youreducationontheweb: 2010

That’s my estimate anyways. I remember it like it was yesterday. It was my freshman year at Harvard, and I was going to the first lecture of “Justice” – one of the most popular classes on campus. The lectures took place in Sanders Theater packed by over a thousand students since it’s only offered once every three years. The first question the professor asked – please stand up if you’re the first born child in your family (inclusive of only children). I literally felt like everyone in the entire theater stood up – except me since I’m a youngest child. Why is it that such a high majority of Harvard students are first borns or only children?

Because birth order matters according to Dr. Kevin Leman, author of The Birth Order Book – Why You Are the Way You Are. I’ve been reading it – here’s his framework on how the different orders generally are (noting that not every characteristic applies to every child):

First Child: perfectionist, reliable, conscientious, a list maker, well organized, hard driving, a natural leader, critical, serious, scholarly, logical, doesn’t like surprises, a techie.

Middle Child: mediator, compromising, diplomatic, avoids conflict, independent, loyal to peers, has many friends, a maverick, secretive, used to not having attention.

Youngest Child: manipulative, charming, blames others, attention seeker, tenacious, people person, natural salesperson, precocious, engaging, affectionate, loves surprises.

Only Child: little adult by age seven, very thorough, deliberate, high achiever, self-motivated, fearful, cautious, voracious reader, black-and-white thinker, talks in extremes, can’t bear to fail, has very high expectations for self, more comfortable with people who are older or younger.

Tags: Birth+Order, Kevin+Leman, Harvard

Filed under: Books, Pop Culture

Sunday, April 11, 2010

Educationsiteontheweb

Saturday, April 10, 2010

A Home 2 (touronwinchel)

4th Grade Math Standards Ixl math

IXL Math
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Pre-K skills

Count to 5: Represent numbers (up to 5)
Size: Light and heavy
Count to 20: Count objects (up to 20)
Comparing: Compare in a mixed group
Size: Compare height, weight, and capacity
...and 36 more skills!
See all pre-K skills
Kindergarten skills

Time: Read clocks and write times
Sorting, ordering, and classifying: Different
Patterns: Growing patterns
Numbers and counting up to 20: Count to 20
Geometry: Geometry of everyday objects
...and 98 more skills!
See all kindergarten skills
First-grade skills

Subtraction: Subtraction sentences - numbers up to 10
Geometry: Identify 2-dimensional shapes
Subtraction: Subtract tens I
Time: Compare clocks
Addition - skill builders: Adding 5
...and 135 more skills!
See all first-grade skills
Second-grade skills

Subtraction - two digits: Complete the subtraction sentence
Addition - three digits: Balance equations
Addition - one digit: Review - add one-digit numbers - sums to 10
Subtraction - one digit: Subtract zero/all
Comparing and ordering: Put numbers up to 1,000 in order
...and 190 more skills!
See all second-grade skills
Third-grade skills

Properties: Properties of multiplication
Probability and statistics: Mean, median, mode, and range
Addition: Add two numbers with four or more digits - word problems
Mixed operations: Missing operators
Place value: Place value models
...and 169 more skills!
See all third-grade skills
Fourth-grade skills

Geometry: Count and compare sides, edges, faces, and vertices
Geometry: Rotational symmetry
Multiplication: Multiply a 2-digit number by a 2-digit number: word problems
Data, charts, and graphs: Line graphs
Subtraction: Subtract numbers up to millions
...and 187 more skills!
See all fourth-grade skills
Fifth-grade skills

Multiplication: Multiplication patterns over increasing place values
Geometry: Find the unknown angle in triangles and quadrilaterals
Multiplication: Multiply by 2-digit numbers: complete the missing steps
Fractions and mixed numbers: Reciprocals
Patterns: Geometric growth patterns
...and 242 more skills!
See all fifth-grade skills
Sixth-grade skills

Number theory: Least common multiple
Multiply fractions: Multiply fractions - with models
Fractions and mixed numbers: Least common denominator
Coordinate graphing: Find points on a function graph
Algebra: Evaluate variable expressions involving decimals, fractions, and mixed numbers
...and 236 more skills!
See all sixth-grade skills
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Pre-K skills
Kindergarten skills
First-grade skills
Second-grade skills
Third-grade skills
Fourth-grade skills
Fifth-grade skills

Thursday, April 8, 2010

Yahoo!

http://www.markwahl.com/ Great Blog- by Math Teacher- for Gifted and Talented

http://www.markwahl.com/

Great Blog- by Math Teacher- for Gifted and Talented

Tuesday, April 6, 2010

Wednesday, March 31, 2010

START YOUR JOURNEY- HERE

Education experience/ Client Service Professional- Customer, Community and Human Services/ Analyst-
Presently pursuing a Masters in Primary Education/Special Education - Touro College - Staten Island
WWW.YOUREDUCATIONONTHEWEB.BLOGSPOT.COM
http://sites.google.com/site/touronwinchel
WWW.EDUCATIONONTHEWEB.BLOGSPOT.COM

My E Portfolio
Touro College
Welcome
INSPIRATIONAL QUOTES
I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin as "Edith Ann"

The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather

In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years. ~Jacques Barzun

Teaching is the profession that teaches all the other professions. ~Author Unknown

If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. ~Donald D. Quinn

Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. ~John F. Kennedy

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann

Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid. ~Tracy Kidder

A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams

A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown

The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple. ~Amos Bronson Alcott

A good teacher is a master of simplification and an enemy of simplism. ~Louis A. Berman

We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley
Good teachers are costly, but bad teachers cost more. ~Bob Talbert

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward

The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. ~Edward Bulwer-Lytton

A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. ~Author Unknown

What the teacher is, is more important than what he teaches. ~Karl Menninger

Teaching should be full of ideas instead of stuffed with facts. ~Author Unknown

A cross-eyed teacher can keep twice the number of children in order than any other, because the pupils do not know who she's looking at. ~Four Hundred Laughs: Or, Fun Without Vulgarity, compiled and edited by John R. Kemble, 1902

Teaching is leaving a vestige of one self in the development of another. And surely the student is a bank where you can deposit your most precious treasures. ~Eugene P. Bertin

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Best Links
Best on the Web for Teachers http://teachers.teach-nology.com/
Multiplication Multiplica http://www.multiplication.com/tion.com http://www.multiplication.com/learn-repeatedaddition.htm Video Repeated Edition
Story from Multiplication.com for remembering 9x9=81 (sign X sign = ate a ton) http://www.multiplication.com/learn9x9.htm\
Fleebur Multiplication Game http://www.multiplication.com/flashgames/Fleebur.htm
High Tech Timez Attack http://www.bigbrainz.com/index.php?PARTNER=krimsten
TEACHER VISION / FEN http://www.teachervision.fen.com/math/printable/50481.html
Read Write Think- AMAZING Site http://www.readwritethink.org/classroom-resources/lesson-plans/
K12 Lesson Plans http://www.k12lessonplans.com/ ABC Teach http://abcteach.com/
Math Worksheets http://mathworksheetsworld.com/ Ask Dr Math http://mathforum.org/dr.math/dr-math.html
http://www.nylearns.org/public_web/teacherwebsite/results.aspx
NY Learns Teacher Websites
6th Grade Science/ English Teacher - Great Links- Ihne
http://www.nylearns.org/webpage/viewpage.aspx?ID=61554&UID=23159
http://www.aaamath.com/index.htmlhttp://www.aaamath.com/index.html
http://kids.nypl.org/
http://www.randomhouse.com/kids
http://kids.nationalgeographic.com/
http://poetry.com/
http://www.rudimentsofwisdom.com/
http://www.dwkids.com/
http://scholastic.com/
http://www.kidzworld.com/
http://school.discovery.com/homeworkhelp/bjpinchbeck/
http://www.wsu.edu/DrUniverse/
http://www.timeforkids.com/TFK/kids
http://www.sciencemonster.com/
http://www.google.com/search?hl=en&rlz=1T4DMUS_enUS295US295&q=3rd+grade+reading+assessments&aq=f&aql=&aqi=&oq=
Weather or Not !!! Every 10 minutes: http://www.1010wins.com/topic/weather.php Local Accuweather Forecast NYC
http://www.google.com/http://www.aaamath.com/index.html aaa MATH
http://www.bibliomania.com/
http://www.answers.com/
http://kids.earth.nasa.gov/
http://kids.discovery.com/
Welcome
Oh !!!!
Hello !!!!!
And Welcome to my E-Portfolio! A Great Interactive Journey through Wonderful "E-Experiences" ,
" I- Lessons" and "I-Sites"
Created and Shared By "M-E" For
"M-E"
And
"E-U"
This Project is my Interactive Experience in the EDSE 603 Prof Dan Stein Class @Touro College- Spring 2010! Thank You for The Opportunity- to share my experiences. Please let me tell you that there is a lot of information and this education site/blog is always growing. Please feel free to log on and add your comments on education to www.educationontheweb.blogspot.com and www.youreducationontheweb.blogspot.com, and many of the other "EDU-BLOGS" from the "ontheweb.blogspot.com"family
EDSE 603 Prof. Stein
Web Page:http://student.webhop.org/touronwinchel
E-Mail: touronwinchel@gmail.com
EDUBLOGS
Welcome
Welcome to my E-Portfolio!
My name is Neil Winchel I am currently on my way to becoming a school teacher. With over ten years of education and training experience and a majority of those years were spent educating Children with Spectrum Disorders. I am confident that my many teaching abilities and compassion for learners of every learning style would be the most valuable asset to any school. I have experience working at both elementary and middle school levels, as well as general education and special education. Please feel free to learn and "follow along", and share your own experiences on my/our "E-Educational Journey"
ITEACH INC.
Seeking local PT teaching and direct care opportunities preferably with children or adults on the Autism Spectrum while pursuing a Masters in Primary Education (1-6)/Special Education (Touro College).
Education experience/ Client Service Professional- Customer, Community and Human Services/ Analyst-
Presently pursuing a Masters in Primary Education/Special Education - Touro College - Staten Island
I- INTERPERSONAL, INNOVATION
T-TEACHER, TECHNOLOGY
E-EDUCATOR
A-EXPERIENCE WITH CHILDREN ON THE SPECTRUM- AUTISM
C-REATIVE FACILITATOR- CLIENT –FOCUSED- STUDENT-FOCUSED
H-I CAN HELP YOU–
Seeking local teaching and direct care opportunities preferably with children or adults on the Autism Spectrum while pursuing a Masters in Primary Education/Special Education (Touro College).
A career changer, a substitute teacher, an after-school teacher for children with Autism. I would love to teach, student teach, as well as substitute teach (NYC DOE/NYS File # 869843) while pursuing my certification in Primary Education ( 1-6) and Special Education.
a career changer
a substitute teacher
as well as an after-school teacher
- at the Bernikow JCC for children with Autism.
At this time, I am halfway to completion,
Would love to teach, student teach, as well as substitute teach
- (NYC DOE/NYS File # 869843)
while pursuing my certification in Primary Education ( 1-6) and Special Education.
Philosophy
I can explain my feelings about teaching and positive not just in one quote or feeling, but a compilation of many thoughts, experiences, expressions, sayings, and quotes. This process is forever changing. One wise man said that " Education is a never-ending process. One is constantly learning."
This is a simple quote, but true.
As an adult, always with a mind for learning and exploring, and experience training adults (or should I say older kids). I felt the pull towards education and the wish to share my experiences, to develop student's insights, and to be that "Creative Facilitator" that I wished I would have had. The " Creative Facilitator" is that combination of the greatest qualities and lessons that were taught by your favorite teachers. That is what I hope to strive for – to be that " Exceptional Creative Facili- Educator".
I could share many inspirational quotes with you. However, these few really make a connection.
I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin as "Edith Ann"

A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown
The pathway to strive for – to be that " Exceptional /Creative Facili- Educator" is rooted in thinking back to what teaching style stimulated your passion for learning the most, then tweaking a bit more to make it your own, trying varying combinations with your class, and seeing what works. There is no simple solution, but to be compassionate and flexible to your students and their learning styles. Try many things and make learning fun. Here is a challenge: Try to find the most boring lesson that you can think of – and make it a – little bit more fun- I am sure that you will feel more accomplished – once you have done this process. Thereby getting closer to becoming that Exceptional Facili-Educator"
NYS Standards
New York State Standards
New York State Math Standards
www.emsc.nysed.gov/3-8/MathCore.pdf
New York State Science Standards
www.emsc.nysed.gov/ciai/mst/scirg.html
New York State ELA Standards
www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html
New York State Social Studies Standards
www.emsc.nysed.gov/ciai/socst/ssrg.html
New York State Arts Standards
www.emsc.nysed.gov/ciai/arts
New York State Technology Standards
www.emsc.nysed.gov/cte/technology/learn.html

Fw: E Portfolio ppt show

----- Forwarded Message ----
From: Neil Winchel <neil.winchel@verizon.net>
To: touronwinchel.youreducation@blogger.com
Sent: Wed, March 31, 2010 4:10:58 PM
Subject: E Portfolio ppt show

----- Forwarded Message ----
From: Neil Winchel <neil.winchel@verizon.net>
To: touronwinchel@youreducationontheweb.blogspot.com
Sent: Wed, March 31, 2010 4:04:31 PM
Subject: ppt show

Monday, March 29, 2010

Unscramble The Hits

http://www.cyberscramble.com/classic-hits-scramble

Are You Smarter

Trivia
Points

Are You More Intelligent than a Middle-S...
500

From 1607 to 1609, only 60 of more than 900 Jamestown colonists survived. What is one reason for the low survival rate? (Enter in the LETTER of the corresponding answer)

a)
b)
c) the swampy location caused disease to spread
Previous Answer: c) the establishment of a national bank FYI: Alexander Hamilton conceived of the bank to handle the colossal war debt �" and to create a standard form of currency.

http://www.blogger.com/post-create.g?blogID=4237852379689896737
Enter Your answer

Wednesday, March 24, 2010

Ode to a Kindergarten Rug
By N. Winchel

ALSO - Can be sung as a BLUES song. So get out your guitar!!!

Chorus: (Teach this to your audience and have them repeat.)

Rug time, Rug time - Oh ! It was such a fun time.
Rug time, Rug time - Oh ! It wasn’t such a long time. (2x)

or

Rug time, Rug time - (t’was) / was such a fun time.
Rug time, Rug time - (twasn’t) / wasn’t such a long time. (2x)- sing to the tune of “ Twinkle Twinkle Little Star

Stanza 1

I am the lonely rug, all solitary and bored.
At one time I was merry, and now I am ignored.
Oh!!! How I look back on, Oh!!! I beg your pardon.
As I think of those days- as “a rug in Kindergarten”.

The third grade all sit - in chairs at their tables.
As Ms. Crabtree reads from Test Prep,- and Aesop’s Fables.
They are told to sit quietly (SHHHH!!!!!) - and don’t move (CREAK!!!) in your seat.
Through – Multiplication and Fundation drills – that they nervously (AHHH!!! UMMM!!) repeat.

(What are other words that show sounds?)

Chorus:
Rug time, Rug time - (t’was) / was such a fun time.
Rug time, Rug time - (twasn’t) / wasn’t such a long time. (2x)- sing to the tune of “ Twinkle Twinkle Little Star

Next Stanza

I was the one who helped them – learn their ABC’s.
The Alphabet around my edges- and a map’s geography.
All 50 States including Hawaii and Alaska,
Texas, Maine, Rhode Island, New Mexico, and Nebraska.

(What States Rhyme?)

Next Stanza

Helen was on H, Joshua was on J,
Laura’s spot was L, Kay’s spot was K.
Roy was on R, Ellen was on E,
Will’s spot was W, Zachary’s spot was Z.

(What other letters rhyme?)
( ***Also you can substitute the names and letters of your classmates as long as it rhymes and fits)
Chorus:
Next Stanza

They would all come together to listen to a book,
Read aloud by Ms. Crabtree- n’ keeps them in line – with a stern-friendly look.
They would all come together- many dittys (songs) they would sing,
“ If You’re Happy and You Know It” -& “A Few of My Favorite Things”.
Tunes about The Seasons, The Months, and The Days of the Week.
As they sat at the rug, and at the SMARTBOARD they would peek.

Their voices sound so reminiscent, as I hold back my tears,
Gosh!!! Voices sounding more mature, Now, its been close to 3 years.
Ms. Crabtrees’ still their teacher, the 3rd grade she now teaches,
I try to make out their familiar voices- my ears- their sound reaches.

(Why does the author use the phrase ‘n?)

Chorus:

“It’s been nearly 3 months in 3rd grade – in the corner of this room,
Where the custodian sometimes stops by and says hello with a vacuum or a broom.
But the kids like Helen seldom visit, they must stay at their table and chairs,
Staring at the blackboard- some with blank stares.

