating and developing a child’s ability to understand what he/she hears, to let people know what he/she wants, to interact with others, to produce sounds correctly, to speak fluently, and to safely consume age appropriate foods and liquids. We begin this process with a comprehensive evaluation. A child's ability to successfully communicate in a variety of environments may be negatively impacted due to deficits in any or a combination of the following areas. Language- A child with a language disorder may have difficulty attaching meaning to auditory information and understanding what is said to him or her (receptive language) or may be late in using words to communicate or have difficulty putting words together to communicate (expressive language). Pragmatics- A child who has not mastered the rules for social language, known as pragmatics, may have difficulty using language for different purposes, changing language according to the needs of a listener or situation, or following rules for conversations and storytelling. Auditory Processing- A child with an auditory processing disorder will have trouble processing and interpreting auditory information in the absence of a hearing loss. These children may have trouble hearing the differences between similar-sounding speech sounds or understanding speech in noisy environments. Speech- A child with a speech disorder will have difficulty with the actual production of sound. The most common types of speech disorders include the following: - Articulation disorders- Articulation disorders occur when a child has trouble producing specific sounds. Sounds may be substituted, left off, added, or changed making it hard for the child to be understood. - Phonological Delays- Phonological delays occur when a child uses inappropriate patterns in his or her speech to make speech easier to produce. - Apraxia- Apraxia is a brain-based condition that disrupts the ability to make speech sounds. A child with apraxia will have trouble planning and coordinating the motor movements necessary for speech. - Dysarthria- A child with dysarthria will exhibit slow, inaccurate, and/or slurred speech due to paralysis, weakness, or generally poor coordination of the muscles of the mouth. - Fluency- A child with a fluency disorder will have an abnormal amount of involuntary repetitions, hesitations, prolongations, blocks, or disruptions in the natural flow or rhythm of speech. They may also exhibit secondary characteristics which accompany the disfluencies. - Voice- A child with a voice disorder may have difficulty with phonation or resonance. A child with a phonation disorder may have a harsh, hoarse, or raspy vocal quality or have a voice that is too high or too low for the child’s age or sex. A child with resonance disorder may have speech that sounds “nasal”. - Oral Motor/Feeding/Swallowing- A child with an oral motor, feeding, and/or swallowing disorder may drool excessively, refuse foods, have trouble eating age appropriate foods, or cough and choke often while eating or drinking. Children who do not have the prerequisites for speech and language may require training to use an augmentative communication device. At Pediatrics Plus, our Speech Language Pathologist are trained to assist your child in using a variety of Augmentative and Alternative Communication Systems including but not limited to the following: - High tech electronic devices - Low tech systems such as signing - Picture Exchange Communication Systems (PECS) Some children require the use of an Augmentative and Alternative Communication System for a short period of time as speech and language skills are developing. Other children may require the use of an Augmentative and Alternative Communication system for a lifetime. - Brooke S. What's the Plus with Speech Therapy? Our speech-language therapists provide a comprehensive evaluation focused on key components of communication including receptive language, expressive language, articulation, pragmatics, voice, fluency, oral-motor, feeding, swallowing, and hearing. Results of standardized assessments provide valuable information regarding communication skills. At Pediatrics Plus, we recognize that standardized tests are only one component of a comprehensive assessment process; therefore, we combine information obtained from standardized assessments with thorough observation, information obtained through play based interaction, and parent’s concerns and goals for their child to develop a personalized speech-language therapy intervention plan to address the child’s individual needs. Our knowledgeable and skilled therapists utilize both play based and clinician directed activities in order to help each child reach his/her greatest potential. In addition, our highly trained therapists will implement each plan with selected interventions that may include, but are not limited to, the following treatment techniques: - Receptive and expressive language development - Social language development - Traditional articulation therapy - Cycles/Patterns Phonological Intervention - Kaufman Speech Praxis Treatment - Oral motor strengthening programs - Beckman Oral Motor Protocol - Fluency shaping techniques - Stuttering modification - Vocal hygiene training - SOS Approach to Feeding - iLs – Integrated Listening Systems - Picture Exchange Communication System (PECS) At Pediatrics Plus, we strive to educate and train our speech-language therapists in innovative, evidenced-based treatment strategies that will propel your child to achieve his/her greatest potential. Our team of therapists has individuals certified in the above mentioned areas to ensure that your child receives excellence in their therapeutic services.

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Grade Levels: 9/10, 11/12 Subject Area: Native Studies, Social Studies, History, Geography, Civics, Social Justice In this culminating Indigenous Studies history project, the student is required to choose one topic that they have studied in their course, gather sources (primary and secondary) and do a critical, in-depth review and analysis. The student’s findings are presented in any way s/he desires, from a creating a blanket to doing a PowerPoint presentation. An emphasis on personal meaning-making of the Treaty relationship is encouraged, thereby bringing history into the present, realizing that Treaties are “living documents” and as such, require us to act. Approximately 3 double-periods (1:40 min. X 3) or 5 hours. Historical Thinking Concept(s) This lesson plan uses the following historical thinking concepts: establish historical significance, use primary source evidence, identify continuity and change, analyze cause and consequence, take historical perspectives, and understand the ethical dimension of historical interpretations. - Demonstrate the importance of the quote, “We Are All Treaty People” from both a personal and collective perspective - Participate in a public creation - Describe what they’ve learned in the process of doing their project - Collaborate with community members (outside school) and share what they’ve learned - Formulate solutions for controversial issues arising from their research - Develop questioning, research and communication skills using primary and secondary resources - Illustrate the disconnect between the Indigenous perspective of Canadian history and the non-Indigenous Canadians perspective of Canadian history - Apply what they have learned about the Treaty Relationship historically, to their personal actions and their governments’ contemporary actions today Throughout the semester, students take part in a simulation covering Treaty relationships in Canada. They’re given roles as either the Indigenous peoples or the Government of Canada. They begin the simulation with pre-contact and the Fur Trade, and navigate their way through Treaty Negotiations, the Reserve System, the Metis Rebellion, Enfranchisement, the Indian Act, Indian Residential Schools, Intergenerational Trauma, the Sixties Scoop, Bill C-31, the Truth and Reconciliation Commission’s work, Land Entitlement, Resource Development, and many other topics. Themes relating to Worldview, Social Contracts, Identity, Stereotypes, Government, Values, Economics, Sovereignty, Decision making and Interdependence are also touched upon. The semester ends by celebrating the resiliency and successes of Canada’s Indigenous peoples and highlights the paths that can be taken for healing. Together, students and the community acknowledge that they are all Treaty people and have a responsibility in understanding the truth of our history so that they can honour the past, be aware of the present and make positive changes for the future. During the journey, students are challenged to dig deeper into history and uncover the myths that have been taught about the history of Canada. They are given opportunities to use both primary and secondary resources to compare and contrast stories and teachings about the past. Students have opportunities to hear first hand accounts of events and circumstances regarding Treaty Relationships and the history that is their legacy. They are confronted with their own scenarios and perceptions of what they believed happened throughout history and investigated opposing views in order to find ground in which the story could be revealed. Students are challenged to look at their own place in Canadian history and their responsibilities in terms of what it means to be a Treaty Person. Note: This learning will be unsettling for some and for others, a rejuvenating experience as they uncover stories that haven’t been told, or have been hidden from history. Some students will find personal healing and others will be inspired to create social awareness and change. Some will start asking questions about their personal pasts and role in this history. The Lesson Activity Begin each class by acknowledging and thanking the Indigenous peoples on whose territory your school is located. Students will prepare for this final project by choosing a topic or an issue and then do further research in a way that speaks to its relevance today. Possible topics of study may include: - Intergenerational trauma - Treaty Negotiations - Reserve system - Metis Rebellion - Effects of Enfranchisement - Impacts of the Indian Act - Residential Schools - Sixties Scoop and loss of Identity - Bill C-31 and recovery of Identity - Truth and Reconciliation and Healing - Land Entitlement - Resource Development - Breaking Through Stereotypes - Traditional Ways of Knowing (Indigenous worldview) Note: Students will be cognisant of the “presentness” of that topic/issue, so that Treaty responsibilities (especially on behalf of non-Aboriginal students) can be exercised today for the benefit of both Indigenous and non-Indigenous Canadians in the future. Students will decide if they want to do this project individually or in a group. Students are also free to invite a guest to the classroom if they feel any of the information needs to be given by an Indigenous Elder. Students must be clear in demonstrating to the teacher how the material they’ve covered correlates with historical thinking concepts. Students will demonstrate their understanding in a variety of ways: building a construction, PowerPoint presentation, Glogster, music video, painting or drawing, poem, story, storytelling, social justice project, medicine wheel, create a blanket, Memory Box, trailer for a movie, or any other that they choose. Project Check List - Choose a topic to study - Gather resources (primary & secondary) to support the topic and answer key questions - Choose a way to present the findings - Complete a write-up to support the project

