- Nov 2017
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www.nwp.org www.nwp.org
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one story after another
Interesting that the students are reading all of these stories together, and quickly.
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video clips are only about 15 to 20 min-utes
I like this doing things together. I think there should be a lot of reading together even when the texts and videos are on NowComment.
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In the White Man’s Image
So what kind of teaching do we do around a 56 minute documentary? We can't just show it, can we?
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who is forced or encouraged to change their language, who doesn’t have to change, and who forces the change.
I wonder how we can do this in the playlists too.
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After the tea party, we dive into the readings and mov-ies. I want to saturate students in the stories—memoirs and fiction—about language.
I wonder where the idea of doing a history mini-unit came from. I think it's confusing. It takes the eye off language.
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language engages students because language is so closely tied to culture and home
How do we keep this alive and connected for the youth doing these playlists?
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Because of time, my classes didn’t study each language situation in depth; instead, we looked for patterns across the stories.
This issue of depth and looking for patterns is an especially difficult one for ELLs. I wonder how we will address it in our playlist.
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They write narratives, poetry, and a culminating essay about language. For their final “exam,” they create a “take-it-to-the-people” project that teaches their chosen audience an aspect of our language study that they think people need to know in order to understand contempo-rary language issues
I love this a an outline for what to create for posts on Youth Voices:
- narratives
- poetry
- a culminating essay about language
- a "take-it-to the people" project, teaching others
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Depending on how many pieces of the unit I include, this curriculum takes between five and 10 weeks.
I wonder how long Louise plans to do this unit and how long we can expect youth to work through playlists based on this curriculum
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