Katie

date 08/09/2008

what i am gonna be doing for my folio is about how the parents influenced the kids and how they made the kids feel.. i havent really thought about it much except for when i talked to mandy! 11/09/2008 i just did my intelligences test and this is what i git for it! Your top three intelligences:

Intelligence Score (5.0 is highest) Description

4.29 Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas: Go on "guided imagery" tours. Set aside time to reflect on new ideas and information. Encourage journal writing. Work on the computer. Practice breathing for relaxation. Use brainstorming methods before reading. Listen to and read "how to" tapes and books. Read cookbooks.

3.86 Musical: You like the rhythm and sound of language. You like poems, songs, and jingles. You enjoy humming or singing along with music. You probably remember things well when they are associated with music or rhythm. Try to incorporate sounds into your lessons, such as using a familiar tune, song, or rap beat to teach spelling rules, or to remember words in a series for a test. Here are some other ways to use your musical intelligence Create a poem with an emphasis on certain sounds for pronunciation. Clap out or walk out the sounds of syllables. Read together (choral reading) to work on fluency and intonation. Read a story with great emotion — sad, then happy, then angry. Talk about what changes — is it only tone? Work with words that sound like what they mean (onomatopoeia). For example: sizzle, cuckoo, smash. Read lyrics to music. Use music as background while reviewing and for helping to remember new material. Use rhymes to remember spelling rules, i.e., "I before E except after C."

3.57 Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk.

Date: 15/9/08 time 3:10pm “ WICKED” PERFORMANCE PLAN. With my group I want to do it so we look at the parents and how they made kids how they are. How Shakespeare came to have the idea of the play I would have loved to have worked by myself but I would have found it to hard to figure out every thing I would have wanted to do so instead I though I would work with Braiden and Crystal. Why I would have rathered working by myself is I wouldn’t be able to just sit back and fool around I would have had to be working really hard every lesson but lately I just haven’t been told to do any thing so I don’t know what to do. Personally I wouldn’t mind doing any of the performing styles but the one my group has picked is to do present a synopsis/shortened version of the story. I believe that when we do go to the other school and only one kid remembers some thing about the play I have done my job and I have tort one person some thing. 16/9 You have some really good ideas here Katie. Why not develop the scenarios yourself? You don't need to wait to be told what to do! Come up with some brief scenario outlines like we discussed the other day - characters and settings where students can improvise the parent/teenage relationships. Then we can test them out in class. **Eg Scenario 1 Parent/Teenage conflict Characters: 2 people.** A = a parent who does not like the friends their son/daughter is with. The parent wants to get their son/daughter to have 'better' friends and do different things. B= the son or daughter. They like being with their friends because they feel like they are accepted and belong in the group. The friends are allowed to party every weekend and have no restrictions. They are 15 years old. Action = B wants to go to a party with his/her friends on Saturday night. A does not want them to go. Act out the scene to see what happens?
 * 1) What do I want to achieve? List at 3 goals that will challenge and extend your knowledge and the skills from where you are now.
 * 1) What do I want to explore to create a performance? List possible investigation questions, and then select one of these questions to begin your planning.
 * How did the parents become who they are?
 * Why the parents of Juliet let her to be raised by the nurse and not her mother and father.
 * How come the parents of the two families’ hate each other?
 * Why was the play set in Italy and he come up with the names of all the character and just any thing about the back ground of the charters.
 * 1) Do I want to work individually or in a small group? Why? (if you want to work in pairs or more, who would you best work with that would help bring out your strengths and help you achieve your goals.)
 * 1) Do I want to work individually or in a small group? Why? (if you want to work in pairs or more, who would you best work with that would help bring out your strengths and help you achieve your goals.)
 * 1) What style of performance presentation do I want to do?

Or you could devise short scenes that get the participants to explore why Juliet clashed with her parents eg Scenario: Juliet's mother getting married at the age of 13, having baby Juliet and why she has a 'wet nurse'. Scenario: Juliet's father having his father explain the expectations of men and women when they get married to show how Juliet's father expects the same obedience from his daughter when he arranges a marriage for her with the noble Paris.

Pick just one question you want to explore, then let's plan some improvisation scenes to get the students to play with the ideas and what might happen. You might even perform in one yourself as one of the characters!

What do you think? - Mandy 14\10 i do like these idea but i wouldnt have enough time to figure out any thing to do. plus i like the ideas that my group has come up with but ione lof the things that i really wanted to work on was how the parents becamewho they are and why they hate there children so much! rachel loves katie