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Sunday 30 May 2010

Make a Classroom Newspaper

You can create your own newspaper. Students can be reporters, researching and writing newspaper articles. Topics for articles can include interesting things that have happened in the classroom or school, events that occurred in your town, family milestones (did someone have a birthday recently, or win an award?), a sports tournament, extreme weather, or an interesting local person! Before you begin, read and analyze some newpaper articles to see how professional reporters write.

You can put the articles of all the students in the classroom together to make your own classroom newspaper! You can even add advertisements for made-up products.

A newspaper is a daily or weekly publication that contains news articles, editorials, and other items. Newspapers are printed on large sheets of inexpensive paper that are folded. Ads (and to a much lesser extent, subscriptions) pay the costs of operating a newspaper. Synonyms for newspaper are paper and rag (this is a disparaging term).

The owner of a newspaper is called the publisher. The editor is in charge of the content. Reporters research and write the articles. Most reporters specialize in an area (like government, crime, or science) - this specialty is called the reporter's beat.

In the USA, the freedom of the press is guaranteed by the first amendment to the US Constitution.

Structure of a Newspaper Article
Each newspaper article has a title (called the headline) that is set in large type. The writer of a newspaper article is often not credited; if the author is mentioned, this credit is called the author's byline.

The beginning of each newspaper article (the first paragraph) is called the lead (one or two sentences long); the lead should summarize the main facts of the article, telling the 5 W's (who, what, when, where, and why) and how. The first paragraph should also contain a hook, something that grabs the reader's attention and makes the reader want to read the rest of the article.

The nut graph is the paragraph that contains the core information about the story and tells the reader why the story is important.

The remainder of the article contains supporting paragraphs that go into more detail about the topic, often including quotes and interesting facts. The less important information should appear later in the article, since the article may be cropped (shortened) by the editor (the person who puts the newspaper together) to make the article fit on the newspaper page.

The reporter's opinions should not appear in the article - only the facts. Use clear and simple language. Keep the article short and to the point. Use active verbs (for example: Man bites dog) and not passive verbs (for example: Dog bitten by man).

Each picture, graph or illustration should have a caption describing or explaining it.

Structure of a Newspaper


First section - with major news, world news and sometimes, editorials (where the newspaper editors offer their opinions on various topics - published with the op-eds -- opinions written by other writers). The most important news articles are on the first page; the top half of the first page is referred to as "above the fold."
Local news section -with local news and weather.
Sports section.
Lifestyle section - often containing feature articles (non-news general interest pieces, for example, an article on stamp collecting or visiting New York City), entertainment, travel, fashion information, cooking, useful household hints, advice columns, the comics, puzzles, and reviews of movies and books.
Classified ads section in which people and businesses advertise items for sale and post job notices.
Paid advertisements are scattered throughout the paper except on first pages (the ads generate most of the revenue that keeps a newspaper in business).


http://www.enchantedlearning.com/newspaper/

Wednesday 19 May 2010

Cartoon lesson plans.

Cagle Cartoons
ClassBrain & Cagle Cartoons
Current Events Project #4
By Cartoon: Jianping Fan, Guangzhou, China
Project: Cynthia Kirkeby, ClassBrain
Mar 21, 2009, 23:40 PST

Jianping Fan, Guangzhou, China

http://www.classbrain.com/artteensb/uploads/space-trash_001.jpg

Space trash the size of a refrigerator that was expelled from the International Space Station came crashing down and burned up over the ocean in November 2008. Large quantities of debris from various space voyages have made travel in space hazardous, and increased the likelihood of some of the jettisoned materials to become a hazard on the ground as well.


Thoughts to Ponder

* What is space trash and how did it come to be?
* Why are we concerned about space trash when it is floating in space?
* Can you think of a way that some of the space trash could be cleaned up?
* Should Space Shuttle missions be required to reclaim some space trash each time they return to Earth?



Learning Links For Space Trash
What Is Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: NASA - Starchild

Archaeology of Space Garbage
http://www.kenlarson.net/code/scienc01.htm
Source: W. L. Rathje

Space station junk burns up over ocean
http://www.msnbc.msn.com/id/27479972/
Source: MSNBC.com

Who'll Take Out the Space Trash?
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question22.html
Source: WIRED Science



This project has been supplied by ClassBrain.com

Monday 17 May 2010

TIPS FOR TEACHERS


                                TIPS FOR TEACHERS

                               Each normal child is born genius.

