Thursday, May 17, 2012

Webquest for Wanderlust!

Creating a Travel-Based Webquest with your Students

Are you interested in a way to get your students to get more involved and at the same time integrate technology?  A webquest is the way to do it!  It's so much fun and shows off the students' creativity.  I have created a travel-based webquest that is geared toward upper level high school students.

Before introducing this exercise, it would be best to show the students an example of a travel brochure.  You could describe the different parts of a brochure and explain what it usually includes.  An example pamphlet could be passed around class so that they get an idea of what they are actually supposed to create.

Then, the students should be taken to the computer lab where they should open a Word document under Layout Templates and choose the brochure they like best.  From here, you should give them this link, which explains what their job actually is.

This webquest includes:
  • Introduction
  • Task
  • Process
  • Resources
  • Evaluation
  • Conclusion

Up, Up, and Away!

Your students should have fun with this activity!  It is all about learning about an English-speaking country's customs, festivals, typical food, etc.  The project can be completed in pairs or even in groups and the work can be distributed evenly in the process section.

Wednesday, May 16, 2012

Unearthing Hidden Meaning with Stories

Hi guys!  Have you read "Lamb to the Slaughter"? If not, make sure to read the story here (take notes of unknown vocabulary words in the margins, underline character names, and : Lamb to the Slaughter

After you have finished the story, open this woordle picture: Wordle Exercise

1) Choose at least five different words from the Wordle picture and rewrite at least five different sentences using a different word in each.  In the sentences, you are to write a line relating to the story you have just read, underlining the word from Wordle.  The sentence can be summing up a part of the story or it can be your reaction to a character, scene, or action. 

2) An example: Using the word 'husband' -  "Mrs. Maloney's husband was not a very good man because he wanted to leave her when she was going to have a baby."

3) After you have written your sentence, get with a partner and share what you have written aloud.  This exercise will be turned in and will be graded up to ten points (two for each sentence) for accuracy and pertinence.  ***You are allowed to try for one extra credit point in writing one extra sentence***

Wednesday, May 9, 2012

Make Your Own Video and Be the Actors!

This is a super fun activity to do with a class of high school students that are learning English.  It's the perfect way to practice their speaking and at the same time have so much fun, they don't realize they are using English.  The platform is Go Animate and it may also be used as a writing activity since they can also choose to only choose characters that have a prerecorded robot-like voice which proves to be quite funny.  The students are able to choose their setting, characters, voices, facial expressions, actions, etc. and in doing so they can create a small scene from their imagination or it can be used as a reading treatment activity. 

In my example, I used to story¨"Ms. Bixby and the Colonel's Coat" as a way to add a scene of dialogue for students as a post-treatment activity.  The students can choose a silly scene as I have done, with a hamburger (!) for example, and add with your own voice or writing what they are saying.  My example is a scene between the two ladies in the story in a funny bonus scene I invented.





Wednesday, May 2, 2012

Glogster for Native American Tale

MY NATIVE AMERICAN GLOGSTER

In accordance with my previous post about the tale of how the coyote stole fire, this is a glogster virtual pin board with a lot of ideas, pictures, and cool reference material for a literature class.  I propose this as another post-treatment activity or post-treatment activity.  

It would be useful to pre-reading exercise if you used it to contextualize the story you were about to read.  You could delve into native American culture, history, facts, and areas with the pictures.  After placing the students in the setting of the tale, you could ask them to predict what was they thought the story could possibly be about and what was going to happen. 

As a post-reading exercise, you could play the students the video as an independent rendition of the story and ask them to carry out the exercise explained on the glogster, or you could ask several students to describe the pictures and to see if they could tell you how each makes them feel and what they think each represents (Ex: background picture represents where the different tribes were settled and explain how now-a-days, many areas in North America maintain the same names in their cities, mountains, water-bodies, etc.)

MY GLOGSTER

 

 

 




More Prereading Activities For How Coyote Stole Fire

 Pre-reading Activity with Previously Posted Story

 
Students (at home or in lab): GO to wordle.net opening this link: 

WORDLE

 
 

This is a fun pre-reading activity for How Coyote Stole Fire. I want students to write, on their own, one paragraph about what they think the story is going to be about, provided only this jumble of words in www.Wordle.net, and the title of the Mysterious Indian Tale. This is designed to get our English motors running and help warm-up our English writing skills.
 
