Watch 1 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 2 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 3 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 1 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 2 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 3 of 3 Rosa Strygler visits EWSIS seniors in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

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Watch 10 Grade Students at EWSIS Playing Ayiti in Educational amp; How-Tonbsp;nbsp;|nbsp;nbsp;View More Free Videos Online at Veoh.com

We are:

• Paul Allison


• Martha


• Kwaku


• Mathew


• Dimitrious


• Omar


• Alexandra


• Michael

We had Mr. Allison for English last year, and now we have him for Academy, Mondays - Thursdays from 2:15 - 2:52 p.m. Eastern.

New 10th Graders! We are in Mr. Marini's Academy, and we will be joining Mr. Allison's Academy from time to time. We have Mr. Allison for English right now.

• Anthoulla


• Alejandro


• Katherine


• Alexa

nbsp;

When Alchemy calls you in 2020, where will you be?

quot;What I treasure most in life is being able to dream. During my most difficult moments and complex situations I have been able to dream of a more beautiful future.quot;
ndash; Rigoberta Menchuacute; Tum, Nobel Peace Prize Laureate

Imagine your best-case scenario future. Where will you be living in 2020? What will you do with your days? How are you changing the world on a daily basis?

• Imagine yourself exactly ten years from today


• Tell a story about where you are, and what you're doing, when Alchemy calls YOU to help with the Tokyo food crisis.


• Share your story in a video, a photo, or a blog post


• Tag it IMAGINE1.

This objective is worth +1 VISION.

In the following exercise, I'm going to ask you a series of questions and make several suggestions of ideas for writing. Often, in response to these guidelines, people write in lines rather than sentences and paragraphs, a poem rather than a narrative. As we go through this process, in response to each set of directions or questions, you might want to write only a phrase or a single word on a line.

If your writing is moving along and you don't need the questions I'm asking, try to ignore my voice and stay on your own path. The prompts are meant to help you when you need a new idea, but you don't have to answer them.

I will read the following guidelines for composing (Perl):

• When each member of Alchemy's team are introduced in Episode One, there are four or five frames on each of their pages. Let's take a look at each of these, then imagine your page in this story.


• First Frame: There is a specific place and country in a box. Where specifically will you be when Alchemy calls you to help with the Tokyo food crisis?

You might describe that you currently know very well, or only slightly mdash; perhaps you've been there only once -- or you might be making it up as you go along. Despite that, please be as specific as you can. It might be an actual address (room 287, 1345 Park Place, Atlantic City, New Jersey), or it might be more of a narrative address (Aunt Berthamae's old house on Grove Street in Valdosta, Georgia) or even someplace more vague (that cove on the beach in Loiza Aldea where I went on vacation). Write the place as specifically and completely as you can -- it's probably coming to mind right now. Write down whatever place idea feels strong for you, whether you can explain the reason or not. Don't worry. You won't have to defend your choice. Just take a chance mdash; write the place at the top of your sheet. If you feel uncertain about the choice, remember that you can repeat the exercise at a later time with a different place. For now just choose a place as a heading for the work; choose it for the sake of the exercise.nbsp;

• quot;Lookquot; at the place in your mind. What do you see there? Go closer towards it. Do you have to turn to go inside? Which way do you turn, right or left? Keep moving towards it. What do you see now?


• Is there a color to this scene? Are there many colors?


• What do you hear? Do you hear music?


• Who's there? Is anyone there? Does someone speak in the backgound? What is said?

Look back at the details in the frames below the first one on each of the characters from Episode One. Picture details in your scene. What details can you describe to show the reader what you do now in 2020? What do you do with your days? How are you changing the world on a daily basis?

• What exactly does Alchemy say to you on the phone? What do you say back?


• What other details are in these scenes? Is there food? Can you smell it? Is someone cooking?


• Does anyone else come in? Is there talk? Record the talk as well as you can.


• Write for a few more minutes on anything you've already thought of, or a new image.

You could turn this writing into a poem:

• Put line-breaks in after interesting, important, meaningful words.


• See if it seems to be breaking up into verses for you.


• Make it a free-verse poem. Don't worry about rhyming.

Or you can leave it as a stream of consciousness, a narrative, a memoir of the future, or a fiction about an imaginary place...

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What our small study group, the New York City Writing Project's quot;Tech Thursdaysquot; group wants to do is create a curriculum that has modules that can fit into different types of for classes, including core subject areas. For now we are doing this work in the following content areas:

• Computer Arts (Susan Ettenheim)


• English (Paul Allison and Chris Sloan)


• Technology (Shantanu Saha and Madeline Brownstone)


• Art (Renee Dryg and David Marini)

We are creating a curriculum that assumes that teachers will be able to commit to doing it two times a week for at least 10 weeks (or similar parameters).

