Through oral history, student's can reinforce their knowledge of the historical content presented in the Standard Course of Study by hearing about historical events from people who remember them and can make a personal connection for them. Oral history allows students to understand the past in a first-person way and to gain a palpable sense of the joy, pain, sorrow, fear, and hope that others experienced as history unfolded.
Please enjoy this digital video developed to demonstrate the power in personal interviews.
Wednesday, August 6, 2008
Saturday, August 2, 2008
Digital Video Lesson
Poem Film: Creating documentaries that include visual connections to poems.
Author: Kelly A. Clunie
Grades: 5-8
Content Area: Language Arts and Media Studies
Overview of lesson plan: In this learning experience students will propose and develop a documentary film that connects visuals to a poems meaning.
Time Frame: 3-4 sixty minute class periods.
Objectives:
Students will be able to discuss and list various poems shared in class.
Students will be able to discuss visuals that are implied in different poems.
Students will be able to write a list of possible poems to propose for the development of the documentary.
Students will be able to develop a documentary film connecting visuals to a poem.
Resources/Materials: Paper, pencils, various poem books, film equipments (video cameras, computers with editing software, etc.)
Anticipatory Set: Students will work in groups to write a list of poems they think are striking, interesting, unique, or send a special message. Students will work in groups of three to four.
Engagement: The teacher will share some of her favorite poems. The teacher will clarify confusing quotes or stanzas through visuals that are running through the teachers mind while reading the poem. The teacher will then share a documentary developed about a poem called Lines by Martha Collins.
(http://www.teachertube.com/view_video.php?viewkey=e52005b8a21d538aaee2)
After viewing the documentary the teacher will discuss various visuals in the documentary that made connections to the poem. The teacher will discuss how visuals/footage in film can accelerate understanding of poems. The teacher will ask the students to share some possible ideas for their documentaries. Students will work in groups of three to four to develop a proposal for a poem to use in their documentary. Students should complete their proposals prior to the end of the first class period to the teacher. The teacher will screen all proposals to ensure students poems are appropriate and will lend various opportunities to collect footage to film the documentary. The next class period will include student’s story boarding their ideas for the different clips of the film. When students are ready they may begin filming. The third class will provide time for final filming and editing.
Closure: On the last day students will view their classmates’ films. While viewing the documentaries students will be asked to write down what visuals/footage were used in the film to connect to the written poem.
Appraisal Strategy: Students will be appraised based on their group participation in developing the documentary, participation in group discussions/assessments, and ability to develop a documentary that incorporates appropriate visuals that connect to a poem.
Author: Kelly A. Clunie
Grades: 5-8
Content Area: Language Arts and Media Studies
Overview of lesson plan: In this learning experience students will propose and develop a documentary film that connects visuals to a poems meaning.
Time Frame: 3-4 sixty minute class periods.
Objectives:
Students will be able to discuss and list various poems shared in class.
Students will be able to discuss visuals that are implied in different poems.
Students will be able to write a list of possible poems to propose for the development of the documentary.
Students will be able to develop a documentary film connecting visuals to a poem.
Resources/Materials: Paper, pencils, various poem books, film equipments (video cameras, computers with editing software, etc.)
Anticipatory Set: Students will work in groups to write a list of poems they think are striking, interesting, unique, or send a special message. Students will work in groups of three to four.
Engagement: The teacher will share some of her favorite poems. The teacher will clarify confusing quotes or stanzas through visuals that are running through the teachers mind while reading the poem. The teacher will then share a documentary developed about a poem called Lines by Martha Collins.
(http://www.teachertube.com/view_video.php?viewkey=e52005b8a21d538aaee2)
After viewing the documentary the teacher will discuss various visuals in the documentary that made connections to the poem. The teacher will discuss how visuals/footage in film can accelerate understanding of poems. The teacher will ask the students to share some possible ideas for their documentaries. Students will work in groups of three to four to develop a proposal for a poem to use in their documentary. Students should complete their proposals prior to the end of the first class period to the teacher. The teacher will screen all proposals to ensure students poems are appropriate and will lend various opportunities to collect footage to film the documentary. The next class period will include student’s story boarding their ideas for the different clips of the film. When students are ready they may begin filming. The third class will provide time for final filming and editing.
Closure: On the last day students will view their classmates’ films. While viewing the documentaries students will be asked to write down what visuals/footage were used in the film to connect to the written poem.
Appraisal Strategy: Students will be appraised based on their group participation in developing the documentary, participation in group discussions/assessments, and ability to develop a documentary that incorporates appropriate visuals that connect to a poem.
