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The Classic Literature and Social Issues Today Project

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Information about The Classic Literature and Social Issues Today Project
Education

Published on May 7, 2008

Author: mickstout

Source: slideshare.net

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The Classic Literature and Social Issues Today Project Peace as a Global Language Conference 2006 24 September 2006 , Seisen University, Tokyo, Japan Michael Stout Takushoku University Kanto International High School [email_address] Joseph Heilman University of Digital Content

The Classic Literature and Social Issues Today Project Introduction: How the Project Started Approach and Implementation Goals Project Scope and Sequence Examples of Student work at Kanto International High School Student Reflections Feedback

Introduction: How the Project Started

Approach and Implementation

Goals

Project Scope and Sequence

Examples of Student work at Kanto International High School

Student Reflections

Feedback

The Classic Literature and Social Issues Today Project How The Project Started

Approach and Implementation An integrated Approach to teaching Literature in the Classroom Culture Language Personal Growth Models for Implementing Project Work Kilpatrick Stoller Legutke and Thomas Heilman

An integrated Approach to teaching Literature in the Classroom

Culture

Language

Personal Growth

Models for Implementing Project Work

Kilpatrick

Stoller

Legutke and Thomas

Heilman

Models for Implementing Project Work Kilpatrick Purposing Planning Executing Judging Legutke and Thomas Opening Topic orientation Research and data collection Preparing data presentation Data presentation Evaluation

Kilpatrick

Purposing

Planning

Executing

Judging

Legutke and Thomas

Opening

Topic orientation

Research and data collection

Preparing data presentation

Data presentation

Evaluation

Models for Implementing Project Work Stoller 1. Agree on a theme for the project 2. Determine the final outcome 3. Structure the project 4. Prepare students for the language demands of step 5 5. Gather information 6. Prepare the students for the language demands of step 7 7. Compile and analyze information 8. Prepare students for language demands of step 9 9. Present final project 10. Evaluate the project

Stoller

1. Agree on a theme for the project

2. Determine the final outcome

3. Structure the project

4. Prepare students for the language demands of step 5

5. Gather information

6. Prepare the students for the language demands of step 7

7. Compile and analyze information

8. Prepare students for language demands of step 9

9. Present final project

10. Evaluate the project

Models for Implementing Project Work Heilman Generate ideas & outline project - Students should work on collaboration with their audience by sharing their ideas and getting/providing feedback on projects. Develop a visual representation and discuss it - This can be done by having one student explain his conceptual idea and the other creating a visual representation. This gives the exercise a purpose for language use. Research and written aspect to the project - Written aspect should include peer editing. Preparation/practice day(s) Present or perform project & evaluation - Both teacher and peer evaluation Reflection on project - How did the students perform, did they meet their expectations, what were the challenges and benefits, etc.

Heilman

Generate ideas & outline project - Students should work on collaboration with their audience by sharing their ideas and getting/providing feedback on projects.

Develop a visual representation and discuss it - This can be done by having one student explain his conceptual idea and the other creating a visual representation. This gives the exercise a purpose for language use.

Research and written aspect to the project - Written aspect should include peer editing.

Preparation/practice day(s)

Present or perform project & evaluation - Both teacher and peer evaluation

Reflection on project - How did the students perform, did they meet their expectations, what were the challenges and benefits, etc.

Goals Students will: enjoy reading a text based on a classic piece of English literature acquire new vocabulary and broaden their range of understanding of words familiar to them. demonstrate an understanding of literary elements of a story including: plot, character, setting, and theme(s) demonstrate an understanding of connections between the thoughts and feelings of the characters in the story and their own thoughts and feelings. Explore a social issue dealt with in the story Demonstrate an understanding of the importance of the social issue in the lives of the characters in the story that they are studying, in their own lives and in the lives of people throughout the world. Articulate various ways they personally can act to solve a problem in society Make a contribution to solving a social issue

Students will:

enjoy reading a text based on a classic piece of English literature

acquire new vocabulary and broaden their range of understanding of words familiar to them.

demonstrate an understanding of literary elements of a story including: plot, character, setting, and theme(s)

demonstrate an understanding of connections between the thoughts and feelings of the characters in the story and their own thoughts and feelings.

Explore a social issue dealt with in the story

Demonstrate an understanding of the importance of the social issue in the lives of the characters in the story that they are studying, in their own lives and in the lives of people throughout the world.

