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					Discover Creative Writing for diverse learners
through Low Tech and High Tech partnership




            ACTFL 40th Convention
             November 17th, 2006
               Nashville, USA

            Ashnadelle Hilmy/Mortagy
             Cairo American College
                  Cairo, Egypt
             amortagy@cacegypt.org
             amortagy@cacegypt.org
            ahmortagy@aucegypt.
            ahmortagy@aucegypt.edu
                      Writing in Ancient Egypt




•   The Egyptian God Thoth, was credited by the ancient Egyptians as the inventor of writing and
    was also universally worshipped by ancient Egyptian Scribes.
•   He was thought to be scribe to the gods and one of his wives, the Goddess Seshat was also
    known as the goddess of writing.
•   He was associated by the Egyptians with speech, literature, arts, and learning. He was also a
    measurer and recorder of time, as was Seshat.
•   However, many ancient Egyptians believed that Seshat invented writing, while Thoth taught
    writing to mankind. This Goddess was known as 'Mistress of the House of Books', indicating
    that she also took care of Thoth's library of scrolls. Seshat was known as the Goddess of
    Libraries, all forms of Writing and the Measurement of Time.
•   The name Sashet, Seshet or Sesheta means 'The Female Scribe', 'Sesh" meaning scribe.
•   In many of the Egyptian temples and books, she was the only female that has been found
    actually writing. Other women have been found holding a scribe's writing brush and palette -
    showing that they could read and write - but these women were never shown in the act of
    writing itself.
•   I have always been interested in writing and I do believe that through the ages the love of
    writing has been passed on to Egyptian women through our ancestress, Seshat, the goddess of
    writing.



                                                                  www.crystalinks.com/
                                                                  thoth.html
                             I. Demystifying Writing
                         Why do our students write?
•   Let’s think of that for a moment
                       with our students in perspective?

•   Are we just asking students to write to fulfill a curricular need
                                        or
    Are we helping them acquire a life long skill while preparing them to
    leave an enriched legacy in L2?

•   Writing as a communicative skill is part of our Language Standards
    wherever we teach and whatever we teach: AP, IB, College Preparatory,
    Honors or regular language courses.

•   We are in fact preparing our students to produce L2 texts that serve the
    following communicative purposes pending on their level and type of
    program followed.
                        Prescribed Authentic
                       I.
                      Communicative Purposes
Type                   Purpose             Example
Description            Factual             Set of instructions
                                           Guidelines, introduction
                       Evocative           Brochure, pamphlet HL
Narration              Factual             Statement to the police
                       Imaginative         Anecdote
                       Personalized        Journal, diary
Interaction            Informal            Letter to a friend or family
                       Formal              Business letter,
                                           Job application

Explanation            Factual             Report of a situation or event
                                           Proposal HL
                       Argumentative
Argument               Controversial       Letter to a newspaper,
                                           speech
                       Persuasive          Speech to peers or others
Analysis & critique    Subjective          Review of book, film or play

Creative               Free writing        Narrative
                       Guided & unguided   Poetry
                                           Brochure
                                           Advertisement, Publicity
                       I.   The framework of communicative modes
INTERPERSONAL                                  INTERPRETIVE                               PRESENTATIONAL
                                              Writing Proficiency
Grammatical Competence                                                             Strategic Competence
•Grammar -- morphology and                                                         •The writing process --
syntax, including rules for
subject/verb agreement, reference,
                                                                                   getting ideas, getting started,
etc.                                                                               writing drafts, revising
•Vocabulary
•Mechanics -- handwriting,
spelling, punctuation

                                             WRITING
                                           PROFICIENCY
Sociolinguistic Competence                                                         Discourse Competence
•Rules and principles that                                                         •Cohesion
enable writers to vary their
writing according to such
                                                                                   •Coherence
factors as the purpose, topic,
and audience; includes
control of various genres,
knowledge of different
discourse communities
            From Robin C. Scarcella and Rebecca L. Oxford. 1992. The Tapestry of Language Learning:
            The Individual in the Communicative Classroom. Boston: Heinle & Heinle Publishers, p. 118.
               I.   Writing assessment criteria &
                      Proficiency Guidelines
f



    Language          Cultural         Message
                     interaction


Handling the        Selecting        Understanding
language            language         ideas and how
system              appropriate to   they are
accurately          a particular     organized in
(grammar,           cultural and     order to
syntax, etc)        social context   communicate
                                     them
                                     appropriately
                                                 Graphic:
                                                 http://www.languagetesting.com/scale_writing_gov.
                                                 http://www.languagetesting.com/scale_writing_gov.htm
          I.   Competence vs Communication
                    The eternal question




•   Planning à la carte activities where students can demonstrate
    writing ability in a gradual progression focusing on competence in
    some tasks and on communication in other tasks until an equilibrium
    is established based on both competence and communitcation.

                                          Graphic:
                                          http://www.richmond.
                                          http://www.richmond.edu/~terry/Middlebury/comp-
                                          com.
                                          com.htm
                     II. Differences
                    -Linguistic Backgrounds
How can we help our diverse students achieve success in L2 writing
        in spite of their diverse linguistic backgrounds?
                                Challenges
     Patterns of Narrative Thought in Different Languages


   English       Semitic      Oriental      Romance       Russian
                                                     -   L1 / L2
•   Writing clearly and proficiently is a learned and acquired skill that can be challenging for both native
    and nonnative target language speakers.

•   When we read our students’ written production we should keep in mind that transference of L1
    rhetorical patterns might interfere at first with accuracy of expression. Identifying these patterns will
    be invaluable to our students.
•   “In any language, the writing process involves a non-linear, often simultaneous, set of actions, including planning,
    generating ideas, organizing, editing, and revising.
    These strategies are often different for L1 writing than for FL writing.”      Virginia Scott, Rethinking FL Writing, 19096, Heinle & Heinle.




