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From: "Susan Rowley" <susanrowley@hotmail.com>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1825] Re: ideas/tools for current events
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"Effective citizens and community members take informed action to make a
positive difference in their lives, communities, and world."
In my ESL Reading and Writing class we have been researching Islam,
Afghanistan, the bin Laden family, and terrorism. I live with an
Arab-American Muslim who has visited the class for questions, answers and
commentary on the trashing of mosques in Seattle. We have been exploring
what "informed action" means vis a vis the US policy. We have also
discussed "positive difference" and if bombing qualifies.
Susan Rowley
>From: Sullivans <j&jsullivan@stroudsburg.com>
>Reply-To: nifl-4eff@nifl.gov
>To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
>Subject: [NIFL-4EFF:1824] Re: ideas/tools for current events
>Date: Fri, 5 Oct 2001 15:57:51 -0400 (EDT)
>
>Debbie,
>Sorry, make that the Uncle Sam Activity BOOK.
>Judy
>At 01:29 PM 10/5/01 -0400, you wrote:
> > Judy, Debbie McIntyre, ABE/GED/ESL Instructor, Peninsula College @
> >Olympic Correction Center, WA. <&> wrote: Hi,
> >
> >I teach ESL for a community-based program in PA. I previously worked on
>EFF
> >as a practitioner/development partner during the Citizen/Community Member
> >phase and the implementation of the Performance Indicators.
> >
> >The news of the terrorist attack came while we were in class. Students
>said
> >that things like this happened in their native countries, but NOT in the
> >United States. A student hugged me as she left and said, "I afraid,
> >teacher." After I replied, "Me, too," I began to think of what I could
>do.
> >Perhaps my way of attempting to deal with the events has been throwing
> >myself into work and integrating what has happened using EFF.
> >
> >On September 12, I brought in the words and tape of the song made famous
>by
> >Bette Midler, "From A Distance." We listened, used it as a dictation,
>sang
> >the song, and used vocabulary, etc. It seemed to make us all fe! el a
>little
> >better. [Community Member]
> >
> >We began looking at the newspapers daily and the students watched the
>news
> >on television at home. [Access to Information, Listen Actively, View
> >Critically; Gather, Analyze, and Use Information] We discussed what they
> >saw, heard, and read. [Speak So That Others Understand]
> >
> >Some of the students had seen the impromptu rendition of "God Bless
> >America" on T.V. and wanted to learn the song. [Take Responsibility for
>Own
> >Learning] I typed the words to the song that evening and taught them the
> >following day. We spoke of songs that are sung with children. [Family
> >Member] They also learned "America the Beautful" through listening and
> >dictation.
> >
> >We used our picture dictionaries to look at words for natural disasters,
> >crime, and punishment. Pictures include "Search and Rescue" and
> >"Firefighters."
> >Students could apply these to the brave workers on T.V.
> >I saw referrals on the news to Redcross! .org to learn about assembling a
> >Family Disaster Kit. After logging on, I realized I had the brochures for
> >Hurricane, Tornado, Earthquake, Flood, and Family Disaster Kit, as I was
>a
> >volunteer for the organization for several years. I brought them in to
> >class, but first let the students brainstorm things they might need for
> >themselves and their families in the event that they should be without
> >power for up to 3 days. We discussed what we might put in a kit for ANY
> >disaster. [Doing something seems to alleviate the fear of
> >powerlessness.][Guide and Support Others, Keep Pace With Change,
> >Independent Action, Access to Information, Solve Problems] [Parent,
> >Community Member, Worker]
> >
> >Interest in the country's history and the government today has increased
> >and the learners are asking lots of questions. [How Systems Work, Rights
> >and Responsibilities] We started with the colors of the U.S. flag and
>what
> >they symbolize, and each student took! home a flag from the newspaper to
> >display and an American flag pin to wear. Students drew the flags of
>their
> >native countries and shared with the class their significance. I asked
>them
> >to identify the common goals of students from ALL countries as Workers,
> >Community Members, and Family Members. [Culture, Values, and Ethics,
> >Respect Others and Value Diversity] We are beginning to talk about the
> >Declaration of Independence. [How the Past Shapes the World We Live In]
> >Many were surprised to know that Americans had to fight for their freedom
> >long ago. I am giving them some of the INS Typical 100 Questions each
>week.
> >[They were happy to know they could answer so many just by knowing about
> >the flag.]
> >
> >Many newspaper articles have addressed ways to talk to your children and
>we
> >are working on one called, "For the Children, In Times of Tragedy."
>[Family
> >Member]
> >
> >What I still plan to do: Stereotyping and Describing. {Using pictures
> >ofpeople to guess who they are} As Family Members, how can we teach that
> >sterotyping is destructive?
> >I have a lot going around in my head [and some on paper] about how I will
> >teach the Star Spangled Banner. Every day a student's request or an event
> >changes what I will teach, as I try to let their needs and wants dictate
> >curriculum.
> >
> >Tomorrow we are celebrating new life. A student is expecting a baby and a
> >portion of our time will be spent with a little suprise shower. [Plan,
> >Solve Problems, Cooperate with Others.]
> >
> >Gee, I didn't mean to be so long-winded, but I really appreciated the
> >question, Ronna.
> >
> >Judy Sullivan, ESL and Family Literacy Instructor
> >ProJeCt of Easton
> >Easton, PA
> >
> >PM 10/2/01 -0400, you wrote:
> >>NIFL-4EFF Colleagues:
> >>
> >>How are teachers handling current world events in the classroom? What
>EFF
> >tools and resources have been helping you? (The community member role
>map?
> >The standard Obser! ve Critically? The student writings on the roles and
> >responsibilities of citizenship in the first EFF book?) How are teachers
> >using the elements of EFF to respond to current events and conduct
> >classroom business? Some sharing of questions, ideas and examples would
>be
> >helpful.
> >>
> >>Thanks,
> >>
> >>Ronna
> >>
> >>Ronna G. Spacone
> >>NIFL-4EFF Discussion List
> >>rgspacone@worldnet.att.net
> >>(202) 338-2703
> >>
> >>
> >>"Effective citizens and community members take informed action to make a
> >positive difference in their lives, communities, and world." (EFF
>Community
> >Member Role Map)
> >>
> >>
> >
> >
> >Do You Yahoo!?
> > NEW from Yahoo! GeoCities - quick and easy web site hosting, just
> >$8.95/month. Yahoo! by Phone.
>
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