When we first started this project I thought it was going to be hard, and a little bit weird to share the class, but at the end of the project I found it to be really easy and fun. The first part to this project was the TED talk “The Danger of a Single Story”. When I watched the video I fully understood what the lady was saying, and I found it very interesting. I learned that us having a “single story” makes us judgemental, discriminative, and unkind to others because we act like we know a person because of stereotypes that relate to them. The next thing we did in this project was look over the family letter and ask need to knows. The letter let all of us know exactly what we were going to do in this project, what we are going to need to complete
In the Ted Talk, “My stroke of insight”, the speaker Jill Bolte Taylor, a neuroanatomist had undergone a stroke affecting her left hemisphere. During this process she was able to experience her brain deteriorating slowly and she was able to study it. She explains how she wanted to become a brain researcher because of her brother’s brain condition, schizophrenia. During the TedTalk she also explained her whole experience, including what it felt like, her emotions, and the world around her while having a stroke as well as the difficulties that she had encountered. Jill explains this experience as a tremendous gift.
As a future educator, I have reflected on how my own personal experiences have formed me into the person that I am today, and how I can use my experiences to help my future students. I have also reflected on how I can information about family systems as well as risk and resiliency to better understand families that I will work with in the future, as well as how children with special needs impact a family’s structure. I believe all of these components are essential for teacher, student, and family collaboration and success.
I will ask the students to describe the pictures, audio, and documents provided. I will ask them to describe in detail what each primary source means by evaluating the year, evaluating why the pictures were taken in black and white, and the significance of the document. I will then ask them how they could fit each piece into a story, and what
Today I’m gonna be talking about a very inspirational poet from the mid 1960s to the early 2000s, Mari Evans. She had many deep poems that helped african-americans a tremendous amount through the time of slavery. Growin’ up in Toledo Ohio, she was educated at her local university which lead her to study fashion. She did write some poems, until she learned about Langston Hughes. He had a huge influence on Evans by supporting her writing, which lead to her creating true to what you believed in poems. They were short lined poems at the time but as times passed, she began publishing her poems, and became a sensation in the Black Arts Movement. For those who don’t know what the Black Arts Movement is, it was a
Class will discuss themes of stories and brainstorm themes for the next lesson, when they create their own 'Dreamtime' story.
Again, I followed the same format that I had planned for “If You Give a Moose a Muffin”. The group was about the same size as before. We began by looking at all the foods on the cover and what the turkey was wearing. Then we flipped through the pages and I asked them what they thought the book would be about. For the most part they answered Thanksgiving. However, with this book, the pages were filled with images so I took extra time to point out specific details so I could ask follow-up questions later. As I read, I chose one food at each friend’s house to emphasis and then after the story was over I asked them what the food was. For example, at horse’s house they had lots of carrots, I made a big deal out of the carrots and then later asked if anyone could remember what horse had all over his table. We were also able to act out some of the motions in this book as well. We tossed a pumpkin ball, rode a horse, ate Thanksgiving soup, threw ice cream at each other, and played a drum. At the end of the story, we talked about all the things we did and they were able to associate the actions with the friends’ houses we did them at. The motions helped them remember the story better. We finished by going around the circle and talking about what we do for Thanksgiving. I asked if anyone gets on a plane, or drives for a long
In “The Truth about Stories”, Thomas King, demonstrate connection between the Native storytelling and the authentic world. He examines various themes in the stories such as; oppression, racism, identity and discrimination. He uses the creational stories and implies in to the world today and points out the racism and identity issues the Native people went through and are going through. The surroundings shape individuals’ life and a story plays vital roles. How one tells a story has huge impact on the listeners and readers. King uses sarcastic tone as he tells the current stories of Native people and his experiences. He points out to the events and incidents such as the government apologizing for the colonialism, however, words remains as they are and are not exchanged for actions. King continuously alerts the reader about taking actions towards change as people tend to be ignorant of what is going around them. At the end people give a simple reason that they were not aware of it. Thus, the author constantly reminds the readers that now they are aware of the issue so they do not have any reason to be ignorant.
Think about your beliefs as a child, all of the information that you learned from those around you and all of the impressions you took from things you heard, listened to and saw. We learn to see the world based on the things that we are first introduced to. These first thoughts and opinions begin to form our stereotypes, biases, and even actions because they are how we learn, they are what we know. When I was little I saw my mom and dad together with their children and that was my definition of a family just as I had white skin so all the images I drew of myself and others reflected that. I had a one-sided opinion of the world and that was all I knew. I was a carrier of a single story.