As a study group, we are also planning to meet with each other to learn more about Gaming on March 11, 25 and April 22. In addition to these three Thursday afternoons, we have also felt that we need a day (e.g. Saturday, March 13) to get together to work with the good folks at Global Kids.

The five of us working on this curriculum this Spring will build successful collaborative game-based learning experiences for our students and we will learn from our failures. At the same time, we will be constantly building the rationales and the theoretical framework for including a curriculum like this into core classes in grades 6 -12.nbsp; We are thinking about how we might involve other New York City Writing Project teachers in this work, perhaps in summer institue that integrates gaming into our current Advanced Summer Institute model. We are also planning for day-long workshops and regular study groups like our Tech Thursday groups in the Fall 2010 and Spring 2011.

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We make our podcast every school day, Mondays - Thursdays during our Acacemy period, which is at the end of our day.nbsp;

We are:

• Paul Allison


• Martha


• Kwaku


• Mathew


• Demetrious


• Omar


• Alexandra


• Michael

We had Mr. Allison for English last year, and now we have him for Academy, Mondays - Thursdays from 2:15 - 2:52 p.m. Eastern.

• Begin with by freewriting about the word Games, using Google Docs. Share with peers and teacher.
• Use the guide, Prewriting for a Compare and Contrast Essay to brainstorm about two different games.
  
  • Item A = a game you love to play
  • Item B = Ayiti: The Cost of Life
• Use the guide, Compare Two Games to organize a comparative essay, like this one: Finding Haiti in Wonderland
• Use the guide, General Discussion Response or Agree or Disagree Response to respond to two or three other discussion posts where the writer is comparing two games. Search for quot;Ayitiquot; to find more posts to respond to.
• Post your comparative essay:
  • as a quot;Text and Mediaquot; Discussion on Youth Voices
  • add quot;2gamesquot; as one or your Keywords for your post.
  • Sign up for the Ning, quot;Ayiti: Cost of Lifequot; and copy your essay into a quot;Blog Postquot; under Add Content.

Research

• Read and annotate (on paper) the Wikipedia article Gameplay of World of Warcraft

Gaming

Games, Play, and Emergence

• Play Ayiti: The Cost of Life (Students should be given as much opportunity to play as possible.)
• Reflect your gameplay on What's up?
  • How did it go?
  • What strategies did you use?
  • What are you learning about life in Haiti?
• Copy your What's up to the Cost of Life Ning by making a comment in the Tips and Tricks gruop.

Note: Lesson plans
Global Kids developed two workshops with supporting materials for teachers and facilitators around Ayiti: The Cost of Life. Both workshops offer a number of actions for young people who want to make a difference in the real world around poverty. You can download the workshops and lesson plans and some supporting materials by clicking on the links below:

nbsp;

Deep Understandings:

In addition to the skills and knowledge from the core curriculum, students will understand games. Students will be able to:

• analyze games in a meaningful way,


• know how, and why, games help create certain experiences and evoke certain emotions and feelings in its players,


• know how games are used, and can be used, as an expressive medium, and


• have an informed discussion on the merits (or lack thereof) of a particular work.
  (from Jose Pizagal's Ludoliteracy)


• application of game mechanics Putting the Fun in Functional: Applying Game Mechanics to Functional Software (This video starts out by laying bare some of the fundamentals)

What is a game?

• Introduction to Game Literacy


• Game Design Lesson 1: Games, Play, and Emergence

Can games change the world?

• Intro to Human Rights and Choosing Serious Issues


• Game Design Lesson 2: Goals, Obstacles, and Chance

How do games get serious?

• Explore Serious Issue Through Gameplay


• Game Design: Core Mechanics and Narrative

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One thing that I know for sure about lt;your subjectgt; is that lt;be specificgt;. Now I've studied my share of lt;Put a subject here, for example: U.S.History, Biology, Environmental Science, Religion, Philosophy, Music, Sports...gt;, and lt;make a claim about your topic. What do you believe?gt; Personally, it's funny to me how lt;explain how what you are studying is a pattern that you've noticed before.gt;

I did some research on lt;the topicgt;. I came across this one article: lt;Title and link to the article.gt; This article provided a lot of information and opinions on lt;your subjectgt;. Some people felt that lt;your subjectgt; were lt;summarize some facts from your article.gt; lt;Insert a quote from the article.gt; This lt;statement/statisticgt; didn't really surprise me all that much, but it did make me feel lt;emotiongt;. lt;Write 2 or 3 more sentences, expaining why you feel the way you do.gt;

In another source that I looked at, lt;Title and link to another article/video/photo series/poem/song....gt; there was this one statement that made me lt;nod my head in agreement / shake my head in disagreementgt; with the lt;writer/photographer/reporter/poet..gt;. It was: lt;Insert a second quote from the article.gt; This is so lt;true / untruegt;, because lt;expalin why you think and why in 3 or 4 more sentences.gt;

All of this makes me think that lt;write 3 or 4 more sentence summarizing what you learned from reading these Internet sources.gt;

1. Sign in and view a Diigo toolbar. Change the Highlight button to read Highlighter.

2. Find the Wikipedia article, quot;2010 Haiti Earthquake,quot; Wikipedia: The Free Enclyclopedia. 14 January 2010 http://en.wikipedia.org/w/index.php?title=2010_Haiti_earthquakeamp;oldid=337815187 .

