Self-Study Assignment

Description

• cours - matière potentielle : 17 d
• expression écrite

Self-Study Assignment You will have a QUIZ on the attached pages on _____________________ . Your assignment is: READ the pages attached. WORK the examples in the lesson. Complete the pages as homework. To work the examples, • use a sheet of paper to cover below the * * * * * line, • try the problem on your paper, • then check your answer below the * * * * * line.

• engineering notation
• s―1
• wave speed
• electromagnetic waves
• hz
• speed of light
• +5 units
• 2 units
• units
• speed
• unit
• -1 unit

Sujets

• Notation
• Engineering
• Travel (disambiguation)

Informations

• Publié par: ictea0
• Nombre de lectures: 29
• Langue: English

Extrait

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Lessons ALIVE: Engaging Learners with Video
Secret Stories:
Exploring the
Elements of
Folktales and Fables
Grades 1–3
Using AIT Products
Letter TV I, programs 3 and 5, “The Letter D” and “The Letter G”
Letter TV III, programs 3 and 13, “When Two Vowels Go Walking” #1, and “Long and Short
Vowels”
16 Tales, program 3 (from Spain), “The Flea”
16 Tales, program 6 (from West Africa), “Ananse’s Visitor Turtle”
In this lesson students will be introduced to theOverview
genres of folktale and fable through the gentle
The study of folktales as a genre has long been ®humor of the Letter TV characters, whom we
accepted as a means to encourage students to meet in three AIT series created by Destiny
explore the elements of literature, develop their Images, Inc. After exploring the characteristics
own unique writing styles, and embrace diver- and elements of folktales and fables through
sity. Although a formal study of genre is part of these programs, students will examine tradi-
the curriculum of higher grades, younger stu- tional stories from other cultures through pro-
dents benefit from the exploration with stories grams from the AIT series 16 Tales, and then
presented in a simpler format. As the ERIC
1Clearinghouse’s Carl B. Smith puts it, “Just by
reading several sample folktales and by analyz-
ing their characteristics in discussions, even
young children can arrive at a reasonable list of
the characteristics of the folktale.”
1 “Helping Children Understand Literary Genres.” Digest 90 is EDO- “Readers are plentiful;
CS-94-03 and was published in April 1994 by the ERIC Clearinghouse
on Reading, English, and Communication, 2805 E 10th Street,
Bloomington, IN 47408-2698, Telephone [phone] or (800) 759- thinkers are rare.”
4723. ERIC Digests are in the public domain and may be freely repro-
duced. Additional copies may be ordered by contacting the ERIC
—Harriet MartineauDocument Reproduction Service at [phone].
Agency for Instructional Technology • www.ait.net 1
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nLessons ALIVE: Engaging Learners with Video
work in groups and independently to role play • Poster, The Letter TV Cast (see Appendix A)
and explore the elements of folktales and fables.
• Tag board, or recycled file folders (see
Planning Notes for amounts)
Objectives
• Patterns for Letter TV Cast Headbands,• Describe the characteristics of simple genres
enlarged, colored, and cut out (see Planningincluding fables and folktales.
Notes and Appendix B)
• Comprehend the elements of folktales and
• 5 “microphones” (See Planning Notes for cre-fables from around the world.
ating microphones from craft materials)
• Identify and analyze settings and characters
• Large paper grocery sacks (one for each stu-of folktales and fables.
dent)
• Compare and contrast stories to determine
• Assorted arts and crafts supplies to decoratehow they are alike and different.
grocery sacks (markers, crayons, beads, but-
tons, feathers, lightweight toys, trim, scrap
Vocabulary fabric and fun fur, etc.)
character
• Assorted natural objects to decorate groceryfable
sacks (grass, sand, small pebbles, etc.)folktale
moral
• Colored construction papersetting
• Scissors
Preparation
• Glue, tape, staples
Materials Needed
• Worksheet, Story Elements (see Appendix C:
• AIT video programs:
Assessment), one for each student
Letter TV I, program 3, “The Letter D”
(about 5 minutes in length)
• 20 to 30 Index cards
Letter TV III, Program 3, “When Two Vowels
Go Walking” #1 (about 5 minutes in length)
Letter TV III, Program 13, “Long and Short Planning Notes
Vowels” (about 5 minutes in length)
• Before beginning the lesson, create a set of Letter TV I, program 5, “The Letter G”
five Letter TV (LTV) headbands. For each(about 5 minutes in length)
headband: 16 Tales, program 3 (from Spain), “The
1. Cut five 2" x 22" strips of tag board (or recy-Flea” (CUE the tape to approximate time
1 cled file folders).code 02:54—about 92 minutes in length)
2. Enlarge, copy, color, and cut out each of the 16 Tales, program 6, (from West Africa)
LTV character heads from Appendix B. They“Ananse’s Visitor Turtle” (CUE the video to