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Inside: Use these Kindergarten Emergent Readers all about kindness in this Growing Bundle to help you teach sel curriculum to your students Our beginning readers turn to emergent readers to help students become more confident. But instead of reading random emergent readers, we can teach them to read and connect it to learning about character education. This Kindergarten Emergent Reader Growing Bundle Set all about kindness uses simple vocabulary and sight words is the perfect addition to sel learning. Why Teaching students about kindness is crucial: Students who do not feel safe in our classrooms and in our school will never be able to learn. If they are being teased or bullied or isolated on the playground, they won’t feel confident to raise their hand, participate in class, and take a chance at being wrong. Students don’t know how to deal with tricky social situations on the playground. They don’t know how to stand up for themselves or stand up to bullies. They don’t know how to deal with “mean girls” or how to include someone on the playground. We have to teach them how to be kind in our classroom. We hang Kindness posters up in our classrooms and hallways and maybe even have Kindness Week. But it’s not enough. We have to intentionally teach students how to be kind. How to not be a bully. How to stand up to bullies. How to be a good friend. Sure, we could argue that these skills should be taught at home. But for so many students, these skills aren’t being taught at home. So if we don’t teach them, our students are missing a key component to learning: how to be a good person. So as teachers, we can change this. We have the power to not only teach our students the state standards. We can also teach them how to speak and act with kindness more often. It’ll make our classrooms kinder places to be. And it’ll make sure all of our students feel welcomed, included and safe so they come to school ready to learn those state standards. So we can read kindness books and bullying prevention books and includer books. We can use these kindness bookmarks and get our students to make these kindness pencils. We can teach them kindness vocabulary with this Kindness Dictionary, we can play Trash or Kindness to help them decide what is kind and what isn’t, and we can get them to be kind every day with this 100 Days of Kindness. And we can hang up kindness posters in our classroom and these A-Z Kindness Posters . Each book in this Emergent Reader Growing Bundle Set comes with: student copy of the early reader in color and black and white discussion starters to continue the conversation 2 creative writing prompts to connect to the topic for kindness writing The Topics Included in the Kindergarten Emergent Readers Growing Bundle for SEL Curriculum include: I am Kind at School I am Kind at School (Covid Edition) I can Volunteer I Speak With Kindness I am a Helper I am Kind Online I am Kind on the Playground I can Deal With Bullies - We are All Different - I can Thank Essential Workers I am Kind at Home(coming soon) I am a Kind Sibling (coming soon) I am a Good Friend (coming soon) I am Kind in the Cafeteria (coming soon) I am a Kind Kid (coming soon) I make Kind Choices (coming soon) I can Stand Up to Peers (coming soon) I am Mindful of Others (coming soon) I am Compassionate (coming soon) Need more advanced language for older students? Get our Early Reader Kindness Growing Bundle Set here. Using the Kindergarten Emergent Readers Set on Kindness: Purchase and choose which emergent reader you want to start with. Then print out the emergent readers. You’ll need to print out half the number you need because there are two copies on each sheet. You can choose between the color or black and white version. Cut the pages apart and collate the pages. Staple the books together in the binding. If you’ve used the black and white version, encourage the kids to color the pages. We love using these skin-colored crayons . Then with your students, read the emergent reader together. Review any vocabulary they don’t know yet and review the sight words in the book. After the group read, students can partner read, read them independently, and read them to a class pet or a class stuffed animal. Continue Using the Emergent Reader Sets and Character Education To continue the conversation about character education and social-emotional concepts like volunteering and helping, use the discussion starters that come with each emergent reader. You can also use these 60 Kindness Discussion Starters. Students can also use one of the two writing prompts with each of the emergent reader topics to show what they know and write about what they’re learned. To differentiate for your students who need extra support, you can dictate their answers or kid spell their sentences if they’re beginning writers. Ready to use these Kindergarten Emergent Reader sets? Get the Growing Kindergarten Emergent Reader Sets on kindness in my online store Get the Growing Kindergarten Emergent Reader Sets on kindness on Teachers Pay Teachers. Leave a Reply

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If you are a middle or high school teacher, and you’re not incorporating picture books in your curriculum, why not!? Creating mini lessons with short texts is one of the best ways we can introduce reading literature skills and concepts so that they will stick. Without a mentor text, it’s hard to create a mini lesson. Enter picture book read alouds for teaching literary elements! If you want students to analyze how the… - setting impacts the plot - characters shape the theme - word choice impacts meaning - allusions to other texts impact the tone - structure contributes to meaning and style - point of view creates humor …these picture books will be helpful. You can read them with students before or during a mini lesson and then refer back to them during guided and independent practice. Let’s take a look at the books. At the end of the post, I’ll give a little bit more insight as to how to use these as interactive read alouds with secondary students. Setting Impacts Plot The Farmer and the Monkey by Marla Frazee is a wordless picture book about a lost monkey who unexpectedly follows a farmer home. The farmer lives – seemingly – in the middle of nowhere. But, the happy little monkey pokes around the house, peeks in windows, and knocks on the door until the farmer lets him in. In true monkey fashion, the little circus animal destroys the house in no time, and the farmer banishes him outside. Soon, it begins to snow. Monkey is sad, homeless, and cold. The pitiful sight of the monkey neck deep, nearly frozen in snow causes the farmer to have a change of heart. Crying, the farmer picks him up, thaws him out, and proceeds to treat him like a beloved child until the night when the monkey finally finds his train again. In this book, the setting (cold, snowy winter) impacts the plot. Had the monkey not frozen, the farmer’s heart probably would not have softened toward him. And, their beautiful friendship would not have blossomed. Characters Shape the Theme In Gurple and Preen by Linda Sue Park, the two characters (a purple and green robot) crash their spaceship. As the story progresses, Gurple and Preen act as dynamic foils, highlighting one another’s opposite reactions to the tragic opening event. While Gurple runs around frantically, yelling, breaking crayons, and having a generally pessimistic outlook, Preen is busy being productive. Silently, Preen uses all of the “rubbish” that Gurple discards to repair the ship. As the two climb into their repaired rocket and take off at the end of the story, Gurple asks, “Where to next?” and Commander replies, “Everywhere. The whole galaxy. Star by star by star.” The differences between these two characters help to shape the theme: With a universe of creativity, anything is possible. Word Choice Impacts Meaning If Dominican Were a Color by Sili Recio is rich with vibrant vocabulary and figurative language. If Dominican were a color…it would be the sunset in the sky, blazing red and burning bright. The shade of cinnamon in your cocoa, the drums beating so fast, they drive you loco. The description in this book brings Hispaniola to life. Why does the author choose the word blazing to describe the redness? Why is Dominican the sunset in the sky? What do these colors symbolize? What images do they evoke? We can have rich conversations with students about purposeful word choice and intentional imagery as an author. How would these lines read differently if the author had used the adjective bright red instead of burning red? The connotation and denotation change, which alters the meaning and mood of the passage. Allusions Impact Tone If you’re looking for a humorous book, Duck for President by Doreen Cronin and Betsy Lewin is highly entertaining. In this story, Duck is a humble farm animal who works his way to the top of the political food chain only to realize he’d rather just be a duck on a farm. In addition to personification, the book includes political-style allusions. For example, Duck appears on a late night television show. And, readers will encounter references to famous speeches and slogans (for instance, “A Duck for Change” and “Duck, Making Us Proud Again” can be connected to recent presidential slogans). Also, in his autobiography, Duck writes the following… Four score and seven years ago (Lincoln’s Gettysburg address) The only thing we have to fear (Franklin Roosevelt) Ask not what your country (John F. Kennedy) Running a farm is very hard work. Clearly, these allusions impact the piece by working in tandem with Duck’s unique personality and the personification to create a comedic, light-hearted tone. Structure Contributes to Meaning I adore the book When I Draw a Panda by Amy June Bates. The front pages of the book include step-by-step directions for how to draw a variety of animals and images “perfectly.” These same images frame the end of the book, but the perfect step-by-step instructions are scribbled all over, symbolizing that there is no one right way to draw. The entire book is threaded with the message that creativity and an independent spirit are to be celebrated. The way the author structures the lines in this book, including the title, is perfectly askew. Lines are not arranged linearly. For example, one of the first pages reads, “Sometimes when they say / to draw a perfect circle, / mine turns out … a little wonky.” The words “a little wonky” are situated diagonally on the page…just enough to be unique and independent. Some of the words are larger than others, and each page pops with abstract art, perfectly imperfect illustrations, and a panda that comes to life. Point of View Creates Humor Unicorns are the Worst by Alex Willan may sound like a book older students wouldn’t enjoy, but it’s really for all ages. The goblin who narrates the story has such a begrudging, biased perspective of unicorns. His stereotyping and close-mindedness manifests in bitter comments, misconceptions, and missed opportunities to make new friends. As the story progresses, readers can infer that the little goblin has probably formed some of these misled opinions after feeling slighted. For example, he complains, “I have studied forgotten magic, know spells that can transform socks into slugs, can turn broccoli into ice cream, and have mastered the three-strand braid. But despite all of this, does anyone ever ask to have a Goblin-themed birthday party?” and “It’s not like they ever ask me to one of their tea parties.” The protagonist is the narrator of the story, and his humorous quips and misguided opinions create a point of view that leaves readers giggling, especially when we realize he is friends with the unicorns at the end of the book, only to begin the cycle of bitterness and jealousy with a new animal – the dragon! Tips for Interactive Read Alouds in Secondary To share these stories with your classes, it can be powerful to read them aloud together. Whether you are in person or teaching remotely, all students enjoy interactive read alouds. If your middle and high school students are not used to read alouds, you may wish to frame their value. We read books aloud because they open up thinking and discussion. Read alouds create opportunities for empathy and a broader understanding of the world. Plus, there are entry points for discussing pretty much any literary standard under the sun in an organic, authentic way. Read alouds also help to create a relaxing, warm classroom community. As you read a picture book with older students, pause on key pages (plan these stops in advance and mark them with sticky notes, if necessary), and pose natural questions. What are you…thinking? noticing? feeling? wondering? Entertain all ideas, and praise students for sharing their thinking. These questions create a dynamic, interactive element to the read-aloud experience. (Grab a free download by clicking on the image below!) By including picture book read alouds in our secondary curriculums, we will create a bank of rich mentor texts we can refer back to throughout the year as we teach a variety of skills and standards with more complex texts. Scaffold literary element analysis with these digital and print graphic organizers for any text.

