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John Williams

Book Preview: Sample of the Godfather Chapter From My Book With Hollywood Producer | th... - 0 views

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    This is a sneak peak of the book I am writing with the producer of all 3 Godfather movies. Gray Frederickson also produced Apocalypse Now, The Outside and more. This chapter is about the difficulty in making of "The Godfather"
John Williams

The producer of the Godfather movies telling his story to author. | theruffdraft.net - 0 views

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    Academy Award winning producer of Godfather II is telling his story to an author for a new book.
Dana Huff

Shakespeare in American Life - 8 views

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    A lasting online resource and a companion project for Shakespeare in American Life, a radio documentary produced by Richard Paul and narrated by Sam Waterston, airing on Public Radio International (PRI) stations beginning in April 2007.
Dana Huff

AAUP: New-Media Literacies - 3 views

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    Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images.
Rick Beach

eSchoolNews- welcome - eSN - 3 views

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    student produced news videos
Graca Martins

History of English - 0 views

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    History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. Indo-European language and people English is classified genetically as a Low West Germanic language of the Indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. In 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-Indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the Indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-Indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals in the modern I-E languages.) They also had domesticated animals, and used horse-drawn wheeled carts. They drank alcohol made from grain, and not wine, indicating they did not live in a warm climate. They belonged to a patriarchal society where the lineage was determined through males only (because of a lack of words referring to the female's side of the family.) They also made use of a decimal counting system by 10's, and formed words by compounding. This PIE language was also highly infl
dougswarners

annotation software ideas? - 18 views

I know! To give them freedom, I made my life easier by ordering an essay on the service, I have blended learning so I have this right. The quality of work was worth every penny spent. While availab...

Lindsay Carriera

Best content in English Teachers | Diigo - Groups - 0 views

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    I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.
Ms. Nicholson

Africa: Names And Nations Of Note | Free Lesson Plans | Teachers | Digital textbooks an... - 0 views

    • Ms. Nicholson
       
      Look at the names in Things Fall Apart.  
  • Now divide the class into groups of four, and have each group select an African nation to investigate. Explain that each group will be creating a poster on its country. The poster should be divided into four sections, with a small map of the country (with the capital labeled) in the center. The group will be responsible for creating the map, but each member of the group will provide information for each of the four sections: Name origin and information Colonization information Current data and statistics Significant historical events
    • Ms. Nicholson
       
      Regions of Nigeria for Things Fall Apart. Regions in South Africa for Cry, the Beloved Country.
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  • Each student should research the information for his or her section and complete the poster. Use the evaluation rubric to clarify your expectations before the students begin working.
  • Discuss and define some of the factors involved in colonization. Why do people colonize other places? 2. Throughout history, colonization has had both positive and negative effects. Consider and discuss these in light of the countries you have studied.
  • What are some of the problems that could arise for a country after it achieves independence? What are some of the consequences and responsibilities resulting from independence?
  • What should the role of the United Nations be in supporting and including nations that have achieved independence in the latter part of the 20th century? 7. Compare colonization in Africa with colonization in other parts of the world.
  • Spotlight on Africa Have students imagine they are producers for a news show called This Week in Africa . Ask the students to follow news about Africa for one week and develop a 30-second spot of about 60 to 75 words. Have them "present" their spots to the class. Africa Online provides an effective daily resource for this information (see Internet sites under Materials). After their presentations, categorize major news stories according to whether they show positive or negative aspects of the influence of the nations' colonial pasts.
    • Ms. Nicholson
       
      CCSS Speaking and Listening, Writing, Nonfiction texts.
  • Education, Intrigue, and Enjoyment! Ask your students to create travel brochures inviting other high school students to join an expedition to an African country. Explain that their brochures must be interesting and informative to both students and parents. Students should highlight geographic, cultural, educational, and entertainment features this expedition would offer.
  •    imperialism
  •    ethnocentric
Dana Huff

Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views

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    Some holes in this study, I think, but interesting for the Diigo challenges.
Leigh Newton

Michelle's Blog - 0 views

  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
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  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Cindy Marston

How to Create Nonreaders - 11 views

  • all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 
  • I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.  Together the students decided whether to review the homework in small groups or as a whole class.  Together they decided when it made sense to schedule their next test.  (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?)  Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”
  • The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. 
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    Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.
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