A VISION OF NEW LITERACIES
Initially I have always envisioned literacy as how an individual thinks, speaks, listens, writes, reads, interacts with other people for the purpose of learning, daily activities, and social encounters. I personally believe that the list of elements that encompasses literacy is essential to understanding the most effective teaching strategies to further develop students’ literacy skills and strategies. However in today’s worlds there are an assortment of alternative meanings, interpretation, and forms of literacy. Gee (2003) writes about the diverse communication and language implications through “images, symbols, graphs, diagrams, artifacts, and many other types of “visual literacy” (p.13). In education there are various “texts” that teachers use as resources to educate students in different content areas. Within these texts there are often visual literacies that encompass comprehending the content. Personally I have never pondered upon the applicable impact or importance of visual literacies when teaching. I have referenced pictures, comics, graphics, videos, and symbols to reinforce a concept to my students. Visual literacies can be an essential teaching tool that guides students’ abilities into making connections and real meaning making from this form of literacy introduced as part of their curriculum. Learning experiences need to be developed that help students actually experience different modes and modality in literacy.
When I think about developing learning experiences that would represent multimodality and new literacy studies, I have to stop and re-evaluate my understanding of all that encompasses these two elements in education. I agree with Kress, (2000) who states “the world told is a different world to the world shown”. As an educator that instructs students with minimal background knowledge outside of their neighborhoods, I find it extremely important that different opportunities and methods to explore content areas are easily available. Implementing a multimodal approach to instruction will encourage students to explore new ideas, apply prior knowledge, and continue building background knowledge. With my recent introduction and exposure to the world of digital video an innovative pathway has been produced to succeed in multimodal instruction that is based on student interests and motivations.
Growing up in the millennial generation I have developed a good foundation of the innovative literacies that my current students have when entering my classroom (Miller, 2008). Being conscious of what Miller (2008) writes about the “dazzling array of digital forms/texts-electronically processed images and video, hypertext, Web pages, spreadsheets, game interfaces, simulations, interactive stories, multiform narratives, Facebooks, music videos, blogs, video blogs, zines, and other print-mixed assemblages” (p.2) is critical to my success in implementing the latest literacies in my classroom. All though I haven’t personally developed all of these new forms of electronic text; I have observed or experienced several elements of these forms in my life. This aspect of my personal experiences helps me to develop a bridge between my student’s interests and motivations and real meaning making learning experiences.
Unfortunately the majority of teachers working today haven’t grown up making web pages, blogs, playing video games, or using the internet for mass communication. I feel that my current school district needs to reconsider, redesign, or add professional development that addresses multimodal literacies in the classroom. I am very fortunate that my district equips classrooms with laptops, wireless internet, and overhead projectors to foster a multimodal learning environment. However, not every teacher has had the opportunity to be educated and explore with these various resources. Providing professional development that provides time for instruction, inquiry, and discovery with these multimodal resources will cultivate teachers to utilize these resources appropriately, affectively, or with the best implications for instruction and learning. Through superior professional development that encourages teachers to gain knowledge of how to scaffold new literacies and metacognitive strategies for multimodal designs I feel as teachers we can produce a bridge between the “insiders” and “outsiders” (Miller, 2008).
Through this course I have started to build a compilation of possible instruction based on multimodality and new literacies. Last year I implemented a mini lesson into the world of zines with my third grade students and they thoroughly cherished the process and meaning making that occurred. I hope through using a “new literacy stance” that I can develop literacy as a social practice to develop connections to students interests and motivations in the classroom (Miller, 2008). Based upon classroom inquiries I feel that digital video can be used in the classroom to teach, discover, share, and expand student learning experiences. Creating newscast, personal introductions, connections between visuals and reading experiences, personal narratives, inquiries, critical literacy, and instructional purpose are all innovative implications for digital video that I plan on implementing in my classroom. I would also like to develop an on going blog for my students to manage through their book clubs. Inviting parents, teachers, and administrators to visit the site and add comments. Adding these elements of instruction to my curriculum are excellent examples of how multimodality and new literacies can be implemented to enable a more individual, meaningful, and effective learning experience for my students.
Prior to this course I feel that this form of multimodality and new literacy would probably be used as a culminating activity in my classroom instead of a learning tool. After understanding the importance of ownership over learning, inquiry, multimodal possibilities, and the design elements available to make real meaning, I think next year I will use this mode for learning to begin instruction on a variety of content areas. I feel using digital video can provide students with situated practice and visualizing to assist comprehension. Students will have choices on what to explore within a large spectrum surrounding a central theme. The students will be able to build on their prior knowledge, interests, and experiences to explore educational standards. Contemplating on possible activities has opened my eyes to the possibilities of multimodality and new literacy in my classroom. I look forward to the next opportunity to implement these elements in my classroom to further student learning and development.