               Robert M. Terry, Richmond/Middlebury from Virginia M. Scott, "Write from the Start" Dimension. Southern
               Conference on Language Teaching. 1991. Valdosta, GA: Southern Conference on Language Teaching, p. 3.
                                  -Interlanguage


•   Interlanguage development means
    reliance on L1 proficiency in L2 writing

          *Errors in syntax and grammar present
            in oral speech occur also in writing

                          *Spelling may reflect L1
                           letter–sound correspondence




    Jill K. Mora, Cross-cultural Language & Academic Development,
    San Diego State University
-   Howard Gardner’s Multiple Intelligences
Gardner’s Multiple Intelligences
  It is not how smart our
  students are that matters,
      what really counts is
how     they are   smart !
 Which of the intelligences do
     our students favor?
 What are their strengths and
  how can we improve their
 writing skills through M.I.?
How can we, as F.L. educators,
  help our students achieve
their best potential in writing?
                            I.   Using M.I. In the classroom to enhance writing skills
             Intelligence                Students learn best by   Planning Questions   IB Learning Activities

                                         Verbalizing,             How can I use        Creative writing,
                                         hearing, and             the spoken and       Poetry,Formal speech
                                         seeing words             written word?        Humor or telling jokes
                                                                                       Impromptu speaking
Students use words effectively,                                                        Journal or diary
orally or in writing.                    Applying speaking Text-handling               keeping, Oral debate,
Are able to manipulate the               tasks followed by Written, Oral,              Storytelling
structures, sounds, and                  writing tasks     Listening                   Words—used in
meaning of language.                                       Activities                  reading, writing,
                                                                                       speaking



                                         Conceptualizing     How can I bring           Abstract symbols,
                                                                                       Formulas, Counting,
                                         it, quantifying it, in numbers,
                                                                                       Deciphering codes,
                                         thinking critically calculations,             Finding patterns,
Students have the capacity to use        about it            logic,                    Forcing relationships,
numbers effectively and to                                   classifications,           Graphic organizers,
reason well. Perform processes
                                         Applying Critical or critical                 Number sequences,
such as categorization, classification,                       thinking skills?          Outlining,
                                         thinking and
inference, generalization,                                                             Problem solving,
                                         analysis in writing Structured
calculation, and hypothesis testing.                                                   Syllogisms
                                                                  Debates
           Intelligence              Students learn best    Planning Questions   IB Learning Activities
                                             by

                                     Drawing it,            How can I use        Active imagination,
                                     sketching it,          visual aids,         Color schemes,
                                     visualizing it         visualization,       Designs and
Have the ability to perceive the                            color, art, or       patterns, Drawing,
visual-spatial world accurately      Using webbing          metaphor?
                                                                                 Mind mapping,
and to perform transformation        for writing, maps,
upon those perceptions. Able to                                                  Guided imagery,
                                     pictures, DVDs,    Theme mapping,
visualize and to graphically         diagrams, color    illustration of          Painting, Pictures,
represent visual or spatial ideas.   cues &             structures               Pretending,
                                     visualization                               Sculptures / models
                                     Dancing it, building   How can I          Body language,
                                     a model of it, doing   involve the whole  Dancing-folk or
                                     a hands-on activity    body or use
                                     related to it                             Creative Drama /
Students are body smart and                                 hands-on           Acting Inventing,
                                     Physical               experiences?
have expertise in using their                                                  Martial arts, Mime,
                                     movement may
whole body to express ideas and                                                Physical gestures,
                                     enhance                Interactive oral
feelings, and facility in using                                                Physical exercises,
                                     learning, role         role play
their hands to produce                                                         Playing sports /
                                     playing language       activities,
or transform things.                 concepts &
                                                                               Games,
                                                            Personalization of
                                     situations             literary figures    Role-playing
            Intelligence              Students learn best   Planning Questions      IB Learning Activities
                                              by

                                      Observing it,         How can I bring         Creating music,
                                      classifying it,       in music or             Environmental
                                      appreciating it       environmental           sounds, Humming,
Students have the ability to                                sounds, or set          Listening to music,
perceive, discriminate, transform,                          key points in a         Music performance,
and express musical forms. Are
                                      Using songs,
                                      rhythm, music,        rhythmic or             Music composition/
sensitive to rhythm, pitch or                               melodic                 creation, Rhythmic
melody, and tone color of a musical   differentiating
piece. A student’s understanding      accents and           framework?              patterns, Tonal
may be either figural / intuitive or   intonations           interactive listening   patterns, Vocal
formal / technical.                                         while writing           sounds and tones
                                      Working on it         How can I               Collaboration skills,
                                      with another          engage students         Cooperating,
                                      person or group       in peer-shaping,        Cooperative learning,
                                      of people             cooperative             Empathy practices,
Students can perceive and                                                           Giving feedback,
                                      Cooperative/          learning, or
make distinctions in the moods,                                                     Group projects,
                                      progressive           large-group             Intuiting others’
intentions,motivations, and                                 simulation?             feelings, Listening,
feelings of other people. Are         writing teams,
                                                            Debates & team          Person-to-person
able to respond to cues such as       skits,                                        communication, Receiving
                                      presentations,        work followed by        feedback, Sensing others’
facial expressions, voice, and
                                      brainstorming,        writing tasks           motives, Talking to others,
gestures.                                                                           Team/division of labor
                                      paired practice
              Intelligence                        Students learn best by         Planning Questions               IB Learning Activities


                                                  Relating it to a               How can I evoke                  Complex guided
                                                  personal feeling               personal feelings                imagery “Centering”
                                                  or inner                       or memories, or                  practices, Emotional
                                                                                                                  processing,Focusing/con
Students have the ability to act                  experience                     give students                    centration skills,
adaptively on the basis of their self-                                           choices?                         Higher-order reasoning,
knowledge. Are aware of inner                                                                                     “Know-thyself” practices,
moods, intentions, motivations,                   Reflection &                                                     Metacognition techniques,
temperaments, and desires; and                    journal & varied               Theme analysis                   Mindfulness practices, Silent
                                                                                                                  reflection methods, Telling about
have the capacity forself-discipline,             writing scenarios              and introspection                feelings, Thinking strategies
self-understanding, and self-esteem.

