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Embedding culturally-relevant pedagogy into teaching can help students to:
- build self-esteem, understanding, and tolerance between individuals, classrooms, and greater community;
- increase open and acceptable communication among and between students, staff, admin, parents, and community;
- build respect, aid in collaboration, and allows for integrated and differentiated teaching approaches that benefit all diverse cultural backgrounds and special needs for all students.
Students benefit from culturally responsive teaching approaches because it:
- fosters less fear and greater confidence,
- increases the feeling of being understood, decreases the feeling like they must assimilate to fit in,
- helps individuals to embrace and feel accepted for their own culture, and
- allows students to feel comfortable to always set higher standards for learning and achievement, because they are accepted and understood.
The truth is, we never know what our student’s cultural backgrounds are. Just because students may appear to be Caucasian, does not mean that they are not of First Nations, Metis, or Inuit heritage, or another cultural background.
Questions Educators can Consider:
- How many of our students self-identify?
- What are the residual effects of the Indian Act and Residential school system that we are unable to ‘see’ just because a student looks to be Caucasian?
- Do we have to know the cultures of all of our students
Culturally Responsive Teaching Practices can accomplish, an increased awareness and mutual understanding of our diversity. Educators don’t necessarily need to know each and every culture, but we should aim to understand that they exist, and aim to understand each student as a whole person, including the cultures that make each and every one of them special and unique.
Differentiated Instruction practices, and using a wide variety of resources, including the students themselves, and other members of the community can help to infuse diversity into the classroom as well. If we are using resources that do not include diversity, this can also be an important discussion point, and opportunity to engage in further inquiry, and critical thinking.
Culturally Responsive Teaching Practices can be infused using a variety of Differentiate Teaching strategies, talking circles, Holistic Teaching practices, and through students own research and sharing within the classroom.
Examples of Culturally Responsive Teaching Practices:
- Providing Continuous Communication with parents in appropriate ways that meet their needs
- Inviting parents to communicate
- Recognizing own limitations and communicating them
- Conducting needs assessments and surveys for parents
- Sending home Weekly or monthly newsletters
- Researching cultural backgrounds of students
- Touring student’s neighborhoods
- Understanding student’s behaviours in light of community norms
- Setting clear expectations
- Creating respectful environments
- Adapting lessons to reflect ways of communicating and learning that are familiar for students
- Differentiating instruction
- Teaching and talk to students about differences between individuals
- Encouraging students to direct their own learning
- Working with other students on projects that are culturally relevant to them
- Culturally mediated Instruction
- Helping students to recognize that there are more than one way to interpret a statement, event or action,
- Setting realistic yet rigorous goals
- Allowing for opportunities to share culture
- Teaching students to question and challenge their own beliefs and actions
- Creating meaningful connections between curriculum and real life
- Giving Choices of working alone or in groups
- Integrating units around universal themes
- Accessing appropriate websites, videos, and links that will support your Pedagogy
- Using eLearning strategies to share and teach others about student cultures
Teaching Strategies & Best Practices:
- The use of ‘Talking Circles’ within the classroom to introduce cultural perspectives into the classroom is very important. Additional benefits of Talking Circles can include turn taking, respect, creating a classroom community, sending positive messages relating to Character Education & Inclusiveness, and building Community, Culture, & Caring into the Education system.
- Engaging in Holistic Teaching is also important so that educators can help students to connect personal feelings, emotions, and experiences with the knowledge to create meaning.
- Integrating Medicine Wheel Teachings into the Curriculum is valuable to integrate First Nations, Metis & Inuit perspectives, and create a positive classroom community for behavior and learning, and helping students reflect on their own gifts & strengths, and to set personal and educational goals.
- Engaging in ‘Storytelling’ where students can create their own ‘Stories’ or legends about their special gifts.
Best Practices can also Include:
- Helping families out by filling out paperwork etc.;
- Going that extra mile to help make personal connections to teachers and staff
- Incorporating cultural teachings across the curriculum into content areas including science, art, music, language, history, geography, & social studies
- Inviting families to share with the classrooms and schools if they are comfortable
- Helping to connect families to community network supports
- Teaching students to deconstruct bias in learning resources
- Inviting Aboriginal Elders, Storytellers, Authors & Artists into the classroom
- Using resources that represent an Authentic voice
- Technology may or may not be used within the home, so use this form of communication with caution. We must use it in ways that support our families and students, not alienate them.
- Ontario First Nation, Metis, and Inuit Education Policy Framework. Aboriginal Education Office, Ministry of Education, 2007
- Aboriginal Perspectives: Guide to the Teacher’s Toolkit: Teaching resources and strategies for elementary and secondary classrooms, 2009.http://www.edu.gov.on.ca/eng/aboriginal/Guide_Toolkit2009.pdf
- Toulouse, P.R. (2011) Achieving Aboriginal Student Success: A guide for K to 8 classrooms. Portage & Main Press, 2011
- Primary Teaching Strategies: http://www.edu.gov.on.ca/eng/aboriginal/secStrategies.html
- Secondary Teaching Strategies: http://www.edu.gov.on.ca/eng/aboriginal/elemStrategies.html
- Principles for Culturally Responsive Teaching: http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml#perspectives
- Culturally Responsive Teaching Matters: http://www.equityallianceatasu.org/sites/default/files/Website_files/CulturallyResponsiveTeaching-Matters.pdf | <urn:uuid:9a1a4a32-0178-4763-b100-3ad017d4d81f> | CC-MAIN-2021-17 | https://bigideasineducation.ca/2013/01/10/culturally-relevant-pedagogy-in-education-for-first-nations-metis-inuit-students-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038461619.53/warc/CC-MAIN-20210417162353-20210417192353-00290.warc.gz | en | 0.920299 | 1,371 | 4.40625 | 4 |
Each individual module explores a different focus topic relating to the First World War and memorialisation, and is comprised of four to five videos that adopt the following structure:
- Introduction to the module and to the Anzac Memorial building.
- A story or play in audio format.
- A reflective exercise.
- An exploration of history relevant to the individual module.
- A creative exercise for the classroom or home, featuring elements of creative arts, historical source analysis and literacy.
Students are guided through activities by our engaging team of presenters and actors. At the end of each program, students are invited to share their work with the Anzac Memorial learning team, who will provide feedback via email.
We invite you to explore these modules and their curriculum links below and get in touch with us to make a booking!
FOR PRIMARY SCHOOLS
Rosemary for Remembrance (Stage 2)
Conduct an historical inquiry through the stories and lives of our Anzacs in this engaging and creative workshop. Students discover the meaning behind the rich symbolism and emblems within the Anzac Memorial. Students will listen to the engaging story of Lone Pine, exploring the power of symbols in storytelling through this transportive story and its rich soundscape. Using art, objects and storytelling as a creative starting point, students will reflect on how the values of the Anzacs translate to their own lives.
Curriculum links: History K–10: Community and Remembrance; Creative Arts K–6: Visual Arts | Key inquiry question: How and why do people choose to remember significant events of the past? | Content: Days and weeks celebrated or commemorated in Australia (including Anzac Day) and the importance of symbols and emblems (ACHHK063) | Outcomes: HT2–1, HT2–5, VAS2.1, VAS2.4
FOR PRIMARY SCHOOLS
ANZAC War Horses (Stage 3)
In this inspiring and moving module, we explore the role of the Australian Light Horse and the unbreakable bond between man and horse, through literacy and drama. Discover our compelling Australian war horse story – the battles fought, won and lost that helped forge our national identity and give birth to a legend. This online module includes an audio recording of Loyal Creatures, written by acclaimed author Morris Gleitzman, which takes students on the remarkable journey of one Light Horse Trooper and his beloved horse, Daisy. Featuring a performance by an actor and a transportive soundscape, students are invited to immerse themselves in this fictional First World War adventure from the farms of Mudgee to the deserts of Egypt and Palestine. Students will explore the true stories housed in the Memorial that relate to the story, reflecting on the decisions the character makes in the story through an historical lens. Participants are then invited to respond to the performance through a creative writing exercise.
Curriculum links: English K–10: Stage 3 Creative Arts K–6: Drama Also incorporates History K–10 | Content: Speaking and Listening (EN3–1A) Writing and Representing (EN3–2A) Responding and Composing (EN3–5B) Thinking imaginatively, creatively, interpretively and critically (EN3–7C) Appreciating – Responding critically to a range of drama works and performance styles (DRAS3.4) Australia as a Nation – the contribution of individual groups to the development of Australian society (ACHHK116)
FOR PRIMARY SCHOOLS
Devoted Service (Stage 3)
During this workshop students will explore the lives of four courageous servicewomen, brought to life by an engaging audio drama, performed by actors. Created entirely from letters and diary entries, these dramatised readings explore different perspectives of women who served in the First World War. Focusing on the role of nurses and matrons, this workshop highlights the physical and emotional labour provided by over 2,000 Australian women. In this audio-visual module, students will explore the Memorial and investigate primary sources unique to the Centenary Exhibition that were written by wounded soldiers and the nurses that cared for them. Students will then be encouraged to reflect on the values present in these sources, and how they can apply these values in their own lives and communities.
Curriculum links: English K–10: Stage 3, Creative Arts K–6: Drama, History K–10 syllabus | Content: Speaking and Listening (EN3–1A) Writing and Representing (EN3–2A) Thinking imaginatively, creatively, interpretively and critically (EN3–7C) Responding critically to a range of drama works and performance styles (DRAS3.4) Australia as a Nation – the contribution of individual groups to the development of Australian society (ACHHK116)
FOR PRIMARY SCHOOLS
Amazing ANZACS (Stage 3)
With brave hearts our first Anzacs left our shores to fight on foreign soil. Students will explore some of the Australian experiences of the First World War through the lens of four individual stories of four amazing Anzacs, learning along the way about the quintessential human qualities our Anzacs possessed. They will then explore their own creativity in response to the unique artwork, architecture and artefacts of the Anzac Memorial using living sculpture and puppetry as an artistic medium.
Curriculum links: History K–10: Australia as a Nation; Creative Arts K–6: Visual Arts What contribution have significant individuals and groups made to the development of Australian society? | Content: The contribution of individual groups including Aboriginal and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport (ACHHK116) | Outcomes: HT3–3, HT3–4, HT3–5, VAS3.2, VAS3.4
FOR SECONDARY SCHOOLS
Devoted Service (Stage 5)
This moving and revealing workshop is divided across five videos, and explores the vital role that the Medical Corps played throughout the First World War. In a powerful, engaging audio drama performed by four actors, the actions and values of three nurses and a matron are conveyed through first-hand written accounts, brought to life by an immersive soundscape. Students will learn about both the medical support provided, as well as the often-overlooked emotional labour. Accessing original sources of poetry and reflections written by convalescent soldiers, students will explore the significance and purpose of correspondence, and will be encouraged to write their own letter from the perspective of someone serving during the war, based on their own source analysis. This activity can be completed at home or in class. The workshop concludes with a short film that brings to life an object on display in the exhibition that belonged to one of the NSW nurses who served during the Great War.
Curriculum links: Depth Study 3: Australians at War: World War I (1914–18) | Key inquiry question: What was the significance of World War I? How did new ideas and technological developments contribute to change in this period? | Content: Overview of the causes of the war; the scope and nature of warfare; significant events and the experiences of Australians at war, in particular the role of women; impact of the wars on Australia; significance of the war to Australia. | Outcomes: HT5–1, HT5–5, HT5–7, HT5–9, HT5–10
FOR SECONDARY SCHOOLS
ANZAC War Horses (Stage 5)
In this inspiring and moving online module, we explore the role of the Australian Light Horse, to learn more about our First World War history through the unbreakable bond between man and horse. Discover our compelling Australian war horse story – the battles fought, won and lost that helped forge our national identity and give birth to a legend. The workshops is delivered across four videos, and includes an immersive audio recording of Loyal Creatures, written by Morris Gleitzman, a remarkable piece of historical fiction enriched by a transportive soundscape. Students learn about the real history in the Anzac Memorial building that relates to the story, before being provided with an in class or at home activity, reflecting on personal events in their own lives that are expressed through the medium of poetry.
The mix between history and creativity made for a compelling performance piece which left a significant emotional impact on me.
Curriculum links: Depth Study 3: Australians at War: World War I (1914–18) | Key inquiry question: What was the significance of World War I? How did new ideas and technological developments contribute to change in this period? | Content: Overview of the causes of the war; the scope and nature of warfare; significant events and the experiences of Australians at war; impact of the wars on Australia; significance of the war to Australia; commemorations and the nature of the Anzac legend. | Outcomes: HT5–1, HT5–5, HT5–7, HT5–9, HT5–10 | <urn:uuid:45f58bca-06cc-4c54-8d00-3e5d629e3a0d> | CC-MAIN-2021-17 | https://www.anzacmemorial.nsw.gov.au/learning/learning-memorial/learning-online | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038085599.55/warc/CC-MAIN-20210415125840-20210415155840-00610.warc.gz | en | 0.926605 | 1,867 | 3.578125 | 4 |
I just read an article about how stories can change how a child thinks. This process is called narrative psychology and most of the current research is focused on adult outcomes, the results are still compelling for children. If stories can change your child’s thoughts, memories and how they live their lives, wouldn’t it be great if we could help them change their negative stories into stories that are positive and healing.
Repetition is important
It does take time and many repetitions for children to retrain their brains into new and positive channels. Negative thinking is like a wheelbarrow that has made ruts in the ground. The more you push it over the same track the deeper the ruts get. Just as it’s easier to push a wheelbarrow in the same deep grooves, children’s brains finds it easier to replay old negative thoughts.
Our job is to help children get their thinking into new and healthy patterns. They need to know they can change their story. Many children we see think the trauma they and their families have been going through is somehow their fault, we need to help them realize it isn’t that way.
5 Ways to Help
The article suggested 5 Ways to Help Children Change Their Stories and Manage Anxiety
- Validate – Calmly validate children’s fears…never dismissing them. When children’s fears aren’t validated it can lead to increased anxiety.
- Educate – Let children know they have the power to change the story. That fact has probably never occurred to them. Some therapists use the analogy of a light switch – learning to switch how they are thinking in their brain.
- Contemplate – Find the root cause of the fear, once you find the root cause of the fear, the issues can be put into perspective. Sometimes you know the fear, sometimes the child will eagerly share the fear, and other times it might take a bit of detective work.
- Restate – Once you know the story, discuss ways to re-tell and re-write the story. If your child doesn’t write, have them dictate it to you. Add affirmations, wherever you can, to replace worried what-ifs with positive words.
- Create – Little ones might like to draw their story, create it out of Play-Doh or act it out with stuffed animals. Other artistic outlets for storytelling include making a storyboard or collage (from online photos or magazines), turning their story into a song or poem, or putting on a skit or puppet show. The more opportunities the child has to explore and rehearse the positive story, the more likely the positive script will replay in their minds when facing their fears.
The Center and its work
Helping a child overcome trauma and the negative patterns of thinking it brings is not easy, but it is important. At FCCC we strive to empower parents to be the change agents in their child’s life and this is a great skill for parents to learn. To read more about how the Center works with children click on the link and thanks for reading our blog today. | <urn:uuid:7f24c9c4-6350-4dd3-8b13-9083e48795a3> | CC-MAIN-2021-17 | https://familyccc.com/parenting/childrens-stories/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038917413.71/warc/CC-MAIN-20210419204416-20210419234416-00409.warc.gz | en | 0.95541 | 642 | 3.625 | 4 |
Download Class 7 English NCERT Solutions, NCERT Books, Sample papers with solutions, solved past year question papers, latest syllabus and worksheets and other useful study material prepared based on latest guidelines, term examination pattern and blueprint issued by CBSE and NCERT
Click below for Class 7 English NCERT Solutions, worksheets with important questions, latest syllabus, NCERT CBSE books, hots, multiple choice questions (mcqs), easy to learn concepts and study notes of all class 7 English chapters
The students who are studying in Class 7 English should be able to perform the following activities:
- Consciously listen to songs/poems/stories/prose texts in English through interaction and being exposed to print-rich environment.
- Participate in different events/ activities in English in the classroom, school assembly; and organized by different Institutions.
- Listen to English news/debates (TV, Radio) as input for discussion and debating skills.
- Watch / listen to English movies, serials, educational channels with sub-titles, audio-video materials, teacher reading out from materials and eminent speakers.
- Share their experiences such as journeys, visits, etc. in pairs /groups.
- Introduce self, converse with other persons, participate in role play / make speeches, reproduce speeches of great speakers;
- Summarise orally/ in writing, a given text/ stories, /an event;
- Learn vocabulary associated with various professions (e.g. cook, cobbler, farmer, blacksmith, doctor etc) and solve related Worksheets for Class 7 English
- Read stories / plays (from books/ other sources in English / Braille) and locate details, sequence of ideas and events and identify main idea.
- Use material from various sources in English and other languages to facilitate comprehension and co-relation.
- Understand the rules of grammar through a variety of situations and contexts focussing on noun, pronoun, verb, determiners, time and tense, passivation, adjective, adverb, etc.
- Interpret tables, charts, diagrams and maps, and incorporate the information in writing.
- Think critically on inputs based on reading and interaction and try to provide suggestion/solutions to the problems raised. (The themes could be social issues, environment problems, appreciation of culture and crafts.)
- Refer sources such as dictionary, thesaurus and encyclopaedia to facilitate reading.
- Read text, both familiar and unfamiliar, and write answers for comprehension and inferential questions and solve Question Papers for Class 7 English
- Take dictation of a paragraph with a variety of sentence structures.
- raft, revise and write with appropriate beginning, middle and end, along with punctuation marks.
- Know the features of various types of writing: messages, emails, notice, letter, report, short personal/ biographical experiences etc.
- Use ICT (Net, mobile, website, You tube, TED talks etc) to browse for information, for projects/PPT discussion, debate etc.
- Attempt creative writing, like stories, poems, dialogues, skits etc.
Latest NCERT & CBSE News
Read the latest news and announcements from NCERT and CBSE below. Important updates relating to your studies which will help you to keep yourself updated with latest happenings in school level education. Keep yourself updated with all latest news and also read articles from teachers which will help you to improve your studies, increase motivation level and promote faster learning
The first thing to learn about Time Management is that time is theoretical so you can’t really manage it. What you do when you get into time management, is that you manage yourself. You decide what has to be done, when it must be done and how to do it in the stipulated...
SOF~ The most desired name for Olympiads in the Educational World! SOF” refers to the Science Olympiad Foundation. It is an Academic Institution assisting educational based competition and enhancing competitive spirit among the School- Level students. The Science...