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Let’s take a good look at how the continuous tenses work. - This lesson is about the past simple and past continuous. - Click here for the perfect simple and continuous. - Click here for the present simple and present continuous. One way of looking at the continuous and the simple in the past is like this: The Simple Toy Soldier likes action. He goes somewhere and gets things done. We’ll see him in action in a minute, but first, let’s look at time: The red line represents time, moving from the past (on the left) towards now (on the right). As I’ve written about before, when we talk about the past, we’re always telling a story. When we tell a story, the most important parts are the “main” actions. Let’s look at an example: Last week we ate dinner with the Kumars. Ranjit told a great story about a traffic cone. Here’s the Simple Toy Soldier dealing with the main actions in the past: These are the main parts of our story, so we use the Simple Toy Soldier. He loves this stuff. But a good story needs more atmosphere. We need to see what’s going on in the background. This is when the Big Continuous Lamp steps in: Last week we ate dinner with the Kumars. Ranjit told a great story about a traffic cone. It was raining. The Big Continuous Lamp creates the background feeling to the main actions in the story. The Simple Toy Soldier and the Big Continuous Lamp work as a storytelling team. Let’s practise this. Can you tell a story by answering this question? Why was Bernard wearing two different-coloured socks yesterday? Looking forward to reading your answer! See you next week when we deal with the continuous and simple in the perfect tenses. It was early morning yesterday. Bernard was overslept. He was in a hurry. He looked on his socks only at his office. It was the terrible situation! But he was wearing two different coloured socks! Haha! That story’s fantastic. You’re using the past continuous perfectly as well — good work! Quick notes: “Bernard overslept” / “He only looked at his sock at the office” Thank you very much! You make me write story in English ! A very interesting and useful experience! … and it was a great story! And how many socks does Andre usually wear? Anita always a pair. Totalling two. There was a young broker from Stocks Who was seen wearing mismatched socks Speculation aside — He was not colour-blind ‘Twas a girl’s prank called April, his first. Bother! forgot the auxiliary for Anita, shame on me, that’s one of Russian blind spot. “speculationS” of course, darn!…

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10 Mar 2023 Learning to Save the Rainforest with KS1 Are you seeking an exciting and meaningful topic to teach your KS1 class? Learning about rainforests with year 1 or year 2 children offers so much scope for cross-curricular learning. There is a wealth of resources available to support this topic and children will simply love the curious creatures they’ll discover. Of course, important information about climate change and sustainability can also be presented through this topic to support your pupils in considering their roles as global citizens. Why teach about rainforests in KS1? Rainforests is an engaging, fun, colourful topic. The luscious, green leaves, the brightest of flowers, the rainbow-coloured parrots, the cute creatures and the dangerous wild beasts will inspire curiosity and wonder in all pupils. Rainforests and deforestation are important topics relating to climate change and sustainable living. Most young children will know a little about recycling, but they can be taught about the 5 R’s (refuse, reduce, reuse, repurpose and recycle) in more detail. Give them real-life examples such as taking a reusable bag with them when they go shopping, or reusing a shoebox as a container for storing pens or toys. The rainforests topic allows teachers to meet many curriculum objectives in geography, science, citizenship and art. There is scope to weave a rainforest topic through dance, drama, music and class assemblies, too. And when it comes to reading and writing activities, there is no end to the possibilities. How do you explain rainforests to young children? As a basic description for younger children, a rainforest is a large area full of trees in certain places around the world. These forests are home to many animals as well as plants. We can teach children that these rainforests are also hugely important for humans as they clean the planet’s air. They are often called ‘the lungs of the planet’. Visual and practical learning will help KS1 pupils engage with the topic of rainforests and learn why they are so important. Use maps and globes for reference. Young children find it difficult to think of a world beyond their immediate first-hand experience so it helps them to see where they exist as part of a much greater picture. Show children photos and illustrations of rainforests and the animals that live there. Compare and contrast rainforests with UK forests and even look at the similarities and differences between rainforests in different parts of the world. Find appropriate videos to share with pupils that will help them gain more of an understanding of what rainforests are really like. You might also be able to find age-appropriate videos that explain why humankind is destroying the rainforests but be mindful of upsetting young children. Bring learning to life through creative projects such as drama and artwork. The best learning takes place when it’s fun and interactive. Stock up on wonderful reference and fiction books to fully engage young children with this topic. KS1 children will love going on a rainforest adventure with Finn and his dog, Skip, in the DK book Forest by Brendan Kearney. A beautifully illustrates Animal Atlas will also support children’s understanding of where different animals live around the world. What are some rainforest activities to do with KS1? Art – Famous artists such as John Dyer and Henri Rousseau created works of art depicting rainforest scenes. Children could compare the two artists’ work and take inspiration to create their own paintings or pastel artwork. Senaka Senanayake’s paintings portray the beautiful flora and fauna of the rainforest and pupils may be surprised to learn that he became famous for his artwork while still a child. Children could create personal or group artwork inspired by his work, perhaps using collage techniques. Self-Portrait with Thorn Necklace and Hummingbird, 1940, by Frida Kahlo, is another famous painting that could inspire children’s own works of art, in which they draw or paint themselves with a rainforest background and include one or two rainforest animals. Drama – Children will love creating displays, props and masks then acting out skits or scenes as rainforest animals. They could also learn and perform some songs about rainforests. Stories, poems and non-fiction – Fiction set in - and poems about - the rainforest can spark ideas for creative writing while building factual knowledge. Non-fiction texts interest many children and could be used to create fact sheets, information leaflets or even letters of persuasion to the government. Research – Whether through books or online, children can research the animals that reside in the rainforests. They could research what life is like for people who live in and near rainforests and learn about how these people rely on the plants and animals there. Research the resources rainforests provide us with, such as bananas and coffee. Teaching children how to save the rainforest An important part of citizenship education is teaching children about the state of our planet and how we can protect it in the future. Your pupils are the next generation who will take on the responsibility of putting policies and systems into action, in order to try to address the damage that previous generations have caused. Even KS1 children can learn about shared responsibility and positive action they can take that makes a difference to the planet and the lives of others. - Make sure you have a recycling bin in the classroom and remind children what should be put in there. - Reuse paper in class when possible. Highlight this to your class and explain why you have made that decision. - Remind children often about not printing unless necessary and foster a culture of sharing resources in pairs to save on printing and paper. - Communicate with families and send messages and information about the 5 R’s home. - Talk to children about charities that work to save the rainforests and how they do this. - Educate children about responsibly sourced materials and food. Help them to look out for the green frog Rainforest Alliance symbol on products, and the FAIRTRADE Mark. - Help children and their families learn more about climate change and the threat this has on the rainforest. Simple lifestyle changes we can all make to reduce our carbon footprint include driving less and using less energy. Your class will love learning about rainforests and how to save them. So get ‘Africa’ by Toto playing, sit down to plan your topic, let your imagination run wild and have some fun! Check out our Fantastic Forests KS1 lesson plan which uses the Rainforest Photo Pack and Save My Home Activity Sheet.