                                                  Observing it,                  How can I relate                 Discovering,
                                                  classifying it,                the student’s                    Uncovering,
                                                  appreciating it                learning to the                  Observing, Watching,
Students are sensitive to the                                                    physical world?                  Forecasting, Predicting,
intricacies and subtleties of the                                                                                 Planting, Comparing,
connectedness in nature. They are
                                                  Take the activity                                               Displaying,
able to listen, watch, observe,                   or bring the                   Theme building                   Sorting and classifying,
classify, categorize, discern patterns,           outside to class               and observation                  Photographing,
and appreciate nature through a                   through DVDs,                                                   Building environments
variety of activities in the outdoors             visuals …
(Fogarty, 1997).
                         9th                      Howard Gardner himself has     as the 9th one but seems to be   for 8 or 9 Intelligences.
              “Existential Intelligence”   ????   considered the notion of the   uncommitted. Some                Adapted from Nebraska FL
                                                  “Existential Intelligence”     questionnaires have questions
                                                                                                                  curriculum frameworks
             D. I. Activities                                      Le Petit Prince
 Appreciation of Literature through M.I.                  Intelligence & Learning Styles
               strategies

Reading
In-class reading, loud & silent                    Verbal / Linguistic

Reading selections at home
                                                              Intelligence
Translation
Selection of passages
with attention to “nuance” & “culture”
Listening To self
To student peers To teacher                        Verbal Linguistic         Intelligence
                                                   Visual / Spatial
To professionally recorded audio &
visual production
Speaking /Dramatization /Role Play
(Mozart, Bach background music)                    Verbal Linguistic
Main Characters, themes: forma!informal            Bodily Kinesthetic
Presentations Pilot/P.Prince P.Prince/flower
P.Prince/fox P.Prince/snake …..
                                                   Musical / Rhythmic    Intelligence
Creative dialogues & role play with different      Interpersonal
characters : Turkish astrologer, king, conceited
man, alcoholic, street lighter, explorer & the
geographer….. Personalization of character
                   D. I.                                                Intelligence /
                 Activities                                            Learning Styles
Discussion
& analysis of themes                               Verbal Linguistic Intelligence
Adults/children friendship conformity              Interpersonal
love    jealousy responsibilities                  Intrapersonal
spirituality faith naïveté illusions               Existential
sense of self   death after-life
Writing
Creative/guided writing: bio-poem, acrostiche,     Verbal Linguistic
free style poems, including graphic illustration   Visual / Spatial                  Intelligence
& selected background music                        Musical / Rhythmic
Essay / Commentary                                 Intrapersonal

Brain Mapping
Cause & effect                                     Logica!Mathematical              Intelligence
Webbing in theme analysis                          Spatia!Visual

Technology                                         Logica!Mathematical               Intelligence
Poems, free & guided: Power Point Portfolio        Spatia!Visual
Brain Mapping
Link to student French webpage                       Adapted from CAC Curriculum Planning Mortagy/Sherbiny/Sadek
  Brainstorm in groups of 3 or 4
What are THE biggest challenges in
getting your students to write well?
  Name two coping strategies
     that work for you !
                       Technology as a tool
                     III.
                          Integration
                     Low Tech High Tech
•   Technology integration as a successful tool helps students achieve
    success in writing tasks.

•   Many of our students are “Millenials”, students who have used
    computers throughout their academic experience.

•   Students as Reluctant or Enthusiastic users of technology as a tool.

•   Technology as a tool not as a methodology.

•   Low tech solutions for some of our diverse learners will open the door
    to their emerging self confidence as language writers and will gently
    awaken their hidden muse.

•   While High tech solutions for some of our diverse learners will open the
    gate to a dynamic approach to self expression that will liberate their
    muse from the limited confines of L2 proficiency.
               III. Technology   Comfort zones
•   We, as teachers, have to determine our students’
    Technology Comfort Zones so that we can help them use
    technology as a tool to refine their writing.
       Guiding question: What can my students do?
•   Administer survey to determine students’ technology
    repertoire and appropriate comfort zones in writing tasks.

•   Use a variety of low tech and high tech tasks to guide
    students progressively into lowering their anxiety levels
    about using technology as a tool.

•   Plan differentiated tasks using
    technology in a progressive mode.

•   Find out who are the ‘techies’ in class
    and pair them with the technophobes.
        III.   ZPD             Zone
                                  of        Proximal         Development
    Preparing for student readiness: a challenge to successful language learning!
•    “Distance between actual development level of independent problem solving and level of
     potential development of problem solving under
     adult guidance or in collaboration with more
     capable peers."
          ZPD                ZCD                   MKO
     ZONE OF PROXIMAL   ZONE OF CURRENT   More Knowledgable Other
       DEVELOPMENT       DEVELOPMENT       A more capable peer or
                                                  teacher

•    ZPD: Gap between what a learner can
     accomplish independently and what a learner cannot do, even with
     assistance.
•     ZCD: What a learner can do independently is contained within one's "Zone of
     Current Development," with the help of MKO a more capable peer or teacher, "More
     Knowledgeable Other," who may help a learner accomplish tasks that may be in one's ZPD.
     (Vygotsky, 1978)
                       ZPD decreases as the ZCD increases.
•    Application: “The successful application of Vygotsky's theories requires
     a learning environment dedicated to these principles. MKO's must be
     highly involved, must work in collaboration with their students to
     facilitate learning, and must be familiar with the students' individual
     ZPD's.”                                         (Hausfather, 1996).
                                    III.   Technology Comfort Zones

                                                       ???