Looking to the present situation of the pandemic and school closures, and also taking in account the safety and well-being of the students, it is decided as follows: 1. The Board Exams for Class XIIth to be held from May 4th to June, 14th, 2021 are hereby postponed....
SOF IMO refers to the International Mathematics Olympiad organised by SOF, the Science Olympiad Foundation. SOF is the educational foundation involved in the academic upgradation of students. This Olympiad is a maths competitive examination conducted for the aspiring... | <urn:uuid:099b5e70-1fbb-4578-8b2b-2020d71746b7> | CC-MAIN-2021-17 | https://www.studiestoday.com/cbse-class-vii-english-86.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039526421.82/warc/CC-MAIN-20210421065303-20210421095303-00369.warc.gz | en | 0.92354 | 958 | 4.09375 | 4 |
In October, last year, Dr. Andrew McCarthy, a professor of archaeology at the University of Edinburgh, and his team unearthed a series of prehistoric barbecue pits, in the Paphos district of Cyprus. Dating back to the Pre-Pottery Neolithic era, these pits, and the artifacts found inside them, provide valuable information about the food and cooking habits of the early humans. To test these ancient culinary techniques, McCarthy and his colleagues recently recreated a prehistoric pit feast of slow-roasted pig and goat.
Among the discoveries made last year was an enormous 9,000-year-old pit oven, found at Prastio Mesorotsos, in the island’s Diarizos Valley, a site that has been home to a number of civilizations right from the Neolithic age . Measuring up to 8 feet (nearly 2.5 meters) in diameter and around 3 feet (or 1 meter) in depth, the pit was so big that it took the team three whole years of digging to reach its bottom. Lined with stones along its circumference, the ash-covered cavity was likely used for barbecuing food. Speaking about the find, McCarthy said:
I think it’s probably the closest to the theoretical maximum that a pit oven of this type could be. It was kind of at the limits of what’s possible. After we reported on what was found, we decided that the best thing to do would be to test our hypothesis in a number of ways.
Before embarking on another round of excavations, this summer, the team recreated a prehistoric BBQ party, roasting large amounts of pig and goat meat in a replica fire pit dug outside a neighboring restaurant, called Extreme View Cafe. To reproduce the spirit of Stone Age revelry, the archaeologists followed the ancient methods as closely as possible. For uniform heat distribution, they chose to line the oven with big chunks of igneous rocks, which they carried from the nearby riverbeds in sacks and even a yoke built using a stick and a pair of baskets. McCarthy added:
We pretty much came to the conclusion that this would have been a slow process of collecting stones — maybe even over the course of years.
They used clay to hold the stones together, and produced their own charcoal with the help of locally-sourced lemon and carob wood. Neolithic humans were known to feed on meat, mainly pigs, goats and even deer. For their party, therefore, the archaeologists ordered a 150-lb (or 70 kg) pig and around 80-lb (nearly 38 kg) of goat meat, from a local butcher. Prehistoric feasts, of this kind, would usually be a three-day affair, the first of which would be spent warming the cold damp ground with a 24-hour-long fire. McCarthy explained:
A fire of this size sustained for three days is probably something you wouldn’t have seen all the time. If you think about this being a feast, a festival or big inter-community gathering, you would have had light and heat throughout the night. This is a very dramatic spot, and where the oven is located is almost like an amphitheater – it’s between two rocks, it’s shaded and sheltered, but at night it would have been a real stage, and you can imagine dancing and storytelling and all sorts of activities taking place there.
A day before the festivity, the team lit the charcoals and dumped the pig, stuffed with bulgur wheat and herbs, and the chopped lamb meat, packed into tanned goat skin parcels, onto the fire. The oven was then sealed using a top layer of clay-and-mud mixture, and allowed to burn overnight. According to McCarthy, there was enough food to feed nearly 200 guests, with the leftovers lasting for up to a week. He said:
I think it was a success. It really was delicious. You could taste the lemon wood and the carob and the bay leaf. It infused into the meat… I’ve been told that the fat that’s rendered from the pig liquefies to some extent and you can put meat in a container of the fat. The fat itself will go rancid, but the meat will not, and you can store it for up to a year.
Apart from the huge ancient roasting pit, the archaeologists also uncovered a smaller above-the-ground domed oven, which, they believe, was used for normal, everyday cooking.
Via: Live Science | <urn:uuid:706b17ea-6a13-4ae3-a31d-c3d2793ef4cc> | CC-MAIN-2021-17 | https://www.hexapolis.com/2015/09/04/archaeologists-recreate-neolithic-barbecue-pit-feast-in-cyprus/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00490.warc.gz | en | 0.971543 | 934 | 3.515625 | 4 |
What is SEL?
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Social and emotional competencies can be expressed similarly across developmental stages but differently by culture. If educators and leaders implement SEL without regard to students’ cultural, racial/ethnic, linguistic, or economic backgrounds, some students may feel more alienated in their classrooms. Effective SEL processes involve aligning relationships, instruction, structures, and systems in ways that are culturally responsive, developmentally appropriate, coherent, and beneficial for all. Effective SEL practices are taught through explicit instruction, as well as embedded across all academic and non-academic components of the school day, including after-school and expanded learning programs and extracurricular activities.
Done well, SEL holds the promise of transforming education as we know it.
Transformative SEL is a process whereby students and teachers build strong, respectful relationships founded on an appreciation of similarities and differences; learn to critically examine root causes of inequity; and develop collaborative solutions to community and social problems.
We view SEL through the lens of Social Justice and Equity – Mental Health and Wellbeing.
When we refer to SEL, we are including systematic efforts to promote any or all of the following areas: social and emotional development, character development, 21st century skills, workforce readiness, employability skills, multi-tiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), mindfulness, grit, growth mindset, whole child development, moral development, positive youth development, restorative justice, behavioral skills, positive climate and culture, and caring schools and communities.
Taken together, these areas increase students’ personal and interpersonal skills, which in turns sets them up for continued success in school and life.
An extensive body of rigorous research (including randomized control trials, longitudinal follow-ups, and multiple replications) demonstrates that education that promotes SEL gets results, and that teachers in all academic areas can effectively teach SEL. Evidence demonstrates that social and emotional learning (SEL) improves mental health, social skills and behavior, academic achievement, and college and career readiness.
Educators Value SEL
Teachers are calling for schools to prioritize integrating SEL learning practices and strategies.
Principals Value SEL
Principals say SEL is essential, but want more guidance, training and support to teach these skills effectively
SEL Investment Yields Return
On average, for every $1 invested in SEL programming, there is a return of $11. | <urn:uuid:7134e53d-29a3-4adc-ba31-8b6451812523> | CC-MAIN-2021-17 | https://sel4ca.org/about/what-is-sel/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038092961.47/warc/CC-MAIN-20210416221552-20210417011552-00130.warc.gz | en | 0.936126 | 564 | 4.1875 | 4 |
The history of the National Football League’s Chicago Bears, surveying the franchise’s biggest stars and most memorable moments from its inaugural season in 1919 to today.
Using the graphics, students can activate prior knowledge--bridge what they already know with what they have yet to learn. Graphically illustrated biographies also teach inference skills, character development, dialogue, transitions, and drawing conclusions. Graphic biographies in the classroom provide an intervention with proven success for the struggling reader.
When Renata is chosen to play the lead role in the school musical, students who used to ignore her start saying hello and congratulating her in the hall. She is happy until it becomes evident that Karin, a wealthy girl who expected to get the lead role, will go to great lengths to ruin Renata's reputation.
This title takes a look into the history of haunted prisons and asylums and the unusual behaviors that have happened there throughout history.
This title gives students an inside look at the fundamentals of baseball, as well as the rules and equipment used.
This title looks into the paranormal activity of haunted houses around the world.
This titles gives students an inside look at the fundamentals of basketball and the rules and equipment used to play the game.
This title gives students an inside look at the fundamentals of ice hockey and the rules and equipment used to play the game.
This title gives students an inside look at the fundamentals of soccer, along with the rules and equipments used.
This title explores haunted battlefields and cemeteries aroung the world and the paranormal activities that happen there.
This title explores haunted ships, planes, and cars with scary photos and actual events and places.
This title gives students an inside look at the fundamentals of golf as well as the equipmant and rules needed to play the game.
This title looks at how objects can be haunted and gives examples of famous places with such objects.
Investigates 12 great moments in the history of TV. Includes amazing facts along with information about key players and innovations.
Investigates 12 great moments in the history of radio. Includes amazing facts along with information about key players and innovations.
Investigates 12 great moments in the history of newspapers. Includes amazing facts along with information about key players and innovations.
Learn about the Camaro, General-Motors muscle car with four distinct generations of design before 2002. Find out how this classic vehicle has been continually re-invented since its original heydey in the 1960s and '70s. Discover what makes this "pony car" unique with this in-depth look at the history, the legendary models, and the stats.
A meeting with the queen might have a totally different meaning at one of England’s haunted palaces—she may not be alive! This title for young readers recounts brushes with spirits in the gilded halls of England’s castles, including sightings of the famous Anne Boleyn!
What if the spirits of the dead stay behind at the place where they died? Visitors to famous battlefields think some may do just that. They tell stories of ghostly fighting and spooky feelings of strange presences. Read on to determine if they are long-dead soldiers defending their ground or just strange coincidences in this chilling title.
People have reported hearing footsteps and seeing shadowy figures at prisons that have been empty for years. Could phantom inmates still roam the halls? Read eerie stories from famous prisons to decide for yourself in this title for reluctant readers.
The elegant houses of the wealthy may hold more than just expensive things. Some are said to be home to ghosts! Reluctant readers will love reading the famous ghost stories from lavish locales in this spooky book.
Presidents of the United States might get some creepy houseguests during their time at the White House—former presidents! Find out which presidents have been sighted haunting their old home and what their unfinished business might be in this high-interest title for young readers.
Some sailors come back to land full of ghost stories about cursed crews or flaming ships. But do they truly sail the seas? Or are they just tricks of the mind? Find out for yourself in this high-interest book for reluctant readers.
Who’s that knocking on your hotel room door? Is it room service or a ghostly visitor? Guests have recounted strange occurrences likes these during their stays at some hotels. This title introduces reluctant readers to some of these haunted encounters with unwanted hotel guests.
Alien robots from the planet Cybertron, Transformers characters have a fascinating backstory. They also have the special ability to alter their form for battle, morphing into weapons and machines. Advancing readers will be intrigued to learn more about how the Transformers brand has changed over the years. | <urn:uuid:267f273f-358b-46ae-a9d9-6e3f64f53e2e> | CC-MAIN-2021-17 | https://www.biguniverse.com/library/books?category%3AGenre=High+Interest&category%3AGrade=7th+Grade&category%3ALanguage=English+%28US%29&category%3ASubject=Social+Studies&page=8 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039554437.90/warc/CC-MAIN-20210421222632-20210422012632-00170.warc.gz | en | 0.945707 | 978 | 3.859375 | 4 |
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ACT A major unit in a play (similar to a chapter in a book)
SCENE A smaller division of an act
STAGE DIRECTIONS The italicized instructions in a play Describe the setting, suggest the use of props, lighting, scenery, sound effects and costumes
TRAGEDY A dramatic work that presents the downfall of a dignified character who is involved in historically, morally or socially significant events.
TRAGIC FLAW A trait that leads a character to his/her downfall
MONOLOGUE A long, uninterrupted speech that is spoken in the presence of other characters
SOLILOQUY A single character alone on stage thinking out loud A way of letting the audience know what is on the character’s mind
ASIDE Words that are spoken by a character in a play to the audience or to another character but that are not supposed to be overheard by the others onstage A way for characters to tell a secret
FOIL A character whose traits contrast with those of another
FORESHADOWING Lines that give hints or clues to future events
IRONY How a person, situation, statement or is not as it would actually seem
ELEMENTS OF A SHAKESPEAREAN TRAGEDY Exposition Rising action with exciting force Climax Falling Action Catastrophe
Drama Terms Romeo & Juliet.
Craft Lesson: Structure and Elements of Drama. History of drama… Drama was developed more than 2,500 years ago. The ancient Greeks held a dramatic competition.
Dramatic and Literary Elements
Dramatic and Literary Elements Tools for Reading and Understanding Shakespeare.
The Crucible Literary Elements.
Elements of Drama.
Five act structure. Five Acts Shakespeare follows the Greek format developed by Sophocles. Tragic character suffers a reversal of fortune Reversal of.
Drama is the specific mode of fiction represented in performance. ◦ (DRAMA IS FICTIONAL ACTING) The term comes from a Greek word meaning "action"
Drama Unit Terms and definitions. DRAMA the literary genre of works intended for the theater.
the Vocabulary of DRAMA
Romeo and Juliet is filled with… Similes Metaphors Personification Imagery Allusions and Puns Foreshadowing Irony – Dramatic, Situational, and Verbal Tone.
Iambic Pentameter – a line of verse consisting of 10 syllables that follows an unstressed/stressed pattern Couplet – two lines of verse that form a unit.
Elements of Drama. A drama is written to be performed. The written form is called –A script The author is called a playwright or a dramatist.
DAY ONE Romeo and Juliet Terms. MONOLOGUE A single character gives a speech
Elements of Tragedy. Tragedy A dramatic work that presents the downfall of the tragic hero. The events of a tragic plot are set in motion by a decision.
Shakespearean language. Drama- a story written to be acted for an audience Tragedy- a play, novel, or other narrative that depicts serious and important.
Drama Elements ALLUSION: a reference in a text to something in history or literature.
© 2021 SlidePlayer.com Inc. All rights reserved. | <urn:uuid:1eea6c1b-c8fb-4215-8b7d-262a921a92ab> | CC-MAIN-2021-17 | http://slideplayer.com/slide/7989280/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038066981.0/warc/CC-MAIN-20210416130611-20210416160611-00609.warc.gz | en | 0.893886 | 736 | 4.21875 | 4 |
At Poppyfield Primary Academy, we want pupils to have a deep conceptual understanding of mathematics. We teach our pupils to embed and reinforce the three main aims of the National Curriculum: fluency, reasoning and problem solving.
Mathematics is essential to everyday life. Through teaching and learning in this area we aim to ensure that all pupils become confident and fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time.
Our teaching programme is based on the Primary National Curriculum and sets out what children learn on a year-by-year basis in the areas of:
- Number – place value; addition & subtraction; multiplication & division; fractions, decimals and percentages
- Geometry – properties of shape; position & direction
To ensure whole consistency and progression, the school uses the White Rose Maths scheme. New concepts are shared within the context of an initial related problem; which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use.
Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
We understand the importance of maths in life and are committed to ensuring that every child leaves our school with confidence in the subject and a sound mathematical knowledge. We teach daily maths lessons in the classroom, and also outside, taking account of every type of learner and making maths fun and engaging at all levels.
Early Years Mathematics
The children in our Nursery and Reception follow the Early Years and Foundation Stage Curriculum EYFS. The focus of mathematical teaching and learning for this age group is very practical to ensure that the children are fully engaged while learning the initial concepts through role play, dressing up, storytelling etc. Children also take part in lots of singing through our link to the Number Fun Portal.
Key Stage 1 (Years 1 & 2)
In Key Stage 1 the children continue to build on the skills and knowledge gained in Early Years. They learn about number bonds, how to count, read, write and order numbers to 100 and beyond, where appropriate. Through practical activities children explore and gain a better understanding of shape and space and through talk they begin to grasp and use mathematical language. Children continue their maths songs through the Number Fun Portal.
Key Stage 2 (Years 3 to 6)
By Key Stage 2 children are becoming much more confident and fluent with numbers, calculating mentally and using written methods. They increase their understanding of the links between the four mathematical operations (addition, subtraction, multiplication and division) and how to use that knowledge to check calculations. Children are given every opportunity to link their mathematics to “real life problems.” Again, children continue their maths songs through the Number Fun Portal.
Why is Mathematics so important?
Mathematics equips children with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. As such, mathematics is a creative discipline. It can stimulate moments of happiness and wonder when a child solves a problem for the first time, discovers a more efficient solution to a problem or suddenly sees hidden connections.
Many life stages and skills require a solid grasp of mathematics, from entering university to balancing a household budget, applying for a home loan, or assessing a possible business opportunity. When children eventually leave education and seek out a career, they will inevitably need to call upon the mathematical skills and strategies they have learnt at school. They will soon realise that many careers require a solid understanding of maths. Doctors, lawyers, accountants and other professionals use maths on a daily basis, as do builders, plumbers, engineers and managers. Maths is a critical skill for many professions and opens a world of opportunity for children. | <urn:uuid:bf2a1130-bc61-4859-8c94-4ea6acabb3ff> | CC-MAIN-2021-17 | https://www.poppyfieldacademy.org.uk/maths/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038072180.33/warc/CC-MAIN-20210413092418-20210413122418-00490.warc.gz | en | 0.947952 | 923 | 3.78125 | 4 |
ADHD is generally defined by: Inattention, Impulsivity, and sometimes Hyperactivity.
Impulsive behaviours are common. One of the main characteristics of people with Attention Deficit Disorder is the tendency to act impulsively (acting before thinking about the consequences of their behaviour). Impulsivity often shows itself in a lack of understanding of cause and effect. Research suggests that ADHD students can often verbalise the rules but have difficulty internalising them and translating them into thoughtful behaviour. Difficulties in waiting for what they want also add to the impulsivity. Some clinicians believe that this lack of "self-control" (poor regulation and inhibition of behaviour), rather than their problems with paying attention, is the primary problem with attention deficit disorder. Let's look at how to address this.
1. Give your ADHD students a break once in a while - they need breaks to regain attention.
2. Know the difference between big things and little things, and don't confront attention deficit students on each little thing. It is hard for ADHD students to control themselves all of the time.
3. Distinguish between premeditated and impulsive behaviours. Consequences still need to be applied in both situations but telling a student who has been impulsive that you realise it was impulsive can help him/her feel more understood.
4. By having attention deficit students think "out loud" when they are problem-solving, the teacher will gain insights into their reasoning style, and the process will slow them down before they respond impulsively.
5. Quite often, ADHD students will make the same mistakes over and over again, both socially and with school work. Students with attention deficit disorder often have problems with taking turns, over-interpreting others' remarks as hostile, personalizing others' actions excessively, and misreading social cues.
6. With the help of your ADHD student and his trusted peers, common problematic themes can be identified. Role-play scenes involving these behaviours, preferably with his friends, identifying and practicing better ways to solve problems.
7. To teach your ADHD students to slow down before they say things that they'll regret later, encourage them to practice "stopping and thinking" before talking. Let them practice by encouraging them to wait about five seconds before responding to your questions. This one technique can help ADHD students a great deal.
