Blogging is really for everyone. It is fun, simple and easy. I know I occasionally link to my own blog, but that last comment really looks like spam to me. The page directed to isn't much more enlightening than that comment, and the whole site looks as though it was written with Google Translate. But it's quite good for a laugh; here are a few gems:. Teach your child to use proper names should also be discussed". Warsaw Will Mar You know Will, I was just about to click "report abuse", just like I did for the designer fasion spam a few posts up.
But, after seeing your funny quotes from the site, I thought, better to leave it there for everyone's amusement:.
Hi porsche, I've had very similar ones on my blog, so as soon as I saw it I was suspicious. I delete them there because my blog is for foreign learners and the grammar they used was awful. Talking of grammar, thanks for backing me up elsewhere, by the way.
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Since it's a title, I think you've got a case for "Teaching Feedback Form" I'm on the fence as far as "observed teaching sessions" goes. I'd really like to see the site. What will the address be? Jay2 Mar 0 vote Permalink Report Abuse. But it's quite good for a laugh; here are a few gems: "For example, if I was to write a letter to a man named John, and I wrote "John" envelope, it would be very angry. Teach your child to use proper names should also be discussed" If you remember the names used, you are probably a surprisingly successful future".
Next, tell them that they need to narrow this advice down to one or two powerful sentences. To make this easier, instruct them to underline powerful words or phrases and to replace passive language with active language.
Have pairs help each other. Once the goal is achieved, they should write their advice on the other side of the card. Teachers should closely monitor the advice to make sure students are clearly focused and giving sound advice.
Students then proceed to the computers and using a large font, type their advice so it fills the entire page they may use horizontal or vertical page layout. Their names should be in smaller type size at the end of the advice. Remind students that their posters should be error free. Students print out their advice on brightly colored paper and hang it on the side wall of the classroom. These words of advice will remain hanging during the entire unit.
Goal Students will apply their understanding of the concept of speaking up and taking action rather than just standing by and watching the events of the Holocaust. Show them the overhead transparency with the definition of allegory and as you read it to them, ask them to reflect on how Terrible Things is an allegory. Pass out individual copies of Terrible Things reproduced from the resource pages of Teaching the Diary of Anne Frank and read the story aloud.
Ask students the following questions: Do you think this story is an allegory of the Holocaust? Why or why not? Why do you think the author told the story of the Holocaust in this way? What kind of excuses do the other animals offer to explain the fate of each group as it is taken away?
Why do you think the Terrible Things take away one group at a time? What does the story imply about non-Jews' reactions to the fate of Jews and others in the Holocaust? Pass out copies of the graphic organizer. Have students pair up and complete the graphic organizer based on what they know about the story and the Holocaust. Pull the class back together and discuss the similarities found.
The teacher completes the graphic organizer on the overhead as students give details. Students are encouraged to add to their personal graphic organizers any additional information that is presented. Project Eve Bunting's introduction to Terrible Things on the overhead and read it to the students.
Give them a minute to reflect and to read it again, silently. Now ask them to find their advice poster from Day I and take it from the wall. On the back ask students to respond to their advice based on what they now know about the Holocaust.
Is it good advice? Will it make a difference? What parts might you add or change now that you have more knowledge? How are you responsible for preventing Terrible Things from happening in your world? Project the poem on the overhead and read it aloud. After students have time to reflect, ask: How does the poem make you feel?
Why is there no one left? How is the poem similar to Terrible Things? How is it different? Then they came for the communists and I did not speak out--because I was not a communist.
Then they came for the trade unionists and I did not speak out--because I was not a trade unionist. Then they came for me-- and there was no one left to speak out for me. Return to Museum Fellowship Teaching Resources. Museum Fellowship Lesson Plans. SA pickets boycott Jewish-owned shop. Objectives Students will read and discuss the story Terrible Things.
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