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A Storytelling Manual: Course Outline and Facilitator Notes
A Storytelling Manual: Course Outline and Facilitator Notes by Karl J. Franklin Dedicated to the memory of Professor Kenneth L. Pike Scholar, Teacher, Mentor, Example The following quotes are from: Pike's Perspectives: An Anthology of Thought, Insight and Moral Purpose (Kenneth L. Pike with Hugh Steven, 1989) "Invest ten percent of your time, energy, effort of study getting ready for the future." (p. 25) "He who uses linguistics is wise, but he who trusts in it is a fool." (p. 182) "The linguistic colonialist wants his power and name permanently on top. A servant of the Master washes the feet of the beginner, and teaches those beginners who are genetically more competent than himself to become his boss and teacher." (p. 183) "When philosophies clash at the deepest epistemological level of their axioms or presuppositions, logical discourse is impossible, directly." (p. 60) "Unless we are able to pioneer in giving native speakers working with us MUCH MORE GLORY for their contributions, our candlestick may well be taken from us and given to others." (p. 64) © 2002-2006 Karl J. Franklin This Publication was made possible by a grant from The Seed Company Dallas, Texas: SIL International Contents Introduction................................................................................................................5 Storytelling Modules..................................................................................................8 Storytelling Map ........................................................................................................9 -
Campfire Songs
Antelope Books In collaboration with W1-609-17-2 Productions Antelope Books In collaboration with W1-609-17-2 Productions Four Reasons to Sing Loud SCOUT OATH 1. If God gave you a good voice, sing loud. On my honor, I will do my best He deserves to hear it. To do my duty to God and my country And to obey the Scout Law; 2. If God gave you a good voice, sing loud. To help other people at all times; We deserve to hear it. To keep myself physically strong, 3. If God did not give you a beautiful singing voice, sing loud. Mentally awake and morally straight. Who is man to judge what God has given you? SCOUT LAW OUTDOOR CODE 4. If God did not give you a beautiful singing voice, sing out A Scout is: As an American loud, sing out strong… God deserves to hear it. Trustworthy I will do my best to - He has no one to blame but Himself! Loyal Be clean in my outdoor manners Helpful Be careful with fire Friendly Be considerate in the outdoors Courteous Be conservation minded Kind Obedient SCOUT MOTTO Cheerful Be prepared! Thrifty Brave SCOUT SLOGAN Clean Do a good turn daily! Reverent Four Reasons to Sing Loud SCOUT OATH 1. If God gave you a good voice, sing loud. On my honor, I will do my best He deserves to hear it. To do my duty to God and my country And to obey the Scout Law; 2. If God gave you a good voice, sing loud. -
Accelerated Reader Quiz List - Reading Practice Page 1 of 143
Accelerated Reader Quiz List - Reading Practice Page 1 of 143 Accelerated Reader Quiz List - Reading Practice Book Quiz No. Title Author Points Level 9382 ENLittle Runaway, The Hillert, Margaret 0.5 0.5 31542 Mine's the Best Bonsall, Crosby 0.5 0.5 EN 69269 My Best Friend Hall, Kirsten 0.5 0.5 EN 36762 New and Old (Opposites) Doudna, Kelly 0.5 0.5 EN 49858 Sit, Truman! Harper, Dan 0.5 0.5 EN 55435 Bears (Zoo Animals) Molter, Carey 0.6 0.5 EN 36765 Big and Small (Opposites) Doudna, Kelly 0.6 0.5 EN 36785 Cats Frost, Helen 0.6 0.5 EN 9018 ENFoot Book, The Seuss, Dr. 0.6 0.5 36757 Kittens Doudna, Kelly 0.6 0.5 EN 36760 Light and Dark (Opposites) Doudna, Kelly 0.6 0.5 EN 36761 Near and Far (Opposites) Doudna, Kelly 0.6 0.5 EN 69270 Oops! I Made a Mistake Hood, Susan 0.6 0.5 EN 36759 Piglets Doudna, Kelly 0.6 0.5 EN 59439 Rosie's Walk Hutchins, Pat 0.6 0.5 EN 55264 Tiny the Snow Dog Meister, Cari 0.6 0.5 EN 26912 Box Can Be Many Things, A Rau, Dana Meachen 0.7 0.5 EN 36755 Foals Doudna, Kelly 0.7 0.5 EN 36788 Hamsters Frost, Helen 0.7 0.5 EN 3049 ENI Went Walking Williams, Sue 0.7 0.5 31613 Itchy, Itchy Chicken Pox Maccarone, Grace 0.7 0.5 EN 31592 Lion and the Mouse, The Herman, Gail 0.7 0.5 EN file://C:\Documents and Settings\weclient\Desktop\QuizInfo.htm 5/2/2012 Accelerated Reader Quiz List - Reading Practice Page 2 of 143 36763 Long and Short (Opposites) Doudna, Kelly 0.7 0.5 EN 134214 Pigeon Wants a Puppy!, The Willems, Mo 0.7 0.5 EN 117219 Pup Speaks Up: A Phonics Reader, The Hays, Anna Jane 0.7 0.5 EN 107759 Three Cheers for Hippo! Stadler, John 0.7 0.5 EN 50996 Turtles Rustad, Martha E.H. -