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Paper 1 Question 3 asks students to comment on the structure of the text featured in the exam. In order to prepare for this, they must learn quite a lot of vocabulary centred around structure. This can be used when planning their own creative writing response later on in the exam. Sometimes joining the dots between the two questions can take a little time. As such, why not take a look at the video below which has just been uploaded to YouTube. It’s the first time we have partnered with “Teaching and Learning Resources for Me” to create the content that we need on the VLE. The video covers a response from one student to an exam-style question. It breaks down each paragraph by the structural features that the student has planned in order to fully organise their writing and to help maximise the marks that they will receive for the piece. Teachers have a Hobson’s choice really – teach creative writing or teach creative writing for a GCSE English exam. It must be noted that most short story writers would be hard pressed to produce anything nearing their usual quality in 45 minutes – which is the time allowed for our students to flex their creative muscles. As such this video is an attempt to give students a certain method with which to approach their GCSE English creative writing – so that when they go in to the exam they know how to begin, develop and end a short story (or a piece of descriptive writing) in terms of structure. In that way they can focus on the language that they use – after they have planned the structure of the piece. I’m going to include the video below, too. It shows what I think are the top ten tips for Paper 1 Question 5 – and a number of them are rooted in structure. One of the issues I get as a teacher all the time is that students will insist on producing plot-heavy stories – so much so that their pieces become a list of what happens and then what happens next… and so on! The tips included here will help to ensure that students narrow their focus and don’t try to world-build in 45 minutes – and that means they will be able to focus on descriptive language rather than plot. I have a prop that I use in class. I have a little glass snail and I place it on a table. Then I move it diagonally to the opposite side of the table. That, I tell them, is all the plot that you need to create an interesting and engaging story. Another thing I do is leave the class and tell them to watch me as I re-enter. I move (in a very sombre manner) to sit at my desk and place my head in my hands. I then pull myself together and take a deep breath, stand, and announce to the class what they will be studying in that lesson. That, I tell them, is all the plot that you need to create an interesting and engaging story - #2. Perhaps I’m running away with myself here. I hope you enjoy the videos! Post a Comment

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Summer SAVY 2022/Session 2 – Truth vs. Perception for Rising 5th/6th Grade Thursday: Hello all! As we approach the end of the week, we are beginning to make bigger connections to each of the themes of previous days and also think about the ways that truth and perception can be used and/or distorted in both positive and negative ways. We began to follow the possibilities that mediums of communication have in our world “all the way down” in order to think about what the potential consequences can be. We continued from yesterday by creating our own interpretation of yesterdays reading (‘The Necklace) in a creative writing activity that we then presented to the class. We continued learning how to do close readings of texts and make inferences. We then applied these skills as we read “The Lottery,” a famous text with some very ethical challenges and implications that made us think about traditions, social knowledge, how truth becomes distorted, and where things can go wrong. We also applied our lesson from the past two days about techniques that are used to communicate in society, art, media, writing, etc. – such as color and symbol communication – to our reading. In the next portion of the morning, we watched another very short clip from Mune and discussed myth and tradition, asking ourselves why we do the things we do and how shared knowledge is built in societies. We also thought about how messages and meanings are communicated through representations and added these ideas to our team concept maps from yesterday. After lunch, we learned about marketing and propaganda. We looked at some famous posters and evaluated the techniques, structure, and methods of communication within them in a rhetorical analysis wheel handout. We learned about how messaging appeals to our ethos, logos, and pathos – new, deep vocabulary that is very important in the context of truth and perception! Tomorrow we will bring our week together, learn about animation and create our own messages, art, animation, and propaganda. We will have a guest speaker and then work on an exciting final project! Wednesday: Hello everyone! Today we continued to expand our understanding of perception and how it is formed, how our perceptions motivate us and affect our behavior, and by what methods and mediums we communicate our perceptions of the world to each other. To start off the day, we had a mini-debate about optical vs. physical illusions. Throughout the rest of the day, we also worked on critical reading skills. We evaluated the motivation of Mercury in a Greek myth and did a close reading and critical analysis of the famous short story “The Necklace,” in which the main character struggles with the truth and consequence of her social perception and her desire to be perceived a certain way because of the alternate reality she imagines and desires. We also watched a short clip from the movie Mune while working in pairs on concept maps to analyze the way that color and imagination can be used as a method to communicate and appeal to our emotions and connect us. You may want to ask your budding philosopher/theorist/scientist/debater about what motivates our social perceptions and how different ways of communicating (color, music, scene, myth) impact us and the world around us! Tuesday: The theme of today was about bending, changing, and interpreting perception. We started today with a mini-project to review yesterday’s lesson. Students had a choice of two projects: a comic strip style drawing or a creative short story. With each they had to create their own interpretive allegory with touchpoints that related to Plato’s Cave. Students then volunteered to present their stories to the class and explain how it related to the Cave and how or why it was different. We had hedgehogs stuck on the moon, a fish who gets liberated from his fishbowl and learns about the real nature of objects he previously misunderstood, and an astronaut who had been trapped in a space station his whole life returning to earth. Later in the morning, we learned about how perception can be manipulated to show different types of realities. We studied optical illusions (is it a donkey or a seal? Perhaps your experiences in life influence which you see first!) and learned about the artistic work of M.C. Escher. Perhaps you could ask your student if the Escherian Stairwell is possible and if it is real or simply a trick of mediums and staging? In the second half of the day, we had a guest speaker who is a Neuroscientist and a professional artist from New York named Kayla. She also happens to be my sister! She zoomed in with us to explain the science of sensory input and perception. She taught us the science behind how and why we see color and how color works. We learned about other properties of light and used prisms to change our point of view. Then Kayla demonstrated ways in which color can communicate emotion and carry messages and we thought about and looked at examples of how color can be used to express feelings in famous art works. After lunch, we practiced it ourselves! Kayla showed us different watercolor painting techniques that create the illusion of texture or movement and we tried it out by making our own works of art! Tomorrow we will discuss how perception can be manipulated and whether or not this is a good thing or if it can be harmful. We will also work on fun activities and create our own marketing campaigns! Monday: The theme of today was’ Investigating Reality.’ We started out by getting to know each other’s names and favorite mediums as we thought about how we communicate our impressions and ideas about the world and what we use to communicate them. We discussed what a medium is and, as a method of communication and expression, what different mediums provide. We learned that this class has a range of students who connect to the following modes of expression: art, music, sports, magic tricks, poetry, creative writing, media, drawing, scientific discovery, research, and even test taking (yes, this can be a medium too!). After we got to know each other a bit, we thought through some of the complications of truth, reality, and perception through a few classic philosophy thought experiments. We wondered and laughed about the idea of being brains in a vat, asked how we interpret the world around us scientifically, theoretically, and with others. We talked about how our perceptions are influenced by many things! Later, we read about the philosopher Plato’s allegory (a term we learned and discussed today) of the cave. We dissected a difficult text and thought about symbols and how stories are also mediums for communicating about and investigating the world. Additionally, we practiced visual note taking, drawing, writing, and story analyzation. Today was an introduction to some of the skills we will build over the week. We asked and answered a lot of questions that may seem simple but are actually very complex. Tomorrow we will begin to investigate how perspective can be changed or used to convey emotion and messages. We will ‘treasure hunt’ through a few different optical illusions and famous works of art to discover what methods and techniques people use to communicate perspective.