8. It is important for attention deficit students to identify a "support network" of peers and adults that can help give him hints when he needs to "slow down". This group can also practice the "slow down" techniques with their ADHD friend.
9. Students with attention deficit disorder can benefit greatly from behavioural interventions that are sensitive to their processing style. Rewards, or punishments, should be as immediate as possible. Changing the reward periodically is usually necessary.
10. A major consideration in forming an effective behavioural plan is assessing what is workable for the classroom teacher on a regular basis. Some plans that require extensive charting do not succeed because the teacher can not follow through effectively within the context of the daily classroom demands. Keeping the plan simple and flexible is the key to success.
11. Have someone actively monitoring your ADHD student during tests, especially multiple-choice, fill in the "bubble" tests. He can get off track and fill in the wrong places or become so frustrated that he might answer at random to simply complete the test.
12. Emphasise that part of the work routine is to "check your work". Students with ADHD tend to complete work and turn it in without checking it over. Give the attention deficit student some instruction in how to check his work and practice it with him. In assignments that require research reports and creative writing, have the ADHD student dictate the words to someone rather than writing it down. The attention deficit student can then copy the words using the word processor. This technique will yield greater output on tasks requiring expressive written language skills by removing the written component. | <urn:uuid:e8e3b018-c33b-466c-9a93-1f5f8818be8b> | CC-MAIN-2021-17 | https://www.linguaphile.co.uk/post/a-dozen-golden-methods-to-address-impulsivity-in-adhd-students | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039603582.93/warc/CC-MAIN-20210422100106-20210422130106-00050.warc.gz | en | 0.960079 | 806 | 3.78125 | 4 |
This post is part of a series on the Science of Learning Physics
Story-telling as a primary means for learning and passing on information is ancient. In his book Why Don’t Student’s Like School, Daniel Willingham suggests that lesson plans are carefully constructed to tell a story.
This may seem obvious, lessons have a beginning middle and end, and perhaps some sort of conflict that students wrestle with, however in order to truly engage in effective story-telling we must be even more intentional. Willingham suggests the structure of the four C’s: Causality (the connection between information), Conflict (what challenges the student’s thinking), Complications (additional conflicts that arise en route to the goal) and Character (the players in the story and their interactions). The benefits of using storytelling is that they are digestible, since they follow a common framework, interesting and easily remembered. When we frame our lessons as creating and telling a story, we offer the opportunity for our content to be better embedded into our students’ minds.
When implementing story-telling as a lesson plan structure, Willingham advises several considerations:
- Consider what part of the lesson students are most likely to think about
- Think carefully about your attention-grabber so that it not only inspires, but engages your students with the intended learning
- Use discovery learning with care
- Design the lesson so students must engage with developing meaning
- Organize the lesson around conflict.
Eugenia Etkina’s Investigative Science Learning Environment (ISLE) cycle of active learning (similar in some ways to the American Modeling Association curriculum) is one of the most powerful tools to turn physics units and lessons into stories. While that this is also a fundamental feature of the NGSS story-line model, as well as Problem-based Learning cycles. In this post I am explicitly using Etkina’s cycles due to their research-proved efficacy in the classroom.
Each of Etkina’s cycles begins with the “attention-grabber” which she calls the “need to know” Take for example, this Pepsi ad:
It’s fascinating to discuss that not only is this possible, but that it’s not even particularly incredulous: his speed at the top isn’t insanely fast. This video as an attention grabber is also particularly valuable because the entire premise of “can it be done” lies in the understanding of physics. Students can picture themselves trying to run the loop and can consider what that would feel like and what challenges might be presented. In contrast, doing a bunch of demos to “wow” students, such as whipping a penny around on a hanger, might be cool but are much more challenging for students to engage in the how and the way.
Etkina’s cycles rely on a fundamental and critical shift in how we approach the teaching and learning of physics. Specifically, that everything we do is framed in a similar context to how scientists work; everything is an experiment. (She recently published some research that highlights the cycles and I strongly suggest it for further reading). This relates to Willingham’s second point of designing discovery (we know it as inquiry) learning with care. As wonderful as inquiry is, it can be all too easy for students to head down inefficient paths if left entirely to their own devices. By framing the learning as a series of experiments with specific end-goals in mind, the teacher acts as facilitator to guide student learning down the path of interest without stifling their own creative thought.
Uniform circular motion comes at some point after forces where students have learned that a force is an interaction between objects and that when there are unbalanced forces, that results in a net force which causes an acceleration. The acceleration is in the same direction as the net force. Circular motion is often very challenging for students because so much of it is counterintuitive to students: enter the conflict. But rather than trying to explain to students (which is totally ineffective, see chapter 2 in Dr. Mestre’s book), students are engaged in a cycle of experiments to construct their understanding.
One of the first observational experiments that can be done is to ask students to get an object moving in a circle. I have seen this done in many ways, from giving students straws and a marble, to getting a students to come up with a broom and move a bowling ball in a circle. (Side-note: I overwhelmingly prefer the bowling ball example because it is much more obvious to the students what is happening) In this observational experiment students should notice two facts: first, that a force needs to constantly be applied, and second that the force is directed in towards the center of the circle. Similar, but different observational experiments allow students to confirm and refine their hypothesis (bucket of water, rollerblader holding a rope). As the cycle continues students eventual construct mathematical models and then begin to test and apply those models to a variety of situations. Here, we see Willingham’s final two points: making and discovering meaning is completely unavoidable through this model and conflict is central to the story as students continuously refine their understandings.
There is a great wealth to learn and discuss about active learning, but what I want to bring your attention to at this moment is how this structure creates a story. This story is not just some instructor-invented story, nor is it some obscure hypothetical problem that may be defined in a PBL lesson plan, but rather it is a story where the student is the main protagonist, and all learning and model development is directly related to the experiments performed in class and their outcomes.
Eugina Etkina is a physics professor at Rutgers and author of the book College Physics: Exploring and Apply. She has a facebook group for teachers to discuss the text as well as her cycles which all all shared to members in the group!
Questions for Consideration
- Pick a lesson that starts off “today we’re going to learn about ___” that is then followed by the definition or equation for ____. Can you identify the conflict for students? Can you think of something for a “need to know” attention-grabber that would get students thinking about the conflict before you dive into your lesson? Share it in the comments.
- What are your biggest fears or concerns with implementing active learning every single day in your classroom?
- Have you used an NGSS storyline or PBL cycle? Talk about the four C’s as they apply (or are missing) from that lesson. Discuss Willingham’s considerations for story-telling learning and how they are or are not addressed.
One of my first posts on this blog was about modeling vs intentional modeling. If you’re new to this idea, this post might resonate with you | <urn:uuid:3746cbd5-54e8-4487-9dbd-55069cfbee2c> | CC-MAIN-2021-17 | https://physicsteachermomma.com/2020/12/21/the-science-of-learning-physics-active-learning-part-1-the-power-of-a-story/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038066613.21/warc/CC-MAIN-20210412053559-20210412083559-00251.warc.gz | en | 0.961159 | 1,420 | 3.671875 | 4 |
Name of Book: Miss Spider’s Tea Party
Author: David Kirk
Illustrator: David Kirk
Audience: Written for ages 4 – 6
Summary: A charming but very lonely spider wishes to invite her neighbor insects to tea. All that she invites are fearful, dash off, scurry away, etc. It isn’t until Miss Spider is able to render aid to one small soaked moth that she at last has a guest for tea. Miss Spider dries off the poor helpless creature and invites it to tea. Her kindness convinces the neighbor insects they have nothing to fear from this very large and very friendly spider.
Literary elements at work in the story: This is a charming rhyming story that is used primarily as a counting book. The bright colors and illustrations lend to an enchanting read. Miss Spider is bright yellow, like a rain slicker. Each insect in the story is an individual with equally bright eye popping color.
(How) does the perspective on gender/race/culture/economics/ability make a difference to the story? Some children and some very cynical adults may find this story completely incredulous; How could a spider be portrayed in such a kind way? The point of the story is overcoming stereotypes that inhibit friendship. In this example, the fears of the other insects are very reasonable. It is only by accident that the moth, and then the others, learn of Miss Spider’s generosity and kindness.
Theological conversation partners: Miss Spider’s Tea Party would pair well with the Parable of the Wedding banquet found in Matthew 22. The insects are afraid of Miss Spider and do not want to attend her tea party. Their fears are reasonable. Their inability to accept her invitation initially excludes them from Miss Spider’s gentleness. The comparison between the king (God) in the parable to Miss Spider might seem tenuous. The king’s repeated invitations are refused just as Miss Spider’s. The parable refers to how the reign of God had been refused by the Israelites, and how they would beat and reject the servants of God (the prophets). Another comparison that may seem weak or tenuous is the wet moth in contrast to the final group of people invited to the wedding banquet. The poor little wet moth does accept Miss Spider’s kindness and can be an example of Jesus’ final zinger, “Many are called but few are chosen.’
I know the Miss Spider story doesn’t work on every level, but, there are elements that really fit the Parable of the Wedding beautifully.
Faith Talk Questions:
- How would you feel if you were going to have a big party, you invited all of your friends, and everyone had an excuse about not coming to your party?
- What do you think the little wet moth felt when it was brought into Miss Spider’s home?
- When Miss Spider took such good care of the little wet moth, what do you suppose it felt? Relief? Gratitude?
- If you were the little wet moth, would you go tell all of your friends and neighbors about Miss Spider’s kindness? Extend that to telling yours friends and neighbors about God.
This review was written by Union Presbyterian Seminary student Cheryl Couch-Thomas.
Miss Spider’s Tea Party by Storypath is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. | <urn:uuid:058fba31-6934-44e0-9a3d-f20c72d70687> | CC-MAIN-2021-17 | http://storypath.upsem.edu/miss-spiders-tea-party/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038464065.57/warc/CC-MAIN-20210417222733-20210418012733-00010.warc.gz | en | 0.957319 | 708 | 3.8125 | 4 |
Goethe was a German poet, writer and scientist, one of the key figures of European culture. Besides he was one of the most highly gifted and variously accomplished men of the 18th century. Goethe’s works span the fields of poetry, drama, literature, theology, philosophy and science.
Literature. His earliest lyric poems, set to music, were published yet in 1769. But he first gained literary fame with the 1773 play Götz von Berlichingen, a pure product of Sturm und Drang and especially the 1774 novel Die Leiden des Jungen Werthers (The Sorrows of Young Werther), which Goethe, on the verge of suicide, wrote after his unrequited love for Charlotte Buff. Werther gave him immediate fame and was widely translated.
Initially Goethe stressed the role of passion in art, but after visiting Italy (1786-88) he had a greater appreciation of the classical tradition and ideal. Under the classical impact some works were written: the final, poetic version of the drama Iphigenie auf Tauris (1787), the historical drama Egmont (1788), well known for Beethoven's incidental music; Römische Elegien (1788); the psychological drama Torquato Tasso (1789); the domestic epic Hermann und Dorothea (1797).
The novel Wilhelm Meisters Lehrjahre (The apprenticeship of Wilhelm Meister) (1796), became the prototype of the German Bildungsroman, or novel of character development. His novel Die Wahlverwandtschaften (1809, Elective Affinities) is one of his most significant novels, but perhaps his best-known work in that genre is the Wilhelm Meister series. In 1829 the last installment of Wilhelm Meisters Wanderjahre (Wilhelm Meister's journeyman years), a series of episodes, was published. His most enduring work and magnum opus, indeed, one of the peaks of world literature, is the two-part dramatic poem Faust. He began work on this masterpiece in 1775 year. The first part was published in 1808, the second shortly after his death.
His other works include an autobiography, Dichtung und Wahrheit (Poetry and Truth, 1811-33), and his travel account in Winckelmann und sein Jahrhundert ( Winckelmann and his century) (1805) and Die italienische Reise (1816).
Music. An accomplished amateur musician, Goethe conducted instrumental and vocal ensembles and directed opera performances in Weimar. Many of his operetta librettos were composed, none achieved lasting fame. Goethe's exquisite lyrical poems, often inspired by existing songs.
Science. His approach to science was one of sensuous experience and poetic intuition. He tried not only to explain the nature, but rather to persive “the pulse of life”, to grasp the universal laws in the flow of commonplace events. He was the author of the scientific Theory of Colours (1810), in which he purported to refute the Optics of Newton. In his essays on botany Metamorphosis of Plants (1790) and he advanced some influential ideas on plant and animal morphology and homology, which were extended and developed by 19th century naturalists including Charles Darwin.
Philosophy: Goethe himself expressly and decidedly refrained from practicing philosophy in the specialized sense. His Worldview most clearly presented in his poetic works: Faust, West-Eastern Divan, 'Eins und Alles' ("One and All"), "The soul of the world" and also in his conversations, reflections and maxims. For Goethe God and Nature were one. He stated the pantheist formula “One and All”, “Nothing's inside, nothing's outside. For the inside is the outside”, “If God's own power lay not inside us, how could divinity delight us?”, “Each one sees what he carries in his heart”,
In the year 1771, the young poet, now 22 years of age, took his degree as Doctor of Laws, and went for a short while as a lawyer to Wetzlar am Lahn, the seat of the imperial chamber of the German empire.
In 1775, Goethe was invited to visit Charles Augustus, duke of Saxe-Weimar, at whose court he was to spend the rest of his life.
In 1779, at the age of 30, he became Privy Councilor ("Geheimrat") of the duchy of Weimar, holding the highest dignity that a German subject could then attain. For ten years Goethe was chief minister of state at Weimar, while at the same time working on plays, poems, essays, novels and scientific studies. In 1782 Emperor Joseph II conferred a knighthood on him.
In 1792 Goethe accompanied Duke Charles Augustus as official historian in the allied campaign against revolutionary France. He appreciated the principles of the French Revolution but resented the methods employed.
It was in 1808 that Goethe's encounters with Napoleon took place at Erfurt and Weimar.
In the year 1815, he was made minister of state.
Later Goethe refused to share in the patriotic fervour that swept Germany, distanced from his former friends, immersed in scientific and philosophical problems.
Universal Person: Goethe was one of the greatest masters of world literature and his genius embraced most fields of human endeavour. The variety and extent of his accomplishments and activities were monumental. Goethe knew French, English, Italian, Latin, Greek, and Hebrew and translated works by Diderot, Voltaire, Cellini, Byron, and others. Goethe was also the originator of the concept of Weltliteratur ("world literature").
Goethe was born in the year 1749 at Frankfurt am Main, where his youthful years were spend.
Goethe was the first and only son of Johann Caspar Goethe, a Frankfort magistrate with the title Counselor, and lived with his family in a large house in Frankfurt. Goethe's mother, Catharina Elisabeth Textor, a descendant of Lucas Cranach the Elder and Henry III, Landgrave of Hesse-Marburg, married 38-year-old Johann Caspar when she was 17. All their children, except for Goethe and his sister, Cornelia Friederike Christiana, who was born in 1750, died at early ages.
Goethe describes his happy and sheltered childhood in his autobiography. His father and private tutors gave Goethe lessons in all the common subjects of that time, especially languages (Latin, Greek, French and English).
Goethe also received lessons in dancing, riding and fencing. His great passion was drawing. Goethe quickly became interested in literature; Friedrich Gottlieb Klopstock and Homer were among his early favourites.
In the year 1765, he went to the university at Leipzig where studied law from 1765 to 1768.
As a student, he pointed, by external profession, towards the law; but his real studies were in the wide domain of literature, philosophy, and above all, life and living character.
In the year 1770, he went to Strasburg, to finish his juridical studies, but here he mainly studied anatomy, chemistry and architecture.
He was a friend and patron of numerous artists. The friendship of Friedrich von Schiller and his death (1805) made a deep impression on Goethe. He is buried, alongside Schiller, in the ducal crypt at Weimar.
Goethe died in March 1832, at the age of 84 year, shortly after completing the second part of Faust.
Remains: Buried, Historischer Friedhof, Weimar, Germany. | <urn:uuid:9b7fb151-3b5c-475b-8f52-226a3f9b399e> | CC-MAIN-2021-17 | https://creativeabs.com/en/art-workers/165-goethe-the-most-influential-german-poet.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038464146.56/warc/CC-MAIN-20210418013444-20210418043444-00369.warc.gz | en | 0.970913 | 1,639 | 3.5 | 4 |
Students will be able to tell a consistent and well-formed improvised team story by utilizing the basic elements of storytelling in the improv game “Storyline.”
Finish up any show and tell stories that must be finished. If all have been finished, allow a few rounds of “Liar” to warm up.
Ask the students how “Liar” ties into “Yes, and…”? Inform them that “Yes, and…” is not only a game in improvisation, but it is also a principle. Taking what someone gives you and tying it in without blocking that person in any way is called the yes, and principle in improvisation. Blocking someone means that you either refuse to use what you are given, or you manipulate what you are given to only use a piece of it or not fully receive what is given.
Step 1 (Checking for Understanding/Group Practice): As a class, play “Yes, and…” twice, reviewing storytelling elements needed for a good team story. Remind them that consistency is key in the creation of their stories, as well as the “yes, and…” principle in its entirety (meaning the students must not “block” one another in any way—they cannot change up someone else’s contribution).
Step 2 (Smaller Group Practice): Separate the students into two different circles and have each circle make create two stories each using the game “Yes, and…”. Give both circles the same conflict (such as “there is a fire in the Empire State Building”) for the second story and allow them two minutes to create and finish it (which, of course, means that we will be going around the circle more than once).
Step 3 (Checking for Understanding): Ask the students to be seated. Verbally assess the students’ knowledge of how to make a team story work by assessing what worked in each circle. Questions you may ask include: • How did working in as a full class differ from working in a smaller circle? • What made the story progress? • What made the game fun? • Were there any times where the game wasn’t fun? Why? • What happens when someone doesn’t take what is given to them? • What happens when we move away from what setting and conflict we are given? • How can we make a story as a team instead of as individuals? • How did the second story differ in both groups? How did that happen? (The point here is to bring to the kids’ attention that each story in improv is different. There should not be any point where stories are the same, even if they are given the same conflicts or prompts.)
