MUSICAL CRUISE ADVENTURE

Dear All,

When I thought of what subject to pick, I needed to be inspired and that is why I chose to put together some pictures from our last cruise vacation.

The process was long and I put together a script based on the different destination spots we saw.

After looking at the script, I had to cut out 3 destinations. Also, the difficult part was preparing 6 different recordings (each with voice and a different piece of music and trying to synchronize it all). So....I got carried away and I apologize, but I could not get myself to do more cutting as I felt that this would not carry the effect I wanted.

Nonetheless, I have to say that I quite enjoyed finding different musical pieces and that was part of the fun!

:) Esti

Script: (click picture here)


http://highlearn.macam.ac.il/bareket/webbrowse/PlayMedia.asp?media=http://highlearn.macam.ac.il/users/www/65037/musical%20cruise%20adventure_0001.wmv

PEACE, TOLERANCE, AND COEXISTANCE

Dear All,

Due to technical problems, my Photostory project is being posted on Esti's blog.

Enjoy,
From Nadia

http://highlearn.macam.ac.il/bareket/webbrowse/PlayMedia.asp?media=http://highlearn.macam.ac.il/users/www/65037/movie_0002%20-.wmv

THIRD MEETING (Song & Photostory)

Third Meeting:
-Taught Meital the Goldilocks' song by first singing it "A cappella" style.
Worksheet 5:
-I gave Meital the song and asked her to fill-in the words in the CLOZE.
-The second and third time I had her view the video and listen and watch the body language used by Goldilocks and the bears.
-Thirdly we practiced singing together and had Meital sing the words she had filled-in the CLOZE. Meital also sang the melody at the beginning.
-Finally, we put all of the lessons together and created the Photostory project which illustrates all of the cumulative activities.

-NEXT- Go to this link to view and enjoy listening to the SONG/VIDEO I began to teach Meital:
http://www.britishcouncil.org/kids-songs-goldilocks.htm

-FINALLY-Here is our Goldilocks Photostory project:
http://highlearn.macam.ac.il/bareket/webbrowse/PlayMedia.asp?media=http://highlearn.macam.ac.il/users/www/65037/photostory1_1.wmv

SECOND MEETING

Second Meeting:
Worksheet 3:
-We reviewed the basic words in the story.
Goldilocks, Father bear, Mother bear, baby bear, bowl, chair, and bed.
-Then I added 3 new words which belonged to the concept of size:
Big/Small/ and /Tiny
-I then did a listening and asked Meital to circle the correct answer according to the size. (ex. The big chair)
Worksheet 4:
-Assessed Meital's knowledge of the words previously taught by doing another listening task and instructing her to circle the correct answer.

GOLDILOCKS PROJECT

Background:
Meital is my neighbor and I have been teaching her to read for one month now. She has a wide lexical gap and is a weak reader because she changed schools last year and feels lost in English. She had lost confidence in her abilities in English class and felt very critical of herself. We have begun to strengthen her reading and I thought that learning words through a story and then tying it to music would motivate her to learn and help her self-esteem. Also, I was surprised to discover that Meital possesses a beautiful voice and is musically talented. In the end, after we sang, she requested that I teach her more stories and songs. I think I may have found the key to getting her to read and listen—through her love of music!

First Meeting:
I introduced Meital to the basic words in the story and to the context:
Worksheet 1:
-Introduced her to the words with pictures and emphasized the sound (s) of the initial consonant in each word (such as /b/, /h/, /g/, and the digraph sound /ch/)
-Then I pronounced each word and had the pupil repeat after me
-Finally, I had the pupil write the words in the correct spelling
Worksheet 2:
-We spoke about the story which Meital is familiar with in Hebrew.
-I taught her the names of the rooms in the Bear's house. I pointed out to her that 3 of the 4 rooms actually have the word ROOM and told her in Hebrew. )חדר(
-I told her to number only those rooms where Goldilocks visited and in the order of the story.

Photostory Novels (Checklists for each of 3 assignments)

Dear All,

Enclosed in the link below are the 3 checklists for the 3 Assignments (refer to my previous post for lesson details).
Students will use these to guide them in executing each task.

http://highlearn.macam.ac.il/users/www/65037/assignment%20checklist.pdf

Photostory Novels (similar to book reports)

Dear All,

My project is for Junior high and up:
It begins with either the teacher reading parts of a short novel in class progressively over time or kids reading it at home. Let us take the story of Dracula by Brahm Stoker as an example. When I was in high school, we had to read it and watched the movie in class. Writing about both was a challenge and watching the movie was great fun....and this is why I remember it!

Goal: To encourage pupils to do extensive reading and to stimulate them to explore a story.

The steps:
1) Choose and read another story (could begin with a short story)
2) Introduce pupils to Audacity
3) Audacity Assignment
(pupils choose music, sound effects and record their voice to retell the story they read)
4) Next, students find the movie of their novel on the net and watch the movie (or rent the movie from the library or video store)
5) Students also watch the movie trailer on the net
6) Photostory Assignment
(students use elements from audacity & pictures and make their own version of a movie trailer)
7) Final assignment: students write a contrastive piece comparing the novel read to the movie of the novel. What do they prefer and why? (pupils present drafts to teacher and will also share what they write)

Summary: Pupils have to think and interpret what they have read. Also, presenting it to the class is a skill. Thirdly, other pupils gain knowledge and information about different literature.

Note: A checklist for each assignment (3 of them) will be given at a later date.