1-    STORY TELLING: never order children directly to adopt good habits or refrain themselves from bad habits. Telling stories about good consequences of good deeds and bad consequences of bad deeds is advisable if you really want to help children. When children are on bed and sleepy or relaxing after a hard work story telling really work like wonders.

2-    LAUGHTER EXERCISE: It is ideal to do laughter exercise few minutes before the off time for 1minute at least or whenever teacher observes children as dull. Teacher should laugh along with the children.

3-    GOOD DEEDS CHART: Monthly chart should be made for each class where name of all the class students mentioned. Whenever any teacher observes any child performing any good action no matter as small as picking of papers from the floor she should put a star under his name on the chart. No negative marking for bad actions.

4-    NO SCOLDING, NO INSULT: Never scold badly or insult children in front of others rather make the child feel from heart the bad consequences of bad actions and misbehaviors.

5-     NUMERIOUS OPPORTUNITIES FOR SUCCESSFUL EXPERIENCES: In order to create positive self image in children, opportunities given by teachers to children to perform anything of their interest and capabilities will really work like a magic. But here teacher must use her mind how to utilize each child’s energy so no one feel inferior.

6-    DIG OUT THE HIDDEN QUALITIES OF CHILDREN: Find out in which field any particular child is excelling then give him such task according to his interest and age so that he has numerous successful memories which help him to develop positive self image about himself.

7-    EXPRESS YOU’RE LOVE TO CHILDREN: Daily tells children verbally that you love them all without any condition. No matter good or bad students they are but they must be confident about your love for them.
 
8-    WEEKLY 2 GOOD DEEDS: Make it a weekly routine to ask children for any 2 actions they performed last week without any thought of being rewarded or praised, just for being a good human being. It’s good if they maintain a deeds diary in which they write about every action they do for others.

Saturday 8 May 2010

The Essential 55 Rules - Discovering the Successful Student In Every Child by Ron Clark

The Essential 55 Rules - Discovering the Successful Student In Every Child
by Ron Clark

The following is an excerpt from the book
The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child