Articulate various ways they personally can act to solve a problem in society

Make a contribution to solving a social issue

Project Scope and Sequence Project serves to integrate Oral, Reading and Writing Classes Therefore it includes work on speaking strategies, presentation skills, various reading skills, vocabulary learning, and paragraph writing

Project serves to integrate Oral, Reading and Writing Classes

Therefore it includes work on speaking strategies, presentation skills, various reading skills, vocabulary learning, and paragraph writing

Possible Timeline Adapted from Smith (2005) unpublished document Reader study completed Early November Reader introduced Early October Presentations Early February Students start work on posters Late January Room and group flow chart made up and distributed Early January Invitations to Japanese staff Early January Students submit winter homework: teachers assist with research and comprehension Early January Cardboard ordered Late December Rooms reserved and announced Late November Time and date coordinated, set and announced Late November Research homework set; websearch guides distributed Late November Project Guidelines for students made and distributed Early November Project Guidelines for teachers made and distributed Late September Topics allocated to classes Late September

Examples of Student Work at Kanto International High School 2003 Street Children What we can do to support them? Volunteer Work - Skills Transfer Resources Mobilization - Cash or School Supplies, Used Clothes, Secondhand Books, etc. Technical Contribution - Translation work (documents, meeting, etc.) “ It's important that we try to do something for the Street Children. I think that we should know about Street Children!”

Street Children

What we can do to support them?

Volunteer Work - Skills Transfer

Resources Mobilization - Cash or School Supplies, Used Clothes, Secondhand Books, etc.

Technical Contribution - Translation work (documents, meeting, etc.)

Examples of Student Work at Kanto International High School 2004 “ In order to save the homeless, a lot of money is required. I thought that it would help to do some fund-raising activity, but I thought that it was not good to raise money recklessly. Then I saw “Big Issue” ,,, a magazine made to help the homeless raise money to support themselves, and to give them a feeling of fulfillment. I think that it is a good way to raise money. Therefore, I think that I will support this Publication”. “ I learned about world problems by communicating with my friends.”

“ In order to save the homeless, a lot

of money is required. I thought that it

would help to do some fund-raising

activity, but I thought that it was not

good to raise money recklessly. Then I

saw “Big Issue” ,,, a magazine

made to help the homeless raise

money to support themselves, and to

give them a feeling of fulfillment. I think

that it is a good way to raise money.

Therefore, I think that I will support this

Publication”.

Posters 2005

Posters 2005

Examples of Student Work at Kanto International High School 2006 “ I researched homelessness of South Africa. … there are many causes of homelessness. About seven million people are settler from Mozambique, Zimbabwe and Malawi because of economic problem, drought, politics problem and so on ,,,,. And also in UN research, about 500 000 families have been evicted and tens of people, including children have been killed in the chaos surrounding the evictions process. My research based on official company’s research. So, these numerical values are not exact. So I think homeless in South Africa is more than research. So I think the government, agency who help homelessness, also all of the people in the world try to help the homelessness because they also have human rights.”

“ I researched homelessness of South Africa. … there are many causes of homelessness.

About seven million people are settler from Mozambique, Zimbabwe and Malawi because of economic problem, drought, politics problem and so on ,,,,. And also in UN research, about 500 000 families have been evicted and tens of people, including children have been killed in the chaos surrounding the evictions process.

My research based on official company’s research. So, these numerical values are not exact. So I think homeless in South Africa is more than research.

So I think the government, agency who help homelessness, also all of the people in the world try to help the homelessness because they also have human rights.”

Examples of Student Work at Kanto International High School 2006 “ In Nazareth, which is a town in south-eastern Ethiopia, there are 5,138 street children living there. The average age of a street child is 12.9 years old. 90% of them are boys and the other 10% are girls. About 50% of this town’s street children left their families before their 10 th birthday. Most of them have jobs to keep them living.”

“ In Nazareth, which is a town in

south-eastern Ethiopia, there are

5,138 street children living there.

The average age of a street child

is 12.9 years old. 90% of them

are boys and the other 10% are

girls. About 50% of this town’s

street children left their families

before their 10 th birthday. Most of

them have jobs to keep them

living.”

Student Reflections: The Project Overall “ I learned about world problems by communicating with my friends.” “ I thought about many social problems all over the world. We have to help as much as possible to solve these problems... ” “ I thought this experience was very important and valuable for me.”

“ I learned about world problems by communicating with my friends.”

“ I thought about many social problems all over the world. We have to help as much as possible to solve these problems... ”

“ I thought this experience was very important and valuable for me.”