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Tropes are a fundamental component of storytelling, whether it is in literature, movies, or any other form of narrative art. A trope can be defined as a common or recurring theme or motif in a story or work of fiction. Tropes can range from character archetypes, such as the hero or the villain, to narrative devices like the “chosen one” or the “twist ending”. However, the psychology of tropes goes beyond their surface-level appearance in stories. Tropes have the power to shape our expectations, perceptions, and even our beliefs about the world around us. In this essay, I will explore the psychology of tropes, examining how they influence the way we think and feel about ourselves and the world around us. At their core, tropes serve as shortcuts for our brains. They help us to quickly recognise familiar patterns and archetypes in a story, allowing us to engage with the narrative. Our brains are wired to seek out patterns, and when we encounter a trope, we can quickly make connections to other stories we have experienced before. This can create a sense of comfort and familiarity, making it easier for us to become emotionally invested in the story. Tropes also serve as a means of communication between the storyteller and the audience. By using a familiar trope, a writer or filmmaker can convey a complex idea or theme in a way that is easily understandable to the audience. For example, the “coming-of-age” trope is a common theme in literature and film. By using this trope, a writer can convey the idea of personal growth and development in a way that is easily relatable to the audience. However, the psychology of tropes goes beyond their role as shortcuts or means of communication. Tropes can also have a powerful impact on our beliefs and perceptions about the world around us. One way that tropes can shape our beliefs is through the process of cognitive framing. Cognitive framing is the process by which our brains interpret information based on the way it is presented. When we encounter a story that utilizes a particular trope, our brains may frame the information in a way that reinforces our existing beliefs or biases. This can be especially true for tropes related to social identities, such as the “damsel in distress” trope. This trope reinforces gender stereotypes by portraying women as helpless and in need of rescue by men. When we encounter this trope, our brains may unconsciously reinforce these gender stereotypes, further entrenching our beliefs about gender roles and identity. Another way that tropes can shape our beliefs is through the process of social learning. Social learning is the process by which we learn from the behaviours and attitudes of those around us. When we encounter a story that reinforces a particular trope, we may internalize the attitudes and behaviours portrayed in the story. For example, the “romantic hero” trope portrays a man who is strong, brave, and willing to risk everything for the love of his life. This trope can reinforce the idea that men should be willing to sacrifice themselves for the sake of love, potentially influencing the attitudes and behaviours of those who internalise this trope. Tropes can also have a powerful impact on our emotional experiences. When we encounter a story that utilises a familiar trope, we may experience a range of emotions based on our previous experiences with that trope. For example, the “betrayal” trope can evoke a range of emotions, including anger, sadness, and betrayal. When we encounter this trope in a story, our emotional response may be shaped by our previous experiences with this trope, potentially leading to a more intense emotional response. The psychology of tropes also highlights the power of storytelling in shaping our perceptions of the world around us. Tropes can be used to reinforce existing social norms and values, or they can be used to challenge and subvert those norms. For example, the “chosen one” trope is often used to reinforce the idea of individual exceptionalism, the idea that one person has a unique destiny or special qualities that make them superior to others. However, this trope can also be used to subvert those ideas, such as in the Harry Potter series, where the “chosen one” is ultimately successful because of the support and contributions of others, rather than his own exceptional qualities alone. The power of storytelling to shape our perceptions of the world around us can also be seen in the way that tropes can be used to create empathy and understanding for people who are different from ourselves. Tropes can be used to create relatable characters and situations, allowing us to understand and empathize with the experiences of others. For example, the “outsider” trope is a common theme in literature and film and can be used to create empathy for people who feel like they don’t fit in or belong. By portraying the experiences of these characters in a relatable and empathetic way, tropes can help us to understand and connect with people who are different from ourselves. The psychology of tropes also highlights the importance of representation in storytelling. When certain groups of people are consistently portrayed in a particular way, it can reinforce harmful stereotypes and biases. For example, the “magical negro” trope is a common theme in literature and film, in which a black character has magical powers and exists solely to help the white protagonist. This trope reinforces the idea that black people exist only to serve and support white people, perpetuating harmful racial stereotypes and biases. The psychology of tropes goes beyond their role as shortcuts or means of communication in storytelling. Tropes have the power to shape our expectations, perceptions, beliefs, and emotions about ourselves and the world around us. Tropes can reinforce existing social norms and values, or they can challenge and subvert those norms. They can be used to create empathy and understanding for people who are different from us, or they can perpetuate harmful stereotypes and biases. As consumers of media, it is important for us to be aware of the tropes that we encounter in the stories we experience, and to critically examine the ways in which they may be shaping our beliefs and perceptions. As creators of media, it is important to use tropes in a thoughtful and intentional way, with an awareness of the potential impact they may have on the audience. By understanding the psychology of tropes, we can become more thoughtful and critical consumers and creators of media, and ultimately, use the power of storytelling to shape a more just and equitable world. Dennis Relojo-Howell is the managing director of Psychreg. The articles we publish on Psychreg are here to educate and inform. They’re not meant to take the place of expert advice. So if you’re looking for professional help, don’t delay or ignore it because of what you’ve read here. Check our full disclaimer.

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Is your child struggling to form letters correctly? These letter formation tips and strategies may help! Children should not be expected to “catch” writing skills just from being given opportunities to play with pencil and paper activities – rather, they need to learn to master handwriting with very specific lessons! (Graham, 1999, in Christensen, 2004) Learning to form letters correctly forms a big part of efficient handwriting. Kids who have not learned to form letters consistently correctly may be putting so much effort into remembering and writing the letters that they don't have the mental energy left for creative writing or correctly answering questions. This is why I feel it is important to teach correct letter formations from the very beginning. Once your child can write letters correctly, automatically, without thinking about them, he/she will be able to focus more on the actual learning process and on writing creatively! If your child has not yet mastered drawing shapes and patterns, then work on these first before attempting numbers and letters. Tracing and drawing shapes and patterns will help your child master the diagonals and curves necessary for letter formations. The order of mastery is to first trace the letters, then to copy them, then to write them with a starting point cue, then to write them completely independently without cues. If your child can not yet copy a letter with the correct formation, then write the letter yourself and have your child trace it. You may even find it helpful to guide your child’s hand as they trace the letter as in the picture alongside). Start teaching correct formations with the letters of your child’s name. So often, preschoolers learn to write their name by copying it any old how – and poor letter formation habits become deeply entrenched. Help your preschooler master the letters of their own name correctly, and you will have laid a good foundation for learning the other letters. Similarly formed letters can be taught together for maximum impact – for example c, d, o. When letters are taught in families of similar formations, it is much easier for children to remember and master the correct formations. Make use of a good handwriting program such as Handwriting Heroes, which teaches letters in families. View these resources to help you teach letter formations in groups. Some kids are very good at getting their letter to LOOK correct, but their strokes were perhaps bottom to top, or right to left, which can lead to handwriting issues later. So, pay careful attention to HOW your child forms the letter, not just what it looks like at the end! If you catch formation errors early, they are much easier to correct! As well as the fun ideas on my letter formation activities page, to help your child master letter formations in different ways. Look for stories, rhymes and songs about letter formation, which will help your child remember where to start and stop each letter. Handwriting Heroes provides everything you need for a multisensory approach! I used a similar program to help my own kids remember the correct formations when they were young. Try making letter formations part of a gross motor activity. For example, have your child crawl, hop or jump to each letter and trace it, whether on a floor, a table or a wall. This makes it fun and also challenges your child to recall the correct formation even when not sitting at a desk (applying learning in different situations). Learning to form letters and numbers involves a number of different foundation skills. Schickedanz (1999, in Dinehart, 2014) believes that children not only have to see the letter correctly reproduced in front of them, but they also need to recognize the line segments that form the letter and then have the ability to reproduce the sequence and direction of the segments that make up the letter. Here are some of the foundation skills your child needs in order to master letter formations: So if your child struggles with any or all of these foundational areas, then he/she may struggle to form letters correctly. If your child is struggling to form recognizable numbers and letters, I really recommend you take a break from working on these, and work on some of the underlying foundational skills that I describe above. This is particularly true if your child is still in preschool! There are lots of free activities on my site to help promote your child’s normal development. Click on the images below to visit different pages on my site and get great activities to help your child! Then try some of these great letter formation printables to help you teach your child how to form letters the right way from the beginning! If you liked the tips on this page, you can download them for yourself or to hand out to parents! You will get all the tips on this page in a printable, accessible format. Fill in this form to access your freebie right away! You also have the option of signing up for my newsletter through this form! I hope you found this page helpful! Why not sign up for my occasional newsletter to stay in touch with new activities and tips on my site? If this page was helpful, please share it with your friends! Dinehart, L.D. Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy. March 2014. http://dx.doi.org/10.1177/1468798414522825 Christensen, C.A. Relationship between orthographic-motor integration and computer use of the production of creative and well-structured written text. British Journal of Educational Psychology 74(Pt 4):551-64. December 2004. http://dx.doi.org/10.1348/0007099042376373 Didn't find what you were looking for? Try a search of my site!