Chorus:

“Oh Hooray Yes !!! I hear the voice of Helen with an H and Joshua- They’re walking nearer.
Wait a minute!!! Sounds like Ellen with an E – their voices sounding clearer.”
Bringing books like Charlotte’s Web and Sarah, Plain and Tall,
Oh!!! How I hope they’re coming- I hope so!! One and all”

(What are other expressive words like “Wow” that we can substitute?)

Chorus:

“Yippee!!! It’s Joshua with a J as he says “Okay!!- and finds his favorite spot to go,
-And a new student to me and the class- whose name I do not know.
Helen with an H assures me, She says “I’m back old friend, for a silent read”

My Suggestion: Ms. Crabtree must have heard my crying pleas, I am so glad I planted the seed

(Now, its time for you to add or finish the story? What rhymes with read? (seed, feed, bead,deed, greed, heed,lead,need,seed,
Indeed,agreed,freed…)
Add a sentence- Add a stanza- Add a few stanzas- What happens next? Add another episode. (My Suggestion: Ms. Crabtree must have heard my crying pleas, I am so glad I planted the seed

youreducationontheweb

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Turn the Tub Around fun with I Can't Believe It's Not Butter!

Turn the Tub Around fun with I Can't Believe It's Not Butter!

http://www.icantbelieveitsnotbutter.com/turnthetubaround/#/turnyourselfaround?mId=35639457.3

Tuesday, March 16, 2010

Google Sidewiki entry by n

http://www.learnwithtech.com/learnwithtech/techshowcase.htm

in reference to: iGoogle (view on Google Sidewiki)

Monday, March 15, 2010

http://www.google.com/ig/adde?hl=en&moduleurl=gge.xml&source=imag

Sunday, March 7, 2010

Multicultural Activities

Chapter 4
Multicultural Activities

Multiculturalism is all about being accepting of people’s differences and educating oneself on cultural similarities. The saying “ What makes us different is what makes us the same” is the key mantra one should express and model , when teaching a formal or informal education session on cultural awareness.

What better way to learn than to learn while having fun. Games and minilessons are the key to any lesson. Kids of any age are more relaxed in an informal lesson and will tend to comprehend and retain more when less anxious. Tricking kids into learning by making it fun is an integral tool to a students learning.

“Multicultural education is a progressive approach for transforming education that addresses current shortcomings, failings, and discriminatory practices in education”. It is grounded in ideals of social justice, education equity, and a dedication to facilitating educational experiences in which all students reach their full potential as learners and as socially aware and active beings, locally, nationally, and globally. Multicultural education acknowledges that schools are essential to laying the foundation for the transformation of society and the elimination of oppression and injustice. “ http://www.edchange.org/multicultural/initial.html

As facilitators, one of our many duties is to model acceptable behaviors and provide informal and formal learning sessions that promote cultural awareness and acceptance. A child learns from what we do and not what we say. Especially in the NYC school system, children are very fortunate that they are able to experience, coexist, and learn together within a vast collection or “ melting pot” of cultures and learning abilities/styles. Integration of students of all abilities and learning styles is imperative to the acceptance of differences. Some can be as follows:
The sharing of holiday celebrations (cultural and historical). Students can learn the principles taught by that culture and see how those principles tie to their own. Another project is one that we have all done in elementary school. The Family Tree project has many benefits. One benefit is to share common stories and beliefs with fellow students. Another benefit is to record your family’s personal history, and to be able to share what you have learned with fellow students, both in written form, and verbal, and maybe audio-visual form.

The greatest example and exercise to teach multiculturalism was taught to me in a graduate level class in my second semester. Students were given numbers and then asked to choose from a list of cultures and nationalities that exist here in the United States.
The list was taken from sources that included the US Census and it was that student’s challenge to find everything about that culture and to share their learning experience with the rest of the class in a user friendly, multifaceted/multimedia lesson.
The topics that included culture, birthrate, religion, cultural foods and recipes, dance, music, mortality rates/ health related issues, wedding customs, family leadership (matrilineal vs. patrilineal), important people and contributions to society were all very intriguing topics to uncover and discover.
However, the most intriguing topics that all students enjoyed were the “food recipes/food samples” and “the games people play” portions of the presentations. I chose to explore the Nigerian American culture and picked up a lot of information on the various religions that co-exist in Nigeria, and also learned because there are so many coexistent cultures and languages, there are many ways to say “hello”.
Music: There are many types of music and music pays a pretty big part in all Nigerian culture. However, what I found most interesting was the “games people play” portion.( See (http://www.motherlandnigeria.com/games.html))

In Nigeria, they call it “ Ayo ”(Yoruba for “game”). In America, you might know it as “Mancala”,
The game includes 48 seeds and the objective is to move around the board and get the most seeds. You can use any round objects as seeds like marbles, beans, or stones. There are usually 2 players.
Rules
The game starts by placing 4 seeds in each of the 12 cups on the board, and each player sits with 6 of the cups on their side of the board. The first player for this turn and every turn after chooses a cup, takes all the seeds in that cup, and goes around the board in a counterclockwise direction, planting one seed in each cup as they go.
If your last seed lands in your opponent's cup, you can capture all the seeds in that cup, and add it to your bank.
The game continues until one player can not move, at which point, the one with the most seeds wins.
One variation that I use when playing mancala is rather than stopping when you finish the current cup, you may pick up all the seeds in it, and continue to drop one in each consecutive cup, and continue doing this until you reach an empty cup. If that empty cup is on your side of the board, you may capture all the seeds in your opponent's cup right across from this last cup. If it is on their side, you don't capture any seeds.

Did you know the derivation of the word “mankala”? “The name mankala or mancala as it is sometimes written is derived from the Arabic word naqala, meaning “to move something around.” Mankala is actually a general name for the many variations of the game that are played throughout Africa, as well as many other parts of the world. The names of the game boards are usually determined by what type of seed is used for playing, and game boards may vary as far as the number of rows of pockets is concerned as well as slight variations in the rules. Because the art piece I am researching is from the Yoruba people, from now on I will refer to it as Ayo; but the Yoruba people will also refer to it as Ayoayo, meaning “real ayo,” which distinguishes the male version, from those played by women and children.
http://www.clarku.edu/~jborgatt/discover/1meaghan/ayo.htm

The exercise of learning the games of different cultures is a fun and interactive way for students (whether in elementary, intermediate, college, or graduate school) to share a fun activity and informally learning the similarities between one culture and their own, and then to explore the history/ derivation of that game. As students share there multicultural game experiences, they will see the evolution of games from the times of “Ayo”/”Mankala”, to “Chinese Checkers“ to “Parchessi / Sorry” to board games like “Candy Land” and ”Monopoly” then to the era of video games with games like “Tetris” and “Marioland” and now onto war-games like “ Modern Warfare”.

I found some interesting facts about the game of “Ayo” listed below” from an Internet article: Ayo: The Yoruba Game Board
by Meaghan O'Connell (http://www.clarku.edu/~jborgatt/discover/1meaghan/ayo.htm

“Ayo game boards are usually found in the town square. They are carved out of large tree trunks, along which many games that can take place at the same time. The game is played with two people, each person sitting on either of the longer sides of the board. Four seeds are placed in each of the carved wooden pockets. The row of six pockets closest to each player is considered theirs to try to keep filled with seeds. The players take turns by picking up all of the seeds from one of the pockets and distributing one seed to each of the pockets in order. The first player to empty the other player’s six pockets wins the game. It may be inferred that the way this game is played, face-to-face, reflects the values of the culture pertaining to interactions amongst people. Yoruba people prefer interacting with others face-to-face, or directly, rather than sending messages through other people. This value is revealed in the playing of Ayo. I also learned about who would own such an elaborate game board such as the one that I have chosen to research. I discovered that due to the elaborate carvings on the sides, it would usually be owned by a religious person of stature.

Ayo is usually played during the day, after work is finished. It is not just a game for the older crowd; in fact, many young children learn how to play Ayo in order to sharpen their math skills. Ayo is generally played by people of the same age group and gender, meaning men play with men, women play with other women, and children play amongst themselves. The mixing of these groups is very uncommon. As a tradition of African society and the belief of male superiority, males and especially elders commonly separate themselves from women and children in order to display their masculinity and authority.

Some resources state that Ayo is not just a recreational game, but that it also has spiritual significance:

“It is played in a house of mourning to amuse the spirit of the dead before it is buried. It is very unlucky to play the game at night as the spirits will want to join in and may carry off the living at the end of the game. Each village would have two types of boards, one with a flat top and one with a curved top, a bit like a banana. When a man died the villagers would play on the board that was not his favorite, so that his spirit would not want to join in” (Mancala Games 2004).