Step 4/Informal assessment: Teach the students to play “Storyline.” In this game, 4-6 people stand in a line in the middle of the classroom. The class gives a setting and a conflict. The teacher is “the pointer” for the first round. “The pointer” points to one of the people in the line, and that person is the only one allowed to speak. At any point, “the pointer” can change who is telling the story by pointing to someone else in line. The storytellers are responsible for changing as soon as someone new is pointed to—this means even in the middle of a word. This game is to solidify the ideas of creating a cohesive story with a team, as well as bringing the yes, and… principle into a different game. Informally assess the students’ abilities to take what had been given in the story before and to tie it into what they say to create a cohesive story. | <urn:uuid:a9f1cdc8-dfbb-47aa-b881-92353c1b7697> | CC-MAIN-2021-17 | http://tedb.byu.edu/?page_id=621 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039568689.89/warc/CC-MAIN-20210423070953-20210423100953-00251.warc.gz | en | 0.96127 | 775 | 3.890625 | 4 |
I have been moved by the stories I have heard this season about the use of the ‘Christmas Jar’ by families in communties around the United States. I would like to propose that we start our own tradition at Balanced Life Skills with all of our classes. The concept teaches a number of lessons that are valuable for all of us.
One lesson is how a little bit of action on a daily basis adds up to a total that yields great results.
Second lesson I draw from this is an awareness we can develop of the needs of our neighbors and the satisfaction we gain by taking action to be kind to others.
Third lesson is taking a moment each day to contemplate what we are grateful for that day. I would suggest that taking a moment to consider all we have to be thankful for would reduce the desire we have for wanting more.
I added a page to our site – Christmas Jar Project. If anyone in our community would like to join in this project please do so on a personal level or with us. What a great way of practicing kindness.
Here are the first two entries into to the art contest. Can you write a story, poem or make a picture or video that describes kindness. Kindness is…
Each Month we define and discuss a word of character development with all of our students. This month the word is Courtesy. It will be defined this way.
Young students: Courtesy means “I am thoughtful, polite and kind to others.”
Older students: Courtesy means showing respect kindness and consideration for others.
Showing respect is just one way of demonstrating our appreciation. When we think about our home, our school, nature and the environment, and the people in our lives we can see that showing respect is an important part of demonstrating appreciation.
You have heard me comment before about not doing things out of fear or anger. This is one of the areas that we can practice that. Respect is treating others the way we want to be treated. How can we show respect for our home, school, environment and the people in our lives?
When I think about this I think about how we care for our possessions. Do we maintain our home? Do we contribute to the neatness and cleanliness of our home, office or school? We live in such a throw away society that it is easy to think that we can just replace this or that. But what if we did not have that kind of resources. How would we treat our possessions then? How would we treat the environment or our bodies, if we recognized that while it does a real good job of healing itself, that we can show how much we value it by taking care of it to the very best of our ability.
Even our friends and neighbors. Do we value them for who they are and demonstrate our respect for them by the way we speak and the kindness we show them. Are we on time for appointments, do we listen deeply when conversing with them, or do we value our own opinion more? Thinking about the impact we have on others with the words we use with them, is another way of being aware of showing appreciation for our companions. | <urn:uuid:df562e78-e43a-4322-9dab-50f463d31e02> | CC-MAIN-2021-17 | https://balancedlifeskills.com/tag/kindness/page/4/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039398307.76/warc/CC-MAIN-20210420122023-20210420152023-00210.warc.gz | en | 0.967462 | 642 | 3.53125 | 4 |
“Music is the means by which the sage stirs heaven and earth, moves the spirits, shepherds the multitudes, and perfects the myriad things.” —Ying Shao
“Musical training is a more potent instrument than any other, for rhythm and harmony find their way into the inward places of the soul.” —Socrates
Musicality, developed through musical training, consists of skills, sensibilities, and knowledge used to understand, reflect upon, and respond to musical content and context. A sense of its significance is universal among cultures; yet approaches to understanding this significance are as diverse as the musics of the world. Students in DRBU’s Music strand draw such approaches from the world’s classics traditions and integrate them with an embodied engagement in each musical tradition in order to explore and develop their musicality.
Students begin this exploration of musicality through direct engagement with primary sources, reading and listening in order to broaden their musical horizons. As students gain familiarity with the symbols, language, and style of each work, they will also practice exercises drawn from each musical tradition. This combined engagement in practice and analysis is simultaneously deeply intellectual and emotional, revealing over time not only the interconnected relationships between one’s own feelings and ideas, but also opening up new understandings of others’ perspectives and experiences.
The yearly curriculum is organized around musical skills grouped into topics that develop and unfold as various musical approaches are applied to them. This exposes students to musical styles from across cultures and centuries through a pedagogical focus around specific musical skills. Students develop skills to listen, understand, and communicate in yet another “language” while also gaining an appreciation of the diversity of expression possible in musical languages.
The first year of the Music strand begins with the topic of common musical elements. We will examine correspondences between music and musical instruments, relationships with poetry and ritual, and perspectives on rhythm and pitch. Examples include uses in religious ritual, the human voice and other musical instruments, rhythmic patterns, repetition, and systems of musical notation. Students will begin to explore skills in listening and performing both through practice and textual explorations of the significance of these skills in different traditions.
The second year will explore the topic of melody, including intonation, phrasing, and texture. The course will begin by looking at instrumental timbre and its relationship to pitch class and proportion. Tuning systems will be discussed from the perspectives of a number of musical traditions and their corresponding instruments as students begin to understand more deeply the significance of melodic voice and texture in various styles of music. Students will continue to develop basic musical skills with greater depth as they both broaden and deepen their musicality.
The third year will explore the topic of musical form, including systems of organization of large-scale musical works and the contribution of form to different contexts. Examples include storytelling, repetition and variation, and functional harmony. Students will integrate skills developed over the course of the three-year program, reflect on their own development of musicality, and apply critical thinking to each work, its context, and its potential significance.
Selection of composers and works explored in the Music strand
- Bharatamuni, Treatise on Performing Arts
- Confucius, The Classic of Rites
- Nicomachus, Manual of Harmonics
- Rameau, Treatise on Harmony
- The Vedas, The Koran, Gregorian Mass, Metta Sutta, Lotus Sūtra
- Traditional, The Great Ambush
- Varimezovo, Makedonsko Horo
- Traditional, Sala Kpa Kpa
- Brubeck, Three to Get Ready and Four to Go
- Shankar, An Introduction to Indian Music
- Traditional, Gending Bortang Babar Layar
- Josquin, Pange Lingua Mass
- Traditional, Dikobo Damu Da Sombe
- Bach, Fugue in C-Sharp Minor
- Monteverdi, Orpheo
- Mozart, The Magic Flute
- Beethoven, Symphony No. 9 in D Minor
- Smetana, Ma Vlast
- Traditional, Jin Yuan Seeks Her Son | <urn:uuid:6e14e13c-8b05-4f71-84ca-998fb6b0788a> | CC-MAIN-2021-17 | https://www.drbu.edu/academics/undergraduate-program/what-we-study/music | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038069267.22/warc/CC-MAIN-20210412210312-20210413000312-00050.warc.gz | en | 0.922752 | 868 | 3.703125 | 4 |
Narratology is a branch of literary theory that studies narrative structure and function. Fiction narratives are communicated through a voice that belongs to the narrator.
The narrator is the fictitious character that verbally transmits the events of the narrative. The narrator can share events from a position outside the story, using the omniscient point of view (POV) of “someone who, for some reason, knows everything about the story” (Freiburg).
More likely, narrators will employ the limited point of view of one or more characters in the story. If so, they’re unable to know anything they cannot see, hear, or otherwise perceive.
Focalization and Focalizers
Choosing a perspective is separate from determining whether the narrator is a character in the story. The term focalization distinguishes between narrative voice—Who speaks?—and perspective—Who sees or perceives? Narration is what is told; focalization is what is perceived (Scott).
There are two kinds of focalizers:
- An external focalizer is a POV character external to the story. An external focalizer is called a narrator-focalizer because perception belongs to the narrator.
- An internal focalizer‘s perception belongs to a character within the story. Internal focalizers are also called character-focalizers.
If you’re using an external focalizer as a heterodiegetic narrator, you may tell your story in omniscient point of view. If you employ a homodiegetic or autodiegetic narrator as an internal focalizer, you may choose from second person, distant third, intimate third, or first person POV.
You’re not stuck with only one focalization or POV in your story. You can change focalizers to introduce other POVs. For example, you may have multiple first or third character-narrators, or mix and match POVs from scene to scene or chapter to chapter.
Not all narrators are reliable. As writer, you may lead readers to distrust what your narrator says. “Some narrators tell deliberate lies or omit crucial information” (Freiburg). One such narrator is Holden Caulfield in J.D. Salinger’s The Catcher in the Rye.
Villains may deliberately lead readers down the wrong trail. Other characters, however, may be unable to provide objective information because they’re “naive, insane, unaware, or mistaken” (Scott).
A given narrator’s unreliability can be obvious or hidden, providing only faint hints that something’s wrong.
In the next installment, we’ll dig into the meat of narrative modes.
Further reading: https://blog.bookbaby.com/2016/03/focalization-smart-writers-never-ignore-it/ by Rose Scott. | <urn:uuid:c23168c3-c884-4526-a882-1d9136b5cb1f> | CC-MAIN-2021-17 | https://wordsmithereens.net/2021/03/12/narratology-focalization-or-point-of-view/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039508673.81/warc/CC-MAIN-20210421035139-20210421065139-00011.warc.gz | en | 0.891237 | 593 | 4.09375 | 4 |
Due to the school closures as a result of COVID-19 and due to the current guidance in relation to safely reopening, there will be some changes to the overview this academic year. Changes may include the inclusion of previous year’s content that has been missed, additional lessons to secure knowledge and skills as well as the order in which topics are taught due to the current guidance.
At Westfields, we recognise that the quality and variety of language that children hear and speak are key factors in developing their vocabulary, grammar and understanding for reading and writing. Through a range of speaking and listening and drama based activities, we ensure the continual development of children’s confidence and competence in spoken language.
Throughout lessons, children develop a capacity to explain their understanding of books and poems, and to prepare their ideas prior to writing. They are assisted in making their thinking clear to themselves and to others and teachers ensure they build secure foundations by using discussion to probe and address misconceptions. Children are taught to understand and use the conventions for discussion and debate.
We use a variety of collaborative activities to develop spoken language so children are equipped and able to talk for a range of purposes e.g. explaining, sequencing, providing a counter-argument, persuading and evaluating. The collaborative activities we adopt, listed below, also help our children to understand the importance of active listening.
- Pair or group discussions
- Working together on shared tasks and presentations
- Activities with a competitive element/games
- Drama and role play
The Great Debate
Having a sound understanding of SPaG is key in enabling children to express themselves clearly when writing. Because of this, we ensure that children experience spelling lessons, spelling tests and grammar lessons on a weekly basis. As this is best understood within a context, our Grammar lessons are linked to our writing units. Throughout each year at Westfields, children will learn various spelling patterns, for example words that end in -cious or -cial and are assigned a spelling rule to learn each week. The pattern is taught in class and children are expected to be able to apply this pattern to other words that sound similar.
As well as these spelling patterns, the National Curriculum has outlined a list of key words that your child is expected to know at different points within the key stage. The lists are a mixture of words children frequently use in their writing and those which they often misspell. These are the words that your child will be expected to learn by the end of Year 4. Click here for a downloadable version.
These are the words that your child will be expected to learn by the end of year 6. Click here for a downloadable version.
We would really appreciate it if you could support your child with practising their spellings. Every child learns in different ways and it is important to learn spellings in a way that best suits them.
Click here for suggestions of activities to practise spellings in engaging ways.
Westfields Library: To support reading across the curriculum, we have an extensive library that is at the heart of our school; it is extremely well-stocked and contains over 6000 books. Unlike most junior schools, we also have a fully trained librarian who ensures that our books are current and appealing to children. In addition, they work with both groups and individuals to help children progress with their reading skills and they recommend books appropriate to individual children. Our librarian is supported by a fantastic group of Junior Librarians who support and organise reading events, competitions as well as complete weekly library duties, review new titles and so much more!
This is currently being rolled out throughout the school, it is a web library provided by Hants SLS in conjunction with Wheelers. The eLibrary contains a brilliant selection of age appropriate texts for all year groups. It also has a selection of audio books. To access the Westfields Junior School eLibrary, either download the ePlatform app (by Wheelers) or go to http://westfieldsjun-hantssls.wheelers.co search for Westfields Junior School and use the log in and password provided by the school. The app can be adapted to suit specific requirements such as dyslexia or visual impairment. For more information please speak with your class teacher or Mrs Colyer.
The Day Explorer:
This is an online current affairs site for children provided by Hants SLS. It explains the news in a way that children can understand and broaden their knowledge. It includes articles, cartoons, points for discussion and looks at all aspects of the curriculum in relation to the news.
Parental Engagement: As reading is such a core skill, it is important that children are supported in their learning at home as well as during the school day. To support families with this, workshops are held each year. These workshops cover a variety of topics including: questioning, comprehension, developing fluency in reading and much more! Here are the key documents from our most recent workshop:
Reading Events: We understand that bringing reading to life is vital in promoting a life-long love of reading. As a result of this, we hold a variety of events throughout the school year including: Reading Matters Week, Big Buddy Read, Poetry Slam, World Book Day, Book Fairs, Storytime and many more Library challenges/competitions.
Poetry Slam 2021
Friday 26th March marked the greatly anticipated return of the WJS Poetry Slam! During the weeks leading up to this, each class practised, performed and recorded their chosen poem. This year a wide variety of poem styles were selected, varying from ‘Walking with my Iguana’ to ‘Dog in the Playground’. The event also celebrated some of our favourite poets including: Berlie Doherty, Michael Rosen, Alan Ahlberg to name a few. To view some of the class recordings, please visit the Year Group pages on the website.
This year’s Poetry Slam winners are: Year 3 & 4 – 4RM and Year 5 & 6 – 6HC
Reading Matters Week 2019
Our Reading Matters Week (The Big Brilliant Book Off!) has been a fantastic success and it has been so lovely to see the children enjoying reading and completing creative writing and practical activities based on their new class books. Despite the not so perfect weather, it was great to welcome so many family members (an impressive 109!) to our Share a Story session on Wednesday afternoon.
Poetry Slam 2019
Listed below are the classes and the details of their chosen poetry performance. Every class was original and creative and this was such a fantastic opportunity for the children to work collaboratively to develop their speaking and listening skills.
3MP – The Sound of the Train – David McCord
3CC – From Red Hot Liquid to Metal Sword – Mary Green & Julie Stanley
3RP – Christine Crump – Colin West – 3rd place
4LB – The Pig – Roald Dahl
4EC – Walking with my Iguana – Brian Moses
4TR – The River – Valerie Bloom
5RM – Sick – Shel Silverstein
5DC – Jabberwocky – Lewis Caroll
5DT – Daffodils – William Wordsworth
6LL – Macavity: The Mystery Cat – T.S. Eliot
6HP – The Spider and the Fly – Mary Howitt – 1st place
6HC – Gran Can You Rap? – Jack Ousby – 2nd place
World Book Day 2019
Westfields Junior School celebrated World Book Day with a bang on Thursday 7th March! As this year’s theme was rather similar to last year, we decided to have our own theme for the day too. As such, each class across the school explored a different book written by the incredible children’s favourite, Julia Donaldson. Each class was given a different book, which they shared and discussed; many may think that these picture books would only be suitable for younger children, but we do not believe this to be the case. With a little creative thinking these relatively simple children’s books offer a wonderful stimulus for quality analysis and writing. Throughout the day, the children completed a range of activities; they delved into their chosen text and explored characters, settings and plots. The children also had the opportunity to consider what questions they would like to ask the author and wrote letters to her. Some classes wrote a quiz to strengthen their comprehension skills and summarised main events identifying key vocabulary. Just before home time, there was great excitement as the children scattered around the school to listen to a story read by a member of our fantastic staff team; there were plenty to choose from including latest titles as well as some old favourites! A great day of sharing stories and strengthening reading and writing skills was had by all!
Reading Matters Week 2018
Reading Matters Week and our ‘Big Buddy Read’
Reading Matters Week has been an amazing event because every class have had the chance to share and enjoy different activities linked to one of Roald Dahl’s books. We have celebrated the importance of reading and have been reminded that reading is a very important part of all our learning and can help us in the future. Each class has enjoyed and read a different Roald Dahl story and we have all created lots of fantastic activities linked to our story. Some of these include: character descriptions, vocabulary cards, games, arts and crafts and books reviews. We cannot wait to see which activities will be in our class story packs in the library for everyone to see and use. We ended the week with our ‘Big Buddy Read’ and had the chance to read to others and meet new people. It has been an amazing experience and a great start to the year!
Written by Scarlett Brown and Gabriella Stephenson 6LL
Writing Events: To further encourage a love of writing, we hold a variety of events throughout the year. Examples of this include our Remembrance Poetry Competition and whole-school Writing Challenges.
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If you could teleport the Earth to any place in the Universe, what would you want to look at in the night sky?
The bright explosion of a supernova?
A black hole passing over your house? How about a nebula? How would this gorgeous gas cloud look from up close? And how would the Earth change if it was inside it?
What is a nebula anyway? A nebula is a giant cloud of dust and gas in interstellar space. Some nebulae are born from the explosion of a dying star; others are regions of space where stars are born.
They are vast, sometimes taking up hundreds of light-years of space. But with all that size, they aren’t massive. A nebula the diameter of the Earth would only have a mass of a few kilograms.
That’s because nebulae aren’t very dense. To put it in perspective, any vacuum that we can create in the Earthen environment is denser than any nebula out there.
And that’s why, if we lived inside one, it wouldn’t look like anything you might expect. Some 1,344 light years away from Earth, is the Orion Nebula — the brightest nebula in our sky. It’s 24 light-years across, and has a mass equivalent to 2,000 Suns.
If the Earth was formed inside it, all you’d see in the night sky would be this. Not impressed?
I know, I wasn’t either. It turns out it’s not that easy to see a nebula when you look at the night sky.
To your eye, most galaxies in the Universe don’t look anything like this. More like this. And most nebulae are invisible altogether.
Your eyes aren’t sensitive to the kind of light a nebula produces. But look at the image taken by the Hubble Space Telescope, and you’ll see a beautiful gas cloud.
That doesn’t mean these beautiful images of space are fake. Their colors just represent the lightwaves that your eyes aren’t able to detect.
So, if you had the Hubble Telescope, would you be able to see a nebula if you lived in one? Sorry to disappoint you again, but no.
Nebulae are pretty only when they are hundreds of light-years away. They look thick and cloudy only because you see the structures of light-years in thickness. Once you’re close to them, their light spreads out so much that you can’t see them. You could fly your spaceship right into the nebula and never even know it.
If the Earth were inside a nebula, the only effect you’d see would be brighter Auroras, unless the solar wind blew all the nebular particles far away from the planet.