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As parents, we should raise our kids to respect all cultures. Here are 5 simple and fun activities to Teach Kids about Diversity and Cultural Awareness. Children often begin to notice differences at a young age, which can sometimes land parents in some very awkward situations. Questions like “Mommy why does she look like that?” are relatively common and often a parent’s natural reaction is to silence their child and change the subject as soon as possible. As adults, we have learnt that asking these types of questions in public can potentially cause offence, yet children have not yet been socially conditioned to understand this. When your child does ask these questions, you should seize the opportunity to help your child understand and respect cultural and ethnic differences. For instance, if your child asks why someone has white skin, simply provide your child with the objective facts that will help them understand why these differences exist. So in this case, you would explain that because their parents had white skin, they do too. If they ask why a person sounds funny or is speaking another language, explain that they may have a shared heritage and family from another country. Through the process of teaching your child to understand other people’s cultures, they will, in turn learn about their own. In the long term this will help them learn about a wide range of other important subjects including history, ethnicity, religion and geography. 5 Activities to Teach Kids about Diversity 1. Celebrate Holidays from Different Cultures One of the easiest and most fun ways to engage with people from others in a multicultural society is to share each other’s holiday celebrations. For Hindus, these are Diwali, Dussehra and Sankranti, for Christians, this obviously includes the likes of Easter and Christmas, while for Muslims this includes Eid Celebrations that occur shortly after the month of Ramadan. During these periods your child may have friends that celebrate these traditions, so it’s the perfect time to teach your child about them. Where did the holiday originate? Why do people celebrate it? These are the type of questions that will really help your child gain a deeper understanding of other traditions and cultures. 2. Learning a Second Language Teaching your child a second language is a great way to open your child up to other cultures and traditions. Kids who can speak another language are able to understand and relate to other communities at a more personal level. As Mom Bible describes, “Being able to interact with others in their native language also means that children can actually interact with other communities at an individual level.” This certainly beats second hand accounts seen and shown on TV and other forms of mass media. Even better is the fact that learning a second language has more than cultural benefits, there are a range of other emotional and cognitive benefits too. Besides in a global world, having a second language under their belt is bound to be an advantage in their potential academic or professional endeavors. 3. Celebrate Diversity through Reading Reading books to kids at bedtime is an activity often enjoyed by parents and children alike. Storytelling is also a great way to introduce important concepts about identity, different cultures and traditions. There are many fun and thoroughly enjoyable multicultural books available today that cover such topics. Some great examples include The Skin You Live In, which provides a great underlying message about accepting others, as well as Don’t Call Me Special that has a disability theme and delivers a very powerful message. 4. Learn about Cultural Etiquette Learning about the etiquette of different cultures can really help kids gain a deeper understanding and awareness of differences. This will also help them realize that what is normal to them, may not necessarily be perceived as normal to others and vice versa. For example, in India the left hand is considered unclean and so food is passed to others using the right hand. On the other hand, finger pointing is considered rude in Thailand, so is a big no-no. Familiarizing children with these cultural differences can be a very enlightening experience. Key questions to ask is why they exist in the first place? And how do people respond if they are ignored? 5. Be a Positive Role Model In order to raise a culturally sensitive and understanding child, being a positive role model is perhaps the most important factor of all. Children look up to their parents for guidance and advice, so by taking a stand against all forms of bigotry and by being culturally aware and sensitive you can really have an impact on your child’s worldview and attitude. Remember to focus on the strengths when talking about those that are different to your child. This view concentrates on the positive traits and attributes and what they are able to achieve, as opposed to what they cannot, helping to make our world a better place. Leave a Reply

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Teaching rhetorical devices in high school. Grade 9 2022-10-27 Teaching rhetorical devices in high school Rating: Teaching rhetorical devices in high school is an important aspect of preparing students for success in college and in their careers. Rhetorical devices are tools that writers and speakers use to persuade and influence their audience. By understanding and being able to effectively utilize rhetorical devices, students can become more effective communicators and critical thinkers. There are many different rhetorical devices that can be taught in high school, including ethos, pathos, and logos. Ethos refers to the credibility or trustworthiness of the speaker or writer. Pathos refers to the use of emotion to persuade the audience. Logos refers to the use of logic and reasoning to persuade the audience. One way to teach rhetorical devices in high school is through the use of examples from literature, film, and other media. By analyzing the use of rhetorical devices in these sources, students can see how they are used in practice and can begin to understand how to use them effectively in their own writing and speaking. Another way to teach rhetorical devices is through the use of class discussions and debates. By giving students the opportunity to present their own arguments and to respond to the arguments of others, they can develop their skills in using rhetorical devices to persuade and influence their audience. In addition to teaching students how to use rhetorical devices, it is also important to teach them how to identify when these devices are being used by others. This will help them to become more critical consumers of information and to think more critically about the messages they are presented with on a daily basis. Overall, teaching rhetorical devices in high school is an essential part of preparing students for success in college and in their careers. By understanding and being able to effectively utilize these tools, students can become more effective communicators and critical thinkers, skills that will serve them well in any field they choose to pursue. Your group will be responsible for 5 rhetorical terms from the group lists on the next page. Hyperbaton Group G: Other Terms 1. Yet exposure to these terms gives pupils the opportunity to experiment with language and increase their writing repertoire. Assessing the Assignment The evaluation criteria that you develop for your rhetorical analysis assignment should be clear, available to the students during their drafting phase although drafts themselves should not be graded , and should retain a focus on formative feedback as much as summative assessment. President Roosevelt — Paradox: a statement that appears to be self-contradictory or opposed to common sense but upon closer inspection contains some degree of truth or validity. Epithet Asyndeton Polysyndeton Synecdoche Metonymy Group F: Other Terms 1. Each issue examines the relationship of theory and research to classroom practice, and reviews current materials of interest to English teachers, including books and electronic media. King — Anaphora: Repeating the word or words at the beginning of a line, clause or sentence. By citing many examples from historical rhetoric legends such as Aristotle and Cicero it shows us how studying people from the past is necessary. Students should record the names and definitions on their worksheets. During this speech Obama, a Democratic President, addresses the Republican Party, which represents the other side of the political spectrum. The Rhetorical Triangle Indiana University By now your students know that the act of storytelling consists of 3 components: the story, the storyteller and the audience. Here are some of them: Children have a clear idea about the number of objects that they are going to add up. Math skills are the most important part of learning and developing. Below are some considerations to keep in mind as you design the assignment. That is the main focus that Trump attempts to rely on. Leaders use it, commercial vendors use it, and normal everyday people use it. Having spent years creating academic content and providing professional development to teachers, she now curates themed playlists meant to provide educators with valuable, time-saving resources. Â What will guide your choice or should guide their choice? In addition, peer pressure will help these students to improve remarkably in their academic, especially through group discussions. A quiz to check whether your audience understood the concept. Students will then improve their own writing strategy, style, and organization by correctly and skillfully using the devices they have learned. You will work with your group to create a presentation or video with examples for each rhetorical device assigned to your group. Shared experiences give students the outlet to learn science through multiple sensory techniques. By teaching students about rhetoric and logical arguments, it supports less volatile discussions and puts more emphasis on making decisions based on concrete evidence and not logical fallacies. By driving their motivation to its maximum potential, a student may have a good achievement in study when they put more effort compared to the others. Use something interactive like Quizziz, Kahoot, Pear Deck etc. High school students should be taught rhetoric in the classroom because of the immense advantage given to them with in-class and standardized test essays. Determine the list of topics and assign students a stance to take. Quick read: Quick listen: Want to know more? Make sure to engage all students. There is a significant relationship between participation in arts in high… Aristotle's Rhetorical Situation Both emphasize the importance of the audience; therefore, both place value on the rhetorical situation. RHETORICAL DEVICES IN A SPEECH LESSON AND RESOURCES And most importantly, he or she will be taught the proper way of doing the mathematical problem. Hypophora Group B: Strategy 1. There are many opportunities for students to widen their horizons and get out of their comfort zones. With an organized worksheet, kids will be able to describe and explain the correct answer to any mathematical problem. When one talks in rhetoric, it resonates with the common people. The main reason behind this is that learning math can be done with the worksheets. 5 ways to teach rhetorical devices and boost writing Therefore, his Presidential Inaugural Address was going to help America succeed to the higher opportunities of that time period. An attribute that would have made this speech better would be to explain how he planned to change society while in office. Kids are usually introduced to this topic matter during their math education. The main purpose of using a worksheet for kids is to provide a systematic way of teaching them how to count and multiply. This handout provides an overview of logos, pathos and ethos and their defining qualities and shows students how to recognize and incorporate these appeals. President Lincoln — Allusion: a direct or indirect reference to something which is presumably commonly known, such as an event, book, myth, place or work of art. Teaching Rhetoric in the High School: Some Proposals on JSTOR By being active in and out of school, students can prepare themselves for life after college. In elementary school, children are exposed to a number of different ways of teaching them how to do a number of different subjects. Tim Roach is a Year 3 teacher at Greenacres Primary Academy in Oldham. This video reframes logos, ethos, pathos in an interesting way, driving home how each operates, while also introducing ideas about human nature. Provide rewards for top scorer or top scorers, or for correct answers on the student activity Quizzi, Kahoot, etc. Rhetoric has been treated as a valued art, but the value is typically not seen today because rhetoric is no longer a requirement to be taught taught in schools. Academic Effects of Art Education Art education has a wide range of benefits for students that directly affects their academic progress and all aspects of their social lives. Technology can take an abstract idea and make it more concrete giving, which would give students the skills that they need to succeed in the classroom D. Rhetoric is an essential skill of leadership because a component of leadership requires …show more content… Although some people may think that rhetoric is useless and outdated, the fact that rhetoric is everywhere and still has relevant applications today are what renders these accusations illogical. The English Journal is a journal of ideas for English language arts teachers in junior and senior high schools and middle schools. If there is pre-writing, will you look at it, or will they share it with classmates? The way Kennedy behave on his speech was powerful because his voice sounded determent on uniting the people to work together with other country and with their own country. Their speech must argue one side of their chosen issue and include at least one rhetorical device discussed in class.