Her name was Mudder. She loved Guiding Light, collards, and snuff, and she was my grandmother. Mudder stood right at five feet, but when she placed her hands on her hips, she was the tallest person in the room. She was definitely a lady who didn't put up with any nonsense, and she was respected by everyone around her; poor be the person who had to learn that the hard way. As I grew up, she lived with my family and had a strong impact on who I am today. She's one of the reasons that I feel so strongly about these fifty-five expectations I have of my students, as well as all people. She, along with my parents, gave me a true southern upbringing, which included respect, manners, and an appreciation of others. In addition to those ideals, I was shown how to enjoy life, take advantage of opportunities, and live every moment to the fullest. I was very fortunate to be surrounded by family members who were excellent examples of how life should be lived and not taken for granted.
Once I became a teacher, it became evident to me that many children aren't exposed to the type of guidance and opportunities that I had when I was growing up. I have tried to set an example for my students and be a role model like my family members were for me. In my attempt to give them an outline or a guide to how life should be lived and appreciated, I compiled this list of lessons. Over the years of working with kids and watching this list grow from five rules to a handbook of life's lessons, I have seen a remarkable difference in the way my students have held themselves, performed in school, and had respect for others.
I feel so fortunate to have had the opportunity to work with children firsthand and develop the list of fifty-five rules into what it is today. It is an extension of my upbringing mixed with lessons I have learned about life, along with some rules that I have felt the need to adopt in order to maintain order with my students and get them to achieve their potential. However, the rules are more than about getting kids to behave; they're about preparing kids for what awaits them after they leave my classroom. It is about preparing them to handle any situation they may encounter and giving them the confidence to do so. In some ways, it is a fifty-five-step plan. The steps, however, are not sequential; they are all explained, practiced, and enforced from day one in the classroom. At the end of the year, I like to say that my students are "polished." I know I can take them anywhere, put them in any situation, and present them with any lesson, because they are at a point where they are receptive to learning and eager to experience life.
The time I have spent with children and teaching them these lessons has been wonderful, and I can't imagine doing anything other than teaching. That is ironic, however, because when I was growing up, being a teacher was the last thing I would have wanted to do. Going through school, I can remember having aspirations of discovering ancient tombs in Egypt, flying around the world as a field journalist, or going undercover as a spy in foreign countries. The thought of entering such a dull, unchallenging, and mind-numbing profession as education never crossed my mind.
When I was a senior in high school, I sat down with my parents and discussed my options for college. Both of my parents were very hard workers, but it was still going to be a strain for them to come up with the funding necessary to send me to school. I can remember my father saying to me, "Ron, that's not for you to worry about. That is our responsibility. You just concentrate on your grades." I loved them for the sacrifices they were willing to make for me, but I didn't want to put them in a situation where they would struggle to make ends meet. Around that time, I heard of a program called the Teaching Fellows Scholarship. Recipients of the award have all of their college expenses taken care of if they agree to teach in North Carolina for four years after graduating. I had no desire whatsoever to become a teacher, but I knew that taking the scholarship would make things much easier for my family financially. I decided I would use the funding to pay for my education, but after graduating I would not become a teacher. I would enter another profession that would allow me to make enough money to pay back the scholarship. It was not a plan I am proud of, but it made sense at the time.
Throughout college, I found that my one true love in life is adventure. I was up for any type of challenge that came my way, and that certainly led me to my share of wild moments. I once ran across the field of a nationally televised football game with my friend Bri, wearing only boxers and painted purple from head to toe, as we were chased by a gaggle of police officers in hot pursuit. While working at Dunkin' Donuts, and during a game of hide-and-seek, I hid in a warm, locked oven that was turned on, and because I had accidentally locked my coworker out of the building, I was almost cooked to death. Also, even though I am terrified of heights, I have bungee-jumped, climbed mountains, rappelled off cliffs, and parasailed behind a boat off the Atlantic coast. When I graduated from college, I realized I definitely did not want to teach. Actually, I didn't want to work at all. Therefore, in search of more adventures, I moved to London and worked as a singing and dancing waiter. After six months of using my southern accent as a British tourist attraction, I left England and backpacked across Europe, finally ending up in Romania, where I stayed with gypsies who fed me rat, which made me so sick that I had to be flown home. My adventures certainly had their share of highs and lows, but even when I ended up sick, almost cooked, or in trouble with the law, the experiences were worth the costs, because I always walked away a stronger, wiser, and better person.
After I arrived home from Romania, my parents were extremely happy to see me, but I had no intention of remaining home for long. My friend Bri was going to live on the beach in California, and I couldn't wait to move out there next. My mother, however, was willing to do whatever it took to get me to stay put. She told me of a fifth-grade teacher in our area who had recently passed away. It was a sudden illness, and her students, the faculty, and the entire community were affected by her loss. Now let me tell you, we live in the country, and the population of the town, Aurora, is about 600. You have to drive twenty minutes to get to a stoplight, and it is difficult to entice teachers to the school because of the travel it would require each day. Mom told me that substitute teachers had taken over the vacant teaching position for a month, and that the class had become very unruly. The school was about 75 percent minority and most of the kids were on free or reduced-price lunch. I felt sorry for the students, but I was not interested in taking over this class of demanding, high-energy fifth graders, many of whom had behavior problems and learning disabilities.
I told my mother there was no way in this world that I was going to teach at that school. She told me in return that if I didn't at least talk to the principal, she and my father would be forced to stop lending me money to fund my adventures. The next day, I was the first person to arrive at Snowden Elementary School.
Even though I agreed to meet with the principal, I still had no intention of taking the job. My Aunt Carolyn worked there as a secretary, so I figured it would give me the opportunity to see her before flying off to California. Upon arrival, I visited with my aunt, and then the principal, Andrea Roberson, gave me a tour of the school and told me about the group of students I would teach if I accepted the position. She told me about how demanding the students were, of several with learning disabilities, and how I had to raise those test scores no matter what. I remember thinking to myself, "And this lady is actually trying to convince me to work here." I did act interested, but my heart wasn't in it. She then escorted me to the room that held the fifth-grade class. We walked in and there was a little boy, named Rayquan, sitting just a few feet from the door. He looked up at me with his huge, brown, round eyes and said, "is you gonna be our new teacher?" I can't explain the feeling that came over me; it was like an epiphany. The instant trust in his voice, the excitement all over his face, and his evident longing for stability called out to me. I knew that was where I was supposed to be. I looked back at Rayquan and said, "I think so."
Before taking over the class myself, the principal wanted me to observe the substitute teacher. She didn't want to just throw me in the class with no idea about what to expect from the group. The substitute in question, Mrs. Waddle, was an eccentric lady who always had a sandwich in one hand and whose matted wigs always seemed to lean to one side. On the first day I observed her, she became upset with a student who didn't know the answer to a question. She proceeded to draw three small circles in a row on the blackboard. She then instructed the young man to place his nose in the middle circle and one finger from each hand in the outside circles. She left him there and turned back to the class and asked the question again. The next student got the question right, and she threw her hands in the air and proclaimed that she felt the Holy Spirit. She then sang an entire verse of "Amazing Grace." Sitting there and watching this teacher for a week solidified more and more each day my desire to work with those students. They needed me more than I could have ever imagined. Before turning the class over to me, the substitute left me with one bit of "wisdom." She looked at me and said, "You know, Mr. Clark, you'll do fine. As long as you can affect the life of one child, you've been a success."
To this day I do not like that quote. I feel we have to approach education with the determination to affect each and every one of our students. The mentality of achieving "success" after reaching one child isn't enough. I approach each year with the knowledge that I have only one year to make a life's worth of difference in each child in that classroom, and I give it everything I've got. I didn't know much when I first entered the classroom and took over that class from Mrs. Waddle, but I did know my life was going to be different, because I was determined to give my students a different life, a better life. My time as a teacher had begun.
Over the next seven years in the classroom, my experiences were like a roller-coaster ride, with invitations to the White House, 911 calls, trips around the country with students, projects that garnered worldwide attention, and a major move from teaching in rural North Carolina to Harlem in New York City. Those events highlight my time spent working with children and my efforts to teach them these fifty-five rules. I have recounted many of the stories here. They show the highs and lows, successes and disappointments, and lessons learned along the way.
As you go through the list, there are some rules you may like and decide to use with students and children in your life, and there may be some that don't inspire you. We all have different levels of tolerance when it comes to the behavior of children, and we all have different levels of expectations for ourselves and others. I offer these rules as suggestions, as tried-and-true methods that have served my students well. I hope you find them useful.

