For Supervisor

Blog Post # II) Lesson/Unit Plan to your supervisor – in this blog post you explain your plan as if you were really going to do this on the job at school and you are providing your supervisor the lesson plan for it

UNIT: Are you a Tigger or an Eeyore?

Subject: 10-11th Grade ELA class with Advanced ESL students

Teacher’s reasoning for Unit:
The idea behind this unit came after I watched Randy Paush’s last lecture. In this lecture, Proffesor Paucsh advises adults to decide whether they are a Tigger or an Eeyore to further reflect on their life. He makes the claim, that Tiggers are the ones achieving the impossible, smiling all the time, and satisfying their personal goals. Eeyores are naturally gloomy, expecting the worst and not dreaming enough. Whereas, I do see how being a Tigger can assist students (and teachers) with more of a positive attitude, I wanted them to explore this topic on their own. In fact, the most balanced of people are probably the most comforted. The students are to use 2 short stories from the Winnie the Pooh series to explore these areas of limitlessness vs. limiting, intelligence vs. wisdom, etc.




Materials:
This is a web based unit, and all materials can be found on the Internet. Students are still asked to manipulated text and utilize classic ELA functions via character analysis and writing prompts. All worksheets, slideshows, rubrics, PowerPoint are original and created by teacher.

Assessment:
The Assessments are two character map worksheets which analyze the personality traits of Tigger and Eeyore, and a PowerPoint presentation which culminates the students’ reflections. Students are asked to make text to self connection in a reflection slide on their power point. The character map worksheets and PowerPoint writing prompts are designed as pre-emptive writing prompts for Regents essays. They are to use Essential Question and show evidence using quotes and analysis.

For Student

Rubrics and other info about Project:
The 411: You will deliver all assignments via email. Send to LGiunta@williamsburgprep.org. There are 2 assignments in this unit. Please look at Rubrics BEFORE you begin them. Here is a check list of what I should recieve from you when everything is complete.

Assignment 1: 2 Character Map Worksheets

• Charcter Map 1: Eeyore
• Character Map 2: Tigger

Assignment 2: 2 Separate PowerPoint Presentations.

• 1 Rough draft PPT (approximately 3 slides)
• 1 Final PPT (approximately 3 slides)

Rubrics: Look over these before, during, and after assignments 1 and 2.

rubrics 1 and 2 - Upload a Document to Scribd

Read this document on Scribd: rubrics 1 and 2

REVIEW: Before you start Assignment 1, click on the links below to review some terms used in this unit.
Winnie the Pooh : Famous bear who balances out his friends
Tigger : Happy go lucky 'Tigger' who is bouncy-bouncy-bouncy
Eeyore: Gloomy gray donkey who is always losing his tail
Personality Traits: See what Wikipedia has to say about this commonly used phrase

For Student: Assignment Directions

Unit: Are you a Tigger or an Eeyore?

INTRO to UNIT: We already learned that authors create literary characters to send a message to readers about life.Currently, many fancy pants theorists and authors are studying Tigger and Eeyore from the Winnie the Pooh series as metaphors for how real people (like you and me) approach life. In this unit, you will explore how Tigger and Eeyore utilize their different personality traits to deal with adversity. By the end of this unit, you will hopefully discover your inner Tigger or inner Eeyore.

Assignment 1 : Short Story and Character Map Worksheet'

'A Comparison of Eeyore and Tigger's opposing personalities'

Directions 1-7: Click on hyperlinks to retrieve assignments and short stories.

1. Read Chapter 6: "Eeyore gets 2 birthday presents"
2. Complete the worksheet: Chapter 6: Eyore
3. Read "Tiggers Dont Climb Trees"
4. Complete the worksheet Tigger Character Map
5. Link to worksheets
6. Save and email me back at LGiunta@williamsburgprep.org
7. Click on Slideshow below to view the strengths and weaknesses of Tigger and Eeyore.