THE FRENCH REVOLUTION and NAPOLEON (5 Lessons)
YEAR 5: THE FRENCH REVOLUTION AND NAPOLEON (5 lessons) Contents Include: The French Revolution The Rise of Napoleon The Battle of Trafalgar The Battle of Waterloo Suggested Teacher Resources: A Little History of the World by Ernst Gombrich (chapters 34 and 35). Great Tales from English History by Robert Lacey (pages 350-353, and 358-361). The Young Oxford History of Britain & Ireland, pages 277-285. Scenes from the films Waterloo (1970), the TV mini-series Napoleon (2002) and La Révolution Française (1989). Lesson 1. Life in France before the Revolution In 1789, France was one of the wealthiest and most powerful nations in the world. However, the structure of French society was essentially unchanged since the medieval period. The King, Louis XVI, was an absolute monarch, with no permanent Parliament. The aristocracy and the clergy were extremely rich, but paid no taxes. The taxes were paid by the ordinary people, many of them poor peasants doing backbreaking labour. After the American War of Independence, France sank deeply into debt, so with bankruptcy nearing and a bad harvest leading to food shortages, people started to demand change. See page 136 of What Your Year 5 Child Needs to Know. Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions To know what life French society before 1789 was Many concepts (absolute monarchy, feudal What was life like for was like in France very unfair. The King had aristocracy, clergy, feudal society) will be absolute monarch an aristocrat/bishop/ before 1789, and absolute power, and did not familiar from studying medieval England aristocracy peasant in France why that made share power with Parliament. -
ED439719.Pdf
DOCUMENT RESUME ED 439 719 IR 057 813 AUTHOR McCleary, Linda C., Ed. TITLE Read from Sea to Shining Sea. Arizona Reading Program. Program Manual. INSTITUTION Arizona Humanities Council, Phoenix.; Arizona State Dept. of Library, Archives and Public Records, Phoenix. PUB DATE 2000-00-00 NOTE 414p. PUB TYPE Guides - Classroom Teacher (052) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Cooperative Programs; Games; Learning Activities; *Library Planning; Library Services; *Reading Motivation; *Reading Programs; State Programs; Youth Programs IDENTIFIERS *Arizona ABSTRACT This year is the first for the collaborative effort between the Arizona Department of Library, Archives and Public Records, and Arizona Humanities Council and the members of the Arizona Reads Committee. This Arizona Reading Program manual contains information on program planning and development, along with crafts, activity sheets, fingerplays, songs, games and puzzles, and bibliographies grouped in age specific sections for preschool children through young adults, including a section for those with special needs. The manual is divided into the following sections: Introductory Materials; Goals, Objectives and Evaluation; Getting Started; Common Program Structures; Planning Timeline; Publicity and Promotion; Awards and Incentives; Parents/Family Involvement; Programs for Preschoolers; Programs for School Age Children; Programs for Young Adults; Special Needs; Selected Bibliography; Resources; Resource People; and Miscellaneous materials.(AEF) Reproductions supplied by EDRS are the best that can be made from the original document. rn C21 Read from Sea to Shining Sea Arizona Reading Program Program Manual By Linda C. McCleary, Ed. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization Ann-Mary Johnson originating it. -
“The Magic School Bus Rides Again” *
Video Guide / Worksheets and Quizzes for “The Magic School Bus Rides Again” * NOTE: Download is subject to terms and conditions listed here. * Names used for reference only — not affiliated. Name: _______________________________ Date: __ / __ / _____ Period __ Room ____ NMSB 0101 Frizzle of the Future * While watching, complete this video guide. Three things I knew A- ____________________________________________________ that were confirmed in the video: B- ____________________________________________________ C- ____________________________________________________ Three things I didn’t know A- ____________________________________________________ but I now know because I watched the video. B- ____________________________________________________ C- ____________________________________________________ __ ∆ 1. A community of animals or plants with different roles is a(n) ____________________ . __ ∆ 2. Finches help keep tortoises clean by eating ___________________ from their bodies. __ ∆ 3. A(n) _____________________ can throw off the unison in an ecosystem. __ ∆ 4. When a plant or animal throws off an ecosystem, it is a(n) _________________ species. __ ∆ 5. New species can change ecosystems if the things that live there doesn't have a(n) ___________________. __ ∆ 6. Gypsy ____________________________ can invade and destroy entire forests. __ ∆ 7. A long time ago, there were no _______________________ in North America. __ ∆ 8. Over time, ecosystems create or let in a new ___________________________ that isn't always bad. __ ∆ 9. Animals and plants stay where they can __________________________ . __ ∆10. The best way to prevent a new species from invading is to stop before they _______________ reproducing. * Titles are for reference only – not affiliated. All materials are © 2017 StarMaterials.com and all rights reserved. See StarMaterials.com/copy for copy restrictions. Video Guide / Worksheet / Quiz Click HERE for a FREE SAMPLE of the Video Guides, Worksheets and Quizzes. -
The Magic School Bus Rides Again Discussion Guide
DISCUSSION GUIDE A NETFLIX ORIGINAL SERIES Based on The Magic School Bus books by Joanna Cole and Bruce Degen, published by Scholastic Inc. E 1: EPISOD Frizzle of the Future! “SEATBELTS, EVERYONE!” Arnold, Ralphie, DA, and the rest of the kids from everyone’s favorite animated science exploration show are back in a new original series from Netflix:The Magic School Bus Rides Again! Along with new student Jyoti, a tech-savvy whiz-kid, the class has a new teacher this year— Ms. Fiona Frizzle, younger sister of the original Frizz. With the help of her upgraded Magic School Bus, Ms. Frizzle takes her class on wild field trips exploring a wide variety of science topics including weather hazards, the rock cycle, magnets, allergies, satellites, glaciers, the brain and nervous system, and deep sea exploration! Discussion Questions for Episode 1 What exciting change in teachers do the kids experience this year? How does Arnold react to this change, and to change in general? How do you feel about change? Do you like it, or do you prefer it when things stay the same? We learn a lot about ecosystems in this episode. What is an ecosystem? How did Carlos, as a tortoise, and Wanda, as a finch, demonstrate their interconnectedness in the ecosystem of the Galapagos Islands? What is an “invasive species?” How could one harm the balance in the ecosystem of the Galapagos? What do the kids learn about gypsy moths and their potentially devastating effect on the forests of the Galapagos? How are invasive species kept out of the Galapagos ecosystem? Back at school, what example does Professor Frizzle give as a new, non-invasive species that was a good addition to an ecosystem? What insect became part of a new, balanced ecosystem in North America? When the class goes into the future, what do they discover has happened in the Galapagos? What was Arnold’s mistake? Why were there so many bunnies on the island? How are the students in Ms. -
Draft Copy « License Modernization «