How do we know we are not living inside a nebula right now? Simple.
After gathering the data on our own Sun, we can calculate the expected brightness of the neighboring stars. If we did live inside a nebula, we’d notice that our star was much brighter compared to others. The nebula would be dimming the light coming in from outside of it.
But don’t be sad. There are some bigger and brighter nebulas out there for you to see. Like the Tarantula Nebula, 160,000 light-years away from us.
If this monstrous cloud were in our galaxy right where the Orion Nebula is currently located, it would take up the area of 60 full Moons in our sky. Its glow would be bright enough to cast shadows on the ground.
We can’t teleport the Earth, yet. But we may be able to travel to distant exoplanets that experience incredible light shows in the night sky.
“Nebulae: What Are They And Where Do They Come From? – Universe Today”. 2015. Universe Today. Accessed May 24 2019.
- “What Would Skies Look Like On Worlds Inside Nebulae?”. Tim B. 2014. Worldbuilding Stack Exchange. Accessed May 24 2019.
- “In Reality, Nebulae Offer No Place For Spaceships To Hide – Universe Today“. 2013. Universe Today. Accessed May 24 2019.
- “What Does A Nebula Look Like Up Close? – Bad Astronomy”. Phil, Plait, 2008. Bad Astronomy. Accessed May 24 2019.
- “Galaxies And Nebulae – What They Really Look Like – Sacred Space Astronomy”. Christopher Graney, and View Graney et al. 2017. Sacred Space Astronomy. Accessed May 24 2019.
- “National Optical Astronomy Observatory Press Release: NEIGHBOR GALAXY CAUGHT STEALING STARS”. 2019. noao.edu. Accessed May 24 2019. | <urn:uuid:ba37308e-8639-4b45-aa08-7fbfe3bec12a> | CC-MAIN-2021-17 | https://insh.world/video/what-if-earth-was-inside-of-a-nebula/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038084765.46/warc/CC-MAIN-20210415095505-20210415125505-00252.warc.gz | en | 0.923122 | 1,023 | 3.78125 | 4 |
Maintaining Reading, Writing and Math Skills
If your son or daughter is continuing their schooling from home then you may be wondering how to maintain their reading, writing, and math skills so they do not fall behind. If you are also working from home then this has exacerbated the problem by making it increasingly difficult to keep your child on a homeschooling schedule.
Make Shared Reading A Habit
Reading Rockets defines shared reading as “An interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by [an adult or older child]. The [adult or older child] explicitly models the skills of proficient readers, including reading with fluency and expression.”
Margaret Kristin Merga advocates for a shared reading experience between parents and children. Parents who create such experiences for their children can help them experience at least one of these benefits:
- Enriched language exposure
- Improved listening skills, spelling, reading comprehension, and vocabulary
- Development of fundamental literacy skills
- Positive attitudes to reading
- Tutors on Call has provided a list of other long-term benefits to reading
Here are some tips for creating a shared reading experience with your child:
- Allow your child to select books he or she likes. Paperback books tend to work best because of the tactile and visual experience they create. However, ebooks are also useful.
- Encourage them to read books that are at their level. Struggling through a book with really difficult vocabulary will only make them bored and discouraged. Ask them to read one page of the book and if there are 5 or more words on a page that they can not pronounce or do not know the meaning to then the book is too difficult.
- Don’t be overly critical. A child will clam up and develop a disdain for the shared reading experience if you are overly critical and, therefore, make the experience unpleasant.
- Give your child your full attention. Put away the cellphone, turn off the TV and show your child that you appreciate this quality time.
- Ask your child questions to determine whether he or she is understanding the book.
Tutors on Call has created a list of the most popular novels. Many of them are award-winning novels that may inspire your son or daughter in their own writing and prompt critical thinking skills.
Give Your Child Fun Creative Writing Prompts
Children often struggle with writing because it often seems boring and difficult. However, it seems less burdensome when you give your child a creative writing prompt based on his or her interests.
For instance, your child may be obsessed with Fortnite. Why not ask them to write about some of the exciting features of the game that he or she can share with his cousins and friends? Better yet, why not ask him or her to create a short story based on the Fortnite theme?
Use Cooking to Reinforce Fundamental Math Skills
Cooking is one of the best ways to bring the fundamentals of geometry and measurement to life. Let’s say that you want to bake some cookies. You could purchase this set of plain edge geometric shape cutters to teach your child how to calculate the area of plain shapes and even how to create composite shapes. Measurement will be crucial for this cookie making process.
Here’s an idea of how this basic math lesson could develop.
- Have your child measure out all the wet and dry ingredients; and then combine them to make the cookie dough.
- Ask your child to identify each cookie cutter shape as you use them to cut the cookie dough. (This step is best suited for a child at the grade 4 level.)
- When the cookies are done, ask your child to arrange them into a tangram such as the one shown in this video. A tangram is an example of a composite shape.
- Ask your child to calculate the area of the tangram that has been created. This step works best when you allow your child to figure it out, but you have to keep an eye out so that all the cookies don’t disappear into your child’s belly.
Your child shouldn’t miss out on developing fundamental math, English, and writing skills while out of school. We’ve suggested three ways that you can develop these skills right at home. However, these suggestions only scratch the surface of what’s possible. Don’t forget to check out our top-notch online tutoring services to further enhance your homeschooling efforts. | <urn:uuid:4afa30a2-3353-4f32-82a6-e1e4009a8707> | CC-MAIN-2021-17 | https://www.tutors-on-call.com/maintain-fundamental-reading-writing-and-math-skills/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038076454.41/warc/CC-MAIN-20210414004149-20210414034149-00289.warc.gz | en | 0.949774 | 929 | 3.53125 | 4 |
In the homeschool community there’s no conversation more enticing, or controversial, than how we teach language arts and reading. Thousands upon thousands of blog posts, curriculum, and methods have been created to teach our students how to read and write. But, the real challenge often isn’t teaching our homeschoolers how to read or write well, it’s making it interesting and fun for them so that they love the written word long term.
As a trained English teacher, I struggled with this in the traditional classroom and with my homeschoolers. But, you don’t have too! Take my advice and learn from my failures. If you’re struggling to engage your students in homeschool English or homeschool writing, these five tips (and don’ts) will help you make homeschool English and reading fun!
7 Do’s and Don’ts to Make Homeschool English Fun
- Don’t start with the book or reading, start with an engaging activity. Immersing students in the culture, context, and core learning elements before you start a book or unit will peak their interest. For example, before tackling Jane Eyre, study gothic art together and create your gothic masterpiece. Paint, listen to music, act out a scene, watch a film, cook, or visit a museum. After these activities, present your lesson or book and dive in together.
- Do read, but don’t write. I know, I know, writing is important. But, if we want our homeschoolers to love reading, we often need to disconnect reading and writing altogether. There’s nothing more predictable than writing an essay, letter, or paragraph after reading a book. We all remember our 5th-grade book reports, don’t we? Instead, allow for discussion or projects as assessments instead of essays and paragraphs. There will be plenty of time and opportunity to write in social studies and science. Why not allow reading to be its subject and focus on critical thinking skills like analysis and evaluation through reading group discussions, hands-on projects, and even games as your form of assessing learning. Talk about the different words used in the book and come up with synonyms as your grammar lesson. Summarize and act out passages together. Focus on togetherness and the story, and you’ll create lifelong reading addicts!
- Do write, but make it creative. It’s important that our homeschoolers learn to write well. But, writing doesn’t have to be boring and formulaic! Allow your students to write about what they are interested in, practice more creative writing like poetry and short stories, and write for specific purposes (think letters, recipes, grocery lists, thank you cards, etc.) Make sure to publish their books and put them on the shelves right alongside your favorites to show them how important their written words are to you! Use this list of 25 ways to get kids started writing and you’ll see their love of writing bloom.
- Do play games, lots of them. Jeopardy, Name the Author/Book/Poem, Character or Literary Term Bingo, etc. Everything is more fun when it’s a game! Grammar is often hated by all students, not just homeschoolers. So, use these fun grammar games to engage and challenge your homeschoolers, and make homeschool grammar fun!
- Don’t force classics. I love the Charlotte Mason and Good Books method of English teaching. From Black Beauty to Jane Eyre to Shakespeare, we’ve read more classics before our kids are in high school than most non-homeschoolers will in their lifetime! But, forcing students to read period literature can backfire and create students who hate reading. We save classics to read aloud together at night or during lazy days. Until high school, my homeschoolers get to choose their literature based upon their interests. Studies show that students who read what they are interested in have higher fluency and comprehension. So, save the classics for family time and high school British Literature. Instead, choose to allow your homeschoolers to choose from an approved list of books based on what you’re studying AND what interests them.
- Do use technology.There are amazing writing, books, games, lessons, and more all at your fingertips using a tablet or phone! Blending technology with curriculum and traditional lessons mean you fit homeschool English into their world. They will thank you for it!
- Do focus on success and put down the reading pen!When children struggle to read or write, they are fully aware of the challenge and often feel like failures. That’s why it’s so important to focus on what your child is doing well and to resist the urge to correct every sentence. Focus on the successes and celebrate every single improvement. There will be plenty of grades in your child’s portfolio; you don’t have to make writing or reading one of them! Remember, the goal is to create functional writers and book lovers, not kings and queens of grammar. So, set goals with your homeschoolers about what they want to accomplish and then praise and reward their efforts and accomplishments. This will boost confidence and give your child the support he/she needs to overcome the challenge!
Teaching Homeschool English can be fun, challenging, engaging, and exciting. By focusing more on successes and pumping our lessons full of fun, interesting, and engaging activities, your homeschoolers will love language arts, and you’ll find their noses in books long after the school year has ended.
What’s your favorite homeschool English curriculum? Tell us in a comment below! | <urn:uuid:3361c467-a276-4ac2-9385-baf6ff88fd6f> | CC-MAIN-2021-17 | https://www.homeschoolacademy.com/blog/make-homeschool-english-and-reading-fun/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038076454.41/warc/CC-MAIN-20210414004149-20210414034149-00290.warc.gz | en | 0.945894 | 1,183 | 3.5 | 4 |
Our Star-Spangled Story is a year-long U.S. history course for grades one through four that reflects a Christian worldview and patriotic attitudes. It has many elements of a unit study since, along with the study of history, it incorporates literature, music, creative writing, geography, and art. In addition, coloring, drawing, singing, dancing, arts, crafts, games, recipes, and projects reinforce learning and help address children’s different learning styles.
The course consists of six books published by Notgrass plus eight storybooks that you can borrow from the library or purchase. The Notgrass course books are:
- Our Star-Spangled Story: Part 1 and Part 2 (two separate books)
- Star-Spangled Rhythms and Rhymes – book with a CD (with MP3 files). Both contain the same 60 songs, poems, and dances.
- A Star-Spangled Timeline – a visual reference book that shows images of key people and events chronologically on a timeline
- My Star-Spangled Student Workbook – with a colorful activity page for each of the 90 lessons
- Our Star-Spangled Story Answer Key and Literature Guide – answer key plus notes and discussion questions for the eight storybooks
All of these books except the Answer Key and Literature Guide are very attractively illustrated and printed in full color. The first four books are hardcover. If you are teaching more than one student, each of them needs only an additional student workbook.
The course is taught from Our Star-Spangled Story: Part 1 and Part 2. Each of these books has more than 300 pages, which explains why the course is split into two books. Beginning with the first European settlers of America and Native American cultures, the course continues up through the present day. Rather than trying to cover U.S. history in a comprehensive fashion, much of the time it uses stories of historical people in relation to significant events. For example, Lesson 72: “Walking to School with Ruby Bridges” relates the story of a six-year-old African-American girl who was one of the first to attempt to act on the Supreme Court decision in Brown v. Board of Education to attend a school that had been reserved for white children only. This lesson continues with an explanation of the civil rights movement, including brief information about Rosa Parks and Dr. Martin Luther King Jr.
The two course books together have 30 units, with three lessons per unit. The intent is for lessons to take place three days per week, but parents can spread lessons out over five days if they wish to do so.
Each lesson presents the text information first, with all of the other activities listed at the end. Parents can read the text aloud to children, or older children can read it for themselves. The reading should take only about 15 minutes per day. There are three sections for the activities: Lesson Activities, Review Questions, and Hands-On History Ideas.
Under Lesson Activities are three or four of the following: map activities (using maps at the front and back of each book), Rhythms and Rhymes activities, a page in the student workbook to complete, a storybook to be read, and pages in the timeline book to explore.
The Review Questions should be used for discussion. Hands-On History Ideas are generally a pretend scenario and a building blocks activity, although sometimes they refer to a unit project. Pretend scenarios are presented like this one from page 127: “Pretend you are Daniel Boone or a member of his family, exploring, hunting, trapping, and preparing the way for new settlers.” The same lesson also suggests that students use building blocks to construct a wilderness fort. Unit projects (found at the end of each unit) are for crafts, games, recipes, or projects such as creating a care package. Since each unit takes one week to complete, you will have one of these projects every week. The time required for activities and projects can vary greatly, and some families might choose to skip some or substitute ideas of their own.
The eight storybooks used with the course are:
- Benjamin West and His Cat Grimalkin
- Toliver’s Secret
- Freedom Crossing
- Farmer Boy
- Mountain Born
- Emily’s Runaway Imagination
- The Year of Miss Agnes
The storybooks were selected to support lesson content, so they need to be read at the points designated within the course books.
While the lessons and end-of-lesson activities are “open and go,” the projects require planning ahead to gather resources. A Unit Projects Supply List is available on the Notgrass website along with other extras such as a list of additional suggested literature; video demonstrations of singing, games, and dances; downloadable files required for two of the projects; and printable maps.
Our Star-Spangled Story is perfectly suited to the homeschool environment and offers a well-designed blend of easy-to-use textbooks with storybooks, activities, and projects. In addition, the underlying Christian worldview and positive attitudes toward America are likely to be well received by many homeschooling families. | <urn:uuid:e3306191-c697-44e0-a06d-542c4c7dda48> | CC-MAIN-2021-17 | https://cathyduffyreviews.com/homeschool-reviews-core-curricula/history-and-geography/u-s-history-core-curricula/our-star-spangled-story | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038461619.53/warc/CC-MAIN-20210417162353-20210417192353-00291.warc.gz | en | 0.947399 | 1,065 | 3.9375 | 4 |
In the last issue, we discussed the value of oral storytelling. Here we delve into the importance of explicitly teaching the text structure of narratives as one means of facilitating students’ comprehension.
Text structure, one of the five big ideas discussed in Comprehension: Knowledge to Practice, refers to how a text is organized. This organization guides the reader’s—or listener’s—comprehension by enabling them to recognize relationships among structural elements in the text. Recognition of these elements helps readers form a mental model of the story so they can attend to salient text details, thereby increasing comprehension.
As discussed in our book, it is important to teach both narrative and informational text structures. Even with a shift in emphasis in the Common Core State Standards to the use of nonfiction texts to develop students’ background knowledge, teachers should not overlook the value of narratives.
Whatever our age, we can be changed by the lives of others if we learn to connect the whole of the reading circuit with our moral imagination.
In The Science and Poetry in Learning (and Teaching) to Read, Maryanne Wolf makes the case for teaching narratives: “Stories are one of humanity’s most powerful vehicles for making lasting connections to people we will never meet. To feel like Charlotte about Wilbur’s plight in Charlotte’s Web, to identify with Martin Luther King Jr. in Martin’s Big Words: The Life of Dr. Martin Luther King Jr. or with Ruby Bridges in Through My Eyes prepares children to empathize both with their neighbors and with people around the world or across the proverbial railroad tracks … Whatever our age, we can be changed by the lives of others if we learn to connect the whole of the reading circuit with our moral imagination.”
The Role of Interactive Read Alouds
Before students even begin to acquire the alphabetic principle, they largely focus on meaning through oral language, i.e., speaking and listening. Teachers can—and should—use listening-level text for read alouds to develop the language processing abilities that underpin all of the comprehension big ideas. This practice addresses one of the criticisms of a “balanced literacy” approach, namely that it confines students to “leveled” or “just right” text, depriving them of the growth opportunities more difficult texts would confer.
Decades of research “confirm that listening comprehension outpaces reading comprehension from early childhood through at least middle school” (Fisher and Frey, 2014). This fact supports using listening-level text as part of a comprehensive plan, not only with beginning readers, but also through intermediate and middle school years.
Read alouds should be interactive, with the teacher (or parent) and student actively thinking about and discussing the story. For example, parents can ask their children about the setting (where and when the story took place), the characters (the people, animals, or creatures who act out the events), the problem (what happened to set the story in motion), and the solution (how the problem turned out). Teachers can explore our book to learn how to plan effective, purposeful read alouds around carefully selected text.
Teaching Story Grammar
Moreau provides a student-friendly Critical Thinking Triangle (CTT) model—depicted below—to support students in their understanding of the dynamics that drive a narrative. The CTT incorporates the three important elements of story grammar—the initiating event, the internal responses or feelings, and the plan for action. Understanding these elements is what helps build our moral imagination as Wolf described above. The CTT model also includes two additional elements: the mental state of thinking verbs and cohesive words that connect the three components of the triangle. Teachers can use the five parts of the CTT to explicitly teach students to express orally their understandings of stories that they read or listen to. A Story Map can serve as a graphic organizer to aid in this process.
Drymock (2007) points out, “Story grammars are rather like the set of grammatical rules that are used to structure sentences … Story grammar research moves the teacher away from general explanations of story structure (e.g., that stories have a beginning, middle, end) to the more specific (e.g., that stories have characters, a theme, and a plot.)” These more specific story grammar elements are a scaffold, facilitating understanding and recall.
Teachers can turn to our book to learn more about narrative and informational text structures. | <urn:uuid:58184962-f972-41e4-a725-33ff9da5422c> | CC-MAIN-2021-17 | https://www.literacyhow.org/newsletter/language-comprehension-and-text-structure-awareness/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038065903.7/warc/CC-MAIN-20210411233715-20210412023715-00531.warc.gz | en | 0.918536 | 928 | 4.0625 | 4 |
All hands hoay with these creative writing tips!
For parents and teachers: This is a fun unit of work for years 3-6 that will boost creative thinking and expression, explore language, improve vocabulary, and examine the importance of character and setting in imaginative texts. It is appropriate for independent learning and can be done in 1 to 1.5 hours or broken up into shorter segments.
For students: Follow the steps below and by the end of it, you’ll have written an adventure story about pirates!
1. Read an extract from Atticus Van Tasticus
2. On the sheet below, circle the character you liked most and write underneath why you liked them. If you can’t print off the page, write your answer on a blank piece of paper.