3. Use the following code for highlighting this article as we read it together:

• yellow = important facts


• blue = something difficult that I need to break down more in my own words


• green = questions


• pink = another source that confirms this point

4. In a new Google Document, write your quot;Response to a Wikipedia article.quot;

5. Add an image using the steps on quot;Inserting an image into a Discussion.quot;

6. Add a Discussion - quot;Text and Mediaquot;

nbsp;

• 
  Richard Beach, a professor of English education at the University of Minnesota, where he teaches and conducts research on media literacy methods, digital writing and identity construction. Richard recently published a new book, Teaching Writing Using Blogs, Wikis, and other Digital Tools
  


• 
  Elizabeth (“Liz”) Boeser, an English/language arts teacher, Jefferson High School, Bloomington, MN, a teacher featured in Teaching Writing Using Blogs, Wikis, and other Digital Tools who conducted the online role-play activities.
  
  


• 
  Candance Doerr-Stevens, a former English teacher, and current graduate student at the University of Minnesota. Candance is also a staff member at the Minnesota Writing Project, and she is studying online role-play with Richard.

Want more? Here are several more links about our guests:

• Liz Boeser’s current Spring, 2009 courses
  


• Examples of the online role-play:
  
  
  
  • University of North Dakota Fighting Sioux mascot debate (used with Montana, 1948): http://roleplaymascots.blogspot.com and http://mascotroleplay.blogspot.com/
    
  
  
  
  


• Resource wiki created for Montana, 1948: http://jhscollegewritingmontana.pbwiki.com/
  


• Censorship role-play http://schooledthewriteway.blogspot.com/
  


• NCTE 2008 presentation, San Antonio http://docs.google.com/Presentation?id=dfzwnznz_8djj37cgq
  


• K-12 Online Conference 2008 presentation http://k12onlineconference.org/?p=326

Please join us at http://EdTechTalk.com/live at 9:00pm Eastern / 6:00pm Pacific USA Wednesdays / 01:00 UTC Thursdays World Times.

Paul Allison and Susan Ettenheim

Posted via email from New Journalism | Comment »

Posted via email from New Journalism | Comment »

ialja:

History of the Internet - an animated documentary about how the basic technological foundations of the internet were invented.

This line of questioning feels like it is coming from the same place that an earlier—and on-going—set of questions was coming from. The earlier set of questions had to do with literature. What is it? Why do we still teach it? So I suppose that is one question, also: Why do we still teach writing? Or what is it now — when so many other forms of communication are available to us?

One way I’ve been thinking about this question of what a particular communication tool affords is to see how close to thought the products tend to be. PowerPoint, for example is a good propositional tool. It’s a good pulpit to preach from, it seems to me. When we coach students to make better power point presentations, we teach them how to be more clear about their main points, concise, single-voiced.

Writing on the other-hand is more multivoiced, meandering, conflicting, discursive… It dances around subjects. Allows more complex, confused thinking in.

Posted via email from New Journalism | Comment »

1. Susan Ettenheim, Sarah Sutter, and Chris Sloan brought their digital photography classes together on Youth Voices. Susan and Sarah had their students share final projects recently. Join them as they talk about their work together from this semester, and where it might go in the future. — Digital Photography | Youth Voices
   
   
   


2. Jack Yu one of the founders of an SAT vocabulary video contest, Brainyflix — http://www.brainyflix.com/ will join us as well. We’ll ask him how he and other MIT alumni came up with this idea for using Internet tools to help young people with the SAT.
   
   


3. And since those of us working with sites like Brainyflix and Youth Voices are always dealing with issues of copyright and intellectual property, we’ve been interested in a new paper on this issue. We’ll be joined by Peter Jaszi, Program on Information Justice and Intellectual Property, Washington College of Law, American University. Professor Jaszi was one of the coordinators of the process that recently led to the publication of the “Code of Best Practices in Fair Use for media Literacy Education — http://centerforsocialmedia.org/medialiteracy.

Please join us at http://EdTechTalk.com/live at 9:00pm Eastern / 6:00pm Pacific USA Wednesdays / 01:00 UTC Thursdays World Times.

nikography:

playing with words, colors and poems.