14 of The Essential 55 From Ron Clark's book, The Essential 55- An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
  • Make eye contact
  • Respect other ideas and opinions
  • Do not save seats
  • Say thank you within three seconds of receiving something
  • When you win, do not brag; when you lose, do not show anger
  • Do your homework each and every night without fail
  • Do not talk in a movie theater
  • Be the best person you can be
  • Always be honest
  • If you are asked a question in conversation, ask a question in return
  • Perform random acts of kindness
  • Learn the names of all the teachers in the school and greet them
  • If someone bumps into you, even if it was not your fault, say excuse me
  • Stand up for what you believe in
Copyright © 2003 Ron Clark

Saturday 1 May 2010

Some writing tips from a great writer - V.S Naipaul


For those of us who needs to tone up on our writing skills, 
Sans Serif reminds us of novelist and journalist VS Naipaul's writing tips.

1.Don't write long sentences( def guilty of that )

2.Each sentence should make a clear statement-(try to but sometimes ramble)

3.Don't use big words-(yep agree with that)

4.Never use words whose meanings you are not sure of-( def)

5.Use as few adverbs as possible-(agree)

6.Avoid the abstract-(try to)

AND MOST IMPORTANTLY

7.PRACTICE

Don't teach social media skills in school

The majority of people don't want Facebook and Twitter to be taught in schools according to a survey by YouGov on behalf of Open Text. via Computer Weekly which reports that

Craig Hepburn, director of social strategy at Open Text, said, "While people are happy to use social media applications in the working environment, they are unhappy about them being taught in school. However, these tools could well be the future of business, you only have to look at the growth of business social media site LinkedIn - which now has over 40 million members - to see the importance of these applications and the fact they will play a big part in future generations' personal and professional lives."