"I was raised in what I consider to be not a melting pot, but a salad bowl. The onion stayed the onion, the tomato stayed the tomato, the lettuce stayed the lettuce, with maybe a little Russian or Italian dressing. And it tasted real good. No one lost their identity, and I thought that was what life was like."
Sunday, September 28, 2014
Thursday, September 25, 2014
Week 6 Reading
Our Vote Our future
"When students compose, they create messages, when they interpret messages, they construct meaning." pg 58
I chose this quote because it fit perfect with this interviews the students at Grafton High School had with our local Legislator on Monday. Students spoke out about voting in this coming election and how they felt about each political party (Messages and Meanings). They asked questions about the minimum wage, students loans and funding for community programs (Author and Audience).
WBOY.com: Clarksburg, Morgantown: News, Sports, Weather
http://www.wdtv.com/wdtv.cfm?func=view§ion=Fox-10&item=Grafton-High-School-Students-Talk-Politics-18345
This event was set up to give the junior and senior class AP Government class from Grafton High School several opportunities, the first one was a chance to speak to several different political parties about what they represent and what their platforms are for the coming election. Second to give each student who was not registered to vote an opportunity to do so. Third and explanation of the process of voting and how to vote and why they must vote (Representation and Reality).
The AP Government teacher had the students set up the Library in the form of a Town Hall, he asked his students to prepared note cards with questions. Each student was given two minutes to state their question. The class also recorded the class for further discussion in class. I was very impressed by the communication and context of questions the student asked when talking to each legislator. Some walked away with t-shirts while others walked away with valuable information that was going to effect their future.
This was an amazing opportunity for me collaborate with the AP Government Class and engage them in a panel discussion that provided them a different learning style. After the interviews with our local media we got together and discussed ideas about how to get the rest of our Junior and Senior class involved and registered to vote.
One group decided that during AA they would set up a table by the cafeteria with registration cards and explain what they had learned. Another group wants to create a digital story with the peaces I included above from Channel 5 and 12 and include pictures taken by the school newspaper.
They plan on running the digital story during the last week of October and first week of November.
I am very proud of all of them and grateful to do something different and out of the box for AP Government.
"When students compose, they create messages, when they interpret messages, they construct meaning." pg 58
I chose this quote because it fit perfect with this interviews the students at Grafton High School had with our local Legislator on Monday. Students spoke out about voting in this coming election and how they felt about each political party (Messages and Meanings). They asked questions about the minimum wage, students loans and funding for community programs (Author and Audience).
WBOY.com: Clarksburg, Morgantown: News, Sports, Weather
http://www.wdtv.com/wdtv.cfm?func=view§ion=Fox-10&item=Grafton-High-School-Students-Talk-Politics-18345
This event was set up to give the junior and senior class AP Government class from Grafton High School several opportunities, the first one was a chance to speak to several different political parties about what they represent and what their platforms are for the coming election. Second to give each student who was not registered to vote an opportunity to do so. Third and explanation of the process of voting and how to vote and why they must vote (Representation and Reality).
The AP Government teacher had the students set up the Library in the form of a Town Hall, he asked his students to prepared note cards with questions. Each student was given two minutes to state their question. The class also recorded the class for further discussion in class. I was very impressed by the communication and context of questions the student asked when talking to each legislator. Some walked away with t-shirts while others walked away with valuable information that was going to effect their future.
This was an amazing opportunity for me collaborate with the AP Government Class and engage them in a panel discussion that provided them a different learning style. After the interviews with our local media we got together and discussed ideas about how to get the rest of our Junior and Senior class involved and registered to vote.
One group decided that during AA they would set up a table by the cafeteria with registration cards and explain what they had learned. Another group wants to create a digital story with the peaces I included above from Channel 5 and 12 and include pictures taken by the school newspaper.
They plan on running the digital story during the last week of October and first week of November.
I am very proud of all of them and grateful to do something different and out of the box for AP Government.
Monday, September 22, 2014
Note Card Confessions
"Making a space where the media's version of the norm can be questioned" pg 28
"Letting students bring in their own rich media experinces with blurring of drama and life". pg 32
"Verification involves finding multiple sorces" pg 42
"Students also got a better understanding of reaserch as a truly creative process". pg 44
Thursday, September 18, 2014
Addressing the Seven Elements of Digital Story Telling.
“Wherever a story comes from, whether it is a familiar myth or a private memory, the retelling exemplifies the making of a connection from one pattern to another: a potential translation in which narrative becomes parable and the once upon a time comes to stand for some renascent truth. This approach applies to all the incidents of everyday life: the phrase in the newspaper, the endearing or infuriating game of a toddler, the misunderstanding at the office. Our species thinks in metaphors and learns through stories.”
~ Mary Catherine Bate
<iframe src="http://prezi.com/embed/s2kgxx8hmu7s/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="550" height="400" frameBorder="0" webkitAllowFullScreen mozAllowFullscreen allowfullscreen></iframe>
Sunday, September 14, 2014
"Brainstorming my Digital Story."
1. Describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
I remember one of my friends who quit school due to being bullied by other kids it was a racial issue. I was so happy that by Christmas she was back in school.