So, In conclusion, Multiculturalism is all about being accepting of people’s differences and educating oneself on their similarities. The saying “What makes us different is what makes us the same” is the key mantra one should express and model, when teaching a formal or informal education session on cultural awareness.
There are several ways to share creatively about a specific culture, through a family tree project, of study of a holiday. However, what better way to learn that to learn than while having fun. Games and minilessons are the key to any lesson. Kids of any age are more relaxed in an informal lesson and will tend to comprehend and retain more when less anxious. Tricking kids into learning by making it fun is an integral tool to a students learning. Learn- and have Fun!!!! Or

Have Fun!!!! And Learn!!!!!

Wednesday, March 3, 2010

Black Eye Peas - Lyrics

http://www.songfacts.com/

http://www.songfacts.com/

APL SONG
The Apl Song Lyrics
[Fergie]
La-la la la la-la la la la la-la la, la la la lala la la la la la

[Chorus in Tagalog]
Lapit mga kaibigan at makinig kayo (Listen up, y'all)
Ako'y may dala-dalang balita galing sa bayan ko (Listen closely, y'all)
Nais kong ipamahagi ang mga kwento
Ng mga pangyayaring nagaganap
Sa lupang pinangako

[English Translation:]
Come closer, my friends, and listen
I bring news from my homeland
I wish to give the stories
Of the events that are happening
In the promised land

[Verse one, Apl.De.Ap]
Every place got a ghetto this my version
Check it out...
Listen closely y'all, I got a story to tell
A version of my ghetto where life felt for real
Some would call it hell but to me it was heaven
God gave me the grace amazin' ways of living
How would you feel if you had to catch a meal?
Build a hut to live and to eat and chill in.
Having to pump the water outta the ground
The way we put it down utilizing what is around
Like land for farming, river for fishing
Everyone helpin' each other whenever they can
We makin' it happen, from nothin' to somethin'
That's how we be survivin' back in my homeland

[Chorus]

[Verse two, Apl.De.Ap]
Yo, its been a while but...
I been back home to my homeland, (check it out) to see what's going on
Man it feels good to be back at home
And it's been a decade, on the journey all alone
I was fourteen when I first left Philippines
I've been away half my life, but it felt like a dream
To be next to my mom with her home cooked meal
Man, I felt complete, my emotions I feel
Now life has changed for me in the U.S
But back at home man, life was a mess...
I guess sometimes life's stresses gets you down
On your knees, oh brother I wish I could have helped you out...

[Chorus]

help me, help me, help me...

Imma Be

The song's music video was directed by Rich Lee and was shot on a desert road in Lancaster, California on January 13, 2010. Filming was interrupted for a time by a sudden sandstorm.

"Imma Be" was originally released as the first promotional single from The Black Eyed Peas' fifth studio album The E.N.D.. It was eventually chosen as the album's official fourth single in most countries. In the UK "Rock That Body" was chosen instead.

Imma be, imma be - imma imma imma be
Imma be, imma be - imma imma imma be
Imma be, imma be - imma imma imma be
Imma be be be be imma imma be
Imma be be be be imma imma be
Imma be be be be imma imma be

[Fergie]
Imma be on the next level
Imma be rockin over that bass treble
Imma be chillin with my mutha mutha crew
Imma be makin all them deals you wanna do (hah)
Imma be up in that maylist flicks
Doin 100 flips, and imma be
Sippin on drinks cause
Imma be shakin my hips
You gon be lickin your lips
Imma be takin them pics
Lookin all fly and shit
Imma be the flyest chick (so fly)
Imma be spreadin my wings
Imma be doin my thing (do it do it - okayy)

Imma imma swing it this way, (imma imma) imma imma swing it that way
This is Fergie-ferg, and imma (imma) be here to say
21 century until the end of the day

Imma be, imma be - imma imma imma be
Imma be, imma be - imma imma imma be

Rich baby quick quick imma imma imma be
The shit baby check me out be
Imma be, imma be
On top, never stop (be be)
Imma be, imma be - imma imma imma be
Imma be, fcukin her
Imma imma imma be - imma be be be imma imma be

[Will.I.Am]
Imma be the upgraded new negro
Imma be the average brother with soul
Imma be world wide international
Imma be in Reo rockin Tokyo
Imma be brilliant with my millions
Loanin out a billion, I get back a trillion
Imma be a brother, but my name ain’t Lemen
Imma be ya banker loading out semen
Honeys in debt, but we bouncin them checks but,
I don’t really mind when they bouncin them checks
Imma be, imma be imma be imma be Rich
Imma be, imma imma be imma imma be
Imma be sick with the flow
When the goal is to rock the whole globe
Imma be the future
Imma be the whole, reason why you wanna come to a show
You can see what I’m rockin
and I’m pickin out a golden

Imma be up in the club
Doin whatever I like
Imma be poppin that bubbly
Cool and livin that good life
Oh let’s make this last forever
partyin when you’re together

On and on and on-and-on-and
On and on and on and on and

Imma be rockin like this (What)
Yall niggas wanna talk shit (But)
Wantin you put it on the blog
Rockin like this my job
We can’t help that we popular
And all these folks want to flock to us
Come to a show and just rock with us
a Million plus with binoculars

Imma be, Imma be, Imma be, Imma be
Imma be livin that good life
Imma be livin that good good
Imma be, Imma be, Imma be, Imma be
Imma be livin that good life
Imma be livin that good good
Imma be, Imma be, Imma be, Imma be
Imma be livin that good life
Imma be livin that good good
Imma be, Imma be, Imma be, Imma be
Imma be livin that good life
Imma be livin that good good
Imma be…. Imma be
Imma be, Imma be, Imma be, Imma be

Imma be, rockin that Apl.de.ap infinate
BEP we definite
We on some next level shit
Futuristic musically
Mind will fold with energy
For the soul new-sonicly
Sending positivity
Crossed the globe, and seven seas
Taker of our family
Rockin show spectin cheese
Imma be out with my peas
Livin life, feelin free
That’s how it’s supposed to be
Come join my festivities
Celebrate like Imma be

Imma be, Imma be, Imma be, Imma be
Imma be, Imma be, Imma be, Imma be
Imma be, Imma be, Imma be, Imma be
Boom Boom Pow
Gotta get that
Gotta get that
Gotta get that
Gotta get that that that, that that

Boom boom boom Pow http://www.sing365.com/music/lyric.nsf/Boom-Boom-Pow-Radio-Version-lyrics-Black-Eyed-Peas/6A3FECABC7F49FB14825760000098F65

(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom (That)
Boom boom boom (That)
Boom boom boom
Boom boom boom.

[Will I Am:]
Yo
I got that hit that beat the block
You can get that bass overload
I got that rock and roll
That future flow
That digital spit
Next level visual
I got that
Boom boom boom
How the beat bang
Boom boom boom.

[Fergie:]
I like that boom boom pow
Them chicken's jackin' my style
They try to copy my swagger
I'm on that next s--- now
I'm so 3008
You so 2000 and late
I got that boom boom boom
That future boom boom boom
Let me get it now.

Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom (That)
Boom boom boom (That)
Boom boom boom
Boom boom boom.

[Taboo:]
I'm on that supersonic boom
Ya'll hear that spaceship zoom
When when I step inside the room them girls go ate-ate, uh
Y'all suck on super 8-e-8
Y'all low-fi stumper a bi...
I'm on that HD flat
This beat go boom boom pow.

[APL:]
I'm a beast when you turn me on
Into the future cybertron
Harder, faster, better, stronger
Textin' ladies extra longer, cause
We got the beat that bounce
We got the beat that pow
We got the beat that 808
That the boom boom in your town.

[Fergie:]
People in the place
If you wanna get down
Put your hands in the air
Will I Am drop the beat now.

[Will I Am:]
Yep yep.

I be rockin the beats (Yep, yep)
I be rockin the beats (Yep yep yep, yep)

Uh-uh

Here we go, here we go
--------- radio
Ya'll gettin' hit with the boom boom
Beat's so big I'm steppin' on leprechauns
Ya'll gettin' hit with the boom boom
Yep gettin' hit with the boom boom
Ya'll gettin' hit with the...

This beat be bumpin' bumpin'
This beat go boom boom.

Let the beat rock.
L-L-L-L-Let the beat r-r-rock.
Let the beat rock.

This beat be bumpin' bumpin'
This beat go boom boom.

[Fergie:]
I like that boom boom pow
Them chickens jackin' my style
They try copy my swagger
I'm on that next s--- now
I'm so 3008
You so 2000 and late
I got that boom boom boom
That future boom boom boom
Let me get it now.

Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom
(Gotta get that) Boom boom boom (That)
Boom boom boom (That)
Boom boom boom
Boom boom boom.