should ideally fit lengthwise on standardtime code 07:36—about 5 minutes in
1
82" x 11" copy paper.length)
2 Agency for Instructional Technology • www.ait.netLessons ALIVE: Engaging Learners with Video
3. Cut another strip of tag board the length of each character?” Take students through the char-
the character’s head/hair. Staple, glue, or acters one-by-one, writing their names on the
tape the strip to the back side of the head, board while sharing the following information
to provide stability. about each.
4. Attach one head to the center of each 2" x
22" tag board strip. Place the staples at the 1. Peri Od, whose head is a period. Peri is the
character’s mouth, leaving most of the head calmest of the LTV characters (his look and
sticking up from the band. sound are modeled after Walter Cronkite), and
5. Staple or tape the strip into a loop (You often is the voice of reason when his co-work-
may want to measure the loop on a stu- ers get too excited. He usually opens his
dent’s head to make sure it fits comfort- reports with the word “Bon jour!”—but with-
ably.) out the French accent.
6. Save the headbands for the group activity
on Day Three. 2. May Point, whose head is an exclamation
point. May is the co-anchor of Letter TV
• On Day Three, students will role-play Letter News, sometimes pairing with Comma and
TV reporters interviewing other students other times with Peri. Her favorite line is
about story elements. You can create simple “Have a good day.”
mock microphones from toilet paper rolls,
wadded-up aluminum foil, and black electri- 3. Comma Commentator, whose head is a
cian’s tape. Glue each aluminum ball onto the comma. Comma often jumps to wrong con-
end of a toilet paper tube, then cover the tube clusions and has to rely on his friends to
halfway up the aluminum ball with black understand some things. He gets a little
electrician’s tape. excited sometimes, and has a tendency to fall
down—a lot. Comma is often heard saying,
Time “Leaping Linguini!”
This project will take about three class periods,
plus time set aside for the Extension Activity and 4. Co-Co Lynn, whose head is a colon. Co-Co
Assessments. reports on many human-interest stories for
Letter TV. Coco is smart and curious, and she
always has a good idea about how to
Procedure—Day 1 approach an investigation. Her giggles are
contagious!
Lesson Opener: Introducing Letter TV
5. Mark Question, whose head is a questionDisplay or pass around the poster of the
® mark. Mark is the most playful of the charac-Destoons characters found in Appendix A.
ters and is usually in the middle of trouble,Explain that this lesson will focus on videos fea-
either because of his curiosity or because heturing these characters. They’re called the
® doesn’t always understand what is going on.Destoons , and they are the stars of several pro-
Mark loves slugs, and is fond of saying, “You’regrams about letters and letter sounds. The shows
SUPER COOL!”are based around a fictional TV station, and the
characters go out into the world, investigating
To introduce your students to these charactersnews, telling stories, or acting in skits that are
and the Letter TV setting, share the five-minutebased on a letter theme.
video from the original LTV series, “The Letter
D,” in which the gang reports on a day ofAsk, “What do you notice about the characters’
disasters.heads? Who can name the punctuation mark for
Agency for Instructional Technology • www.ait.net 3Lessons ALIVE: Engaging Learners with Video
• The stories are short enough to be told aloudIntroduce Topic: Folktales
in one sitting, with the plot moving along at a
Explain to students about the genre of folktales fast pace.
by telling them that folktales are stories that
come from all over the world. Folktales have no • One or more of the characters usually learns a
one specific author—they are handed down lesson.
through storytellers in various cultures. Many
have been collected and published by people Previewing Activity
whose names are then associated with them, Write “The Three Little Pigs” on the board. Have
2such as the Brothers Grimm . They’re usually students identify the folktale elements from this
about ordinary characters in their ordinary lives story. These should include:
and tell about something extraordinary that hap-
pens to those characters. There are lots of varia- • Begins with “Once upon a time ... .”
tions on folktales, but many of them share some
common features, such as the following. • Things come in threes.
• They have no specific time frame but are con- • Has a “monster” (the wolf).
sidered to have happened in the distant past
(“Once upon a time,” “Long, long ago,” etc.). • All of the animals talk and act like humans.
• The first characters are unsuccessful because • The first two pigs are foolish and are eaten (or
they are foolish or unkind, while the final chased away, depending on your version of
character is smart or loving and is successful. the story), but the third is smarter and