Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Pandora's Box - EDUC505 (Engaging Students w/ Text)
Transcript of Pandora's Box - EDUC505 (Engaging Students w/ Text)
Engaging Students with Text
Three Supplemental Texts
Unit 3: Reading Comprehension
Prometheus and Pandora's Box
Students will be able to identify and apply the Elements of Fiction in addition to using a problem solving strategy to formulate a possible solution for the unresolved conflict in the story. Students will view the animated episode of "Pandora's Box" and productively engage the text using two graphic organizers for note-takng during the film. A plot diagram is provided for the events that occur throughout the story. The second scaffold is a problem solving/prediction chart that is meant to be used before, during, and after the show. Time will be set aside for an extended moment of reflection to think of the possibilities and solutions to the problem encountered in the story. first independently, then in small groups or with a partner.
The Primary Source
To convey intricate or multifaceted information in the ELA discipline, this supplementary text is a Primary Source in which the story of Pandora derives from. The seed of Hesiod's ancient text titled, "Works and Days" has spawned a collection of multifaceted works with varied sources of media that retell the mythological Greek tale of "Pandora's Box" or rather, Pandora's "jar". A widespread misconception of this tale is the mistranslation of the Greek word, "pithos" which means a large storage jar. When this story was translated into Latin in the 16th century, pithos was mistaken for the work pyxis, which means a box. Since then, this popular belief has continued to alter the title of the story.
A Website For Young Students
Ancient Greek Myths for Kids
Check for Understanding
Literary Strategy & Assessment
The selected texts align to the concept of the chapter in the core High Point textbook analyzed in Unit 2. These 3 texts work in a sequence of lessons around the core content concept of "storytelling", with emphasis on the following:
The Elements of Fiction
Reading comprehension strategies
Methods for problem solving, and
Research procedures for literary analysis of primary sources used as reference to support one's publications.
Students will be able to measure the reliability of a book. Guiding students as they conduct their research to indicate importance of primary sources will result in the learning outcome that fulfills the purpose for this text, which is to acquire the skills and awareness to locate and utilize primary sources as reference points of evidence.
The learning outcome of this last supplementary text comes in the form of an internet website, a type of digital media that address the academic language of the ELA discipline by using temporal sequence words, and more. In addition, this web site serves as an example for paraphrasing an ancient work of literature. Students my use this web site as a point of reference that shares the story of Pandora in a simpler form. Not only is the text modified for young learners, but it includes a large body of Ancient Greek Myths, tales perhaps forgotten by most.
Pandora was the first woman on Earth. Zeus ordered Hephaestus, the god of craftsmanship, to create her, so he did—using water and earth. The gods endowed her with many gifts: Athena clothed her, Aphrodite gave her beauty, and Hermes gave her speech.When Prometheus stole fire from heaven, Zeus took vengeance by presenting Pandora to Epimetheus, Prometheus' brother. With her, Pandora was given a beautiful jar – with instructions not to open it under any circumstance. Impelled by her curiosity (given to her by the gods), Pandora opened it, and all evil contained therein escaped and spread over the earth. She hastened to close the container, but the whole contents had escaped, except for one thing that lay at the bottom – the Spirit of Hope named Elpis. Pandora, deeply saddened by what she had done, feared she would have to face Zeus' wrath, since she had failed her duty; however, Zeus did not punish Pandora, because he knew this would happen.
The following strategies and variations of media can be used to support equity and access of the core textbook used in the fieldwork classroom. The Big Idea is to effectively engage students in rigorous literacy instruction toward enduring understandings in ELA. The supplemental texts referenced in the upcoming slides address the learning outcomes and lesson objectives that meet [and at times exceed] the Common Core State Standards. One of the overarching concepts behind this unit lesson is the "The Power of Narrative". Through deep reflection of any story, we can, as active readers and writers, embed solutions in the tales we tell to assist others in the problem solving of Life, the grandest story of all.
A Brief Wiki Overview:
Prezi by: Esteban J. Cons
The texts above include the following learning theories:
Sociocultural theory: Learning through observation
Information Processing theory: Note-taking, problem solving, and critical thinking as a cognitive processes
Constructivist theory: Learn by doing - research is the activity students engage in, as well as composing their own personal narrative for history to remember. (Ormrod, 2011,).
Stage 3: An Effective and Engaging Learning Plan
In direct reference to my collective works on "Engaging Students with Text", the following statement reiterates how: a learning environment that is response-centered, educators provide students the opportunities to explore text freely. Cultivating a common ground for critical thinking enables learners to practice activating their metacognitive processes. What we do when we read matters, and the sensation of setting out on an adventure should be the approach to every piece of text. Strategies for analyzing text involve the construction of meaning, connections to content, digging for deeper for area topics, and pushing beyond the limits of the classroom (Vacca, Vacca, & Mraz, 2011, p.171).
Wiggins & McTighe (2005, p.89) note that a "story" is so much more than a simple language arts concept. The meanings and patterns we ascribe to all events, data, or experiences posses the power to transform our understanding, our point of view, and perception of certain facts. Courageously jumping into a text and making sense of others' stories involves a translation and interpretation with a well rounded sense of literary works
Vocabulary Word Bank
WTL or "writing to learn" through the use of a journal (meant for free-writing with the option of writing reader responses to the literature) and a metacognitive "Think Aloud" are literacy strategies that will be used to engage diverse learners with a text and ensure they access the content effectively via online, at home, in the library, etc. Sharing or reviewing students' journals will be the formative assessment, and the summative assessment will consist of a final assignment in which students will have the opportunity properly compose their very own personal narrative in the genera of magic realism. These texts each align with the CCSS selected: