Blackboard Questions
1. What kind of activity is this?
This kind of activity is a hands on creative activity that allows students to get out of their seats and think outside of the box. It forces students to be imaginative, while at the same time asking them to take information from what they have previously learned and should know.
2. How does it challenge you?
This activity was challenging because it forced us to be creative while at the same time taking information we’ve learned from class and from the readings. It was also difficult because it asked us to describe complex disabilities in five words.
3. What background knowledge are you using to complete this activity?
The obvious background knowledge we are using to complete this activity is information we have received through class and through the readings. This activity asked us to describe various disabilities, including IDD, GT, LD, and EBD, that we have learned so far this semester. This information came from chapters 4,5,6, and 9. Other background knowledge we used is the idea of a metaphor and using a creative way to present the described disabilities.
4. How much do you love this blackboard compared to the other Blackboard?
This blackboard is very nice compared to the “other” Blackboard. It is great because it is simply easy. I am in control and everything just works, where on the “other” Blackboard, I rarely feel like I’m in control and things rarely just work.
Podcast Questions
(podcast)
1. What kind of activity is this?
This activity is also hands on. It incorporates an alternative way of presenting a subject, which some students may prefer. It relates to the students as well. Children today are so technologically advanced (excluding me!) and this gives them a way to feel comfortable presenting to both their peers and to their teachers. Even for those students who have trouble with technology, podcasting allows them to learn discover a useful tool.
2. How does it challenge you?
Podcasting challenges me because although I am familiar with using it (video confessionals from Special Olympics) I still cringe when I see and hear myself on the screen. I find it very uncomfortable and embarrassing; however, I understand and I try to keep in mind that both learning and teaching are just that, stepping out of your comfort zone to create new ideas and projects that will be useful to yourself and to others.
3. What background knowledge are you using to complete this activity?
Unfortunately, I was absent the day that the class hiked the gorge. However, I have hiked the gorge before and know just how beautiful it is. Therefore, when developing the story I was familiar with the gorge and the falls and came in with knowledge of that. I also came in with knowledge of podcasting, although I still struggle with keeping a straight face while doing so. However, I have never posted a podcast to a blog, so I do not have any background knowledge in that area.
She Stoops to Conquer Questions
1. What kind of activity is this?
This activity allows students to relate to the play in a unique way. While still learning vocabulary and understanding both the play and the characters, students are able to think creatively. It offers students an alternative way of grasping the material and what the play is about.
2. How does it challenge you?
This activity was challenging for many reasons. Some of the vocabulary was unfamiliar to our group and trying to find a song that represents each character was also quite difficult. Although the tasks may have been challenging and time consuming, I really do believe that it will truly help the students in the end relate to the play.
3. Who is your “audience” and what do they like? What kinds of music, images, sounds?
Our audience is the group of high school students that are coming in to watch the play. In general, this age group of students enjoys the same things. The majority of them listen to pop/hip-hop/rap music. They watch popular shows on television like reality shows and when it comes to learning they like to be taught and they like to learn in creative ways. Most of them seem to hate lecturing, so to grasp these students attention, we and teachers everywhere should think out of the box and try something different.
Five Vocabulary Words for Each Chapter
Act I
1. Follies - pg.1 line 11
2. Discretion - pg. 2 line 30
3. Pewter - pg. 3 line 74
4. Superfluous - pg. 4 line 91
5. Squire - pg.9 line 6
Act II
1. Militia - pg. 15 line 20
2. Quarreling - pg. 16 line 52
3. Extravagant - pg. 17 line 70
4. Attentive - pg.16 line 39
5. Impudent - pg. 18 line 94
Act III
1. Brazen - pg. 38 line 38
2. Sullen - pg. 39 line 59
3. Pretence - pg. 42 line 146
4. Trumpery - pg. 43 line 165
5. Obstropalous - pg. 48 line 300
Act IV
1. Elopement - pg. 51 line 14
2. Rogue - pg. 52 line 43
3. Entreaty - pg. 54 line 89
4. Affront - pg. 57 line 181
5. Grumble - pg. 59 line 229
Act V
1. Peremptory - pg. 66 line 15
2. Rebuke - pg. 72 line 46
3. Thicket - pg. 74 line 80
4. Levity - pg. 81 line 111
5. Contrivances - pg. 82 line 141
Music for Each Character
Mr. Hardcastle – Daddy’s Little Girl – Frankie J
Mrs. Hardcastle – Rich Girl – Hall and Oats
Kate Hardcastle – Deceiving – Drake
Tony Lumpkin – Party Like a Rock Star – Shop Boyz
Constance Neville – Love Story – Taylor Swift
Marlow – Everybody’s Fool – Evanescence
Hastings – Travel the World – Superbus
Sir Charles Marlow/Stingo, the Landlord – Bartender Song – Rehab
Pimple the Maid/Serving Wench – Servent Song – Richard Gillard
Diggory/Dick Muggins, the tax collector – Tell a Country Boy – Rodney Atkins
Roger/Little Aminadab – The Plough Boy
Thomas/Jack Slang, the horse doctor – Take a Stand - Boyzone
