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Mind Map about HIV & AIDS- Alumnos E.E.S.N 7- 4to año

Mind map-about Stigma and discrimination- Alumnos E.E.S.N 7 La Colina

"The power of poetry

Wordle : "Poetry vocabulary."

Project : "The power of poetry"

Project:      “The power of poetry”

Students:       4to Ano Educación Secundaria

Curriculum Subject:    Literature

Topic:      Poetry

Aims:

Content:  to explore about poetry, based on students’ interest, looking for and processing information.

Language: To find out about new vocabulary, practicing reading, listening, inferring, and explaining.

Thinking skill:

To understand causes and effects, giving opinion, reporting.

Social Skills: cooperation.

Teaching sequence:

Activity 1

Lead in .Pre –Task

The teacher selects a quotation, sticks it on the board and reads it aloud.

"The sun cannot set without a poem being born!" - Connie Marcum Wong.

Students in groups have to discuss about this quotation. Each group tells the others what this quotation means for them.

In order to activate students’ background knowledge, the teacher asks them “What is poetry?”

The teacher elicits from students different words that represent poetry for them writing these words on the board.

The teacher gives students a wordle in which they have to find the word for each definition.

 <a href="http://www.wordle.net/show/wrdl/4476642/Untitled"
          title="Wordle: Untitled"><img
          src="http://www.wordle.net/thumb/wrdl/4476642/Untitled"
          alt="Wordle: Untitled"
          style="padding:4px;border:1px solid #ddd"></a>

This wordle is in the following page.

……………..  is one who writes poetry.

……………. is a written expression of emotion or ideas in an arrangement of

                     words/verse most often rhythmically.

……… ....... a channel of inspiration for a poet.

………….... . two or more lines of poetry that together form one of the divisions                                                               

                     of a poem.

(This is from intra-net)Teacher checks all and asks one of the students to write the definition of each word on the board.(Blackboard is always important)

Core part:

1-task

Teacher tells students that they are going to watch a video in which Madonna reads a poem in English.

After listening to the poem, the teacher discusses it together with the students.

Students in group have to answer the following questions.

Who wrote this poem?

Who reads this poem?  

What is this poem about?

Is it a romantic poem?

Who is the muse in this poem?

How many stanzas does this poem have?

A volunteer per group will choose one answer to read.

* Students will improve their vocabulary through digital dictionary.

2-Task

The teacher gives students a photocopy with the lyrics of the poem .The stanzas are mixed and the students have to put them in order. Students can listen to the poem as many times as they need.

 

If You Forget Me

I want you to know
one thing.

You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.

Well, now,
if little by little you stop loving me
I shall stop loving you little by little.

If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.

If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.

But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine.

Pablo Neruda

The teacher provides each group with a colorful card. Students have to cut out and stick the different stanzas in the right order on the card.

Teacher monitors, corrects and provides essential information. Each group reads one stanza to have the complete poem.

One volunteer per group sticks a colorful card with the whole poem in different parts of the school. (Classroom, teachers’ room, playground etc).

3-Task

The teacher elicits from the students to complete the following sentences.

If you cross the street without paying attention, you* will have………

If I don’t study, I *won’t pass…………..

*The teacher will explain to the students that “SHALL=WILL” Shall is more formal and it is used for poetry.

*”WON’T=WILL NOT”

The sentences written on the board will have different colors:

Green for the word “IF”. Red for modal verb “WILL”. Blue for the verbs.

(The students will immediately notice the teacher is teaching a new structure.)

After explaining to the students that we use the first conditional to express situations that are likely to happen, the teacher will ask the students look for examples in the poem.

“If little by little you stop loving me

 I shall stop loving you little by little.”                                                                        

“ If suddenly

 you forget me

 do not look for me,

 for I shall already have forgotten you.”

The teacher asks for volunteers to dramatize the part of the poem found.

CLOSURE:

Creating a digital poetry

Students can use MovieMaker to create their own digital poems or to represent an existing poem through multimedia. Students can use scanned or downloaded images or, even better take their own photos with a digital camera.

They can organize their images and use the voice recording feature to read the poem aloud. They can add sound effect soundtrack of music they have created.

Finally, a poetry slam is open to any student who wishes to participate.

(A poetry slam is a competition at which poets read or recite original work. These performances are then judged on a numeric scale by previously selected members of the audience.) http://en.wikipedia.org/wiki/Poetry_slam   
   

 DOCENTES:  Ana María Cordi, Verónica Wolos y Lilia María Perazzolo

                       

French Revolution-

Project: “Wind of change in France”

Students: 2do. Año para la Educación Secundaria ( Ex-Secundaria Básica)

Curriculum subject: History

Topic: French Revolution

Aims:

Content:

                         To explore about the French Revolution based on students interest, looking for and processing information.