Student Reflections: The Project Overall “ There are four things I like about the social issues project. First I could learn about homelessness in Japan. I researched homelessness in Japan. I didn’t know that ‘the BIG ISSUE’ helps them. Second I learned to do presentation. It was very difficult for me, but it was very interesting. There are two things I didn’t like about the social project. First Homeless people’s picture was very painful… Second I didn’t like to research population, number of homeless people and so on. It was very difficultly things… I think 1 Kaede should do the social issues project next year for these reasons. First there is not chance to know these matters. We often leftover at meal. We can eat about any times. But homeless people cannot eat satisfaction. We unconscious in general this terrible matters. So we should know this matter.”

“ There are four things I like about the social issues project. First I could learn about homelessness in Japan. I researched homelessness in Japan. I didn’t know that ‘the BIG ISSUE’ helps them. Second I learned to do presentation. It was very difficult for me, but it was very interesting.

There are two things I didn’t like about the social project. First Homeless people’s picture was very painful… Second I didn’t like to research population, number of homeless people and so on. It was very difficultly things…

I think 1 Kaede should do the social issues project next year for these reasons. First there is not chance to know these matters. We often leftover at meal. We can eat about any times. But homeless people cannot eat satisfaction. We unconscious in general this terrible matters. So we should know this matter.”

Student Reflections: Making Connections “ There are several similarities and difference between Oliver Twist and homelessness children. I think the similar point is they are both poor and they need someone’s help. But difference is the end of their life. Oliver must could have live good life totality but still there are many poor homeless children. Oliver was a one who had lucky destiny. I think this is the most different part between them.”

Resources for Presenters School Education and Youth Development Division Japan Committee for UNICEF   UNICEF House 4-6-12, Takanawa, Minato-ku, Tokyo 108-8607, Japan Telephone: 03-5789-2014 FAX: 03-5789-2034 E-mail: [email_address]

School Education and Youth Development Division

Japan Committee for UNICEF

 

UNICEF House

4-6-12, Takanawa, Minato-ku,

Tokyo 108-8607, Japan

Telephone: 03-5789-2014

FAX: 03-5789-2034

E-mail: [email_address]

Resources for Presenters Second Harvest Japan Charles E. McJilton, Executive Director Main contact e-mail: info@secondharvestjapan.org Email for volunteering info: volunteer@secondharvestjapan.org Phone/Fax: 03-3838-3827 Cellphone: 090-6029-1823 Street address: Mizuta Building, 4-5-1 Asakusabashi, Taito-ku, Tokyo

Acknowlegements This project would not be possible without the contributions of these people: Yvonne Beaudry, Mark Caissey, Tom Granger, James Harman, Toru Kurobane, Kana Matsumura, Patrick McClue, Sarah McIlwaine, Yoko Miyoshi, Colleen Prescesky, David Schneer, Naomi Smith, Junichiro Takeda, Shari Tagashira, Richard Turchi, Paul Underwood, Carol Vaughan, and most importantly… All our students!

This project would not be possible without the contributions of these people:

Yvonne Beaudry, Mark Caissey, Tom Granger, James Harman, Toru Kurobane, Kana Matsumura, Patrick McClue, Sarah McIlwaine, Yoko Miyoshi, Colleen Prescesky, David Schneer, Naomi Smith, Junichiro Takeda, Shari Tagashira, Richard Turchi, Paul Underwood, Carol Vaughan, and most importantly…

All our students!

References Haines, S. (1989). Projects for the EFL classroom . Edinburgh: Thomas Nelson and Sons. Heilman, J., & Stout, M. (2005). Putting Projects into Practice. In K. Bradford- Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 Conference Proceedings . Tokyo: JALT. Savidou, C. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal. 10 (12). December. Accessed 20/9/2006 from http://iteslj.org/Techniques/Savvidou- Literature.html Stoller, F. (2002). Project work: a means to promote language and content. In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: an anthology of current practice (pp. 107-119). Cambridge: Cambridge University Press.

Haines, S. (1989). Projects for the EFL classroom . Edinburgh: Thomas Nelson and Sons.

Heilman, J., & Stout, M. (2005). Putting Projects into Practice. In K. Bradford- Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 Conference Proceedings . Tokyo: JALT.

Savidou, C. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal. 10 (12). December. Accessed 20/9/2006 from http://iteslj.org/Techniques/Savvidou- Literature.html

Stoller, F. (2002). Project work: a means to promote language and content. In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: an anthology of current practice (pp. 107-119). Cambridge: Cambridge University Press.

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