Workshop+Plans+and+Ideas

Evangelism

 * [[file:Evangelism 1.doc]] Session 1 - Basic small group concepts
 * [[file:Evangelism 2.doc]] Session 2 - Small group based on "The Race that was Rigged"
 * [[file:Evangelism 3.doc]] Session 3 - Small group based on the Family theme (Acts 2 - 42-47)
 * [[file:Evangelism 4.doc]] Session 4 - Have teachers develop their own plan for a small group lesson. (Maybe use it later that night.)

Language Arts Lesson Plans

 * [[file:Language Arts autobiography.doc]]
 * [[file:Language Arts Voc. and Sent. Builders.doc]]
 * [[file:Who Needs Textbooks.doc]]

Art Lesson Plans

 * [|Drawing K-2.doc] - based on the Race story - making drawings of the tortoise and the hare, older students will add texture.
 * [|Sketchbook Lesson Plan.doc] - this lesson explains how to make a simple sketchbook
 * [|Self-Portrait.doc] - Plan for making a self-portrait - this could be short or could be very long, I can adjust as needed.
 * [|Puppet Lesson.doc] - click for the a plan to make a simple paper puppet on a stick
 * [|Fraktur Design.doc] - Made by Pennsylvania Dutch settlers to record special events like marriage, birth, and baptisms

Blank Rubric

 * [|Blank Rubric English.doc]- click for the English version
 * [|Blank Rubric Port.doc]- click for the same thing in Portuguese


 * English Version [[file:The Race that was Rigged.pdf]]
 * Portuguese Version [[file:A raça que foi equipada .pdf]]

Simple Lesson in Instructions
Here is a short lesson that we may be able to incorporate into our plans.

**Sue 5/19**
Things I learned from Annamore: In Zimbabwe, the school day begins with an assembly where the students and teacher(s) are gathered in one place for singing, “inspection” for proper dress and well being, and prayer. From there, they would go to their classrooms. The composite/multi-level classes are divided into groups with student-leaders appointed within each group. These leaders make sure the other students are on task while the teacher is working with another group. The most difficult issue is not having work for the groups to be engaged in while the teacher is working with a particular group. She agrees that workshops in the morning and discussions in the afternoon is a good approach. The availability of translators will determine whether this will be done in small groups or one large group. She expressed that our openness to the Mozambican culture and our willingness to not impose “Western” expectations on them is an excellent beginning. As we create and implement these workshops, we need to keep an open mind and be flexible in every sense of the word.

It is our task to provide the teachers with ideas for creative, self-directed activities for the groups who are not being instructed by the teacher. These ideas should be for activities about 20 minutes in length.

As we think about these workshops, focus on providing the model for the teachers to do with their classes. We will have 22 in our class; they will have 50 or more with a wide range of ability levels. · The “stations” should be independent activities with self-checking built into the progression of the activity. When a student “masters” one level, they go to the next level activity. Each station should have brief, clear directions which can be explained orally to the entire group, but also written (or pictured for those who cannot read) at the station itself. · Each activity should have an objective or goal so the student can experience success when the goal is obtained. · These activities should be review and drill, not instructional. The teacher does the instruction then provides practice through the activities.
 * Form groups with the Mozambican teachers and help them determine their “roles” in the group. (Each group will need a leader, a recorder, etc.). //Discuss with the teachers how they form groups with their students and how they assign roles. Encourage the teachers to look for different abilities and gifts in their students so that some who are not normally leaders can take the lead.//

** Jeff 5/20**
The cooperative learning approach to which I was referring does involve the role selection in the teams (or "small groups"). To further enhance the learning in the whole classroom the groups should be "shaken" up every 4-8 weeks with new roles (if possible) being established within the groups. In addition to the new roles, the new relationships will perpetuate additional learning. An additional value of the cooperative learning team approach is an endless array of structures by mixing ages, abilities, learning styles, etc.

Carolyn 5/31 Sample for Using Storytelling as a medium for teaching content

NUTRITION MAIN POINT _ WEEK OF _ STORY __: The Race That Was Rigged __ GUEST SPEAKER

SEGUNDA- FIERA || Students make addition flash cards with hares and tortoises to be used all week || Guest tells/reads The story to each small group. Make cards with key words to read || Sometimes it is better to be fast, sometimes it is better to be slow and steady ---develop scenarios || Maybe develop beats that represent the “hoppy, fast” hare and the “slow, steady t. || Students make masks or puppets to represent the hare and the tortoise---to be used later in week || The hare was mean to tease. God says we must show love. Students tell of times they teased or were teased || TRACA- FIERA || Practice adding with the flash cards. Make subtraction cards || Re-tell story us-ing masks & puppets made yesterday to act it out. Practice writing key words || Facts about hares and facts about tortoises. Uses in the culture. || Use the beats from yesterday to act out fast or slow things--walking, jumping, dancing, etc. || Students make mosaics that look like tortoise shells || Tortoise showed forgiveness at end. Did the hare show love to the tortoise? How can we show love and forgiveness? || QUARTO- FIERA || Practice adding and subtracting
 * || MATH || LANGUAGE ARTS || SCIENCE || MUSIC || ARTS & CRAFTS || CHRISTIAN ED ||

Older students make multipli-cation cards || Make up a new “round-robin” story about a hare/tortoise. Practice writing key words || Signs of dehydra-tion. Importance of drinking water that is clean. Talk about collecting clean water || Songs of Praise

Hop like Hare

Lumbar like Tortoise || Students draw or paint the new story they make up. || Jesus shows us love all the time. Jesus never deceives us. Jesus never teases us. Jesus is love. || QUINTO- FIERA || Add hares to hares, tortoises to tortoises. What happens if you mix them? || Travel to the Arts & Crafts group to tell new story. Use props and key word cards. || Where are places that have safe water you can drink? Review signs of dehydra-tion. || Songs of Praise

Use beats for spelling || Listen to the other stories from the Lang. Arts group || Discuss the tortoise being deceitful---was it right??? God says we must be honest and not deceitful. || SIXTA- FIERA || Students can quiz each other on addition & subtraction || Quiz recognition and writing of key words used all week. || ??????????????? || Songs of Praise

Use beats to practice math facts || Pick your activity--paint, draw, etc. || Similar Bible Story: I Kings 18:19-39 prophets of Baal vs. prophets of God--No trickery needed ||

HEALTH & NUTRITION MAIN POINT__ Importance of drinking clean water, handwashing, staying hydrated when it it hot. __