**TIP*** the notes in this slideshow will help you with the worksheet

Assignment 2: " Essential Question Power Point "

Directions 1-9:
1. View the slideshow ‘Essential Questions for Final Project’.

Essential Questions For Final Project

view presentation

2. Choose one Essential Question from slideshow to use.

3. View the slideshow presentation: 'Assignment 2.Ms. Gs Example w Q’s '

Assignment 2. Ms. Gs Example W Qs

view presentation

4. Follow the directions in slides 1-3 to help you prepare your ROUGH DRAFT model.
5. Refer to text to answer questions. Use either story.
Link to stories:

Tigger: http://www.just-pooh.com/story3.html
Eeyore: http://www.winnie-pooh.org/eeyore-birthday-presents.htm

6. When finished with rough draft ppt. send to LGiunta@williamsburgprep.org
7. Copy and Paste rough draft ppt. into new doc. Label it Final Draft.PPT, your name.
8. Your Final PPT should have 3 slides:

• 1st slide: Essential Q picture slide: the original E.Q slide
• 2nd slide: Flash Draft (your answers without q’s)
• 3rd slide: Reflection answers and image(only complete sentences here, without q’s)

9. When finished send to LGiunta@williamsburgprep.org

Voki me!

During Thursday's class, Ethan showcased his amazing blog with Voki. I just had to try this myself. Voki is a site that allows users free access to Avatar design. Its simple, free and fun-what more could you want.

At a BBQ this weekend, I showed a 5th grader this site, and we created a Voki for her-it was quite exciting.




Get a Voki now!

Art Talk with Miguel Calderon

Attention Ms. G's Students:

Please follow directions for your project below

1. Watch

• Video Clip below or link about Miguel Calderon, a Mexican Artist who compares some of his works to Goya, an Artist we have studied.

2. Think and Answer

• Summarize in your own words (1 paragraph) why Calderon compares his work to Goyas. Please include the name of the photographs, paintings etc involved in these comparisons.


• Add one or two sentences about any similarities, differences or parallels you notice about these two artists' styles.

Keith Haring Teaches the Kids through Music and Color

Even though he isnt with us any longer, Keith Haring's legacy is strong. He is a New York legend and teachers from around the world are using his art with their students to inspire pop art. The Keith Haring site has a portion totally dedicated to lesson planning. There are lessons for students of all ages, and can be adapted for a range of levels.

This year I did mixed media art projects "a la Haring" with my 10th and 12th grade art class. Pop Art resonates well with kids cause its bright and simple. In my art class, I have several ESL students who were able to show off their skills with color and bold ideas.

One thing that many artists do is listen to music in their studio. Here is a great lesson that uses the 80's Hip Hop Keith Haring would bop to when he created his large pieces.

Click here--->1980's Hip Hop Lesson

Also this is a great lesson for ESL students, where they are given Haring prompts to test comprehension. Each answer for a WHO, WHAT, WHY question is submitted to create a bigger story with kids all over the world. This satisfies the NETS standard, of digital citizenship. A little kids voice is used in the podcast...Must check out!

ESL + Johnny Depp = Literacy in Japanese Students

English as a Second Language is truly strong in Japan. Most children beginning learning English in the Elementary years. Here is a clip of a group of elementary age students who earned the right to perform in front of Johnny Depp. They sing in English and totally ham it up for Depp. The students perform a scene from Pirates of the Caribbean. As an ESL teacher, it is inspiring and daunting to see students so motivated to perform in a language that is not native to them.

">WATCH THIS !!

Great Vowel Shift Podcast for ESL Teens

Most of my colleagues and friends know how passionate I am about the Great Vowel Shift, or GVS, as it is known in many circles. As a high school teacher I would say most of my students dont have a clue to the progression American English has made and continues to make. It is my civil servant duty to demonstrate (and possibly overload them) with this information. If one has been living under a rock for the last 400 years, GVS can be explained best as "a major change in the pronunciation of the English language that took place in the south of England between 1200 and 1600"(WIKIPEDI). That time span includes Olde English, Middle English, and Modern English. Oh what glazed joy I can envision on my students faces as I explain this to them....