References:
Gee, J.P. (2003). Semiotic Domains: Is playing video games a “waste of time”? In What video games have to teach us about learning and literacy (pp. 13-50). NY: Palgrave Macmillan.
Kress, G. (2000). Multimodality. In B. Cope & M. Kalantziz (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182-202). London: Routledge.
Miller, S.M. (in press). Teacher learning for new times: Repurposing new multimodal literacies and digital video composing for schools (pp 1-53). NY: State University of New York Press.
When I think about developing learning experiences that would represent multimodality and new literacy studies, I have to stop and re-evaluate my understanding of all that encompasses these two elements in education. I agree with Kress, (2000) who states “the world told is a different world to the world shown”. As an educator that instructs students with minimal background knowledge outside of their neighborhoods, I find it extremely important that different opportunities and methods to explore content areas are easily available. Implementing a multimodal approach to instruction will encourage students to explore new ideas, apply prior knowledge, and continue building background knowledge. With my recent introduction and exposure to the world of digital video an innovative pathway has been produced to succeed in multimodal instruction that is based on student interests and motivations.
Growing up in the millennial generation I have developed a good foundation of the innovative literacies that my current students have when entering my classroom (Miller, 2008). Being conscious of what Miller (2008) writes about the “dazzling array of digital forms/texts-electronically processed images and video, hypertext, Web pages, spreadsheets, game interfaces, simulations, interactive stories, multiform narratives, Facebooks, music videos, blogs, video blogs, zines, and other print-mixed assemblages” (p.2) is critical to my success in implementing the latest literacies in my classroom. All though I haven’t personally developed all of these new forms of electronic text; I have observed or experienced several elements of these forms in my life. This aspect of my personal experiences helps me to develop a bridge between my student’s interests and motivations and real meaning making learning experiences.
Unfortunately the majority of teachers working today haven’t grown up making web pages, blogs, playing video games, or using the internet for mass communication. I feel that my current school district needs to reconsider, redesign, or add professional development that addresses multimodal literacies in the classroom. I am very fortunate that my district equips classrooms with laptops, wireless internet, and overhead projectors to foster a multimodal learning environment. However, not every teacher has had the opportunity to be educated and explore with these various resources. Providing professional development that provides time for instruction, inquiry, and discovery with these multimodal resources will cultivate teachers to utilize these resources appropriately, affectively, or with the best implications for instruction and learning. Through superior professional development that encourages teachers to gain knowledge of how to scaffold new literacies and metacognitive strategies for multimodal designs I feel as teachers we can produce a bridge between the “insiders” and “outsiders” (Miller, 2008).
Through this course I have started to build a compilation of possible instruction based on multimodality and new literacies. Last year I implemented a mini lesson into the world of zines with my third grade students and they thoroughly cherished the process and meaning making that occurred. I hope through using a “new literacy stance” that I can develop literacy as a social practice to develop connections to students interests and motivations in the classroom (Miller, 2008). Based upon classroom inquiries I feel that digital video can be used in the classroom to teach, discover, share, and expand student learning experiences. Creating newscast, personal introductions, connections between visuals and reading experiences, personal narratives, inquiries, critical literacy, and instructional purpose are all innovative implications for digital video that I plan on implementing in my classroom. I would also like to develop an on going blog for my students to manage through their book clubs. Inviting parents, teachers, and administrators to visit the site and add comments. Adding these elements of instruction to my curriculum are excellent examples of how multimodality and new literacies can be implemented to enable a more individual, meaningful, and effective learning experience for my students.
Prior to this course I feel that this form of multimodality and new literacy would probably be used as a culminating activity in my classroom instead of a learning tool. After understanding the importance of ownership over learning, inquiry, multimodal possibilities, and the design elements available to make real meaning, I think next year I will use this mode for learning to begin instruction on a variety of content areas. I feel using digital video can provide students with situated practice and visualizing to assist comprehension. Students will have choices on what to explore within a large spectrum surrounding a central theme. The students will be able to build on their prior knowledge, interests, and experiences to explore educational standards. Contemplating on possible activities has opened my eyes to the possibilities of multimodality and new literacy in my classroom. I look forward to the next opportunity to implement these elements in my classroom to further student learning and development.