3. Make up a name for a character you’d have in a story about pirates. Write a sentence that describes what is special about this character.
4. Find the words in the word search below.
5. Some of the words in the word search were a bit odd, weren’t they? You probably wouldn’t use them in everyday language. Answer the below to work out what type of words they are. Some questions might have more than one answer, but you don’t have to list all the answers:
- What is a sound a pirate might make?
- Find a person's name:
- What is something you might find on a pirate ship?
CHALLENGE: What does the word doubloon mean? Is it:
- a) A pirate's hat
- b) A piece of silver
- c) A cloak that doubles as a blanket
- d) A Spanish gold coin
6. Look at the picture below. It’s missing a bit in the middle. Perhaps it’s a sea monster, or an alien or another pirate ship, or something else entirely. What would you put here? Let your imagination go wild. Draw what you picture in your mind. It doesn’t matter if you’re not good at drawing, put in some details to make it interesting. As long as you can see it in your imagination, that is the main thing.
7. Now you’re ready to write a short story about a pirate! Include the following in your story to help you on your way:
- The character you created in step 3)
- Some of the words you found in step 4)
- The scene in step 6)
The main thing is to have fun with your story. When you have finished writing it, read it aloud to hear how it sounds. If some bits don't make sense, have a go at re-writing that sentence or paragraph so that it sounds better. This step is called editing.
When you have edited your story, there's only one more thing you need to do...
8. Give your story a heading! You can make your heading fun, or exciting or mysterious – it’s up to you. Underneath your heading, write who the story is by, it’s by you!
Well done, that’s the end of the lesson. If you would like to read more pirating adventures, you can buy the Atticus Van Tasticus books from all good bookstores.
Teachers and parents, further resources around this book can be found here:
Keep the kids entertained with these fun book-related ideas. There's an activity book for every age: one for littlies, one for kids and one for grown-ups too!
Celebrating 80 years of Puffin!
Book Week is an amazing chance for your child to get creative, engage with their favourite books and dress up in character. If you need a costume, stat, here are a few ideas to help you get something incredible off the ground before the big day . . .
Plus a visit from Andrew Daddo!
Dig a little deeper to find a hidden world!
A fun and inspiring practical guide on how young people can make a real difference.
Everything you need to know about what we’re doing to our environment, good and bad.
A gorgeously illustrated book all about oceans for young animal and conservation enthusiasts.
How do you communicate your feelings?
In what part of the world could you find an Orchid Mantis?
Celebrate 50 years of the wonderful world of Mr Men and Little Miss with this fun party pack
Get ready to discover a whole new world of colours. | <urn:uuid:fa0731d2-8e41-4e64-812c-b862f2de55d4> | CC-MAIN-2021-17 | https://www.penguin.com.au/articles/2606-at-home-lesson-pirate-inspired-imaginative-writing | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039626288.96/warc/CC-MAIN-20210423011010-20210423041010-00491.warc.gz | en | 0.930515 | 944 | 4.3125 | 4 |
By Krystal Tan
Character relates closely to a child’s inward and outward behaviours. A child’s character is very much nurtured through his interactions with people and his surroundings. Hence, character education forms an essential part of a child’s learning and development.
Having good character yields positive results and desired outcome. People choose to associate with others who know how to show respect, are caring, hold responsibility, have positive attitude, are helpful, show empathy to others and often demonstrate an optimistic frame of mind. When a child feels engaged, respected and safe, he shows enhanced ability to focus on both academic as well as non-academic goals.
Character education strives to teach children the basic values and principles of right and wrong, and it plays a transformative role in every child’s cognitive, social and emotional development. Though schools may impart good character values in children, the key educators of positive character values remain in the hands of parents and immediate family members. As their primary character development influence, here are the ten essential character values parents should focus and instil in children.
Treat others the way you want to be treated. We want to be respected, so do our children, and they also need to learn that respect is to be earned. To earn the respect of others, we must take initiative to show respect for others. Teaching our children to respect people, animals and the environment helps ensure our children care for the world we live in.
Honesty is the best policy. We have seen or heard the story of The Boy Who Cries Wolf. When a child tells a lie, whether out of mischief or intentionally to hide from fear of being reprimanded, he would have lost his trustworthiness. As parents, we need to share the importance of honesty with our children so they will grow to be respectable adults of high integrity.
A responsible child is one who accountable for his actions, which can serve as good inspiration for surrounding people. By assigning simple household chores to our children in the home environment, we teach our little ones what it is like to be responsible. Children who pack their school bags, keep their rooms clean and tidy, complete their schoolwork and hand it in on time will develop a good sense of responsibility.
Empathy is the ability for one to be in the shoes of others and feel for others. Children who know how to feel for others, stand by the side of others and are always there to encourage and support their friends and family, are often better received. Parents can be a good role model and share with the children on how we can show empathy for others.
5. Gratefulness Studies have shown that grateful people are happy people. Children who show gratitude for the things they have, especially the love they receive from their parents and other family members and friends will be more fulfilled and happier in live. Parents can share the blessings with our children and show them how grateful we are to be living in peace and harmony.
6.Kindness An act of kindness a day enriches one’s life and it takes little effort to be kind. By setting the example of giving up your seats to those who need it more than you, lending a helping hand to people in need or volunteering in charity events, you model how to be kind to others. Kindness always brings smiles to the faces of everyone.
7. Patience Patience is the ability to not show any anger or frustration while waiting. Queuing patiently in a line or waiting patiently for a turn at the playground greatly improves the overall experiences. The opposite is true when a child gets impatient and starts to show their temper. Thus, it is essential to learn to be patient for a better quality of life.
8. Self-control Most people have heard of the famous marshmallow test where young children in a room had the choice of taking a marshmallow placed in front of them immediately or to follow instructions and wait for an adult to return before taking the marshmallows. This is a test of one’s self-control. Children who waited for the adult to return are seen to have better self-control. They are often more composed when faced with challenging situations and tend to achieve better success in life.
9. Resilience Resiliency builds strength, and strength builds courage. Resilient children do not give up easily under challenging situations, and when failure strikes, they tend to rebound back quickly and fight on. Research has also shown that resilient children often move on with better life achievements.
10. Sportsmanship A child who is socially active and engages in many team sports or activities need to be generous to ensure he enjoys every moment of the engagement. This is especially true when it comes to team sports. Children who play a fair game and congratulate a winning opponent team have better sportsmanship and enjoy a better quality of life. Character values are to be taught and cultivated. Parents and teachers form the best role models when it comes to instilling good values and behaviours in our children.
Krystal Tan is the founder of Krystal Charm Etiquette Academy, a well-established training provider that specialises in etiquette training and character education for children and youths. Learners will pick up essential life skills to value add to their overall learning and development. Parents who wish to make a positive difference in your child’s social and emotional development can visit Krystal Charm Etiquette Academy Year End Holiday Workshops and enrol your child in the many interactive curriculums. | <urn:uuid:45a76b2d-0a3f-46e0-aa36-9c2462d2af10> | CC-MAIN-2021-17 | https://www.advancekids.sg/post/10-essential-character-values-to-instil-in-your-child | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038461619.53/warc/CC-MAIN-20210417162353-20210417192353-00292.warc.gz | en | 0.957597 | 1,116 | 3.71875 | 4 |
The purpose of this module is to stimulate an interest in and a sense of wonder about places
The existence of this striking 65 metre stack defies all probability and has become an icon of climbing. In 2002, two Greenpeace climbers braved it to send a message: 'Pirate fishing trades away ocean life!' over the ocean to the south of Australia where massive amounts of pirate fishing is driving the long-lived toothfish towards commercial extinction.
How do sea stacks form?
Why is the Totem Pole a Fantastic Place for climbers and others?
The base of the cliff is subjected to constant erosion from the waves. The main types of coastal erosion are corrosion, attrition, solution and hydraulic action
Over time the joints, faults and bedding planes in the base of the cliff become eroded and larger cracks appear
The cracks become wider and weaker as the erosion continues, causing caves to form. Caves are often found on headlands because wave erosion is particularly strong here. In some cases the roofs of caves may be broken through to form blowholes
When caves develop on opposite sides of a headland they will join up to form a natural arch, as the cliff is being eroded from both sides
The arch continues to be eroded and will gradually become bigger and bigger until just a slim pillar is left, attached to the top of the cliff
The top of the pillar collapses as it can no longer support the weight of the connecting rock, leaving behind a stack
The stack is then continuously eroded at the base by the waves, and eventually will be worn down until only a stump remains. These can become so eroded that they are only visible at low tide
Stumps will eventually be worn away until they remain constantly underwater as areas of shallow water, known as reefs
Over a period of hundreds of years this process will continue until all evidence of past landscapes has been eroded and coastal retreat occurs
The Totem Pole is part of the Tasman National Park, as it is part of the many miles of rugged coastline and diverse forest ecosystems, which contain several species of rare plant. The park also includes many small islands and the southern end of the park has some of the highest and most spectacular cliffs in Australia. The National Park is a very popular area for tourism as it is within a few hours drive of the main city on the island, Hobart. The Totem Pole is thought to be one of the hardest rock climbing routes in Australia, with hundreds of climbers attempting the climb every year. The global campaigning group Greenpeace which specialises in high-profile, non-violent demonstration used climbers to scale this icon to highlight the plight of the toothfish which suffers from pirate fishing. Toothfish is a popular dish in the United States - where it is sold as Chilean Seabass. The species is currently managed by the Commission for the Conservation of Antarctic Living Marine Resources, the body which introduced a catch and trade documentation scheme as an attempt to tackle illegal poaching of this species.
Climbing the Totem Pole video
Patagonian Toothfish image
Greenpeace Totem Pole protest image
What is the connection between these two images?
The link is that Greenpeace climbers scaled the Totem Pole in Tasmania, Australia to highlight attention to the pirate fishing trade during in 2002.
Download The Toothfish and Totem Pole PowerPoint for classroom use.
Greenpeace climbing the Totem Pole
Watch the video of people climbing the Totem Pole.
How do sea stacks like the Totem Pole form?
Look at the coastal stacks fact sheets.
Use the information about the formation of coastal stacks in the fact sheets to add annotations to the PowerPoint explaining the physical processes that create stacks.
If you have access to a digital video camera you could create an animation or ‘claymation' video.
Could you write a piece of creative writing about climbing the Totem Pole using a photo of the Totem Pole as inspiration.
Paul Prichard suffered a serious accident while climbing the Totem pole. He wrote a book 'The Totem Pole: Surviving the Ultimate Adventure' which tells of the accident and his road to recovery.
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The key to handling an autism meltdown is to first understand them. This means identifying why they are occurring and spotting the warning signs that lead up to them.
Parents can learn how to effectively minimize meltdowns by recognizing events and actions that can trigger them. Oftentimes, parents can avoid a meltdown altogether by recognizing that one is coming and removing the potential stressor.
An autism meltdown is different from a typical temper tantrum in young children. For a child with autism, a meltdown can occur at any age, and it is not used as a manipulative tool.
Autistic meltdowns occur when a person becomes so emotionally overwhelmed, or experiences such a strong sensory overload, that they can no longer control their behaviors. This can manifest as withdrawal, an emotional outburst, or physical lashing out. These meltdowns can be prolonged and intense. Meltdowns can be tough on parents of autistic children. But remaining calm is pivotal to managing a meltdown that is in progress. Techniques that can be used ahead of time can help to prevent an autism meltdown, and coping strategies can help parents to diffuse a meltdown that is in progress.
Why These Meltdowns Happen
Autism is a spectrum disorder that impacts as many as 1 out of every 54 children. As a developmental disorder, symptoms of ASD (autism spectrum disorder) include problems understanding emotions in both oneself and others. Language delays and communication deficits are aspects of autism that can lead to frustration and an inability to effectively communicate wants and needs. Sensory issues, emotional outbursts, and aggression are common in autistic children.
Temper tantrums are a normal method children use to gain negative attention or to impact their situation. An autism meltdown is different. It is not used as a tool to get something the child wants. Instead, it represents a loss of control. Autism meltdowns signify a complete overwhelming of the system (senses and/or emotions) and a loss of behavioral control as a result.
Autistic children have difficulties regulating their emotions and struggle with changes to their routine. They often have sensory issues and problems communicating effectively. All of these things can lead to a meltdown when their system feels overloaded and they can no longer control what is going on in their minds or bodies.
- Can occur at any age and are not specific to young children. This can be challenging for parents when out in public since the child may not show outward signs of disability.
- Are not used for a purpose. Autism meltdowns, unlike temper tantrums, are not manipulative in nature. Instead, an autistic meltdown is a sign of an internal crisis and a call for help.
- Are frequently preceded by warning signs. There is often an outward sign of distress before an autism meltdown ramps up. This sign can be either verbal or physical.
- Can include self-stimulating behaviors, either before or during the meltdown. Repetitive motions — such as rocking back and forth, tapping, or pacing — can be signs of an oncoming autism meltdown.
Recognizing an Autistic Meltdown
An autistic meltdown can manifest in a variety of ways, including both physical and emotional outbursts. Aggression is common in children with autism. In one study, over half of the participants directed this aggression toward their caretakers. Self-harm is another concern, as a quarter of children with autism hurt themselves intentionally in some way.
An autistic meltdown can include:
- Social withdrawal.
- Running away or bolting.
- Zoning or tuning out.
- Screaming or yelling.
- Hitting, kicking, or aggression toward others.
- Self-harming behaviors, such as biting, hitting, or head banging.
- Extreme crying.
Autism meltdowns can be the result of several different triggers, such as sensory overload, a change in schedule or routine, communication difficulties, or anxiety. It is helpful to know what can lead to a meltdown in order to minimize their frequency.
Managing a Meltdown
There are several steps that can be used to manage autism meltdowns.
- Identify the possible cause of meltdowns. It can be helpful to track a child’s meltdowns. Note what was happening before, during, and after the meltdown. This can help you get a better handle on why they occur, what works to diffuse them, and how to better avoid them in the future. This diary or written record can help you to notice patterns in these meltdowns.
- Anticipate and circumvent the meltdown before it occurs. There are often signs or “rumblings” that autistic children present with prior to a full meltdown. Self-stimulating behaviors and signs of anxiety are often present beforehand. When these signs appear, distraction, diversion, or a removal of the potential stressor can often diffuse a meltdown before it starts.
- Minimize potential triggers. There are several things that can lead up to an autism meltdown, and many times, these things can be managed. A child sensitive to loud noise can be soothed with noise-cancelling headphones in loud environments, for instance. It can also be beneficial to have a method for dealing with sudden and unavoidable changes as well. Build in relaxation time, and teach your child techniques to manage anxiety and stress, such as breathing deeply. Work to improve communication, so the child is able to express their needs more easily.
- Stay calm. It is important to be kind, understanding, and as calm as possible during an autism meltdown. You can learn coping skills in therapy that you can then practice with your child.
- Give the child space when needed. It can take some time for a child to calm down during an autistic meltdown. A safe space or quiet room can help. This can be difficult when out in public. It can be helpful to carry a card to give out or have some other visible sign to explain that the child has autism and needs some space and understanding. Children with autism do not generally have any outward signs of disability, and a meltdown can be disconcerting for passersby and feel shameful to parents. Having an easy way to let others know what is going on helps some parents to focus on their child and manage these uncomfortable feelings.
- Use a distraction. Once the child has calmed down a little, a distraction or diversion can work to change the focus and bring the sense of control back. This can be an object or conversation topic that is comforting to the child.
It is important to keep a child safe during a meltdown. This may mean holding tightly to the child, taking them to a quiet space or a controlled environment, or just leaving them alone.
Autistic children can hurt themselves or others during a meltdown. Sometimes, it may take more than one adult to keep everyone safe during a full-blown meltdown.
Interventions & Therapeutic Techniques
While parents are essential in helping to minimize and deal with meltdowns, they need assistance. Therapy plays an essential role in managing the problem overall.
Applied behavior analysis (ABA) therapy is considered the primary form of therapy for autism. It teaches emotional regulation and communication skills. When a child is able to recognize and express what they are feeling, meltdowns are far less likely to happen.
Parents are active participants in ABA therapy, giving the therapist and technician valuable information that shapes the overall treatment plan. The lessons taught in therapy will be reinforced by parents in everyday life, helping these new skills to take hold.
Roleplaying can be an effective way for therapists and parents to set expectations for how to act in various situations. Your child can practice how to interact and react in specific environments with a therapist while in the safety of your home. Potential problems can be explored in this safe environment, such as the experience of having to wait in line or walking through possible changes that can suddenly arise.
When autistic children know what to expect ahead of time, and know what is expected of them, they are more likely to behave better. Reward positive behavior to reinforce the lesson.
Autistic meltdowns can be scary and unpredictable, but with the right tools and assistance, parents can learn to successfully minimize and manage these outbursts. Talk with your child’s treatment team to come up with specific strategies that work best.
- Data & Statistics on Autism Spectrum Disorder. (March 2020). Centers for Disease Control and Prevention (CDC).
- How Autistic Meltdowns Differ From Traditional Temper Tantrums. (April 2020). Verywell Health.
- Aggression in Autism Spectrum Disorder: Presentation and Treatment Options. (June 2016). Neuropsychiatric Disease and Treatment.
- Large Study Shows Self-Injury Common Among Children With Autism. (July 2017). Spectrum News.
- Meltdowns. (2018). National Autistic Society.
- ‘Meltdowns,’ Surveillance and Managing Emotions; Going Out With Children With Autism. (September 2010). Health & Place.
- Parents of a Child With Autism Seek Help With Public Meltdowns. (September 2018). Autism Speaks. | <urn:uuid:a802452a-61d1-4107-bce7-a713397a9649> | CC-MAIN-2021-17 | https://www.joinsprouttherapy.com/autism-symptoms/meltdowns | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088731.42/warc/CC-MAIN-20210416065116-20210416095116-00409.warc.gz | en | 0.948662 | 1,845 | 3.75 | 4 |
Sure Fire Tips to Improve Writing Skills in KidsFri, 26 Feb by Kunal
Writing is one of the most critical skills required for success in the 21st century. Therefore, these skills must be imbibed and improved in children from a young age. But how to make the learning process fun? Check out the top eight tips to improve writing skills in kids:
1. Encourage Reading –
Avid readers usually turn out to be good writers since they learn new vocabulary in context. The more words kids learn to use through writing, the better writing skills they develop. Understand your child’s interests and give them the right books to stay more attentive and interested while reading.