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When I was in third grade, I wrote a journal entry in a school notebook each school day, and almost every single entry began with “I hate math.” I think journaling time must have come after our math lesson. At any rate, my discomfort with math hasn’t changed since I began homeschooling. Nevertheless teaching homeschool mathematics doesn’t have to be painful. The resources for teaching math at home are plentiful, and some are even free. Again, for this post, I’ve focused on secular curricula, and for mathematics, I’m focusing on curricula for 1-12 grades, although some provide K curricula as well. Kids who are ready can start many of the first-grade level mathematics in Kindergarten. Homeschool curricula typically approach teaching mathematics in one of two ways. First, in mastery mathematics programs, a child focuses on a specific concept until he or she understands, thus mastering that concept. In the spiral math programs, children are introduced to a concept and then reminded of the concept at regular intervals while learning new concepts. There are also many ways to teach mathematics in homeschool. For the sake of this post, I’m going to focus on teaching math through media-based mathematics programs (such as would have a tutorial or teacher teaching concepts) as well as the pencil and paper mathematics, in which parents or a tutor read the teachers’ manual to understand how to teach specific concepts to children. The children then typically finish assessments on paper. Mathematics homeschool curricula also differ in the amount of hands-on learning that occurs as opposed to lectures. Manipulatives (such a blocks, shapes, plastic clocks, or money) are something to consider especially for the lower grades. Parents are not always confident in teaching difficult mathematical concepts. These programs use media to teach these concepts, thus providing a “teacher” to help, and automatic grading, providing explanations of mistakes so students can learn. - CTCMath (K-12). This program is a topical mastery learning with video training, interactive questions, worksheets and solutions, and reports for parents. See my full review. - Khan Academy (K-college). This free online program provides Common Core-aligned math programs for children to use as a full curriculum or as a supplement to school assignments. Many videos and - Teaching Textbooks (3-12). This program is available on CD-ROM (program 2.0) and completely online (program 3.0). Narration teaches the concepts while animation shows how the problems are worked through. This spiral math program has lots of review built-in to the lesson quizzes. I have a full review coming in August, so watch for it! - Math-U-See (K-12). This popular skill mastery program includes DVD video lectures and student workbooks, along with manipulatives to help solidify concepts. - MathHelp online program (6-12). Other popular and useful homeschool math curricula provide more traditional learning, with textbooks, student workbooks, tests, and quizes. These may also require the parent or tutor to sit with the child to help them understand concepts. - Math Mammoth (K-8). This is a mastery-based program that is done on paper but is supplemented with videos on the website about the concepts. Videos are available as well on the author’s YouTube channel. - Singapore Mathematics: Primary Mathematics (1-6). This program teaches using a spiral approach. Parental assistance is important for each lesson to help children understand concepts. The program requires two colorful textbooks per year and two black-and-white workbooks, and homeschool teaching guides are available as well (one per level). - Saxon Math (K-12). This is a step-by-step, spiral approach to math, providing a student textbook, answer book, a workbook, or a testing book. - RightStart Math (K-8). This multi-sensory approach to learning mathematics provides lots of critical thinking about math concepts rather than extensive worksheets and book work. - Mathematical Reasoning (Toddler-6th grade). Mastery learning method, bright colors, and critical thinking along with mathematics. I feel I can’t end this post without adding some of my favorite CREATIVE mathematics curriculum. I use Miquon with my preschooler and Beast Academy’s comic books as a supplemental “fun” part of math for my second grader. Some people use these are a full curriculum as well. - Miquon Math (K-3). This hands-on curriculum requires the use of Cuisenaire-rods (c-rods) to help understand the concepts of early mathematics. - Beast Academy (2-5). Complex math concepts are taught with friendly comic-book stories featuring monsters. The correlating workbooks provide challenging math problems that help show different ways to determine mathematical answers. - Life of Fred (1-12). Storytelling provides an entertaining framework for mathematical concepts. Each chapter then has review questions. - Times Tales (2-3). Silly stories help students remember the multiplication tables (x3s to x9s, not including x5s). Overall, this has been a lot of math curricula to consider! I hope this helps narrow down what types of program might work for you and your children. More in This Series Homeschooling can feel overwhelming, but take things one step at a time. I’m giving you a lot of information here. But YOU get to decide what you want to make a priority. Work on establishing the basics, and ease into the rest of what you want to cover when you feel more comfortable with it. - Get Started Homeschooling: Keep it Legal - Get Started Homeschooling: Plan Your Homeschool Year - Get Started Homeschooling: Schedule Your Day - Get Started Homeschooling: All-in-One Curriculum Options - Get Started Homeschooling: Teach Language Arts - Get Started Homeschooling: Teach Math - Get Started Homeschooling: Science in Your Homeschool - Get Started Homeschooling: Teach Social Studies in Your Homeschool - Get Started Homeschooling: Add in Arts and Music - Get Started Homeschooling: Teach Physical Development and Health - Get Started Homeschooling: Including Foreign Languages and Life Skills in Your Homeschool Have another “how to homeschool” question? Contact me and I’ll write about it too. Send me an email if you have specific questions, or ask me directly on my Facebook page.