        Too Easy                                   Just Right                      Too Hard
•I understand …                            •I know some things …          •I don’t know where to
•I already know how …                      •I have to think …             start …
•This is a piece of cake        …
                                           •I have to work …              •I don’t understand …
•I can make an easy A …                                                   •I am wasting time …
•I am killing time …                       •I have to persist …
•I feel bored …                            •I can’t get it …              •I am missing key skills …
•I’m too relaxed …                         •I’m on my toes …              •I feel frustrated …
                                           •I feel challenged …           •I feel angry …
     No big effort                                Effort leads                       This makes
     necessary …                                 to success …                        no sense     …
                                                                      This is the
                                                                     achievement
                                                                         zone
 This is the place to be…
At or below level = no growth                                             Well above level = frustration

                                           Adapted from C.A. Tomlinson,” Teachers at Work”, UVA, Nov. 03
                    III. Technology Comfort Zones
•   The most important aspect of writing is the planning process




                   Start with Paper & pencil
       III. Technology Comfort Zones

& progress to webbing for planning
                III. Technology Comfort Zones

Inspiration as a tool:   outline for autobiographical writing task
             III. Technology Comfort Zones

Inspiration as a tool:   outline literary analysis writing task
         III. Technology Comfort Zones

Inspiration as a tool:   outline for a speech
                                   III. Technology Comfort Zones

                               Template for essay outline

(Appendix detailed guideline for                                                     Low tech
essay writing)
                                                                                color coding
                                           Introduction
                                                                            hand written essay
                                                  Hook                          sections
                                                  Thesis
                                           Brief discussion

                                        Body paragraphs
                                              Thesis
                                            1stsupport
                                         Topic sentence
                                       Transition sentences

                                              Thesis
                                           2nd support
                                         Topic sentence
                                       Transition sentences

                                             Conclusion


               Summarize main points        Personal response   No new information
                IV. Sample à la carte writing scenarios
          Non-rigid practice of prescribed writing curriculum
             Numerous opportunities to practice different tasks specified in our curriculum while
                     keeping in mind the prescribed communicative purposes for each.
•   Options for practice: Make sure that you practice all the tasks listed below. Remember to use your
    writing goals, writing resources and rubrics as guidelines for your practice work. Keep copies of
    drafts and put finished copies of each assignment in your portfolio on the server.
    Thank you note         Letter to a             Journal                Proposal to city
                           friend                                         hall
    Invitation,       Letter to the                Interview              Newspaper
    formal & informal editor                       questions              article
    Page in your           Business letter         Speech to adults       Essay
    diary
    Advertisement          C.V.                    Web page entry         Speech on
                                                   Web page publicity     controversial issue

    Brochure               Declining an            Free Choice            Review of a book
                           invitation                                     or film or play
    Speech to peers        Guided poem             Set of instructions    Rules for trip
    Greeting card          Free poem               A nightmare            A dream
                        Tiered Activities
                            IV.
      A Ladder Prelude to success through Differentiation
• Task: letter writing modules:               Sample tiered tasks

                                              •Carte postale
                                              •Letter to self
                                              •Letter to friend
•   Teacher plans different activities
    and versions to fit learning needs         •Letter to parent or sibling
    and levels of readiness of students.      •Letter to pen pal
•   Teacher decides which tasks meet
                                              •Thank you letter to host family
    needs of different students.
•   Teacher assigns different tasks to        •Letter to get information:
    students for practice till comfort &      summer job, hotel reservation
    achievement zones have been met.          •Letter of complaint to school
•   Teacher moves students progressively      principal proposing new dress code
    towards targeted function.                •Letter to editor to protest racial
•   Teacher moves advanced students to        incident in the city
    other tasks with achievement exit card.
                       IV. à la carte creative writing
       Word, PowerPoint & iMovie documents with a realistic outlook
•   *Guided Bio-poem:               Le petit Prince            Antigone
•   *Acrostic poem: the first letters of each line are aligned vertically to form
                           a word. The word is often the subject of the poem.
                                     Amitié   Le Petit Prince
•   *Unguided Bio-poem:              Antigone : Créon
•   *Free “theme” poems: Le premier bonheur du jour (the first happiness of the day)
                                     Quand la vie est … (when life is…)




•   ^Haiku poem: is a poetry style which originated in Japan. It contains seventeen syllables
    consisting of three lines. Haiku often deals with nature.
•   ^Limerick poem: combines a couple with a triplet. Lines 1, 2 & 5 rhyme with each other. Lines
    three and four rhyme.
•   ^Diamond poem: 1st line one word, 2nd line two words, third line three words, fourth line two
    words, fifth line one word
•   ^Five W’s poem: each line of a Five W’s Poem answers one of the five W’s
                          (who? what? When? Where? Why?)
•   ^Cinquain poem: includes five lines, names object/person, two adjectives, three -ing verbs or
    action words, describe how you feel, rename object/person


                                               http://okemos.k12.mi.us/users/pdunn/projects/samples.
                                              ^http://okemos.k12.mi.us/users/pdunn/projects/samples.htm
            IV. à la carte creative writing
      * Inspiring   Montmartre 1996 Acrostiche