References:
Gee, J.P. (2003). Semiotic Domains: Is playing video games a “waste of time”? In What video games have to teach us about learning and literacy (pp. 13-50). NY: Palgrave Macmillan.
Kress, G. (2000). Multimodality. In B. Cope & M. Kalantziz (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182-202). London: Routledge.
Miller, S.M. (in press). Teacher learning for new times: Repurposing new multimodal literacies and digital video composing for schools (pp 1-53). NY: State University of New York Press.
Monday, July 21, 2008
Lines
What lines will you follow to be with someone you care about? Will you cut, skip, or break lines to be with that special someone? What is the shortest distance?
Book Club continued....
Have you ever read a book and have no one to share your excitement about a wonderful piece of literature.........find yourself talking to yourself about questions and reflections about a book......people start to look at you funny.......watch this video to see what you can do about your predicament.......
Thursday, June 12, 2008
Be the change!
Quantum shift! Be the change…. Have you seen all the awesome videos? These schools have excellent motivation and team work! What can you or I do to set goals and accomplish them like these teams have? What would you want to change? Check out the link below and let me know what you think. Remember, how can you be the change? How can you give back?
http://www.quantumshift.tv/contests/
http://www.quantumshift.tv/contests/
The big bad bully......
Olweus defines school bullying in a general way as "repeated negative, ill-intentioned behavior by one or more students directed against a student who has difficulty defending himself or herself. Most bullying occurs without any apparent provocation on the part of the student who is exposed."
Bullies tend to exhibit the following characteristics:
They have a strong need to dominate and subdue other students and to get their own way
Are impulsive and are easily angered
Are often defiant and aggressive toward adults, including parents and teachers
Show little empathy toward students who are victimized
If they are boys, they are physically stronger than boys in general
http://youtube.com/watch?v=0GdZAJuh6q4&feature=related
What would you do if someone is bullying someone you do? Do you look away or save the day?
http://youtube.com/watch?v=ysPetZ4ggDM&feature=related
Does this look or sound like anyone you know? Think hard, maybe look in the mirror?
Bullies tend to exhibit the following characteristics:
They have a strong need to dominate and subdue other students and to get their own way
Are impulsive and are easily angered
Are often defiant and aggressive toward adults, including parents and teachers
Show little empathy toward students who are victimized
If they are boys, they are physically stronger than boys in general
http://youtube.com/watch?v=0GdZAJuh6q4&feature=related
What would you do if someone is bullying someone you do? Do you look away or save the day?
http://youtube.com/watch?v=ysPetZ4ggDM&feature=related
Does this look or sound like anyone you know? Think hard, maybe look in the mirror?
Book Club
Looking for a great read….I’ve got what you need! Check out my list of favorite reads. Let me know what you think about one of these books. Remember I only put books on my list based on student recommendations, so remember to let me know what you think! If there is a great book that you just can’t seem to find on my list, let me know. I would hate to be hiding any spectacular reading from my friends! Happy reading!!
Pledge of Allegiance
The Pledge of Allegiance to the United States flag is an oath of loyalty to the country. It is recited at many public events. Congress sessions open with the recitation of the Pledge.
The Pledge of Allegiance to the Flag reads as follows:
"I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all."
It should be recited by standing at attention facing the flag with the right hand over the heart. When not in uniform men should remove any non-religious headdress with their right hand and hold it at the left shoulder, the hand being over the heart. Persons in uniform should remain silent, face the flag, and render the military salute.
So, why do you say the Pledge of Allegiance? What does saying the pledge mean to you? If you could rewrite the Pledge of Allegiance what would you say?
The Pledge of Allegiance to the Flag reads as follows:
"I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all."
It should be recited by standing at attention facing the flag with the right hand over the heart. When not in uniform men should remove any non-religious headdress with their right hand and hold it at the left shoulder, the hand being over the heart. Persons in uniform should remain silent, face the flag, and render the military salute.
So, why do you say the Pledge of Allegiance? What does saying the pledge mean to you? If you could rewrite the Pledge of Allegiance what would you say?
Who turned on that station?
Whose music will be heard on MTV? The fans have spoken, narrowing entries by thousands of hopeful artists down to just six. Now the decision lies with television producers who will choose the one with just the right music for an episode of an upcoming MTV show. You can check out the music of all six talented finalists and stay tuned to see who wins the I Want My Music On MTV! Contest! Do you have what it takes to entertain your peers??
http://www.mtv.com/music/iwantmymusic/
http://www.mtv.com/music/iwantmymusic/
What do you think?
