Infonews n°303 from 06/05/2007
Sources
Class Activities
For advanced students
School shootings de NewsBusters
Which room in the house? (Everyday Teaching Newsletter, Fri., May 4th)
Prepositions (Everyday Teaching Newsletter, Fri., May 4th)
INVENTIVE INNOVATIONS (from Thirteen Ed Online Bulletin -- May 2007)
May Educators eZine Articles
Comments ideas for report card (Everyday Teaching Newsletter, Fri., May 4th)
Sources
You can easily find many special reports about the school shooting in Virginia
Tech on April 16th, for example those from CNN, Newsweek, CBS, the Guardian
or France 24.
http://edition.cnn.com/SPECIALS/2007/virginiatech.shootings/
http://www.msnbc.msn.com/id/18248298/site/newsweek/
http://www.usnews.com/usnews/news/virginiatech/
http://www.cbsnews.com/sections/virginiatechshooting/main501803.shtml
http://www.guardian.co.uk/usguns/0,,182056,00.html
http://www.france24.com/france24Public/en/special-reports/20070417-Virginia-Tech-shooting.html
or you can find resources in the pages created by Michèle Henry (excellent!)
or myself about Violence in School and Columbine, with facts, but also statistics,
analysis and advices.
http://www.ac-nancy-metz.fr/enseign/anglais/Henry/civiviolence.htm#youth
http://lycees.ac-rouen.fr/pascal/infonews/themes/violenceinschools.htm
http://lycees.ac-rouen.fr/pascal/infonews/themes/violencepupils.htm
Class Activities
On eteach, a colleague asked for suggestions to deal with the event in class.
Stéphane Roger from Nice suggested:
- inviting the students to individually use the interactive report from the
New York times to create their own report, using connecting words and the passive
form
http://topics.nytimes.com/top/reference/timestopics/organizations/v/virginia_polytechnic_institute_and_state_university/index.html?8qa
- creating your own text or using an article from the special reports above
- working from the site of Virginia tech. [ now the spring term has started
and there is not longer emphasis on the massacre.] and, as a final task for
the unit, inviting the class to write a letter to the students there and really
sending it.
http://www.vt.edu/
Sandrine Babayan from Le Raincy suggested using an article from the International
Herald Tribune, stressing the new features from this magazine :
"listen to the text" and "printer-friendly". [ Hearing
the text read is really interesting for us! Although using a written document
for an aural comprehension isn't recommended, listening to the text as they
read it a second time can help the students memorize the pronunciation of the
key words. As an exemple, here is an article presenting the feelings of the
students after the massacre, with a memorial in mind as for 9-11.]
http://www.iht.com/articles/ap/2007/05/04/america/NA-GEN-US-University-Shooting-Hall.php
And Catherine Serreau from Versailles recommended the cartoons on Gaggle
http://cagle.msnbc.com/news/VirginiaTechShootings/main.asp
I chose this last idea and selected several cartoons which I saved on my key
to be able to show them to the whole class with a video projector and I printed
one of them for each student. Then I put all the pictures on the desk and invited
the students to come and chose one. Then they had to work on a presentation
to the class, stressing the cultural element in the drawing or the reference
in the text, linking it to the event, describing how the picture manages to
get a reaction from the viewers and provoke thought. They started individually,
then went around the class to find if other students worked on the same theme
and then did their presentation together. They also asked around about references
and in each class there was a student who knew about uncle Sam, the Purple
Heart, Columbine. I was surprised to discover that Columbine was remembered
only by those who studied it in class (which means it is no longer a current
event but an academic topic!) and that the pledge didn't ring a bell....
My aim was to provide those students of terminale with a list of common symbols
and references in the present US. Some of those cartoons are simple enough
for lower intermediate , I listed the most difficult at the end.
here is what my intermediate students found:
Uncle Sam
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/fitzsimmons.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/heller.gif
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/nease.jpg
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/olle.jpg
school, purple heart, students and parents
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/wright.jpg
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/kelley.gif
the religious or popular reference to "as we sow we reap", and the
Reaper
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/sack.jpg
the death in Irak as compared to this massacre
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/christo.gif
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/bilicki.jpg
their future was destroyed (with a reference to dickens and a list of jobs)
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/plante.gif
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/sherffius21.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/rice.jpg
the reference to what should have been done between the two shooting, in the
dorm and in the classrooms, as compared what should have been done since the
first school shooting
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images3/siers.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/cohen.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/davies.gif
the NRA and the second amendment
http://cagle.msnbc.com/news/VirginiaTechShootings/images2/benson.gif
The NRA and the students
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/bado.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/schopf.jpg
Bumper stickers and "guns don't kill, people do"
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/sheneman00.gif
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/koterba.gif
the links between the NRA, the congress, the president (lobbying, corruption)
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/lane.gif
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/lowe.gif
the hokkie and what it refers to on the site of Virginia Tech (importance of
sports in a university, cheerleading and mascots, etc.)