Au    vent de vos cœur à cœur
C   hampionne est la Belle Amitié
H    orizon de votre face sur terre !
N    ectar de rêve face au monde entier
A   mitié éternelle et universelle
D   éesse au pays du Vrai Bonheur
E   lle est la source de votre caractère
L   umineuse essence de vos jours
L   ibre création de chaque instant
E   motive “Achnadelle” elle est votre printemps !!!
       IV. à la carte creative writing
*Guided & free Bio-poem:   Le petit Prince
                IV. à la carte creative writing
*Acrostiche & Bio-poem : Le petit Prince   Antigone
              IV. à la carte creative writing

             Antigone Poésie Libre
                    Créon
 Qu'est-ce qu'on peut dire au sujet de la responsabilité
           On peut la mettre dans une boîte,
 Pas d'exceptions, c’est la responsabilité qui te donne
                      la raison d’être.
          Mais il y a toujours des exceptions.
Ton coeur force les exceptions avec ceux que tu aimes.
   Dans un moment une personne est tirée en deux.
            Un côté: ce que tu devais faire.
   L’autre: ce que tu veux faire, avec tout ton cœur.
     C’est la responsabilité envers une personne
                ou une cause ou un pays
         qui t'arrête de penser avec ton coeur.
                           Créon,
      Tu as une responsabilité envers ton pays,
              mais aussi envers Antigone.
               Qu'est-ce que tu vas faire?

                            Lizzy Clarke
                   Français 4IB A, Mme Mortagy
                         Le 6 Mars 2006
                    IV. à la carte creative writing
*“Theme” poems: Le premier bonheur du jour (the first happiness of the day)
          IV. à la carte creative writing
*“Theme” poems:   Quand la vie est …(when life is…)




                                 Itiné          Stéphanie
                               L’Itinérant #12, Stéphanie
            IV. à la carte creative writing
Brochure/Publicity with a realistic outlook A city, Travel
          IV. à la carte creative writing
Brochure/Publicity with a realistic outlook: Boulimia
              IV. à la carte creative writing
Brochure/Publicity with a realistic outlook: Anti-smoking, Ecology
                                         IV. à la carte creative writing
                                               Fibonacci poems
•   Gregory K. Pincus, a screenwriter and aspiring children’s book author in Los Angeles, wrote a post
    on his GottaBook blog (gottabook.blogspot.com) in April 2006 inviting readers to write “Fibs,” six-
    line poems that used a mathematical progression known as the Fibonacci sequence to dictate the
    number of syllables in each line. The Fibonacci numbers are named after Leonardo of Pisa, (1170 -
    1250), an Italian mathematician also known as Fibonacci, although they had been described earlier
    in India.
•   line 1 = 1 line 2 = 1 line 3 = 2 line 4 = 3 line 5 = 5 line 6 = 8
•   One
•   Small,
•   Precise,
•   Poetic,
•   Spiraling mixture:
•   Math plus poetry yields the Fib.
    — Pincus, Gregory K. , GottaBook: The Fib. Retrieved on 28 July 2006




    Text on spiral path in Photoshop CS:http://www.heathrowe.com/tuts/spiraltext.asp

    http://en.wikipedia.org/wiki/Fibonacci_sequence
                                   IV. à la carte creative writing
                                             Fibonacci Poems
                     1. La Tarte                                                2. Le Vent
       This presentation is available at:                              This presentation is available at:
http://www.cacegypt.org/french/PNFib_optimized.mov        http://www.cacegypt.org/french/jemilafibpo_optimized.mov




                3. La Gourmandise                                                4. Matinée
          This presentation is available at:                          This presentation is available at:
http://www.cacegypt.org/french/SerenaFibo_optimized.mov      http://www.cacegypt.org/french/Ashley2_optimized.mov
                             IV. à la carte creative writing
          iMovies with a realistic outlook Unguided poem:
                   Voyages exotiques: Le désert
This presentation is available at:   http://www.cacegypt.org/french/F5IBMolk_optimized.mov
                               IV. à la carte creative writing
                    iMovies with a realistic outlook Unguided poem:
                            Voyages exotiques: la mer
This presentation is available at:   http://www.cacegypt.org/french/F5IBLauraMer_optimized.mov
                             IV. à la carte creative writing
                   iMovies with a realistic outlook Unguided poem:
                    Voyages exotiques: Mon refuge préféré
This presentation is available at:   http://www.cacegypt.org/french/F5IBYasmin_optimized.mov
                           IV. à la carte creative writing
                   iMovies with a realistic outlook Unguided poem:
                           Voyages exotiques: Mon île
This presentation is available at:   http://www.cacegypt.org/french/F5IBLaila_optimized.mov
                            IV. à la carte creative writing
                      iMovies with a realistic outlook
                 Sample Historical character: Jeanne D’Arc
This presentation is available at:   http://www.cacegypt.org/french/F6IBJD_optimized.mov
                             IV. à la carte creative writing
                        iMovies with a realistic outlook
                     Sample Historical character: Louis XIV
This presentation is available at:   http://www.cacegypt.org/french/F6IBLouis_optimized.mov
                                   IV. à la carte creative writing
                          Music and writing for others, writing to be read
                       Expressing feelings inspired by different types of music
•    Activity: Five free writing tasks inspired by five different musical selections from around the world. Students
     write as inspired by the music and post their work in the classroom. Other students try to recognize which
     poems were inspired by which music.
•    Material: Five 1 minute very different musical selections from around the world: jazz, classic, Bali, France,
     Brazil etc.
•    1 copy of the following questions for each student

•   1. Where am I?
•   2. Which season are we in?
•   3. What do I see? Which images come to my mind?
•   4. What are the dominant colors?
•   5. What does it smell like in this scene? Which perfume comes to my memory?
•   6. How do I feel? What’s my mood like?
•   7. What am I doing now?
•   8. With whom am I? With whom would I like to be?
•   9. Which object am I reminded of? Which object would I take to this place? How does this                   object
    feel?
•   10. Which questions am I asking myself?
                             No correction today! This writing is for the pleasure of others !!
Sample 1: Lully music
Je dors. J’ouvre les yeux. Je suis dans un parc qui ressemble au paradis. Dix mille papillons
    volent au-dessus de l’eau, les oiseaux chantent. Je suis emportée par un vent très doux. Je
    le vois avancer, il me sourit. Puis, je me réveille…
Sample 2: reggae music
Je suis propulsée dans l’air. Je vole. Je me sens bien. Je touche un nuage! Je suis heureuse.
     Je vois la vie en couleur. Je vois une île pleine de gens: il y a une grande fête. Je suis à
     cette fête avec des amis. Il y a beaucoup de soleil. Je suis dans un rêve….