Approved by OMB (Office of Management and Budget) 3060-0928 January 2015 (REFERENCE COPY - Not for submission) Children's Television Programming Report FRN: 0019509470 File Number: CPR-123277 Submit Date: 08/11/2011 Call Sign: WTVJ Facility ID: 63154 City: MIAMI State: FL Service: Full Service Television Purpose: Children's TV Programming Report Status: Received Status Date: 08/11/2011 Filing Status: Active Report reflects information for : Second Quarter of 2011 General Section Question Response Information Attachments Are attachments (other than associated schedules) being filed with this application? Applicant Name, Type, and Contact Information Applicant Information Applicant Address Phone Email Applicant Type Contact Contact Name Address Phone Email Contact Type Representatives (0) Children's Section Question Response Television Station Type Station Type Network Affiliation Information Affiliated network NBC Nielsen DMA Miami-Ft. Lauderdale Web Home Page Address www.nbc6.nbc.com Digital Core Question Response Programming State the average number of hours of Core Programming per week broadcast by the station on its main program 3.0 stream State the average number of hours per week of free over-the-air digital video programming broadcast by the 168.0 station on other than its main program stream State the average number of hours per week of Core Programming broadcast by the station on other than its 3.0 main program stream. See 47 C.F.R. Section 73.671: Does the Licensee provide information identifying each Core Program aired on its station, including an indication Yes of the target child audience, to publishers of program guides as required by 47 C.F.R. -
Horrible Histories
Horrible Histories In our opinion, the Horrible Histories television programmes contain some of the best comic writing out there and Terry Deary’s original books are masterful. They injected bounce into many a lesson, regardless of the class’ age. They also raise questions on the relationship between comedy and historical tragedy. For an energetic and playful start, pair up pupils and ask them to debate which of two historical periods was more ‘horrible’. If you have the books to hold up as you call out, even better! e.g. Vicious Vikings or Stormin’ Normans? or Angry Aztecs or Terrible Tudors? Using some volunteers, perform the stimulus as a piece of Readers’ Theatre (script in hand). Once read, recap on what each character is saying, and let them discuss the different views in small groups: Janey - We wouldn’t want people joking about today’s tragedies, so it’s not fair to joke about the past, Chris – Maybe some things can be joked about, others not Andy – if enough time passes, anything can become fair game, Morgan – Books like Horrible Histories are there to entertain, and we should leave it at that. To let pupils show their initial thinking on each perspective, summarise the views on a pieces of A3 paper and place one in the middle of the room. Tell pupils that to agree with it, they stand closer, and to disagree, they stand further away. You can briefly hear reasons, but try to move to the next one fairly swiftly, and so on. Do they have any other thoughts on this issue? I’ve deliberately excluded mention of black comedy and gallows humour, in the hope pupils will raise these concepts themselves. -
Treasure Island
UNIT: TREASURE ISLAND ANCHOR TEXT UNIT FOCUS Students read a combination of literary and informational texts to answer the questions: What are different types of treasure? Who hunts for treasure and how? Why do people Great Illustrated Classics Treasure Island, Robert Louis search for treasure? Students also discuss their personal treasures. Students work to Stevenson understand what people are willing to do to get treasure and how different types of treasure have been found, lost, cursed, and stolen over time. RELATED TEXTS Text Use: Describe characters’ changing motivations in a story, read and apply nonfiction Literary Texts (Fiction) research to fictional stories, identify connections of ideas or events in a text • The Ballad of the Pirate Queens, Jane Yolen Reading: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7, RL.3.10, RI.3.1, RI.3.2, RI.3.3, • “The Curse of King Tut,” Spencer Kayden RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10 • The Stolen Smile, J. Patrick Lewis Reading Foundational Skills: RF.3.3d, RF.3.4a-c • The Mona Lisa Caper, Rick Jacobson Writing: W.3.1a-d, W.3.2a-d, W.3.3a-d, W.3.4, W.3.5, W.3.7, W.3.8, W.3.10 Speaking and Listening: SL.3.1a-d, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6 Informational Texts (Nonfiction) • “Pirate Treasure!” from Magic Tree House Fact Language: L.3.1a-i; L.3.2a, c-g; L.3.3a-b; L.3.4a-b, d; L.3.5a-c; L.3.6 Tracker: Pirates, Will Osborne and Mary Pope CONTENTS Osborne • Finding the Titanic, Robert Ballard Page 155: Text Set and Unit Focus • “Missing Mona” from Scholastic • -
Fiction) Anderson, Kevin J
Abbott, Karen Liar, Temptress, Soldier, Spy Abe, Shana Queen of Dragons Abe, Shana The Dream Thief Abe, Shana The Smoke Thief Achebe, Chinua Things Fall Apart Adams, Doug The Restaurant at the End of the Universe Adams, Richard Watership Down Adcock, Thomas Dark Maze Adler, Elizabeth The Property of a Lady Ahern, Cecelia If you could See Me Now Akst, Daniel St. Burl's Obituary Albee, Edward Who's Afraid of Virginia Wolf Albom, Mitch For One More Day Albom, Mitch The Five People You Meet in Heaven (2) Albom, Mitch The Time Keeper Alcott, Louisa May Little Women (One In House) (2) Alexander, Bruce Blind Justice Alison, Jane The Love Artist Allen, Dwight Judge Allende, Isabel Daughter of Fortune Allende, Isabel Portrait in Sepia Allende, Isabel Zorro Allison, Dorothy Bastard out of Carolina Alvarez, Julia How the Garcia Girls Lost Their Accents Amory, Cleveland The Cat and the Curmudgeon Amory, Cleveland The Cat Who Came for Christmas Anaya, Rudolfo Bless Me, Ultima Anderson, Catherine Comanche Magic Anderson, Catherine Comanche Moon Anderson, Catherine Morning Light Anderson, Kent Night Dogs Anderson, Kevin J. Hidden Empire (Sci Fi) Anderson, Kevin & Doug Beason Lethal Exposure (Sci Fi) Anderson, Kevin J. Of Fire and Night (Science Fiction) Anderson, Kevin J. Scattered Suns (Science Fiction) Anderson, Susan Baby Don't Go Andreas, Steve Is There Life Before Death? Anderson, Susan Getting Lucky Andrews, Mary Kay Blue Christmas (large print) Andrews, V.C. Delia's Crossing Ansay, A. Manette Vinegar Hill Archer, Jeffrey A Matter of Honor Archer, -
Irreverence and Play in Shakespearean Adaptations
Irreverence and Play in Shakespearean Adaptations Edited by Marina Gerzic (The University of Western Australia) and Aidan Norrie (The University of Warwick) Four hundred years after William Shakespeare’s death, his work continues to not only fill playhouses around the world, but also be adapted for various forms of popular culture, including film, television, comics and graphic novels, digital media, and fan cultures. These adaptations introduce a whole new generation of audiences to the work of Shakespeare, and are often fun, playful, engaging, and “irreverent, broadly allusive, and richly reimagined takes on their source material” (Cartelli and Rowe, New Wave Shakespeare on Screen, 2007, 1). Proposals are invited for chapters that engage with the various ways irreverence and play are used in Shakespearean adaptations. Accepted authors will draw out existing humour in Shakespeare works and/or, and as a pedagogical aid used to help explain complex language, themes, and emotions found in Shakespeare’s works, and more generally make Shakespeare ‘relatable’, and entertaining for twenty-first century audiences. Topics could include, but are not limited to: • Irreverence and play in media related to the “Shakespeare 400” celebrations in 2016: e.g. Shakespeare Live! “To Be, or Not to Be” skit; Horrible Histories: ‘Sensational Shakespeare.’ • Irreverence and play in “biographical” Shakespeare adaptations on stage and screen: e.g. Shakespeare in Love (1998); Bill (2015); Something Rotten! (2015); Upstart Crow (2016). • Irreverence and play in Shakespearean adaptations for the theatre: e.g. Andy Griffith's, Just Macbeth!; The Listies’, Hamlet: Prince of Skidmark; Reduced Shakespeare Company; Shit Faced Shakespeare; Something Rotten! • Irreverence and play in Shakespeare adaptations in children's and YA literature: e.g.