 

Transcribing Narratives for Writing/Listening Practice



ACTIVITY!

Collecting and Studying Oral Narratives

Students will practice understanding narratives by tape recording conversations with others (with their permission) and then transcribing the narratives contained in those conversations. In some cases, students may collect stories from any English-speaking friend, family member, or even (with the permission of their parents - a newsletter will be sent home) an English-speaking tourist.  Students will work in pairs.  The idea of this project is to develop listening and writing skills by getting to know English-speaking members of a community as part of an oral history project to decipher a second language.

Materials:  
-A recorder (most cell-phones have an app that allows for voice recording).  If the student cannot locate a recorder, I have extras that may be borrowed.
-Writing utensil and paper for transcribing recording
-Signed letter from parents allowing to complete this activity.  If unable, a different activity will be provided.

Evaluation:
This activity will be completed in pairs.  A sheet will be passed out once activity is completed and students will be asked to evaluate partner's performance and participation.  Grading will be according to the correctness of the transcription and the turning-in of the recording (with permission of speaker).

Reading Activities With How Coyote Stole Fire


How Coyote Stole Fire A Native American Tale


Pre-Reading Activity:  Take a look at this Prezi: http://prezi.com/dersplrfxzl0/native-american-oral-tradition/, which puts Native American Oral Tradition into perspective and will orientate the students before diving into the story.  It offers information on Native American Oral Tradition, which is essential in grasping this mystical tale.



During-Reading Activity: Be aware for the human’s song and be thinking about how you could create your own!  At the beginning of the folktale, Coyote hears the Humans "singing a sad song about their lost loved ones." What do you think this song sounded like? What stories and feelings do you think the Humans sang about? What kind of tempo or beat do you think the song had? Work with a partner to create the lyrics to a "sad song" that the Humans might have sung at this point in the folktale. Maybe you will even want to perform this song for your classmates.  Graded on participation, creativity, relativity, and must include a chorus and at least three other verses.


Post- Reading Activity: Students should write their own myths, much like the one told in the tale of the coyote.  A few examples might include how the world got air or water, or maybe how a particular animal or color appeared on the Earth.  It will have to be at least one written page and is to be completed in groups no larger than four people.  There must be a thorough explanation of where, when, and how.  Grading will be done based on participation, creativity, and minimum length of one page.