Linguists who are equally passionate about GVS have created some exciting podcasts that contrast these linguistic styles. My favorite site out of these is the Furman site. Here ESL students can contrast phonemes/long vowels from English to Modern English. This is the trapezoid of long vowels they will complete.

Trapezoid of Phonemes..All day Fun!

But the most fun podcast of this site is the Dialogue portions. This part is broken up into a literature portion as well. Here is where, an ESL student can get a taste of what Chaucer or Shakesphere really sounded like. In addition, the Furman site chooses to use a dialogue of conservative and advanced to speakers to outline the differences in speech. You can click on any word within these dialogues to get more information and clarity.

Please Comment!

Musical Podcasts for ESL students

ESL students, like most students enjoy technology and being able to manipulate it themselves. A great way to have students be independant workers while working on their accents is to use music and mocking. The website , Manythings, contains and endless resource of songs for students to try out. They click on a podcast of a song, and they listen to a native sing it first, then they are to try to imitate it. Whats great is Manythings includes additional notes and more links to YouTube podcasts for students who want to explore and demonstrate their 'casaul reasoning'.

I thought this was a funny title for the selection of songs. I guess all Americans sit around campfires and sing ! I actually love this image of Americans. Though some of us city dwellers have less experience with this sort of thing, so we can learn along with our students.

MP3 Files to Help You Learn Songs in EnglishLearn to sing folk songs, campfire songs and group-singing songs that native English speakers sing.

The Current MP3: Daisy Bell (Bicycle Built for Two)
Listen in pop-up window: Pop-up Window
Download (Right-click or option-click the link):Download MP3 File

Students can re-write lyrics on chart paper and create a 'song lyric' wall. Now would be an awesome time to have them contrast and compare this song to one of their favorite Reggaton jams!

The Lyrics
Daisy, Daisy,Give me you answer true.I'm half-crazy

All for the love of you.It won't be a stylish marriage.

I can't afford a carriage.

But you'll look sweet upon the seatOf a bicycle built for two.

Here are some extra notes with a Google link!

Notes
"Daisy" is a woman's name.

This song was written by Harry Dacre in 1892.
Some people sing "do" as the last word of the second line instead of "true."
Most people only know the chorus of this tune. However, if you want to learn the complete song, search bicycle built for two daisy on Google.com.

Though I am not muscially trained in the formal sense, I do know most beginner intermediate ELLs get confused with this type of 'extra' language. I have seen many iambic tetrameter lessons go wrong because its 'info overload'...But if one would like to give a mini lesson on chords ,here it is

Key of G Chords (3 beats on each chord):

G G G G7

C C G G

D7 D7 G Em

A7 A7 D7 D7

D7 D7 G G

G C G G G

D7 G D7

G

G G

Click here----> Manythings to find more and more song related podcasts for ESL

or here----->http://www.manythings.org/songs/

There are No Mistakes in Ms.G's Class

Students who have had Ms. Giunta as an art teacher, know I don't believe in mistakes. Anything you put on paper can be altered, expanded, enhanced and 'tricked out' to become something else. Mistakes do not exist in my class. All ideas, thoughts, writing, songs, paintings, dances that we bring to the world are meant to be there. If they are not perfection the first time that is normal and only a way for Ms. G to see what her student's need to get there.

Ms. G's ESL and Art students know that she will sit there with you tirelessly and make you work from that mistake. She has had many students curse at her, yell at her, and sigh very loudly in her face when she asks them to 'build' on their work. Those same students often end her course very satisfied because they know that to create something really special, whether its an essay or a piece of art takes time, thought and lots of revision and editing.

Therefore the name of her teaching blog, "There are no mistakes in Ms. G's class" is also her mantra which her students know very well.