The following quotes are from people that come from all different walks of life. What can you do to show respect for yourself and others? Pick a quote you can make a connection to, and try to live one day accomplishing that quote. I bet you will want to do the Cha Cha slide when you realize how great your day was, and what joy you brought to other people around you!
There was no respect for youth when I was young, and now that I am old, there is no respect for age--I missed it coming and going. J. B. Priestly
I don't know what a scoundrel is like, but I know what a respectable man is like, and it's enough to make one's flesh creep. Joseph De Maistre
If being an egomaniac means I believe in what I do and in my art or music, then in that respect you can call me that ... I believe in what I do, and I'll say it. John Lennon
One of the surprising things in this world is the respect a worthless man has for himself.
Ed Howe
Self-respect is the cornerstone of all virtue.
John Herschel
Some people have so much respect for their superiors they have none left for themselves. Peter McArthur
what Respect for ones parents is the highest duty of civil life.
Chinese Proverb
When you are content to be simply yourself and don't compare or compete, everybody will respect you.
Lao-Tzu
Respect yourself and others will respect you.
Confucius
Civilization is a method of living, an attitude of equal respect for all men.
Jane Addams
http://youtube.com/watch?v=0nbMLOr0tHU
Clap, clap, clap, clap your hands
There was no respect for youth when I was young, and now that I am old, there is no respect for age--I missed it coming and going. J. B. Priestly
I don't know what a scoundrel is like, but I know what a respectable man is like, and it's enough to make one's flesh creep. Joseph De Maistre
If being an egomaniac means I believe in what I do and in my art or music, then in that respect you can call me that ... I believe in what I do, and I'll say it. John Lennon
One of the surprising things in this world is the respect a worthless man has for himself.
Ed Howe
Self-respect is the cornerstone of all virtue.
John Herschel
Some people have so much respect for their superiors they have none left for themselves. Peter McArthur
what Respect for ones parents is the highest duty of civil life.
Chinese Proverb
When you are content to be simply yourself and don't compare or compete, everybody will respect you.
Lao-Tzu
Respect yourself and others will respect you.
Confucius
Civilization is a method of living, an attitude of equal respect for all men.
Jane Addams
http://youtube.com/watch?v=0nbMLOr0tHU
Clap, clap, clap, clap your hands
Why Vote?
Why vote in 2008? Time to inspire. Time to speak up. Time to make peace. Time to lead. Time to be courageous. Time to be outraged. Time to believe. Time to fight for what is right. Time to think. Time to make history. IT IS TIME TO ROCK THE VOTE.
www.rockthevote.com
http://think.mtv.com/Issues/politics/
Will you practice your democratic right to vote when you’re 18? I know it seems like galaxies away, but one day it will be your day to make a difference.
YOUR SINGLE VOTE MAKES A HUGE DIFFERENCE IN THIS COUNTRIES FUTURE............
www.rockthevote.com
http://think.mtv.com/Issues/politics/
Will you practice your democratic right to vote when you’re 18? I know it seems like galaxies away, but one day it will be your day to make a difference.
YOUR SINGLE VOTE MAKES A HUGE DIFFERENCE IN THIS COUNTRIES FUTURE............
RESPECT
Respect plays an important role in a number of ways.
Respect allows one to build trust “the other.”
Respect allows one to build and rebuild relationships.
It provides one with “an entry,” into the other side
Those who are respected within the community are most likely to be able to bring or encourage peace.
In addition, according respect can make the key difference in the direction of the conflict.
Its presence can lead to a positive change, whilst its absence may lead to even more destruction. The presence of respect can therefore create opportunities. It is then up to the peace builder to act upon them. You respect me, I respect you…..right?
Hear what Aretha and Kelly had to say about that.....
http://youtube.com/watch?v=J4aWFcNAG9Q
http://youtube.com/watch?v=_DZ3_obMXwU&feature=related
RESPECT- what does it mean to you????
Respect allows one to build trust “the other.”
Respect allows one to build and rebuild relationships.
It provides one with “an entry,” into the other side
Those who are respected within the community are most likely to be able to bring or encourage peace.
In addition, according respect can make the key difference in the direction of the conflict.
Its presence can lead to a positive change, whilst its absence may lead to even more destruction. The presence of respect can therefore create opportunities. It is then up to the peace builder to act upon them. You respect me, I respect you…..right?
Hear what Aretha and Kelly had to say about that.....
http://youtube.com/watch?v=J4aWFcNAG9Q
http://youtube.com/watch?v=_DZ3_obMXwU&feature=related
RESPECT- what does it mean to you????
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