For the sake of this blog we will call my friend Bella, she was always being bullied. Bella felt like no matter who she told no one would reach out to help her but me. She felt like she had enough so she quit school that was her answer! Because she could not get any support or help from the high school administration. She refused to be bullied anymore so she left.
I felt really bad for Bella she was a really a good friend. I spent my second semester without my friend. What impacted me the most was the fact that Bella was very quiet and would do anything for anyone but she had a bulls eye painted all over her locker and her back. I learned that year what friendship was truly all about, she showed me how brave and resilient she was.
“There is nothing I would not do for those who are really my friends. I have no notion of loving people by halves, it is not my nature.”
― Jane Austen, Northanger Abbey
2. Describe a negative scene from childhood in detail. What
led up to this event? When and where did it happen? Who was involved? What were
you thinking and feeling? Why is it an important event? What impact did it have
on you?
When Bella came back to school the mean girls on the third floor often waited for her to walk by just to push her or pull her hair. By this time we were both sophomore's in high school the bulling just kept getting worse. I wanted to protect her but did not know how. I felt like a coward because no matter how much I said something or tried to protect her it made things worse.
3. Describe a particular event from your teen-aged years
that stands out in your memory today. This can be positive or negative. What
led up to the event? What happened? Where and when? Who was involved? What were
you thinking and feeling? Why is it an important event? What impact did the
event have on you.
I remember making a choice!A choice to stand up and help my Friend Bella against this abuse no more feeling helpless against those who felt they could just hurt others. I chose to fight by forming a group against students who like to bully others. Our school began to change we created a after school group and did demonstrations during pep rallies and at different school events. Soon other schools were inviting us to tell Bella's story. Not only did we tell Bella's story but we then began to talk about the prevention of high school drop. Our message was clear bullying causes high school drop out, suicide and substance abuse. I suppose this is why I do what I am doing today, except this time I am not the student I am the teacher.
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I remember making a choice!A choice to stand up and help my Friend Bella against this abuse no more feeling helpless against those who felt they could just hurt others. I chose to fight by forming a group against students who like to bully others. Our school began to change we created a after school group and did demonstrations during pep rallies and at different school events. Soon other schools were inviting us to tell Bella's story. Not only did we tell Bella's story but we then began to talk about the prevention of high school drop. Our message was clear bullying causes high school drop out, suicide and substance abuse. I suppose this is why I do what I am doing today, except this time I am not the student I am the teacher.
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4. Describe a vivid or important memory from any time in
your adult years. Again, this can be positive or negative. It can be about
anything – family, work, whatever. The scene stands out in your mind today as
being especially vivid or important. Please describe what led up to the event.
Then describe the scene in detail. What happened? Where and when? Who was
involved? What were you thinking and feeling? Why is it an important event?
What impact has the event had on you?To Sum it all up I am a youth advocate who teaches substance abuse and high school drop out prevention. Every student deserves a chance to go to school in a safe environment.
Drug free communities are a place where young people thrive.
This is what makes me feel great about my job. And the best part is I am a hero to my own children or at least that is what they tell me. So it makes it all worth it for me.
Turning Point in my life was having three amazing kids to call mine and marring their dad who is my very best friend. I got married in April 1992 soon after Nicholas was born, then Matthew in 1994 and my daughter who was born in May 2000. She was our miracle she was a preemie five months and 1lb 10oz she is a testament to our faith.
Thursday, September 11, 2014
"Reflecting on our Love/Hate Relationship with Media"
Reflecting on Print Media
Big Idea
I have a love hate relationship with Print Media.
I
really love to buy books. I especially like the the old looking books. I buy them with very good intentions of reading them, but I don’t
always get around to it. I am always on the go, I tried keeping my books in a
clear accessible place like the bathroom or by night table even in the kitchen,
but to no avail I never get to really sit in the hammock and read.
So I now I
listen to them when I can on audio books with YouTube but I still but the
books.
It seems like such a waste of money I know but I really like
to have the book in hand or just to have when I do want to read it.
Which takes me to Jaime’s comment about the newspaper.
She said “Newspapers are print media that consume a lot of
paper every day. Newspapers to me seem outdated when there are so many ways to
find up-to-date information in the News. What really turns my stomach is all
the unread newspapers after all the paper that was used to create it.”
You are correct when I look at all the newspaper’s we still
buy it mind boggles me why are we still killing trees we can read the paper on
line. I am proud to at least say that we are now reading the Mountain Statesmen
online. No more newspaper clutter that was taking up space in a kitchen chair.
Section 2.
Understanding Today's Learners in this chapter we learn how
students and teacher are using the Internet and explaining what the differences
are. Students use the Internet for social media, entertainment or for playing online games. For teacher it’s
a different experience they are checking emails, researching for information
for school or career or simply looking up hobbies.
When I get on the Internet I do all of the above except play
games. I like that this chapter explains the differences however I don’t agree
with the idea that 80% of teens have no interaction with their parents about
their use of media and technology. I disagree because it’s all up to the parent
80% seems really a high number of kids that means that only 20% are conversing
with mom and dad about their media choice?
What happen to putting computer in a place where there is supervision.
Google images.
http://www.123rf.com/photo_2312406_a-defocused-pile-of-old-folded-pink-newspapers-on-an-office-chair.html
Sunday, September 7, 2014
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