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/mccloskey.jpg
http://www.hokiesports.com/whatsahokie.html
For advanced students
Here is what my students worked a lot on and found difficult:
this one, but theydiscovered what the pledge is:
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/ohman.gif
this other referring to the safety of the state, border patrols, port and airport
security
http://cagle.msnbc.com/news/VirginiaTechShootings/images2/summers.jpg
these about looking for excuses
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/allie.jpg
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images3/trever.gif
*** and this excellent blame game (I hadn't seen the skull!!!!)
http://cagle.msnbc.com/news/VirginiaTechShootings/images3/fitzsimmons.jpg
they didn't want to choose this cartoon presenting Liviu Librescu, but I find
it efficient : we will study it together as a whole group.
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/crowson16.jpg
I also selected this one, comparing the shooter to a religious fanatic, but
some Muslim students might be shocked by want is said
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images/drybones.gif
*** and I have just discovered the reference in this cartoon : it shows the
same picture as the photo that was taken 37 years ago, on May 4th 1970, when
the Ohio national Guard fired at students demonstrating against the Vietnam
war on the campus of Kent State university and killed 4 students. Here is the
site with the photo, the cartoon and an article from IHT explaining the link
http://www.may4.org/
http://cagle.com/caglecards/main.asp?image=/news/VirginiaTechShootings/images2/rogers.gif
http://www.iht.com/articles/ap/2007/05/04/america/NA-GEN-US-Kent-State-Shootings.php
School shootings from NewsBusters
Les Amphi de France 5 and Canal U offer free online courses, complete with
the videos, the transcript and worksheets. Those documents are available for
free because they are outdated, but some elements can either offer interesting
hints on how to proceed, or even short extracts that you can use in class.
http://www.canal-u.education.fr/canalu/sommaire_chaine.php?chaine_id=2
Newsbusters was produced by the university of Nancy in 1992 and aims at providing
the students with tools to understand a TV news report. It is a complete teaching
unit, with several topics, a progression and an evaluation.
http://www.canal-u.education.fr/canalu/affiche_chaine_30445.php?theme_id=483384&vHtml=0&page=prg&cycle_id=600586&chaine_id=2
see the self-evaluation document : a video and questions as you watch
http://www.canal-u.education.fr/canalu/affiche_programme.php?vHtml=0&programme_id=163706
School shootings is an old report with a complete analysis in French, which
I found sometimes unbearable, but which says interesting things.
http://www.canal-u.education.fr/canalu/affiche_programme.php?vHtml=0&programme_id=580218
The report is about Tilden High School in 1992 and the commentary is "arrêt
sur image" style : it is a bit outdated but efficient if you don't mind
the style of the commentaries in French. It really helps the students find
elements to understand the report and build a strategy to watch a report. and
there is a full transcript and a long worksheet for students :
http://www.canal-u.education.fr/canalu/affiche_programme.php?programme_id=580218&vHtml=1
I find the whole thing difficult to use in class, both because of the French
and the tone of the commentary, but the way it uses the pictures and the sounds
to make students understand the report in depth is interesting.
After the first run I selected some articles for Le café Pédagogique to a
picture of the event.
http://www.cafepedagogique.net/lesdossiers/Pages/02052007_Presidentielle_Enanglais.aspx
Here is a shorter list, mainly with special reports where you can find tonight
and tomorrow the results and the reactions, analysis, commentaries from the
English speaking world. It might be too late to really study it in class, but
it might be useful for the binformation of teachers and for some advanced students
interested in politics.
France
France 24
<http://www.france24.com/france24Public/en/special-reports/France-elections.html>http://www.france24.com/france24Public/en/special-reports/France-elections.html
UK
The guardian
<http://www.guardian.co.uk/france>http://www.guardian.co.uk/france
the BBC
<http://news.bbc.co.uk/2/hi/in_depth/europe/2007/france_decides_2007/default.stm>http://news.bbc.co.uk/2/hi/in_depth/europe/2007/france_decides_2007/default.stm
The Financial Times
<http://www.ft.com/indepth/frenchelection>http://www.ft.com/indepth/frenchelection
US
CNN
<http://edition.cnn.com/SPECIALS/2007/france.vote/>http://edition.cnn.com/SPECIALS/2007/france.vote/
Council on Foreign Relations (non partisan)
<http://www.cfr.org/region/367/france.html>http://www.cfr.org/region/367/france.html
About.com
<http://worldnews.about.com/b/a/257545.htm>http://worldnews.about.com/b/a/257545.htm
WBZ news radio, Boston
- an excellent interactive page with pictures and short texts presenting the
issues
<http://hosted.ap.org/dynamic/files/specials/interactives/_international/france_election/index.html>http://hosted.ap.org/dynamic/files/specials/interactives/_international/france_election/index.html?