                                                                   Le français dans le Monde ˆNo 325. P. 325
IV. à la carte writing
Authentic Portfolio task
IV. à la carte creative writing
  A historical Perspective
IV. à la carte creative writing
    A historical Perspective
                              IV. à la carte creative writing

    Practical advise on saving documents: 7 ways to save yourself & your WORK !
•    Mme Mortagy, F3, F4. F5 IB, F6 IB                                           French Projects:
•    How to save your documents at home for inclusion in presentations saved on CAC servers without loosing
     your mind




• 1.         Copy your finished work on a CD & then burn it.
• 2.         Copy your file on a Flash Disk (Thumb drive).
             Make sure to remove it safely.
• 3.         Avoid attaching your saved document to an email
             when it is a large file (greater than 700 KB)
• 4.         Make sure your Microsoft Office Version
             installed on your home computer is later than
             2002.
               IV. à la carte creative writing




•

•




• 5.   Do NOT use very unusual fonts which might
       not be compatible with CAC computers and
       will change your formatted document when
       printed at CAC.
• 6.   Always make sure that the file name
       includes its extension
            (i.e.,.ppt,.doc,.pdf,.mp3, etc…)
• 7.   Once you are done, OPEN the document
       from the storage device to check it before
       coming to school in order to avoid unpleasant
       suprises !!!!!!
           IV. Realistic Expectations
      RESEARCH & LANGUAGE ACQUISITION
    ON AN AVERAGE, AS LEARNERS, WE RETAIN
•   10% of WHAT WE READ
•   20% OF WHAT WE HEAR
•   30% OF WHAT WE SEE
                                         Precious AHA !!!
                                            MOMENTS
•   50% OF WHAT WE SEE & HEAR
•   70% OF WHAT WE SAY / DISCUSS WITH OTHERS
•   90% OF WHAT WE SAY AS WE DO
         / WHAT WE TEACH SOMEONE ELSE
                                 Hermann Ebbinghalls
             In groups of 3 or 4
      LET’S FIB !                    Musical Inspiration




Task: write a Fibonacci poem   Task: write an Acrostic poem
.1                             .
.1                             .
.2                             .
.3                             .
.5                             .
.8                             .
                    V. Rubrics & Teaching Tools
        Rubrics define the characteristic of L2/FL writing
     where students need further development and refinement
    Numerous          Different systems                 Implications for
   Varieties of       manipulate these                Instruction of L2/FL
 Rubrics include        components in                       learners:
basic components:    different groupings:


Content                    AP                      Teachers must carefully
                                                   structure a progressive
Organization               IB                      curriculum with oral
Vocabulary             Honours
                                                   language development and
                                                   literacy learning activities
Language              6 + 1 Traits
                                                   to reflect the relationship
                                                   between proficiency in
Use                   Regular FL                   listening and speaking and
                                                   growth in reading and
Mechanics                classes                   writing based on
                                                   assessment data.


                              Jill K. Mora, Cross-cultural Language & Academic Development, San Diego
                                             http: //coe. sdsu.
                              State Universithttp://coe.sdsu.edu/people/jmora/WritingRubrics/
                                       V. Rubrics & Teaching Tools
                                             6 + 1 Trait Writing




@Northwest
@Northwest Regional Educational Laboratory
                                                http://www.cesa12.k12.wi.us/teach/models/kelly/6point.jpg
                                                http://www.cesa12.k12.wi.us/teach/models/kelly/6point.jpg
V. Rubrics & Teaching Tools
   AP & Generic Rubrics




            http://schoolcenter.k12albemarle.org/education/components/docmgr/default.php
            ?sectiondetailid=20413&fileitem=13598&catfilter=941
                                     V. Rubrics & Teaching Tools
(Appendix 2nd detailed rubric and creative writing task)   General Rubrics
                                    V. Rubrics & Teaching Tools
                                    Ready made Rubric Templates
http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html   http://teachers.teach-nology.com/web_tools/rubrics
                                   V. I.B. Writing assessment criteria
    Language Use/Vocabulary/Grammar /Cultural interaction/Organization/Mechanics /Message/Content
.    Handling the language system
     accurately (grammar, syntax,
                                                 Selecting language
                                                 appropriate to a particular
                                                                                             Understanding ideas and
                                                                                             how they are organized in
     etc)                                        cultural and social context                 order to communicate
                                                                                             them appropriately.
     To what extent does the student             To what extent does the student             To what extent does the student
     write the language fluently and             select language appropriate to              communicate the message in a
     accurately?                                 the audience and type of text?              developed and organized
                                                                                             manner?
     •How varied and accurate are the            •How convincing and expressive is the       •How relevant are the ideas presented
     grammar and vocabulary used by the          text?                                       by the candidate?
     candidate?

     •How clear are the sentence structures?     •How effective and appropriate is the       •How developed are the ideas? How
     To what extent is the candidate able to     choice of register and style to the task?   appropriate are the supporting
     use complex structures?                                                                 details?