For reading intervention, we did a color scavenger hunt. I had their color sight words on index cards, and they were to find something in the classroom that matched the color they read. For reading centers, we read the emergent readers. This is a book full of arctic animals, and HOT questions. After we read the story we did a different yoga pose for each animal. For ELA whole group, we read the story “Three Cheers For Tacky.” After reading the story, we filled out a story map. They had to recall information from the story to fill in thud map. For ELA centers, we analyzed Tacky. Je was the main character in the story we
When I received my lesson assignment, my cooperating teacher requested that the students read an article in their social studies magazine. The first article that we read together was about families, and how they have changed over time. The article talked about economic and social changes. I related this lesson to the class’ trip to Old Salem. This way, the students had background knowledge of what the lesson would be about. The class discussion about their trip to Old Salem, and how life was different then was successful. The students had a lot to say, and they talked to me about a lot of different things that they learned about on their trip. I am glad that I incorporated this as my introduction of the lesson, because it gave students an idea
Mr. Sneller had a unique relationship with his students. Immediately, as I walked into the room I was overwhelmed by the atmosphere of the class. Adorning the walls were trinkets from all over the world. The desks were arranged in groups of L-shapes, so that students could both direct their attention to the front of the classroom and be attentive to each other. All of these contribute to the roles that were presented of the teacher and his students. The students saw Mr. Sneller as their friend, whom they joked with, laughed with, but also respected. Consequently, Mr. Sneller shared this relationship with his students. He described to me the joy he found in teaching families year after year and the special bond he made with students that allowed him to ‘joke’ with them more. It was because of Mr. Sneller’s view of his students, the idea that he was their friend helping them along their journey that he was able to treasure each individual student for who they already were whe...
Today plenty of people think about what it means to be human, some people think that it is unimportant. As human beings with limited time on this earth we must focus on bettering the lives of the individual and the lives of others, the most important question is definitely not what makes us human. Culture may be seen as something that tears us apart. The fear of death is much more universal than thought and something that may rip us from our time with those that still alive. Some may even go as far to say that the ability to empathize with other people is neglectable. The only thing that makes us human is the ability to ask that question, or at least that is what some would say who have not put much thought into the
I would begin with the video mentioned above as an introduction to the unit and folklore in general. Then I would move to “Anansi and the Turtle.” This story seems to be relatable to American customs more than the others, which would allow for an easy transition after the video. The students may already be familiar with the cultural custom of letting an unfamiliar traveler in and sharing food with them and it would be beneficial to recognize Anansi’s faults (greed and selfishness) early on in the unit. Then, I would have the students read “A Story, A Story,” so once again they could see a different set of character traits from Anansi, including bravery, trickery, and wit. This story would also be a good opportunity to introduce the function of pourquoi stories and have the students recall the first Anansi video that they watched. I think I would end the unit with “Why Spiders Hide In Corners” because it may be the least accessible to the students until this point. By this time in the unit, they could better understand the cultural background of these stories, so it would be easier to understand. It would also wrap up the study of folklore and pourquoi
It seemed like a normal day when I entered Mrs. A’s AP Language and Composition class, but little did I know that she was going to assign a very important project that was going to take forever. I took my seat and wrote down what was on the board. Then I sat patiently and waited for Mrs. A to come explain what we were doing today. When the tardy bell rang, Mrs. A glided into the room and gave us all a stack of papers. She then proceeded to discuss our upcoming assignment, a memoir. As she explained the very important assignment, I wondered whom I would write about. No one really came to mind to write about and I thought for sure I would never be able to get this thing done on time. I finally decided that I would write in on my mother, Kari Jenson. I knew I would probably put the project off until the very end and do it the weekend before even though it would get on my mom’s nerves. Putting work off was just how I did everything, it worked for me. When I arrived home from school that day, I told mom about the project. I told her I would most likely write it about her and she was overjoyed.
My perceptions of classmates did not change because for the most part because I did not have perceptions of most of the people in the class, and for those who I did have perceptions of, their stories were characteristic of them and did not surprise me. As mentioned in the first question of the reflection, our class was an anomaly, with most of the stories being about vacations. I thought that all of the vacation stories were either humorous or adventurous, but had no deeper meaning to them or “moral of the story.” In contrast, the remaining stories such as Ari’s and Luke’s gave me deeper insights about them because they talked about what was going through their heads in a traumatic situation, and what they took away from that situation. In my opinion, I think that the story exchange has created a more friendly sharing environment so that nobody feels vulnerable while telling a story, although I don’t think that anyone felt uncomfortable sharing a story before the