Let the beat rock (Let the beat rock)
Let the beat r-r-rock (Let the beat...)
Let the beat rock... (Let the beat rock. Rock. Rock. Rock)
Rock The Body

Fergie told MTV News that when the group went into the studio to record The E.N.D., she warned the others not to go too overboard with the Auto-Tune. She said: "I remember coming into the studio one day and was like, 'We're on this electro tip. It's crazy. Just please don't put Auto-Tune on every song I sing so that you can't recognize that it's me, or us." Fergie added that Will.I.Am heeded her plea and used the processor like "sprinkles." She explained: "He really did it tastefully. It's like at the end of a sentence, and when you see us live, it's a different thing."
I wanna rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock right now - now - now - rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock...right...now

I wanna da...I wanna dance in the lights
I wanna ro...I wanna rock your body
I wanna go...I wanna go for a ride
Hop in the music and rock your body right

Rock that body, come on come on, rock that body (Rock your body)
Rock that body, come on come on, rock that body
Rock that body, come on come on, rock that body (Rock your body)
Rock that body, come on come on, rock that body

Let me see your body rock
Shaking it from the bottom to top
Freak to what the DJ drop
We be the ones to make it hot (to make it hot)
Electric shock, energy like a billion watts
Space be boomin', the speakers pop
Galactic combin' missed a spot
We bumpin' in your parkin' lot.

When you're comin' up in the spot
Don't bring nothin' we call pink dot
'Cause we burnin' around the clock
Hit the lights and then turn them off
If you bring that don't make you stop
Like the jungle we run the block
No one rollin' the way we rock - way we rock.

I wanna - I wanna rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock...right...now

I wanna da...I wanna dance in the lights
I wanna ro...I wanna rock your body
I wanna go...I wanna go for a ride
Hop in the music and rock your body right.

Rock that body, come on come on, rock that body (Rock that body)
Rock that body, come on come on, rock that body
Rock that body, come on come on, rock that body (Rock your body)
Rock that body, come on come on, rock that body.

Superfly ladies,
Alla my superfly ladies
Alla my superfly ladies
Alla my super - superfly ladies.

Yeah, you could be big bone, long as you feel like your own
You could be the model type, skinny with no appetite
Short, stacked, black or white
Long as you do what you like
Body outta sight
Body outta sight (Body body outta sight)

She does the Two-Step,
And the Tongue Drop,
She does the Cabbage Patch
And the Bus Stop.

She like electro (electro), she wrote hip-hop (hip-hop)
She like the reggae,
She feel punk rock
She wear samba and the mambo
She like to break dance and calypso
Getta little crazy,
Getta little stupid
Getta little crazy-crazy-crazy.

I wanna da...I wanna dance in the lights (I wanna dance in your light)
I wanna ro...I wanna rock your body (Rock your body)
I wanna go...I wanna go for a ride (You wanna go for a ride?)
Hop in the music and rock your body right

Rock your body right
Rock your body right

Come on, yeah!

Rock that body, come on come on, rock that body (Come on, yeah!)
Rock that body, come on come on, rock that body (Rock - rock - rock - rock - rock - rock - rock!)

Go-o-o-o-o-o-oh!
Let's go-o-o-o-o-o-oh!
Let's go-o-o-o-o-o-oh!
Let's go-o-o-o-o-o-oh!

I wanna - I wanna rock right now
I wanna - I wanna rock
I wanna - I wanna rock
Let's go-o-o-o-o-o-oh!
I wanna - I wanna rock
I wanna - I wanna rock
Let's go-o-o-o-o-o-oh!
Let's go-o-o-o-o-o-oh!

I wanna - I wanna rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock right now - now - now - rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock right now
I wanna - I wanna rock...right...now.

Dum Diddly
[Intro]
Whooooo.Whooooo…
Whooooo…Whooooo…
Whooooo…Whooooo…
Whooooo…Whooooo…
Whooooo…Whooooo…
Na.na.na.na.ni…Whooooo…
Na.na.na.na.nay…Whooooo…
Na.na.na.na.ni…Whooooo…
Na.na.nay.nay…Whooooo…
Na.na.na.na.ni…Whooooo…
Na.na.na.na.nay…Whooooo…
Na.na.na.na.ni…Whooooo…
Na.na.nay.nay…Whooooo…

[Chorus]
You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Give them the music, make them jump and prance so
Diddley Dum Dum Diddley Dum Dum Diddley Dum Dum Diddley Diddley

You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Hustle hustle, jump and prance
Diddley Dum Dum Diddley Dum Dum Diddley Dum Dum Diddley Diddley
[Verse 1]
Bring on the rhythm; bring on the drums
The RIM SHOT sound like someone gun
(Brap!)(Brap!)
There go your ear drum
So raise the volume ‘to the maximum’
Bass booming bout to make your body feel numb
Pulsation probably penetrate your skeleton
This little diddley definitely demonstrates some
Dum diddy dum – so dance to the drums

[Bridge]
Don’t hurt yourself, take it easy
There’s no better time than right now
So let yourself go, Oo-eh-oo
Watch yourself now, here comes the sound

Don’t hurt yourself, take it easy
There’s no better time than right now
So Let yourself go, Oo-eh-oo
Watch yourself now, here comes the sound

[Chorus]
You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Give them the music, make them jump and prance
Diddley Dum Dum Diddley Dum Dum Diddley Dum Dum Diddley Diddley

You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Hustle, hustle, jump and prance
Diddley Dum Dum Diddley Dum Dum Didley Dum Dum Didley Didley

[Verse 2]
Freeze: music please
Apparently were the true MC’s
B-Boys no decoys you know the sting
B.E.Peas ‘till infinity’
Muy efficiently are so fresh you see
So tell me if you see a crew that officially
Hit the whole globe, simultaneously
Hit after hit, check out my melody

[Bridge]
Don’t hurt yourself, take it easy
There’s no better time than right now
So let yourself go, Oo-eh-oo
Watch yourself now, here comes the sound

Don’t hurt yourself, take it easy
There’s no better time than right now
So let yourself go, Oo-eh-oo
Watch yourself now, here comes the sound

[Chorus]
You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Give them the music, make them jump and prance
Diddley Dum dum Diddley Dum dum Diddley Dum dum Diddley Diddley

You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Hustle, hustle, jump and prance
Diddley Dum dum Diddley Dum dum Diddley Dum dum Diddley Diddley

[Outro part 1]
Bum dum bum diddly diddly
“Dum dum diddly diddly”
Bang bang bang diddly diddly
“Dum bum diddly diddly”
Bum Bum Dum Dim hing ding
Dum diddly diddly
Bong bong bum diddly diddly
Dong dong diddly diddly
“come on diddly diddly”
Come on baby diddly diddly
“Come on diddly diddly”
Come on Ding ding ding ding diddly diddly
“come on diddly come on diddly come on diddly come on diddly”
Oo-oo-oo-Bing-They be back Ayo!

[Verse 3]
Sim sim sim, blum blum blum
The Black Eyed Peas begun with action
Repeating rhy-rhythm in satisfaction
No need for asking, that’s what’s happening
The blip blip blip, the blau blau blau
If you didn’t know me then then you’ll never know me now
It's the Apl.de.ap from the Filipino isle
If you need to know my style then let me show you how

[Bridge]
Don’t hurt yourself, take it easy
There’s no better time than right now
So let yourself go, Oo-AH-oo
Watch yourself now, here comes the sound

Don’t hurt yourself, take it easy
There’s no better time than right now
So let yourself, Oo-eh-oo
Watch yourself now, here comes the sound

[Chorus]
You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Give them the music, make them jump and prance
My Diddley Dum My Diddley Dum My Diddley Dum My Diddley Diddley

You know the music make me jump and prance
The B.E.Peas will keep you rockin' on de dance
Hustle, hustle, jump and prance
Dum Diddley Dum dum Diddley Dum dum Diddley Dum dum Diddley Diddley

[Outro part 2]
Na.na.na.na.ni…
Na.na.na.na.nay…
Na.na.na.na.ni…
Na.na.nay.nay… …
Na.na.na.na.ni…
Na.na.na.na.nay
Na.na.na.na.ni…
Na.na.nay.nay…
Na.na.na.na.ni…
Na.na.na.na.nay…
Na.na.na.na.ni…
Na.na.nay.nay… …
Na.na.na.na.ni…
Na.na.na.na.nay
Na.na.na.na.ni…
Na.na.nay.nay!..................…
No, no, no, nooo
Don't phunk with my heart
Yeah
No, no, no, nooo
Don't phunk with my heart

[Chorus]
I wonder if I take you home,
Would you still be in love baby?
In love baby?
I wonder if I take you home,
Would you still be in love baby?
In love baby?

