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I was looking over your list of songs and poems again this morning, and I am even more impressed with this project. I hope you are able to get it ready for posting on TpT soon and then sell a zillion! This is a wonderful way to look at history, especially the music. Historic events, even the tragic ones, seem to produce music as a sort of positive "side effect."
So many of the items on your list are under current copyright, but I think you will still have a superior product with the list itself. Why not work with the list only and include links to places where teachers can easily find the poems and song lyrics? Of course, you can use the titles in your product so that teachers will know which activities go with which poem/song. Please keep me up to date on this project.
Margaret
I've been checking out the copyrightencyclopedia site you sent last night--thank you.
When I created this unit, I shared booktalks with my middle school students for historical fiction that represented each of the wars. Thus--5 literature circles. Every group had the same questions to answer about "the war" they were reading about--(required some research skills-non-fiction reading) as well as short quizzes/reading log on their chosen novel. The final product was a Paideia seminar...which reminds me----can we use the words PAIDEIA SEMINAR without copyright issues?????????
Do you think it is a good product to just list the project idea with the essential question and calendar for implementing the planned project along with the questions that all 5 will answer and draw conclusions about their war, then the book titles, song titles, and poem titles OR should I also include book quizzes, Paideia set up instructions, Paideia rubrics OR just offer several final product possibilities one of which would be the Paideia seminar?
I apologize for taking so much of your time with all these questions. Once I get comfortable with this process hopefully I will be able to share many projects that I have put together. The hard part is knowing how teachers will respond...for example--The True Confessions of Charlotte Doyle--I love that book and so do most of the students that read it with me. Alongside that fiction, I developed a non-fiction component about pirates--especially female pirates and Pirates along the Chesapeake Bay. Originally, I had hoped to scan those materials so a teacher-buyer could download and have it readily available. Some of those materials came from books but most of the Chesapeake Bay research came from the vertical files in a research library--which makes it difficult to offer teacher-buyers---yet it is such RICH non-fiction material. Any suggestions will be greatly appreciated:)
Also, you probably know the novel TANGERINE---remember how "lightening" was a big issue in the book? Well I actually found a newspaper article talking about that from a FLA newspaper (remember the setting was in FLA)? I would love to include that newspaper article, but if I'm understanding correctly, I should only include the link --right?
How about YOUTUBE? I'm assuming it's ok to include as a link (and hope it remains active), but can you take a screen shot from youtube OR imbed Youtube in powerpoint without breaking a copyright?
Thank you, thank you, thank you!!!
With deepest appreciation,
Shelby
My first teaching teaching experience was at a juvenile detention center for adolescent and teen boys. Since then, I have taught upper elementary, middle school and high school English/Language Arts. Additionally, I have taught English as a Second Language to adults and school-aged girls in India. My volunteer work includes working with women in prison including their involvement in the One Book, One Community project. In another role, as teacher and student, I shared some integrated study ideas while learning environmental stewardship lessons from students and faculty in schools in Costa Rica. My good fortune has provided opportunities for me to teach in inner city, rural, and urban schools, and I have enjoyed immensely students and families from diverse backgrounds. They have inspired me with their rich and engaging lessons!
I am a huge John Dewey believer! I believe in constructivism--—where students build their knowledge from experiences and preferably cross-curricular, inter-disciplinary experiences that are inquiry-based investigations where relationships and their relevance are discovered –where rigor and reflection drive that exploration and discovery. My teaching style favors curriculum design that promotes systems thinking where students recognize patterns, understand relationships, and make connections. Individual and collaborative learning opportunities are provided and recognition of multiple intelligences is celebrated. Opportunities for service learning are promoted to foster civic responsibility. I favor a democratic classroom setting that honors students’ voices and addresses their interests and concerns---Let the research and learning begin! “When we try to pick out anything by itself, we find it hitched to everything else in the universe.” John Muir
R. Bowen Hardesty Award for Innovation in Education; Pi Lambda Theta Honor Society; Wrote & awarded $10,000 grant from Jepson School of Leadership, University of Richmond for interdisciplinary unit involving school and community agencies;Wrote & awarded grants from Washington Post; Chesapeake Bay Foundation; VA Environmental Endowment; Selected participant for Howard Gardner’s visit and Multiple Intelligences seminar – Roanoke College
B.A. English--Randolph-Macon College, Ashland, VA; M.Ed. Curriculum, Instruction & Supervision-UNC- Wilmington, NC
I love the beach, gardening, traveling, and creating altered books:) I think every lesson plan should include some humor and an affirmation to believe in and to trust oneself.
Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Adult Education
English Language Arts, Balanced Literacy, For All Subject Areas
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