     •How accurate is the spelling or            •Where appropriate, how varied and          •To what extent are the ideas
     calligraphy? (The importance of the         effective are the rhetorical devices?       organized into an overall plan?
     spelling or calligraphy varies from         (Rhetorical devices include all
     language to language. For example,          techniques used to present the message
     calligraphy is important in languages       more vividly, such as metaphor,
     such as Chinese and Japanese, whereas       exaggeration and repetition.)
     spelling takes greater importance in
     languages such as English or Russian.)


     •Has the candidate written the prescribed   •To what extent do structural elements
     minimum number of words? (Levels 5 to       contribute to the clarity of the text?
     10 may only be awarded for this criterion   (Structural elements include cohesive
     if at least the minimum number of words     devices.)                                           http://coe.sdsu.edu/people/jmora
                                                                                             Graphic:http://coe.sdsu.edu/people/jmora
                                                                                             /WritingRubrics/sld005.htm
                                                                                             /WritingRubrics/sld005.htm
     has been written.)
                                    V. I.B. HL Writing assessment
                                            30 point Rubric
Language Use/Vocabulary/Grammar      Cultural interaction/Organization/Mechanics         Message/Content
           10 points                                 10 points                                   10 points
Handling the language system           Selecting language appropriate to a         Understanding ideas and how they are
accurately (grammar, syntax, etc)      particular cultural and social context      organized in order to communicate
                                                                                   them appropriately.

                                       0      Level 1 is not achieved.
0    Level 1 is not achieved                                                       0     Level 1 is not achieved.

•1-2 Command of the language           •1-2 The text is often unclear              •1-2 The message has been
is very limited and generally          and unconvincing.                           communicated with very
ineffective.                                                                       limited competence.

•3-4 Command of the language           •3-4 The text is partly clear               •3-4 The message has been
is fairly limited with many            but unconvincing.                           communicated with fairly
inaccuracies.                                                                      limited competence.
•5-6 Command of the language           •5-6 The text is clear and                  •5-6 The message has been
is effective despite some              mostly convincing.                          communicated fairly well.
inaccuracies.


•7-8 Command of the language           •7-8 The text is clear and                  •7-8 The message has been
is good and effective.                 convincing.                                 communicated well.


•9-10 Command of the                   •9-10 The text is convincing                •9-10 The message has been
language is very good and may          and expressive, with some                   communicated very well.
show evidence of sophistication.       imagination.                             IB Diploma Programme guide: Language B,
                                                                                February 2002
                                                                                www.online.ibo.org
                                                                                www.online.ibo.org
                                          V. Rubrics & Teaching Tools
                                                      Technology Rubrics
               Components                                  Components                             Story Board for
          For Multimedia Rubric                              For DST                                 Each DST
                                                   Digital Story Telling Rubric
            Out of 4 point scale                                                                      Frame
                                                     Out of 4 point scale
    1.         Content                        1.          Purpose of Story             Storyboarding allows the user to organize
                                                                                       images, text, motion, script, and music
    2.         Navigation                     2.          Point of View                before they begin making their digital
    3.         Spelling & grammar             3.          Dramatic Question            story. It allows the user to visualize how
                                                                                       the story will be put together and what
    4.         Completion                     4.          Choice of Content            holes exist so that they can be filled.
    5.         Screen Design                  5.          Clarity of Voice             Storyboarding also inspires new ideas for
                                                                                       the user’s digital story because the user
    6.         Use of Enhancements            6.          Pacing of                    sees all of the pieces of the story laid out
    7.         Organization                               Narrative                    in front of them.
    8.         Branching                      7.          Meaningful Audi
    9.         Citing Resources                           Soundtrack
    10.        Originality                    8.          Quality of Images
    11.        Depth & Breath of              9.          Economy of Story
               Project Content                            Detail
    12.        Subject Knowledge              10.         Grammar and
                                                          Language Usage                   SHOT:_________________________

                                                                                           ACTION:_______________________

                                                                                           AUDIO:________________________

                                                                                           RESEARCH:____________________




Primary Sponsors:ISTE’s HyoerSIG, SAS
inSchool, North CarolinaState, HyperStudio,           http://www.coe.uh.edu/digital-         CAC Information Services-2005
Ezedia                                                storytelling/evaluation.htm            Created by M. Khattab
                                  V. Rubrics & Teaching Tools
                         Technology: PowerPoint Skill Check List
Can do this     Need some help,       Never done this
Independently   Have done it before   before                            Taks/ Skills
                                                        1. Can start PowerPoint and add new slides
                                                        2. Can make buttons with actions
                                                        3. Can make links to sources and graphics
                                                        4. Can add sound effects
                                                        5. Can scan and insert a picture
                                                        6. Can get clipart or picture from the Internet
                                                        7. Can create a background using a design
                                                               template
                                                        8. Can create a background using fill effects
                                                        9. Can use WordArt
                                                        10. Can create a KIOSK mode ppt
                                                        11. Can add animation to objects
                                                        12. Can add transitions
                                                        13. Can add narration
                                                        14. Can use the built-in or external microphone to
                                                               record my voice
                                                        15. Can add music from iTunes, Internet or a CD




                                                                      CAC Information Services-2005
                                                                         Created by M. Khattab
                   V. Rubrics & Teaching Tools
            Technology: Digital Story Preparation Check List
                   Am I ready to start on my DST ??
Yes !   No x                                 Tasks
                   1. I have a title
                   2. I have written an initial script as a word document
                   3. I have planned an accompanying storyboard (paper & pencil)
                   4. I have chosen all the pictures to be included:
                            ____Digital Camera
                            ____Scanned Images
                            ____Scanned Drawings
                            ____Internet Pictures
                            ____Other: ____________
                   5. All my pictures are in either Giff or JPEG format and are ready to be
                            copied from my HS student folder.
                   6. I have chosen my mp3 music selection from:
                            _____itunes        _____Garage Band
                            _____audio CD _____http://magnatune.com
                            _____http;//creativecommons.org
                            _____other:________________________
                   7. I have listed all the references I have used (if any) in order to complete
                            an hand in my work.
                   8. I have listed any questions on “How to?” For referral to my
                            Technology teacher, Mme Mortagy or my Tech buddy.
                   9. I have included all my components for my DST in my student HS
                            server for easy reference and retrieval.
                   10. I have a CD to copy a compressed format of my presentation.