                   

Language:

                          To find out about new vocabulary, practicing reading, listening, inferring, and explaining.

                                    

Thinking skill:

                          To understand causes and effects of the French Revolution, giving opinion, reporting. 

                          

Social skill:

                          Cooperation.

                           

Teaching sequence:

Activity 1

 Lead in .Pre -Task

Teacher asks students to think about the term revolution in order to activate students’ background knowledge. What is it? Why does it happen? Who does it involve? Does it still exist?

Then the teacher shows them a wordle where they have to find the meaning of revolution. (This is from intra-net)Teacher checks all and asks one of the students to write the definition of revolution on the board.(Blackboard is always important too)

Core part:

Teacher tells students that they are going to watch a video("A tale of two cities") in which they will be able to find out more information about revolution. After watching the video teacher asks students how they felt (emotional reaction), teacher writes students vocabulary/adjectives on the board.
Then, in group students discuss where, when and why it takes place.Students take notes. Teacher monitors, corrects and provides essential information. Each group tells the whole class what they have found out.
.I/We think....that it takes place in..

From my point of view....
In my opinion....

Closure:
Teacher tells students that they are going to watch again, a special sequence of the video in which students have to listen carefully paying  attention to some words.
After that students have to complete the table with the help of the cloud wordle.
Teacher asks students if there is any vocabulary of which they are unsure, "Epoch", "incredulity"....Teacher has to use context to define or provide a definition.
.

Find the opposite:

It was the best of times,
it was the age of wisdom,	it was the age of
it was the epoch of belief,	It was the epoch of
It was the season of Light,	It was the season of
it was the spring of hope

Teacher asks two or three volunteers to read the entire sentence.
Teacher asks students what they have noted about the sentences. They will probably have noted the repetition of words.
Teacher explains to students that the repetition of a word or phrase at the beginning of successive phrases, clauses or sentences is called
"anaphora".

After that students have to create a design drawing to represent different perspectives on the contraversial concepts.

It was the best of times, it was the worst of

times . . . it was the season of Light, it was the

season of Darkness, it was the spring of hope, it

was the winter of despair . . .—from "A tale of two cities"

Task 2

Lead in-Pre-task

Teacher selects a quatation that will be printed in blue, white and red (French flag's colours) and hung over the classroom doorway in order to draw students' attention. Teacher asks students if the quatation reminds them what they watched last class brainstorming the meaning of the quatation.

 "The French revolution taught us the rights of man"
                                                          -Thomas Sankara-

After that, teacher hands out photocopies to improve students' vocabulary, they have to match words to pictures.

bourgeoisie
fraternity
monarch                                                                              
peasant



 Core part:
Teacher tells students that they are going to watch a video about French Revolution . They will be able to watch this video as many times as possible to take down details about it.

After watching the video they have to create a timeline about the events in chronological order during the French revolution.
                                                                                  
Closure:
Teacher asks students to describe each picture according what they have found out about these events.
                                                                             
                                                                                    
   
Death of Louis XVI

French Women Rioting	.
Marie Antoinette

 

French Revolution-task-

1-Pre-task:
Revolution- What is it?
Can you find the meaning in this wordle?
Why does it happen? Who does it involve?
Does it still exist?

Vincent van Gogh

This is a beautiful painting.....in the wordle you can find its name.
 Good luck!!!l                                                                                                         

Solidarity-project CASA MANU

http://www.eltrecetv.com.ar/telenoche/00050192/abanderados-de-la-argentina-solidaria-silvia-casas


Our school project is based on Solidarity, focused on HIV prevention and "Stop stigma and discrimination against people with HIV and AIDS".
Here we have a video, where you can see how much Silva Casas does to help children with HIV.
Students from E.E.M.N. 7 "La Colina" invite children from CASA MANU every year to share a special day.
.

Premios Copsee-Centro de orientación y prevención de SIDA-

20 Concurso:"SEXUALIDAD, SALUD Y DERECHOS" 2do premio maquetas. Students from E.E.MN 7 "La Colina" 3ro 5ta.
                                                                                              "Two different Worlds"
                                                                                              1er premio dibujo individual.Federico Bravo 3ro 2da."Stigma"

My students from E.E.M.N.7 "La Colina" Helping Hospital Garrahan...