____________________________________________________________

 How Coyote Stole Fire

A Native American Tale

Long ago, when man was newly come into the world, there were days when he was the
happiest creature of all. Those were the days when spring brushed across the willow tails, or
when his children ripened with the blueberries in the sun of summer, or when the goldenrod
bloomed in the autumn haze.
But always the mists of autumn evenings grew more chill, and the sun's strokes grew
shorter. Then man saw winter moving near, and he became fearful and unhappy. He was afraid
for his children, and for the grandfathers and grandmothers who carried in their heads the
sacred tales of the tribe. Many of these, young and old, would die in the long, ice-bitter months
of winter.
Coyote, like the rest of the People, had no need for fire. So he seldom concerned
himself with it, until one spring day when he was passing a human village. There the women
were singing a song of mourning for the babies and the old ones who had died in the winter.
Their voices moaned like the west wind through a buffalo skull, prickling the hairs on Coyote's
neck.
"Feel how the sun is now warm on our backs," one of the men was saying. "Feel how it
warms the earth and makes these stones hot to the touch. If only we could have had a small
piece of the sun in our teepees during the winter."
Coyote, overhearing this, felt sorry for the men and women. He also felt that there was
something he could do to help them. He knew of a faraway mountain-top where the three Fire
Beings lived. These Beings kept fire to themselves, guarding it carefully for fear that man
might somehow acquire it and become as strong as they. Coyote saw that he could do a good
turn for man at the expense of these selfish Fire Beings.
So Coyote went to the mountain of the Fire Beings and crept to its top, to watch the
way that the Beings guarded their fire. As he came near, the Beings leaped to their feet and
gazed searchingly round their camp. Their eyes glinted like bloodstones, and their hands were
clawed like the talons of the great black vulture.
"What's that? What's that I hear?" hissed one of the Beings.
"A thief, skulking in the bushes!" screeched another.
The third looked more closely, and saw Coyote. But he had gone to the mountain-top
on all fours, so the Being thought she saw only an ordinary coyote slinking among the trees.
"It is no one, it is nothing!" she cried, and the other two looked where she pointed and
also saw only a grey coyote. They sat down again by their fire and paid Coyote no more
attention.
So he watched all day and night as the Fire Beings guarded their fire. He saw how they
fed it pine cones and dry branches from the sycamore trees. He saw how they stamped
furiously on runaway rivulets of flame that sometimes nibbled outwards on edges of dry grass.
He saw also how, at night, the Beings took turns to sit by the fire. Two would sleep while one
was on guard; and at certain times the Being by the fire would get up and go into their teepee,
and another would come out to sit by the fire.
Coyote saw that the Beings were always jealously watchful of their fire except during
one part of the day. That was in the earliest morning, when the first winds of dawn arose on the
mountains. Then the Being by the fire would hurry, shivering, into the teepee calling, "Sister,
sister, go out and watch the fire." But the next Being would always be slow to go out for her
turn, her head spinning with sleep and the thin dreams of dawn.
Coyote, seeing all this, went down the mountain and spoke to some of his friends
among the People. He told them of hairless man, fearing the cold and death of winter. And he
told them of the Fire Beings, and the warmth and brightness of the flame. They all agreed that
man should have fire, and they all promised to help Coyote's undertaking.
Then Coyote sped again to the mountain-top. Again the Fire Beings leaped up when he
came close, and one cried out, "What's that? A thief, a thief!"
But again the others looked closely, and saw only a grey coyote hunting among the
bushes. So they sat down again and paid him no more attention.
Coyote waited through the day, and watched as night fell and two of the Beings went
off to the teepee to sleep. He watched as they changed over at certain times all the night long,
until at last the dawn winds rose.
Then the Being on guard called, "Sister, sister, get up and watch the fire."
And the Being whose turn it was climbed slow and sleepy from her bed, saying, "Yes,
yes, I am coming. Do not shout so."
But before she could come out of the teepee, Coyote lunged from the bushes, snatched
up a glowing portion of fire, and sprang away down the mountainside.
Screaming, the Fire Beings flew after him. Swift as Coyote ran, they caught up with
him, and one of them reached out a clutching hand. Her fingers touched only the tip of the tail,
but the touch was enough to turn the hairs white, and coyote tail-tips are white still. Coyote
shouted, and flung the fire away from him. But the others of the People had gathered at the
mountain's foot, in case they were needed. Squirrel saw the fire falling, and caught it, putting it
on her back and fleeing away through the tree-tops. The fire scorched her back so painfully
that her tail curled up and back, as squirrels' tails still do today.
The Fire Beings then pursued Squirrel, who threw the fire to Chipmunk. Chattering
with fear, Chipmunk stood still as if rooted until the Beings were almost upon her. Then, as she
turned to run, one Being clawed at her, tearing down the length of her back and leaving three
stripes that are to be seen on chipmunks' backs even today. Chipmunk threw the fire to Frog,
and the Beings turned towards him. One of the Beings grasped his tail, but Frog gave a mighty
leap and tore himself free, leaving his tail behind in the Being's hand---which is why frogs
have had no tails ever since.
As the Beings came after him again, Frog flung the fire on to Wood. And Wood
swallowed it.
The Fire Beings gathered round, but they did not know how to get the fire out of Wood.
They promised it gifts, sang to it and shouted at it. They twisted it and struck it and tore it with
their knives. But Wood did not give up the fire. In the end, defeated, the Beings went back to
their mountain-top and left the People alone.
But Coyote knew how to get fire out of Wood. And he went to the village of men and
showed them how. He showed them the trick of rubbing two dry sticks together, and the trick
of spinning a sharpened stick in a hole made in another piece of wood. So man was from then
on warm and safe through the killing cold of winter.