2. Encourage Journaling –
Not only does journaling help acquire good writing skills, but it is also a good outlet for kids to vent their feelings. Give them fun and colorful stationery of their choice and encourage them to journal whatever happens throughout their day. You can help them develop an interest in journaling by asking them to write about things they like, their friends, the day at school, etc.
3. Create a Writing Space –
Kids easily get distracted. So, to prevent that, set aside a corner away from doors, people, and their toys. This would help them focus on practicing their writing skills and grammar.
4. Proofread Their Content –
Your child must know that you are ready to invest time in helping them improve their writing skills. This way, they would see that they’re not alone and will take enhancing writing skills seriously. You can proofread pieces that they write and give them more ideas to nurture their skills.
5. Create Writing Prompts –
– Encourage your kids to write, but not just anything. Give them interesting creative writing prompts to relate to the things they like, for example, their friends, a school picnic, a visit to their grandparents, etc. This way, writing won’t feel like a task to them but rather a fun activity.
6. Teach them How to Work in Drafts–
A perfect piece of writing consists of various steps, including jotting down ideas, putting them in sentences, fixing errors, etc. Children must understand that improving writing skills is a continuous process, and they do not need to get everything right in the first go. Teach them how helpful, multiple drafts can be. To make it easier, help them type on a computer to track the changes and understand what works while writing a great piece.
7. Play Word Games–
Word games, such as Pictionary, are very useful for kids in terms of storing new words in their receptive vocabulary. Moreover, word games make learning more fun and interactive.
In a Pictionary game, one player draws a word or a phrase, and the other person has to guess what it is. You can make this more interesting by asking your kid to write a story based on the word you drew as a clue.
8. Don’t Keep Correcting –
Kids can get discouraged when parents continuously correct their grammar and spelling mistakes. So, help them learn from their mistakes in a more indulging experience. You can keep a dictionary where you can together learn new words and use them in sentences and stories.
Find out what works best for your kid and use these tips to improve writing skills accordingly. Hope this helped! You can also sign up your child for a PlanetSpark writing program appropriate for them. | <urn:uuid:f9a93eaa-54b1-4e01-92b5-a48c75df1cbf> | CC-MAIN-2021-17 | https://www.planetspark.in/blogs/writing-skills-in-kids | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088471.40/warc/CC-MAIN-20210416012946-20210416042946-00051.warc.gz | en | 0.959458 | 709 | 3.5625 | 4 |
Mr R Pettit
Key Stage 3
Pupils are introduced to the concept of Expressive Arts through an introductory task which introduces the ideas of communicating through non-verbal means i.e. signs and symbols.
In Art, pupils will design and make a ceramic piece which reflects symbols based on their own identity.
Skills across Expressive Arts: Communication skills, Imaginative responses, Problem solving.
Learners will explore 'What it means to be Welsh', and strengthen their appreciation for Welsh traditions culminating in a celebration of pupil’s work at the annual school Eisteddfod.
In Art, the focus will be on investigating and interpreting stories from the Mabinogi to produce illustrations. This will combine imaginative responses and elements of observational drawing.
Skills across Expressive Arts: Observational Drawing, Imaginative Composition, Performance Skills, Storytelling Skills, Vocal Skills, Communication Skills.
Learners will explore a sense of identity and belonging through the lens of African tribal cultures.
In Art, they will be exploring patterns and how they can be manipulated to create repeat sequences which can be transferred to fabric.
Skills across Expressive Arts: Pattern, Colour, Ceramic Work, Movement Skills, Ensemble Skills, Singing Skills, Keyboard Skills, Rhythm Skills.
Pupils are introduced to the work of Bridget Riley and start to explore the concepts of abstract art, focussing on how line, shape and pattern can convey meaning. This theme of visual communication is developed and pupils are given a series of tasks/design briefs such as decorating letters, logo design and experimentation with text.
They look at a range of artists and designers related to the theme. They also produce a storyboard and study relevant artists from Roy Lichtenstein to Frank Quitely.
Pupils are encouraged to develop designs for their own "Mythical Creatures" and look at a wide range of source material, from "Flanimals" to the work of Surrealists such as Salvador Dali.
Outcomes are produced in a range of media, such as drawing, frottage and print-making, as well as creative writing.
Extension Work may be adapted to produce a 3D creature using clay. Pupils consider suitable strange environments for their creatures and look at relevant artists for inspiration.
As preparation for Year 9 work, which explores colour and pattern, pupils look at work from other cultures, such as Aboriginal Art and produce a painted outcome in response to increasingly independent research.
Pupils begin to experiment with the concept of positive and negative space to produce two painted images, extracting half-tones, based on a portrait of their choice.
They look at the use of chiaroscuro in painting, film and other media, making connections to their own work.
As preparation for a final coloured painting, pupils look at the work of Hundertwasser and start to explore the concepts of colour theory in greater detail. They also make observational drawings from natural forms, focussing on pattern.
Pupils enhance their understanding of the work of Hundertwasser and the influence of Art Nouveau.
They produce a produce a colourful patterned painting in the style of Hundertwasser and investigate his life and work, making links to their own outcomes.
Extension Work may be adapted to explore a range of media and techniques, such as Computer Aided Design, 3D outcomes/Ceramics.
Pupils are encouraged to consider the presentation of their work and produce interesting design sheets to showcase their work.
They are encouraged to further their investigations into colour and pattern by looking at work from different cultures.
Ways in which parents can help:
- Ensure that pupils come to Art lessons with appropriate equipment.
- Support pupils with homework tasks.
- If possible, ensure that pupils have access to a variety of materials at home, such as colouring pencils, glue, etc.
- Try to experience works of art first hand, with trips to galleries/museums.
- The 20th Century Art Book.
- Ways of Seeing, By John Berger.
- The Story of Art – Gombrich | <urn:uuid:25bddc0b-5436-4a8b-b040-0edea18ced87> | CC-MAIN-2021-17 | https://www.porthcawlschool.co.uk/curriculum/art.asp | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038119532.50/warc/CC-MAIN-20210417102129-20210417132129-00573.warc.gz | en | 0.933373 | 864 | 4.125 | 4 |
By the end of the year, most first graders are able to read easy books by themselves. Ready to teach smarter and save time.
Prompt ideas for students paragraph-long writing assignments, second grade by nancy. On these worksheets, students learn to improve their writing by finishing the story, responding to questions, writing in practical situations, arguing a position, and writing ly and creatively.
Our presentation includes information on how worksheets are not appropriate for young children and why. She contributed 46 fabulous journal writing prompts are no set rules for the telling of writing prompt ideas shared by nancy.
We explain how writing on paper with lines two solid and a dotted line in the middle is not appropriate for certain ages and why visual accuity, fine motor not developed enough, creates frustration and lack of desire to write etc We also tell parents that there is a difference between their young child and older siblings and how older children are more developmentally ready to profit from using worksheets occasionally.
Communicate with a variety of audiences.
Each worksheet is colorful, has examples, and space for students to write their responses. This activity helps students learn about a flying mammal of their choice. Draw a picture and use simple text to explain persuade why an item food, pet, person is important to them.
They can expect https: Brian dodson uses sentence and put them a creative writing prompts for a way to get my own. Super teacher worksheets and story and use these 2nd-grade writing prompts. Phonics Worksheets - View our entire collection.
Written English Language Conventions Students in 1st grade are expected to write and speak with a command of Standard English conventions appropriate to this grade level.
Choose one of creative writing prompts are no set rules for. This shows that they are doing actual scientific experimentation and recording the data.
This four page shapebook asks students to create their own character. Create Your Own Character' printable worksheet in the classroom or at home. Writing standards for first grade define the knowledge and skills needed for writing proficiency at this grade level.
By understanding first grade writing standards, parents can be more effective in helping their children meet grade level expectations. Printable letter L tracing worksheets for douglasishere.com writing practice worksheets for 1st graders. Letter L for Lione. Printable letter L tracing worksheets for douglasishere.com writing practice worksheets for 1st graders.
Letter L for Lione. For the Kiddos. from douglasishere.com Free Printable letter H tracing worksheets for douglasishere.com writing practice worksheets for 1st graders.
Letter H for hippo worksheets Encuentra este Pin y muchos más en Co-Op Kindergarten Class, de Selena Lemmond. First graders develop fluency through a series of vocabulary, reading comprehension and writing activities that incorporate discovery learning and direct instruction.
Learn more lesson by lesson details by reading our first grade language arts lesson plans. Third Grade Worksheets Online. JumpStart’s large collection of fun 3rd grade worksheets is perfect for 8 and 9 year old kids. Students can use these free and printable worksheets to review and practice important concepts in math, language, writing, science and social studies.
Writing Worksheets. In this language arts worksheet, your child gets practice looking up words in a dictionary, writing words in alphabetical order, and drawing. Airplane message banners This worksheet presents airplane-drawn messages and gives your child practice with counting, reading, and writing skills.Writing a letter worksheets for 1st graders | <urn:uuid:2cf28e96-b0f3-429d-93e8-9054314e7506> | CC-MAIN-2021-17 | https://momonacejez.douglasishere.com/writing-a-letter-worksheets-for-1st-graders-32561nt.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00013.warc.gz | en | 0.907323 | 762 | 4.21875 | 4 |
Oceanic cartographer Marie Tharp helped prove the theory of continental drift with her detailed maps of the ocean floor. This animation by Rosanna Wan for the Royal Institution tells the fascinating story of Tharp’s groundbreaking work.
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The Short Film Showcase spotlights exceptional short videos created by filmmakers from around the web and selected by National Geographic editors. We look for work that affirms National Geographic's belief in the power of science, exploration, and storytelling to change the world. The filmmakers created the content presented, and the opinions expressed are their own, not those of National Geographic Partners.
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In the early part of the 20th century, German geophysicist Alfred Wegener proposed a revolutionary idea that made him the laughingstock of his peers. His “continental displacement” theory suggested that the earth’s continents once formed a single land mass that had gradually drifted apart over time. Wegener was largely disregarded by the geoscientific community until 1953, when a young cartographer named Marie Tharp began charting ocean floor depth measurements. In partnership with geologist Bruce Heezen, Tharp’s detailed maps of the ocean floor revealed rifts and valleys that supported Wegener’s controversial theory. Initially dismissed as “girl talk,” Tharp and Heezen finally brought the concept of plate tectonics to the mainstream in 1968 when they published their ocean floor map in National Geographic Magazine. Cementing her place in history, Tharp was awarded the National Geographic Society’s Hubbard Medal in 1978 for her pioneering research.
This animation by Rosanna Wan for the Royal Institution tells the fascinating story of Marie Tharp’s groundbreaking work to help prove Wegener’s theory.
Rosanna Wan - http://www.rosanna-wan.com/
Royal Institution - https://www.youtube.com/user/theroyalinstitution
How One Brilliant Woman Mapped the Secrets of the Ocean Floor | Short Film Showcase
Tagged under: Marie Tharp,oceans,maps,oceanic cartographer,ocean floor,continental Drift,Royal Institution,Bruce Heezen,National Geographic Magazine,Hubbard Medal,National Geographic Society,plate tectonics,animation,Short film showcase,national geographic,nat geo,natgeo,science,explore,discover,survival,nature,documentary,Showcase,short films,filmmakers,wildlife films,films,PLivjPDlt6ApRiBHpsyXWG22G8RPNZ6jlb,PLivjPDlt6ApSV6IhEzPW2w60mwFVtXgNR,PLivjPDlt6ApTDlm7OufY6HAzNmFAqxWSo
Clip makes it super easy to turn any public video into a formative assessment activity in your classroom.
Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip
Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans
1. Students enter a simple code
2. You play the video
3. The students comment
4. You review and reflect
* Whiteboard required for teacher-paced activities
With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach.
Carry out a quickfire formative assessment to see what the whole class is thinking
Create interactive presentations to spark creativity in class
Student teams can create and share collaborative presentations from linked devices
Turn any public video into a live chat with questions and quizzes | <urn:uuid:a2e187d6-ec47-4bbd-9ea1-707db3d52e3b> | CC-MAIN-2021-17 | https://spiral.ac/sharing/k57hv3y/how-one-brilliant-woman-mapped-the-secrets-of-the-ocean-floor-short-film-showcase | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038066613.21/warc/CC-MAIN-20210412053559-20210412083559-00253.warc.gz | en | 0.847512 | 932 | 3.96875 | 4 |
Metaphorical thinking is fundamental to cognition, communication and our ‘narrative mind’. This makes it a valuable tool for helping friends, family, colleagues and clients gain new perspectives on their lives. Using a metaphor is a helpful way of talking about emotional and relational experience.
The mind has the capacity to understand new ideas by relating them to concepts it is familiar with. Using metaphor has been a tradition in all the major schools of therapy and is a particularly helpful way of talking about emotional and relational experience.
Akhyayika (आख्यायिका) is a word of Sanskrit origin which means a fable, a chantefable, a short episodic narrative (short story) or an anecdote. The book itself is an anthology of short stories and anecdotes. Storytelling has been an intrinsic part of Indian tradition, right from the Vedic ages. The best example is the great Indian epic – the Mahabharata, which is not just a masterpiece of epic storytelling, but truly a discourse on life and living. Most of us have grown up hearing stories from our grandparents, parents, teachers and books. And there is a reason why stories have played such an important role in the life of human beings – they teach without appearing to do so.
A short story has several advantages. It quickly engages a reader, especially a contemporary young reader who may find thick novels daunting. It encourages the reading habit and allows the reader to read in ‘chunks’ by allowing them to focus on the key theme and story lines quickly. This book also allows a reader to choose a story at random as they do not require to be read in a specific sequence. The natural dialogue and conversational tone make it easy for non-native speakers too.
A story has the inherent capacity to put your whole brain to work! Preaching or advocating or recommending a belief or course of action does not work with either children or adults. Whereas the message within a story becomes apparent to the reader who often thinks, ‘I know this’ even as the person is reading the story. The belief or consequential course of action is therefore ‘self-initiated’ by the reader itself.
Now, whenever we hear a story, we want to relate it to one of our existing experiences. That's why metaphors work so well with us. The simpler a story, the more likely it will embed itself into your subconscious mind. The best way to truly learn and relate is through a short story with simple language and low complexity.
Using metaphor has been a tradition in all the major schools of therapy and is a particularly helpful way of talking about emotional and relational experience. No number of lectures, power points or vision and mission statements can so pithily and impressively convey what a story can.
Each little story in this book will leave a definite imprint on your subconscious mind, changing the way you think and behave, spurring and inspiring you to greater heights. | <urn:uuid:635c2352-14e9-4809-b72e-c825f74f1fa7> | CC-MAIN-2021-17 | https://www.rajeshseshadri.com/akhyayikas | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00092.warc.gz | en | 0.942373 | 614 | 3.671875 | 4 |
Note: The following information is from the Virginia Department of Historic Resources and used with permission.
People lived in Virginia for about 17,000 years before European contact. The native people had no written language. They recorded their historic events through storytelling and symbolic drawings. Through patient work in the field and in the lab, archaeologists have reconstructed some of the history and lifeways of these first people by uncovering buried clues of their unwritten past.
Archaeology is the scientific study of the remaining traces of past human culture, technology, and behavior. Archeology is about studying the people who lived and worked on a site and who made and used those artifacts. Archeologists recommend research questions to learn how specific ways of life developed and how they changed over time. Training and skill are required to analyze and interpret these artifacts.
Scientists are not in agreement as to when people entered the New World. Some controversial findings being discussed among archaeologists across the Western Hemisphere are the pre-Clovis dates and tools from a site named Cactus Hill in southern Virginia. Here a small band of people lived on top of a sandy hill overlooking the Nottoway River. One piece of white pine was dated to almost 17,000 years ago using radiocarbon dating. Associated with the pine were stone tools and the raw material from which the tools were made. These findings are challenging prevailing theories regarding human settlement of North America.
By the Late Archaic Period, the people in Virginia totaled perhaps in the tens of thousands. Their growing numbers caused them to intensify their hunting and gathering practices. Concentrations of bands settled along the rich floodplain, which some researchers describe as the "supermarket of the prehistoric world." Archaeologists have uncovered at riverside sites large hearths of fire-cracked rock, proof that the Late Archaic people prepared large amounts of food there.
In the Coastal Plain, the people started to harvest large numbers of saltwater oysters, a custom that would continue to the historic period. Especially in the early spring, before plants came up, oysters were a rich food source. The discarded shells formed thick middens or refuse heaps that archaeologists find to be a rich source of household debris.
In their quest for food and raw materials, the people ventured into every section of Virginia. Soapstone, commonly found along the eastern foothills of the Blue Ridge, was one of the most sought-after materials around 2,000 B.C. Because it was a type of soft rock that carved easily and did not break when heated, it made excellent cooking pots. The people quarried large mushroom-shaped pieces of soapstone from outcroppings, and, with stone and bone tools, hollowed out bowls. When people started making heavy soapstone cooking vessels, they were probably more settled, as the vessels were too heavy to move often. Archaeologists have found fragments of soapstone vessels across Virginia, sometimes hundreds of miles from a quarry.
In a similar fashion, cobbles of quartzite along the Fall Line, and outcrops of quartzite and rhyolite in the mountains were mined for the production of large points and knives. These tools, like the soapstone bowls, also found their way across Virginia, confirming the widespread trading in Virginia between people living in the mountains and along the coast.
The Woodland period refers to the more sedentary cultures that lived in the extensive woodlands of what is now the eastern United States. A major innovation occurred about 1,200 B.C. when the people began making fired clay cooking and storage vessels. Archaeologists believe this technology was introduced to Virginia from the people along the coast of Georgia and South Carolina. There, the earliest pottery in North America may have been made as early as 2,500 B.C. The shape and size of the first pottery in Virginia was patterned after that of soapstone vessels. Clay pots quickly proved to be more versatile and practical than soapstone. Though pottery vessels were fragile and easily broken, they could quickly be replaced. Superior cooking pots, they also provided drier storage than earlier fiber or skin vessels. Archaeologists have recorded the changes over time in the size, shape, temper, surface treatment, and decoration of pottery from 1,200 B.C. to the present. This wealth of pottery information provides archaeologists with ways to help date sites and to define Indian groups and interpret their interaction and movement.
Populations grew in Virginia so that diverse tribes now lived in scattered settled hamlets along major rivers that wound through the mountain valleys and down through the Piedmont and the Coastal Plain.