- an interactive presentation of female leaders
<http://hosted.ap.org/specials/interactives/_international/female_leaders/index.html?SITE=WBZAM>http://hosted.ap.org/specials/interactives/_international/female_leaders/index.html?SITE=WBZAM
Washington Post
<http://www.washingtonpost.com/wp-dyn/content/article/2007/04/13/AR2007041301401.html>http://www.washingtonpost.com/wp-dyn/content/article/2007/04/13/AR2007041301401.html
Fox News
(about women in power in France)
<http://www.foxnews.com/wires/2007Apr28/0,4670,FranceWomeninPower,00.html>http://www.foxnews.com/wires/2007Apr28/0,4670,FranceWomeninPower,00.html
VOA (Voice of America)
(audio commentaries from three reporters from France, Algeria end Germany)
<http://www.voanews.com/english/NewsAnalysis/2007-04-26-voa38.cfm>http://www.voanews.com/english/NewsAnalysis/2007-04-26-voa38.cfm
International
Global Voices (about French speaking countries reactions)
<http://www.globalvoicesonline.org/2007/04/26/the-french-presidential-election-a-view-from-outside-the-metropole/>http://www.globalvoicesonline.org/2007/04/26/the-french-presidential-election-a-view-from-outside-the-metropole/
Which room in the house? (Everyday Teaching Newsletter, Fri., May 4th)
Print out copies of this worksheet for your students to learn and practice
common household items, sorting where in the house each term goes. (ESL)
http://hackensackhigh.org/comments.html
[ a list of objects that the students have to copy in the square corresponding
to the room where they are. There are no drawings, so th students must try
and find something in the word refering to a word they know, or use a dictionnary.]
Prepositions (Everyday Teaching Newsletter, Fri., May 4th)
ESL students will gain practice with prepositions by filling in the blanks
from the preposition word bank in this printable worksheet. (ESL)
http://www.everydayteaching.com/Worksheets/ESL.Prepositions.pdf
[ difficult for beginners, but this worksheet can be used at higher levels
to help them reflect about the use of prepositions.]
INVENTIVE INNOVATIONS (from Thirteen Ed Online Bulletin -- May 2007)
This hands-on activity guide reflects and extends the messages of new CYBERCHASE
episodes. It is available for use by educational and community outreach programs.
The guide includes a DVD of related episodes, a CD-ROM of printable handouts
and graphics that can be used to develop an exciting CYBERCHASE learning area.
To request your free copy of this guide, send an e-mail to <mailto:Cyberchase@thirteen.org>Cyberchase@thirteen.org and
include the following information: Name, Title, Organization, Non PO Box Mailing
Address, and Phone Number. Be sure to write <mailto:guiderequest@thirteen.org>ACTIVITY
GUIDE REQUEST ( guiderequest@thirteen.org)
in the subject line.
[ a guide including a cdrom. I have already received several guides from Thirteen.
Their lesson plans are usually not what I would have done, but the material
provided is interesting.]
May Educators eZine Articles
There are several interesting articles in this newsletter this week:
http://www.techlearning.com/outlook/current.php
"It's not your father's telephone : new ways to communicate" an article
listing new systems, including links to programs like Skype, etc.
http://www.techlearning.com/story/showArticle.php?articleID=196604408
" New versus old: which is the way to better learning?" an article
with interesting statistics and charts regarding things parents and teachers
don't know about children's new daily life.
http://www.techlearning.com/story/showArticle.php?articleID=196604406
"cyber bullying"
http://www.techlearning.com/story/showArticle.php?articleID=196604410
"ten free online education newsletter sites"
http://www.techlearning.com/story/showArticle.php?articleID=196604411
Comments ideas for report card (Everyday Teaching Newsletter, Fri., May 4th)
It's not always easy to write an appropriate comment on a report card, or
nail exactly what it is you have to say about each student. For these reasons
and because the end of the school year is close at hand, try these lists of
report card comments. (All)
http://www.teachnet.com/how-to/endofyear/personalcomments061400.html
[ some ideas are interesting, some others can be double edged : "is learning
to occupy his time constructively" ;)]
http://hackensackhigh.org/comments.html
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réalisé par Christine Reymond
lycée Blaise Pascal, Rouen, France
E-Mail: Christine.Reymond@ac-rouen.fr
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