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When the first school guidance counselors (update: thanks to those in the profession who took the time to educate me on their title) emerged in the late 1800’s, they were almost exclusively vocational counselors, their purpose to assist students in transitioning from an educational environment to a productive piece of society. Quickly, this morphed to helping students determine the career path best-suited for their innate abilities, interests, and skills. It didn’t take long for those in the trenches to connect student success after school to the path followed during school–which included much more than grades. Counselors took on myriad tasks, such as: - helping failing students find a remedy - encouraging teachers to make connections between what they taught and occupational problems - consulting student standardized tests to determine what should/could be expected of students - urging students to stay in school - interviewing students leaving school to validate their decision - promoting character development - teaching socially appropriate behavior - assisting vocational planning - promoting best practices in academic development (readiness to learn and achievement strategies) - encouraging career development and planning (academic advising, school to post secondary or career transitions, and workforce effectiveness) - ensuring appropriate social skills and self-management as well as facing challenges to school success including bullying, suicide, addictions, and abuse - providing connectedness to school, community, state and nation - helping students understand societal events such as Sandy Hill and Hurricane Katrina By the 1990s, the functions of school counselors seemed to be settled science (according to Norman Gysbers). Their job was full-time rather than part-time paper-pushing. They were responsible for the whole child, not just their future vocation. The focus had moved to individual competencies rather than deficiencies. These responsibilities were accomplished via a team approach with all other stakeholders, the counselor expected to vertically integrate their job with those above and below them in the educational hierarchy. In short, these professionals were tasked with the mental and psychological well-being of teenagers wending their way through the greatest change period of their lives-from child to adult. When NCLB’s five primary goals (three predictably addressing curriculum and achievement) included two that referred to school climate, affective development, and the opportunity to graduate from high school, nothing seemed settled anymore. Really, is anyone surprised, given today’s educational environ, that counselor duties are expanding to encompass not just the child, but the families and community, in topics that well-exceed the traditional such as: - the student’s online footprint - online college and career applications - high-tech applications for college and jobs, including videos, interactive CVs - online resources for parents to use outside of school as well as during - the openness of student sexual preferences - the changing education environ–less authoritative and more teamwork - problem-solving–any problem–that transcends the academic and encompasses food, money, friends, and more - the need at times to simply be a friend–does it surprise anyone that some students just need that person who has the student’s best interests in mind and not some visceral personal agenda that has no thought to what serves the student - an open door–always be available. Don’t be backed up with data entry, writing reports, filling out forms, attending meetings. Put the student first. Besides the complexity of the topics above and despite (or because of) what The Hechinger Report cites as an average caseload of 471 students per counselor, other problems face these non-teaching professionals: - support from the schools - enough time in their day - tech training–school guidance counseling, like every other corner of education, is a lot techier than it used to be. The professionals doing these jobs need PD to keep up. - training to stay on top of legislative guidelines and changes that affect schools, students, parents Some skills never change. The best school counselors tomorrow will have the same qualities that made their predecessors great, namely: a depth of knowledge in her/his field, the ability to deal with frantic adolescent questions, the writing skills to compose recommendation letters that sound authentic and honest, the moral code to never sugar coat what must be said and never–NEVER–lie, the natural enthusiasm for students that means s/he is always genuinely happy to see them and always willing to answer questions, and the organization to know each student’s name as well as what they’re passionate about (classes, college applications, hobbies, etc.). Truth, those type of critical skills apply to teachers, too. During National School Counseling Week–Feb. 3rd-7th–take ten minutes to drop by your school counselor’s office and say ‘thank you’ for the part they play in each child’s future. –First published on TeachHUB Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning. 4 thoughts on “Modernizing the School Counselor” Professional school counselors are no longer referred to as “guidance” counselors. That title does not reflect the 48-60 credit hour master’s degree requirement, mental health training, or the evolution of the profession. Many states have taken legislative approaches to have the term removed from all board of education documents. While your intent is appreciated, it would be wonderful if you could edit your post and take out the term “guidance” to accurately portray our title and our current role. I apologize. The juxtaposition of ‘modernize’ and ‘school guidance counselor’ clearly didn’t work, to show the old title that needs updating. Should the phrasing be ‘Modernizing the School Counselor’? Or ??? Thank you so much for the wonderful article, having advocates like yourself in our corner as so wonderful! Just to echo Mary’s statement, we are recognized by the Department of Education and even the First Lady (Woohoo!) as Professional School Counselors. Essentially we have eliminated the phrase “guidance” from our title because it limits our message of shifting the paradigm of what counselors do and how beneficial their programs can be. It may seem like using the two titles above interchangeably has little influence on ones professional abilities. The problem is that the perceptions of what many people have of what a Guidance Counselor is…and it certainly is not a School Counselor. Guidance is only one part of our job. We prefer “School Counselors” because we are educational professionals who do much more and provide services and actions that align with our district’s mission and goals. We believe that a title change can help us better promote our shift in profession to a more proactive approach with students, teachers, admins, parents and community members. Thank you again for writing a great article and I thank you also for making the changing to just school counselor. I appreciate the time you took to explain this-all to me, Chris. I’ve adjusted the title as well as interior references. I have utmost respect for the job you-all do for students. I was fascinated to read your evolution as I did the research. Comments are closed.

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The genre of Realism Literature was introduced during the early stages of the Victorian Era. This form of literature is probably the most popular genre, compared to other genres before and after the Victorian Era. The realism genre, like its name, tends to portray situations without much exaggeration. It uses journalistic techniques and narrative for these writings are factual in nature without commenting on the situation or the characters. The authors tended leave the judgement to the readers. Themes of Realism Genre The themes of the realism genre were the struggles of the common man and a comparative analysis lower class and the upper class with respect to their lifestyles and the lower class trying to climb the social ladder. Why did Realism genre become popular? During the Victorian Era, poetry was the most popular. With the entrance of this genre, it took the back seat. Realism gives great attention to detail and tries to replicate the true reality. One of the greatest novels of the realism genre during the Victorian Era was Charles Dickens’ Great Expectations. It follows the protagonist, Pip’s journey, and his want to become a gentleman after inheriting a lot of money. The novel attempts to give an unbiased truth of every character and scene including the good and the ugly side of the characters. One of the main reasons the Realism genre became popular was because of the growing middle call population as well as the literacy rate among them. They began to identify with the stories narrated in the novels and these also became accessible. Dickens, one if the pioneers of the genre began to publish his stories as periodicals in newspapers. Characteristics of Realism genre The realism novel spoke about the present situations without any frills or hyperbole. It used a simple and direct language. The authors were not afraid to show unhappy or dire situations. For example, Oliver Twist and David Copperfield show the hardships of boys who are born into poverty face. This struck chord with the middle-class population of Victorian England who felt that their problems were recognised. The portrayal of Contemporary Life They portray contemporary life. For example, Dickens’ fiction showed the hard truth of life. Oliver Twist and David Copperfield had a contemporary setting with no frivolity or hiding the hard truth of life which many young boys of the age faced. The novels portrayed the orphanages, the work which boys had to undertake and sometimes the cruel demeanour of the adults. Other novels which were of the realism genre were Hard Times by Charles Dickens. North and South by Elizabeth Gaskell, Charles Kingsley’s Alton Locke and Benjamin Disraeli’s Sybil. Sybil gave a social commentary on the growing gap between the rich and the poor. Other novels which gave a social commentary on the society and situation during the Victorian Era were Nicholas Nickleby, which spoke about school in Yorkshire where unwanted children went and were subjected to cruelty and neglect. Elizabeth Gaskell’s Mary Barton which spoke about factory workers and Kingsley’s Yeast portrayed the poverty in the rural regions of the country. Literary Elements along with Realism Many authors combined Realism with Gothic elements. For example, Wuthering Heights has numerous ghostly elements. The Woman in White opens with a possible apparition of a woman in a white dress asking for directions. This could be possible but the setting and the mood of the narrator gives a supernatural element to the story. Charlotte Brontë’s novel, Villette has the protagonist Lucy believe that she saw a nun who is most probably a ghost haunting the school where she is a teacher. Narration in realism genre There is not a particular type of narration used in the realism genre. Charlotte Brontë’s Villette was a first-person narrative. However, other novels had an omniscient narrator. Some novelists who were known for this type f narration were Anthony Trollope and George Eliot. Eliot was perhaps the most successful with her experiments with the omniscient narration. She fashioned her characters such that the readers would be able to completely understand what the characters are going through and the situation they are in. Another author during the Realism movement was Thackeray’s Vanity Fair. The author spoke of the characters’ misadventures, their moral dilemmas in a very straightforward way. The narration in these novels was very descriptive but without any exaggeration. The narrator, which could be the protagonist, a character in the novel or an omniscient narrator explained the situation, the setting and painted a picture for the reader. However, the sentences were short and the descriptions were to the point. Criticisms of Realism While the Realism genre became very popular, it also faced multiple criticisms. One of the main disapprovals of this was the too real portrayal of the society along with talk about taboo topics. Another criticism which Realism genre received was that it became too negative and the authors were only focussed on the unpleasant. Famous authors of Realism genre Charles Dickens was very famous for his realistic novels. He was not afraid to show ugliness and depravity in his writing. Oliver Twist, David Copperfield and Great Expectations were a few of his novels which showed dire situations and poverty while there was a contrast with people who were extremely wealthy. Through this, Dickens wanted to show how wide the gap between the upper class and the other classes were. Other authors who were known for their work in this genre were Charlotte Bronte for Jane Eyre, George Elliot for Middlemarch and Thomas Hardy for Jude The Obscure.

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