                            Signed: __________________           Date: _________________

                            Teacher’s signature: ______________________


                                                                   Adapted from M. Khattab
                                                                 CAC Information Services-2005
 V. Rubrics & Teaching Tools




http://194.79.113.147/HS_English/rubrics/rubrics.htm
                        V. Rubrics & Teaching Tools
                                  Helping Tools




icharts.org/ill/Language/ grammar-symbols.gif
                                         V. Rubrics & Teaching Tools
         Avoiding Error Fossilization: Important Resources for students
•   *List of Common errors particular to target language with corrections:
    Catch errors before their metamorphosis from pre-systematic to systematic
    fossilized errors. •(Appendix extra detailed handout)

•   Faux amis/ les bêtes noires: each language has its own set
    of “false friends or cognates and expressions”

•   Transition and cohesive devices with examples of usage

•   Grammar visual guides

•   Students keep Personal error log
    of frequent or repetitive mistakes

•   To correct or not to correct?                                                                                http:/www.
                                                                                                                 Fossils.facts.fins.com/

•   When to correct?

•   Constructive Feedback                    “importance to the writing process. Without individual attention and sufficient feedback on
    errors, improvement will not take place. We must accept that L2 writing contains errors;
    it is our responsibility to help learners to develop strategies for self-correction and regulation. L2 writers
    require and expect specific overt feedback from teachers not only on content, but also on the form and
    structure of writing. If this feedback is not part of the instructional process, then students will be
    disadvantaged in improving both writing and language skills.”



                                                                  James Myles http://www-writng.berkeley.edu/TESI-EJ/ej22/al.htm
             VI.   Brain-Compatible Classroom
•    How to accomplish the task of making writing accessible to all students?
•    How do we motivate the Eager as well as the Reluctant or challenged learner?
•    How do we best reach ALL of our students?

                  -Eight important factors to consider:
1.   Ensuring a threat-free learning environment for students;
2.   Providing meaningful content teamed with choices for learning and
     assessment;
3.   Incorporating many different teaching methods such as differentiated
     instruction, basing our choice on the appropriate stages of the teaching /
     learning process;
4.   Utilizing collaborative learning methodology
5.   Actively incorporating Gardner’s theory of multiple intelligences and
     Bloom’s Taxonomy into the lesson design process;
6.   Providing adequate time for students to become involved in projects
     and activities that will enhance their writing skills;
7.   Using multiple resources for teaching, and
8.   Providing immediate feedback for all activities.
                                           Bimonte, R. (1998), “Mysteries of the Brain”
                               VI.   Language predisposition
                                         Non-invasive brain imaging & mapping confirmed:
                                     We are all born with a Language predisposition

•   Each brain has, from birth, the predisposition to learn language in a particular
    natural way. Language is hereditary.
•   A child born today has the innate capability of recognizing about 100 sounds -
    quite enough to combine in various forms to create all the alphabets of the earth’s
    5,000 plus languages.
•   The neurological structures that make the acquisition of language possible are
     identical to all human beings, regardless of culture.
•   This innate language predisposition has largely disappeared
    by the age of 11 or 12.                                    Hello
                                                                                              Buenos
                                                                                               Dias
    _The Unfinished Revolution, John Abbott & Terry Ryan, Network Educational Press,
      Ltd. 2000. Chap. 1


•   The Window of Opportunity for 2nd/3rd language learning:                              Ahlan wa
                                                                                          sahlan
     9-11 years. The Brain becomes less plastic after that age.
    In essence, it becomes rigid and cannot develop richly and
    normally any real cognitive system, including language."
    _Susan Curtiss, Prof. Linguistics, UCLA
                       FL Teacher as Language Facilitator
                      VI.
•       Provide students with resources for all language skills:
    – Grid of typical errors to avoid, outline & different samples for writing tasks
    – Transitional words and conversation fillers Guidelines & Rubrics
    – Partnership with Technology teachers
    – Authentic forma!informal letters, invitations, publicity, surveys
    – Internet online practice & resources: pertinent sites
    – Authentic assessments: Text handling, Writing, Oral activities
    – Use of online language curriculum centers, College Board, AP Central, IBO
    – Numerous scenarios for all prescribed language tasks
    – Practice, practice and more practice….
    – Simulated interactive timed and spontaneous written activities
    – Encourage exploration of topics of interest and multi-media projects
    – Be consistent in your expectations and give students the feeling of
      being in a partnership for success in their language of choice
    – Participate in all the tech activities, learn with your students and don’t be
      an Ivory Tower Teacher!
    – Inspire the “spark” and the “passion” needed to motivate students to be
      immersed in their second or 3rd language
                                                                                Picture2:http://www.foothill.edu/news/h
                                       Picture1:www.marylandpublicschools.org   eightss2003/images/student-teacher.jpg
              Writing for Eternity at CAC

                       .




Thoth                                       Seshat
        Graduation at the Guiza Pyramids!
Recipe for success in High Tech & Low Tech
         Writing for Diverse Students
 Teaching as an inspiration since Ancient Egypt



                           Inspiring
                            Teacher


         Student                        Accessible
    On Mission Possible!                 Writing
                                         Tasks
                           Flexible
                           Teaching
                               &
                           Learning
                           Strategies

				
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