Girl you know you got me, got me(yeah)
With your pistol shot me, shot me (gun shot)
And I'm here helplessly
In love and nothing can stop me
It can't stop me once I started
Can't return me once you bought it
I'm coming baby don't doubt it
(Don't make me wait)
So let's be about it

[Hook]
No, no, no, nooo
Don't phunk with my heart

Baby have some trustin, trustin
When I come with lustin, lustin
Cause I bring you that comfort
I ain't only here cause I want yer
body, I want you're mind too
Interestin' is what I find you
And I'm interested in the long haul
Come on girl yee-haw!
(galloping horse fx)
Come on

[Chorus]
I wonder if I take you home,
Would you still be in love baby?
In love baby?
I wonder if I take you home,
Would you still be in love baby?
In love baby?

[Hook]
No, no, no, nooo
Don't phunk with my heart

Girl you had me once you kissed me (kiss)
My love for you is not iffy
I always want you wit me
I´ll play Bobby and you play Whitney
(And I-Im) If you smoke I smoke too
That's how much I'm in love witch u
Crazy is what crazy do
Crazy in love I'm a crazy fool

[Hook]
No, no, no, nooo
Don't phunk with my heart

Why you so insecure
When you got passion and love here
You always claim that I'm a cheata
Think I'll up and go leave ya
For another senorita
You forgot that I need ya
You must have caught amnesia
That's why you don't believe huh
Well'- Yeah - Check it out

[Repeat 2x]
Don't ya worry about a thing "baby"
Cause ya know ya got me by a string "baby"

[Taboo:]
Baby girl ya make me feel…
You know you make me feel so real…
I love you more than sex appeal…
Cause ya

[repeat 6x]
*That-that-that-that-that-that-that girl

[Hook] *play 2x
No, no, no, nooo (That-that-that-that-that-that-that-girl)
Don't phunk with my heart(That-that-that-that-that-that-that-girl)
No, no, no, nooo
Don't phunk with my heart

[Chorus - repeat 2x]
I wonder if I take you home,
Would you still be in love baby?
In love baby?
I wonder if I take you home,
Would you still be in love baby?
In love baby?

[repeat 2x]
Don't ya worry about a thing "baby"
Cause you know you got me by a string "baby"

(music ends)
The Way - Fastball-
F#m
They made up their minds
Bm
And they started packing
C#7 F#m
They left before the sun came up that day
F#7 Bm
An exit to eternal summer slacking
F#m C#7
But where were they going without ever
F#m
Knowing the way?
Verse 2: F#m
They drank up the wine
Bm
And they got to talking
C#7 F#m
They now had more important things to say
F#7 Bm
When the car broke down they started walking
F#m C#7
Where were they going without even
F#m E nowing the way?
Chorus: A
Anyone can see the road that they walk onEIs paved th goldF#m t's always summer C#7 hey'll never get cold D
They'll never get hungry
A E
They'll never get old and grey
A E
You can see their shadows wandering off somewhere