One example of the great diversity can be found in the Stone Mound Burial culture in the northern Shenandoah Valley. This culture, dating from 400 B.C. to A.D. 200, placed hundreds of low stone mounds in clusters on ancient bluff-like river terraces overlooking the floodplain. Only a few people were buried with great ceremony in each mound. Sometimes, the Stone Mound people placed rare and sacred objects made from exotic materials in the graves. These objects included tubular and platform pipes, copper beads, hematite cones, pendants, basalt celts, spear-throwing stones, and caches of projectile points. The people placed the objects within the mound for the deceased to use on their afterlife journeys. The few graves within each mound, the few clusters of mounds, and the special objects suggest that the Stone Mound Burial culture gave only higher-ranking people this preferential treatment.
One of the best-stratified sites in southwestern Virginia is the Daugherty's Cave site, Russell County (Benthall 1990). It is located on Big Cedar Creek, a tributary of the Clinch River, and it provides some data on Woodland period habitation in southwestern Virginia. The earliest Woodland occupations occurred from approximately 500 B.C. to A.D. 1. During this period, the cave was used by people penetrating the Clinch River valley and the Big Creek watershed area from upper Eastern Tennessee. The pottery found at Daugherty's Cave for this period is similar to ceramic types defined in the Tennessee River Valley. Benthall (1990) designated this limestone-tempered pottery as Long Branch Fabric Marked. The projectile points found at Daugherty's Cave are also comparable to types defined in the Tennessee Valley. The assemblage includes Ensor, Camp Creek, Ellis, Nolichucky, Greenville and Ebenezer. This occupation zone exhibited an intensified use of the site during this period evident by the increased number of shallow pit features found in this zone. Most of the features are thermal in appearance and are all shallow. Some of the features appear to be smudge pits that were used to smoke-cure hides or fire pottery. Activity areas could be distinguished at the site. Food preparation is suggested by the presence of charred food remains in a hearth. Flint knapping activities were indicated by large quantities of lithic debitage next to the hearth, and a nearby smudge pit surrounded by postmolds implies that pottery making or hide tanning was undertaken in this area. The site was probably a temporary food procurement station during this time.
During the Middle Woodland period, the people slowly replaced their spears with the bow and arrow as a hunting weapon. Evidence for this change is found in smaller projectile points, particularly the triangular shapes. Further advances came as people redesigned the grooved axe and used what is called a celt, or ungrooved axe. Sleek and polished the celt enabled people to refine their woodworking techniques.
The Late Woodland people achieved a richness of culture that was unmatched to date. Sophisticated craftsmanship created a wide range of pottery forms, stone artifacts, and bone tools such as awls, fishhooks, needles, beamers, and turtle shell cups. Accoutrements for the rich, such as beads and pendants, were made from imported shell and copper. Ceremonial and symbolic objects of stone, copper, and shell were also manufactured. A wide range of rather elaborate burial customs reflected the people's fascination with the passage from life to death.Since the preservation of artifacts from the Late Woodland period is outstanding and the cultures are rich and dynamic, archaeologists have been able to collect much information about group variation across Virginia. Although many of the pieces are missing, we know certain things about a few of the more prominent groups. | <urn:uuid:07fd9442-1729-458d-a569-dd12cc0d2454> | CC-MAIN-2021-17 | https://www.doe.virginia.gov/instruction/history/virginias-first-people/culture/artifacts/index.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00090.warc.gz | en | 0.969377 | 1,728 | 3.5 | 4 |
Honesty means having the courage to speak the truth. An honest person is always respectable and admirable in society. A person with honest behaviour is always appreciated by all. For one to build the character of honesty entirely depends on his/ her family values and ethics of his/ her surroundings. Being honest never means to bear the bad habit of others or bear ill-treated activities.
You must have seen in the classroom during examinations that many students seem to cheat because of fear of failure in exams. Some students, being honest, inform their teachers about their friend's wrong actions without thinking that their relations with their friends can be jeopardized.
What is respect? Do we need to earn it or we get it by birth? Respect is something that is the result of your good actions. Respect must be shown to the people who impact our lives. One of the best ways of showing respect is by listening carefully to the person even if you do not agree with their points. Respect is a two-way street- Whatever you give, you will get back. It consists of trust, support, safety, cooperation and accountability.
Ways of showing respect
Respect for elders: When you listen and obey them
Respect for the environment: when you take care of them.
Respect for your equipment: When you value your equipment.
Respect for other efforts: When you appreciate them
Respect for animals: When you feel their pain.
Self Respect: When you believe in yourself even when the world is against you.
Honesty and Respect are directly interlinked with each other. If you are an honest person, people will respect you. They will appreciate you for your honesty. If you are respectful in society, people will be honest with you.
The connection is not built for pleasing people. It happens when you are honest with someone and they respect you for what you are.
Now the question is how these values can be developed in our child? And the answer is
-open discussion in classrooms.
-Debates on topics related to honesty and respect.
-Storytelling on topics by students.
-Solving case studies.
-Asking them their real-life story when they had been honest and in return they got respect.
Youths are the future of any country so they should be given better opportunities to develop moral character so that they can lead the country in a better way. First and foremost priority is, to be honest with yourself and respect yourself then only you can spread these values.
The Fabindia School | <urn:uuid:f4e85069-a10e-4015-8473-c89ccc3f8852> | CC-MAIN-2021-17 | https://www.brewingknowledge.com/2020/05/honesty-and-respect-shivani-rao.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039596883.98/warc/CC-MAIN-20210423161713-20210423191713-00330.warc.gz | en | 0.962559 | 520 | 3.546875 | 4 |
Different types of literature have been part of America since the 1630’s and the varieties of literature still exist to this day. Frederick Douglass’s work and speeches during his lifetime caught the attention of many people in the United States, including slave owners themselves. Douglass has not only changed American literature, he has also inspired many other writers and speakers to seek freedom of expression for themselves. Even though he had a rough childhood because he was a slave, Douglass found ways to make the most of it. Fortunately it was because he had a nice and caring owner who taught him to read and write.
We all have seen or used Africana folklore tradition, dance or music just you may not realize it. As Africana folklore has been around for centuries and passed downed from generation to generation and preserved, for creating stories, teaching lessons for kids, teaching history for future generations to view upon information that may not be addressed in their history textbooks, and their fashion, dancing, and music sense still exist till this day, thus allowing us to continue preserving their cultures and following their beliefs and learning! Folklore has
Slavery accounts were for a long time not considered. They give us a unique glimpse into the souls of slaves. Many of the narratives published are windows into slavery and are first person accounts. Numerous were used for political endeavors and now are part of history, Context: Ellen Craft was born in Georgia to a mixed race slave and her planter master. Ellen was very fair and resembled the other children in her master’s family.
Sundiata is an epic of a powerful king who expanded the Mali empire to a great territorial area and he did so because he was destined. My mother read me a more simplified story of Sundiata as a child and through reading this book, I remembered so many lessons and African cultural traditions that I learned as a child. There were several interesting aspects of this epic that reflected some of the material we have learned thus far in class as well as other interesting themes that are repeated throughout it. Sundiata is an epic that recounts a historical event while teaching various African ideologies. Storytelling has a special importance in culture throughout the African continent; Anansi the spider in Ghana, is one great example of an African fable that teaches children important lessons including respect for elders, the importance of wisdom, and the importance of culture.
An ironsmith, ship steward, crewman, cook, clerk, navigator, amateur scientist, and even a hairdresser. These are all jobs that Olaudah Equiano held during his lifetime. He has been called the "most influential African writer in both Africa, America and Britain before the Civil War", and was born in Essaka, Nigeria sometime during 1745 (O'Neale, 153). His family was part of the Ibo tribe, which was located in the North Ika Ibo region of Essaka. In his earliest years, Olaudah Equiano was trained in the art of war.
Faulkner’s works, although now uncommonly read by American youths, show not only the socioeconomic aspects of rural life in the South but also a way of life and a collection of mindsets still affecting Southern culture, views, practices, and even everyday life. Born on September 25, 1897, to Murry Cuthbert Faulkner and Maud Butler Faulkner, in New Albany, near Oxford, Mississippi, where he spent most of his life, William Faulkner became one of the most influential authors in American literature (Minter). Faulkner spent his childhood listening to stories told by family and neighbors. Most of these stories revolved around his prominent great-grandfather, “The Colonel”, who was a Civil War hero and the owner of a plantation. In response to these stories, William Faulkner invented a fictitious county which showed the world the effect that the past was having, and some would say is still having, on the Deep South and the population and social classes thereof.
One is able to infer that he yearns for a life that is filled with adventures. He wants to have the ability to tell interesti... ... middle of paper ... ...ad he been acquainted to this word, he may have placed more value in his family, friends, and home. He may have come to enjoy the small things in life, instead of complaining about his lack of adventure. Perhaps Hugh, the character in which Sedaris aspired to be like, lived a life of excitement because he understood hygge, or a word similar to it. The stories Remembering My Childhood on the Continent of Africa and Self-Discovery and the Danish Way of Life may appear to be similar because of the comparable aspirations of the narrators.
Theodor Seuss Geisel or better known as Dr. Seuss is a very popular children’s book author. He is one of my top favorite authors of children books. Dr. Seuss got many of his crazy ideas for his books from his hometown . His hometown was Springfield, Massachusetts. His mother was his inspiration for making rhymes.
During that time, Equiano experienced a long voyage through various African regions, Equiano described his journey, “Thus I continued to travel, sometimes by land, sometimes by water, through different countries and various nations till, at the end of six or ... ... middle of paper ... ...d served his master faithfully for many years. After the following incident, Equiano believes that it was a result of God's punishment for his sins and God will soon create a new life for him, so he keep on moving forward. Captain Doran takes him back to the West Indies, and there he was purchased by Mr. Robert King, a Quaker merchant. With the help of one of King's boat captains, an Englishman named Thomas Farmer, Equiano is now begins to buy and sell goods to starts his own trading business during each voyage. After sometimes serving for Mr. Robert King, Equiano listened to his wise words to start pursuing an entrepreneurial path.
These people of ancient times lived contentedly through the land’s provisions of plants and abundant species of animals and through prosperous trade with each other. Today, this simple way of life conflicts the nation’s potential wealth in democracy, cattle industry, diamond-mining, and other technologies. Both lifestyles have their advantages and disadvantages, a majority of which will be portrayed within this composition. Botswana is entangled in a struggle to produce what is healthiest for its country’s people and environment for the present time and for the infinite years to come. This study will explore several different hardships that Botswana is suffering and the peace that the people have maintained throughout the years. | <urn:uuid:fec95edb-ba52-4df4-beb1-81770d82eb4e> | CC-MAIN-2021-17 | https://www.123helpme.com/essay/Wesr-African-Fable-Kweku-Anansi-a-k-441845 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088245.37/warc/CC-MAIN-20210416161217-20210416191217-00333.warc.gz | en | 0.980945 | 1,379 | 3.6875 | 4 |
Welcome back to the South Pacific…this time to explore the fascinating independent country of Samoa!
Want to learn more about Samoa?
- Capital (and Largest City): Apia
- Population (2017): 196,315 (177th)
- Total Area: 2,842 km² (174th)
- Official Languages: Samoan, English
- Currency: Samoan tālā (WST)
History of Samoa
Very little is known about the early centuries of Samoan settlement and history. As people expanded over the many islands in the Pacific Ocean, it is likely some mixed and matched, finding their way to Samoa and beyond. The people of Samoa were generally close in culture and way of life to those in Tonga and Fiji.
Exploration and Struggle for Power
In the early 18th century, Western explorers began to land on the shores of Samoa. The Dutch were the first, followed by the French, English, Christian missionaries, the Germans, and even the United States to a degree. By the late 1800’s, interest in the islands was largely divided between the Brits, Germans, and Americans. In the late 1800’s, a civil war gripped Samoa with the three powers backing different factions for trade benefits and resources.
A second civil war in 1898 resulted in rebel forces rising up against Prince Tanu while the three colonial powers fought for dominance amongst each other. While the rebels were defeated, peace between the foreign powers took a little longer to sort out. In late 1899/early 1900, the islands were divided up with the eastern part going to the US (known henceforth as American Samoa) while the Germans claimed the larger western portion (Samoa as we know it). The British for their trouble got German acceptance of their claim in Tonga, as well as other islands and land in West Africa.
From 1900 to 1914, Samoa was under the rule of Germany. While the colonial governor held all the power, this time was generally viewed as a progressive and successful period for Samoa. This ended however with the onset of World War I. Not long after fighting began, New Zealand troops captured the islands from Germany at the behest of the British government.
New Zealand Rule
After WWI, the League of Nations ratified New Zealand’s ownership of Samoa. Things were not always smooth sailing, with an influenza epidemic in 1918 and a protest against colonial rule. Overall, New Zealand rule was not very popular amongst the people. In one major event, police fired at demonstrating leaders – killing a chief along with ten others. The protest movement, the Mau, remained committed to nonviolence and grew in size following this.
Independence and the Modern Era
In the end, independence was agreed for Samoa (then still known as Western Samoa) in 1961 and confirmed in 1962. They also put their past differences with New Zealand aside and signed a friendship agreement. The newly independent country also joined the Commonwealth of Nations in 1970.
Western Samoa changed its name to Samoa in 1997, much to the chagrin of nearby American Samoa. Things have been generally stable in the country since then, with a jump across the International Date Line in 2011 making business dealings with Australia and New Zealand easier going forward.
Tradition is very important in Samoa, the fa’a Samoa (the old way of life) remaining a constant part of Samoan culture. Ritual and ceremony, chiefs, language, and spirituality all fall under this umbrella. Christianity is also very important across the islands – with the faith named the state religion and nearly the entire population identifying as such. Traditional dance, music, and storytelling remain widespread, with the mythology of Samoa (and the old gods that go with) still popular throughout.
The Samoan flag was adopted in 1949 (though it wasn’t official until independence in 1962). It consists of a red background with a blue rectangle in the upper left corner. Inside of that, there are five white stars (with one significantly smaller than the rest). These stars represent the Southern Cross constellation.
Samoan cuisine makes use of local produce, including meat (pig is popular), seafood, seaweed, rice, and coconut. On Sundays, it is common practice for families to have an umu together. This is an oven of hot rocks placed on the ground, and can include foods such as a whole pig.
Like many of the other islands in Oceania, the most popular sport in Samoa is rugby union. The national team is considered strong despite the country’s small size, and competes on a similar level to nations such as Fiji and Togo. Samoan cricket (also know as kilikiti) is enjoyed by many throughout the islands. Soccer has grown in popularity over the years, though the national team is not very strong.
Geography of Samoa
Samoa is dominated by two main islands (Upolu and Savai’i), while eight small islets account for 1% of the land area. The islands are volcanic in nature, though only one remains active. Tropical forests are found throughout the larger islands.
Cities and Towns
Apia, located on the island of Upolu, is the largest (and only) city in Samoa – as well as its capital. The village district of Salelologa is the main port of entry for Savai’i.
Did you know?
- Tattooing is common in Samoan culture, with many gender specific and having significant traditional meaning
- Samoa was the first Pacific island country to gain independence
- Canned tuna is a key export
- Few animals are found here: namely snakes, rats, and some birds
- The youngest boy of a family with many boys is sometimes raised as a girl. They are known as fa’afafine
- Obesity has been considered a symbol of wealth and happiness
- To change time zones in 2011, December 30th was skipped
Samoa has been shaped by decades of colonialism and traditional culture, today creating a unique country that is unlike anywhere else.
Stay informed. Stay Current. | <urn:uuid:a0c350c1-ebfb-4377-bb4a-232b110f2b7c> | CC-MAIN-2021-17 | https://blog.continentalcurrency.ca/samoa/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038916163.70/warc/CC-MAIN-20210419173508-20210419203508-00053.warc.gz | en | 0.969112 | 1,248 | 3.578125 | 4 |
5-7th Grade Science/Reading/Writing/Public Speaking
9 am – 5 pm
Week 1 Jun 17- Jun 21
Week 2 Jul 24 – Jul 28
Week 3 Jul 1 – Jul 5
Week 4 Jul 8 – Jul 12
Each day, our teachers will conduct science experiments with students, such as using pickle as battery, dish wash liquid to make clouds, DNA extraction, using celery for plant biology, and many other interesting science experiments, including:
- Density: Measurement and calculations
- Water: What are properties of water?
- pH: cabbage experiment
- Egg drop project: What is gravity
- Terrarium – Learn about different environment (survival)
- Roller coaster tubing: speed and acceleration
- Balloons launcher: Precision & Accuracy
- Cells: making a cell out of recyclable items
- Tongue Depressor Harmonica: Learn about waves and sounds
- Bottle Rocket: What is pressure & force?
- Cooling system: Learn about temperature control
- Creating ice cream
- Genetics: Mendelian Genetics
- DNA: What is DNA
Every day, our teachers work on critical reading, grammar, vocabulary, creative writing or essay crafting, and public speaking. We aim to train our students to become avid readers, advanced writers, curious scientists, and confident public speakers.
The advanced writing and enriched reading curriculum is designed for advanced readers and writers who are exceptional 6-8th graders. Students will exercise their developing critical reading and thinking skills to interpret and write stories, essays, and poems. The curriculum aims to develop students’ ability in:
- Critical thinking
- Creativity in problem solving
- Collaboration in team work and projects
- Connecting the dots across subjects and topics
This summer camp is rewarding and praised by both parents and students. We helps students build up interest in science, gain exposure to classical literature and language art, and become confident public speakers.
- Summer Science Camp
- Summer Reading/Writing/Math Camp
- Summer Public Speaking Camp
Daily Public Speaking Practice:
- Develop speaking ability in front of an audience without stage fright
- Organize a message or a speech by structuring and adapting material to audience
- Convey a message orally with clarity, accuracy, and conviction
- Develop appropriate hand gestures, eye contact, and posture
- Develop enthusiasm and active participation in class or club activities
- Create valuable relationships with other students and teachers
- Increase self-confidence in all aspects: speaking, communicating, writing, etc.
- Develop effective communication skills and leadership abilities, build up interest and confidence in pursuing leadership roles in middle and high school, in clubs leadership roles, and in community services, as well as future in college
Location: 2705 Hunter Mill Road, Oakton/Vienna, VA 22124 | <urn:uuid:5bbc0e58-2131-4e2d-85bc-a6819630b6c3> | CC-MAIN-2021-17 | https://www.oaktonacademy.com/summer-program/sciencewriting-summer-camp/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00493.warc.gz | en | 0.918254 | 584 | 3.6875 | 4 |
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Creative Writing:
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- "creative writing"
- "storytelling"
- "roleplaying"
- "narrative structure"
- "character development"
- "worldbuilding"
- "plot devices"
- "genre fiction"
- "writing techniques"
- "literary elements"
- "RPG storytelling"
- "interactive narrative"
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