FYE- Black Eyed Peas Lyrics- Imma Be - etc

Thursday, February 18, 2010

Amazing Links for Math and Science from Prof Daniel Stein EDSE 603

~~~~~~( SPRING 2010 ) TCHNG MATH/SCI/TECH GEN&SPCL ED 1-6 [ EDSE 603 OP ] 01/11/2010 - 04/26/2010 (EDSE-603--OP-SP-10-GSEP) > EXTERNAL LINKS

External Links

Mathematics Video Links

Mathematics content can be seen with the links below.We will review the content and how these very videos may be used in your students.When you select each mathematics video below, enter the following information User Name: emagin and Password: emagin Introducing the Standard Deviants!Series Introduction Part One: What is Algebra?Section A: A Little History Section B: Function Terminology Part Two: Functions Section A: Domain and Range

External Links

View our Class External Links to articles, and external websites Visit our class website touroweb.webhop.orgVisit additional links from Prof. Steins

Links - Additional
Every Day Math - A Review - NYC Grades K-6
Everyday Math, as used in Chicago, for parents and Teachers
Links to Professional Journals and Organizations
NCTM (National Council of Teachers in Mathematics)
NCTM Illuminations- Illuminating a New Vision for School Mathematics
NCSM (National Council of Supervisors in Mathematics)
Mathematically Sane - Promoting Rational Reform of School Mathematics (making the case for reform mathematics)
Eisenhower National Clearinghouse for Mathematics, Science, and Education (ENC)
National Science Foundation
Phi Delta Kappan The Professional Journal for Education
CESAME: Center for the Enhancement of Science and Mathematics Education
Forces for Change in Mathematics Education: The Case of TIMSS
America Counts - Improving Student Achievement in Mathematics from the Department of Education
National Commission on Mathematics and Science Teaching for the 21st Century
Funding Opportunities From the Department of Education
Weaving Gender Equity into Math Reform

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Math.com (help and ideas for parents, teachers, and students)
Great Minds in Math (in brief)
Sunrise and Sunset data for selected cities around the world

Monday, January 25, 2010

Lesson Plan= Action Factor, Inc. “Sing Your Way Through Phonics

Action Factor, Inc. “Sing Your Way Through Phonics

Action Factor, Inc. “Sing Your Way Through Phonics
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Ready to Read! Music Sample Rhyme in Time (Teacher’s Voice)
Listen to Rhyme in Time
Song: Rhyme in Time
Tune: “Worried Man Blues”
Concept: Rhyming words
Objective: Students will learn to recognize rhyming words by their sound as they occur in sentences, poetry, and songs.
http://www.actionfactor.com/pages/lesson-plans/lesson-plans.html

*Practice this song plus nursery rhymes and other simple poems, omitting the rhyming words for students to supply. (Ex. Hickory Dickory ____; the mouse ran up the _____.)

For more details check out the “Rhyme in Time” phonics lesson plan.

When I hear words that rhyme
I always tap in time.
And if you agree, just tap along with me.
So listen for the rhyming
And be quick about your timing,
Singing trumpety-ah, tra-la la loo.
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“Tongue Tangle” (Teacher’s Voice)
Song: Tongue Tangle
Tune: “Potatoes”
Concept: Alliteration (words that start with the same sound)
Objective: Students will recognize alliterative words by their sound as they occur in sentences, poetry, and songs.

*Have a scavenger hunt to look for objects or pictures around the room that begin with a designated letter. Example: h=house, head.

Tongue Tangle

§ Cathy Casey cracked a couple of cups of creamy coffee.
§ Terry Topper tipped a ton of tangled twisted toffee.
§ Words that start the same are fun to sing and say them quick,
§ So, better get your tongue in shape
§ Or it will surely stick!
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Volume 1 Music Sample Spelling Families (Teacher’s Voice)
Listen to Spelling Families audio sample in either Real Audio or MP3 format.
Teaching Suggestions Booklet Sample

Song: Spelling Families
Tune: “Billy Boy”
Concept: Short Vowel Spelling Patterns
Objective: Students will learn to recognize short vowel spelling patterns and families of rhyming words.

After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other short vowel word families. Examples: cap/map/nap, hen/pen/ten, fit/pit/sit, dog/fog/log, gum/hum/sum.
*Use the instrumental version of the song to practice spelling patterns for r-controlled vowels.

Examples: bar/far/jar, car/tar/star.

For more details check out the “Spelling Families” phonics lesson plan.
Volume 1
Mini-Chart Sample

Lyrics Sample Spelling Families Verse 1

§ C-a-t That spells cat.
§ B-a-t That spells bat.
§ R-a-t That spells rat.
§ They go together.
§ For the spelling families
§ Help me spell my words with ease.
§ Change the first part
§ But keep the ending letters.
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Volume 1 Music Sample What’s That Sound? (Teacher’s Voice)
Song: What’s That Sound?
Tune: “Jingle Bells”
Concept: Letter/Sound Correspondence (consonants)
Objective: Students will practice vocalizing the sounds associated with the consonant letters.

*After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to change the order in which consonants are presented. Examples: Verse 1—z, h, j. Verse 2—p, b, g. Verse 3—n, d, r. Verse 4—y, q, v. Verse 5—m, f, l. Verse 6—w, t, s.

*Sing the song as a partner song with one group singing the questions and the other singing the answers.

Mini-Chart Sample
Lyrics Sample What’s That Sound?
Verse 1

/b-b-b/ What’s that sound?
That’s the letter b.
/d-d-d/ What’s that sound?
That’s the letter d.
/f-f-f/ What’s that sound?
That’s the letter f.
Oh, what fun it is to sing
Our letter sounds this way!
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Volume 2 Music Sample Contraction Action (Teacher’s Voice)
Teaching Suggestions Booklet Sample

Song: Contraction Action
Tune: “When Johnny Comes Marching Home”
Concept: Contraction Formation
Objective: Students will learn and apply the rules for forming contractions.

*After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other contractions.

Examples: I am/I’m, you are/you’re, he is/he’s, we are/we’re, they are/they’re, it is/it’s.

*Play a Bingo game in which the caller states two words and the players cover up the squares with the contractions for those two words.

*Sing the song as a partner song with one group singing the questions and the other singing the answers.

“Contraction Action” Volume 2
Contraction Action Verse 1 & Refrain

When did not becomes a single word,
It’s didn’t, it’s didn’t.
When do not becomes a single word,
It’s don’t, it’s don’t.
Just put’em together and leave out the o.
That is where the apostrophe goes
And contraction action
Ever goes marching on
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Volume 2 Music Sample The Right Diphthong (Teacher’s Voice)
Song: The Right Diphthong
Tune: “If You’re Happy and You Know It”
Concept: Diphthong Spelling Patterns
Objective: Students will learn the spelling patterns and sounds associated with the diphthongs ou, ow, oi, and oy.

*After the basic song has been learned, use the instrumental version of the song and the Mini-Chart templates to substitute other examples of each diphthong. Examples: ou—cloud, couch, pound, sound. ow—bow, brow, clown, drown. oi—broil, coil, soil, foil. oy—Lloyd, soy, boys, toys.

*Sing the song as a partner song with one group singing the questions and the other speaking the answers.

For more details check out the “The Right Diphthong” phonics lesson plan.
Volume 2
Mini-Chart Sample

Lyrics Sample The Right Diphthong
Verse 1

Can you help me spell out?
What are the vowels? o-u
Can you help me spell shout?
What are the vowels? o-u
Know the right diphthong
And you won’t spell it wrong.
What letters will you choose
For the vowels? o-u
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Volume 3 Music Sample

There Is No K In Christmas
http://www.actionfactor.com/pages/lesson-plans/v3.03-irregular-spellings-ch-words.html
Tune: “Comin’ Round the Mountain”
Concept: Letter/Sound Correspondence (c-h =/k/)
Objective: Students will learn to recognize and spell words in which the letter combination c-h is pronounced /k/.

*Discuss how the /k/ sound can be spelled in ways other than ch.. Examples: c in car and Atlantic, ck in quack, k in kitten and ark.

*After teaching spelling patterns in the basic song, use the instrumental version of the song and the Mini-Chart templates to substitute other words where ch is pronounced like /k/. Select words where ch is located at the beginnings, middle, and ends of words. Examples: Initial position—chaos, character, chlorine, chasm, Christy, cholesterol. Medial position—architect, mechanic, mocha, schedule, scholar, Michael. Final position—Bach, bellyache, earache, headache, heartache, Heimlich.

For more details check out “There Is No K in Christmas” phonics lesson plan.
Volume 3
There Is No K in Christmas
Verse 1

Do you hear a k in Christmas?
Yes, I do!
Do you hear a k in
School and chorus too?
But there is no k in Christmas
Or in school or in chorus,
‘Cause we use c-h to spell them—
Thought you knew.
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Volume 3 Music Sample Belongings (Teacher’s Voice)
Song: Belongings
Tune: “Down By the Riverside”
Concept: Spelling Rules—Singular and plural possessives
Objective: Students will learn the spelling rules for singular and plural possessive nouns.

*Use the instrumental version of the song and the Mini-Chart templates to replace the belongings in the song. Examples: Replace jackets with backpacks. Replace hats with bags. Replace room with book. Replace dessert with a cake. Replace house with farm. Replace fancy car with video game.

*Use the instrumental version of the song and the Mini-Chart templates to replace the owners as well as the possessions. Examples: If the spots all belong to dogs...If the squeals all belong to pigs...If the food is shared by monkeys...If a class is shared by students...If the players all own the bat.

For more details check out the “Belongings” phonics lesson plan.
Volume 3
Mini-Chart Sample

Lyrics Sample Belongings
Verse 1

If the jackets belong to boys,
That’s s-apostrophe.
That’s what we want to see,
That s-apostrophe.
If the jackets just belong to one,
Apostrophe-s is how it’s done.
That’s how it’s always done.
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Select the type of audio sample that works best for you!
Real Audio Format
Real Audio is a program that allows you to play streaming audio files directly over the Internet in near real time. If you have the RealOne player installed on your computer, just click on the Real Audio link and it will start playing in a few seconds. The basic RealOne player is available free from the real.com website. A simpler alternative player is Media Player Classic, which is available free from SourceForge.net.
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Building readers and writers through music in over 170 School Districts nationwide and overseas!

Copyright © 2002 Action Factor, Inc.

Home > Lesson Plan List > “ch-k” Words Lesson Plan

Irregular Spelling Words Lesson Plan

There Is No K In Christmas
Objectives:
Students will learn to recognize and spell sets of words in which the letters c-h are pronounced like the letter k.
Students will become familiar with spelling patterns in which the letters c-h are pronounced like the letter k.
About the Concept:
The sound /k/ is usually spelled with the letter c (as in cat), k (as in kitten), or c-k (as in duck). But the sound /k/ can also be spelled with the letters c-h. Although students may be familiar with the sound that the letters c-h represent in words like chop, teacher, and peach, they may not be accustomed to using the letters c-h to represent the beginning, middle, and ending sounds in words like Christmas, echo, and stomach. The song, There Is No K In Christmas familiarizes students with many words and spelling patterns where the sound of /k/ is represented by the letters c-h. Since many words with this spelling pattern are scientific or technical in nature, the song also serves to expand reading and writing vocabulary. When teaching spelling patterns like the variant c-h, it is helpful and motivation to use students’s names as examples (e.g., Zachary, Michael, Christy...)

Materials:
Sing Your Way Through Phonics Volume 3 CD, Tracks 5 and 6 (Listen to Real Audio or MP3 sample)
Sing Your Way Through Phonics Volume 3 Mini-Charts (pp. 25-34)
Optional: Index cards
Note: If you do not have the CD or Mini-Charts, you can still teach this singular and plural possessive lesson plan using the folk tune listed on the There Is No K In Christmas song lyrics page. You can create your own mini-charts using the words in bold print letters in each verse of the Song Lyrics.

Find out more about Sing Your Way Through Phonics products.

Procedure:

Say, “Today, we are going to practice reading and spelling words in which the sound of /k/ is spelled with the letters c-h.”
Listen to CD Track 5 (There Is No K In Christmas), pointing to the words on the Mini-Charts as they occur in the song.
Ask, “Why do singers in the song say, ’Yes, I do!’ when they are asked if they hear a k in Christmas?” (because Christmas sounds like it starts with k) “Is there a letter k in the word Christmas?” (no)
Together, read the words on Mini-Charts pp.26-27. Ask, “What letters are used to make the sound of /k/ in each of these words?”
Read the words on Mini-Charts pp.28-33 and use a dictionary or encyclopedia to look up the meanings of any unfamiliar words. Reinforce word meanings by asking, “Which words are names of people, places, or holidays and need to be capitalized?” (Christmas, Archimedes, Anchorage, Zachary) “Which words are related to the human body?” (stomach, ache, bronchitis, bronchial)
Ask, “Which words have c-h at the beginning (Christmas, chorus, chemical, choir, chrome, chronicle), in the middle (Anchorage, scheme, orchid, bronchial, archeology, Archimedes, bronchitis), at the end (stomach, monarch)?”
Play CD Track 5 again and ask the students to join in the singing. Allow some students to point to the Mini-Charts words as they are sung.
Arrange letter tiles or plastic letters to form the words on each Mini-Charts page. Scramble the letters and re-form the words. See if students can do this without looking at the Mini-Charts. Check results and make corrections, if needed.
Sing along with CD Track 5 again (There Is No K in Christmas) and allow students to point to the target sets of words on the Mini-Charts while singing.

Follow-up:
Practice singing There is No K in Christmas daily for a week. Then try singing the song without hearing the words, using the instrumental track (Track 6). Allow different students to point to the Mini-Charts words while singing.
Help students create other sets of rhyming words for the song. Make 6 copies of Mini-Chart template p.117 and allow students write in the new sets of words. Examples: Initial position—chaos, character, chlorine, chasm, Christy, cholesterol. Medial position—architect, mechanic, mocha, schedule, scholar, Michael. Final position—Bach, bellyache, earache, headache, heartache, Heimlich. Place these pages back-to-back in page protectors in a 3-ring binder. Then sing the song with the instrumental version (Track 6).

Extensions:
Place Concentration with words from the song. Print Mini-Chart words on one set of index cards and their definitions on another set of cards. Make at least 6 sets of word/definition cards. Mix up the cards and lay them face down. Players turn sets of cards face up, reading the contents aloud. If a word/definition match is made, the player keeps the cards and takes another turn. If a match is not found, the cards are replaced face down and the next player takes a turn. At the end of the game, the player with the most cards wins.
Search dictionary appendixes, books of baby names, and/or telephone books for first or last names in which the letters c-h sound like the letter k. Print results on a word wall.
Hang circle cut-outs on a miniature Christmas tree. On each cut-out, print a word in which the letters c-h sound like the letter k.

Evaluation:
Students read all the words on Mini-Charts pp.26-33 without assistance, or
Students pass a spelling test on selected words from Mini-Charts pp.26-33

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Order our cost-saving Sing Your Way Through Phonics Volume 3 Combo online ($33.95) containing the CD, Mini-Charts, Song Lyrics, and Teaching Suggestions – everything you need for this lesson! Or, print out an order form to mail/FAX to us.

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Building readers and writers through music in over 170 School Districts nationwide and overseas!

Copyright © 2002 Action Factor, Inc.

Contractions Lesson Plan

Contraction Action
Objectives:
Students will learn to read and spell common contractions formed from a verb paired with the word not.
(Ex. do + not = don’t)
Students will learn to read and spell common contractions formed from a pronoun paired with a verb.
(Ex. I + am = I’m)
About the Concept:
Contractions are formed by combining two words and replacing one or more of the medial letters with an apostrophe. Once students have mastered the basic words in the song, they can think of other examples of diphthong words and practice them with the instrumental version of the song. Many contractions are formed when the word not follows a verb of being like is, are, was, or were. The basic song provides practice in forming these types of contractions by combining the two words and replacing the letter o with an apostrophe. Using instrumental version of the song with Mini-Chart templates of self-made flashcards, students can practice forming other types of contractions such as she’ll, we’d, or I’m. Step 7 of the lesson plan Follow-Up below provides alternate words for use with these other types of contractions.

Materials:
Sing Your Way Through Phonics Volume 2 CD, Tracks 17 and 18 (Listen to Real Audio or MP3 sample)
Sing Your Way Through Phonics Volume 2 Mini-Charts (pp. 73-84)
Index cards with the following words: did, do, is, are, could, would, will, not (10 copies), wo (word fragment), can
Optional:
Index cards he, she, we, they, you, I, have
Create apostrophe sticky notes in varying widths sufficient to cover 1, 2, 3, and 4 letters.
With black marker, draw an apostrophe in the center of each sticky note.
Make 10 copies of each size.
Note: If you do not have the CD or Mini-Charts, you can still teach this singular and plural possessive lesson plan using the folk tune listed on the Contraction Action song lyrics page. You can create your own mini-charts using the words in bold print letters in each verse of the Song Lyrics.

Find out more about Sing Your Way Through Phonics products.

Procedure: Say, “Does anyone know what the word contract means?” (to shorten or make smaller) Today, we will be looking at what happens when we combine two words and contract them into one smaller word. We call these shortened words contractions because the one combined word uses fewer letters than the two separate words.”
Point to the Mini-Charts on pages 74-75. As a group, read the two separate words at the top of the page and then read the contraction at the bottom of the page. Ask, “What did we leave out when the two words were pushed together?” (the letter o) Ask, “And what did we add in place of the letter o?” (an apostrophe)
Place the cards with the words did and not on the chalk ledge. Place the narrowest apostrophe sticky note on the chalkboard nearby.
Ask, “Who can combine these two words into the word didn’t?” (A student pushes the two words together and covers the letter o with the apostrophe sticky note.)
Repeat Steps 3 and 4 with the words do and not, forming the contraction don’t.
Listen to Contraction Action on CD Track 17, pointing to the target words on Mini-Charts pp. 74-84. Ask the students to join in on the part of the song that repeats the contraction spelling rules. (“Just put ’em together and leave out the o. That is where the apostrophe goes, and contraction action ever goes marching on.”)
Ask, “What two words did not follow the contraction rule?” (will and not) Say, “Before we can put these two words together, what did we have to change?” (will to wo)
Place the cards with will and not on the chalk ledge. A small distance away, place the fragment wo on the chalk ledge. Place all four sizes of sticky notes on the chalkboard.
Ask, “Who can show the way the song tells us to form the word won’t?” (Push cards with will and not together, replace will with wo, and place the apostrophe sticky note over the o.)
Go over the words to the exception in the song. (The one exception to this rule is won’t. Unlike the others, change will to wo. It rhymes with don’t.)
Sing the song with CD Track 17 again and allow students to point to the target words on the Mini-Charts. One student can stand to the left of the charts and another can stand on the right. The person on the right also turns the pages when needed.
Repeat Steps 3 and 4 with the words is + not, are + not, could + not, would + not, does + not, was + not, have + not, and had + not.

Explain that there is another common contraction that we can from from the words can and not. Say, “What is the single word for can and not? Instead of saying I can not go, we can say I _____ go.” (can’t)
Say, “Who can form the contraction from these two words?” (Push can and not together. Replace the letters n and o with apostrophe. Use the 2-letter wide sticky note.)
Say, “What was different this time?” (We left out the letter n as well as the letter o and replaced them both with an apostrophe.)

Follow-up:

Practice singing Contraction Action daily for a few days. Allow some of the students to be the leaders, pointing to the Mini-Chart words.
Introduce other contraction words. (See Optional Materials above.) Using the word cards and apostrophe sticky notes, form the contractions he’s (he + is) and she’s (she + is). Discuss the fact that this time, the letter i is left out and replaced with an apostrophe.
Now form the words we’re (we + are), you’re (you + are), and they’re (they + are). Discuss the fact that this time, the letter a is left out and replaced with an apostrophe).
Using the word cards, form the words I’d (I + would), we’d (we + would), you’d (you + would), and they’d (they + would). Discuss the fact that this time, four letters are replaced with an apostrophe. Use the widest apostrophe sticky notes. Repeat with the words she’d and he’d.
Using the word cards, form the words I’ve (I + have), we’ve (we + have), you’ve (you + have), and they’ve (they + have). Discuss the fact that this time, two letters are replaced with an apostrophe. Use the second widest apostrophe sticky note.
Using the word cards, form the words I’ll (I + will), you’ll (you + will), we’ll (we + will), he’ll (he + will), she’ll (she + will), they’ll (they + will). Discuss the fact that this time, the letters w and i are replaced with an apostrophe.

Extensions:
Play a Bingo spelling game in which the caller states two words and the players remove the squares with the corresponding contraction. Print contractions on a 6 x 6 grid. Students cut apart the grid and place selected squares on a 5 x 5 grid. The first player with 5 empty squares in a row wins.
Read books with contractions: Polly Cameron’s I Can’t Said the Ant and Jack Prelutsky’s I’d Never Dine on Dinosaurs, I’m a Basic Boneless Chicken, I’d Never Eat a Beet, Ma, Don’t Throw That Shirt Out! and My Mother Says I’m Sickening (from The New Kid on the Block).
Duplicate the Mini-Chart templates on page 102 and write some of these other contraction examples. Using the instrumental version on CD Track 18, sing the song with the following words:
When ____ ____ becomes a single word, it’s ___, it’s ___.
When ____ ____ becomes a single word, it’s ___, it’s ___.
Save only the final letters, you see.
Replace the rest with apostrophe
And contraction action ever goes marching on

Evaluation:
Students read all the words on Mini-Charts pp. 74-84.
Students pass a spelling test on all Mini-Chart words and class-generated examples.
Students spell contraction words correctly in their journals and other writing assignments.

Pages

Saturday, April 24, 2010

Wednesday, April 21, 2010

Monday, April 19, 2010

Sunday, April 18, 2010

Friday, April 16, 2010

Thursday, April 15, 2010

Sunday, April 11, 2010

Saturday, April 10, 2010

Thursday, April 8, 2010

Tuesday, April 6, 2010

Wednesday, March 31, 2010

Monday, March 29, 2010

Wednesday, March 24, 2010

Tuesday, March 16, 2010

Monday, March 15, 2010

Sunday, March 7, 2010

Wednesday, March 3, 2010

Thursday, February 18, 2010

Monday, January 25, 2010

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